ICT Attitudinal Characteristics and Use Level of Nigerian Teachers - Jegede, Philip Olu (Issues in Informing Science and Information Technology, 2008)
The study investigates the nature of relationship between ICT attitudinal constructs and use level of Nigerian teachers.A total of 467 teachers randomly drawn from teacher-training institutions participated in the study.T wo research instruments; Teachers ICT Attitudinal Scales and T eachers' Use of ICT Checklist were employed in collecting relevant information.Data collected were analysed using Multiple Regression Analysis and Spearman Correlation.It was disc ussed that ICT Use Level of teachers is significantly related with each and the combination of attitude constructs.The findings also revealed that perceived control factor, behavioural factors and defense factors contributed mostly to the prediction of ICT Use Level of teachers.
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Who gets the disability grant in South Africa? An analysis of the characteristics of recipients in urban and rural areas - Jelsma, Jennifer; Maart, Soraya; Eide, Arne Henning; Toni, Mzolisi Ka; Loeb, Mitch E. (Disability and Rehabilitation, 2008)
Background. This study was to establish whether there was a difference in the characteristics of people who received a disability grant and those who did not in rural and urban samples of isiXhosa-speaking people with disability in South Africa.Sample. The sample was a convenience sample and was identified through a ‘snowballing’ process.Instrumentation. A demographic survey and isiXhosa versions of the International Classification of Functioning , Disability and Health (ICF) and EQ-5D, a health-related quality of life measure were utilized.Results. The sample consisted of 244 rural and 61 urban respondents, demonstrating a preponderance of physical disabilities. The groups who received or did not receive grants were equivalent in terms of age, gender, marital status and employment status. A significantly higher proportion of rural dwellers accessed the grant. The grant holders displayed significantly more problems related to mobility and to technology and policies and services relating to mobility and transport. Those who did not receive grants reported more barriers with regard to the attitudes of health workers but not with regard to any other aspect of social support.Conclusions and recommendations. The majority of men and women with disability identified in this study received the grant, whether or not they lived in remote rural or in urban areas. As there were few differences between the groups, it is likely that several non-grant holders might qualify if they were informed of the grant and applied. The role of medical doctors as ‘gate-keepers’ to the grant might need to be examined.
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Utility of baseline survey data: development, civic education and targeting in Kenya - Jennings, Richard W.; Everatt, D. (2008)
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The Safe Schools Program: A Qualitative Study to Examine School-Related Gender-Based Violence in Malawi - Jere, Catherine M.; Kadzamira, Esme (2008)
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The Transformation of Higher Education in South Africa and Its Major Achievements - Jian-xi, GU (Comparative Education Review, 2008)
The most striking feature of higher education development in the new democratic South Africa is its comprehensive process of profound transformation. The paper divides the transformation process into three phases in terms of its policy evolution logics and approaches,and introduces the main policy developments and transformation initiatives in each phase. The paper summarizes the main achievements in restructuring its higher education system, in the formation of a new governance structure, in the diversification of provision, and in the change of size and shape and the improvement of equity and efficiency in the higher education system.
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Evaluation of Pedagogical Entrepreneurship Evaluation of the Preparatory Work on Introducing Entrepreneurship in Namibian Junior Secondary Schools - Johansen, Vegard; Schanke, Tuva (2008)
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African American female persisters in higher education: The lived experience - Johnson, Arla Janeen (2008)
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A Culturally Consonant Tone: African American Teacher Theorizing on Character Education Policy - Johnson, Chrystal S. (Theory and Research in Social Education, 2008)
In this article, I describe the influence race, historicity, and culture had on an African American social studies teacher's agency and negotiation of character education policy. Situated in a teacher personal theorizing framework, I use a three-dimensional narrative inquiry space (temporal, personal/existential, and place) to excavate this teacher's culturally consonant character theory and practice. Data collection was comprised of interviews, conversations, observations, field notes, and archival data. Findings suggested that Black womanist values steered this character educator's : (a) curricular/instructional decision-making, (b) motivation, and (c) teaching and learning expectations. She did, though, incorporate aspects of contemporary character education policy (neo-classical, communitarian, and feminist) in her practice.
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The Changing Landscape of Education in Africa: quality, equality and democracy - Johnson, David (2008)
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The "Proudly South African" Generation: University Students' Identity and Thoughts on Social Change - Johnson, Karin (2008)
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"Education in Ghana: Influences of the Outsiders" - Johnstone, Brian (Ufahamu, 2008)
With an extensive history of influences by international organizations, including financial lending packages. tech nical advice and services. and policy recommendations and obligations. Ghana's education system should be ex celling. However, in its most recent evaluation, the United Nations Educational, Scientific and Cultural Organization (UNESCO) rates Ghana's Education for All Development Index (EDI) a low 1131h out of 129 (UNESCO. 2007). This paper will consider influences on Ghana's education system by international organizations. focusing primar ily on the World Bank's use of human capital theory. USAID's use of appreciative inquiry methodology, and my personal observations and experiences as a volunteer math and science teacher, to understand how influences of the outsiders arc impacting education in Ghana.
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Academic hope: a study investigating the graduate school experience of selected African American male students - Jones, Jay C. (2008)
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Teachers' Views and Practice: The Place of the Mother Tongue in the Implementation of the Kenyan Language-in-education Policy - Jones, Jennifer (New Zealand studies in applied linguistics, 2008)
This paper reports on an ethnographic study which investigated the varied responses of teachers to both the Kenyan language-in-education policy (Mother Tongue as subject and as medium of instruction) and the process by which it is being implemented in Sabaot, one of the fifty indigenous languages in Kenya. The Sabaot people who live on Mt Elgon are in a similar predicament to minority groups elsewhere as their language suffers the effect of colonisation and faces the pressure of globalisation. In an effort to 'reverse language shift' (Fishman, 1991) and maintain the language (Pauwels, 2004), while at the same time raise education standards (Cummins, 2000), the policy was recently implemented in a number of Sabaot schools. The study was conducted in one of these schools during a time of significant unrest on Mt Elgon. Data was collected over a seven month period and consisted of analysing documents, observing and interviewing in one school. The findings show that the policy is only partially implemented as the mother tongue is only used to a small extent before students are transitioned to Kiswahili, the national language, and English, the official language. Constraints affecting policy implementation are examined as are the underlying reasons teachers are motivated to implement the policy. Implications for the Kenyan context, which may also be relevant to other multilingual contexts, are discussed.
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Emerging identities in contemporary South Africa : six individual identity narratives from central Cape Town high schools - Jones, Sarah (2008)
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African American male students' success in an urban community college: A case study - Jordan, Peter Grant (2008)
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Sexual harassment in elementary and secondary education : a comparative analysis of South Africa and the United States - Joubert, Hendrika J.; Thro, William E. (Social Science Research Network, 2008)
South Africa has one of the highest rates of violence against women in the world. As the National Government admitted, “[C]ulturally there is a problem with reporting sexual abuse, because victims are afraid of being victimized or stigmatized” and “[a]mongst boys it is not acceptable to admit sexual abuse.” Although the problem in the United States is not so grave, sexual harassment of students by their teachers and/or by other students remains a significant problem. Yet, regardless of whether it is prevalent in South Africa or merely a significant problem in the United States, any instance of sexual harassment, abuse, or violence is unacceptable. A democratic government has a responsibility to ensure that students have a safe learning environment.The purposes of this Article are to compare South African and American laws concerning sexual harassment in K-12 education and to review both nations’ approaches. These twin purposes are accomplished in three distinct sections. The first section offers an overview of South African law. The second section offers a similar treatment of the United States. The final section offers a critique and policy recommendations. In undertaking this effort, our aim is not to condemn South Africa, to praise the United States, or vice versa. Rather, our intention is to contrast the approaches and suggest ways to improve the law in both nations.
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Outcomes-based Education Reform in South Africa - Ju, Zhang (Comparative Education Review, 2008)
Outcomes-based Education(OBE)was initiated in the 1990s in North America.It was based on some assumptions with profound theoretical and practical foundation.It should follow some principles in the pro- cess of implementation.When it was introduced to South Africa,the establishment of its concepts and system has gone through some steps.However,some problems appeared in the process of implementation.
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Empowering Women: Effective HIV/AIDS Education in the Volta Region of Ghana - Jurkovich, Allison (2008)
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Empowering the Youth for Self-employment through Entrepreneurship Training in Kenya - K’Aol, George (2008)
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Effects of pigeon pea intercropping, inorganic fertilizer management and drought- and low-nitrogen tolerant varieties on maize productivity in Malawi. - Kabambe, V. H.; Mkandawire, R.; Ngwira, A.; Kauwa, A. E. (2008)
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Climate Change Adaptation and Livestock Activity Choices in Kenya. An Economic Analysis Natural Resources.. - Kabubo-Mariara, Jane (2008)
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Climate Change Adaptation and Livestock Activity Choices in Kenya. An Economic Analysis Natural Resources Forum 32:131-141 - Kabubo-Mariara, Jane (2008)
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Crop Selection and Adaptation to Climate Change in Kenya. Environmental Research Journal, 2(2/3):177-196 - Kabubo-Mariara, Jane (2008)
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The effect of using computer literate game in the teaching of reading literacy skills in Zambia - Kachenga, Grace Mulenga (2008)
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A survey of teachers' perceptions and interpretations of human rights practices in selected secondary Schools in Kibera and Siaya districts of Kenya - Kado, CO (2008)
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Using Drama for School-Based Adolescent Sexuality Education in Zaria, Nigeria - Kafewo, Samuel Ayedime (Reproductive Health Matters, 2008)
This paper describes the use of drama and participatory methods in a girls-only secondary school in Zaria, Nigeria, as a means of sexuality education, carried out by the Nigerian Popular Theatre Alliance and the Second Chance Organization of Nigeria. The issues addressed had to come from the students, to allow them to develop critical thinking and learn useful lessons. The topics that concerned the group of 15 girls who participated from the school included abortion, premarital sex and pregnancy, teacher–student relationships and lesbianism. Participants developed a play about teacher–student relationships and presented it to the whole school. The presentation was stopped several times in order to involve the audience in discussing the choices available to the protagonist and what they would do in her place. This allowed all the students to explore the problem, generate and assess alternative solutions and communicate their learning to others. It also started a process of change in how the school dealt with girls who were forced to drop out due to sexuality-related problems, including pregnancy. Our long-term aim is advocacy to support the introduction of sexuality education as a permanent element in the curriculum throughout the school system.RésuméCet article décrit l’utilisation du théâtre et de méthodes participatives pour l’éducation sexuelle dans une école secondaire de filles à Zaria, Nigéria, par l’Alliance nigériane de théâtre populaire et l’Organisation de la seconde chance du Nigéria. Les élèves devaient proposer les questions à aborder pour leur permettre de développer leur pensée critique et d’apprendre des leçons utiles. Les 15 élèves de l’école ayant participé ont souhaité parler de l’avortement, des relations sexuelles avant le mariage et de la grossesse, des relations enseignants-élèves et du lesbianisme. Elles ont écrit une pièce sur les relations entre élèves et enseignants et l’ont jouée devant toute l’école. La représentation a été arrêtée plusieurs fois pour que les spectatrices puissent discuter des choix offerts à l’héroïne et de ce qu’elles auraient fait à sa place. Toutes les élèves ont ainsi pu étudier le problème, créer et évaluer des solutions et communiquer leurs enseignements à d’autres. Cela a aussi déclenché un processus de changement du traitement réservé par l’école aux jeunes filles forcées d’abandonner leurs études en raison de problèmes liés à la sexualité, notamment la grossesse. Notre objectif à long terme est de soutenir l’introduction de l’éducation sexuelle comme élément permanent du programme d’études dans l’ensemble du système scolaire.ResumenEn este artículo se describe el uso del drama y métodos participativos en un colegio de enseñanza secundaria de niñas, en Zaria, Nigeria, como medio de educación sexual, llevados a cabo por la Alianza Nigeriana Popular de Teatro y la Organización de Nigeria para una Segunda Oportunidad. Los asuntos tratados surgieron de las estudiantes, a fin de permitirles desarrollar ideas y opiniones críticas y aprender lecciones útiles. Los temas preocupantes para el grupo de las 15 colegialas participantes fueron: aborto, relaciones sexuales y embarazos prematrimoniales, relaciones entre maestros y estudiantes y lesbianismo. Las participantes elaboraron una obra sobre las relaciones entre maestros y estudiantes, la cual presentaron ante todo el colegio. La presentación se detuvo varias veces a fin de incluir a la audiencia en las conversaciones sobre las opciones disponibles a la protagonista y sobre qué harían en su lugar. Esto permitió a todas las estudiantes explorar el problema, generar y evaluar otras soluciones y comunicar lo que aprendieron a otros. Además, inició un proceso de cambio en la forma en que el colegio trata a las niñas que son forzadas a abandonar sus estudios debido a problemas relacionados con la sexualidad, como el embarazo. Nuestro objetivo a largo plazo es realizar actividades de promoción y defensa para apoyar la introducción de la educación sexual como un elemento permanente en el currículo de todo el sistema escolar.
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Effectiveness of AIDS education programme in prevention of HIV amongst youth in secondary schools in Busia District, Kenya - Kafwa, VioletNabwire; Mukasa, A.S. (2008)
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Coordination by Default or by Design Implementing Education Programs in Post-Conflict: the South Sudan Experience - Kahando, Sarah (2008)
Coordination by Default or by Design Implementlng Education Programs in Post-Conflict:The South Sudan Experience The process of rebuilding and reconstruction after war is a long, demanding and arduous process. Different actors are involved, drawn from the local community, neighboring countries and international arena. The actors come with various expectations, interests, resources and demands in programs implementation. Each actor has their own way and understanding of doing things based on where they have come from. To further complicate the process, coordination issues, whether planned or unplanned, become an imperative and have to be addressed or further strengthened so as to meet the objectives of the various actors involved. Implementing education in post conflict countries has seen its fair share of these complexities. Driven by different interests, needs, expectations and demands, there is a lack of clarity among the different actors, which ultimately has a negative impact on the success of programs. Using a case study of the Community girl's school, a Non-Formal program implemented in south Sudan, I will explore and examine the missed opportunities that arise when there is lack of clarity at the onset and continuation of implementing education programs. The author will address coordination challenges that are faced by different actors working in Post-Conflict scenarios and how these affect program implementation. The author argues that coordination issues especially in post-conflict scenarios should be clearly included in program plans and not merely assumed. Data used is largely drawn from the authors experience in implementing the program, interviews of the respective people working in the different organizations, former and current officials from the government representatives and reports submitted on the program. The study will also examine the envisioned roles of the concerned actors involved, their objectives, roles and coordination efforts within the program that was implemented and how that contributed towards the overall impact of the program. Finally, the project will analyze the lessons that can be drawn from the analysis including ineffective oversight, clarifying terms and mandates and communication across and among all actors. The study recommends among other factors the need to not only involve community in designing programs but also clarifying goals, roles and responsibilities. Coordination should not be a design by default but rather well planned and budget for with clearly articulated goals. TABLE OF CONTENT Map of South Sudan with Alternative Education programs by SBEP 7 IN1RODUC'fION 8 Introduction 8 Background to the study 12 Education in South Sudan 13 Statement of the problem 15 Objectives of the study 17 Methodology 18 LI1ERA TURE REVIEW 21 Education Role in Post-Conflict settings 21 Definition of terms 25 Post conflict. 25 Coordination 28 Coordination Issues involved in implementing education in Post-conflict scenarios ...... 30 Summary of Coordination challenges faced by implementing actors in post conflict countries 36 cfHE CASE S1UDY 38 Analysis of the CGS in South Sudan 38 Rationale for Selecting the Case Study 38 Background and History of Establishing CGS in South Sudan 40 Rationale for establishing the CGS in south Sudan 41 Analysis of the Learning Environment 44 Analysis of the Support Environment 49 Analysis of the Case Study 53 Actors involved 55 Analysis of Actors involved 59 Summary Analysis of Coordination Issues 63 CONCLUSIONS AND RECOMMENDATIONS 68 1\PPENDICES 75 Planned CGSP, Partners' Coordination Meeting 75 BIBLIOGRAPHY 70
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Explorative Study Of E-Learning In Developing Countries: A Case Of The Uganda Education System. - Kahiigi, Evelyn Kigozi; Ekenberg, Love; Hanson, Henrik; Danielson, Mats; Tusubira, F.F. (E-learning, 2008)
The development and use of e-learning in education has gained global recognition as a learning method that facilitates the teaching and learning processes. As a result it comes as no surprise that, ...
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The returns to vocational training and academic education: Evidence from Tanzania - Kahyarara, Godius; Teal, Francis (RePEc: Research Papers in Economics, 2008)
In this paper we ask what can account for the continuing strong preference for academic education in Africa where the level of development is so low and there are few wage jobs and which form of educational investment, the academic or vocational, is most profitable. We argue that the answers to these questions are linked through the shape of the earnings function and the importance of firm effects. High levels of academic education have far higher returns than those available either from vocational or lower levels of academic. However at lower levels the vocational return can exceed the academic.
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Sexuality Education as a Core Concept for the Production of Functional Educators for Nigerian Schools - Kajang, Yakubu Gorah (2008)
Individuals have questions on what education mean when speaking of sex education. Some critics perceive it as a sinister campaign to create an unceasing and dangerous with sex in the minds of children. To those who are not informed, sex education sounds as if it was education for sex, and to many is a dirty word at worst and liken to coitus at best. Sex education in the real sense could be described as the acquisition of facts and information that are related to sex by individuals for creative living that provide understanding of human sexuality as an integral inseparable part of life. It may be better and safer to state clearly that sex education encompasses the three domains of education and will help not only improve public relation but would also help to clarify the goals of sex education for those charged with its teaching.
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Impact of climate change on health in Africa: implications for disease burden and control - Kajuna, S.L.B.; Mshigeni, K. E. (Discovery and Innovation, 2008)
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An exploration of the psychosocial factors affecting the development and delivery of school-based sex and relationships education in Tanzania. - Kak, Mkumbo (2008)
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Exploring Television HIV/AIDS Education in Light of Needs, Experiences and Expectations of Urban Youth in Uganda - Kakembo, Frederick (The International Journal of Learning: Annual Review, 2008)
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Challenges facing orphaned and vulnerable children in accessing free primary education in Kenya : case of embakasi division, Nairobi - Kakulu, Stephen W (2008)
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3. Gender inequality in primary education in the context of HIV and AIDS: a challenge for Uganda - Kakuru, Doris Muhwezi; Aikman, Sheila; Unterhalter, Elaine; Boler, Tania (2008)
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Forest policies and forest resources flow in Burkina Faso, Ghana and Mali: conflicting or consistent for adaptation to climate change? - Kalame, Fobissie Blese; Idinoba, Monica; Brockhaus, Maria; Nkem, Johnson (2008)
This policy brief analyses forest policies in Burkina Faso, Ghana and Mali and their implication for adaptation and conflicts under climate change. It presents results of studies undertaken by Tropical Forest and Climate Change Adaptation (TroFCCA). The policy brief tracks the flow of specific forest ecosystem goods and services and the potential for social conflicts in the form of disagreement. Divergent views, arguments and clashes are identified.
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Development of an Interactive e-Learning Management System (e-LMS) for Tanzanian Secondary Schools - Kalinga, Ellen (2008)
e-Learning, defined as the use of information and communications technology (ICT) for supporting the educational process, has motivated Tanzania to apply ICT in its education systems. Tanzanian secondary schools which are geographically and socially isolated face a number of problems, including a way to get learning materials. The impact of these problems is poor performance in National Examinations. This poor performance however is most noted in science and mathematics. The problem in get- ting learning materials can be reduced by employing ICT. This research developed an interactive e-learning management system (e-LMS) to be used by Tanzanian secondary schools. Tanzania Secondary Schools e-Learning (TanSSe-L) system is the name adopted for an interactive e-LMS developed. The re- search is aimed at supporting teaching and learning functions by allowing for the creation and storage of learning materials, making them available, easily accessed and sharable by students from different secondary schools in Tanzania. It is a context- driven research work of knowledge production in a specific context for application. Initially, the research work focused on two selected pilot schools; Kibaha Secondary School and Wali-ul-Asr Girls’ Seminary in Kibaha town, Pwani region. Features of the TanSSe-L system represent the standard form of any secondary school registered by the Ministry of Education and Vocational Training. The development of the TanSSe-L system made use of software engineering discipline. The research used Unified Modelling Language (UML) and integrated Object-Orient- ed System Analysis and Design (OOSA&D) and Model Driven Architecture (MDA) to address the System Development Life Cycle (SLDC) in a systemic way. UML design class diagram (DCD) is a Platform Independent Model (PIM) that was transformed into a Platform Specific Model (PSM) in MDA for implementation. Implementation made use of open source LMS to help generate a timely solution to TanSSe-L system development. In this specific context, focus group discussion as inspired by action re- search methodology was used. The research evolved into a triple helix process in close cooperation with other stakeholders. Finally, it is considered that replication and mirroring will make learning materials highly available to end-users.
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EFFECT OF SOYBEAN (Glycine max) SUPPLEMENTATION ON NUTRITIONAL STATUS OF SCHOOL CHILDREN AGED 6-9 YEARS FROM HIV AFFECTED HOUSEHOLDS IN SUBA DISTRICT, KENYA - Kamau, Joyce; Ohiokpehai, Omo; Mbithe, Dorcus; Kimiywe, Judith; Oteba, L.; Were, Gertrude; King’olla, Brenda (2008)
Objective: This study investigated the effect of soybean supplementation on the nutritional status of school children from HIV affected households in western Kenya. Methodology and Results: A research design was used with 54 and 56 randomly selected subjects in the experimental and control groups, respectively. The experimental group received corn-soy blend porridge for three months at school. A structured questionnaire and anthropometry were used to collect data. Malnutrition levels among the experimental group reduced from 10.2, 28.9 and 5.6% for underweight, stunting and wasting, respectively, to 6.2, 16.7 and 3.4%, respectively. The control group registered 11.4, 28.5 and 8.7% underweight, stunting and wasting, respectively at baseline. Underweight and wasting rose to 14.3 and 9.5%, respectively, while stunting dropped to 21.5%, which were insignificant changes. Conclusion and application of findings: The feeding trial using corn-soy blend improved the nutritional status of school children in Suba District. It is likely that significant improvement of the pupils’ nutritional status would be realized with extended feeding periods. Soybean has potential to curb protein energy malnutrition and its utilization should be promoted in HIV and AIDS affected areas to alleviate malnutrition.
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Teachers' perceptions of participative management in a primary school in Namibia - Kambonde, Samuel Angaleni (2008)
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Special Needs Teacher Education (SNTE) in Malawi: Present Status and Trends - Kamchedzera, Elizabeth Tikondwe (The international journal of knowledge, culture and change management, 2008)
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Virtual Organizations in Post-Graduate Education in Egypt - Kamel, Bernard (2008)
New online learning techniques lead to improved ways to investing in larger numbers of people and optimizing the use of resources. Respectively, virtual organizations are gaining grounds in the education sector with its vehicle capable of closing the digital divide and spreading knowledge that can help improve the literacy rate. This article covers the case of the Regional IT Institute (RITI), an institute located in Cairo, Egypt, that specializes in providing quality education in the fields of information and communication technology and management. The institute’s goal is to educate more students while overcoming the challenge of scarce resources, trying to meet the needs of 30% of the population (70 million) enrolled in education programs (Economic News Bulletin).
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Instructional supervision in an era of change: policy and practice in primary education in Kenya - Kamindo, Catherine Muchiru (2008)
This study examines the policy and practice of instructional supervision in primary education against a background of an educational change in Kenya. Primary education is an important sector of education in Kenya. This is because about 40% of children who start primary education each year terminate their education at that level. It is therefore important to ensure its objectives are achieved. Consequently the government frequently undertakes reforms aimed at improving access, participation, retention and completion rates. The latest ones are provision of free primary education and a revised curriculum. Despite these reforms this sector of education continues to experience problems in achievement of its goals. Instructional supervision has been identified as key in the improvement of teaching/learning and consequently achievement of educational objectives. The pre and post-independent education commissions in Kenya and other government reports have continued to identify supervision as an area that needs attention. Against this background, understanding what ought to be and what actually happens is important in order to identify areas that need attention for improvement of supervision and subsequently teaching and learning in primary schools in Kenya. This study therefore focused on: - the existing policies on supervision, and the policy expectations of the supervisors- the actual instructional supervisory functions supervisors perform - head teachers' and teachers' expectations of supervisors -supervisors', head teachers' and teachers' perceptions of the importance and frequency of performance of instructional supervisory functions, -and the challenges faced by supervisors and teachers in implementation of curriculum change. The study employed a survey design with a mixed method approach. Data were collected using questionnaires, semi-structured interviews, focus group interviews and document analysis. Data were analysed using descriptive and inferential statistics. Analysis of Variance (ANOVA) was used to determine if there were significant statistical differences in the respondents' perception of importance and frequency of supervisory functions while Post Hoc test (Tamhane coefficient test which is suitable for unequal sized groups) was used to establish where the differences among the groups were. Both tests were carried out at 0.05 level of significance. Findings show that despite the legal backing and many policy documents supporting instructional supervision, the actual practice differs from the policy expectations. Supervisors were aware that according to policy they were expected to perform evaluative and supportive/advisory functions, however their actual performance emphasises the evaluative/assessment functions of supervision. The head teachers’ and teachers' expectations on the other hand are in line with the policy expectations. For instance frequent supervisory visits, regular in-service training, opportunity for professional growth, induction on curriculum and other changes and evaluation without intimidation are some of the head teachers' and teachers' expectations. However, in their view, they differ with the actual practice of the supervisors with most of their expectations not being adequately met. On average all the respondents perceived the supervisory functions as important but supervisors rated evaluative functions as very important while head teachers and teachers rated the supportive/advisory functions as very important. On frequency of performance of supervisory functions, supervisors perceived almost all functions as frequently performed but head teachers and teachers perceived many functions as rarely performed. These findings have implications for policy and practice of instructional supervision in Kenya and other developing countries in similar contexts. There is need for revision of instructional supervisory policy with a view to separating the evaluative and the advisory functions with the evaluative functions being carried out by the Directorate of Quality Assurance and Standards (DQAS) and Kenya Institute of Education (KIE) to handle the supportive/advisory functions. In addition, training of supervisors for their role should be addressed.
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Factors Affecting Enrolment of pupils in Tanzania Primary schools" A study of Mtwara Rural District - Kanda, Salum I. (2008)
The study aimed at investigating the factors affecting pupils' enrolment in Tanzanian primary school and to propose measures to solve problem. The study also examined application of Education and Training policy, Acts, Regulations and Circulars, Which are used as directives in pupils' enrolment in primary schools. The researcher used interviews to collect data from school Committee chairperson,village council chairperson, parents whose children are not enrolled in primary school and the children who are not enrolled in primary schools. Questionnaires were used to Head Teachers, ward Education coordinators and the District Education Officer because they can read and write. The findings revealed that several factors such as lack of special schools and classrooms for the children with disabilities, low income child labor, and lack of family planning and early marriages. Others were divorce, parent' death and improper application of education Act, Regulation and circulars. The researcher recommended that: Governrnent and Non-governrnent organization should increase mass mobilization and sensitization on education issues. Government and Non government organizations should increase education budget to cover education costs, specifically to meet requirements of the children with disabilities and other marginalized groups.Also Government and Non government organizations should advocate changes of bad cultural behaviors such as divorce, early marriages and encourage family planning.Government and Non-government organization should take special attention to orphans and street children by providing education serves
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A case study of the nature of biology practical work in two secondary schools in Namibia - Kandjeo-Marenga, Hedwig U. (2008)
The aim of the study was to investigate the nature of biology practical work and associated discourses in two Namibian secondary schools. The purposive sample consisted of three biology teachers and 36 grade 11 students who enrolled for NSSC Higher- and Ordinary-level biology in 2004 and 2005. The study adopted a descriptive and an in-depth qualitative design involving the use of interviews and observation schedules (Video Observation Quoting Schedules-VOQS). The quality of VOQS instruments were established through a panel of independent experts who critically assessed the quality of the items and later discussed to reach consensus. Their rating of the items helped in the establishment of interrater reliability.
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Determining how the faculty at the Polytechnic of Namibia are responding to the introduction of e-learning in the form of blended learning. - Kangandji, Leena (2008)
This study was conducted to guide the management at the Polytechnic of Namibia on how to address the challenges the institution faces with regard to the effective implementation of e-learning. The study focused on the reasons for the use and non-use of e-learning by faculty. The study also gave faculty the opportunity to state what they would need from the institution to incorporate e-learning in their courses. The results of this study show that faculty are in favour of using e-learning but need the management to recognize that using e-learning will change the current institutional framework. Workload implications for using e-learning, infrastructure, access to the technology, training, user and technical support are all areas that need to be addressed before faculty will be willing to fully embrace e-learning. The management needs to provide leadership, direction and support for the faculty while addressing their concerns in a positive manner. Background and Rationale for the Study Namibia’s development is guided by Vision 2030; it features education and training as the driving force behind the third national development plan (http://www.npc.gov. na/vision/pdfs/Summary.pdf). For developing countries investment in higher education is seen as the tool to development (Yieke, 2005:73). One way to increase access to higher education to the masses is through distance education. Today through advancements in technology, e-learning offered via a course management system (CMS) like Blackboard, WebCT, MOODLE (Modular Object Oriented Dynamic Learning Environment), KEWL (Knowledge Environment for Web Based Learning) etc. are emerging as the preferred mode of instruction over the conventional print-based mode distance education. This is because it provides students with study materials and provides opportunities for communication and interaction (Nichols, 2001, p: 10). It also provides the benefit and ability to support multi-media resource based learning (Naidu, 2006:2). It can also provide flexibility for on-campus students (Namibia’s ICT Policy for Education: 2).
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Contemporary adult education policies and practices in Tanzania : are they meeting national challenges? - Kanukisya, Blackson (2008)
This study investigated Contemporary Adult Education (AE) policies and practices in Tanzania and the way they address national challenges. Four questions guided the study: Are contemporary AE policies related to the AE practices in Tanzania? Do contemporary AE policies address national challenges in Tanzania? Are contemporary AE practices addressing national challenges in Tanzania? Lastly, what are the voices of AE stakeholders with regard to contemporary AE policies and practices in addressing national challenges in Tanzania? The study was carried out in three regions of mainland Tanzania (Dar es Salaam, Mara, and Ruvuma). Quantitative strategy was dominant in data collection although qualitative strategy was also used. The study involved adult learners, adult educators, and policy makers and academicians who were accessed through questionnaires and interview guides. Documentary review guide was also used to collect data. The findings indicate that AE in Tanzania is accorded low status. Also, the study found that most of the AE policy statements investigated were not related to AE practices. Furthermore, the findings reveal that although AE policies address some of the national challenges like income poverty, illiteracy, HIV/AIDS, and income inequality, some of them were not translated into practices. The study recommends that challenges facing adults (the clienteles of AE programmes) have to be given first priority in both policies and practices. Moreover, adults have to be conscientized to read and understand the educational policy. Also it is recommended to all AE stakeholders in Tanzania to revive the status of AE as it was in 1970s and early 1980s. Lastly, it is recommended that further study of the same nature can be conducted in a wider geographical area and which will involve more sample from other institutions running AE programmes in Tanzania especially civil societies and Non Governmental Organizations (NGOs).
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Does the literate game help 3rd and 4th grade Zambian children learn how to read - Kaoma, Simon K (2008)
Author: Simon K Kaoma Supervisor: Heikki Lyytinen Masters thesis of psychology University of Jyvaskyla, Department of Psychology February 2008 Reading acquisition is based on phonological awareness, alphabetical mapping and phonological decoding. Reading is a deliberate process of understanding written language. Knowing the language of the text is clearly fundamental in helping the learners to read. Learning to read and write is to learn how to use the coding system in your own language. Children, who learn to read in a transparent language (Finnish), learn faster than those that learn in opaque languages (English). Most of the Zambian local languages are transparent, thus it should be easy for them to acquire reading skills.. During the colonial era, teaching of reading was in seven Zambian approved local languages and many acquired better reading skills. The introduction of English as Medium of instruction in all Primary schools by the new independent Government retarded reading in the country. After three decades of declining reading levels, Zambia piloted a programme known as New Breakthrough to Literacy, which returned the teaching of reading back into Local languages. In this study four boys and four girls in the 3 and 4th grades with compromised reading skills in their local language (Cinyanja) played an educative computer game for approximately 1-5 hours to train them in letter-sound correspondences. Their learning process was recorded by the computer and analyzed in detail for the purpose of finding explanation on difficulties in reading acquisition. The findings showed that these children who had problems in discriminating vowels phonemes improved their spelling and orthography skills during the intervention. The implication is that literate game was useful and complements classroom instructions. There is need to improve teaching methods in Zambian schools. Further complementary research is required to review the current methods in reading.
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The use of Information and Communication Technologies (ICTs) in enhancing teaching and learning in public primary teacher training colleges in Kenya - Kara, Augustine M. (2008)
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Eye disease and visual impairment in Kibera and Dagoreti Divisions of Nairobi, Kenya - Karimurio, J; Kimani, Kahaki; Gichuhi, Stephen; Marco, Sheila; Nyaga, G; Wachira, Juddy; Ilako, D (2008)
Objective: To determine the prevalence and pattern of eye diseases and visual impairment in the Nairobi Comprehensive Eye Care Services (NCES) Project; the catchment area of the Mbagathi District Eye Unit of Nairobi. Design: Community based survey conducted from October 15th to 31st 2007 Setting: Kibera and Dagoreti divisions of Nairobi City Subjects: 4200 people of all ages were randomly selected; 4056 were examined (96.6% response rate). 122 (2.9%) were not available and 15 (0.4%) declined to be examined. Results: Females: 54.2%, Males: 45.8%. Mean age; 22.4 years, SD; 16.5. Only 241(5.9%) aged >50years old. The leading eye disorders in Kibera and Dagoretti divisions are conjunctival disorders including allergic conjunctivitis and conjunctival growths. This was found to affect 7.6% of the subjects. This was followed by refractive errors found in 5.3% of the subjects. Cataract was found in 30 subjects (0.7%). Disorders of the retina and the optic nerve were found in 1.1% of the subjects and corneal disorders in 0.5%. The prevalence of visual impairment was 0.6%, severe visual impairment was 0.05% and blindness was 0.1%. This indicates that most of the ocular disorders encountered were not visually threatening. The main cause of visual impairment is refractive errors and the causes of severe visual impairment and blindness are cataract, corneal opacity and glaucoma. Conclusion: The population of the NCES is relatively young and the prevalence of blindness and visual impairment is low. The main cause of visual impairment was refractive errors and the causes of severe visual impairment and blindness were cataract, corneal opacity and glaucoma. Recommendations: The level of blindness in NCES is low and the project should focus more on rendering eye care and not treatment of blindness. There is need to address the issue of refractive errors as this was one of the main ocular problems encountered. In this survey, it was not possible to perform detailed refraction and hence it was recommend that a refractive error survey be conducted; especially in school going children.
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Providing Expanded Education Through Inclusion. The Case of the Children with Disabilities in Kenya - Kariuki, John K (2008)
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Higher education and development in Zimbabwe - Kariwo, Michael T. (2008)
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Negotiating gender equality in South African and Kenyan school - Karlsson, Jenni; Onsongo, Jane (2008)
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Improving Science and Mathematics Teachers? Subject Knowledge in Namibia - Kasanda (2008)
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Prevalency of academic dishonesty among high school students in Zimbabwe - Kasayira, Joseph M.; Makore, Jowas; Chipandambira, Kudzai S.; Maseko, Mpikelelo M.; Tuturu, Tsitsi N. (2008)
The study sought to identify common methods of academic cheating, situations when academic dishonesty took place and the perceived reasons for engaging in such behaviours. Form 5 and Form 6 students sampled from 4 Gweru urban high schools (n=238) responded to a questionnaire that was used to collect data. A descriptive survey design was used and the data were analysed using frequency counts and percentages. The results indicated that academic cheating was common among all sampled schools with male students more involved. It was also revealed that some officials were involved in assisting students to cheat. The findings of this study have implications that can assist in developing effective approaches to prevent and reduce academic dishonesty in high schools
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Factors militating against the education and aspirations of girls in lower Eastern Province, Kenya - Kasomo, Damiana K (Egerton Journal of Humanities, Social Sciences and Education, 2008)
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MANAGEMENT OF SEXUAL HARASSMENT AGAINST FEMALE TRAINEE TEACHERS: A STUDY IN TEACHER TRAINING COLLEGES IN HARARE, ZIMBABWE - Katsande, Jigu; Stewart, Julie G. (2008)
In this dissertation, the writer, himself a graduate the Zimbabwe teacher training college system, examines the issue of sexual harassment of female trainee teachers by their male teachers. Starting with the ‘lived realities’ of the female victims, he analyses the problem based on evidence gathered through various interrelated methodologies, including the Women’s Law and Grounded Theory Approaches. Although rampant, sexual harassment is seldom reported due to several factors, especially, the operation of grossly inadequate complaints procedures. Rather than protect victims, their enforcement perversely foments a climate of tolerance for the illegal practice which victimizes its whistle-blowers. Long-overdue reforms to the system are suggested within the context of Zimbabwe’s duty to fulfill its sadlyneglected obligations under relevant international human rights instruments which are binding on the country.
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White Teacher, Black Writers, White Students: Colorblindness and Racial Consciousness in Teaching African American Literature - Kavadlo, Jesse (2008)
The first time I offered to teach the course in a mid-sized state university in the rural upper-Midwest, Ben, a student in my composition class, asked me whether “you’re really teaching ‘African American literature.’” I replied that I was.
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Földrengések okozta sérülések Margat keresztes várában(al-Marqab, Szíria) =Earthquake damages in al-Marqab citadel, Syria - Kázmér, Miklós (2008)
Margat varaban (Qala’at al-Marqab, Sziria) a Szir-Magyar Regeszeti Misszio altal 2007 ota folytatott asatasok soran kerult sor a varfalak foldrenges okozta seruleseinek első felmeresere. A tornyokon, bastyakon, a templomon es a falakon lathato kulonfele toresek es repedesek kozul tobb is arrol tanuskodik, hogy a varat ismetlődően erős foldrengesek raztak meg. A fuggőlegesen es vizszintesen elcsuszott kvaderkovek, vizszintes tengely korul elfordult kvaderek, a lakotorony egy hatalmas, V-alaku, kifele elmozdult tombje, valamint a varkapolna boltozatanak repedesrendszere egyertelműen foldrengeses behatasra utal. Reszletes archeoszeizmologiai vizsgalattal lehetseges es szukseges tisztazni a varra hatott foldrengesek jellemzőit es kipattanasuk idejet. | Al-Marqab Citadel (Syria) hosts excavations of the Syro-Hungarian Archaeological Mission. Work during the 2008 September-October field season revealed that several of the fissures dissecting the walls are products of earthquakes. Ashlars shifted vertically and horizontally, ashlars rotated clockwise or counterclockwise, an outward displaced, huge, V-shaped block at the top of the donjon, and fracture system of the chapel vault are clear signatures of major earthquakes. A detailed archaeoseismological study is possible and necessary to date and identify damaging earthquakes at the Syrian coast.
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Somali students in VET: some factors influencing pathways - Keating, Maree (Australian Vocational Education and Training Research Association Conference, 2008)
Somalis living in Australia have a very high participation rate in vocational education and training (VET). Findings from Equity Research Centre research conducted in 2007 indicated that for many Somalis, aspirations to attain a university education and a professional career are high. However, achieving these goals often involves a pathway through the VET system, and for some this pathway is more complex than for others. One of the unintended findings from this research project, conducted with Somali Victorian TAFE students, potential students and their families, is that in practice, post compulsory educational choices for Victorian based Somalis appear to be heavily dependent on three key factors. These factors are the age and educational attainment of the person at the time the educational system broke down in Somalia (between 1987 and 1991), the educational experiences of the person in the years between leaving Somalia and arriving in Australia, and the age at which the person arrived in Australia. This paper explores the critical relationship between these factors which, in a high number of cases, could be calculated in advance to determine the post compulsory educational pathway to employment available to Somali individuals. Whilst it was also found that other factors such as gender, social grouping, rural or urban place of origin, financial role and position in the family also have a strong influence in Somali post compulsory educational choices, our unintended research findings suggest that individuals who do undertake VET study in Australia are heavily influenced in their choice of pathway by the limitations imposed on them by the three factors outlined above. These factors are considerations for this generation of Australian based Somali in the choices they are likely to face in their educational and career planning. They are also potentially considerations that post compulsory educational providers should be aware of in providing advice and guidance for Somali students.
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THE UNIVERSITY OF DOUALA - CAMEROON ADVANCED TEACHERS TRAINING COLLEGE FOR TECHNICAL EDUCATION (ENSET). THERMAL AND ENVIRONMENTAL RESEARCH LABORATORY (LATE) - Kemajou, Armel (Международный научный журнал Альтернативная энергетика и экология, 2008)
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Developing Social Work Education in Mozambique in Collaboration with Finnish Institutions - Kemppainen, Senja (2008)
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Facilities and academic performance in biology amongst students of Kirirwa secondary school, Murang’a South District Kenya - Kenneth, K (2008)
A research report submitted to the institute of continuing and distance learning in partial fulfillment of the requirement for the Degree Bachelor of Education in Biology
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Transforming identities and enacting agency : the discourses of participatory development in training South African adult educators. - Kerfoot, Caroline (Journal of Education, 2008)
This paper explores the ways in which adult education can contribute to increased agency in development and under what conditions. It draws on a study of an educator training programme in the North ...
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Demystifying the shrinking pipeline of women in ICT education and careers : a South African case study - Khalala, Gugu; Dlodlo, Nomusa (Journal for new generation sciences, 2008)
This research is an attempt to verify certain myths surrounding the causes for the low numbers of women participating in Information and Communication Technology (ICT) education and careers through both qualitative and quantitative analyses. The paper approaches this issue through the experiences of women in an ICT workplace in comparison with those of men in the same workplace. This investigation was conducted in the form of case study at South Africa's Advanced African Institute for ICTs - the Meraka Institute.The research found that the ICT environment was engendered, with women representing only a small percentage of the staff. This is because of a weakness in the school curriculum which does not expose large numbers of girls to ICTs at an early age, and does not give adequate support at university and college levels to learners who have come out of such an environment. Although women are just as capable as men in the ICT workplace, building self-confidence in their abilities to perform well on the job could help in retaining them. The research found that those women who are already in the ICT market are happy and do perform as well as their male counterparts irrespective of their family commitments, long working hours and the demand for networking opportunities. Happiness in the ICT workplace among female employees is determined by a combination of factors such as levels of remuneration, output potential and management style. To improve women's participation in this workplace, there is a need to improve policies for recruitment and on-the-job training and sometimes even adopting affirmative action to provide better-balanced gender representation.
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Teaching human sexuality in higher education: A case from Western Kenya - Khamasi, Jennifer Wanjiku; Undie, Chi-Chi (2008)
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Intercultural arts education : initiating links between schools and ethnic minority communities, focusing on the Kweneng West Sub-District in Botswana - Khudu-Petersen, Kelone (2008)
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Excellence In Communication And Media Training In East Africa - Kiai, Wambui (2008)
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Closing the Chasm: Are Secondary School Teachers in Kenya Using ICTs Effectively to Deliver Curriculum Content? - Kidombo, Harriet (2008)
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O122 Prevalence of drug interactions between antiretroviral and co-administered drugs at the Moi teaching and referral hospital (Ampath), Eldoret, Kenya - Kigen, GK; Kimaiyo, Sylvester; Back, DJ; Gibbons, S; Sang, Edwin; Edwards, IG; Owen, Andrew; Khoo, SH (Journal of the International AIDS Society, 2008)
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Factors influencing staff motivation in the Teachers Service Commission of Kenya - Kihara, Anne N (2008)
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Neurocognitive impairment following central nervous system infections in Kenyan children as detected by event related potentials - Kihara, Michael (2008)
As mortality in childhood decreases due to advances in modern medicine, presence of better nutrition and fresh water supply, the impact of disability has become increasingly important especially in resource poor countries. Children living in sub- Saharan Africa are also exposed to a number of potentially debilitating infections which have been shown to have long-term cognitive effects even in absence of clinical neurological sequelae. The objective of the study is to demonstrate that event related potentials (ERPs) can be used to detect neurocognitive impairment following the most common central nervous (CNS) system infections affecting children in sub-Saharan Africa, namely falciparum malaria, acute bacterial meningitis (ABM) and human immune-deficiency virus (HIV). Four groups of children were recruited: children previously admitted with severe falciparum malaria (n= 50), or acute bacterial meningitis (n = 65), or mY-infected (n= 39) or were unexposed to any of these conditions (n= 177). Passive auditory and visual oddball ERP protocols were used. The results of the group of 50 children aged 6-7 years old with a history of severe falciparum malaria (cerebral malaria, CM= 27, malaria plus seizures, M/S= 14 and prostrated malaria, PM= 9) show that children exposed to CM, MIS and PM had significantly longer auditory N200 and P3a latencies and smaller N200 amplitudes than study controls. The results of 65 children aged between 4-15 years old with a history of pneumococcal meningitis shmved that children with a history of bacterial meningitis had significantly smaller auditory P100 amplitudes, longer N200 latencies and longer visual P200 latencies than community controls. Finally, the results of 40 children aged between 18-40 months infected with IllV showed that they had longer auditory P100 latencies, larger auditory P200 amplitudes and smaller Negative component, Nc, amplitudes than community controls. It is concluded that the CNS infections may result in neuro-developmental delays in childhood. Further, CNS infections may interfere with normal education outcomes by precipitating attention deficit amongst children post infection.
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Analysing the temporal characteristics of extreme temperature events over asals and the coastal regions of Kenya as an indicator of climate change - Kilavi, Mary (2008)
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Climate change impacts on hydrology and water resources of the Upper Blue Nile River Basin, Ethiopia - Kim, U.; Kaluarachchi, Jagath J.; Smakhtin, Vladimir (RePEc: Research Papers in Economics, 2008)
The report evaluates the impacts of climate change on the hydrological regime and water resources of the Blue Nile River Basin in Ethiopia. It starts from the construction of the climate change scenarios based on the outcomes of several general circulation models (GCMs), uses a simple hydrological model to convert theses scenarios into runoff, and examines the impacts by means of a set of indices. The results, however uncertain with existing accuracy of climate models, suggest that the region is likely to have the future potential to produce hydropower, increase flow duration, and increase water storage capacity without affecting outflows to the riparian countries in the 2050s.
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Climate change impacts on hydrology and water resources of the upper Blue Nile River Basin, Ethiopia. - Kim, Ungtae; Kaluarachchi, Jagath J.; Smakhtin, Vladimir (Research Report. International Water Management Institute, 2008)
The report evaluates the impacts of climate change on the hydrological regime and water resources of the Blue Nile River Basin in Ethiopia. It starts from the construction of the climate change scenarios based on the outcomes of several general circulation models (GCMs), uses a simple hydrological model to convert theses scenarios into runoff, and examines the impacts by means of a set of indices. The results, however uncertain with existing accuracy of climate models, suggest that the region is likely to have the future potential to produce hydropower, increase flow duration, and increase water storage capacity without affecting outflows to the riparian countries in the 2050s.
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Student loan programme for university education in Kenya: implications on accessibility - Kimengi, Isaac Njuguna; Kipsoi, Emmy (2008)
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Globalization challenges of medical education library services in Uganda - Kinengyere, Alison Annet (2008)
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Evaluating the Effects of Vocational Training in Africa - Kingombe, Christian (Social Science Research Network, 2008)
More and better data are needed to monitor and evaluate the impact of vocational training on economic growth and poverty reduction. Labour market observatories can help align training systems to labour market needs. Analysis of youth unemployment is essential before investing in expensive training schemes.
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Evaluating the Effects of Vocational Training in Africa - Kingombe, Christian (2008)
More and better data are needed to monitor and evaluate the impact of vocational training on economic growth and poverty reduction. Labour market observatories can help align training systems to labour market needs. Analysis of youth unemployment is essential before investing in expensive training schemes.
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School as a workplace in Kenya: Evaluation of the Teachers Matter HIV/AIDS project - Kiragu, Karusa; Mackenzie, Caroline; Weiss, Jennifer M.; Kimani, Murungaru; Gachuhi, Debbie (2008)
CfBT) for their contributions in the early stages of the project.We make special mention of the Kenya Network of Positive Teachers (KENEPOTE), for their commitment to fellow teachers.We also recognize the Kenya AIDS and Drugs Alliance (KADA), for their work on the wellbeing of people living with HIV.We are grateful to Cornelius Mutangili for providing support supervision to the study, and George Odingo
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An Investigation into Utilizing Current Information Technologies to Provide Engineering Education to Sub-Saharan Africa - Kirkland, Nicholas Travis; Vitanov, Valentin L.; Schaefer, Dirk (International Journal of Engineering Education, 2008)
Engineering education is one of the key factors for the development of any nation. Nowhere is this more true than in Sub-Saharan Africa, where a dearth of engineers has contributed to the lowest regional standard of living of anywhere in the world. The need in this region is so vast and immediate that it could only be met by the use of ICT-based education. This paper presents the findings of an investigation into the feasibility of providing tertiary level engineering education through current information and communication technologies in Sub-Saharan Africa. Data collected include an extensive review of the available literature, contact with current providers of ICT-based engineering education, and a survey of 250 engineering firms in Sub-Saharan Africa, the end-users of engineering education in that region. The findings indicate that it is indeed feasible to deliver tertiary level engineering education to Sub-Saharan Africa, assuming that resources could be found for course development and to enhance the technological capacity of local institutions. This paper complements the picture of a `flat world' drawn by Thomas L. Friedman who in his recent book focused on well-developed countries only.
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Technology-Mediated Open and Distance Education (Tech-MODE) in Agricultural Education and Training in Kenya: Opportunities and Challenges - Kironchi, Geoffrey; Mwang’ombe, A. W. (2008)
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Understanding the susceptibility to HIV of female and male students case study of LAMS school in Benin - Kissezounnon, M.S. (2008)
This research project aims to understand the factors that influence susceptibility to HIV for female and male students in LAMS (Lycee Agricole Meidji o Sekou in Benin), in order to contribute to the reduction of the phenomenon. The results of questionnaires, group discussions and interviews show the perceptions, knowledge, behaviour and risk factors that influence susceptibility to HIV for female and male students in LAMS.
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The relationship between asthma and ambient air pollutants among primary school students in Durban, South Africa - Kistnasamy, Emilie Joy; Robins, Thomas G.; Naidoo, Rajen N.; Batterman, Stuart; Mentz, Graciela; Jack, Christopher; Irusen, E M (International Journal of Environment and Health, 2008)
We examined the prevalence of asthma among students in Grades 3 and 6 at a primary school located in the highly industrialised South Durban Industrial Basin. After baseline interviews and methacholine challenge testing (MCT), students completed bihourly symptom logs during an 18-day study period. Continuous measurements of ambient contaminants at the school included sulphur dioxide (SO2), oxides of nitrogen (NOx), and respirable particulate matter less than 10 µm (PM10). Generalised estimating equations were used to examine associations between lagged fluctuations in ambient air pollutant concentrations and daily reported symptoms. Among the 248 participants, 52% had asthma of any severity; including 11% with moderate to severe persistent asthma. On MCT, 21% of the children had marked (PC20 ≤ 2 mg/ml), 29% had probable, and 19% had possible airway hyperreactivity. Concentrations of air pollutants at the school during the study period fell below international and South African standards and guidelines. Increased lower respiratory symptoms (cough, wheezing, chest tightness or heaviness, and shortness of breath) were strongly and consistently associated with prior day fluctuations in ambient levels of both SO2 and PM10 in both single-pollutant and two-pollutant models. We note the important role of local stakeholders in implementing and conducting this study.
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Factors affecting implementation of inclusive education policyof children with special needs in public primary schools in Kitui North district, Kenya - Kithuka, Lenah M (2008)
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Institutional Mapping for Climate Change Adaptation in Eastern Africa - Kituyi, Evans (2008)
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Institutional Mapping for Climate Change Adaptation in Eastern Africa. Final Report - Kituyi, Evans (2008)
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Students' perception of the effectiveness of support services: the case of External Bachelor of Education Degree programme at the University of Nairobi, Kenya - Kiumi, J. Kanjogu (Egerton Journal of Humanities, Social Sciences and Education, 2008)
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Practices Of Adopting E-Skills For Teaching And Learning In Ugandan Schools. - Kizito, Bada Joseph; Suhonen, Jarkko (E-learning, 2008)
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Towards ICT-based Education and Counseling Support System for HIV/AIDS Prevention in Uganda - Kizito, Bada Joseph; Suhonen, Jarkko (2008)
Today a number of approaches are being used to create HIV/AIDS awareness campaigns in Uganda; these include dramas, public rallies, school assemblies, radio programs, newspaper articles and ICT-based education. There is a clear need to design and develop ICT solution to compliment other initiatives for preventive actions against HIV/AIDS in Uganda in particular and subSaharan Africa in general. This paper examines the existing software features for HIV/AIDS preventive education and counseling services in order to identify gaps in these practices, recommend features to address the existing problems. The paper also identifies cutting-edge technologies that can be used to promote communication and interaction among all the stakeholders in the fight against the spread of HIV/AIDS to the school children in Uganda.
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Physical education in the National Curriculum Statement of South Africa: Perspectives of teachers. - Kj, Van Deventer; E, Van Niekerk (2008)
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Title of Document: RE-MAKING THE NAMIBIAN TEACHER: A STUDY OF TEACHER REFLECTION IN AN ERA OF SOCIAL TRANSITION AND POLICY REFORM - Klees, Steven J.; Spreen, Carol Anne (2008)
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Teaching dictionary-using skills for online dictionaries: an attempt at a theoretical framework for South Africa - Klein, Juliane (2008)
The aim of this paper is to illustrate a theoretical approach to teach dictionary-using skills in South Africa. As the focus is on online dictionaries, only dictionary-using skills will be discussed. Teaching dictionary-using skills in a linguistically heterogeneous society, which has not yet developed a fully functional dictionary culture for all languages, is a difficult task. Not only must the different languages-e.g. conjunctively written languages and disjunctively written languages-be taken into account, but also the different user groups ranging from pupils/university students to ordinary people who want to use a dictionary have to be considered. Although the dictionary users are not a homogeneous group, the aim of teaching dictionary-using skills is the same for all groups: achieving a confident and successful use of dictionaries in the short term and creating a fully developed dictionary culture that includes all the languages which are official in South Africa in the long term. The teaching of dictionary-using skills could be divided into four stages: * teaching about dictionaries, * teaching basic skills to access dictionaries * teaching look-up strategies, * teaching strategies to decode the information found in the definition given by the dictionary. Dictionary-using skills should be taught as early as possible in schools, and this teaching should be continued throughout the whole education process, i.e. it should not be taught as a single module, but rather as language methodology. In tertiary education institutions, dictionary-using skills could be integrated into academic literacy modules or taught in separate short language modules. Teaching dictionary-using skills to everybody else will be more difficult, as those who have finished their formal education cannot be reached as easily as pupils or university students. This group will mainly be taught through the dictionaries themselves. Teaching dictionary-using skills to people through dictionaries implies that the dictionaries must be self-explanatory, which implies that the user interface and all instructions should be available in all the languages that the dictionary covers and not only in English. In addition to that, the dictionary should ideally be accompanied by a user manual in all languages the dictionary covers.
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Open Education in Africa - Knobloch, Heidi A. (2008)
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Antecedents of High School Geometry Achievements : a case study of 2008 grade 8 and grade 9 learners at Sol Plaatje Secondary School, Mmabatho, South Africa - Koduah, Anthony Tweneboah (2008)
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Access to Learning for Development: Mobile Technologies and Distance Learners in the Mountains of Lesotho - Kolosoa, Lineo Clementina (2008)
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They know but do not take it to be real : HIV/AIDS education and behaviour change : contextual factors that affect translation of knowledge into action among in-school adolescents in rural Uganda - Komunda, Noel Rodney (2008)
The main goal of the present study was to investigate the factors that affect translation of HIV/AIDS knowledge into action. Using both qualitative and quantitative methods, data was obtained from students, teachers, parents, school administrators and the HIV/AIDS coordination department from the Ministry of Education and Sports. The Health Belief Model and Social Learning Theory that formed the basis of this study were used through discussion and analysis of research findings. The study identified interplay of individual, social and structural factors with the school and family as the main agents. The findings suggest that the interplay of individual, social and structural factors hindered the translation of knowledge into action. Within the school context, although HIV/AIDS education is not treated as an independent subject in the formal school curriculum, students get information from various sources. HIV/AIDS knowledge among adolescents in this study was found to be high, but with inabilities to transfer it to their daily lives, which partly explains the low perceived risk. The social setting (family and school) that includes peers and friends, sex differences and gender roles, lack of skills related to HIV prevention, the socio-economic and structural environments as well as individuals’ abilities to make healthy decisions and choices influence the way young people respond to the knowledge. The study recommends the strengthening of school capacity by making HIV/AIDS education an integral part of school programs and providing school staff with training in life skills and HIV/AIDS prevention. Student-initiated School Anti-AIDS Clubs should be supported and established where they do not exist. Parents/guardians, young people and the community are key stakeholders and therefore, their input should be regarded in planning and delivery of inschool programs. Basing on the available evidence from this and other studies, the Ministry of Education and Sports should design a uniform strategic plan for HIV/AIDS activities in schools. Means of monitoring and evaluation of such activities should be put in place so as to monitor progress or setbacks as well as to identify emerging challenges such as children orphaned by HIV/AIDS, those already infected, etc and deal with them.
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Science Teaching in Context of Botswana - Koosimile; Prophet (2008)
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Ex-Ante Evaluation of Drought Tolerant Varieties in Eastern and Central Africa - Kostandini, Genti; Mills, Bradford F.; Mykerezi, Elton (2009 Annual Meeting, July 26-28, 2009, Milwaukee, Wisconsin, 2008)
This study presents a model to estimate potential benefits of drought-tolerant varieties of maize, sorghum and millet in Kenya, Uganda and the Amhara region of Ethiopia. In addition to the benefits from mean yield increases, the model takes into account risk benefits associated with yield-stabilising varieties. Ex ante estimates provided for different drought zones and for different household types within drought zones of each country suggest that drought resistance generates substantial benefits from both mean yield improvements and yield variance reductions for both consumers and small, medium and large producers.
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Ex-Ante Evaluation of Drought Tolerant Varieties in Eastern and Central Africa - Kostandini, Genti; Mills, Bradford F.; Mykerezi, Elton (RePEc: Research Papers in Economics, 2008)
This study presents a model to estimate potential benefits of drought-tolerant varieties of maize, sorghum and millet in Kenya, Uganda and the Amhara region of Ethiopia. In addition to the benefits from mean yield increases, the model takes into account risk benefits associated with yield-stabilising varieties. Ex ante estimates provided for different drought zones and for different household types within drought zones of each country suggest that drought resistance generates substantial benefits from both mean yield improvements and yield variance reductions for both consumers and small, medium and large producers.
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Predicting the Academic Performance of MBA Students: A South African Study - Kotzé, Martina; Griessel, Loura (The International Journal of the Humanities: Annual Review, 2008)
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Human resources development review 2008: education, employment and skills in South Africa - Kraak, André; Press, Kerstin (2008)
Through 25 chapters authored by some of the leading researchers in the field, Human Resources Development Review 2008 provides an extensive overview of the contextual factors driving human resources development in South Africa. A key theme throughout the volume is the importance of a multi-faceted skills development strategy operating at three levels. The first entails high-skills policies aimed at expanding export-oriented manufacturing production and services provision, particularly in new globally-competitive 'niche' areas. The second level relates to the ongoing need for intermediate skills, as is evidenced by the shortage of skilled artisans and technologists. Finally, the provision of basic, entry-level skills is important in view of the urgent need for large-scale job creation schemes to ameliorate high levels of unemployment and despondency, especially amongst the youth.
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The professional identity of black South African teachers : personal and professional struggles in a disjunction between policy and practice - Kristiansen, Kaja Kathrine (2008)
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The development of inclusive education in the Tanzanian primary school - Krohn-Nydal, Arne (2008)
In 1994 the Tanzanian Government ratified the Salamanca Statement. The Salamanca Statement emphasises the need to provide children with special needs basic education, and sees this as an indispensable step to reach the goals set at the first Education For All Conference in Jomtien 1990. The Framework for Action connected to the Salamanca Statement suggests inclusive education as a strategy to reach these goals. This study investigates from different angels the development of inclusive education in the Tanzanian primary school. The study has employed a qualitative approach. The findings of the study are mainly based on interviews of various stakeholders such as school staff and government officials. However, also document analysis of national policies and observations are methods used in the data collection processes. There are today several primary schools in Tanzania that are involved in inclusive education programs. This study explores 5 primary schools where initiatives to inclusive education have either been taken by the Government, by Disabled People’s Organisations, the school’s initiative or not at all. Although, there are quite a few schools currently offering education in inclusive settings, especially through the Government’s programme, the challenges to further develop inclusive education in the Tanzanian primary school are immense. This study has attempted to look at the different factors which positively or negatively contribute to the development of inclusive education in Tanzania.
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Educating Rural Parents in South Africa about their Children’s Cerebral Palsy: Why Wait for Full-Service Schools or Resource Centres? - Krüger, Deirdré; Sello, Theresia Mamakonyane (The International journal of diversity in organisations, communities and nations, 2008)
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Climate variability and change in Sub-Saharan and Northwestern Africa - Kunstmann, Harald; Jung, Gerlinde; Laux, Patrick; Wagner, S.; Knoche, R.; Marx, Andréas; Bàrdossy, András; Paeth, Heiko; Fink, Andreas H.; Matulla, Christoph; Born, K.; Krüger, Andreas; et al. (2008)
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Moving to Problem-Based Learning (PBL) in Libya - the Sooner the Better - Kurer, M.A. (Libyan journal of medicine, 2008)
"Moving to Problem-Based Learning (PBL) in Libya - the Sooner the Better." Libyan Journal of Medicine, 3(4), p. 160
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The role of the headteachers' communication styles on Kenya Certificate of Secondary Education performance in public secondary schools in Kiambaa Division, Kiambu District, Kenya - Kuria, Lucy N (2008)
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Effects of Increased Student Enrolment on Lecturer- Student Interaction at The Islamic University In Uganda - Kurong, Adrisi (2008)
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Managing junior secondary schools in Sunyani Municipality (Ghana) : the challenges for headteachers and their professional development needs - Kusi, Hinneh (2008)
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Expanding the Horizon of Education: The Case of Presidents's Special Initiative on Distance Learning, Ghana - Kwarteng, Abena A; Donkor, Francis (2008)
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Teacher Training in an HIV and AIDS Context: Experiences from Ethiopia, Kenya, Uganda and Zambia - Kyalo, Ncb (2008)
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Managing nitrate pollution in a Tunisian irrigated area: A multi-criteria analysis approach - Laajimi, Abderraouf; Nasr, Jamel Ben; Ferchichi, M. (2008 International Congress, August 26-29, 2008, Ghent, Belgium, 2008)
In Tunisia, the extension of irrigated area is justified by its important role in the development and diversification of agricultural production. Nevertheless, the strong intensification of the agricultural activities may lead to the pollution of underground water resources due to an excess use of fertilisers and other chemical products. In fact, the high nitrate concentrations observed in some Tunisian irrigated areas, are related to the excessive use of nitrate fertilizers in intensive agriculture. The objective of the present study is to implement decision-making methods allowing a better combination of factors production by optimization of an economic objective and an environmental objective. This research is based on multi-criteria modelling through the optimization of two conflict objectives: an economic objective as settled by farmer in the short or medium-run (Gross margin), and an environmental objective (nitrate pollution reduction) as a long-run objective of the decision maker in order to ensure the continuity of agriculture activities and ecosystems sustainability. Data were collected through a survey conducted in the irrigated area of Kalaât El Andalous in Tunisia with a sample containing 57 farms. Efficient solutions were obtained and compared through the constraints, NISE and compromises methods. Main results obtained indicate a significant degree of conflict between these two objectives. Indeed the maximization of the total gross margin involves an increase in the degrees of nitrate pollution and conversely. Finally, some policy implications are presented.
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Managing nitrate pollution in a Tunisian irrigated area: A multi-criteria analysis approach - Laajimi, Abderraouf; Nasr, Jamel Ben; Ferchichi, M. (RePEc: Research Papers in Economics, 2008)
In Tunisia, the extension of irrigated area is justified by its important role in the development and diversification of agricultural production. Nevertheless, the strong intensification of the agricultural activities may lead to the pollution of underground water resources due to an excess use of fertilisers and other chemical products. In fact, the high nitrate concentrations observed in some Tunisian irrigated areas, are related to the excessive use of nitrate fertilizers in intensive agriculture. The objective of the present study is to implement decision-making methods allowing a better combination of factors production by optimization of an economic objective and an environmental objective. This research is based on multi-criteria modelling through the optimization of two conflict objectives: an economic objective as settled by farmer in the short or medium-run (Gross margin), and an environmental objective (nitrate pollution reduction) as a long-run objective of the decision maker in order to ensure the continuity of agriculture activities and ecosystems sustainability. Data were collected through a survey conducted in the irrigated area of Kalaât El Andalous in Tunisia with a sample containing 57 farms. Efficient solutions were obtained and compared through the constraints, NISE and compromises methods. Main results obtained indicate a significant degree of conflict between these two objectives. Indeed the maximization of the total gross margin involves an increase in the degrees of nitrate pollution and conversely. Finally, some policy implications are presented.
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The Ideal Body in the Teaching of Physical Education in Contemporary Tunisia - Lachheb, Monia (Education et sociétés, 2008)
This study is part of the topic of the body and academic education. It seeks to show an aspect of experiences of the body at school by analyzing a discipline intrinsically involved with the body, physical education. This claims to be a form of body education, based on values it tends to promote as part of a general concept of education. Like any educational practice, physical education is the vehicle for a latent ideology through laws, instructional arrangements, the conception of knowledge, the representation of the human person being educated. It raises the ontological question of the status of the body. According to choices made, it celebrates a body ideal in accordance with the values it seeks to promote. The interpretation of the epistemological foundations of this model of the body in Tunisian physical education may shed light on the invisible features of this academic discipline and its axiological trends.
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Exploring the Reliability and Validity of the DAT-K in Grade 11 Learners in a Historically Disadvantaged School in Johannesburg, South Africa - Laher, Sumaya; Mokone, Mpho (Journal of Psychology in Africa, 2008)
This study explored the reliability and validity of the Differential Aptitude Test—Form K (DAT-K) in a sample of 75 learners (mean age = 17.1 years, SD = 1.13) from a previously disadvantaged school in Johannesburg. Adequate reliability coefficients were obtained but coefficients were higher for nonverbal than verbal subtests. Face validity was judged to be adequate but construct validity was questionable. All subtests correlated within cluster (verbal, non-verbal) but all the subtests with the exception of the Comparison subtest loaded highly on a single factor. Examination of the influence of language as a variable suggested that learners whose home language was an African language did significantly poorer on all the DAT-K subtests except for the Comparison subtest. These findings lend support to the arguments that psychological testing in South Africa is problematic particularly in individuals who do not speak English as their first language.
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Bluetongue and Rift Valley fever in livestock: A climate change perspective with a special reference to Europe, the Middle-East and Africa - Lancelot, Renaud; Rocque, Stéphane De La; Chevalier, Véronique (2008)
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Land and water management in Southern Africa : towards sustainable agriculture : proceedings of the inaugural scientific symposium of the SADC Land and Water Management Applied Research and Training Programme, held in Lilongwe, Malawi, on 14-16 February 2006 - Land, Sadc; Programme, Training; Nhira, Calvin; Mapiki, A.; Rankhumise, Patrick (2008)
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Disability Scoping Study in Nigeria - Lang, R; Upah, L (2008)
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Disability policy audit in Namibia, Swaziland, Malawi and Mozambique. - Lang, Richard O. (2008)
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Transforming Forestry Education: challenges and opportunities - South African Perspective. - Längin, Dirk; Ackerman, Pierre (2008)
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Starting with ourselves : addressing HIV and AIDS education through integration in a South African pre-service teacher mathematics education curriculum. - Laren, Linda van (2008)
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Potential for community based adaptation to droughts: Sand dams in Kitui, Kenya - Lasage, R.; Aerts, Jeroen C. J. H.; Mutiso, G-C.M.; Vries, Arjen P. de (Physics and Chemistry of the Earth, Parts A/B/C, 2008)
This paper presents the results of an evaluation of the effects of a local water harvesting project in Kenya concerning the construction of small scale sand dams by communities. Sand dams are small structures built in ephemeral rivers to store excess water to overcome periods of drought. For this evaluation we developed a method using socio-economic vulnerability indicators, which are linked to the state water resources system, enabling the assessment of the impacts of changes in water management. Data for this evaluation was gathered by hydrological research and by interviewing local inhabitants during field research. It appeared that the sand dams have a large impact on the local community. In 10 years time, more than 100,000 people have better access to water through a relative low cost measure. The increased water availability, especially during dry periods, results in higher farm yields. The average income of farmers living near dams rose with 60%. The local water balance is almost not influenced as the sand dams store less than 3% of total yearly runoff.
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Development of Sustainable Hybrid Digital Libraries for Secondary Schools in Uganda : Arua Case Study - Lating, Peter Okidi; Kucel, Samule Baker; Trojer, Lena (2008)
Development of Sustainable Hybrid Digital Libraries for Secondary Schools in Uganda : Arua Case Study
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Outcomes-Based Education in South Africa: Using an Instrument to Assess School-Level Environments during the Implementation - Laugksch, Rüdiger C.; Aldridge, Jill M.; Fraser, Barry J. (2008)
In this study, we developed and validated a questionnaire t o assess teachers’ perceptions of their actual and preferred school-level environment, investi gated whether teachers involved with outcomes-based education perceive the school-level envir onment differently from those who are not, and investigated factors in the scho ol-level environment (such as resources and staff freedom) linked with a school’s likeli hood of successfully implementing outcomes-based education. The study involved modifying and validating an existing questionnaire to make it suitable for assessing the school-level environment in South Africa, as well as adding to the School-Level Environment Survey (SLEQ) the scales of Familiarity with OBE and Parental Involvement. Analysis of data collected from 403 teachers provides evidence for the validity and reliabilit y of the new SLEQ-SA. MANOVA for repeated measures revealed a statistically significant ( p < 0.01) difference between teacher perceptions of their actual school envir onment and the one that they would prefer for all seven SLEQ-SA dimensions. When MANOVA was used to examine whether teachers involved in OBE perceive their school-level enviro nments differently from those who are not, statistically significant differences e merged for two of the seven school-level environment scales, with teachers involved with OBE perceiving significantly more Familiarity with OBE and Work Pressure. The constraints faced by teachers are wide ranging and include a number of factors such as a lack of mat erial resources and large class sizes. The results provide valuable information to polic y-makers, principals and researchers that potentially could help to guide the impl ementation of outcomes-based education.
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Working Paper 4: A Profile of Participation inHigher Education in Ghana and Tanzania. - Leach, Fiona; Morley, Louise; Lugg, Rosemary; Lihamba, Amandina; Opare, James Adu; Mwaipopo, Rosemarie; Forde, L. Dzame; Egbenya, G.; Bhalalusesa, Eustella (2008)
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The Prospects of Fostering Entrepreneurial Customs in Historically-disadvantaged Schools in South Africa - Lebusa, Malefane Johannes (The International Journal of Learning: Annual Review, 2008)
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Brukkaros, extinct volcano in southern Namibia, taken from airplane. - Lee, Richard (2008)
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Evaluation of the Effectiveness and Impact of a Good Governance Training Programme in Mwanza, Tanzania - Lehtinen, Katja (2008)
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A cross sectional study on prevalence of gender based violence in three high schools, Addis Ababa, Ethiopia - Lelisa, Gelane; Yusuf, Lukman (Ethiopian Journal of Reproductive Health, 2008)
Abstract Background: Gender based violence (GBV) is a pervasive problem of most women all overthe world. Studies in our country and Africa have shown great burden of this incapacitatingproblem in women. Cultural norms and beliefs play important role in perpetuating thisproblem.Objective: This study was designed to determine the overall prevalence of GBV and itspatterns in three selected high schools in Addis Ababa.Methods: This is a cross sectional descriptive study conducted with 377 female high schoolstudents in the selected high schools. Self administered structured questionnaires were used.Results: The study showed that 6.2% of the students have started sexual intercourse; and ofthese, 26.1% were raped cases. In addition 75.9% of the students reported being sexuallyharassed. Over 26% of the respondents have undergone female genital cutting (FGC). Theincidence of household violence in the study population was 13.6%. Of the partnered femalestudents 23% reported to have been physically abused by their partners.Conclusion: Social support and law enforcement to mitigate this significant public healthproblem should be prioritized by the government and other organizations working on women'swelfare.Keywords: Gender based violence, Rape, Female genital cutting
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Management of teachers in private secondary schools in Tanzania The case of Dar es salaam region - Leonidace, Jospina Ereneo (2008)
Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, (THS EAF LB2832.4.T34L46)
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Setting Themselves Apart: Education, Capabilities, and Sexuality Among Samburu Women in Kenya - Lesorogol, Carolyn (Anthropological Quarterly, 2008)
Formal education for girls among the pastoralist Samburu of northern Kenya imparts new knowledge and skills, but also inculcates ideas and attitudes that clash with conventional understandings of female capabilities, sexuality, and gender roles. As a result, formal education has contributed to increased differentiation between educated and uneducated girls and women, with some negative implications for individuals as well as for female solidarity more generally. This article explores the meaning and implications of symbolic boundaries created and maintained by educated girls and women manifested both in words and ideas and embodied in dress and adornment.
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Differences between African Americans and Whites in reactions to affirmative action programs in hiring, promotion, training, and layoffs. - Levi, Ariel; Fried, Yitzhak (Journal of Applied Psychology, 2008)
This study examines the reactions of African Americans and Whites to affirmative action programs (AAPs) applied to 4 human resource activities: hiring, promotion, training, and layoffs. The results of a scenario-based experimental study conducted on a large sample (N > 800) of advanced undergraduate and MBA business school participants generally supported the hypothesis that human resource activity elicited systematic differences in reaction to AAPs between African Americans and Whites. The authors also replicated previous research on the effect of AAP strength and prior discrimination by the organization on reactions to AAPs. Results indicated that AAP strength levels moderated racial differences in reaction to AAPs, while the moderating role of prior discrimination by the organization was not supported. Implications for future research are discussed.
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Instrumental Learning and Sustainability Indicators: Outputs from Co-Construction Experiments in West African Biosphere Reserves - Levrel, Harold; Bouamrane, Meriem (Ecology and Society, 2008)
Levrel, H., and M. Bouamrane. 2008. Instrumental learning and indicators efficiency: outputs from co-construction experiments in West African biosphere reserves. Ecology and Society 13(1): 28. https://doi.org/10.5751/ES-02218-130128
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Appendix 3 - costs and financing of secondary education in Benin : a situational analysis - Lewin, Keith (2008)
This thematic study discusses strategies for sustainable financing of secondary education in Sub-Saharan Africa. The report provides insight into options for financing the expansion of secondary education and training in Africa. This comes with a hefty price tag and points to the need to undertake fundamental reforms swiftly. This publication messages are clear: secondary education and training in Sub-Saharan Africa faces the challenge of improved efficiency and improved quality simultaneously with a fast growing demand. Sustainable financing will also require more effective public-private partnerships, because governments have many priorities and do not have a lot of room for significant additional public funding of post-primary systems. Educational reforms are needed to expand enrollment in secondary schooling in affordable ways. These reforms will contribute to poverty reduction by increasing the levels of knowledge, skills, and capability; diminishing inequalities in access that limit social mobility and skew income distribution; and contributing to the achievement of the Millennium Development Goals (MDGs) that relate to education.
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Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa : Appendix 2 - Projecting the Future in Tanzania, Uganda, and Rwanda - Lewin, Keith (World Bank Publications, 2008)
This thematic study discusses strategies for sustainable financing of secondary education in Sub-Saharan Africa. The report provides insight into options for financing the expansion of secondary education and training in Africa. This comes with a hefty price tag and points to the need to undertake fundamental reforms swiftly. This publication messages are clear: secondary education and training in Sub-Saharan Africa faces the challenge of improved efficiency and improved quality simultaneously with a fast growing demand. Sustainable financing will also require more effective public-private partnerships, because governments have many priorities and do not have a lot of room for significant additional public funding of post-primary systems. Educational reforms are needed to expand enrollment in secondary schooling in affordable ways. These reforms will contribute to poverty reduction by increasing the levels of knowledge, skills, and capability; diminishing inequalities in access that limit social mobility and skew income distribution; and contributing to the achievement of the Millennium Development Goals (MDGs) that relate to education.
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Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa : Appendix 2 - Projecting the Future in Tanzania, Uganda, and Rwanda - Lewin, Keith (RePEc: Research Papers in Economics, 2008)
This thematic study discusses strategies for sustainable financing of secondary education in Sub-Saharan Africa. The report provides insight into options for financing the expansion of secondary education and training in Africa. This comes with a hefty price tag and points to the need to undertake fundamental reforms swiftly. This publication messages are clear: secondary education and training in Sub-Saharan Africa faces the challenge of improved efficiency and improved quality simultaneously with a fast growing demand. Sustainable financing will also require more effective public-private partnerships, because governments have many priorities and do not have a lot of room for significant additional public funding of post-primary systems. Educational reforms are needed to expand enrollment in secondary schooling in affordable ways. These reforms will contribute to poverty reduction by increasing the levels of knowledge, skills, and capability; diminishing inequalities in access that limit social mobility and skew income distribution; and contributing to the achievement of the Millennium Development Goals (MDGs) that relate to education.
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Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa: Appendix 4 - Costs and Financing of Secondary Education in Ghana, A Situational Analysis - Lewin, Keith (RePEc: Research Papers in Economics, 2008)
This thematic study discusses strategies for sustainable financing of secondary education in Sub-Saharan Africa. The report provides insight into options for financing the expansion of secondary education and training in Africa. This comes with a hefty price tag and points to the need to undertake fundamental reforms swiftly. This publication messages are clear: secondary education and training in Sub-Saharan Africa faces the challenge of improved efficiency and improved quality simultaneously with a fast growing demand. Sustainable financing will also require more effective public-private partnerships, because governments have many priorities and do not have a lot of room for significant additional public funding of post-primary systems. Educational reforms are needed to expand enrollment in secondary schooling in affordable ways. These reforms will contribute to poverty reduction by increasing the levels of knowledge, skills, and capability; diminishing inequalities in access that limit social mobility and skew income distribution; and contributing to the achievement of the Millennium Development Goals (MDGs) that relate to education.
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Recruiting African American Males into Urban Teacher Preparation Programs from University Athletic Departments from PWIs - Lewis, Chance W.; Bonner, Fred A.; Byrd, David; James, Marlon (2008)
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Urban Public Schools for African American Students: Critical Issues for Educational Stakeholders - Lewis, Chance W.; Moore, James L. (Educational Foundations, 2008)
In recent years, much attention in popular and scholarly literature has been given to urban education (Cartledge & Lo, 2006; Chambers, 2006; Kozol, 1991, 2005). A critical review of this literature, alarmingly, illustrates a gloomy depiction of American urban school systems. Low test scores, high dropout rates, run-down facilities, high teacher turnover, and excessive crime are some of the many characteristics used to describe urban school districts across the United States (Gale, McNally, & Pack, 2003; Kozol, 1991; Landsman & Lewis, 2006). Some of the nation's most vulnerable student populations are the individuals who frequently find themselves in these school environments (Cartledge & Lo, 2006). The demographic profile of urban schools is commonly Black, Brown, and poor, whereas the suburban school systems are predominately White and middle class (Cartledge & Lo, 2006). Nevertheless, a high-quality education, too often, seems unattainable for these individuals who attend inner-city school systems. Because of the apparent decline in urban schools, many Whites and affluent families have fled to the suburbs and/or opted to transfer their children to private schools (Gale et al., 2003). Consequently, numerous urban students are unable to access social and economic resources that Whites and middle class families traditionally bring to urban school settings (Darling-Hammond, 1997). Stated differently, schools of urban students are left segregated, due to White and middle class flight from urban communities (Kozol, 2005). Urban students are also unable to access important educational resources, such as small class sizes, high qualified teachers, advanced technologies, and accelerated/gifted courses afforded to suburban school systems (Darling-Hammond, 1997), due to limited economic resources caused by the reduction of tax bases (Gale et al., 2003). Many stakeholders, both internal and external of urban school systems, believe that urban youth are more at-risk than students living in other places in America (Kozol, 2005; Obiakor & Beachum, 2006). Even with the odds against them, there are many success stories in public urban schools (Corwin, 2000; Reid, 2007; Suskind, 1998), but they are rarely heard or chronicled. Instead, the public has focused much of its attention on the failures rather than successes. To this end, the word urban has become synonymous with the terms poor or at-risk (Howard, 2007). Aligned with this thinking, Obiakor and Beachum (2006) asserted that urban schools reflect the apparent inequities in society, as well as their communities where they reside. It is clear that inadequate resources and support of urban schools corresponds with the racial and economic inequalities found throughout American society. It is also evident that America remains deeply divided (Chambers, 2006; Kozol, 1991, 2005; Noguera, 1996). Over the last couple of decades, research has focused more on African American students in PreK-12 urban educational environments. Much of this research has been produced in the form of books, monographs, articles, conference papers, and policy briefs. Such research has frequently provided in-depth details on the experiences of African American students in these kinds of educational settings (Flowers, Yang, Moore, & Flowers, 2004; Ford & Moore, 2004; Grantham & Ford, 2003; Lewis & Moore, 2004; Moore, 2006; Moore, Ford, & Milner, 2005, 2006; Thompson, 2004). However, very little, if any, of this research has provided answers to guide the practices of educational professionals (e.g., teachers, school counselors, principals, etc.) and other stakeholders (e.g., parents) in PreK-12 urban educational settings. As a result, this special theme issue of The Journal of Educational Foundations seeks to present comprehensive research that focuses on pertinent, but often under- researched, topics in urban education. To this end, the overall intent of this special issue is to: (a) contribute to the scant and limited body of research that focuses on educational professionals in urban educational settings; (b) present findings of different studies that focus on the role educational professionals play in improving school outcomes for African American students in PreK-12 urban educational settings; and (c) provide specific recommendations to educational professionals and other stakeholders for improving the school outlook for urban African American students. …
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Curricula, examinations, and assessment in secondary education in Sub-Saharan Africa - Leyendecker, Ramon; Ottevanger, Wout; Akker, Jan van den (2008)
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On the Design of an Operator Training Simulator in a South African Pipeline Network - Liebenberg, Marais; ̃es, Claudia C. Magalha; Bueno, David E. G. P. (2008)
Pipeline operating companies require skilled employees to operate their pipeline network with safety and meeting the customer’s nominations, seeking to reduce costs and preserve the environment. A useful pipeline operational functionality designed to train, qualify and certificate operators to perform those tasks successfully is the Operator Training Simulator (OTS). OTS reproduces operational scenarios without the necessity of being inside the control room, allowing the trainee to simulate daily operational routines such as pumps startup/shutdown, valves opening/closing, slack line prevention, leak identification and others. This work presents a detailed description of an Operator Training Simulator to be employed in a South African pipeline network, comprising around 2500km of pipes handling multi-products and crude oils. The designed OTS shall allow the trainee to have exactly the same environment the operator has at the control room, including machines, screens and functionalities like Leak Detection as well as Batch/Pig Tracking. Two modes of OTS operation are cited: an offline and an online one. The offline mode performs any simulation from a configured offline scenario. On the other hand, online mode allows the trainee to see actual real time data on a passive mode (without interfering with real operation). Besides, it can get a desirable real time scenario and continue from that point in an offline way, i.e. loading a start state scenario. Finally, it shall be presented and discussed the interaction between the OTS and the ability to reproduce local station operational sequences. The gain obtained with such interaction, as well as the consequent introduced complexity, is also commented.
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Educational issues in the middle east North Africa region : outcomes of the IEA Arab region training seminar series 2006/2007 - Lietz, Petra; Wagemaker, Hans; Neuschmidt, Oliver; Hencke, Juliane (2008)
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Views and attitudes of adult literacy learners, adult educators and policy makers regarding the adult literacy programme in the Caprivi region of Namibia - Likando, Gilbert N. (2008)
A dissertaion submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy(Adult Education)
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VIEWS AND ATTITUDES OF ADULT LITERACY LEARNERS, ADULT EDUCATORS AND POLICY MAKERS REGARDING THE ADULT LITERACY PROGRAMME IN THE CAPRIVI REGION OF NAMIBIA A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY (ADULT EDUCATION) - Likando, Gilbert N. (2008)
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DO INCLUSIVE ELITE BARGAINS MATTER? A RESEARCH FRAMEWORK FOR UNDERSTANDING THE CAUSES OF CIVIL WAR IN SUB-SAHARAN AFRICA - Lindemann, Stefan (2008)
Sub-Saharan Africa combines all the major risk factors commonly associated with the onset of civil war. Accordingly, it is the world’s most conflict-intensive region, with 24 out of 48 countries having experienced civil war over the past 50 years. Yet at the same time, half of its crisis-ridden states have managed to maintain political stability despite the odds. Trying to resolve this puzzle, I begin by reviewing the five most influential theoretical approaches in the civil war literature and find that they ultimately all fall short of explaining the observed differences in political stability. In the light of these shortcomings, the paper then outlines an alternative approach to the study of civil war focusing on differences in the inclusiveness of elite politics. My main argument is that the postcolonial trajectories of civil war versus political stability in different states across Sub-Saharan Africa are largely determined by the varying ability of ruling political parties to overcome the specific historical legacy of high social fragmentation, by forging and maintaining ‘inclusive elite bargains’. While ‘inclusive elite bargains’ permit the maintenance of political stability, ‘exclusionary elite bargains’ give rise to trajectories of civil war. The paper concludes with brief methodological remarks on how to explore the plausibility of my argument and argues in favour of a case-study approach of ‘structured, focused comparison’.
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Physical education at the Newtown Schools in Ghana - Lith, Fey van; Pijnenburg, Rens (2008)
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Livelihood training in the Islands Region of Papua New Guinea: the Integrated Agricultural Training Program - Liu, M.; Oliver, Allan Tobalbal; Woodford, Keith B. (2008)
The traditional approach to agricultural extension in Papua New Guinea (PNG) has been based on transfer of technical knowledge. The origins of PNG extension programs lie in colonial structures developed by the Australian Government prior to national independence in 1975, and subsequently administered through national and provincial governments. More recently these programs have been supplemented for some crops, such as cocoa and coffee, by extension programs delivered by commodity-based research and development organizations. The overall approach taken by all of these extension organizations can be characterized as content-based and top down technology transfer.
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On studying obstacles between African students and oriental students： A case study at Harding University of Arkansas, USA - Liu, Ming; Bo, Bo; Chen, Guihai; Yong, Yong (美中外语, 2008)
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Towards a language of probability for sustainability education in (South) Africa - Lll, Le Grange (2008)
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The Road to Democracy in South Africa, Volume 2, South African Democracy Education TrustAre you with us? The Story of a PAC Activist, Mxolisi 'Bra Ace' Mgxashe : book review - Lodge, Tom (South African Historical Journal, 2008)
Both books under review represent illuminating additions to the historiography of South African national liberation. The second volume of the Road to Democracy project lives up to the generally high standards set in the first instalment of this undertaking. Meanwhile, Mxolisi Mgxashe's engaging autobiography supplies an insider's version of the role of the Pan Africanist Congress (PAC) in the struggle. This is all the more welcome because it focuses on the PAC's activities in and around Cape Town during the early 1960s.
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Approaching the measurement of disability prevalence: The case of Zambia - Loeb, Mitchell; Eide, Arne Henning; Mont, Daniel (Alter, 2008)
There exists no single definition of disability. The multidimensionality of disability demands that more complex, flexible measures that will capture disability in all its manifestations be developed and adapted. The measurement of disability prevalence must be seen in light of the purpose that these data are collected for example, provision of services, assessment of the level of functioning in the population or equalisation of opportunities and inclusion of people with disabilities in society. Any reported disability prevalence rate is dependent both on the definition or aspect of disability that is being targeted and on the intended purpose for collecting disability statistics. Results from a national, representative survey of living conditions among people with disabilities in Zambia based, in part, on the work of the Washington Group on Disability Statistics (WG) that operationalises a functional approach to disability are presented and contrasted with historical census data to illustrate how a flexible approach to the measurement of disability is better suited to the multiple purposes of collecting disability statistics and to the diversity of disability in a population. Il n’existe pas de définition unique du handicap. La nature multidimensionnelle du handicap requiert que des mesures plus complexes et souples, susceptibles d’appréhender le handicap dans toutes ses manifestations, soient développées et adaptées. La mesure de la prévalence du handicap doit être considérée en fonction de l’objectif qui préside à la collecte des données, c’est-à-dire, les services fournis, l’évaluation du niveau de fonctionnement de la population ou l’égalisation des chances et l’inclusion des personnes handicapées dans la société. Quel que soit le taux de prévalence du handicap enregistré, celui-ci dépend à la fois de la définition ou de la dimension du handicap prise pour cible et de l’objectif à l’origine de la collecte de données statistiques. Les résultats d’une enquête nationale, représentative des conditions de vie des personnes handicapées en Zambie, fondée pour partie sur les travaux du Washington Group sur les statistiques du handicap destinés à opérationnaliser une approche fonctionnelle du handicap, sont présentés et mis en perspective avec les données précédentes de recensement. Ainsi, nous illustrons comment une approche adaptée de la mesure du handicap s’avère plus apte à prendre en compte la multiplicité des objectifs de constitution de données statistiques sur le handicap et la diversité du handicap dans une population.
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The impact of ECD programs on maternal employment and older children's school attendance in Kenya. - Lokshin, Michael; Glinskaya, Elena (2008)
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Jebel Bishri in Context: Introduction to the Archaeological Studies and the Neighbourhood of Jebel Bishri in Central Syria: Proceedings of a Nordic Research Training Seminar in Syria, May 2004 - Lönnqvist, Minna (2008)
The papers of a Nordic research training seminar that took place during a NorFA (currently NordForsk) PhD course in Syria in May 2004. These papers offer an introduction to anyone interested in archaeology, history, art history and ethnography of the neighbourhood of Jebel Bishri. They are written so that they are also approachable by a general reader or a non-specialist of a particular period. They are not scientific reports but contribute as a reference source to the previous and forthcoming archaeological publications concerning Jebel Bishri under the study by SYGIS (the Syrian GIS). The papers bring new insights, points of views, and methodological approaches to the already known sites in the vicinity of Jebel Bishri, as well as contexts to the newlystudied sites in the area.
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Caught in the Storm of Progress: Timoteos Saprichian, Ethiopia, and the Modernity of Christianity - Lorenzi, James De (Journal of World History, 2008)
This article examines how European concepts of progress and race transformed relations between non-European Christians in the nineteenth century. The travel narrative of Timoteos Saprichian, an Armenian visitor to Ethiopia from the Ottoman Empire, suggests that some Orthodox Christians set themselves apart from their African coreligionists by using new ideas about the hierarchy of human communities to reorder the Christian ecumene. The article concludes by using Walter Benjamin’s model of progress to understand changes in religious identity during the imperial age.
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Report on WFP Training Workshop in Sudan - Loro, Theresa (2008)
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E-Mail as a Teaching Supplement in Tunisia - Louadi, Mohamed El (2008)
Learning and knowledge dissemination using Information and Communication Technologies (ICT) is becoming increasingly prevalent in schools and universities around the world. Most institutions of higher learning now invest heavily in technologies such as the web and e-mail for students, staff, and faculty. ICT use is set to rise in emerging countries eager to move towards an “information society” where learning and knowledge are accessible to all.
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Taxonomy Training and Cybertaxonomy Activities at the Royal Museum for Central Africa, Tervuren, Belgium - Louette, Michel; Mergen, Patricia (2008)
The policy of the Royal Museum for Central Africa (RMCA), located at Tervuren, near Brussels, in Belgium in taxonomy and in biodiversity informatics in general is presented, in order to show how early taken choices concerning collaboration were and still are beneficial for its various stakeholders. Taxonomy training for African partners and students (funded by the Belgian government cooperation) is an important aspect of this collaboration with developing countries. Secondly, the international collaboration in taxonomy and participation in networks (mostly at European Union level) of this institution is treated.
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National dissemination seminar on widening participation in higher education in Ghana and Tanzania : developing an equity scorecard - Louise, L.; Leach, Fiona; Lugg, Rosemary; Opare, James Adu; Forde, L. Dzame; Egbenya, G. (2008)
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Children with Hearing Loss in South Africa - Louw, Brenda; Dijk, Catherine-Anne Van; Hugo, S.R. (2008)
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Parental Attachments and Psychological Distress Among African American College Students - Love, Keisha M. (Journal of College Student Development, 2008)
African American college students attending predominately White institutions often encounter stressors that their Caucasian peers do not experience. Because of these unique stressors, African American students are more prone to experience psychological distress. Identifying factors that counteract psychological distress among these students is vital to increasing their sense of well being. This study examined parental attachments as a buffer against psychological distress among African American college students. Results demonstrated that maternal figures who were overprotective and controlling perpetuated psychological distress, whereas paternal figures who were warm and caring served as a buffer against psychological distress. Implications for mental health providers and college student personnel are discussed.
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Impacts of climate change on water resource management in Egypt and The Netherlands - Ludwig, Fulco; Vellinga, P. (2008)
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development of e-learning content and delivery for self learning environment: case of selected rural secondary schools in tanzania - Lujara, Suzan (2008)
The use of Information and Communications Technology (ICT) in developing countries like Tanzania is considered to be a necessity in order to overcome the challenges that are hindering the country from developing in all sectors and also from reducing the digital divide. As ICT is becoming more and more integrated in societies world wide, its effects are clearly seen i.e. on peoples’ lives, on countries’ economy, opens doors to new opportunities, change how people learn etc. Applying ICT to empower education is one of the national strategies in eradicating poverty in Tanzania. This licentiate research is about the use of ICT tools in the secondary schools arena particularly in the development of e-Learning content and delivery for self learning environment. The main aim is trying to reduce the long time existing problems of lack of learning and teaching resources and inadequacy of qualified teachers in rural secondary schools in Tanzania. The research is focused on two secondary schools as pilot schools at Kibaha district Pwani region. The licentiate research involves multidisciplinary principles in the development of the e-Learning resources. The knowledge of instructional design, learning objects, theories in pedagogy and software engineering principles has been acquired in the course of this study. The licentiate research is also based on the participatory action research methodology throughout the conduction of the research. The licentiate thesis is developed based on the data obtained from the two surveys conducted in a number of secondary schools in Tanzania, data from the readily available reports, literature review and from the participatory activities with the stakeholders. The main stakeholders are students, teachers, head teachers, and Ministry of Education and Vocational Training (MoEVT) officials. This is an applied type of research designed to solve a practical problem, the outcome of this study is a trial package of e-Learning material for secondary schools at the pilot site. The end product of the whole e-Learning research is the e-Learning Management System (e-LMS) and the proposed name for the system is TanSSe-L (Tanzania Secondary School e-Learning) system. The e-Learning contents will be delivered using a blended mode approach. Three delivery options are considered, first, of using the e-LMS (TanSSe-L) or local server for online delivery, second of using Compact Disc Read Only Memory (CD-ROM) for offline delivery and third of using face to face (F2F) for classroom delivery. This licentiate research is part of the on going e-Learning research work which will lead to a doctoral thesis.
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Libyan Medical Education: Time to Move Forward - Ma, Daw; Elkhammas, Elmahdi A (Libyan journal of medicine, 2008)
Medical education is a key factor in the progress of any country.The advancement of any nation is based in part on this type of education.Medical education world-wide has improved immensely over the past two decades, having undergone major changes.The progress of developing countries can be judged based on how they incorporate this field of education into everyday life, and how this impacts the healthcare that is provided [1,2].In Arab-speaking countries, the education system varies.Most of these countries, even the affluent ones with the best oil revenues, have endured difficulties due to their inefficiencies [3].These are mainly due to the infrastructure of institutions, how financial resources are manipulated, and the lack of educational policies.
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Moving to Problem-Based Learning (PBL) in Libya – the sooner the better - Ma, Klingberg (DOAJ (DOAJ: Directory of Open Access Journals), 2008)
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Moving to Problem-Based Learning (PBL) in Libya – the Sooner the Better - Ma, Kurer (Libyan Journal of Medicine, 2008)
To The Editor: The authors are to be commended on this highly valuable and succinctly written editorial [1]. It is undoubtedly very useful to encourage tutors and lecturers to make their teaching more interactive and non-threateningly challenging for students. The authors provided numerous useful suggestions for developing learners’ problem-solving skills. Problem-solving skills are an important component of PBL. In PBL students are presented with the problem rather than the information (or knowledge). Encouraged by their “facilitator” they explore the problem; demonstrate team working skills, independent thinking and problem-solving skills. They build profiles of self-directed learners with good generic skills like communication and presentation skills. The role of the facilitator is extremely important. It does not stop at supervising the process and ensuring inclusive practice. It extends to providing constructive feedback. The importance of constructive feedback in clinical teaching can not be overemphasised as its role extends beyond pedagogy. The goal of clinical training is expertise in the care of patients. Without feedback, mistakes go uncorrected, good performance is not reinforced, and clinical competence is achieved empirically or not at all [2]. Facilitators will need to be trained for the task. Knowledge, skills and attitude (the latter incorporates professionalism) are the main components of learning in the medical field. Contrary to the traditional teaching, which puts more emphasis on knowledge and some skills (often technical) assuming other skills and attitudes are learnt by intuition and experience, PBL (in medical education) recognises the importance of equipping tomorrow's doctors with important skills like communication skills. Communication skills do not reliably improve with time and experience [3]. In my opinion, it is hard to argue that communication between doctors and patients and the concept of team working are not issues that require attention in Libya. PBL approach incorporates all that as a package in its teaching modules as well as its assessment methods. Moreover, PBL approach affords medical students with ample opportunity of bedside teaching from their first year of study, and therefore, maximising their learning opportunities from patients. “To study the phenomena of the disease without books is to sale an uncharted sea. Whilst to study books without patients is not to go to sea at all” Sir William Osler (1849–1919) Finally, if improving patients’ quality of care is the desired outcome then adopting PBL approach should be seen as one of the ways forward. However, this will require not only enthusiastic and highly motivated students and tutors, of which there are plenty in Libya, but commitment from healthcare and educational organisations’ leadership. Our role as clinicians and teachers should be highlighting the advantages, be prepared to debate, share experience and gather the momentum for a forward move.
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PSYCHO-SOCIAL CHARACTERISTICS OF JUVENILE DELINQUENTS OF NORTHERN NIGERIA ORGIN AT A BORSTAL TRAINING INSTITUTION IN NIGERIA - MA, WAKIL; MORAKINYO, O (DOAJ (DOAJ: Directory of Open Access Journals), 2008)
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Metaphors of learning and knowledge in the Tunisian context: A case of re-categorization - Maalej, Zouheir A. (2008)
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GENDER GAP IN ACCESS TO HIGHER EDUCATION IN GHANA - Maanu, Patrick (2008)
Gender inequality in access to education has generally been seen as a major problem that needs to be addressed. This study investigates the factors that contribute to gender inequality in higher education. It also examines the challenges faced by Ghanaian girls that contribute to their discrimination in education. Government initiatives towards girls’ higher education have also been explored. The study used mainly qualitative method, thus interview and field notes. Students, parents, faculty members were interviewed in order to understand their views towards girls’ education in higher education. The study was guided mainly by contemporary feminist theories. Relevant to this study are: theories of gender inequality which includes Marxist feminists, liberal feminists and radical feminists. These theories deal with marginalized group where girls and women in Ghana are not excluded, since they have usually been treated differently and unequally from boys and men. Furthermore, feminist theories serve as guides to the understanding of gender inequality and as guides to action. The literature discussed in this study reflect on the purpose of the study and try to derive some of the issues that the research question raise. The findings of this study reveal that the major problem that affect girls access to higher education are poverty, the economic conditions of a families, social-cultural factors and negative altitudes of some parents towards girls higher education. It further, shows that girls face challenges such as pregnancy and lack of motivation. The study exposed some educational interventions by the government aimed exclusively at increasing girls’ education in higher education, like the quota system and many others. In spite of these measures you would realize that the gap still persists. The study suggests to the government and other stakeholders in the higher education sector to embark on pragmatic and vigorous policies to curb the issue of gender inequality in the higher education sector. One such suggestion is that, there should be a policy which will enable
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A school-based intervention for improving malaria-related knowledge and practices in Maputo Province, Mozambique : a randomised controlled trial - Machai, Maria José Pires (2008)
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Genetic Engineering of Maize for Drought Tolerance In Eastern And Central Africa - Machuka, Jesse; Oduor, Richard; Runo, Steven; Adam, R.A.; Matheka, Jonathan; Bedada, Leta Tulu; Seth, Miccah Songelael; Kuria, Eric Kimani; Masiga, Clet Wandui; Mugoya, Charles (2008)
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The Internet and Trends in Vocabulary Development: Implications for Enhanced Teacher Educational Programmes in Nigeria - Maduekwe, AN (International Journal of Educational Research, 2008)
This study sought to determine the extent to which secondary school teachers' and University lecturers' are aware of the new Internet lexical items and how instructional practices are being affected by the emergence of this new mode of pedagogies. The study also attempted to establish the relevance and appropriateness of e-registers and coinages and their implications in teacher education programmes. With stratified randomized sampling technique, a quantitative and qualitative survey was conducted on thirty (30) lecturers and forty (40) English Language teachers selected from four Nigerian Universities and five secondary schools in South Western zone of Nigeria. A questionnaire and a semi- structured interview schedule were employed to poll respondents' views regarding the appropriateness of the newly evolved Internet lexicon. The data gathered were analyzed using mean scores and percentages both across and within the two categories of respondents. Results showed that an average number of the respondents agreed that Internet lexicons are significant to learning and teaching in ESL. However, majority of the respondents are of the opinion that e- coinages, slang and jargons should be restricted to informal communication. The study recommended, among others, that careful analysis is needed in differentiating deviations from genuine coinages in order to offset the backwash effect on linguistic input of learners in Nigeria ESL context. The implications for teacher education programmes in Nigeria were discussed. Keywords : Internet Lexicon; e-coinages; e-registers; Teacher Education. International Journal of Educational Research Vol. 4 (1) 2008: pp. 47-58
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The induction of newly qualified teachers in Masvingo District in Zimbabwe: form, focus and relevance - Magudu, Snodia; Moyo, P. (2008)
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Shallow afterslip following the 2003 May 21,Mw= 6.9 Boumerdes earthquake, Algeria - Mahsas, A.; Lammali, K.; Yelles, K.; Calais, E.; Freed, A. M.; Briole, Pierre (Geophysical Journal International, 2008)
We investigated post-seismic deformation following the 2003 May 21, Mw= 6.9 Boumerdes, Algeria, earthquake using surface displacements from six continuous Global Positioning System sites that operated in the epicentral area for 2.5 yr following the event. We find up to 4 cm of cumulative horizontal displacement during that time period, with a time-dependence well fit by a logarithmic decay. Post-seismic deformation appears to continue at all sites after the 2.5-yr observation period, with rates on the order of 1 cmyr−1 or less. The data is consistent with shallow afterslip (0–5 km) and shows no evidence for afterslip downdip of the coseismic rupture. The data is poorly explained by viscoelastic relaxation in the lower crust or upper mantle, or by poroelastic rebound. The concentration of afterslip adjacent to and updip of the coseismic rupture, at least in the western half of the fault, suggests that afterslip is driven by coseismic stresses. The correlation between the depth of afterslip and that of the sedimentary wedge along the Algerian margin, while coseismic slip occurs in deeper basement rocks, suggests (1) that post-seismic deformation may also involve folding and (2) that spatial variations in frictional properties along the fault correlate with the type of rocks involved.
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Expanding and Sustaining Clinical Legal Education in Developing Countries: What We Can Learn from South Africa - Maisel, Peggy (Social Science Research Network, 2008)
Scholars have devoted considerable attention and resources to creating and expanding legal aid clinics, law school clinics, and university-based law clinics in order to make the law school experience more educational and relevant for law students in developing countries by introducing more skills training into the curriculum. Those who support the expansion of clinical legal education in South Africa and elsewhere have sought to achieve specific objectives related to improving legal education for students and providing assistance to economically disadvantaged groups.Legal education is enhanced when it reflects the realities of the citizens within a country, such as South Africa where a majority of the people live in poverty. Clinics and clinical courses promote important values such as equal justice for even the most disadvantaged in society. Clinical legal education also provides an opportunity for students to actually practice lawyering skills such as interviewing, negotiating, and analyzing cases, and to confront ethical issues that arise in real cases. Another objective is to increase access to the legal profession for students from disadvantaged backgrounds in countries like South Africa that require candidate attorneys to serve a legal apprenticeship before attaining admission to the bar, regardless of race and cultural background. Finally, clinical legal education helps to expand the resources for legal representation available to low-income people, especially on issues vital to their survival such as public benefits, shelter, family matters, and civil rights.This Article reviews the development of clinical legal education in South Africa and the valuable lessons such an analysis provides for those seeking to promote clinical legal education elsewhere. The author hopes that a review of the obstacles faced there and the creative ways clinicians have attempted to overcome them, some much more successful than others, will be especially useful.
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Community development education: the integration of individual and collective consciousness for community well-being within a social development paradigm in South Africa - Maistry, Savathrie (2008)
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Introduction of Free Primary Education in Lesotho: Who are the Beneficiaries? - Makatjane, Tiisetso (2008)
The present paper assessed the extent to which Free Primary Education is accessed by all Basotho children irrespective of their socio-demographic standing. It was also the objective of this study to investigate if differences in participation rates between boys and girls have disappeared following the introduction of Free Primary Education. Using the ten percent sample from the 1996 Lesotho Population Census and the 2001 Lesotho Demographic Survey, the findings of the study suggest that children’s access to primary education is influenced by their socio-economic standing. The sex of the child and the child’s relationship to the head of the household are associated with access. Male children were the major beneficiaries of Free Primary Education while children of the household head were the least of the beneficiaries. The results further showed that female children who benefited were mainly non-relatives of the head of household while among male children grand children of the head and other relatives of the head were the major beneficiaries. It was also apparent from the study that when resources are limited for sending children to school female children were given a chance over male children. There is a need to address the gender imbalance with respect to access to education in Lesotho. Regarding participation gap between boys and girls, 2001 figures indicate that the gap has declined by at least 50 percent in the majority of cases. More still has to be done to afford Basotho boys access to primary education. Legislating for Free and Compulsory Primary Education is not enough to increase boy’s access to primary education without change of attitude among Basotho men regarding herding of livestock.
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Human Resources Development Review 2008 : Education, Employment and Skills in South Africa, Andre Kraak and Karen Press (Eds.) : book review - Makubalo, George (Southern African Review of Education with Education with Production, 2008)
The Human Resources Development Review 2008 edited by Andre Kraak and Karen Press is a collection of monumental proportions on the subject of human resources development in South Africa. The Review is produced by the Research Programme on Education, Science and Skills Development (ESSD) at the Human Sciences Research Council (HSRC). This is a very important collection at a time in South Africa when there is constant critical debate about the availability of high-level skills, intermediate-level skills and lower-level skills to drive the expanding economy. Though primarily focused on South Africa, the issues the Review deals with are not limited to South Africa and the book will no doubt be an invaluable resource for researchers, academics, policy-makers, journalists, business, NGOs and students in South Africa and further afield.
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GLOBALIZATION AND EDUCATION: The Changing of School Leadership Role in the Provision of Primary Education in Tanzania - Makule, Alice Oforo (2008)
I ACKNOWLEDGEMENT II THE TABLE OF CONTENTS III LIST OF TABLES VI LIST OF FIGURES VI ABREVIATIONS VII CHAPTER ONE: INTRODUCTION 1 1.1 HISTORICAL BACKGROUND TO THE PROBLEM 1 1.2 STATEMENT OF THE PROBLEM 2 1.3 THE RESEARCH OBJECTIVES 4 1.4 RESEARCH QUESTIONS 4 1.4.2 SPECIFIC RESEARCH QUESTIONS 4 1.5 MOTIVATION AND SIGNIFICANCE OF THE STUDY 6 1.6 DELIMITATION OF THE STUDY 7 1.7 LIMITATIONS OF THE STUDY 8 1.8 THE STRUCTURE OF THE DISSERTATION 9 CHAPTER TWO: LITERATURE REVIEW 13 2.0 INTRODUCTION 13 2.1 GLOBALIZATION AND EDUCATIONAL REFORMS 13 2.1.1 Decentralization in Education: A Global Demand 15 2.1.2 The Improved Educational Management: A Global Demand 16 2.2 THE DEVELOPMENT OF EDUCATIONAL CHANGES IN TANZANIA AND ITS CAUSES ....... 20 2.3 GLOBALIZATION AND STATES‟ EDUATIONAL ISSUES AND PROBLEMS 22 2.4 SCHOOL LEADERSHIP IN DEVELOPING COUNTRIES 25 2.5THE SELECTED ARTICLE AND EMPIRICAL STUDIES ON SCHOOL LEADERSHIP 26 2.5.1 McLean (1997) 26 2.5.2 The study by Wales (2004) 27 2.5.3 The study by Tjeldvoll, Wales and Welle-Strand (2005) 28 2.5.4 The study by Wijesooriya (2006) 28 2.5.5 The study by Li (2007) 28 2. 6 SYNTHESIS OF THE EMPIRICAL STUDIES 29 2.7 SUMMARY 31 CHAPTER THREE: CONCEPTUAL FRAMEWORK AND OPERATIONAL DEFINITION OF TERMS 33 3.0 INTRODUCTION 33
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Teaching the student vs. teaching the subject and the dilemma of the teacher in Zimbabwe: the case for citizenship education - Makuvaza, Ngoni (2008)
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Toward quality education in Liberia - Malakpa, Sakui W.G. (Liberian studies journal, 2008)
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Coping disability of Africans during urbanization: a risk marker in the development of lifestyle diseases? - Malan, Leoné (2008)
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The level of awareness on the African Decade of Disabled Persons (ADDP) by people with disabilities in Zimbabwe - Malinga, Joshua T. (2008)
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Management of School Feeding Project for Enhancing Performance in Tanzania : Case of Dodoma Rural District Primary Schools - Malingumu, Winfrida (2008)
This study aimed at exploring the Management of School Feeding Project (SFP) forEnhancing Performance in Tanzania. The project is implemented in Primary Schools in Dodoma Rural District at Buigiri mission, Chinangali 'B', Uguzi, and Kambarage. The study was about management of Primary School Feeding Project for enhancing performance by focusing on (1) established management system, (2) knowledge, skills and techniques of school committee members and (3) contribution of the project in improving enrolment, attendance, attention, performance and reducing gender disparity. The study was exploratory in nature. Purposeful, snowball and stratified random sampling techniques were used to select 89 participants for the study. The sample included teachers, head teachers, school committee members, and Village Education Officers, Ward Educational Officers, District Educational Officers and school students. Questionnaires, semi-structured, interviews, documentary analysis and focus group discussions were employed to gather information and data for this study. On the basis of the findings, it became apparent that the project was at least well managed regardless of some internal and external problems such as lack of proper training, orientation to school committee members' responsibilities as well as lack of circulars and guidelines. Despite the above situation, SFP enhanced performance because several children passed Standard Seven Leaving Examination. Also it was disclosed that there were cases of variation in performance in some years, when parents hid their children in other villages. It was concluded that SFP improved performance because in the four visited primary schools there were noticeable increases in the number of children passing Standard Seven Leaving Examinations, although there were some variations of performance in some years, especially where parents did not fully support the project. It was recommended that to achieve project sustainability, parents should build the culture of contributing to the proper implementation of the project by starting farm projects from which the products can be used for feeding children, since the food transfer was making the program unsustainable
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The professional code of conduct and secondary school teachers' perceptions on examination malpractices in Uganda - Mande, Wilson Muyinda (2008)
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The professional code of conduct and secondary school teachers' perceptions on examination malpractices in Uganda - Mande, Wilson Muyinda (2008)
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Influence of environmental knowledge on secondary school students' attitudes toward environmental conservation in Central division, Machakos district, Kenya - Mandila, Timothy (2008)
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A comparative study of climate change mitigation regime proposals, and the Triptych approach, and a South African energy model - Manley, Jonathan (2008)
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The experiences of women leaders in the South African Democratic Teachers' Union (SADTU) - Mannah, Shermain (2008)
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South African Teachers and Social Movements Old and New - Mannah, Shermain; Lewis, Jon (2008)
South Africa has provided fertile soil for the growth of social movements— even before the term was officially coined in the present era. Colonialism and military conquest by the Dutch, British, and Boers was met by stiff resistance by African societies for over two hundred years. The period of formal military resistance came to an end with the defeat of the Bombatha rebellion in 1906. But even during this period there were also movements throughout the twentieth century: through formal organizations—principally the national liberation movement led by the African National Congress (ANC) and trade unions—but also through social movements, sometimes spontaneous but often linked to the national liberation movement.
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AN OVERVIEW OF THE APPROPRIATENESS OF TERTIARY BUILT ENVIRONMENT EDUCATION IN SOUTH AFRICA - Manthe, M. F.; Smallwood, John (2008)
Construction is a complex process which requires the co-ordination of and cooperation of the skills and services of various built environment disciplines. The effective integration of these skills determines the success of the project. However, built environment students continue to receive discipline-based education. Furthermore, an outdated tertiary built environment education system is challenged by academics, built environment practitioners and the public in the form of media reports. A homogenous, internationally acceptable tertiary built environment education program, directed at commonality, consistency, coordination, cooperation and standardization using cost effective high-technology methods of delivery to enhance the interest, retention, empowerment and control of large groups is the overall aim of the study. A questionnaire developed from literature related to the diverse content, interconnectedness, cohesion, appropriateness, empowering effect, delivery methods and quality assurance of built environment education was used to obtain data from a sample of nine stakeholder groups within the built environment arena. An analysis of the data indicates that there is a perceived need for both universities and universities of technology programs; built environment tertiary education is relatively diverse in terms of content; there is a perceived need for a common first year and common subjects at other levels, and there is a trend towards perpetuation of traditional technologies, practices and systems within built environment education. The culmination of the study is the development of a template which comprises five components directed towards the advancement of tertiary built environment education. The template takes cognizance of the hypotheses, the findings and comments and is validated by a group selected in their capacity as subject specialists or representatives of primary built environment stakeholders.
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Potential for domestic tourism: a study of the University of Botswana students travel motivation - Manwa, Haretsebe; Mmereki, Rebana N. (Botswana Notes and Records, 2008)
For a long time Botswana has relied on mineral revenue, especially diamonds, for its economic sustenance. Upon realising that dependence on one economic source is not sustainable, the government of Botswana has identified tourism as an alternative engine of economic growth. Although a lot of emphasis has been put on promoting international tourism in Africa, very little is known about domestic tourists, their motivation, behaviour and impacts. This paper is an attempt to bridge this gap by exploring the travel behaviour of University of Botswana students and their motivation to travel as potential domestic tourists. Descriptive statistics were used to analyse the data. The findings indicate that most students are motivated by Botswana culture and heritage. These results also show that the Botswana tourism philosophy of lowvolume, high cost is a major constraint to the development of domestic tourism. The paper concludes by making recommendations on measures that government and tourism operators can put in place to facilitate the development of domestic tourism. The study findings show that there is potential for domestic tourism in Botswana. There is need therefore, for further studies which target Batswana in fulltime employment in order to determine their attitudes towards domestic tourism. Studies undertaken in other parts of the world have shown that money is not the only constraint towards people's ability to travel as tourists. There are other constraints, for example, gender, age, commitment, time, structural constraints, which have received a lot of attention in the literature All these constraints might not apply to University students.
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College student leadership development : lessons from biographies of African students in US universities - Manyibe, Benard (2008)
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Education Needs Assessment for Kisumu City, Kenya - Maoulidi, Moumie (2008)
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Training translators in South Africa : first global questions - Marais, Kobus (Journal for new generation sciences, 2008)
This article questions current philosophies and practices in translator training in South Africa against the background of the international debate on translator training. It puts up for discussion the notion of a competent translator as the basis for departure in a discussion on translator training. The context within which translator training takes place is discussed, with specific reference to the South African context. The choice for a particular theory of teaching and learning, as well as assessment in translator training receives attention. The article puts forward various research questions that should be addressed in order to enhance translator training.
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Development of a Post-Modern Career Interest Questionnaire for South-African School Settings - Maree, Jacobus G.; Sommerville, Jaqui (Journal of Psychology in Africa, 2008)
The study explored the potential value and viability of an interest narrative (questionnaire) in terms of its psychometric properties and by comparing it with a commonly administered (positivist) career interest questionnaire. Participants were 159 boys and 183 girls, mean ages were 17.87 (males) and 17.41 (girls), SD (males) = 1.63, SD (females) = 1.70. In the first phase, four provinces were selected purposively: one urban and three rural or semirural. Secondly, a stratified random sample of schools was selected, divided according to medium of instruction (Afrikaans/English) and area (urban/rural area). Data were collected and analyzed using both qualitative and quantitative approaches: trustworthiness, assessment-reassessment consistency and intercorrelations with the Rothwell Miller Interest Blank (Hall, Halstead & Taylor, 1986). The CIP yielded satisfactory results with regard to, inter alia, trustworthiness, assessment-reassessment reliability and intercorrelations with the RMIB, and provides psychologists with a useful instrument for the identification of interest profiles of Grade 11 learners in South Africa.
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Information literacy skills for electronic resources: a study of students of Open University of Tanzania. - Maro, Aristarik Hubert (2008)
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Social learning of nut-cracking behavior in East African sanctuary-living chimpanzees (Pan troglodytes schweinfurthii). - Marshall-Pescini, Sarah; Whiten, Andrew (Journal of Comparative Psychology, 2008)
Nut cracking is restricted to communities of wild chimpanzees living in West Africa, suggesting it is an example of a socially transmitted tradition. Detailed study of the acquisition of nut cracking in wild chimpanzees is consistent with this conclusion. However, only 2, small-scale experiments have been carried out in captivity to explore the role of social transmission in the acquisition of this behavior. The study presented here does this with a comparatively larger, statistically viable sample of 11 sanctuary-living chimpanzees (Pan troglodytes schweinfurthii), permitting both between- and within-subjects experimental manipulations. Results confirmed that nut cracking can be acquired in a matter of days by social learning, but only in chimpanzees 3 to 4 years old and older. Direct comparisons are made with a study carried out in the wild, revealing striking similarities in developmental profiles.
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Dietitians’ perceptions of the continuing professional development system in South Africa - Martin, Cathi J.; Labadarios, Demetre; Marais, Debbi; Wentzel-Viljoen, Edelweiss (The South African journal of clinical nutrition, 2008)
Objective: To retrospectively evaluate the South African Continuing Professional Development (CPD) system (previous and current) for dietitians, by determining their perceptions of the system’s implementation and participation in CPD activities.Design: An observational descriptive study in the quantitative and qualitative research domains.Methods: A national survey of 1 589 dietitians was conducted using a self-administered questionnaire, followed by 3 focus group discussions (FGD) with 19 Pretoria-based dietitians. In-depth interviews were also conducted with 6 CPD/Health Professions Council of South Africa (HPCSA) administrative personnel.Results: Twenty per cent of dietitians responded to the survey. The CPD administration fee was unreasonable to 54.5% (N = 156) of dietitians and most FGD participants. CPD activities were expensive to 55% (N=164) of respondents while 29% (N = 88) of respondents, in agreement with the FGD participants, acknowledged the availability of variably priced activities. Statistically significant cost differences were determined across practice areas, qualifications and provinces. Lectures and seminars were activities most commonly participated in, followed by conferences and articles with multiple choice questions (MCQs) from peer reviewed literature. However, conferences ranked highest as the most preferred activity. Barriers to CPD activities included costs, geographical access, obtaining leave from work, family obligations and internet access. More dietitians were satisfied with the service quality at the CPD office and the Association for Dietetics in South Africa (ADSA) than with that provided by the HPCSA, but requested simpler correspondence from all these offices. In the current system, dietitians need to keep their own CPD records, but 51.7% (N = 161) preferred not to do so.Conclusions: Addressing factors affecting CPD participation will contribute to the acceptability of the system by dietitians.
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Empowerment in South Africa and the education aspect of the BASHO - Martin, Ludwig; Root, David (2008)
Martin, L.; and Root, D.; (2008). Empowerment in South Africa and the educational aspect of the Basho. In: Dainty, A (Ed) Procs 24th Annual ARCOM Conference, 1-3 September 2008, Cardiff, UK, Association of Researchers in Construction Management, 953-962.
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