Neutron activation analysis applied to the study of heavy metal marine pollution observed through bioaccumulation in macroscopic algae near El Jadida, Morocco - Gaudry, A.; Zeroual, Safia; Moursli, R. Cherkaoui El; Guessous, A.; Chouak, A.; Mouradi, Aziza; Givernaud, Thierry; Moskura, Mélanie; Delmas, R. (Journal of Radioanalytical and Nuclear Chemistry, 2007)
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Developing programmes for adult learners in Africa - Gboku, Mathew L. S.; Lekoko, Rebecca Nthogo (2007)
Introduction to programme development. Approaches for programme development in adult education. Models for programme development in adult education. The pre-planning/programme proposal phase. Identifying and assessing learning needs. Determining programme goals, objectives and content. Identifying and selecting teaching and learning materials. Marketing programmes to adult learners. Participation in programme development. Programme implementation. Evaluation of adult education programmes. References.
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Suitability and availability of study materials for effective learning: lessons from the Open University of Tanzania - Genoveva, Nancy (Journal of Adult Education, 2007)
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African Legal Education: A Missed Opportunity and Suggestions for Change: A Call for Renewed Attention to a Neglected Means of Securing Human Rights and Legal Predictability - Geraghty, Thomas F.; Quansah, Emmanuel (The Loyola University Chicago International Law Review, 2007)
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Poverty Reduction Budget Support (PRBS) in Zambia Joint Annual Review 2007: Learning Assessment - Gerster, Richard; Chikwekwe, Mwila (2007)
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Information and communication technology education policy in Kenya - Getao, K W (2007)
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Barriers to teaching and learning mathematics in grade four : a study in one primary school in Addis Ababa, Ethiopia - Gezahegn, Yohannes Bekele (2007)
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Effects of Home Environment on Parental Attitudes towards the Educational Attainment of Primary School Pupils in Winneba Township, Ghana - Ghanney, R. A. (International Journal of Educational Research, 2007)
The study examined the effects home environment has on parental the child's achievement in primary schools in Winneba Township. Purposive sampling was used to select 120 respondents comprising 60 parents, 20 teachers and 40 pupils drawn from four public and one private primary schools in Winneba. The main instruments used for data collection were questionnaire and an observational guide. Major findings indicated that when parents are unable to provide basic educational needs for their children, they are likely to perform below their potentials. Again, positive parental attitude towards education, great parental support and motivation combine to enhance children's progress in education rather than the level of parent's educational attainment. Lastly, mere membership of peer sub-culture does not cause a pupil to perform below his/her potentials. Suggestions were made which will help to enhance pupils' educational attainment. International Journal of Educational Research Vol. 3 (2) 2007 pp. 259-266
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Medical education in Africa: not always a level playing field - Gibbs, Trevor (Medical Teacher, 2007)
In a recently published interview about global health equality, Paul Farmer, physician and world-renowned anthropologist, drew attention to the plight of the world’s less fortunate countries. He speculated on why such countries remain disadvantaged; despite increasingly large amounts of financial and material resources seemingly being distributed; fairly, adequately and appropriately (Mullen 2007). In the same interview, Farmer concentrated on two major factors that he suggests may contribute to this inefficiency: the medical ‘brain-drain’ and the ‘Schweitzerian’ approach to providing and supporting health care. The former, more commonly described as medical migration, is a well known phenomenon, made worse by the increasing disparity between those nations that value the healthcare professional and those that, due to political and financial instability, fail to provide either the tools or the infrastructure to support the healthcare worker. Despite these ‘tools of the trade’ being standard in developed countries, basic diagnostics, therapeutics and a caring, clean environment are often absent in the undeveloped or developing parts of the world. Governments appear to fail in recognizing the vital nature of these essential requirements, leaving a discouraged and despondent healthcare force that is left with little opportunity other than to seek and provide service elsewhere.
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Touching the spirit as a motivating factor for African American students to achieve academic excellence - Gibson, E'leva D.H. (2007)
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The Use of Storm Water Infiltration and Storage Techniques - Bonaero Park, South Africa - Gilau, R. (2007)
RESUME L'utilisation de multiple amenagements de retenue et d'une tranchee d'infiltration dans une zone residentielle de Kempton Park a permis de lancer une etude sur les effets que de tels amenagements peuvent avoir en reduisant les pics d’ecoulement produits par des orages d'intensite moyenne ou forte ainsi que de controler les ecoulements des eaux pluviales au travers du systeme d' evacuation existant, et par la d'optimiser et d' accroitre les capacites et l'efficacite du systeme existant. Trois amenagements de ce type furent construits. Le detail qui est fourni permet la mise en œuvre de chacun de ces amenagements complementaires et ainsi d'ameliorer la performance du systeme existant. L'objectif principal de cet exercice etait de maintenir les ecoulements maximums dans la zone residentielle a un niveau de valeur egal ou inferieur au niveau anterieur au developpement.
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Pathways to success in science: A phenomenological study, examining the life experiences of African-American women in higher education - Giscombe, Claudette Leanora (PhDT, 2007)
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Vocational aspirations of upper primary school learners with visual impairments : an exploratory case study in four provinces of Kenya - Githang'a, Margaret Mumbi (2007)
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CHAPTER 4. MALARIA, CLIMATE CHANGE AND POSSIBLE IMPACTS ON POPULATIONS IN AFRICA - Githeko, Andrew K. (2007)
The historical records for Africa show warming of approximately 0.7°C over most of the continent during the twentieth century. The Intergovernmental Panel on Climate Change (IPCC), in its Third Assessment Report (2001) recorded that global warming of 1.4 to 5.8°C can be expected over the coming century. Malaria is the most climate sensitive vector-borne disease, affecting most of the African population. Both global warming and increased climate variability can increase malaria transmission. It is the areas where transmission is currently low, such as the highlands, that are most affected. In these areas protective genetic polymorphisms are infrequent, and immu- nity levels are low so that all ages are vulnerable. Malaria is probably the most climate sensitive vector borne disease (1); and currently Africa accounts for 90% of global malaria mortality (2, 3). Malaria transmission depends on mosquito vectors, and their distribution depends on breeding habitat avail- ability, suitability and productivity. Breeding habitat availability is related to hydrology, topography and precipitation, while their suitability is a function of the presence of plant and predator species. Productivity of the breeding habitat is a function of tem- perature. The rates of mosquito larval stage development, the adult female mosquito blood feeding frequency, and the speed of parasite development in adult mosquitoes are all temperature dependent and in some cases the relationship is exponential. Simply put, rainfall increases mosquito habitats while temperature increases the rate of mos- quito and parasite development: the result is increased malaria transmission.
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Malaria, Climate Change and Possible Impacts on Populations in Africa - Githeko, Andrew K. (2007)
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Assessment of impacts of climate change on runoff: River Nzoia catchment, Kenya - Githui, Faith; Bauwens, Willy; Mutua, Francis (Finds and Results from the Swedish Cyprus Expedition: A Gender Perspective at the Medelhavsmuseet, 2007)
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The relationship between head teachers' characteristics and student involvement in public secondary school administration in Meru Central District, Kenya - Gitobu, Beatrice K (2007)
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Participation in Sport of family members of Kenyan secondary school athletes - Gitonga, E.R. (2007)
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Effects of selected School factors in socialization into Sport of Kenyan Secondary school Athletes - Gitonga, E.R.; Njororai, W. W. S. (2007)
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Community schools in Africa: reaching the unreached - Glassman, Deborah; Helmore, Kristin; O’Gara, Chloe; Naidoo, Jordan; Wood, Fred H. (2007)
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How African American parents' perspectives improve our schools for African American children - Glawe, Roxanne D. (2007)
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Distance education in South Africa - Glennie, Jennifer (2007)
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Writing Ramesside Hieratic: What The Late-Egyptian Miscellanies Tell Us About Scribal Education - Goelet, Jr. Ogden (2007)
This chapter addresses one aspect of a vast and complex issue how did Ramesside scribal students learn to write their Late Egyptian dialect. The scribes who wrote the Miscellanies appear to have been relatively advanced in their training and can be justly called apprentice scribes. In the case of the Miscellanies, we can suppose that either the student scribe or his teacher has checked the completion (and accuracy) of the copy against the master document, unit by unit. It probably can never be definitively proved in a given instance whether students at a particular stage of their training were reproducing from memory, transcribing from model papyri, or writing dictees. Nevertheless, when the evidence supplied from the verse points, in addition to the corruptions that Gardiner studied, are evaluated together, in most cases the likeliest choice between the possible methods would be direct copying from a model papyrus produced by the teacher. Keywords: late Egyptian miscellanies; Ramesside; scribal education
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Low African-American Student Enrollment in the Post Secondary Vocational Education Step II Program: A Study of Motivational Factors - Goldstein, Victor (2007)
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More crucial than oil scarcity: climate change policies for a sustainable Libya - Goodland, Robert (Climate Policy, 2007)
Libya is well placed to profit from climate change at the same time as it strives to achieve environmental sustainability. Libya's challenge is to allocate its oil export revenues to making water sustainable as fast as possible; first by basing desalination on solar energy, and second by converting its water pumps that extract fossil water, the ‘great man-made river’, to solar electricity. At the same time Libya can become the world's biggest exporter of sustainable solar electricity to Europe, thus approaching carbon neutrality. Libya has to achieve this before signing international treaties that will keep oil in the ground or before its oil is depleted, whichever comes first.
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More crucial than oil scarcity: climate change policies for a sustainable Libya - Goodland, Robert (Climate Policy, 2007)
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RIU Sierra Leone. Monitoring, impact assessment and learning (MIL). - Goyder, Hugh; Starling, Simon (2007)
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Language of instruction in Tanzanian higher education : a particular focus on the University of Dar es Salaam - Gran, Line Kjølstad (2007)
Kiswahili is the African lingua franca of Tanzania. In the education system it serves as the language of instruction at primary school level. From secondary school and onwards, however the medium of instruction is English. This is an issue that has caused a lot of debate over the years. Many publications and a lot of research on the issue suggest that the current language policy is an obstacle to effective learning and teaching because students as well as lecturers are not sufficiently competent in English. Therefore it has been argued that the medium of instruction should be Kiswahili, also at post primary level. Although it seems obvious to many educationists that learners learn best through a language they understand well, there is also considerable support for retaining the English medium in Tanzania. The proponents of the English medium often argue that globalisation makes it important to keep the English medium, that the Kiswahili language lacks the necessary vocabulary to function as an academic language or that such a change is too costly for a developing country like Tanzania. The main objective of this study is to explore and gain insight into the various views concerning the medium of instruction at post-primary level in Tanzania with a special focus on higher education and the University of Dar es Salaam. The opinions of lecturers, professors and students were sought through open-ended interviews, employing the interview guide approach. The study also involved document analysis of Government policy documents, newspapers and earlier studies and publications on the issue.
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Minority-Related Stressors and Coping Processes Among African American College Students - Greer, Tawanda M.; Chwalisz, Kathleen (Journal of College Student Development, 2007)
This study is an investigation of stress and coping among African American students at a predominantly White college/university (PWCU) and a Historically Black College/University (HBCU) and their relationship to academic performance. Participants were 203 African American students (101 from a mid-size predominantly White midwestern state university and 102 from an HBCU located on the East Coast). Perceived stress, minority status stress, and coping behaviors were measured. Multivariate comparisons revealed that African American students on the PWCU campus experienced higher levels of minority status stressors compared to their counterparts at the HBCU. Participants from both universities were generally similar in their use of coping strategies and in their levels of overall perceived stress. An exploratory model and an alternate model of stress and coping processes were tested. Both models highlight the unique contribution of minority status stressors to academic performance.
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"With an antenna we can stop the practice of female genital cutting":a participatory assessment of Ashreat Al Amal, an entertainment-education radio soap opera in sudan - Greiner, Karen; Singhal, Arvind; Hurlburt, Sarah (Investigación y desarrollo: revista del Centro de Investigaciones en Desarrollo Humano, 2007)
ResumenEste articulo discute los resultados del proceso de evaluacion participativa de Ashreat Al Amal (“Velas de Esperanza”), una telenovela radial con formato de entretenimiento-educativo desarrollada en Sudan. A traves de dinamicas de dibujo y fotografia participativa, los autores pudieron apreciar como oyentes activos de la telenovela se relacionaban con esta y eran afectados por sus contenidos educativos. Los dibujos y fotografias de los y las participantes de la evaluacion muestran una clara comprension de los mensajes e historias de Astreat Al Amal, asi como la interseccion de unos con otros, en temas como la necesidad de empoderamiento de las mujeres, practicas de salud reproductiva seguras y los riesgos de la circuncision femenina (una practica tradicional muy comun en Sudan). Tanto los hombres como las mujeres participantes de la evaluacion coincidieron en que las historias relacionadas con el tema de mutilacion genital femenina fueron las mas significativas, ya que reflejaban sus experiencias vividas. Por otro lado, esta investigacion tambien demuestra el poder de las metodologias participativas de evaluacion de impacto, sobre todo para promover dialogos alrededor de temas tabu como por ejemplo la circuncision femeninaAbstractThis article presents the results of a participatory evaluation of Ashreat Al Amal (“Sails of Hope”), an entertainment-education radio soap opera in Sudan. Using participatory sketching and photography exercises, we investigated how avid listeners of the radio soap opera engaged with its educational content. Our respondents’ sketches and photos suggest that they comprehended several intersecting plotlines and educational messages of Ashreat Al Amal, that is, a more empowered status for women, safe reproductive health practices and the dangers of the traditional practice of female genital cutting (a practice that is widespread in Sudan). Both male and female respondents emphasized that storylines related to female genital cutting held the most personal meaning for them as it closely paralleled their lived realities. Furthermore, our research demonstrated the power of participatory assessment methodologies, especially to generate unanticipated dialogue on “taboo” topics such as female genital cutting.
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HIV/AIDS and disability: Differences in HIV/AIDS knowledge between deaf and hearing people in Nigeria - Groce, Nora; Yousafzai, Aisha K.; Maas, Frank van der (Disability and Rehabilitation, 2007)
Purpose. Studies both in North America and Europe have found that deaf individuals lack access to AIDS information, due to problems in communication, low literacy and tightly woven social networks within the deaf community. However few comparable studies are available from countries in the Developing World. The present study was undertaken in Nigeria where there is an estimated adult HIV prevalence rate of 5.4%. We sought to compare HIV knowledge among deaf and hearing individuals in order to identify how effectively deaf members of the community are being reached by HIV/AIDS messages.Methods. A survey comparing knowledge about HIV/AIDS among deaf and hard of hearing adolescents (n = 50) and young adults (n = 50) was undertaken.Results. Significant differences (p < 0.05) in levels of understanding about certain aspects of how AIDS is spread were identified as well as differences in available resources for access to accurate information among deaf members of the population.Conclusion. These findings from Nigeria speak strongly to the need for the development of interventions that include people with disabilities in public health and HIV/AIDS strategies and that address their specific vulnerabilities. Evaluating the adaptation of education material and the inclusion of the deaf population in HIV awareness programmes is an urgent ‘next step.’
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Effects of Ligustrazine and acupuncture on apoptotic activity and expression of apoptosis-related genes bcl-2 and bax in spiral ganglion cells of guinea pigs with gentamicin-induced hearing loss - Gu, Weizhong (Chinese Otorhinolaryngological Journal of Integrative Medicine, 2007)
Objective To investigate the protective effects of Ligustrazine and acupuncture used separately or together on apoptotic activity and expression of apoptosis-related genes bcl-2 and bax in spiral ganglion cells of guinea pigs with gentamicin-induced hearing loss.Methods The model of sen- sorineurel hearing loss was prepared by consecutive intra-peritoneal injection with gentamycin(100mg/ kg·d)for 10 days among guinea pig.Then,the animal models were randomly divided into several groups receiving different treating procedures with Ligustrazine and acupuncture used separately or to- gether respectively.Followed was determination on the effects of these intervening procedures on the apoptotic activity and expressing levels of apoptosis-related proteins Bcl-2 and Bax in spiral ganglion cells of theses experimental animals by TdT-mediated DUTP-biotin nick end labeling(TUNEL)and immunohistochemical techniques respectively by the end of therapeutic course with the animals put into death and all tissue samples collected.Results When compared with that of other groups of guinea pigs treated by different intervening procedures,significant improvement in the pathohistology of inner ear was found in the group of animals received the combined therapy with Ligustrazine and acupunc- ture,with markedly decreased number of apoptotic spiral ganglion cells and reduced expressing ratio of Bax/Bcl-2 in these spiral ganglion cells.Conclusions Ligustrazine and acupuncture can effectively in- hibit the apoptotic activity and regulate the expressing levels of apoptosis-related proteins Bcl-2 and Bax in spiral ganglion cells of guinea pigs with gentamicin-induced hearing loss,no matter how they are used,either used alone or in a combined way,especially when the drug given in a combined way with acupuncturing to the points of Tinggong,Waiguan,Yifeng and so on.
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“I Don’t Ask God to Move the Mountain, Just Give Me the Strength to Climb It”: Disability Stories of Southern Rural African American Women - Gubrium, Aline (Wagadu: a Journal of Transnational Women's and Gender Studies, 2007)
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EDUCATION, DEVELOPMENT AND HEALTH EXPENDITURE IN AFRICA: A CROSS-SECTION MODEL OF 39 COUNTRIES IN 2000-2005 - Guisán, María-Carmen; Expósito, Pilar (Social Science Research Network, 2007)
This article analyzes the evolution of education, health expenditure and economic development in 39 African countries for the period 2000-2005, which shows that the low levels of health expenditure in many Africa countries are far from evolving to the necessary speed to meet the social demand. We find that the main causes of this bad situation are the low levels of economic development and the low levels of international cooperation to increase average years of schooling of population. We estimate a crosssection model which shows the important positive effect of the educational level of population on economic development and the highly positive effect of economic development on health expenditure in those countries. The main conclusion is that international cooperation addressed to improve health expenditure in Africa should devote a particular attention to human capital and help to increase the average years of schooling of adult population in the poorest countries. JEL classification:
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Global paradigm shift in medical education: issues of concern for Africa - Gukas, Isaac D. (Medical Teacher, 2007)
When medical education became established in Africa, many curricula were adopted from the West so as to achieve comparable standards in training. Over the last half a century however, major global pedagogical shifts have occurred in medical education without African keeping pace.This article reviews key pedagogical changes and other innovations in medical education that have occurred over the last half a century as reported in the literature and identifies some of the issues that need to be addressed in Africa.Socioeconomic and political instability, failure to rapidly overcome the inertia for change by substituting the old curriculum with a more problem, system and student-based one and redefining the goals of medical education are some of the issues of concern for Africa, and its ability to keep up in the dynamic world of medical education. There are only few faculty and school managers with effective medical education backgrounds to initiate, evaluate and sustain these changes. African medical academics, national governments and the international community need to come together to assist Africa to rise up to these challenges to ensure attainment and sustenance of global standards in medical training.
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Using the hierarchical linear model to understand school production in South Africa - Gustafsson, Martin (RePEc: Research Papers in Economics, 2007)
The emphasis placed in the existing South African school production function literature on better skilled teachers and better school management is discussed. Ordinary least squares and hierarchical linear production function models, using 2000 SACMEQ data, for the country and for a sub-set of historically disadvantaged schools, are constructed. Ways of making the results more readable for policymakers are explored. The importance of physical infrastructure, textbook and nutrition budgets is highlighted by the models. Correct allocation of teaching and management time in schools, less learner repetition, and better teaching methodologies stand out as important school and classroom management imperatives.
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Investigating an agricultural extension training program from an adult education perspective in Oromia Region, Ethiopia : an exploratory case study. - Guta, Kebede Soressa (2007)
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The History Curriculum in Three Countries – Curriculum Balance, National Identity, Prescription a nd Teacher Autonomy: The Cases of England, New Zealand and South Africa - Guyver, Robert (International journal of historical learning, teaching and research (Print), 2007)
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Mood Sensitivity to Seasonal Changes in African College Students Living in the Greater Washington D.C. Metropolitan Area - Guzmán, Alvaro; Rohan, Kelly J.; Yousufi, Samina M.; Nguyen, Minh-Le; Jackson, Michael; Soriano, Joseph J.; Postolache, Teodor T. (The Scientific World Journal, 2007)
The purpose of this study was to estimate the degree of seasonality and prevalence of winter- and summer-type seasonal affective disorder (SAD) in African immigrant college students in comparison with African American peers. A convenience sample of 246 African immigrants and 599 African Americans studying in Washington, D.C. completed the Seasonal Pattern Assessment Questionnaire (SPAQ), which was used to calculate a global seasonality score (GSS) and to estimate the prevalence of winter- and summer-type SAD. Degree of seasonality was related to a complex interaction between having general awareness of SAD, ethnicity, and gender. A greater percentage of African students reported experiencing a problem with seasonal changes relative to African American students, and had summer SAD, but the groups did not differ on GSS and winter SAD. African students reported more difficulties with seasonal changes than their African American peers, which could represent a manifestation of incomplete acclimatization to a higher latitude and temperate climate. As Africans also had a greater rate of summer SAD, this argues against acclimatization to heat.
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A Prospective Longitudinal Study of Seasonality in African Students Living in the Greater Washington, D.C. Metropolitan Area - Guzmán, Alvaro; Zebrak, Ryszard; Rohan, Kelly J.; Sumar, Irshad A; Savchenko, Svetlana; Stiller, John W.; Valadez-Meltzer, Adela; Olsen, Cara; Lapidus, Manana; Soriano, Joseph J.; Postolache, Teodor T. (The Scientific World Journal, 2007)
We conducted a prospective, longitudinal study of seasonality in a vulnerable population, i.e., African students who migrated to a temperate climate. Consistent with previous cross-sectional studies, we hypothesized lower mood and energy, and higher appetite and weight, in fall/winter than in spring/summer. Four cohorts of African students attending a year-long nursing school program without vacation in Washington, D.C., were assessed monthly for 1 year. Forty-three subjects (mean age = 33.46 ± 6.25), consisting of predominantly females (76.7%), completed the study. The cohorts began their academic program in different seasons (one each in winter, spring, summer, and fall), inherently minimizing confounding influences on seasonality, such as academic and immigration stress, as well as allowing adjustment for an order effect. At each assessment, students completed three 100-mm visual analog scales for mood, energy, and appetite, and were weighed on a digital scale. For each standardized dependent variable, a repeated measure ANOVA was used and, if a significant effect of month was identified, averages for spring/summer and fall/winter were compared using paired ttests. In addition, a mixed model for repeated measures was applied to raw (nonstandardized) data. Body weight was significantly higher in fall/winter than in spring/summer (p < 0.01). No seasonal differences in mood, energy, or appetite were found. Benefiting from certain unique features of our cohorts allowing adjustment for order effects, this is the first study to identify a seasonal variation in body weight with a peak in winter using longitudinal monthly measurements.
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Students' Self-Concept and Academic Achievement in Zimbabwe: A Preliminary Study - Gwirayi, Pesanayi; Shumba, Almon (Journal of Psychology in Africa, 2007)
Students' personal beliefs about their capabilities to learn influence their motivation and learning. This study determined the relationship between self-concept and academic achievement of Zimbabwean primary school students. A qualitative approach was used to collect data from 75 pupils (36 girls, 39 boys: age range 9–12 years). Data were also collected from five of the students' teachers. Pupils' perceptions of comments or feedback from classmates and teachers comprised the self-concept measures. Academic achievement was measured using teachers' ratings of pupils' academic performance. Pupils who reported receiving positive comments from classmates and teachers were more likely to be rated by their teachers as having higher academic achievement compared to those who perceived themselves to be less favourably regarded by teachers.
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ASSESSING THE PROVISION OF QUALITY STUDENTS' SERVICE AND SATISFACTION IN TERTIARY INSTITUTION IN GHANA; Using Cape Coast Polytechnic as Case Study - Gyamfi, Derick Agyei; Agyeman, Anthony; Otoo, Benjamin Kojo (2007)
Quality students’ service of higher education, however, has been largely overlooked when the issue of quality service has been considered. This is not surprising. Because normally higher education, primarily, remain focused on teaching and research, with the administration tasks existing as a supporting role. Again, most of research works on quality services have ignored the education sector. Ironically even academicians who will be the immediate beneficiaries even focuses their research works on other sectors of the economy. This is partly so, because academicians in tertiary institutions focus on that area that concerns them the most and where they can easily get fund to finance their work. This has meant, however, that the role of quality student service in tertiary organizational culture has been somehow ignored. But focus on teaching and research alone cannot be the only pre-requisites for success in academia. Quality student service is the focus of the moment in higher education sector everywhere in the world and Ghana cannot be exception, ensuring that institutions maintain a high level of attention to quality issues will not only attract more students but also increase their internally generated fund. The research assesses the provision of quality student service and satisfaction in tertiary institution in Ghana; using Cape Coast Polytechnic as a case study.
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The proposal for supervision training in Palestine/Middle East. - Haans, Ton (PubMed, 2007)
Clinical supervision has been known for decades. However, only in the past decade have training courses for supervision been developed and offered for health professionals working with a severely traumatized client population. Health professionals working as supervisors in this field are faced with specific problems. Together with Johan Lansen and Ton Haans, the Berlin Treatment Center for Torture Victims (bzfo) adapted the training method developed by Lansen/Haans in 1999, which offers participants a structural framework. In cooperation with the German Society for Supervision (DGSv), the bzfo offers this training course in Germany where it takes one and a half years to complete. To meet the vast need for supervision in countries where health professionals work under difficult and adverse conditions, the bzfo is now in contact with colleagues in the Gaza region with a proposal for supervision tailored to their specific needs.
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The Ethiopian higher education: creating space for reform - Habtamu, W (2007)
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Knowledge and experience of oral health among secondary school students in Zambia - Hagberg, Linda; Sjödahl, Janna (2007)
The aim of the study was to investigate the knowledge about oral health and the experience ofpersonal and professional oral care among secondary school students. The study consisted of201 students ...
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An investigation into the attitudes of male and female university students towards the legalisation of gay marriage in South Africa - Hagen, Sean (New Voices in Psychology, 2007)
The legalisation of gay marriage became a reality for gays and lesbians throughout South Africa in November 2006, when the Civil Union Bill was passed, legalising marriages between same-sex couples (Civil Union Act, 2006). This article sets out to explore and compare the attitudes of male and female University students towards this important issue. Previous research has shown that the attitudes of females toward homosexuality tend to be more positive than the attitudes of males. In this study, a total of 97 participants completed a Likert scale questionnaire, which was constructed to measure attitudes towards gay marriage. The findings revealed that no significant difference in attitudes is evident in male and female students. The article concludes with a discussion of the implications of these findings.
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Waiting in line: African refugee students in Western Australian schools - Haig, Yvonne; Oliver, Ron (2007)
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Implications of formal education for rural communities in Ethiopia : the case of Woyisso-Qancaara Kebele, Oromia Region - Hailu, Daniel (2007)
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A national survey of the health of school children in Ethiopia - Hall, Andrew G.; Kassa, Tamiru; Tsegaye, Demissie; Tedbab, Degefie; Lee, Seung (2007)
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Double Jeopardy: Being African-American and “Doing Diversity” in Independent Schools - Hall, Diane M.; Stevenson, Howard C. (Teachers College Record, 2007)
The experience and responsibility of addressing diversity issues in independent schools is the focus of this article. Open-ended interviews were conducted with diversity coordinators in independent schools in a large urban area in the Northeast. Coordinators were asked about their roles within the schools and about their participation in a study on race within the school. Five major themes emerged around the issue of racial tokenism that described the tensions that diversity coordinators face. They included the marginalized isolation of “being the only one,” school system resistance toward defining diversity, marginalized perception of Blackness, intense and suppressed need for role support, and racial cognitive dissonance. Results indicate that diversity coordinators are often isolated within their schools and may face increased vulnerability due to their tokenized status and roles as diversity coordinators. Recommendations for addressing these issues in independent schools are proposed.
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Vocational rehabilitation service utilization among African Americans with disabilities - Hall, Kimberly M. (2007)
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Hunting Hurricanes: NASA Seeks Answers in African Dust - Halverson, Jeffrey B. (Weatherwise, 2007)
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Learning by Doing: The Experience of Popular Achievement in Palestine - Hammad, Suzanne; Bakri, Tareq (Children, Youth and Environments, 2007)
This article presents a model of youth civic engagement practice that has been implemented in the West Bank and Gaza since 2002. This is the story of Popular Achievement (PA). The paper discusses Popular Achievement's experiential “learning by doing” approach to youth civic engagement, suggesting the transformative value and learning potential of this model for young people. Drawing upon testimonies of its young “coaches,” we try to tease out some of the reported outcomes that young people have attributed to their participation in this “project,” and analyze them in light of the constraining social and political context under which these youth live. As practitioners, we also share some practical lessons learned from our experience in implementing this practice in Palestine that could inform this as well as similar youth civic participation programs elsewhere.
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Prejudice and social contact in modern South African high schools in the Western Cape region - Happ, Christian (New Voices in Psychology, 2007)
Almost 15 years after the collapse of the apartheid system, there is still much racism and prejudice among South Africans. According to Allport's contact hypothesis and recent research interpersonal contact plays an important role in the reduction of racial prejudice. However, this is not only true for adults in South Africa, but equally and maybe even more important for the up-growing generation in South African high schools. The present study therefore reports on the degree of contact among race groups and the type of contact that facilitates the reduction of racism. The study further looks at measures which could be taken in South Africa to ease the tension between whites (Afrikaans- and English-speaking), coloureds and blacks. Contact is differentiated in terms of in-school, out-school and in- and out-school contact. A total of 204 students from the Western Cape participated in this questionnaire-based study. Statistically, correlations between groups as well as comparisons of groups were used to explain similarities and differences between the different ethnicities and between their attitudes. Significant results were found for most dependent variables and the highest reported prejudices were found in the Afrikaans-speaking white sample. Overall, intergroup contact emerged as a strong predictor of the two measured constructs social distance and ethnic attitudes. The disproportioned distribution of participants (with only 5 black learners) may be a limitation of this study but the overall findings show that the interaction between different ethnicities should be encouraged for a future in South Africa with less prejudice.
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Investigation of Radon Pollution in Groundwater in the Southern Part of Gaza Strip - Palestine - Hararah, Samir (2007)
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Elusive Equity: Education Reform in Post-apartheid South Africa - Harber, Clive (International Journal of Educational Development, 2007)
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Haile Selassie, Western Education, and Political Revolution in Ethiopia - Harbeson, John W. (International Journal of African Historical Studies, 2007)
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Survey of ICT and Education in Africa : Burundi Country Report - Hare, Harry (World Bank Other Operational Studies, 2007)
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Survey of ICT and Education in Africa : Eritrea Country Report - Hare, Harry (World Bank Other Operational Studies, 2007)
This short country report, a result of larger Information for Development Program (infoDev)-supported survey of Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Eritrea has made significant efforts to reform its education system with the objective of providing its citizens with accessible and high-quality education that is modern, technologically advanced and that will create an internationally competitive human resource. The rise in the gross enrolment rates, the construction of new classrooms and reconstruction of those destroyed, and the capacity-building initiatives at the Ministry of Education all are indications of a country that is ready to learn. The government's acknowledgement that ICT has a role to play in improving both access and quality of education is commendable given the bigger challenges of poverty, hunger, disease and access to basic education. The National ICT for Education Policy and the completion of the implementation master plan is bound to generate the necessary momentum within government and other education sector players to seriously start integrating ICTs into education.
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The impact of British colonial education practices on Muslim education in Mbale district, Uganda from 1940-1962. - Hasahya, Musa (2007)
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Prevalence of depressive symptoms in urban middle and high school Hispanic and African American students - Hatch, Brandon Robert (2007)
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TEACHERS UNDERSTANDING OF THE CONCEPTUAL STRATEGY FOR PRIMARY MATHEMATICS TEACHING IN TANZANIA AND JAPAN - Hattori, Katsunori; Wangeleja, Makoye J. N. (2007)
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The role of traditional environmental knowledge systems in earthquake disaster management in Ludewa district, Tanzania - Haule, Evaristo (2007)
Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, (THS EAF QE533.T34H38)
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Mechanisms of adaptation to climate variability in West African pearl millet landraces – a preliminary - Haussmann, Bettina I. G.; Boureima, S S; Kassari, I A; Moumouni, K.; Boubacar, A (2007)
Landraces are generally expected to possess specific mechanisms of adaptation to their growing environments. In West and Central Africa (WCA), growing conditions of pearl millet (Pennisetum glaucum) are characterized, among other hazards, by highly variable beginnings and endings of the rainy season, and unpredictable drought stress at any time during the growing season. Adaptation to such unpredictable variable environment can be due to individual and/or populational buffering (Allard and Bradshaw 1964), two mechanisms initially defined by Lerner (1954) as developmental and genetic homeostasis. Individual buffering may be favored by phenotypic plasticity. Photoperiod-sensitive flowering is an example of phenotypic plasticity that can enhance adaptation to variable planting dates followed due to a scattered beginning of the rainy season in a region, as typical for WCA. It enhances simultaneous flowering of the cultivar in the target region, independent of the individual date of planting in different fields. This has particular advantages in terms of reducing bird damage and insect pressure; prolonging vegetative development in case of early planting but accelerating development in case of late planting; therefore fitting plant development to available rainfall patterns and resulting potentially in increased yielding stability. Populational buffering can be promoted by genetic heterogeneity in plant stand as different genotypes present in the population are specifically adapted to different environmental conditions (Bradshaw 1965). An example is intra-varietal variation for flowering time, which would assure that in case of a dry spell, not all plants in the field will be affected by drought in their most sensitive flowering stage.
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Reflections from effective teachers of African American students: investigating the intersection of preparation, practice, and policy - Haynes, Kenya LaTrece (2007)
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A Case Study among "Il-Majaneen" Students In the Occupied West Bank - Helgesen, Linda Teigland (2007)
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The construction of resistance : a case study among "Il-majaneen" students in the occupied West Bank - Helgesen, Linda Teigland (2007)
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Developing family medicine in South Africa: A new and important step for medical education - Hellenberg, Derek; Gibbs, Trevor (Medical Teacher, 2007)
The announcement by the National Ministry of Health on the 17th August 2007 (South African Government 2007), officially recognizing family medicine as a speciality in its own right is an indication of just how far 'general practice' has developed in South Africa. From January 2008 there is to be a compulsory, full-time four- year training programme for registrars in Family Medicine which should result in a well trained cohort of Family Physicians suitable to staff Community Health Centres and Primary Care Hospitals in the future. This article seeks to explore some of the milestones reached in the development of the community of family medicine professionals and teachers, the roles taken by the major protagonists in the development and the way that medical education can promote and sustain the discipline.
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Climate risk management in Africa : learning from practice - Hellmuth, Molly; Moorhead, A.J.; Thomson, Madeleine C.; Williams, J.R. (2007)
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Community Schools in Africa: - Helmore, Kristin; Glassman, Deborah; Naidoo, Jordan; Wood, Fred H.; O’Gara, Chloe (2007)
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Education, Employment and Development in Southern Africa: The Role of Social Policy in Botswana, South Africa and Zimbabwe - Hendricks, Fred (2007)
This chapter follows a funnel-like approach to the vexed questions of social policy, education, employment and development in Southern Africa. Starting with broad conceptual questions, the chapter ends with country case studies on the experience of implementing various policies on education in relation to the labour market. The chapter is divided into three sections. It starts with a conceptual discussion of the role of social policy in the development process by assessing the impact of public expenditure on the creation of livelihoods, on the possibilities for enhancing long-term legitimacy and, most importantly, on the process of economic growth itself. It highlights the emergence of a new broadside in development thinking that seeks to shake social policy loose from its social work and remedial moorings and to anchor it instead to a central role in the development process. Seen from this perspective, social policy is not merely a compensatory measure designed to deal with the failures of the market by distributing welfare, but, rather, a defining feature of the development itself because of its impact on the extent of social differentiation and inequality.
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Study on medium of instruction in primary schools in Ethiopia: final report - Heugh, Kathleen; Benson, Chris; Bogale, Berhanu; Yohannes, Millena (2007)
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Can the African Virtual University Transform Higher Education in Sub-Saharan Africa? - Hicks, Esther K. (Comparative Technology Transfer and Society, 2007)
During the 1980s and early 1990s, the funding of higher education in sub-Saharan Africa (SSA) steadily declined as investment emphasis shifted from higher education to basic education. By the second half of the 1990s, a more balanced view had developed of the relationship among primary, secondary, and tertiary levels of education. Unfortunately, there has been no way to quickly fix the deteriorated higher education infrastructure. Alternative systems of providing higher education have had to be explored. In 1998, the World Bank, CIDA (Canada), DfID (UK), and AusAID (Australia) collaborated to sponsor the introduction of a new form of distance education to SSA: the e-learning-based African Virtual University (AVU). Since then, the AVU has strug- gled to leapfrog over the debilitating problems of higher education institutions in the region and transform itself from an internation- al agency/donor project into a full-fledged virtual university. This essay outlines the circumstances and conditions that led to the development of the AVU, and examines its credibility as an alter- native higher education strategy for SSA. It explores the effect that poor or nonexistent national information communication technol- ogy (ICT) infrastructures have had on the evolution of the AVU, and addresses whether, and how, such a top-down, externally im- posed innovation can have a future in the region.
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Lifelong Learning: exploring Learning, Equity and Redress, and Access. An African Discourse on Lifelong learning: A south African Case Study - Higgs, Philip; B, Van Wyk (2007)
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Training Community Health Workers as Diabetes Educators for Urban African Americans: Value Added Using Participatory Methods - Hill‐Briggs, Felicia; Batts-Turner, Marian; Gary, Tiffany L.; Brancati, Frederick L.; Hill, Martha N.; Levine, David M.; Bone, Lee R. (Progress in Community Health Partnerships, 2007)
With growing use of Community Health Workers (CHWs) to reach underserved populations, there is a need for more information on training methods to prepare CHWs, particularly in a health educator role.To describe procedures used to recruit, train, and evaluate CHWs in Project Sugar 2, a randomized controlled trial of a nurse case manager and CHW team intervention designed to improve diabetes care and control in a sample of 542 urban African Americans with type 2 diabetes.CHWs received a Core Training on guidelines and procedures, didactic diabetes self-management education, and research protocol training. However, barriers to CHW implementation of the intervention were encountered, including CHW attrition, job performance and satisfaction issues, low self-confidence in knowledge and skills as educators, difficulties with maintaining a large caseload, and inefficiencies experienced in conducting home visits. To address barriers, the initial training was modified and condensed. A supplemental training utilizing participatory methods was developed collaboratively by CHWs and trainers to facilitate CHWs' designing of intervention materials in their own words and contributing processes for intervention implementation and quality control.The supplemental training resulted in CHW retention, satisfaction, confidence in skills, and feelings of ownership of the intervention. Participant satisfaction with care received from the CHWs and the Project Sugar 2 intervention was rated as high by 97% and 93% of responders, respectively.Core training in research intervention policies, procedures, and protocols, combined with an extended participatory training, led to effective preparation of laypersons to serve as CHWs.
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The Congo Basin's Forests and Climate Change - Hoare, Alison L. (2007)
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Enabling and constraining ICT practice in secondary schools: case studies in South Africa - Hodgkinson-Williams, Cheryl; Siebörger, Ingrid; Terzoli, Alfredo (International Journal of Knowledge and Learning, 2007)
The use of Information Communication Technology (ICT) in education is being seen as a way of widening access to education, particularly in developing countries. This paper addresses the issue of ICT implementation in secondary schools and focuses specifically on the practices that enable or constrain the successful implementation of ICT for teaching and learning activities. It reflects upon the lessons learned from a collective case study undertaken in 12 of the 13 secondary schools in Grahamstown in the Eastern Cape in South Africa. School principals and designated IT teachers were interviewed and on-site infrastructure audits conducted. This paper identifies a number of key enabling and constraining factors surrounding practical issues, including sufficient hardware, appropriate software and affordable connectivity, sufficient technical support and training, policy-related issues such as the role of national, provincial and school policy, the vital contribution of principal leadership and champion teachers as well as ongoing teacher professional development coupled with a willingness to change.
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Cooperating for Science: An inventory of research and education partnerships between South Africa and the Netherlands - Hoebink, P.R.J.; Padayachee, Anshumali; Nkomo, Mkokeli (2007)
During apartheid and due to the cultural and academic boycott, relations between South Africa and the Netherlands in the fields of research and higher education were restricted to contacts between individuals and a small number of institutions. How have relationships in research and higher education recovered from the apartheid era? Which institutions are most active and most deeply involved in cooperation between the two countries? In which fields of science do researchers cooperate most actively? What kind of win-win situations and stumbling blocks do researchers see in partnering with colleagues from the other country? What is the institutional setting in which they have to cooperate? In a world on which knowlegde production and teaching are becoming more and more internationalised, cross-border partnerships constitute new forms of international cooperation. This book is based on a large survey and a number of focus group interviews in South Africa and the Netherlands, conducted by a team of researchers from both countries. It describes and examines these new forms of cooperation in research and higher education between South Africa and the Netherlands.
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LEARNING TO RESIST: RETURNING AFRICAN AMERICAN STUDENTS TO THE HUSH HARBORS IN SEARCH OF EDUCATION'S PROMISES - SKILL DEVELOPMENT FOR CRITICAL CONSCIOUSNESS - Hoff, Pamela Twyman (2007)
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The positive impact of virtual environments across cultures: understanding the experience of the african american college students' use of e-tools in the learning environment - Hogg, Jerri Lynn; Saba, Lynne; Hodges, Pat; Penn, Nolan E. (HAL (Le Centre pour la Communication Scientifique Directe), 2007)
The technology of change is rapid, it is all encompassing, and it is inescapable. The question emerges in this swift acquisition of new technology – what is lost and what is gained? Traits such as social introversion and defensiveness can inhibit traditional styles of communication. It is believed that electronic communication tools can facilitate communication with certain personality traits and cultural groups and remove some communication barriers across cultures. For this exploratory study a select group of African American university students were given a personality assessment and asked about their experiences with electronic communication tools such as instant message, email, chat, and text messaging.
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Imperfect Social Learning Among Kenyan Smallholders - Hogset, Heidi; Barrett, Christopher B. (2007)
This paper explores passive and active forms of social learning by Kenyan farmers. We document high rates of error and bias in respondents’ proxy reporting of their network members’ behavior. Proxy reporting of peer behavior proves no more accurate than random guesses based on known adoption rates in the broader population, suggesting limited individualor networkspecific knowledge of behaviors. Moreover, perceptions of others’ behaviors are systematically related to respondents’ own behaviors, confirming Manski’s (1993) concern about reflection problems that might overstate social networks effects on learning in standard regression models. The bias and inaccuracy of reporting on network members’ behaviors calls into question the importance of passive social learning. We then show, however, that these same respondents actively pursue and accurately report obscure information when given a direct incentive to do so. They mobilize social networks, especially to access information available from socially distant people, the weak ties that Granovetter (1973) suggests are the most valuable information sources within a social network. These results suggest a need to revisit how development economists study social learning, as active social learning may be more important and passive social learning less important than implied by prevailing models and empirical tests of social learning.
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Child-Centered Teaching In The Ugandan Classroom: The Conflict Area Supplemental Education Materials Project (CASEM) - Hoke, Jason (2007)
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The volcanic rocks of São Nicolau: isotopic evidence for the inhomogeneity of the Cape Verde mantle plume - Holm, Paul Martin; Sørensen, R.V. (2007)
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Implementing a New Language-in-Education Policy: Coping Strategies Among Teachers in Three South African Primary Schools - Holmarsdottir, Halla B. (Curriculum and teaching, 2007)
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Reconstruction and development in South Africa: the contribution of public further education and training(FET) colleges - Holmes, Keith; Hannah, Janet (2007)
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Special-Variability in terrigenous sedimentation processes off northwest Africa and its relation to climate changes - Holz, Christine; Christine; Jbw, Stuut; Jan-Berend, W Stuut; Henrich, Rüdiger; Rüdiger; Meggers, Helge; Helge (2007)
Variations in deposition of terrigerrous fine sediments and their grain-size distributions from a high-resolution marine sediment record offshore northwest Africa (30 degrees 51.0'N; 10 degrees 16. 1'W) document climate changes on the African continent during the Holocene. End-member grain-size distributions of the terrigenous silt fraction, which are related to fluvial and aeolian dust transport, indicate millennial-scale variability in the dominant transport processes at the investigation site off northwest Africa as well as recurring periods of dry conditions in northwest Africa during the Holocene. The terrigenous record from the subtropical North Atlantic reflects generally humid conditions before the Younger Dryas, during the early to mid-Holocene, as well as after 1.3 kyr BP. By contrast, continental runoff was reduced and and conditions were prevalent at the beginning of the Younger Dryas and during the mid- and late Holocene. A comparison with high- and low-latitude Holocene climate records reveals a strong link between northwest African climate and Northern Hemisphere atmospheric circulation throughout the Holocene. Due to its proximal position, close to an ephemeral river system draining the Atlas Mountains as well as the adjacent Saharan desert, this detailed marine sediment record, which has a temporal resolution between 15 and 120 years, is ideally suited to enhance our understanding of ocean-continent-atmosphere interactions in African climates and the hydrological cycle of northern Africa after the last deglaciation. (c) 2007 Elsevier B.V. All rights reserved.
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Dilemmas of Implementing Education Reforms : Explorations from South Africa and Sweden - Hoppers, Catherine A. Odora; Lundgren, Ulf P.; Pampalis, Johan; Motala, Enver; Nihlfors, Elisabet (2007)
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Democracy and human rights in education and society : explorations from South Africa and Sweden - Hoppers, Chaterine Odora; Gustavsson, Bernt; Motala, Enver; Pampallis, John (2007)
Democracy and human rights in education and society : explorations from South Africa and Sweden
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The Monastic School of Gaza (review) - Horn, Cornelia B. (Journal of Early Christian Studies, 2007)
Reviewed by: The Monastic School of Gaza Cornelia Horn Brouria Bitton-Ashkelony and Aryeh Kofsky The Monastic School of Gaza Supplements to Vigiliae Christianae 78 Boston: Brill, 2006 Pp. 249. €95/$129. In eleven chapters this study offers a discussion of highlights of ascetic spirituality and practices in the region of Gaza in Palestine from the fourth through the end of the sixth century. The core of the book consists of chapters 3 through 10, which deal with matters of the life of the monk in mind and body. Chapter 1 offers a chronological overview of important figures while chapters 2 and 11 attempt to provide an anti-Chalcedonian or "Monophysite" historical framework for Gazan monasticism. In chapter 1 the authors revisit their earlier discussion of the stages of the development of monastic life in the region (see Proche-Orient Chrétien 50 [2000]: 14–62). Two maps of monasteries in the Gaza and the Negev are a helpful addition to this material (figs. 1 and 2, following 46). Chapter 2 presents a discussion of the Life of Peter the Iberian and his role in the anti-Chalcedonian movement in Palestine. Chapter 3 combines a discussion of Peter the Iberian as a pilgrim to the Holy Land with the characterization his biographer John Rufus offers of him as a "Second Moses." The chapter's quite exclusive emphasis on the Old Testament characterization of Peter as the new Moses misses Rufus's more comprehensive and all-pervasive use of biblical typology across the board of Old and New Testament figures (e.g., also the apostle Peter) in the service of constructing a claim to authority for Peter. Chapters 2 and 3 summarize what is already discussed elsewhere (see Horn, 2001, 2003, and 2004; Bitton-Ashkelony 2005). Chapter 4 tests the characterization of Barsanuphius and John against the well-known pattern of the late antique holy man and shows them to be pedagogues [End Page 437] teaching their followers without face-to-face contact. The comparison to 21st century on-line instructors easily comes to mind. The written word of these two monks as found in their Questions and Answers, Abba Isaiah's Asceticon, Dorotheus's Instructions, readings from the Apophthegmata Patrum, and occasionally references to the Life of Dositheus provide the backbone for the description of ascetic spirituality offered in the next six chapters. These deal with forms of encoded counseling, the roles of sin and penitence, spiritual exercises that might lead to union with God or even theosis, daily life in the monastery, and social interactions of the monks with one another, with their families of origin, and with the larger outside world. The argument for Abba Isaiah's presumed "Monophysite" leanings (132–33, repeated on 216) is not convincing. These chapters try to tease out the points of correspondence and difference between texts of Gazan provenance and the ascetic instructions and spirituality offered mainly in the works of Evagrius of Pontus and Basil of Caesarea. Given that the study itself refers to Barsanuphius's advice to listen to what "is to be found in the sayings of the Fathers and in their Vitae" (176), the reader wonders why the rich material that illustrates ascetic life and spirituality offered in the works of John Rufus, namely the Life of Peter the Iberian as well as Peter's sayings and those of other ascetics in the Plerophoriae, is hardly ever consulted for the discussion of chapters 5 through 10. The polemically charged sayings featured in the Plerophoriae as much as the encouragement to imitate the life of a model ascetic and leader, namely Peter, were as instrumental as pedagogical tools in the formation of monks in the Gaza area as were ascetic handbooks and letters. When Barsanuphius is quoted as saying that "The Son of God became a man for you; be you also a god for him" (4.94), it is clear that from among Egyptian authorities not only speculative theologians but also dogmatically sober patristic authorities like Athanasius had their share of influence on the circle in Gaza. This influence needs to be explained. Resuming a discussion already offered in print (Kofsky, 2004), the authors argue in their final...
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Toward Sustainable Peace Education: Theoretical and Methodological Frameworks of a Program in South Africa - Houghton, Tim; John, Vaughn M. (2007)
In this chapter, we trace the history and development of the Peace Education Program in the Centre for Adult Education (CAE) at the University of KwaZulu-Natal (UKZN), South Africa, and examine how action research has shaped our course. We discuss the concept of communities of practice and show how nurturing and supporting our trainees and students in communities of practice may contribute to sustained peace education in the province of KwaZulu-Natal.
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A SURVEY OF AFRICAN AMERICAN DEANS AND DIRECTORS OF U.S. SCHOOLS OF SOCIAL WORK - House, Laura E.; Fowler, Dawnovise N.; Thornton, Pamela L.; Francis, E. Aracelis (Journal of Social Work Education, 2007)
Using survey methods, this study examines demographic and professional characteristics and experiences of participating African American deans and directors of schools of social work in the United States. An examination of deans and directors has implications for the future of social work education in terms of understanding their critical role as academic leaders. Furthermore, the focus on these academic leaders is important given the emphasis on diversity and a need for multiculturalism in social work education. Descriptive data were analyzed from a 55-item instrument and a sample of 16 survey respondents. Results indicate similarities and differences in personal and professional characteristics, experiences, and challenges of participating African American social work deans and directors relative to national samples. Implications for aspiring academic leaders are discussed.
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Prostate cancer community collaboration and partnership: education, awareness, recruitment, and outreach to southern African-American males. - Hughes, Gail; Sellers, Denethia B.; Fraser, Lionel; Teague, R.D. MacNeil M.L.; Knight, Bern'Nadette (PubMed, 2007)
Prostate cancer is a significant health problem for African-American men intensified by low participation in screenings, clinical trials, and prospective cohort studies. Ten focus groups were conducted with African-American males and their female partners/spouses. Perceptions and knowledge about prostate cancer, as well as willingness to participate in screening and research studies were measured. Participants had a basic level of knowledge about prostate cancer, and the importance of education was a unified theme. Dialogue with targeted African-American men and their partners/spouses may increase awareness and retention in medical research, while influencing health promotion, education and behavior.
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Assessing the effect of an educational programme on primary pupils in Ethiopia. - Hulme, Daniel; Pearson, Rodney A.; Muir, Christine; Farrow, Malcolm (2007)
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Values in Education towards the realization of the ideals of the South African constitution: Is discipline the missing link? - Human, Sherrie E.; J, De Klerk (2007)
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Policy in practice: teacher-student conflict in South African schools - Hunt, Frances (2007)
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The impact of health education on reproductive health knowledge among adolescents in a rural Nigerian community - I., C.; N., S.; Ozumba, Benjamin C. (Journal of Obstetrics and Gynaecology, 2007)
SummaryThis intervention study was to evaluate the impact of reproductive health education on the knowledge and attitude of adolescents in a rural Nigerian community to reproductive health issues. It compared adolescents in a secondary school (study group), which received health education on reproductive health with another secondary school (control group), which did not receive any. The impact of the programme was evaluated with a pre-test baseline knowledge and post-test gain in the knowledge 6 weeks later, using the same questionnaire. A total of 180 students selected by systematic sampling from each of the two randomly selected schools in Item, a rural community in south-east Nigeria participated in the programme. While all the respondents have heard of reproductive health and could identify at least one of its components, their knowledge of it prior to the health education were defective and were obtained mainly from peers and the mass media. Such information was incomplete and often coloured with cultural and religious bias. However, there was a significant (p < 0.05) gain in correct knowledge following the health education. The students in the study group showed a positive and permissive attitude towards reproductive health education and there was a drop in risky sexual behaviour following the intervention. Pre-marital sex (94.3%), pregnancy prevention and abortion (88.5%) and sexually transmitted infections (82.8%) were common reproductive health problems raised by the students. Reproductive health education as part of the school curriculum will provide an effective means of improving knowledge and reducing reproductive health problems among adolescents in developing countries.
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NGOs, Millennium Development Goals and Universal Primary Education in Uganda: a Theoretical Exploration - Ibembe, John Daniel Bakibinga (2007)
Faced with poverty in many parts of the world, global stakeholders came together to charter ways of addressing it, thus the Millennium development goals. Universal Primary Education (UPE) is one of the trajectories for effective MDGs, and in countries such as Uganda, the results have been remarkable. Note however that the government cannot go it alone, faced with huge political and public administration challenges. NGOs performance has been exhilarating under the UPE. But NGOs alone are not a “magic bullet” that cannot miss the mark. Government needs to clarify the role of NGOs as actors in UPE and also delve deep into partnership with them to ensure quality UPE. This could be done through policy revaluation and inclusion of such stakeholders at every point of the scheme.
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THE CHALLENGE OF TEACHER EDUCATION IN NIGERIA: THE UNIVERSITY OF LAGOS EXPERIENCE - Ibidapo–Obe, O. (2007)
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Factors affecting overseas training in Libyan oil companies - Ibrahem, Fathi El-Arbi (2007)
Training initiatives are a world-wide phenomena, particularly in developing countries which have been using overseas training as a part of their overall development strategy. However, although there is substantial literature regarding training practices globally. there is no comprehensive framework that embraces all the factors affecting training that is conducted abroad. This research is aimed at developing such a frame\vork, using Libya as a precise case that will allow for the identification of the key factors affecting overseas training, and will further permit some generalisation to other developing countries. The research is qualitative in nature, employing a case study approach and using semistructured interviews as the main data collection tool within two Libyan oil companies. Several tools are used in order to achieve triangulation, to fully understand the overseas training practices in the two case organisations, and to establish the factors affecting the overseas training. This approach allowed revisions to be made to the theoretical framework derived from the literature by the author, resulting in a specific model of relevance to overseas training. Contributions to knowledge on both academic and practical levels are evident by the study, which represents the first attempt to empirically investigate overseas training activities in Libyan Oil Companies. The original contribution of the research is the developed framework. Other novel contributions of the study are the identification of several new factors that could affect overseas training programmes, and the addition of new knowledge that both supports and contradicts the existing literature about training. Moreover, the study has attempted to address the problems raised when applying the recommendations in the literature to a cultural context other than that on which the literature was based. Practically, the study has implications for both managers and practitioners, such as the preparation of trainees before sending them abroad, monitoring trainees during overseas training, difficulties encountered by trainees abroad, especially in western countries, the evaluation of overseas training, and the importance of incentives and reward when managing overseas training. The framework developed in the study presents the critical elements and factors that can enhance and jeopardise the success of overseas training.
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Factors affecting overseas training in Libyan oil companies - Ibrahem, Fea (2007)
Training initiatives are a world-wide phenomena, particularly in developing countries which have been using overseas training as a part of their overall development strategy. However, although there is substantial literature regarding training practices globally. there is no comprehensive framework that embraces all the factors affecting training that is conducted abroad. This research is aimed at developing such a frame\vork, using Libya as a precise case that will allow for the identification of the key factors affecting overseas training, and will further permit some generalisation to other developing countries. The research is qualitative in nature, employing a case study approach and using semistructured interviews as the main data collection tool within two Libyan oil companies. Several tools are used in order to achieve triangulation, to fully understand the overseas training practices in the two case organisations, and to establish the factors affecting the overseas training. This approach allowed revisions to be made to the theoretical framework derived from the literature by the author, resulting in a specific model of relevance to overseas training. Contributions to knowledge on both academic and practical levels are evident by the study, which represents the first attempt to empirically investigate overseas training activities in Libyan Oil Companies. The original contribution of the research is the developed framework. Other novel contributions of the study are the identification of several new factors that could affect overseas training programmes, and the addition of new knowledge that both supports and contradicts the existing literature about training. Moreover, the study has attempted to address the problems raised when applying the recommendations in the literature to a cultural context other than that on which the literature was based. Practically, the study has implications for both managers and practitioners, such as the preparation of trainees before sending them abroad, monitoring trainees during overseas training, difficulties encountered by trainees abroad, especially in western countries, the evaluation of overseas training, and the importance of incentives and reward when managing overseas training. The framework developed in the study presents the critical elements and factors that can enhance and jeopardise the success of overseas training.
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Medical education in Nigeria - Ibrahim, Mohammed (Medical Teacher, 2007)
Nigeria is the most populated black African nation, with a population of 140 million from the 2006 population census. Medical education began with the establishment of the University College Hospital, Ibadan as a College branch of the University of London in 1948. Since then four generations of medical schools have evolved. The newer medical schools adopted the curriculum of the older schools with little modification. The subsequent introduction of changes and modification in the curriculum of medical education worldwide did not seem to affect Nigerian medical schools. Teacher training in educational methods for medical educators has not been introduced, nor has there been any curriculum planning or review. Efforts made regionally and nationally to change the medical curriculum and improve quality of medical training has not yielded the desired results. The regulatory bodies, the National Universities Commission and the Medical and Dental Council of Nigeria introduced separate curricula for medical schools, as a guide to minimum standards, but there has been so far a varying degree of compliance by the Universities. There is an urgent need to bring Medical Education and teacher training issues to the fore. Needs assessment of medical school faculty to determine their training would be seen to be a good starting point, as well as curriculum transformation and the introduction of newer assessment methods. It is suggested that the Medical and Dental Council of Nigeria (MDCN) should take a leading role by collaborating with outside bodies concerned with medical education.
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Inception Workshop Report. Towards a Regional Strategy in Climate Change Adaptation: Sharing Knowledge on Climate Risks and Adaptation Options. Co-hosted by: United Nations Economic Commission for Africa and IDRC Climate Change Adaptation in Africa program, Addis Ababa, April 16-20, 2007 - Idrc (2007)
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College students in Nigeria underestimate their risk of contracting HIV/AIDS infection - Ijadunola, Kayode T.; Abiona, Titilayo C.; Odu, OO; Ijadunola, Macellina Y. (The European Journal of Contraception & Reproductive Health Care, 2007)
To assess the perceptions of personal risk of acquiring HIV/AIDS infection among students of selected tertiary institutions in Osun State, Nigeria and to determine the correlates of perceptions of personal risk of infection.The study employed a cross-sectional descriptive design. An interviewer-administered questionnaire was applied to the 405 study participants and correlates of perceptions of personal risk of HIV infection were evaluated using multiple logistic regression analysis, confidence intervals and odd ratios.Only 15% of the students perceived themselves to be at moderate-to-high risk of acquiring HIV infection compared with 85% who perceived themselves to be at little or no risk. Investigators' assessment of risk status of the participants revealed that 77% of the participants were actually at high risk of infection and only 23% at low risk. The sensitivity, specificity and negative predictive value of the students' self-perception of personal risk compared with their assessed risk were 7, 58 and 16%, respectively, with a Kappa statistic of 0.178. The only significant correlate of self-perception of personal risk was a recent symptom of sexually transmitted infections.College students exhibited an 'optimism bias' associating high rates of HIV risk indicators with low levels of perceived personal risk of infection. This has implications for HIV/AIDS control in Nigeria.
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ICT for Education and Development: The Challenges of meeting the Millennium Development Goals in Africa - Ike, Ernest Ndukwe and Carlos Rodríguez Casal and Ndidi Nnoli-Edozien and Obiora F. (2007)
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CORRELATION BETWEEN ULTRASOUND FINDING OF PLACENTA PRAEVIA AT TERM AND SURGICAL DIAGNOSIS AMONGST PREGNANT WOMEN AT THE UNIVERSITY OF BENIN TEACHING HOSPITAL, BENIN CITY - Ikena, Gerard Oshomah (FACULTY of OBSTETRICS AND GYNAECOLOGY, 2007)
Design: A cross-sectional study. Objective: To determine whether ultrasound will make an accurate diagnosis of placenta praevia at term when compared with findings at caesarean section and to assess the influence of the cadre of the sonologist on this correlation. Setting: Departments of Radiology and Obstetrics and Gynaecology in the University of Benin Teaching Hospital, Benin. Sample: The sample was 83 patients who were successfully followed up after an ultrasound scan at term and were delivered by caesarean section. Methods: Patients who had transabdominal ultrasound scan at term carried out at the Department of Radiology were followed up till delivery over a period of 11 months (September, 2005 to July, 2006) in the Department of Obstetrics and Gynaecology. Variables extracted were age, parity, and gestational age at ultrasound diagnosis. Those with praeviae were variously typed sonologically viz type Ia, Ib, IIa, IIb, IIIa, IIIb and IV matched with the cadre of sonologist alongside their years of experience. These were compared respectively with findings at caesarean section. Accuracy was assessed using some major outcome measures such as sensitivity, specificity, positive and iii negative predictive values, likelihood or odds ratio and overall accuracy. Results obtained were analyzed using EPIINFO 2004. Results: A total population of 155 consecutive patients who had ultrasound scan at term were recruited. 104 had ultrasound scan without finding of placenta praevia, 43 were diagnosed with placenta praevia and 8 were lost to follow up. 83 patients from the population studied were delivered by caesarean section. These formed the selected sample out of which 39 were compared successfully with a prior ultrasound diagnosis of placenta praevia. The condition was found to be commoner amongst older (30 – 39years) and multiparous ladies. Ultrasound placenta localization at term from this study has a sensitivity of 90.3%, specificity of 78.8%, positive predictive value of 71.8% a negative predictive value of 93.1% and likelihood ratio of 35 : 1. The overall accuracy obtained was 83.13%. The difference in the efficiency of ultrasound diagnosis of placenta praevia at term between consultants and residents was not statistically significant( p value 0.8998 ). Conclusion: Ultrasound placenta localization can reasonably diagnose placenta praevia at term. The influence of the cadre of the sonologist on the accuracy of this diagnosis was not significant.
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Perceptions of Head Agricultural Science TeachersRegarding Problems and Challenges of Vocational Agriculture Deliveryin Secondary Schools in Delta State, Nigeria - Ikeoji, Canice N.; Agwubike, Christian C.; Disi, Joseph Onwusemu (The Electronic Journal of Science Education, 2007)
The purpose of this study was to determine the perc eptions of head agricultural science teachers regarding problems and challenges of vocat ional agriculture delivery in secondary schools in Delta State. The population i ncluded all agricultural science teachers (n = 915) in Delta State from which a purp osive sample of 370 agricultural science teachers were drawn. A total of 290 (80%) copies of a 47 item-questionnaire distributed were correctly filled and used for this study. Data were analysed with frequencies, percentages, means and standard deviat ions. The result showed among others that conducting regular continuous assessmen t/tests was the most frequently used technique of vocational agriculture delivery among agricultural science teachers while poor funding of vocational agriculture in secondary schools and keeping abreast with developments in the field of agriculture and communication of such developments to students were the most perceived problems and chall enges of vocational agriculture delivery in secondary schools. The study recommended that these perceived problems and challenges by head agricultural science teacher s be built into short-period in-service education and refresher programmes of serving teachers in agricultural science.
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E-Learning: Its Implementation in Higher Institutions in Nigeria - Iloanusi, ON (Nigerian Journal of Technology, 2007)
Advances in computer, communication and network technology have led to the evolution of new ways of learning generally grouped as, and termed e-learning. It is a name that came into existence not more than a decade ago though it was being implemented since the second half of the 20 th century in its various sub forms. E-learning is becoming a standard for learning in several higher institutions in various countries of the world. This paper discusses the full meaning of e-learning, all its components and the impact of implementing e-learning in higher institutions in Nigeria.
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The impact of textual cohesive conjunctions on the reading comprehensive of 4th year English major students in Libyan universities - Innajih, Abdussalam Ammar (2007)
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Managing workforce diversity and inclusiveness in the public service : going beyond the Nigeria Federal Character Principles (FCP) : forum section - Inyang, Benjamin James (South African Journal of Labour Relations, 2007)
Diversity is an organisational reality which has attracted a great deal more attention in the literature in the West than in Africa. This paper presents the Nigerian case, and traces the diversity issue to the British colonial policy of forcible integration of the ethnic groups, which had struggled to obtain fair representation in the public service. The Federal Character Principles (FCP), which evolved through constitutional engineering in 1999, is the instrument by means of which diversity is managed in the public service. The application of diversity approaches and the diversity continuum in the analysis highlights the need for diversity management efforts to progress beyond legislation and address the challenges of gender representation, inclusion of the aged and the physically challenged, equal access to education and effective monitoring and evaluation of diversity management programmes.
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Commeyras, M., & Inyega, H. N. (2007). An Integrative Review of Teaching Reading in Kenyan Primary Schools - Inyega, Hellen N. (2007)
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The Development of Agricultural Biotechnology Capacities in Palestine through the UNESCO Biotechnology Educational and Training Center at Bethlehem University - Iraki, Naim M.; Darissa, Omar; Sandouka, Basma; Sansour, Michael; Arafeh, Rami; Abu-Sa'da, Amani; Salah, Nida' (2007)
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Survey of ICT and Education in Africa - Isaacs, Glen Farrell and Shafika (2007)
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ICT-Enabled Education in Africa - Isaacs, Shafika (2007)
This essay prompts critical thinking on the way ICT-enabled education programs in Africa have been conceptualized and implemented. It reflects mainly on the experiences of the African SchoolNet movement over the past decade. It highlights important lessons and demonstrates the beneficial effects of technology-enhanced learning programs on African learners and teachers who have had the privilege of being included in SchoolNet initiatives. However, it also shows that the accumulated interventions and programs to date remain insignificant in scale to catalyze a resounding shift toward resolving the crisis in Africa’s education systems; it makes the case for integrated system-wide, locally led approaches that soberly takes account of the challenges imposed by globalization. The chapter traces the historical evolution of frameworks to promote African inclusion in the information society, and allusions are specifically made to the emergence of the NEPAD eSchools, and the Global eSchools and Communities Initiative of the UN ICT Task Force, which hold the potential for advancing the frontiers of learning in Africa. Here, the author emphasizes, however, that these new initiatives need to draw on the accumulated learning and experience of the SchoolNet movement over the past 10 years in Africa to succeed. Finally, the chapter raises the dearth of evidence-based research made in Africa by Africans who would verify or refute the case for stronger investment in ICTs for education. It then proffers suggestions on areas for further research.
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Survey of ICT and Education in Africa : Angola Country Report - Isaacs, Shafika (World Bank Other Operational Studies, 2007)
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Survey of ICT and Education in Africa : Madagascar Country Report - Isaacs, Shafika (World Bank Other Operational Studies, 2007)
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Survey of ICT and Education in Africa : Mozambique Country Report - Isaacs, Shafika (World Bank Other Operational Studies, 2007)
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Survey of ICT and Education in Africa : Seychelles Country Report - Isaacs, Shafika (World Bank Other Operational Studies, 2007)
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Survey of ICT and Education in Africa : Swaziland Country Report - Isaacs, Shafika (World Bank Other Operational Studies, 2007)
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"We should think globally but act locally!" - Implementation Strategies for Environmental Education in Kenya and Tanzania - Isaksson, Sofia; Lindahl, Liv (2007)
Level of Examination: Examination Paper, Faculty of Education Title: ”We should think globally but act locally!” – Implementation Strategies for Environmental Education in Kenya and Tanzania Authors: Sofia Isaksson & Liv Lindahl Term and Year: Autumn 2006 Department: Department of Sociology Report Number: 2450-03 Supervisor: Jan Lindstrom
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Bank selection criteria among undergraduate students in Tanzania - Ishemoi, Lewis J. (The African Journal of Finance and Management, 2007)
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People, trade and training: the needs of Morocco agricultural enterprises facing EU markets - Ismaili, Mohammed; Raggi, Meri; Viaggi, Davide (RePEc: Research Papers in Economics, 2007)
The Mediterranean area is the core of an increasing exchange of goods and people. A distinctive feature of present trends in international relationship is the importance of factors that are beyond the mere exchange of goods. In particular, foreign investment, the creation international enterprises and training and personal growth of actors that are involved in the production process are key elements of the present scenario. The objective of this paper is to discuss the need of education and training in Morocco agricultural and agri-food enterprises in view of the increasing connection with the EU economy. In particular, attention is focused on the need brought about by the increased product quality requirements and by the installment of EU and US enterprises in Morocco. The study is carried out as a preliminary activity of the TEMPUS project STRIDE 4, through a survey of about thirty Morocco enterprises. The preliminary results show a strong need for training and information. The questionnaire shows a high degree of awareness about gaps and problems in meeting EU consumer expectations. At the same time, most respondents already show a clear positive strategy toward meeting such needs and many enterprises in fact are already adequate to many quality requirements. The main focus of the training required is on the interface between technical and marketing activities. Continuous education and life long learning are also perceived as major needs. In the background, the research shows the need of a more consistent understanding of each others institutions and cultural settings, as well as of a long term process of learning through collaborative training, production and research.
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People, trade and training: the needs of Morocco agricultural enterprises facing EU markets - Ismaili, Mohammed; Raggi, Meri; Viaggi, Davide (2007)
The Mediterranean area is the core of an increasing exchange of goods and people. A distinctive feature of present trends in international relationship is the importance of factors that are beyond the mere exchange of goods. In particular, foreign investment, the creation international enterprises and training and personal growth of actors that are involved in the production process are key elements of the present scenario. The objective of this paper is to discuss the need of education and training in Morocco agricultural and agri-food enterprises in view of the increasing connection with the EU economy. In particular, attention is focused on the need brought about by the increased product quality requirements and by the installment of EU and US enterprises in Morocco. The study is carried out as a preliminary activity of the TEMPUS project STRIDE 4, through a survey of about thirty Morocco enterprises. The preliminary results show a strong need for training and information. The questionnaire shows a high degree of awareness about gaps and problems in meeting EU consumer expectations. At the same time, most respondents already show a clear positive strategy toward meeting such needs and many enterprises in fact are already adequate to many quality requirements. The main focus of the training required is on the interface between technical and marketing activities. Continuous education and life long learning are also perceived as major needs. In the background, the research shows the need of a more consistent understanding of each other's institutions and cultural settings, as well as of a long term process of learning through collaborative training, production and research.
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Stepping-stones to improve functioning of agricultural extension programs: farmer field schools in Uganda. - Isubikalu, P. (2007)
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The Impact of climate change on the prevalent of Malaria in Kenya - J, Ininda Mwalichi (2007)
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EVALUATION OF THE EFFECTS OF VOCATIONAL CHOICE AND PRACTICAL TRAINING ON STUDENTS EMPLOYABILITY. DEPARTMENT OF PSYCHOLOGY, KYAMBOGO UNIVERSITY, KAMPALA, UGANDA - J.R.K., Kagaari (2007)
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Quality of school life for working students : a study conducted among working students of 8th grade in a primary school in Addis Ababa, Ethiopia - Jaavall, Inger Marie Halvorsrud (2007)
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Educational Malpractice in Our Schools: Shortchanging African American and Other Disenfranchised Students - Jackson, Thelma (Journal of educational controversy, 2007)
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An analysis of the factors that influence achievement among African -American students - Jackson, Tiffany Oliphant (2007)
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HIV/AIDS Education: What African Youth Say is Effective - Jacob, W. James; Shaw, Stacey A.; Morisky, Donald E.; Hite, Steven J.; Nsubuga, Yusuf K. (Families in Society, 2007)
This study on HIV/AIDS-education programs was conducted with the Uganda Ministry of Education and Sports in a national sample of 76 secondary schools in Uganda. Participants included secondary students (N = 883) who critiqued their formal and informal school curricula and offered youth perspectives regarding what teaching mediums and programs of HIV/AIDS prevention are most effective. Results indicated that HIV/AIDS education is not taught in their respective school curricula. Students report on informal ways that are helpful in learning about AIDS, recommend changes to their school's curriculum, and report that reactions from various groups in their lives to HIV/AIDS education in their school would be positive. This study provides students, parents of students, educators, social workers, and policymakers with insights on how to better develop, update, and improve HIV/AIDS programs.
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The Regulation of Teacher Education in South Africa through the Development and Implementation of the National Qualifications Framework （1995 to 2005） - James, Mark; Keevy (美中教育评论, 2007)
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When researcher and language teacher educator meet : challenges in researching and teaching about issues of diversity in higher education in Botswana - Jankie, Dudu (Mosenodi, 2007)
Preparing teachers to teach students from diverse background is an issue of concern to educators and researchers who are committed to multicultural education. Drawing on my professional experiences of teaching the course Foundations of multicultural literacy education interviews with students, researcher s journal, and the research literature on multicultural education, this paper examines the ethical and methodological challenges 1 encountered in researching and teaching about issues of diversity. 1 explore the questions: Is it ethical for teacher educators to engage in-service and pre-service teachers in discussing issues of diversity that they feel uncomfortable with? What 'borders' are teacher educators crossing and re-crossing as they prepare teachers for teaching diverse students? In what ways the professional, personal and community experiences of teachers inform their responses to issues of diversity? How do these intersect with teacher educator as researcher's commitment to multicultural education? The findings of the study suggest that, whether and how teachers would embrace multicultural education as part of their professional practices depends largely on their perspectives regarding specific issues of diversity.
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Becoming an academic : a study of learning to judge student performance in three disciplines at a South African university - Jawitz, Jeff (2007)
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Learning Outcomes Towards the Formal Training of Nurse Case Managers Practising in South Africa - Jay, Mercia Vanita (2007)
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Household Income and Investments in Child Health and Education in Ivory Coast - Jedwab, Denis CogneauRemi (2007)
This article asks how household income aects household investments in child schooling and health in developing countries. In particular, we look at three outcomes: school attendance, child anthropometric status and
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Breaking bd news: Education and couples\' disclosure of HIV status in Ibadan, Nigeria - Jegede, Ayodele Samuel (African Journal for the Psychological Study of Social Issues, 2007)
No Abstract. African Journal for the psychological studies of social issues Vol. 10 (1&2) 2007: pp. 126-142
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Factors in Computer Self-Efficacy Among Nigerian College of Education Teachers - Jegede, Philip Olu (Journal of Psychology in Africa, 2007)
This study investigated factors that are associated with computer self-efficacy among teachers of Southwestern Colleges of Education in Nigeria. Two hundred and eighteen teachers (males =146; females=72; age =52.82, SD=16.38) randomly selected from four Colleges of Education responded to a questionnaire and a computer self-efficacy scale. The resulting data were analyzed using both descriptive and inferential statistics. Findings revealed significant difference between computer self-efficacy by computer ownership, access and subject specialization. Teachers who owned computers or had access to computers were of higher self-efficacy than those who did not. Higher self-efficacy was also reported by teachers of science and core education than their counterparts in other subject specializations. However computer self-efficacy was not related to gender and professional status of teachers.
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Teachers' opinions on the infusion of environmental education in the Nigerian primary school curriculum - Jekayinfa, Alice Arinlade; Yusuf, A. (2007)
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Beyond Community Violence: Loss and Grief in African American Students - Jenkins, Esther J.; Wang, Edward; Turner, L.R. (2007)
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Media and language relationship: attempts in identifying influential variables in communication among students in Kenya - Jerry, Anthony R.; Agalo, J. (Maarifa (Eldoret, Kenya), 2007)
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South African Higher Education Quality Assurance System:Framework, Features and Challenges - Jian-xi, GU (Comparative Education Review, 2007)
In the context of higher education restructuring and transformation, South African government released a set of policies and legislations to establish national higher education quality assurance system which is made up of South African Qualification Authority, National Qualifications Framework and Higher Education Quality Committee. The single and integrated system is featured by being innovative in rationality, multiple in value orientation, and complementary in procedure and strategy. Though the system operates smoothly and effectively, it still faces some problems and challenges.
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Graduating Underrepresented African American, Latino, and American Indian Students in Science - Johnson, Angela (Journal of Women and Minorities in Science and Engineering, 2007)
African American, Latino, and American Indian students are less likely to graduate in science than comparable White and Asian students (Gándara & Maxwell-Jolly, 1999; Huang, Taddese, & Walter, 2000). After controlling for preparation and need (p < .05), logistic regression modeling of data from the University of Colorado, Boulder, confirmed this. However, students in the University of Colorado Minority Arts and Sciences Program (MASP) were more likely to graduate in science than White and Asian students (p < .05). MASP students valued the program's financial support, academic community, and relationships with professors, but not, notably, academic enrichment workshops. This finding provides insight into factors that increase retention of well prepared African American, Latino, and American Indian students and calls for further research and theory.
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Genital Trichomoniasis Among Women At A University Teaching Hospital: Findings From A Study On 8,443 Clinical Urogenital Samples In Jos, North Central Nigeria. - Jombo, Gta; Opajobi, S. O. (The Internet journal of parasitic diseases, 2007)
Aim: The study was set to ascertain the incidence of Trichomonas vaginalis among women in Jos. Methods: The study was retrospective in nature. Data generated by the Microbiology laboratory of the Jos University Teaching Hospital (JUTH) on high vaginal swab/endocervical swab (HVS/ECS) samples was compiled for a period of five years (July 2000-June 2005). Samples were collected, transported, stored and processed using standard laboratory procedures. Additional information was obtained from patients' records. Results were analysed using Epi Info 6 statistical software, while P values 0.05). Clinical features associated with T. vaginalis infection include: Nil 6.7%, Itching + Rashes 10.6%, Discharge only 35.6%, Rashes only 8.6%, Itching + Discharge 27.9%, and Itching only 4.8%. Conclusion: T. vaginalis is not a rare STD among women in Jos. Proper sex education especially for the youths and adolescents should be intensified so as to ensure a population fully aware of the Dos and Don'ts of STDs and hence reduce the spread and rate of infection with T. vaginalis and other STDs.
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White male secondary science teachers, African American urban students, and culturally responsive pedagogy - Jones, LaTasha (2007)
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Sharing and speaking about African music : professional development with Swaziland primary school teachers - Joseph, Dawn (2007)
The teaching and learning of Indigenous African music is characterised as a holistic integrated experience where music, dance and theatre are inseparable, seen as an integral part of culture. The transmission of this experience is absorbed through participation in cultural activities from childhood in the community. In African societies, both traditional and contemporary, musical arts education and the understanding of culture are fundamental to life, community and society. It is through musical arts, that Africans embrace spiritual, emotional, material and intellectual aspects and knowledge of both the individual and the community. This paper reports on an in-service program (August 2006) offered at the Centre for Indigenous African Instrumental Music and Dance Practices (CIIMDA), Pretoria, South Africa. For the purpose of this paper, the one week professional development course undertaken by generalist primary school teachers from Swaziland is highlighted and proves worthy for these teachers to implement what they learnt in the classroom. As a position paper, I contend that the understanding and participation in indigenous cultural musical arts practices, enlightens learners about their cultural heritage and further enriches their understanding of African music and dance that can be adopted, adapted and applied to primary schools in Swaziland. This paper summaries some key findings of interview data from ten participants in relation to the intensive program. By offering such in-service professional development programs, teachers are able to reach their wider communities where they will continue to share and speak about African music, dance and culture.
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The experiences of African American graduate students: A cultural transition - Joseph, Joretta (PhDT, 2007)
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South Africa s approach to school safety: can it succeed? - Joubert, Rika (Journal of Education, 2007)
In 1999, the Department of Education announced the Tirisano-plan for enabling the development of a fully-functioning education and training system in South frica. As a result of this plan the Safe Schools Project was launched in 2000 to create safe disciplined learning environments that i?½celebrate innocence and value human dignityi?½. Subsequently, the Regulations for Safety Measures at Public Schools, were published in the Government Gazette No. 22754 of 12 October 2001 and the Amendment Regulations for Safety Measures at Public Schools on 10 November 2006. The Safe Schools Project focussed on the development of policies on school safety, the management of drug usage in schools and a national sexual harassment policy. This article examines documents such as acts, government notices, policies, national and international case law to understand concepts such as i?½a disciplined schooli?½ and i?½safety and security of learnersi?½. Furthermore, the article provides an understanding of the legal issues confronting educators and departmental officials in respect of school discipline and safety. Providing information through policies is but one way to address school safety. A proactive approach requires both education authorities and educators to protect all learnersi?½ right to freedom and security and to act expeditiously to prevent them from any form of harm.
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If I don't learn English, I'm going to suffer : The voice of Gambian lower basic school children in the medium of instruction debate - Juffermans, Kasper (2007)
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If I don't learn English, I'm going to suffer : Gambian lower basic school children's perspective on the importance of English - Juffermans, Kasper; Cheung, Sum Kwing; Traver, Holly; Li, X. (2007)
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Technological Learning and Sustainability Transition: The Role of Institutions of Higher Learning in Africa - Juma, Calestous (2007)
The aim of this paper is to explore the role of science, technology and innovation in sustainable development in Africa. It argues that much of the scientific and technological knowledge needed to help Africa improve its welfare while protecting the environment is available. What is needed is to create institutional mechanisms and build human resources needed to harness the knowledge and put it to effective use. In the age of international relief, donor governments worked closely with non-governmental organisations and their influence flourished. In a new era of emphasis on competence building and enhancement of human resources, higher learning institutions must play a greater role. International support should therefore go to strengthen the capacity of institutions of higher learning (referred herein for purposes of brevity as universities) to solve local problems. The presentation focuses on the central role that universities can make in promoting sustainable development in Africa. Placing universities at the centre of economic renewal will entail adjustments in public policy in Africa and in international aid agencies. These changes will involve long periods of learning, but the first steps must be made without delay.
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Application of Needs Analysis Theory to the Medical English Teaching for Medical Corps Assigned to Papua New Guinea - Jun-ying, Tian (2007)
Objective:To apply the Needs Analysis theory to the medical English teaching of Chinese medical corps(11 clinicians) assigned to Papua New Guinea.Methods:The teaching contents were arranged based on the questionnaire survey on the 11 students.A learner-centered interactive teaching method was adopted.Resutls:After training in our school for half a year,the 11 students had a significant improvement in medical English level,including the four skills-listening,speaking,reading and writing.Conclusiong:Needs analysis is necessary in the ESP(English for specific purposes)teaching.
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Modelling regional climate change and the impact on surface and sub-surface hydrology in the Volta Basin (West Africa) - Jung, Gerlinde; Kunstmann, Harald (IAHS-AISH publication, 2007)
In order to estimate the effect of an anthropogenic influence on the water balance in the Volta Basin, located in West Africa, joint regional climate-hydrology simulations were performed using the mesoscale meteorological model MM5 and the hydrological model WaSiM. The regional climate simulations show a decrease in rainfall at the beginning of the rainy season, an increase at the height of the rainy season and a clear increase in temperature. A mean delay in the onset of the rainy season accompanied with an increase in inter-annual variability of precipitation in the early stage of the rainy season was delineated. Due to the increase in potential evaporation, following the increase in temperature, most of the surplus rainfall evaporates. The highest sensitivity of the hydrological model to changing meteorological input conditions is found for direct runoff. Changes in the components of the hydrological cycle only seldom exceed the simulated present-day inter-annual variability.
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Global Warming, Crop Selection and Adaptation Options in Kenyan Agriculture. In Lawrence N. Peretz (Ed.) Climate Change Research Progress. Chapter 8:(269-289). - Kabubo-Mariara, Jane (2007)
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Global Warming, Crop Selection and Adaptation Options in Kenyan Agriculture. In Lawrence N. Peretz (Ed.) Climate Change Research Progress. Chapter 8:(269-289). Nova Science Publishers New York. - Kabubo-Mariara, Jane (2007)
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The Economic Impact of Climate Change on Kenyan Crop Agriculture: A Ricardian Approach. Global and Planetary Change 57:319-330, 2007 - Kabubo-Mariara, Jane; Karanja, Fredrick K (2007)
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Determinants of school enrollment and education attainment: Empirical evidence from Kenya. South African Journal of Economics. Vol. 75(3):572-593 - Kabubo-Mariara, Jane; Mwabu, Domisiano K. (2007)
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Input Credit Provision for Cotton Production: Learning from African Neighbors and Meeting Zambia’s Challenges - Kabwe, Stephen; Tschirley, David L. (RePEc: Research Papers in Economics, 2007)
1. Smallholder farmers in Africa require reliable access to purchased production inputs and credit to take advantage of export opportunities from production of cotton. 2. Unregulated and poorly coordinated markets for cotton, production inputs and credit have too often failed to deliver sustainable production finance to farmers for cotton production resulting in a variety of different approaches to these problems among African countries. 3. Among the countries studied, approaches have varied from State monopolies to private markets with several large firms managing to achieve temporary duopolies. 4. Zambia has been relatively successful in dealing with the input-credit needs of cotton farmers for periods of time but the system has been unsustainable, breaking down from time to time. 5. Currently the Zambia government and private sector participants are proposing highly collaborative regulation of the sector driven by all stakeholders. The revised Cotton Act provides a framework under which this may be able to happen in Zambia and recent activities of ZACOP, in collaboration with CAZ are very much in this spirit.
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The Role of Mentors/Advisors in the Doctoral Training of African American Students at Predominately White Universities: Implications for Doctoral Training - Kador, James T.; Lewis, Chance W. (Essays in Education, 2007)
The purpose of this study is to examine the relationship and the importance of connecting the African American doctoral students and their advisors in the mentor roles. More specifically, this study brings to the forefront the importance as well as the impact of mentors/advisors and their roles in facilitating academic success for African American doctoral students. Many African American doctoral students are typically misunderstood and misdirected in the types of support that they may need to succeed in graduate school (Gallien & Peterson, 2005). Mentors/advisors and the roles that they have are essential to the success of African American doctoral students. The support structures surrounding the mentor/advisor relationship in this research are essential to how it relates to the needs of the African American doctoral student on a predominately White campus. Given the findings, recommendations are provided for future research and for administrators at predominately White Institutions.
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Adaptation : Climate Change Adaptation in Africa (CCAA) Research and Capacity Development Program; program strategy overview - Kaeré, Alioune Badara; O’Neil, Mary Lou (2007)
Library has French version: Adaptation : le programme Adaptation aux changements climatiques en Afrique (ACCA) par la recherche et le renforcement des capacites; apercu de la strategie de programme
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Community involvement in management of public secondary schools in Limuru Division, Kiambu District, Kenya - Kago, Joyce W (2007)
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Training community animal health workers in delivery of effective extension services on working equines in Karamoja sub-region Uganda. - Kaitaita, D. O.; Mwiine, Frank Norbert; Pearson, R. A.; Muir, C. J.; Farrow, M. (2007)
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Teacher competence for gender equality in the era of HIV/AIDS. Insight from Uganda: paper presented at the annual meeting of the AERA - Kakuru, Doris Muhwezi; Mulder, Martin; Wals, A.E.J. (2007)
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Cross-cultural assessment of child maltreatment: Adapting the Family Background Questionnaire with Ugandan students - Kalemeera, Augustine (2007)
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An Interactive e-Learning Management System (e-LMS): A Solution to Tanzanian Secondary Schools' Education - Kalinga, Ellen; Bagile, Burchard R. B.; Trojer, Lena (International journal of social sciences, 2007)
An Interactive e-Learning Management System (e-LMS) : A Solution to Tanzanian Secondary Schools’ Education
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Conference Litmus: The Development of a Conference and Policy Culture in the Interwar Period with Special Reference to the New Education Fellowship and British Colonial Education in Southern Africa - Kallaway, Peter (2007)
There is a great need for a historical understanding of policy environment: the political and ideological context from which policy, both as rhetoric and reality, arises. The purpose of this chapter is to promote a more nuanced understanding of the transformation of educational discourse in the interwar era as reflected in the deliberations of major professional conferences and to attempt to develop a deeper understanding of how these debates helped shape the background to shifts in British colonial education in the 1930s. The following discussion links professional educational networks promoting the exchange of ideas in the era of New Education and tertiary teacher education development to the emergence of missionary and government “policy” and to the origins of educational studies as a scientific or research field at this time.
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The relationship between head teachers' leadership styles and girl students' performance in Kenya Certificate of Secondary Education (KCSE) in public secondary schools in Narok district, Kenya - Kamacia, Peter (2007)
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Growing a knowledge-based economy: evidence from public expenditure on education in Africa - Kamara, Abdul; Bousrih, Lobna; Magidu, Nyende (2007)
This paper is developed with the broad objective of articulating the relevance of knowledge and innovation to promote growth to achieve Africa’s economic potential, and for sustaining that economic growth on the longer-term. The paper starts with a review of the concept of a knowledge-based economy and discusses it from various perspectives. It then presents an overview of recent work on its diverging meanings and importance in the development of African economies. It also highlights the theoretical perspectives of public educational investment and economic growth, and uses this as a basis to conduct an empirical analysis of the effects of public investments in education in relation to economic growth and human capital development, using panel data on 52 African countries. This is followed by conclusions and recommendations for future investments in knowledge in African, with emphasis on the role of international development institutions in particular African Development Bank.
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The extent of capacity building in empowerment of women secondary school administrators in Trans Nzoia District, Kenya. - Kamau, Margaret Njoki (2007)
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The role of farmer networks in sustaining community-based groups: the case of Farmer Field School Networks in Western Kenya. - Karanja-Lumumba, T. N.; Njuki, Jemimah; Kaaria, Susan; Wanjekeche, Sellah; Ahmed, Kafeel (8th African Crop Science Society Conference, El-Minia, Egypt, 27-31 October 2007, 2007)
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Teachers' perceptions of the impact of early childhood education programme on the social-emotional competencies of pre-school children in Kenya - Kariuki, Monicah Watiri; Chepchieng, Micah C.; Mbugua, Stephen N. (2007)
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Climate Change and its Impacts in Morocco - Karrouk, Mohamed-Saïd (2007)
Observed climatic changes at the planetary level, and these which are due to natural activities and especially human, are forced to upset the systems of global atmospheric circulation, and this is attributed to the change of the energy budget of the Earth and its Atmosphere. The increase of the planetary temperature already observed (Figure 1), provoked by the accumulation of concentrations of gases of a high capacity of thermal energy absorption, such as the carbon dioxide (CO2), methane (CH4) and nitrous oxide (N2O), is only one of the main results of the change at the level of the radiative contributions and losses of the planet Earth.
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Challenges of graduate teacher education in Kenya in the 21st century - Karugu, A.M. (2007)
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The effects of cost-sharing on equity in access to secondary schools in Namibia : a case study of Oshikoto Region - Kasiringua, Veueza Christophine (2007)
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An investigation of how members of a school board perceive and experience their roles in a secondary school in the Rundu Education Region of Namibia - Kasokonya, Sinvula Martin (2007)
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Talking about Communication and Education: A Case Study of a South African Classroom - Kathard, Harsha; Pillay, Mershen (The International Journal of Learning: Annual Review, 2007)
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The Impact of a One-Year Teacher Training Programme in Uganda - Kato, Habib; Eron, Lawrence; Maani, John S.; Otto, Aron Yona; Okot, Daniel; Auma-Okumo, Santo; Bunoti, Sarah; Cula, Andrew (2007)
Education for all, life-long learning, and other associated developments are placing great pressure on Uganda to provide enhanced access for education to its schoolage and adult populations. This requires innovation in the provision of education. Distance education (DE) is expanding rapidly, especially in the training of teachers. However there are limited numbers of experienced and qualified practitioners to deliver and manage such innovative distance education initiatives. Kyambogo University, Uganda, in collaboration with the International Extension College (IEC) of the United Kingdom, designed a one-year study programme on introductory aspects of distance education delivery and management, and availed this to selected groups of inexperienced and unqualified practitioners of the DE mode of delivery. This study programme was delivered by the distance mode. A research exercise was undertaken to assess the impact of this one-year study programme on the participants: on their understanding of DE issues and on the nature of their continuing work in supporting, delivering, and managing DE. This article discusses the main findings from the research and the clearly positive impact that such an applied study programme has had-most importantly on sensitizing participants to the unique cultural needs and study contexts of the distance learner.
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HIV and AIDS awareness among secondary school pupils in Bindura district, Zimbabwe - Katsinde, Tapfuiwa J.; Katsinde, Constance S. (Zimbabwe Journal of Educational Research, 2007)
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The principal's leadership role in a successful rural school in Namibia - Kawana, Joseph Jost (2007)
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An Examination of Education and Research Institutional Policies on Copyright and Access to e-Resources in Uganda - Kawooya, Dick (2007)
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Copyright and Access to e-Resources in Africa's Education and Research Contexts: the case of selected Ugandan Institutions - Kawooya, Dick (2007)
The study examined the impact of copyright in Africa’s research and education contexts drawing from three Ugandan institutions. The study also examined the impact of copyright on representation of African knowledge in the electronic environment. Institutions are actively involved in research and content generation with slight variations between institutions. Copyright was generally dismissed because it fails to address African Situation, a metaphor for sociocultural and economic realities. Infrastructure inadequacies and bias, not copyright were to blame for lack of African content in the digital environment. Institutions lacked policies on copyright, policy vacuum potentially good for introducing open access and content options to the narrowly focuses options in traditional copyright approaches. Initial attempt at policy by a participating institution points to a utilitarian approach to copyright, a policy direction likely to hinder than promote access to knowledge and stifle innovation in the long run. That notwithstanding, institutional policies were highly recommended to attend to the problem areas that emerged from the data and other institutional challenges likely to surface as copyright intensifies its assaults access for education and research.
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Towards a sector-wide framework for capacity development: the 'training for real' project for Uganda - Kayaga, Sam; Odhiambo, Frank; Reed, Bob; Coates, Sue; Epitu, Joseph (2007)
The human resources are the most important resources for delivering Millennium Development Goals. This fact was recognised by policy makers in the Uganda water and sanitation sector, who, with the support of their development partners commissioned the ‘Training For Real’ (TFR) action research project. The TFR project aimed at motivating human resource development managers in the sector and training providers to be responsive to the demands of employers and make professional development of water and sanitation sector staff more relevant. The activities of the TFR project comprised of setting up a sector HRD thematic group and enhancing their professional capacities; research into current practices of capacity development; survey of perceived impact of past training activities; organising forums that brought together key stakeholders in the sector with academics in Higher Education Institutions (HEIs); piloting innovative methods of delivering capacity development; and support stakeholder institutions in information and knowledge management. These activities have paved way for a sector-wide framework for human resource development and capacity building, and this fits well with the trend existing in the Uganda water/sanitation sector of adopting Sector Wide Approaches (SWAps) in management of the programmes.
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An analysis of the assessment of clinical learning in a nursing diploma programme in Kigali Health Institute in Rwanda. - Kayihura, Camille N. (2007)
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The impact of decentralization on public primary school teachers' welfare management in Tanzania - Kayombo, Rozalia (2007)
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Training as an introductory tool to bridge the shelter gap in Zambia Shelter Design and Development Programme (Manila 2007) - Kayumba, Xoliswa (2007)
Zambia’s modest economic and considerable demographic growth have provoked changes in the spatial patterns of population and settlement, especially rapid urbanisation with all its numerous attendant problems such as those of housing, employment and the provision of facilities and amenities (Tait J, 1997) There is a cyclic relationship of constructing development plans which are filed, redone and approved and amount to very little. In the last 15-20 years, there’s been no houses built realistically targeting the urban poor This paper intends to ‘introduce’a conceptual framework for training students and professionals in provision of ‘low end shelter’ in Zambia. The approach to training will be to analyse and adapt best practices from Latin America and Asia The methodology used is more qualitative than quantitative.
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The Regulation of Teacher Education in South Africa through the Development and Implementation of the National Qualifications Framework (1995 to 2005) - Keevy, James (US-China education review, 2007)
Together with National Qualifications Frameworks (NQFs) in England, Ireland, Scotland, New Zealand and Australia, the South African NQF is part of a somewhat elite, even notorious, and often criticized group of first generation NQFs that were established between the late 1980s and early 1990s. These NQFs were rooted in the thinking on competency, lifelong learning and outcomes-based education that prevailed in the United Kingdom at the time. In the subsequent period up to 2005, more than 30 additional countries have embarked on NQF development, while three regional qualification framework initiatives are also currently underway, one in the Southern African Development Community (SADC), another in the European Union (EU), and yet another amongst English-speaking Caribbean countries (Tuck et al., 2006). In the background of this continued drive for NQF development across the world, I use this paper to reflect critically on the extent to which the development and implementation of the South African NQF has impacted on the regulation of teacher education. In particular I discuss the extent to which: (1) provisioning of teacher education has been quality assured through NQF sub-systems; (2) teacher qualifications and standards have been developed and realigned to NQF requirements to accommodate, amongst others, un- and under-qualified teachers; and (3) professional development points for teachers are being introduced to complement the NQF credit system. The paper is concluded with specific observations that may be of value to other countries that are using, or plan to use, NQFs to regulate and improve teacher education.
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Alternative assessment strategies within a context-based science teaching and learning approach in secondary schools in Swaziland - Kelly, Victoria L. (2007)
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APPlication of Recharge, Aquifer Media, Vadose Zone and Hydraulic Conductivity on Modeling Vulnerability of Groundwater To Pollution In Central Rift Basins, Kenya - Kemboi, Ezekiel (2007)
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The role of teachers in moral education: a study of primary schools in Uasin Gishu District, Kenya - Kemboi, Musamas Josephine (Maarifa (Eldoret, Kenya), 2007)
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Universal Primary Education and Teachers` Awareness of its Implementation: A Case Study from Mbarara District, Uganda - Kemeza, Imelda; Kazooba, Charles Tushabomwe (2007)
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Teaching of reading to school beginners : a study of reading programmes in primary one in Uganda - Kemizano, Rosert (2007)
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Medical Education in South Africa–Exciting times - Kent, Athol; Villiers, Marietjie Rene De (Medical Teacher, 2007)
The dramatic political changes of the first ten years of democracy in South Africa have seen major shifts in vested power. Social change and political will have resulted in a new face of our medical student population. Diversity of colour, gender, religion and previously disadvantaged groups make student profiles as different as they could be from a decade ago. The forces of curriculum change, the devolution of power and resources from tertiary centres to primary care facilities and the financial squeeze on university coffers have resulted in enormous challenges for medical educators. South African doctors have been readily accepted in English-speaking countries around the world as they have been well trained, resourceful and usually extensively experienced in clinical situations. Some of these attributes remain. This paper outlines the new prospects facing those who will be educating the future doctors of South Africa.
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Vocational education and training in Botswana - Kerton, G. A. J. (2007)
The development of skill formation in Botswana was investigated in the context of the global economy and high youth unemployment. At independence (1966) Botswana was one of the ten poorest countries in the world. As a democratic country the welfare of its citizens was paramount, consequently, when diamonds were discovered (1967) the main objective was to improve living standards throughout the country. When revenue from diamonds increased. diversification by creating a stronger industrial base was considered necessary to develop a sound economy, more employment for its expanding youth population, lessening dependence upon expatriate workers and further investment in schools and vocational education and training (VET) establishments, however, the supply and demand of skilled workers was uncoordinated and employers were dissatisfied with the quality of VET graduates. Wide ranging information on the opinions of the effectiveness of VET was obtained from village elders school leavers, teachers and parents VET leavers, lecturers and instructors recent VET graduates and employers and other high ranking individuals. Human capital theory and its assumptions were found inappropriate for analysing the requirements of a developing country, as it failed to consider the effects of traditional culture on development. A more holistic approach, based on the political economy of skill formation, appeared to be more suitable. The effects of traditional norms and expectations on western industrial practice were highlighted, also, the negative influence of the didactic teaching style on the application of theoretical knowledge, problem solving and the teaching of English in schools. VET institutes were disadvantaged by lecturers and instructors with limited industrial and teaching experience and industrial placements for students were ineffective because of inadequate funding for guidelines and monitoring procedures. Only one third of VET graduates were able to obtain work appropriate to their training. Positive actions to improve the effectiveness of VET were suggested, but they require commitment from all stakeholders
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Strategic planning at teachers service commission of Kenya - Keya, Bernard A (2007)
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An evaluation and a cost-benefit analysis of the HIV/AIDS peer education programme of the South African Police Service - Khumalo, Cynthia Tuduetso (2007)
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NEEDS ASSESSMENT OF WOMEN WITH DISABILITIES IN THE NORTH WEST PROVINCE OF CAMEROON - Kiani, Shirin (2007)
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Fundamentals of sociology of Education African Perspective - Kibera, Lucy W.; Kimokoti, Agnes C (2007)
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Research Agenda on the Pedagogical Integration of ICTs In Education In Africa - Kidombo, Harriet; Nderitu, Anne; Gikonyo, Naomi; Gakuu, Christopher; Mwangi., Augustine; Bowa, Omondi (2007)
Links: [1] http://facebook.com/sharer.php?u=http://ems.uonbi.ac.ke/node/1469ttitle=%E2%80%98Research+Agenda+on+the+Pedagogical+Integration+of+ICTs+in+Education+i n+Africa%E2%80%99.+&ro=false&summary=IDRC%2C+Canada+%26nbsp%3Bthrough+ PanAf%2F+ROCARE%0A&source= [6] http://digg.com/submit?url=http://ems.uonbi.ac.ke/node/1469&title=%E2%80%98Research +Agenda+on+the+Pedagogical+Integration+of+ICTs+in+Education+in+Africa%E2%80%99.+ [7] http://www.delicious.com/save?v=5&noui&jump=close&url=http://ems.uonbi.ac.k e/node/1469&title=%E2%80%98Research+Agenda+on+the+Pedagogical+Integration+of+ICTs +in+Education+in+Africa%E2%80%99.+
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ASSESSING THE VULNERABILITY TO NATURAL HAZARDS ON THE PROVINCIAL/COMMUNITY LEVEL IN MOZAMBIQUE: THE CONTRIBUTION OF GISCIENCE AND REMOTE SENSING - Kienberger, Stefan (2007)
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Do Remittances Encourage Investment in Education? Evidence From Eritrea - Kifle, Temesgen (Journal of African Studies, 2007)
The purpose of this study is to estimate the impact of remittances on child education in Eritrea using sample data from remittance-receiving households that have school-age children. Key findings from the regression analysis show that households’ education ratio (the ratio of remittances spent on child education to the total amount of remittances received by households) decreases with the increase in remittances received; however, there is still a positive relationship between remittances and expenditure on child education out of remittances received. The remittance elasticity for investment in child education and the marginal remittances share to child education confirm that remittance-receiving households spend a higher proportion of remittances on child education. Unlike the conventional view that household income from remittances is used exclusively for consumption purposes, the paper argues that, in Eritrea, remittance-receiving households with school-age children spend a significant portion of the remittances on child education.
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Christian-Muslim dialogue in Tanzania: learning from the past and facing future challenges - Kimaro, Lucy Rafael (African Christian Studies, 2007)
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Fundamentals of Sociology of Education with Reference to Africa - Kimokoti, Agnes C; Kibera, Lucy W. (2007)
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