The Natural Earthquake Laboratory in South Africa Gold Mines Project - Boettcher, M. S. (2008)
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5. The gendered impact of AIDS on orphans and education in KwaZulu-Natal, South Africa - Boler, Tania; Aikman, Sheila; Unterhalter, E. (2008)
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Early Childhood Care and Education Programs in Botswana: Policy (2001) Implementation - Bose, Kabita (Asia-Pacific journal of research in early childhood education, 2008)
In an effort to implement the recommendations of the 1 994 Revised National Policy on Education (RNPE) (Republic of Botswana, 1994) and to fulfill the aspirations of Vision 201 6 (Republic of Botswana, 1 997), Early Childhood Care and Education (ECC&E) Policy was released in 2001 in Botswana. After five years of operation it became imperative to review the status of the ECCE programs in terms of adherence to the stipulated policy requirements and maintenance of quality standards. Hence a study funded by the Office of Research and Development (ORD), University of Botswana (UB) was conducted in the southern part of Botswana which has the highest concentration of various types of ECCE programs. The study was conducted in two phases the first covering the heads and teachers of the ECCE centres while the second phase included the ECCE Policy Stake Holders (EPSH) of Botswana. The present paper concentrates on the second part covering the important EPSH who are responsible for the implementation of the policy. In doing the research, a structured interview schedule was used. The data was analyzed qualitatively. The findings showed that there is an increased participation in child care provision, education and registration of ECCE centres (Republic of Botswana, 2006-b); thus the existing centres do adhere to the ECCE policy requirements to a certain extent. However greater efforts are required to ensure an effective implementation of the 2001 ECCE policy and to raise the quality and proper delivery of ECCE programs in Botswana.
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Control of Parasitic Diseases through School-based Health Education and Deworming: A five years activities in Ada-Foah, Ghana. X European Multicolloquium of Parasitology – EMOP 10 Paris - Bosompem, K.A.; Wilson, Rachel; Anyan, William K.; Awazawa, Toshiki; Hanafusa, D.; Boakye, Daniel; Appawu; Ayi, Irène; Boamah, Daniel; Asigbee, J.K.; Quartey, Joseph; Ogiwara, H.; et al. (2008)
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Education and the Self-Employed in Ghana; A comparison of the returns to education between self-employed and private sector workers: Do hired workers gain more from education? - Bothun, S (2008)
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Challenges Facing Alternative Education in Morocco: Integration of Tamazight in the School System - Bouba, Mokhtar (2008)
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Challenges Facing Alternative Education in Morocco: Integration of Tamazight in the School System - Bouba, Mokhtar (2008)
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Exploring the Impact of Reforms to the Moroccan Vocational Education System: A Policy Analysis - Boudarbat, Brahim; Egel, Daniel (2008)
In 1984, Morocco implemented an ambitious reform of its vocational training (VT) system, with the main goal of increasing youth employment by making the system more adaptive to the constantly evolving needs of the labour market. We analyze three types of programs that were implemented as part of these reforms using data on graduates from urban vocational training facilities who completed their studies in 2000. While we find that both the privatization of vocational training and policies designed to encourage small business formation were largely ineffective, we show that participation in a traineeship after graduation has a lasting and strongly positive impact on subsequent labor market outcomes. We provide evidence that these results are robust to correction for selection by estimating the average treatment effect of the programs following Imbens (2004).
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Qualité de la formation professionnelle initiale au Maroc et impact des actions de formation continue sur les performances des entreprises marocaines [Quality of initial vocational training in Morocco and impact of job training on the performance of Moroccan companies] - Bouoiyour, Jamal; Dumas, Audrey; Hanchane, Saïd (MPRA Paper, 2008)
The objective of this chapter is to estimate the performance and the return of professional training in term of integration of the professional training graduates in labour market. Using a micro econometric study based on data of the OFPPT graduates over the period 2000, 2001 and 2002, the estimations are made by considering two models. The first one is a model with fixed effect which is converging and efficient in the context of this study. The second is a model with heterogeneous parameters where we consider the effects of factors of integration that can be scattered and vary from an individual to the other one. The results show that globally the implement of professional training is efficient as far as the rates of employability are very significant. We conclude that the graduates of the professional training are confronted with a double problem. On one hand, the difficulties inherent to the Moroccan labour market which has its own specific logic, and on the other hand, an effect of reputation pertaining to the system of professional training. This effect of reputation spread beyond the general public to reach companies. Also, the public policies of assistant to the employability of graduates from professional training are inefficient, while networks and practices of cooptation are the mean privileged persons to fit easily into the labour market. The role of the State seems crucial at this level to overcome not only against this phenomenon, but also to put the professional training in the heart of the implement of training and educational policy in Morocco. Concerning job training, we highlight that the special training contracts (contrats speciaux de formation) is an efficient measure of public policy. Indeed, job training programs increase the competitiveness and the performances of Moroccan firms. Besides, these effects are even better when the implementation of training by Moroccan firms is part of a real strategy of human resources development. On the contrary, when firms consider the public policy only as a financing opportunity, they are severely sanctioned.
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Formation professionnelle et croissance économique Quelles interactions dans les cas du Maroc et la Tunisie ? [Professional training and economic growth: What interactions in Morocco and Tunisia?] - Bouoiyour, Jamal; Hanchane, Saïd (MPRA Paper, 2008)
We use the Solow augmented model to quantify the long-term determinants of growth in Morocco and Tunisia. In the Tunisian case, these later are the capital in the broad sense (physical and human), the growth of the population and the lagged GDP (what confirms the occurrence of the catching-up phenomenon). In Morocco, we find the same variables except the capital (in the broad sense) which is not always significant. If at the level of the general training Tunisia is more successful than Morocco, at the level of the professional training Morocco is better than Tunisia.
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Urban development in Kenya :towards inclusive cities - Bousquet, Anne (2008)
With an urban growth of 4% and an urban population of more than 30% (Vision 2030), one out of every two Kenyans will live in urban areas before 2030 (and probably by 2015). As urbanization is inevitable, the main challenge is how to cope with rapid urban growth and how to prepare for the future. Inclusive development is a major condition of sustainable cities. What are the main urban challenges Kenya faces? Are Kenyan urbanization trends leading to inclusive cities? Urban challenges in Kenya Urban growth challenging service delivery In terms of urbanization patterns, Nairobi continues to be the major city while other big towns remain attractive for rural migrants. However, small and secondary towns (20 to 200 000 inhabitants) are now growing faster. An important factor in the growth of small and secondary towns is the extension of big cities' metropolitan areas. They can no longer be neglected by development programmes. Balanced urbanization will also require Provincial capitals to play a role as regional hubs. Therefore, their capacities urgently need to be strengthened. Urban growth, combined with urban sprawl, has overwhelmed the capacity of local authorities to provide the population with adequate urban facilities. Only around 30% of urban dwellers have access to a private water connection and the rest rely on public standpipes or other sources. Sanitation lags further behind, with 44% of the facilities being pit latrines. Garbage collection is another challenge, with a general lack of waste disposal and treatment facilities. Housing and informal settlements
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The influence of learner support services on academic performance of distance learners: The case of University of Nairobi external degree programs in Kenya - Bowa, Omondi (2008)
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Perceptions of AIDS and AIDS Education in Rural Benin: A Case Study in the Collines Department - Boyer, Micah (2008)
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A Sensor -Based Framework for Ubiquitous Learning in Nigeria - Boyinbode, Olutayo (2008)
Sensor based network is an enabling technology for Ubiquitous Learning, which in fact is one of the major features that distinguish U-learning from E-learning. The ability of a U-learning System to provide the right information at the right time or a personalized service depends on its ability to sense its environment through sensors deployed in the environment. This paper discusses the design of a Sensor-based framework for Ubiquitous Learning in Nigeria.
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MOBILE LEARNING: AN APPLICATION OF MOBILE AND WIRELESS TECHNOLOGIES IN NIGERIAN LEARNING SYSTEM. - Boyinbode, Olutayo; Akinyede, Raphael Olufemi (2008)
Mobile learning (M-Learning) is the point where mobile computing and e-learning intersect to produce an anytime, anywhere learning experiences. Advances in mobile technologies have enhanced M-learning tools at just the right moment to meet the need for more costeffective just in time training options-learning on the go. Electronic Learning offer methods, which decrease the limitations of traditional education but M-learning offers more. This paper discusses the existing devices and technologies appropriate to realize Mobile learning, its advantages over e-learning, and challenges to its adoption of in Nigeria.
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College Athletic Reputation and College Choice among African American High School Seniors: Evidence from the Educational Longitudinal Study. - Braddock, Jomills Henry; Lv, Hua; Dawkins, Marvin P. (Challenge, 2008)
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Exploring the relationship between emotional intelligence and academic achievement in African American female college students. - Bradshaw, Felicia Bell (2008)
This study investigated the relationship between emotional intelligence factors and academic achievement in academically successful African American female college students. A purposive sample of 60 successful undergraduate female African American college students at local colleges and universities in a mid-Atlantic area were asked to voluntarily participate in this research study. Participants were asked to complete quantitative testing instruments which included: (1) the Subject Demographic Survey, (2) the Mayer-Salovey-Caruso Emotional Intelligence Test, (3) the Bar-On Emotional Quotient Test: Short and (4) the Kaufman Brief Intelligence Test, Second Edition. Next, in-depth qualitative interviews were conducted with twenty academically successful college-aged African American females to clarify understanding and supplement findings presented in the quantitative portion of the study. The methodology chosen solicited the students' perceptions about emotional intelligence as they relate to academic achievement. Quantitative findings from the current study revealed: (1) no statistically significant correlation between African American female college students' emotional intelligence level and their academic performance (GPA); (2) a weak correlation between Stress Management [a component of emotional intelligence] and the academic performance (GPA) of African American female college students and (3) no statistically significant difference between African American female college students' emotional intelligence level and their academic level. Qualitative findings from the current study provided explanatory power behind the quantitative findings because the qualitative interviews captured the components of the Bar-On Emotional Quotient Test: Short. The qualitative data also provided explanatory power beyond the quantitative findings in four additional themes: (1) a sense of identity as a woman, (2) association with African American heritage, (3) family structure or responsibility within the family structure, and (4) community connectedness and obligations. It is important to further search the literature for instruments more sensitive to the relationship between emotional intelligence factors and academic achievement. Suggestions are made regarding curriculum development, the advising of students and student growth and development. Recommendations are made to replicate: (1) the study in another urban setting, (2) the study in a rural area and (3) the study using successful African American male college students in a similar environment.
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Lived Experiences of Selected African-American Male Elementary Teachers in Georgia - Brady, Chequita Franchon (2008)
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African American Men Caregivers of Children with Disabilities: Rewards and Challenges - Bridgers, James C.; Randolph, Suzanne M.; Koblinsky, Sally A. (2008)
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African American achievement in high school mathematics - Broadway, Everly Estes (2008)
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Costs and financing of higher education in Francophone Africa - Brossard, Mathieu; Foko, Borel (2008)
This study is a follow-up to the Higher Education for Francophone Africa's Development Conference, held from June 13 to 15, 2006 in Ouagadougou at the initiative of the World Bank in collaboration with the Government of Burkina Faso, the French Ministry of Foreign Affairs, and the Agence Universitaire de la Francophonie. It continues and expands upon discussions that took place during that event. This study includes two sections. The first analyzes the expenditure for the higher education in the countries of French-speaking Africa by adopting a dual comparison approach: (i) chronologically, for the last 15 years, and (ii) inter alia, in particular juxtaposing French-speaking Africa compared to other developing regions. The second part presents financial simulation models in regard to national higher education development plans for the countries of French-speaking Africa.
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Costs and Financing of Higher Education in Francophone Africa - Brossard, Mathieu; Foko, Borel (RePEc: Research Papers in Economics, 2008)
This study is a follow-up to the Higher Education for Francophone Africa's Development Conference, held from June 13 to 15, 2006 in Ouagadougou at the initiative of the World Bank in collaboration with the Government of Burkina Faso, the French Ministry of Foreign Affairs, and the Agence Universitaire de la Francophonie. It continues and expands upon discussions that took place during that event. This study includes two sections. The first analyzes the expenditure for the higher education in the countries of French-speaking Africa by adopting a dual comparison approach: (i) chronologically, for the last 15 years, and (ii) inter alia, in particular juxtaposing French-speaking Africa compared to other developing regions. The second part presents financial simulation models in regard to national higher education development plans for the countries of French-speaking Africa.
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Challenges in the use of multigrade teaching to promote sustainable development in South Africa - Brown, Byron A. (Commonwealth Youth and Development, 2008)
Education has an enormous role to play in efforts to promote and achieve sustainable development in South Africa. But one challenge facing the education sector and the nation is a shortage of teachers in various phases of the school system. Multigrade teaching is seen as a means to stem the effects of the teacher shortage, and contribute towards achieving Education for All (EFA) and goals of sustainable development. But the nature of the interface between multigrade pedagogy and sustainable development is largely unexplored, and the school factors that constitute potential threats to achieving sustainable development remain unidentified. Using a qualitative approach, this article examines the nature of this interface, and assesses potential threats in the use of multigrade teaching to promote goals of sustainable development in South Africa. Critical challenges to this process are discussed and recommendations are made.
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Doing it for themselves? How South African universitystudents learn to use computers for their studies - Brown, Cheryl; Czerniewicz, Laura; Pedersen, Jacob (2008)
Globally universities are grappling with how they should be adapting to the new generation of university students who are purported to be “tech savvy” and to learn in different ways. The South African higher education sector, with its changing and increasingly diverse student body, is facing similar concerns. This preliminary study seeks to inform this issue by investigating what computer experience academics can expect students to have, how students learn to use computers, how they solve problems and how they acquire new computer skills. We find differences in age and experience and suggest that whilst there is a small distinct group of students who show the characteristics of the “digital native”, there is much diversity in how students come to learn and continue to learn about computers. We observe too that although younger students of all levels of experience are learning informally, universities still have a very important role to play in terms of training and support.
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Governance and social learning in the management of Non-Wood Forest Products in community forests in Cameroon - Brown, H. Carolyn Peach; Buck, Louise E.; Lassoie, James P. (International Journal of Agricultural Resources, Governance and Ecology, 2008)
Research examined how partnerships of state and civil society could function to manage commercially valuable non-wood forest products in Community Forests in Cameroon. Results indicate an effective governance arrangement should include the Ministry of Environment and Forests and the Community Forest management committee, and also increase the involvement of women. An adaptive collaborative management approach could bring together stakeholders to learn collectively how to manage resources sustainably. Partnerships with non-governmental organisations and research organisations would enhance the process leading to an improved governance system. Future Scenarios, was found to be an effective tool for facilitation of social learning with stakeholders.
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Lessons Learned from Comparing the Application of Constitutional Law and Anti-Discrimination Law to African Americans in the U.S. and Dalits in India in the Context of Higher Education - Brown, Kevin D.; Sitapati, Vinay (2008)
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Perceived influence of societal dissonance, self-efficacy, African American male mentorship, and institutional support on the academic success of African American males in a predominantly White institution of higher education: An institutional case study - Brown, Ronald W. (2008)
Perceived Influence of Societal Dissonance, Self-Efficacy, African American Male Mentorship, and Institutional Support on the Academic Success of African American Males in a Predominantly White Institution of Higher Education: An Institutional Case Study. (August 2008) Ronald W. Brown, B.A., Prairie View AM M.Ed., Prairie View A&M University Chair of Advisory Committee: Dr. Bryan Cole For the past decade the attainment gap in college admission and graduation rates between Black males and their White counterparts has continued to grow. A growing body of research has held that there is a negative correlation between educational attainment and the decline of the Black family structure. As the structure of the Black family has deteriorated due to the lack of a male presence, so have participation rates in higher education for African American males. It is established that environmental and cultural factors have a profound influence on human behaviors, including academic performance. What is less understood is how environmental and cultural factors influence the way in which Black males come to perceive education and how those perceptions influence not only their behavior but their performance in school. It is unknown why being African American and male causes this segment of the population to stand out in the most negative and disheartening ways, both in school and in society. This study measures the perceived influence of four factors (societal dissonance, selfefficacy, African American male mentorship, and institutional support) on the academic success of African American male students at a predominantly White institution of higher education.
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How can African agriculture adapt to climate change: Global carbon markets: Are there opportunities for Sub-Saharan Africa? - Bryan, Elizabeth; Akpalu, Wisdom; Ringler, Claudia; Yesuf, Mahmud (Research briefs, 2008)
Human activities such as fossil fuel burning and deforestation have significantly increased the atmospheric concentration of greenhouse gases (GHG) leading to global climate change. Global climate change and its associated weather extremes pose considerable challenges worldwide, and mitigating the adverse impacts of climate change is a high priority for the international community. To reduce global emissions and curb the threat of climate change, many countries are participating in carbon trading. Carbon trading includes allowance-based agreements that impose national caps on emissions and allow participating countries to engage in emission trading as well as project-based transactions (for example, through the CDM or Clean Development Mechanism). The CDM allows industrialized countries with greenhouse gas reduction commitments to invest in emission-reducing projects in developing countries as an alternative to generally more costly emission reductions in their own countries. Funds made available by the CDM for carbon offsets provide an opportunity for cash-strapped developing countries to fund much needed adaptation measures. The potential annual value stream for Sub-Saharan Africa from mitigating GHG emissions is estimated to be US$4.8 billion at carbon prices of US$0–20/tCO2e. Moreover, agricultural mitigation measures, including soil and water conservation and agroforestry practices, also enhance ecosystem functioning, providing resilience against droughts, pests, and climate-related shocks. Yet the potential for Africa to contribute to global reductions in GHG emissions is quite substantial. Estimates suggest Africa could potentially contribute to GHG reductions of 265 MtCO2e (million tons of carbon dioxide or equivalent) per year at carbon prices of up to US$20 through agricultural measures and 1,925 MtCO2e/yr at carbon prices of up to US$100/tCO2e by 2030 through changes in the forestry sector. These amounts constitute 17 and 14 percent, respectively, of the global total potential for mitigation in these sectors. However, countries in Sub-Saharan Africa are marginalized in global carbon markets. Sub-Saharan Africa’s share of the CDM market is nine times smaller than its global share of GHG emissions, including emissions from land use and land-use change. This brief is based on a paper that examines Sub-Saharan Africa’s current involvement in carbon markets, potential for GHG emission reductions, constraints to further participation in carbon markets, and opportunities for expanding Sub-Saharan Africa’s market share.
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Shifting Paradigms in Education: Imperatives for the Infusion of ICT into the Educational System of Bayelsa State of Nigeria - Bubou, Gordon Monday (Social Science Research Network, 2008)
Over the past three decades and most recently, information and communications technologies (ICTs) have orchestrated obvious fundamental changes in the way mankind organises himself and does his own things, rendering the world into one digital global village. The greatest casualty in the mist of all these changes is the educational system, because the development, acquisition and dissemination of information is central to the educational system. This paper examines the shifting paradigms in the global education arena which is a direct consequence of advances in ICT and makes a strong case for the infusion of ICT into the educational system of Bayelsa State of Nigeria, in order that the state will maximally derive the benefits inherent in the use of ICT.
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Social risk and protective factors for African American children's academic achievement and adjustment during the transition to middle school. - Burchinal, Margaret; Roberts, Jason M.; Zeisel, Susan A.; Rowley, Stephanie J. (Developmental Psychology, 2008)
The transition to middle school is often marked by decreased academic achievement and increased emotional stress, and African American children exposed to social risk may be especially vulnerable during this transition. To identify mediators and protective factors, the authors related severity and timing of risk exposure to academic achievement and adjustment between 4th and 6th grade in 74 African American children. Longitudinal analyses indicated that severity more than timing of risk exposure was negatively related to all outcomes and that language skills mediated the pathway from risk for most outcomes. Transition to middle school was related to lower math scores and to more externalizing problems when children experienced higher levels of social risk. Language skills and parenting served as protective factors, whereas expectations of racial discrimination was a vulnerability factor. Results imply that promoting parenting and, especially, language skills, and decreasing expectations of racial discrimination provide pathways to academic success for African American children during the transition from elementary to middle school, especially those exposed to adversity.
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“From Troubled Ground to Common Ground”: The Locust Grove African-American Cemetery Restoration Project: A Case Study of Service-Learning and Community History - Burg, Steven B. (The Public Historian, 2008)
Abstract This article chronicles a movement to restore Shippensburg, Pennsylvania's Locust Grove Cemetery, a historic African-American burial ground. The cemetery faced persistent troubles exacerbated by changing demographics in the surrounding neighborhood, its caretakers' limited resources, and the community's history of racial discrimination. Beginning in 2003, Shippensburg University applied history students assisted with research, grant writing, and interpretative materials. By 2005, a community coalition formed that built on the students' efforts, ultimately mobilizing the resources needed to finish the restoration. This case study illustrates the complex dynamics of a community preservation campaign and ways Public History programs can support such efforts.
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The four shifts: Family, work, online learning and social participation for female in-service teachers at the University of Botswana - Butale, Chandapiwa (2008)
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Into the Storm: American Covert Involvement in the Angolan Civil War, 1974-1975 - Butler, Shannon Rae (2008)
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Black newspapers as a tool for cancer education in African American communities. - Caburnay, Charlene; Kreuter, Matthew W.; Cameron, Glen T.; Luke, Douglas A.; Cohen, Edward P.; McDaniels, Lillie; Wohlberg, Monica; Atkins, Paul A. (PubMed, 2008)
Despite the long history, wide reach and unique influence of Black newspapers in many African American communities, no national studies have examined how these newspapers cover health and cancer issues, or reader perceptions of their coverage.A two-year national sample of Black newspapers (n=24) and community-matched general audience newspapers (n=12) was reviewed, and 8,690 health and cancer stories were identified and content analyzed. A survey of 783 Black newspaper readers in the same 24 communities assessed reading frequency and perceptions of reporting for both types of newspapers, as well as readers' health concerns and cancer screening behaviors.As a proportion of total health coverage, Black newspapers published more cancer stories than general audience newspapers, and their stories were more likely to contain localized information, address disparities, focus on prevention, include calls to action for readers and refer readers to cancer information resources (all P<.001). Black newspaper readers identified cancer as the health issue that concerned them most, yet rated it the fourth most important health problem affecting African Americans.Black newspapers hold promise for helping to eliminate cancer disparities by increasing cancer awareness, prevention, and screening among African Americans.
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Mauritius on the move : re-imagining school leadership - Caldwell, Brian J.; Bhowon, Rajayswur; Daby, Soobass; Harris, Jessica (2008)
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Enough with Color-blind Classrooms! Giving African-American Students a Voice in Constructing Their Learning Experience - Callery, Jacqueline P. (2008)
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Industrial Design education and South African imperatives - Campbell, Angus (Image & Text : a Journal for Design, 2008)
The first tertiary programme in industrial design in South Africa was offered at the School of Art, Johannesburg (SAJ) at the start of 1963 (Wood 1963 : 88). The SAJ then became the Technikon Witwatersrand (TWR) in 1979 (Brink 2006 : 119) and finally the University of Johannesburg (UJ) in 2005 when it was merged with the Rand Afrikaans University (RAU). This was the only programme in industrial design in South Africa for 25 years, until the establishment of a second one at the Cape Technikon in 1988 (Verveckken 2007) and a third in 2008 at Tswane University of Technology (TUT). Since the curriculum for any technikon programme was controlled by the convener technikon, which in the case of industrial design was the TWR, the two technikon programmes have maintained many similarities particularly in terms of the curriculum (Verveckken 2007) and the TUT programme has been started by an industrial designer educated at the TWR. Both UJ and CPUT have been required to cater for the growing demand for designers in industry and have only as recently as five years ago been increasingly pressurised to expand areas of design study from vocational training into research at post-graduate level. In keeping with all tertiary offerings in the country, the unique political and economic challenges facing South Africa have demanded a reconsideration of what is taught and how it is taught.
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Radiography students' perceptions of clinical placements e A Nigerian perspective - Campus, Enugu (2008)
Purpose: To assess undergraduate radiography student perception of clinical place- ments and to evaluate their clinical learning experiences. Methods: To evaluate student perception of clinical placements, a Likert-scale questionnaire was used to assess clinical practice, the practice-learning environment. One hundred and seventy-eight undergraduate (student) radiographers participated in the study. Results: The students indicated they had adequate and enjoyed their time on the clinical placement. They also indicated the qualified staff was supportive, friendly and approachable. The students were able to achieve their learning outcomes during the placement. However placement venues, according to the students, had inadequate learning resources. No radio- graphic/medical imaging research findings, whether locally generated or otherwise, were used in clinical practice.
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Towards understanding student academic performance in South Africa: a pilot study of grade 6 mathematics lessons in Gauteng province - Carnoy, Martín; Chisholm, Linda (2008)
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A Port in the Storm: An investigation of identity in a student race-based organization for African American student leaders - Carr, Thembi (2008)
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SOUTHERN AFRICA DROUGHT ASSESSMENT: IMPACT ON WATER AND SANITATION - Carroll, Frank P. (2008)
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Extension Methods to Teach Hermetic Storage in West-Central Africa - Carroll, Natalie; Fulton, Joan R. (2008 Providence, Rhode Island, June 29 - July 2, 2008, 2008)
The Cooperative Extension System is commonly credited for much of the success of U.S. farmers because of the educational assistance it provides. Extension methodology is increasingly being used world-wide with adaptations to account for local traditions and customs. This paper discusses pilot testing in the first year of a large project to provide information to farmers in West-Central Africa about the benefits of hermetic storage of cowpeas (black-eyed peas) using Extension methodologies. The goal of this work is to assure the widest access to the information in an economically feasible manner. Challenges include poverty, illiteracy, a lack of an infrastructure for information dissemination, and diversity of languages and customs. The Extension methodology work includes determining the technical transfer methodology to be used, locating and training field technicians, providing the technical information to farmers, and evaluation. The planning, training, and technology transfer was tested in Burkina Faso and Niger in 2007 and 2008. After evaluation, best practices will be used in Burkina Faso, Niger, and Nigeria in 2008/09. These methods will be used in seven additional countries in West-Central Africa in the next four years. This work is being funded by the Bill and Melinda Gates Foundation.
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Cultivating a Critical Race Consciousness for African American School Success. - Carter, Dorinda J. (Educational Foundations, 2008)
Since institution of slavery, education has represented the practice of freedom (hooks, 1994) for African Americans in United States. The educational accomplishments of countless members of Black community represent a rejection of dominant societal narrative that African Americans have a history of underperformance in America's public schools. (1) In fact, counternarrative of Black children's school success serves to motivate many students who might otherwise internalize myth of Black intellectual inferiority and experience consistent academic underperformance. The educational struggles endured and advancements made by African Americans as a group, since slavery, are a testament to a prevailing collective commitment to developing and maintaining positive racial and achievement-oriented identities in a society where an individual's racial group membership often renders one as less-than, subordinate, and/or invisible. Thus, despite living in a culture in which being Black is often perceived as being academically disengaged and intellectually inferior by larger society (Herrnstein & Murray, 1994; McWhorter, 2001; Ogbu, 2003), counternarrative of Black school success highlights a people's continued understanding of utility of schooling as a viable option for positive life outcomes. In field of education, much of research on Black student achievement focuses on cultural and/or structural explanations for academic outcomes of these adolescents (Anyon, 1997, 2005; Carter, P. L., 2005; Conchas, 2006; Datnow & Cooper, 1996; Fordham, 1988; Horvat & Antonio, 1999; Mickelson, 1990; Oyserman, Gant, & Ager, 1995; Noguera, 2003; Ogbu, 2003; Rothstein, 2004). A vast amount of research on Black student achievement perpetuates a continuous discussion of Black underachievement (e.g., Anyon, 1997; Kozol, 1992; Mickelson, 1990; Ogbu, 1991/1998; Rothstein, 2004; Thernstrom & Thernstrom, 2003). Race continues to remain central across discussions that include psychological, anthropological, and sociological analyses. While this research highlights individual, environmental, institutional, and societal factors that affect Black students' schooling experiences, there is a lack of in-depth examination of how these factors interact with students' individual identities to shape their attitudes and beliefs about schooling and subsequent school behaviors. Due to this shortcoming in research literature, main purpose of this article is to present data that attempts to fill such a void in literature. The data presented in this article stem from a larger research investigation of racial and achievement self-conceptions of African American urban adolescents and how their self-conceptions inform their attitudes and beliefs about schooling and subsequent school behaviors. A focus on Black students' racial and achievement self-conceptions may provide insight into why these students enact adaptive or maladaptive behaviors for academic success in school. While understanding sociocultural contexts in which Black students learn enables us to better meet their academic needs, equally in-depth examinations of how they construct aspects of their identities can serve same purpose. An increased understanding of Black students' attitudes about race, awareness of racism in society, and understanding of utility of schooling for social and economic mobility can help educators identify and embody pedagogies and practices that foster not only academic achievement but also healthy, positive identity construction in Black youth. This article does not focus on schooling experiences of urban, Black high school students; rather, it illuminates students' attitudes about race and racism, achievement, and utility of schooling for upward mobility. In remainder of this article, author first provides a brief overview of literature connecting race to Black student achievement. …
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The Relationship between Verve and the Academic Achievement of African American Students in Reading and Mathematics in an Urban Middle School. - Carter, Norvella P.; Hawkins, Torrance N.; Natesan, Prathiba (Educational Foundations, 2008)
Since its inception, the United States has struggled with its responsibility for educating African American students (Anderson, 2005; Carter, 2003; Green; 2001; Haycock, 2001). Its history of denial and discrimination in the education of Black children has created a national crisis in which academic difficulty and school failure is disproportionately high (Achilles, Finn, & Gerber, 2000; Ferguson, 2001; Green, 2001; Lee, 2002). Given almost any educational measure used to predict academic success, such as: (a) standardized test scores; (b) college and high school Grade Point Averages (GPA); and (c) graduation and dropout rates, African American students across the nation do not achieve academically at the same rate as their European American counterparts (Banks & Banks, 2004; Gordon, 1999; Green, 2001; Irvine & Armento, 2001; Jencks & Phillips, 1998; Kober, 2001; Lee, 2002). This academic lag, often referred to as the achievement gap, exists regardless of social economic status (SES), gender, or national geographic location (Clark, 1983, 1988; Ferguson, 2001; Gordon, 1999; Haycock, 2001; Kober, 2001; Lee, 2002; Singham, 1998). The educational reports by the National Assessment of Educational Progress (U.S. Department of Education, 2001) indicated the trend of this academic achievement gap for the years 1971-1999 between African American and European American students. On an average, over these 28 years, 17-year-old African American students scored 36-points lower than European American students in reading, while over the years 1973-1999, they scored 30-points lower on assessments of mathematics achievement. In an effort to improve the education of African American students, mounting evidence suggests that cultural aspects of students' learning styles can impact achievement levels in classrooms (Hollins, 1996; Irvine, 2003). One cultural aspect that was highlighted by Boykin in the 1980s and is gaining renewed attention is verve. By definition, verve is the propensity for energetic, intense, stylistic body language and expression (Boykin, 1983). According to Boykin (1977, 1983, 2001), verve is a definite component of learning style for African American children. However, only a small body of research exists that has indicated there is a relationship between verve and increased academic achievement among students of color (Guttentag, 1972; Shade & New, 1993; Willis, 1989). The purpose of this study was to examine the relationship between verve and the academic achievement levels of selected African American middle-school students in reading and mathematics in an urban setting. Therefore, this study was designed to answer the following research questions: (a) Were verve levels different between African American and European American students?; (b) Were verve levels different among males and females?; and (c) Was there a relationship between verve and the academic achievement of African American students in reading and mathematics? To focus on verve does not diminish the importance of other aspects of the schooling experience. Certainly, macro systems (i.e., resources, tracking programs, and curricula), as well as micro systems (i.e., instruction and teacher interactions) are pertinent. However, with the increasing emphasis on culture and culturally responsive teaching and pedagogy (Ladson-Billings, 1995; 2006), there is great value in understanding more about verve and the academic achievement of African American students. Culture is a major, if not the primary factor, affecting the development of learning styles (Brodzinsky, 1985; Hollins, 1996; Irvine, 2003; Shade & New, 1993). How learning styles develop depends on the culture that has been modeled and reinforced by childrearing practices (Anderson, 1988; Banks & Banks, 1993; Hale, 1982; Ishii-Jordan & Peterson, 1994; McIntyre, 1992; Owens, 1987; Phillips, 1983). Upon entering school, students attempt to gather and process incoming information through strategies that have been rewarded previously in their home or community (Anderson, 1988; Jenkins, 1982; Smith, 1993). …
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Reflections on Laboratory Training in Ethiopia and Tanzania - Cavagnaro, Marian J. (Critical Values, 2008)
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A Study of Resiliency in African-American Middle School Boys - Celico, Andrea (2008)
While our nation claims that we provide equal learning opportunities for all, the Black-White achievement gap still exists. This leads to a variety of political, economic, and social ramifications for our students. With this said, seldom are studies conducted that disprove the countless theories that explain why African-American students are atrisk for academic success. As an attempt to determine environmental factors that contribute to the achievement gap between African-American and Caucasian students, it is important to gain a greater understanding of how academically successful African-American students have managed to translate their struggles and experiences of oppression into academic success (Griffin & Allen, 2006). Resiliency and risk have been studied for more than 40 years. Many AfricanAmerican students succeed in school despite living in single-parent, impoverished families. Some African-American students from this background successfully emerge from high risk environments, coping and overcoming dire circumstances (Floyd, 1997). Children living in single-parent families (particularly those mother-headed) are at a greater risk for negative outcomes than those in two-headed families (Brody & Murry, 1999). In this study, the experiences of 13 academically successful sixth through eighth grade African-American boys living in single parent, impoverished homes in an urban school district in the Midwest were explored. Through demographic questionnaires and
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University Students' AttitudesTtowards e-security Issues: A Survey Study in Tumaini University, Tanzania - Chachage, Bukaza; Tedre, Matti (2008)
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Technical, Practical and Praxial: Understanding Music Teaching in Botswana - Chadwick, Sheelagh (2008)
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Uso del preservativo en estudiantes de secundaria de Mozambique. Diferencias en razón del género y del tipo de pareja = Condom use amongst high school students in Mozambique differences by gender and kind of partners - Chagane, Hachimo Cassamo; Pérez, María Eugenia Gras; Pedra, Montserrat Planes (2008)
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A weighted decision and tenurial niche approach to analyzing adaptive learning in the social forests of northeastern Zimbabwe - Chahweta, C.; Mandondo, A. (2008)
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Transformation of Teacher Education Policies in South Africa and Its Implications - Chang-son, Niu (Comparative Education Review, 2008)
Teacher education has undergone a rapid and complicated transformation since the 1990s in the context of democratization in South Africa.Numerous and weighty policy documents on teacher education have been issued by the government.However,as many policies ignored the conditions on the ground,their implemen- tation was not desirable.In order to co-ordinate present policies and solve the problems of teacher shortage and under-qualification,the government formulated The National Policy Framework for Teacher Education and Devel- opment in South Africa.The transformation of teacher education policies in South Africa has practical implications for us.
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The role of integrity in counteracting the challenge of the decline in motivation for work: a case for higher education in Zimbabwe - Chapfika, Blessing (Zimbabwe Journal of Educational Research, 2008)
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ICT and Education: Educational Transformation and the Challenges for Indonesia, Pakistan and Tanzania - Chaudary, Imran Anjum; Khairunida, Daan Dini; Ameir, Mwanakhamis Adam (2008)
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Pupils'perceptions and their teachers' awareness of continuity in mathematics instruction at the primary- secondary transition phase in gweru urban schools in Zimbabwe - Chauraya, Million (2008)
The study examined form 1 pupils' perceptions of continuity in mathematics instruction at the primary secondary school transition phase and their teachersA awareness of such continuity. Three hundred Form 1 pupils in 6 selected secondary schools in Gweru-urban area, their mathematics teachers and Heads of Mathematics Departments (HODs) participated in the study in 2004. The study focused on the pupils' perceptions of content and pedagogical continuity in mathematics instruction at the transition phase, as well as continuity in their perceptions ofthe subject. It also sought to examine the Form 1 teachersA awareness ofthe need for curriculum continuity in mathematics instruction and to identify efforts they made to enhance it in their practice. Questionnaires were completed by the Form 1 pupils and their teachers, whilst interviews were conducted on the HODs. The results showed that the pupils perceived content continuity in mathematics, but lack of continuity was found in pupilsA perceptions oftheir teachers' instructional practices. Pupils continued to perceive mathematics positively. The teachers and the HODs showed an appreciation ofthe need for continuity in mathematics instruction, but were doing little to enhance curriculum continuity in mathematics instruction in a deliberate fashion. The study recommended that secondary school mathematics teachers obtain and use primary school documents such as the syllabus and textbooks in preparing their Form 1 lessons. It also recommended the adoption of deliberate strategies such as regular professional development meetings between primary and secondary school mathematics teachers, and pupils carrying their progress reports from Grade 7 to Form 1, so as to provide Form 1 teachers with sufficient mathematics background information about their pupils on which to base their instruction.
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An analysis of in-service Mathematics teachers' conceptions of problem-solving in the subject at Midlands State University in Zimbabwe - Chauraya, Million; Mhlolo, Michael Kainose (African journal of research in mathematics, science and technology education, 2008)
The study investigated a group of mathematics in-service teachers' conceptions of problems and problem solving in the subject. Such conceptions were premised to have a mediatory role on the teachers' pre-disposition to implement problem solving strategies in their instructional practices. It was motivated by the observation that problem solving was not being implemented effectively in mathematics instructional situations in most schools.The study subjects were 34 mathematics in-service teachers enrolled for the Bachelor of Education degree at Midlands State University in Zimbabwe in 2006. The research instrument was a questionnaire designed to find out what they perceived to be mathematics problems and problem solving. Data was collected during their residential tutorial session in August 2006.The results indicated that the teachers had a view of mathematics problems which was limited to the standard drill exercises and translation tasks which are common in most mathematics textbooks. Such tasks were also rated as having a lot of mathematics content, were useful in teaching, and would be used very often in the subject's instruction. This was found to be a view which was likely to militate against effective implementation of problem solving as an instructional mode.The study recommended the re-examination of mathematics teacher preparation courses so that they make problem solving a more central and critical component of the programme. Availing literature on problem solving to school libraries and mathematics departments could also motivate teachers to utilise this instructional strategy. In-service workshops for practising teachers could be adopted mainly for advocacy purposes.
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Impact of hygiene education on pupils' health in schools in Lungwena, Mangochi district, Malawi - Chausa, Jameson (2008)
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Language policy and education in South Africa: an alternative view of the position of English and African languages - Chetty, Dominique; Mwepu, Rajendra (2008)
The claim that English marginalizes learners has to be seen within the complexity of language teaching and learning in a changing society. More realistically, learners who do not have an African language in South Africa are deprived of the opportunity for meaning construction within the African context that forms their life world. We argue that the problem lies more with the quality of the teaching of English. A cognitive approach to teaching ensures that we succeed in presenting English as a potentially emancipatory force in students' lives. There is no linguistic and cultural deficit among English second language learners as they have cultural capital and they have a language. No child is empty of language. Language teaching needs to be underpinned by radical and critical educational studies to ensure that it serves emancipatory interests. Freire contends that the form and context of knowledge, as well as the social practices through which it is appropriated, have to be seen as: part of an ongoing struggle over what that counts as legitimate culture and forms of empowerment (Aronowitz & Giroux 1986: 156).
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Rethinking quality in Teacher Education in South Africa - Chetty, Rajendra (2008)
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Language policy and education in South Africa: An alternative view of the position of English and African Languages - Chetty, Rajendra; Mwepu, Dominique Ngoy (2008)
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Disasters, Climate Change and Economic Development in Sub-Saharan Africa: Lessons and Directions - Chhibber, Ajay; Laajaj, Rachid (Journal of African Economies, 2008)
This paper explores the links among natural disasters, climate change and economic development, and attempts to outline a framework for considering these links. The paper summarises the limited knowledge of the long-term economic impact of natural disasters. Drawing links among disasters, resource management, conflicts and other transmission channels is a necessary condition to develop an appropriate response. The paper argues that African governments along with their development partners need to develop a more robust adaptation and response capability to disasters as part of development planning. The paper makes the case for more market-based financing mechanisms than have been used hitherto and an emphasis on forecasting research. It also argues for more work on the links between climate change and disasters and a new way of looking at disaster resilience as a continuum to development strategy.
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Unity in Diversity: Religion Education and Public Pedagogy in South Africa - Chidester, David (Numen, 2008)
Abstract On 12 September 2003, Minister of Education, Kader Asmal, presented to Parliament South Africa's new national policy on religion and education. Breaking with the confessional religious instruction of the past, the policy established a new educational agenda for teaching and learning about religion, religions, and religious diversity in South African schools. Although this policy was the focus of many years of educational debate and religious controversy, it was also part of broader post-apartheid efforts in nation building. The policy was based on an inclusive definition of citizenship; it enacted the state's commitment to constitutional values, respect for cultural diversity, and transformational promise of moving a divided society towards national unity. In this broader context, I want to link South Africa's national policy for religion and education with post-apartheid initiatives in cultural heritage. As public pedagogy, state-driven and market-driven heritage projects have created an expanding classroom for "celebrating diversity and building national unity." Heritage projects have been criticized for manufacturing uniformity and privileging the extraordinary. In working out a curriculum for religion education in schools, these criticisms also need to be addressed. This article proposes that fruitful exchanges in theory and pedagogical practice can emerge at the intersection of religion education, heritage studies, and the history of religions.
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Adaptation of Instructional Strategies and Learning Environment for Learners with Developmental Disabilities : A Case Study of Special Classes and Resource Units in Chitungwiza District, Harare Province In Zimbabwe - Chidindi, Ethilda (2008)
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Urinary schistosomiasis epidemiological survey of urinary schistosomiasis among children in selected schools: A preliminary study in Minna, Nigeria - Chidozie, E U; Daniyan, S. Y. (African Journal of Biotechnology, 2008)
The study was carried out in Minna Metropolis, between August and December, 2005, with a total of 387 school children interviewed and 217 urine samples analysed. This research employs the use of questionnaires, validation of questionnaires by urinalysis and the microscopic examination of the urine samples. The research is aimed at appreciating prevalent level of urinary schistosomiasis in Minna metropolis. The overall prevalence of urinary schistosomiasis, as confirmed by the presence of egg of Schistosoma haematobium was 12.9%, reported blood in the urine 34.4%, microhaematuria 52.5%, protenuria 32.7% and red blood cells 24.6%. The frequency of gross haematuria, and the degree of microhaematuria and proteinuria detectable by chemical reagent strips was observed to correlate with intensity of infection. The urinary schistosomiasis prevalence, confirmed by urine microscopy, of 12.9% in the selected school children within Minna, in spite its urban status, suggests that Minna is an endemic area, and the state requires an effective urinary schistosomiasis control programme. A major concern which represents a serious issue in the study includes the very poor level of awareness about the possible cause of urinary schistosomiasis or reported blood in the urine, as only 0.78% of the children have knowledge about the infection and 12% of the children that reported having blood in their urine have visited a health center.
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Uses and gratifications of mobile Internet among South African students : peer reviewed article - Chigona, Wallace; Kamkwenda, G.; Manjoo, S. (2008)
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The Uses and Gratifications of Mobile Internet among the South African Students - Chigona, Wallace; Kankwenda, G.; Manjoo, S. (SA Journal of Information Management, 2008)
This paper investigates the factors that affect the use of mobile internet among the South African students. This is done by using the uses and gratifications (UG (2) there are inhibiting factors which affect the use of mobile internet; (3) mobile internet may be the preferred and in some cases, the only, means of internet access.
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Technical Education Reforms in Malawi - Chikasanda; Mbendera (2008)
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Capacity Building in Open and Distance Learning (ODL) for Agricultural Development in Zambia - Chikoye, Mungule D; Siaciwena, Richard (2008)
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A READING BASED THEORY OF TEACHING APPROPRIATE FOR THE SOUTH AFRICAN CONTEXT - Childs, Margaret Mary (2008)
The print literacy competencies of many South African teachers and the learners they teach are inadequate. Evidence from local and international evaluations and research attests to this. Based on the understanding that a teacher, whose literacy level is less than adequate, is in a weak position to teach others how to read and write, the imperative to systematically address the issue of poor teacher and learner literacy levels, provided the impetus for a careful investigation of the methodology and theory of the Learning to Read: Reading to Learn pedagogy. Originally developed in Australia and applied in primary, secondary and tertiary contexts, this literacy pedagogy was described as a means of rapidly improving the literacy competence of all learners, across all subject areas. Using an approach located within the tradition of interpretative educational theory, the meaning of the theory and practice of the Learning to Read: Reading to Learn pedagogy was explored. As a result of the enquiry undertaken, it was found that the Learning to Read: Reading to Learn approach provides a practical means of enhancing epistemological access. Access of this nature is a precondition for success of learning in schools and in tertiary education. The LR:RL pedagogy provides a carefully structured means of holding literacy at the centre of learning. The sequence of practical steps theoretically rooted in three powerful – but usually separate realms of discourse, is a central contribution of the pedagogy to field of literacy development. Intersecting three discrete disciplines, represented by Bernstein’s model of education as pedagogic discourse, Vygotsky’s model of learning as a social process and Halliday’s model of language as text in social context gives rise to a unique literacy pedagogy. The theory that emerges from use, in a range of situations, over many years, and the carefully sequenced practice, together offer a sound means of addressing the challenges of literacy and learning prevalent in the South African context. iii This thesis argues for a reading based theory of teaching as a means of meeting the challenges of literacy and learning head on. The capacity to learn independently from written text is critical for progress within the schooling and tertiary systems. The Learning to Read: Reading to Learn pedagogy provides a means of realizing such a theory of teaching. Simultaneously teaching print literacy, while teaching the content of curricula, is proposed as a way of bringing about effective learning. Within the context of teacher education, the pedagogical content knowledge (PCK) of many teachers is acknowledged to be inadequate. However, there is a key dimension missing for the construct of PCK to be truly useful for South African teachers. Print literacy is as an essential determinant of the knowledge of teachers. The construct of PCK can thus supplemented by foregrounding reading and writing as essential elements of this category of teacher knowledge. Thus the content of the teacher education curriculum is taught as…
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Education: for an Africa without AIDS - Chilonga, Titus (Hekima Review, 2008)
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The effect of computer-assisted letter-sound correspondence training on learning to read in Zambia - Chilufya, James (2008)
Author: James Chilufya Supervisor: Prof. Heikki Lyytinen Master’s thesis of Psychology University of Jyvaskyla, Department of Psychology June 2008 39 pages, 4 appendices The most effective method of acquiring reading skills is based on learning letter-sound correspondences. The problem of acquiring reading skills mainly hinges on deficiencies in phonological awareness, alphabetical mapping, and phonological decoding. These problems cut across languages and cultural boundaries. Research has shown that learning to read is much easier in highly transparent languages like Finnish and German than in highly opaque languages such as English. Research has equally shown that phonological training enhances reading skills both in transparent and opaque languages. Zambia has seven approved local languages taught in schools. The challenge for Zambia is the use of English as a medium of instruction and as an official language. The use of English, which is a second language to most children in Zambia, has created problems in reading acquisition. The introduction of a new policy on literacy where all first graders are required to learn to read in one of the seven local languages has not yielded the expected results. The problem has been compounded with inadequate resources to sustain the Primary Reading Programme (PRP) and lack of teaching methodologies that enhance phonological awareness which is fundamental to reading. In this study, 46 grade 1 and 2 children with poor reading skills played a literate computer game adapted from the Finnish language to Cinyanja. The game provided training in letter-sound correspondences. A screening test was conducted to select participants for the study. Later pre and postassessment tests were conducted to compare reading skills between the intervention and control groups. The objective of the study was to find out whether the computer game would improve the poor reading skills of grade 1 children. The results indicated that grade 1 children in the intervention group in both spelling and orthography tests performed significantly higher than those in the control group. This confirms earlier studies that have shown that letter-sound correspondence training enhances reading skills. The results of grade two intervention group, however, did not improve, perhaps due confusing practice of teaching English and Cinyanja literacy at the same time in schools. The implication of the results is that the Ministry of Education of Zambia should encourage interventions that encourage phonological awareness training and encourage more literacy research to improve teaching methods in view of teaching children to read in local languages.
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Disability and Inclusive Education in Zimbabwe - Chimedza, Robert (2008)
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Assessing the rights of the indigenous child to education - a case study of the Batwa in Uganda - Chinwuba, Onuora-Oguno Azubike (2008)
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University libraries in a changing environment: experiences and the way forward in the new e-learning environment in Zimbabwe - Chiparausha, Blessing; Sithole, Nevermore (2008)
The paper looks at the reasons prompting academic librarians to embrace e-learning and the benefits that can be derived from using electronic information services. The authors came up with some suggestions that academic librarians can positively participate in e-learning by providing and advocating for the use of electronic books and journals, promoting the open access initiative, imparting information literacy skills, providing selective dissemination of information and document delivery services and establishing and promoting the use of institutional repositories. The paper ends by giving recommendations on how society can get ahead with e-learning by involving academic librarians in the development nexus.
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Teaching and learning of information literacy in institutions of higher learning in KwaZulu-Natal province and Malawi - Chipeta, George Theodore (2008)
A dissertation submitted in partial fulfillment of the Degree of Master of Library and Information Science (MLIS) In the Department of Library and Information Science at the University of Zululand, 2008.
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Impact of health education on home treatment and prevention of malaria in Jengre, north central Nigeria - Chirdan, OO; Zoakah, AI; Ejembi, CL (Annals of African Medicine, 2008)
Background: Malaria accounts for 1 million deaths among children under five annually. It has been shown that improving home treatment and preventing delays in seeking treatment, by teaching women to respond promptly when their children have fever, can decrease malaria related complications and mortality. This study looks at the impact of health education on knowledge of malaria: its recognition, treatment and prevention among caregivers of children under five in Jengre, North Central Nigeria.Methods: The study was a community based intervention study conducted in three stages: A pre- intervention stage, where 150 caregivers, were selected through a multistage sampling technique from the households containing children under five. Information for the baseline was collected through an interviewer administered semi-structured questionnaire. The intervention consisted of a series of health education sessions designed based on findings from the pre-intervention stage. The post-intervention impact assessment was conducted using a modified version of the questionnaire used in the pre intervention stage.Results: Malaria was recognized as one of the diseases that cause fever in community by all the respondents. Sixty-one (40.6%) had adequate knowledge concerning malaria causation, transmission, prevention and treatment. Twenty eight (56%) of respondents reported Self-treatment. There was a statistically significant relationship between years of formal education and first line treatment option (P=.012). Thirty-four (68%) mothers acted within eight hours of onset of fever. The intervention had an effect on perception (P<.001), knowledge (P<.001), malaria prevention practice (P=.001), first line treatment option (P=.031) and the type of treatment given to the children with fever (P=.048).Conclusion: Health education impacted positively caregivers' knowledge of malaria and their willingness to access antimalarial treatment when their children have fever. Malaria information should be made available to caregivers visiting child welfare clinics. Caregivers should also be integrated into malaria control activities at community level.
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Active-learning pedagogies as a reform initiative: The case of Malawi - chirwa, Mercy (2008)
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Ability grouping in Zimbabwe: a qualitative analysis of school administrators' and teachers' perceptions - Chisaka, Bornface Chenjerai (2008)
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Special Education Law in Zimbabwe. - Chitiyo, Morgan (The Journal of the International Association of Special Education, 2008)
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Strategic management practices among technical training institutions in Kenya: a case study of technical training institutions in Nairobi - Chiuri, Beatrice W. (2008)
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Mother-tongue education in primary schools in Malawi: From policy to implementation - Chiuye, Grace; Moyo, Themba (South African Journal of African Languages, 2008)
This article argues that it is one thing to pronounce language-in-education policy statements and yet another to implement such pronounced policies. In the context of Malawi, the language policy has remained fragmented since 1996 when five indigenous languages were elevated to the status of official languages alongside the existing official languages of ciCewa and English. KiNgonde was co-opted much later as another official indigenous language. The policy remains fragmented, and suffers from a lack of appropriate planning and logistics, and the government's tardiness in effectively pronouncing and implementing the pronounced policy statements. For learners to succeed in higher education, where English normally becomes the instructional language, they need to have attained sufficient conceptual and cognitive grounding in their mother tongues to ensure a sound transfer from L1 to L2. In the absence of textbooks, teaching and learning materials in the pupils' mother tongues, such developmental efforts are rendered hollow. Yet it is these learners on whom will fall the responsibility of future educational and political leadership to bring about social change in terms of linguistic balance and social justice. The conclusion makes suggestions with regard to the overdue production of textbooks, grammar books, dictionaries and teaching and learning materials to avoid the continued diglossic hegemony of ciCewa and English.
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Opening the doors of learning: changing schools in South Africa - Christie, Pam (2008)
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Climate Change Adaptation Mechanisms for Rural Communities in 2 Contrasting Ecosystems of Morocco - Chriyaa, A (Epidemiology, 2008)
ISEE-928 Introduction: The poorest and most marginalized rural communities in Morocco live in arid and semi-arid areas, and are largely dependent on rain-fed food production systems for their livelihood and food security. Already subject to the influence of episodic drought, increasing climatic variability is expected to further erode the food security and exacerbate the poverty of these climate vulnerable communities, undermining human development gains made in recent decades. Objective: The project's purpose is to build the adaptive capacity of 2 poor rural communities vulnerable to the impacts of climate change and increased climate variability through participatory action research. Material and Methods: The novel methodological approach is strongly transdisciplinary, and combines participative techniques, statistical tools, and quantitative and qualitative models for analyzing decision-making. Building on assessments of past and projected climate change impacts on natural resources, agricultural systems and local people, the research will analyze risk behavior under different climate scenarios. Action research will be used to establish collaborative and participatory tools for the identification and development of appropriate technical, institutional, and policy options for livelihood adaptation, and used to support the development of community-based adaptation action plans. Results: The human and institutional capacity of different actors will be strengthened through action research and training activities to ensure the sustainability of community-based resource management. The project will also exploit research to policy linkages to promote the scaling up and replication of approaches and results.
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Career expectations of Ethiopian immigrants and Israeli-born students - Cinamon, Rachel Gali; Vardi, Liron (2008)
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Hearing Loss in Mozambique - Clark, Jackie L. (2008)
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Hearing loss in Mozambique: Current data from Inhambane Province - Clark, Jackie L. (International Journal of Audiology, 2008)
Mozambique is a developing African country recuperating from a lengthy civil war. As a result, documenting the incidence of hearing loss has remained a low priority. This paper provides results from work being carried out by the Mozambique Audiology Program (MAP), which is a philanthropic effort established in 1997 to introduce audiology services and identify auditory disorders in the country. Some decades before the MAP, another program reported extremely high incidence rates of otitis media in 1000 primary school students in the capital city of Maputo. This paper presents the MAP results from mass hearing screenings conducted over a two year period on a cohort group of 2685 students ranging in age from 3–18 years at a preschool and primary school in Chicuque and Maxixe, Mozambique. This current study showed a prevalence of 5% of the total 2685 students across ages with varying degrees of hearing loss resulting from multiple etiologies. External auditory canal obstruction was the greatest otoscopic abnormality (regardless of age), followed by severely limited tympanic membrane mobility (i.e. flat tympanogram) in the absence of EAC obstruction in those students identified with hearing loss. Of the 145 student identified with hearing loss, there were 27 found to have active drainage. Some of the benefits of conducting mass hearing screening in this population are discussed.
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Voices from South African Education - Clarke, Linda (2008)
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Overview of tertiary public policy training in South Africa - Cloete, Fanie; Rabie, Babette (Africanus, 2008)
This article deals with the contents and delivery of public policy education and training programmes at South African higher education institutions. It first conceptualises public policy, then identifies the prevailing best practices in public policy training internationally to establish benchmarks against which the South African situation can be assessed. The contents and delivery of public policy training programmes in South Africa are then summarised and assessed against these benchmarks. Public policy programmes are presented in various faculties, not only in public administration or public management departments, but in many political science departments, as well as specialised sectoral programmes. Training programmes normally consist of academic education programmes for full-time students at undergraduate and postgraduate level, as well as short in-service executive training programmes for mid-career professionals in public sector agencies and organisations. These are presented part time or in the form of a block release programme, through face-to-face residential teaching or distance learning modes. The contents of policy curricula are normally constructed around one or more international texts or domestically published texts, mostly following a policy procedural approach that conceives, describes, analyses and assesses the public policy process as consecutive, but inter-linked stages. These curricula are sometimes purely theoretical and in other cases are illustrated with practical examples. The nature, focus and contents of South African public policy programmes are generally in line with international standards. Local programmes are diverse and heterogeneous, although the policy process or sectoral policy foci are always the hub. A better balance between content and procedure should be established for a more accurate perspective on public policy.
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A multi-cultural investigation of students' career anchors at a South African higher education institution - Coetzee, Melinde; Schreuder, Dries (South African Journal of Labour Relations, 2008)
The main objective of this study was to investigate the career anchors of a large, multi-cultural sample of South African respondents in an attempt to better understand how people from the various age, educational, marital, race and gender groups differ in terms of their career anchors as measured by the Career Orientations Inventory. A sample of 2997 students at a South African higher education institution participated in the study. The results indicated significant differences between the various biographical variables and the participants' career anchors. In the context of Employment Equity, and with more women entering the workplace, this study is expected to contribute important knowledge that will inform career development and retention practices in the contemporary workplace.
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South Africa: the new world of disability. - Coetzer, Pieter (PubMed, 2008)
Over the past 10 years, unique business imperatives in South Africa have led to innovative risk product design, some of which are still unfamiliar to the rest of the world. The main drivers are: the unique mix of first- and third-world societies in our country, and an energetic marketing force operating in an already highly saturated insurance market. As a result, new product design has become one of the most effective ways to grow new business volumes in this competitive environment. This article reviews some of the unique products available and their advantages, target markets and disadvantages. The products that are discussed include lump sum total and permanent disability benefits, extended critical illness products, cover for impairment of function as well as risk products for people living with HIV/AIDS.
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How the Formal Education System in Kenya is Changing the Culture of the Maasai Community - Coles, Jennifer (2008)
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“Ubuntu” – Philosophy and Practice: An Examination of Xhosa Teachers’ Psychological Sense of Community in Langa, South Africa - Collins-Warfield, Amy (2008)
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Training the national elites in Colonial Algeria 1920-1954 - Colonna, Fanny (Historical Social Research, 2008)
When dealing with the question of Algerian a term which, by the way, is never used locally a basic contradiction will become apparent. National they were indeed, those new social categories (doctors, engineers, teachers, lawyers, and so on) that the presence created, either directly or indirectly, among the French or the Arab population. But they became na tionalistic, meaning that they sought to break completely with the power, only much later, when the guerilla warfare began in 1954. Focusing on the period between 1920 and 1954, and using archives and interviews, I will try to show today the essential role played by education, particularly by the Colonial system of education. That system was a structuring machine which irresistibly and lastingly contributed to reshaping society from top to bottom as well as the relationship between the two languages. And though the 1954 Revolution denied it, that structure is still alive and functioning today. 1. A composite system that developed progressively in Algeria I will not go into a description of the system of social stratification that pre vailed in pre-colonial Algeria, because it would be necessarily sketchy, for lack of time. important to point out here, is that originally school knowl edge was neither the main criterion for choosing the elites nor the main instru ment of social mobility. Though much respected due to its role in religion, it was not especially connected to wealth either. The situation changed when the French arrived in 1830, because they violently destroyed or subverted the old hierarchies. In particular, they imposed in 1883 exactly the same system of that existed in metropolitan France. Rapidly, education ? la fran gaise, which had been implemented only in patches, became the main lever age for social mobility among the indigenous society. But a self-propagating teaching system can never be forcibly implemented and it is rare that it should appear on a tabula rasa. So three questions must be asked: a) How, as of 1880, did the French system manage to impose itself? was it only because it represented the dominant power? * Address all communications to: IRIS, Ecole des Hautes Etudes en Sciences Sociales, 96 Bd Raspail, 75006 Paris, France; e-mail: fanny-colonna@wanadoo.fr. This article was translated from the French by Gabrielle Varro, Laboratoire Printemps, CNRS-UVSQ. Historical Social Research, Vol. 33 ? 2008 ? No. 2, 285-295 This content downloaded from 157.55.39.178 on Fri, 05 Aug 2016 06:19:13 UTC All use subject to http://about.jstor.org/terms b) Somewhat later, around 1920, what was the educational on the Algerian side? Was the native teaching system completely de stroyed? Or was it reactivated and ready to make a deal with the dominant power? c) Education was rare in a society ravaged by savage conquests, fam ines and emigration; intellectuals, especially, left the country. What were the consequences of the fact that such a rare commodity as schooling was made available on several different sides? Answer number one: (a) French schooling was not imposed by the Army but by the school system itself. The school system wanted to distinguish itself not only from brutal military force, but also from the colonists' impulse to recom mend that the natives should receive only elementary and occupational train ing, so as to have a usable workforce at their disposal. The following words spoken by Education Commissioner Jeanmaire in 1907 are often quoted: What's good for our children is also good for the Moslems. That meant that what was essential in the colonial relationship was the ap pearance but also to a certain extent, the reality of the neutrality of schools (even though European and Arab children did not attend school together before the nineteen-fifties). The result was that, in less than 40 years, instead of refus ing French schools, they came into demand. In 1903, the number of Moslems attending school represented 18 % of the total school population in Algeria, quite a remarkable score, even considering the overall demographic imbalance. (b) Meanwhile, the native school supply had not disappeared: but it was trapped inside the social structure, in the tribes rather than in the towns, and in the network of religious brotherhoods (the Zawayas, monasteries of sorts). Also, friendship networks pushed young people towards the diasporas of Zawayas in the neighboring countries (Tunisia, Libya, Morocco and even Egypt), and towards the large Islamic universities. These efforts ended up by producing, in the 1920s and 30s, the rise of the so-called Reformist Movement, in the form of an association of national importance, thanks to some charis matic personalities emanating from the privileged classes of the native society, such as Sheikh Ben Badis or Sheikh El Okbi and their disciples. Strongly influ enced by the French school model, but also by Egypt, the Movement ended up marginalizing the Zawayas as well as the local, traditionalist intellectuals. Very cautious also in the face of the colonial authority, the Reformist movement has two main objectives: -To promote a renewed adapted to the modern world; -To restore Arabic, rightly considered as an endangered language. The famous motto went: Islam is my religion, Arabic is my language, Al geria is my country; it was a nationalistic facade, but underneath, the motto was not nationalistic and neither was the Movement. Or if it was nationalism, it was a nationalism connected to identity, not to politics, a moderate sort of nationalism made of personal convictions. That becomes quite clear when one
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(C)Omissions of perspective, lens and worldview : what Africa can learn from the 'Western Mind' about the oral tradition of (indigenous) knowledge - Conolly, Joan Lucy. (Journal for new generation sciences, 2008)
Sometimes what is not in a text is more significant than what is. This paper examines a variety of texts to establish what is and is not present. The argument presented in this paper demonstrates that skewed perspectives, closed lenses, and distorted worldviews are powerful teachers. Appropriate perspectives and lenses can provide a worldview of complex and sophisticated thought, traditioned through memory, simultaneously stretching back into the past and drawing the past into the present ... and pointing a way into the future.The paper examines a well-respected account of the 'Western Mind' and then demonstrates what is not in the text which could contribute to a fuller understanding of human civilization such as is present in the texts of peoples whose knowledge predates and/or precludes scribal alphabetic writing. The paper provides examples of such knowledges from societies which demonstrate sophisticated and complex thinking, both prior to 3000 BCE in the West and in ancient and present day Africa. The paper demonstrates that the exclusion of evidence of complex and sophisticated thinking which predates or precludes scribal alphabetic writing presents a skewed understanding of the knowledge in such societies, and that Africa can learn from such exclusions to its benefit.
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A project to develop an adult basic vocational education and training programme as a contribution towards the development of human and social capital in Botswana - Cook, Kathryn E. (2008)
In 1992, the Government of Botswana appointed a National Commission to review the education system and advise how it could promote human resource development to address the country’s socio-economic challenges. The Commission identified the need to diversify the labour market and shift towards occupational groupings based on skills, attitudes and competence. However, fifteen years on, Botswana’s dependence on diamond mining, coupled with immigration from neighbouring countries and a mismatch of skills supply and demand has resulted in a pool of labour exceeding the number of jobs available. Access, opportunity and social inclusion therefore represent major challenges, since large numbers of under and un-utilised people imply a heavy socioeconomic burden. This thesis employed a Problem Based Methodology within the framework of a Project Cycle Management approach to develop a project for an Adult Basic Vocational Education and Training (ABVET) programme as a contribution towards the development of human and social capital in Botswana.
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A comparison of the knowledge and attitudes of school counselors trained in the prevention and awareness in schools of HIV/AIDS project and untrained counselors in Tanga Region, Tanzania - Coppard, Dorothea (2008)
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Are Drought-Related Crashes in Pastoral Cattle Herds Predictable? More Evidence of Equilibrium Dynamics from Southern Ethiopian Rangelands - Coppock, D. Layne; Gebru, Getachew; Mesele, Sintayehu; Desta, Solomon (2008)
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The Volcano-tectonic Activity of the Main Ethiopian Rift (East Africa) : Insights into the Evolution of Contnental Rifting - Corti, Giacomo; Manetti, Piero; Mazzarini, Francesco; Bonini, Marco; Abebe, Tesgaye (2008)
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A Lot of Ropes, But No Lion: School Culture and Ethiopian Israeli Students’ Struggle for Identity - Court, Deborah (World Studies in Education, 2008)
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The Changing Landscape of Education in Africa. Quality, Equality and Democracy - Crossley, Michael W (Symposium Books, 2008)
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The Perfect Storm: The Realities of Xenophobia in Contemporary South Africa - Crush, Jonathan (2008)
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The inclusion of local culture in the Southern Africa science classroom: A Mozambican perspective - Cupane, A.; Taylor, Peter (2008)
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The Use of Information Technology in Teaching Accounting in Egypt - Dahawy, Khaled; Kamel, Sherif (2008)
The use of information and communication technology has become an integral component and a vital tool in teaching accounting. Over the last few decades, the blend of using state-of-the-art technologies has improved the effectiveness and efficiency of the learning process. Respectively, some predict that physical campuses will decay and crumble in the near future with the continuous growth of borderless societies and the diffusion of extended enterprises leading to a hybrid model for knowledge delivery that extends beyond distance and time barriers. The main emphasis of this case is to study the deployment of technology in teaching accounting in Egypt, using the case of Becker Professional Review in providing trainees with the required training that enables them to pass exams and get professional certification using emerging information technology tools and techniques. The case demonstrates how information technology adaptation can provide a platform for knowledge dissemination and demonstrates a model that can be replicated in similar environments.
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Does Africa need Problem Based Learning?: educational Change in Engineering Education - Dahms, Mona-Lisa; Stentoft, Diana (2008)
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Problem Based Learning in Engineering Education: a Development Option for Africa? - Dahms, Mona-Lisa; Stentoft, Diana (2008)
Increasingly, consensus on the importance of higher education and research for development has occurred among the broad range of stakeholders in the ‘development’ arena, whether donor governments and organisations or recipient governments, organisations and institutions. Similarly, there is consensus that innovation, especially in the areas of science, engineering and technology are of crucial importance in this endeavour. This recognition should, however, go hand in hand with the recognition of the necessity of curriculum reforms in higher education. In this paper we will argue that Problem Based Learning (PBL) in higher education is a powerful tool to achieve sustainable development in African countries. With PBL local developmental problems can be brought into the educational sphere thus ensuring that students during their study efforts contribute to local development. Furthermore, PBL increases the creativity and innovativeness of students, thus enhancing the role of universities in national systems of innovation.
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Problem Based Learning in Engineering Education: a Development Option for Africa? - Dahms, Mona-Lisa; Stentoft, Diana (2008)
Increasingly, consensus on the importance of higher education and research for development has occurred among the broad range of stakeholders in the ‘development’ arena, whether donor governments and organisations or recipient governments, organisations and institutions. Similarly, there is consensus that innovation, especially in the areas of science, engineering and technology are of crucial importance in this endeavour. This recognition should, however, go hand in hand with the recognition of the necessity of curriculum reforms in higher education. In this paper we will argue that Problem Based Learning (PBL) in higher education is a powerful tool to achieve sustainable development in African countries. With PBL local developmental problems can be brought into the educational sphere thus ensuring that students during their study efforts contribute to local development. Furthermore, PBL increases the creativity and innovativeness of students, thus enhancing the role of universities in national systems of innovation.
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Using of Remote Sensing Techniques for Monitoring the Earthquakes Activities Along the Northern Part of the Syrian Rift System (LEFT-LATERAL),SYRIA - Dalati, Moutaz (cosp, 2008)
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Exploring the Use of Ontologies in Creating Learning Platforms: HIV and AIDS Education at a South African University - Dalvit, Lorenzo; Gunzo, F.T.; Maema, Mathe; Slay, Hannah (2008)
In this paper, we describe initial ideas for the creation of a knowledge-driven learning platform through a system comprising of three components, a telephone system, an information kiosk and a Website. Working within the higher education HIV and AIDS (HEAIDS) programme funded by the European Union, we intend to provide relevant local HIV and AIDS information at a South African tertiary institution and the surrounding community. This paper will focus on the use of ontology for processing and retrieval of data.
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Gender, Climate Change and Human Security Lessons from Bangladesh, Ghana and Senegal - Dankelman, Irene (2008)
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Sexual victimisation of female students at a South African tertiary institution : the victim's perception of the perpetrator - Dastile, Nontyatyambo Pearl (Acta Criminologica: Southern African Journal of Criminology, 2008)
In this study, the nature and consequences of the sexual victimisation of female students at a South African tertiary institution were explored with specific reference to sexual harassment and rape. Ten research participants who met the requirements of the study were selected by means of purposive theoretical sampling. Two victims of sexual harassment and eight female students, who were subjected to rape on campus, participated in the study. To obtain in-depth qualitative information on the nature of the research participants' experiences, face-to-face semi-structured interviews were conducted. Based upon the interpretation of the data, it became evident that most of the sexual harassment and rape incidents occurred on campus between individuals who were acquainted with each other. Further analysis of the data showed that offender related risk factors (such as male peer support and the use of alcohol) contributed to sexual harassment and rape of the female students. Emanating from the feedback from the research participants, the profile of the perpetrators as well as their perceptions about these crimes were assessed together with the responses and reactions from the university management, security personnel, administrative staff as well as the South African Police Services in dealing with the perpetrators of these crimes. Recommendations regarding crime and victimisation risk reduction measures were formulated aimed at the perpetrator but also applicable to tertiary institutions to encourage management to dispel stereotypes surrounding sexual harassment and rape and to implement effective policies to protect female students as particularly vulnerable victims of campus violence.
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Free Primary Education in Tanzania? : A case study on costs and accessibility of primary education in Babati town - Davén, Jonatan (2008)
In 2002 Tanzania initiated the implementation of the Primary Education Development Plan (PEDP), in which a substantial capacity expansion and quality improvement of primary education was outlined. ...
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A persistent achievement gap: African American students dealing with peer pressure in a southern and rural high school - Davis, Joseph S. (2008)
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Libyan Medical Education; Time to Move Forward - Daw, Mohamed A.; Elkhammas, Elmahdi A (Libyan journal of medicine, 2008)
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Chapter 2 Discovery of the African rift valleys: early work on the Gregory Rift Valley and volcanoes in Northern Tanzania - Dawson, J. B. (Geological Society, London, Memoirs, 2008)
The Austrian geomorphologist Eduard Suess was the first to recognize the importance of the African rift valleys. However, Suess never visited Africa, and he would never have been able to make his perceptive recognition of this aspect of the geomorphology of the African continent had it not been for earlier field explorers. The discovery of the African rift valleys can be traced back to the middle part of the nineteenth century. At the time, little was known about the interior of much of Africa, partly because, due to uplift of the continental rim, easy access to much of the interior of Central Africa was precluded by major cataract systems near the mouths of many of the larger rivers (Congo, Niger, Zambesi). The mainspring for the exploration of East Africa came from a largely unacknowledged source, the missionary community on the East African coast. In 1846, the Church Missionary Society of London established a mission station at Kisuludini in the Rabai Hills on the mainland across from Mombasa Island. The mission was started by Johann Krapf, who was soon joined by Johann Erhardt and Johann Rebmann. All three were Lutherans, trained at Basel; apparently the Society had difficulties recruiting British missionaries for the arduous mission life in East Africa (Oliver 1952). In addition to their pastoral duties, the missionaries travelled inland in attempts to find suitable sites for further mission stations and, during these journeys, they made observations on the geographical features they encountered. It was on such journeys that Rebmann first saw the snow on Kilimanjaro on 11 May 1848, and Krapf saw the snow-capped Mt Kenya in May 1849. In an attempt to find more information about possible routes to the interior, the missionaries (Erhardt in particular) questioned Arab traders who had ventured into the interior in search of …
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Financing higher education : challenges for sudents at the University of Ghana - Debrah, Davina (2008)
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Gender, HIV/AIDS and the status of teachers : report of the third Commonwealth Teachers' Research Symposium : Pestana Rovuma Hotel, Maputo, Mozambique, 19-21 February 2008 - Degazon-Johnson, Rolande Antoinette (2008)
Dedication Foreword Executive Summary Recommendations of the Symposium Opening of the Symposium: Background and Introduction Session 1. Teacher Mobility, Gender and Status, I Session 2. Teacher Mobility, Gender and Status, II Session 3. The Impact of HIV/AIDS on Education and the Teaching Profession, I Session 4. The Impact of HIV/AIDS on Education and the Teaching Profession, II Session 5. Panel Discussion: Strategies for Using Research to Improve Education Policies and Programmes Summary, Conclusions and Recommendations References Appendix 1. Gender, HIV/AIDS and the Status of Teachers - Keynote Address by Professor Michael Kelly Appendix 2. Teacher Supply, Recruitment and Retention in Six Sub-Saharan Anglophone Countries: Report of a Study Conducted by Education International in The Gambia, Kenya, Lesotho, Tanzania, Uganda and Zambia by Dennis Sinyolo Appendix 3. Issues of Gender and Ethnicity in Commonwealth Teacher Recruitment and Migration - The Case of Twelve Teachers by Roli Degazon-Johnson Appendix 4. Seminar Programme Appendix 5. Symposium Participants
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Ethiopian Traditional Values versus the Social Teaching of the Church - Dejene, Solomon (Exchange, 2008)
Abstract Even if the Roman Catholic Church does not have a very long history in Ethiopia and constitutes a small minority of the society, her social significance is great in part due to the structural development programs she runs through out the country. The main aim of this paper is to identify how much the Church has made use of traditional systems and values in reflecting and communicating pastorally particularly in regard the Social of the Church (henceforth CST). By analyzing four selected pastoral letters, this article tries to spell out the strengths and shortcomings of the Church in employing traditional systems and values in giving form to the CST.
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Tectonic evolution, volcano-tectonic architecture, geothermal systems and geo-hazards in the Rungwe Volcanic Province (East African Rift, SW Tanzania). - Delvaux, Damien; Fontijn, Karen; Kraml, Michael; Temu, Brian; Mbede, Evelyne; Jacobs, Patric; Ernst, Gérald (The EGU General Assembly, 2008)
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Surface ruptures associated to the July-August 2007 Gelai volcano-tectonic event, North Tanzania - Delvaux, Damien; Smets, Benoît; Wauthier, C.; Macheyeki, A.S.; d’Oreye, Nicolas; Oyen, A.; Kervyn, F. (European geosciences union general assembly, 2008)
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HOOKWORM SPECIES DISTRIBUTION AMONG SCHOOL CHILDREN IN ASENDABO TOWN, JIMMA ZONE, SOUTH WEST ETHIOPIA - Demissie, Fekadu; Petros, Beyne; Kebede, Amha (Ethiopian journal of health sciences, 2008)
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Impact of mentorship programs to influence African-American male high school students’ perception of engineering - Denson, Cameron (2008)
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Analyzing the determinants of farmers' choice of adaptation methods and perceptions of climate change in the Nile Basin of Ethiopia: - Deressa, Temesgen; Hassan, Rashid M.; Alemu, Tekie; Yesuf, Mahmud; Ringler, Claudia (RePEc: Research Papers in Economics, 2008)
This study identifies the major methods used by farmers to adapt to climate change in the Nile Basin of Ethiopia, the factors that affect their choice of method, and the barriers to adaptation. The methods identified include use of different crop varieties, tree planting, soil conservation, early and late planting, and irrigation. Results from the discrete choice model employed indicate that the level of education, gender, age, and wealth of the head of household; access to extension and credit; information on climate, social capital, agroecological settings, and temperature all influence farmers' choices. The main barriers include lack of information on adaptation methods and financial constraints. Moreover, the analysis reveals that age of the household head, wealth, information on climate change, social capital, and agroecological settings have significant effects on farmers' perceptions of climate change. from authors' abstract
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Analyzing the determinants of farmers' choice of adaptation methods and perceptions of climate change in the Nile Basin of Ethiopia: - Deressa, Temesgen; Hassan, Rashid M.; Alemu, Tekie; Yesuf, Mahmud; Ringler, Claudia (RePEc: Research Papers in Economics, 2008)
This study identifies the major methods used by farmers to adapt to climate change in the Nile Basin of Ethiopia, the factors that affect their choice of method, and the barriers to adaptation. The methods identified include use of different crop varieties, tree planting, soil conservation, early and late planting, and irrigation. Results from the discrete choice model employed indicate that the level of education, gender, age, and wealth of the head of household; access to extension and credit; information on climate, social capital, agroecological settings, and temperature all influence farmers' choices. The main barriers include lack of information on adaptation methods and financial constraints. Moreover, the analysis reveals that age of the household head, wealth, information on climate change, social capital, and agroecological settings have significant effects on farmers' perceptions of climate change. from authors' abstract
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Analyzing the determinants of farmers' choice of adaptation methods and perceptions of climate change in the Nile Basin of Ethiopia: - Deressa, Temesgen; Hassan, Rashid M.; Alemu, Tekie; Yesuf, Mahmud; Ringler, Claudia (RePEc: Research Papers in Economics, 2008)
This study identifies the major methods used by farmers to adapt to climate change in the Nile Basin of Ethiopia, the factors that affect their choice of method, and the barriers to adaptation. The methods identified include use of different crop varieties, tree planting, soil conservation, early and late planting, and irrigation. Results from the discrete choice model employed indicate that the level of education, gender, age, and wealth of the head of household; access to extension and credit; information on climate, social capital, agroecological settings, and temperature all influence farmers' choices. The main barriers include lack of information on adaptation methods and financial constraints. Moreover, the analysis reveals that age of the household head, wealth, information on climate change, social capital, and agroecological settings have significant effects on farmers' perceptions of climate change. from authors' abstract
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Analyzing the determinants of farmers' choice of adaptation methods and perceptions of climate change in the Nile Basin of Ethiopia: - Deressa, Temesgen; Hassan, Rashid M.; Alemu, Tekie; Yesuf, Mahmud; Ringler, Claudia (RePEc: Research Papers in Economics, 2008)
This study identifies the major methods used by farmers to adapt to climate change in the Nile Basin of Ethiopia, the factors that affect their choice of method, and the barriers to adaptation. The methods identified include use of different crop varieties, tree planting, soil conservation, early and late planting, and irrigation. Results from the discrete choice model employed indicate that the level of education, gender, age, and wealth of the head of household; access to extension and credit; information on climate, social capital, agroecological settings, and temperature all influence farmers' choices. The main barriers include lack of information on adaptation methods and financial constraints. Moreover, the analysis reveals that age of the household head, wealth, information on climate change, social capital, and agroecological settings have significant effects on farmers' perceptions of climate change. from authors' abstract
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How can African agriculture adapt to climate change: Measuring Ethiopian farmers’ vulnerability to climate change across regional states [in Amharic]: - Deressa, Temesgen; Hassan, Rashid M.; Ringler, Claudia (Research briefs, 2008)
agricultural sector, which is dominated by smallscale, mixed crop, and livestock farming, is the mainstay of the country’s economy. It constitutes more than half the nation’s gross domestic product (GDP), generates more than 85 percent of the foreign exchange earnings, and employs about 80 percent of the population. Ethiopia’s dependence on agriculture makes the country particularly vulnerable to the adverse impacts of climate change on crop and livestock production. This brief is based on a paper that analyzes the vulnerability of Ethiopian farmers to climate change by creating a vulnerability index and comparing vulnerability indicators across regions. A regional vulnerability index can assist in identifying the areas of Ethiopia that are most vulnerable to climate change and guide policymakers in determining where investments in adaptation may be most effective in reducing the future adverse effects of climate change. from text
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Measuring Ethiopian farmers’ vulnerability to climate change across regional states - Deressa, Temesgen; Hassan, Rashid M.; Ringler, Claudia (RePEc: Research Papers in Economics, 2008)
This study analyzes the vulnerability of Ethiopian farmers to climate change based on the integrated vulnerability assessment approach using vulnerability indicators. The vulnerability indicators consist of the different socioeconomic and biophysical attributes of Ethiopia's seven agriculture-based regional states. The different socioeconomic and biophysical indicators of each region collected have been classified into three classes, based on the Intergovernmental Panel on Climate Change's (IPCC 2001) definition of vulnerability, which consists of adaptive capacity, sensitivity, and exposure. The results indicate that the relatively least-developed, semiarid, and arid regions—namely, Afar and Somali—are highly vulnerable to climate The Oromia region—a wide region characterized both by areas of good agricultural production in the highlands and midlands and by recurrent droughts, especially in the lowlands—is also vulnerable. The Tigray region, which is characterized by recurrent drought, is also vulnerable to the negative impacts of climate change in comparison with the other regions. Thus, investing in the development of the relatively underdeveloped regions of Somali and Afar, irrigation for regions with high potential, early warning systems to help farmers better cope in times of drought, and production of drought-tolerant varieties of crops and species of livestock can all reduce the vulnerability of Ethiopian farmers to climate change. from authors' abstract
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Measuring Ethiopian farmers' vulnerability to climate change across regional states [in Amharic]: - Deressa, Temesgen; Hassan, Rashid M.; Ringler, Claudia (RePEc: Research Papers in Economics, 2008)
agricultural sector, which is dominated by smallscale, mixed crop, and livestock farming, is the mainstay of the country's economy. It constitutes more than half the nation's gross domestic product (GDP), generates more than 85 percent of the foreign exchange earnings, and employs about 80 percent of the population. Ethiopia's dependence on agriculture makes the country particularly vulnerable to the adverse impacts of climate change on crop and livestock production. This brief is based on a paper that analyzes the vulnerability of Ethiopian farmers to climate change by creating a vulnerability index and comparing vulnerability indicators across regions. A regional vulnerability index can assist in identifying the areas of Ethiopia that are most vulnerable to climate change and guide policymakers in determining where investments in adaptation may be most effective in reducing the future adverse effects of climate change. from text
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Measuring Ethiopian farmers' vulnerability to climate change across regional states [in Amharic]: - Deressa, Temesgen; Hassan, Rashid M.; Ringler, Claudia (Research briefs, 2008)
agricultural sector, which is dominated by smallscale, mixed crop, and livestock farming, is the mainstay of the country's economy. It constitutes more than half the nation's gross domestic product (GDP), generates more than 85 percent of the foreign exchange earnings, and employs about 80 percent of the population. Ethiopia's dependence on agriculture makes the country particularly vulnerable to the adverse impacts of climate change on crop and livestock production. This brief is based on a paper that analyzes the vulnerability of Ethiopian farmers to climate change by creating a vulnerability index and comparing vulnerability indicators across regions. A regional vulnerability index can assist in identifying the areas of Ethiopia that are most vulnerable to climate change and guide policymakers in determining where investments in adaptation may be most effective in reducing the future adverse effects of climate change. from text
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How can African agriculture adapt to climate change: Analysis of the determinants of farmers' choice of adaptation methods and perceptions of climate change in the Nile Basin of Ethiopia: - Deressa, Temesgen; Hassan, Rashid M.; Ringler, Claudia; Alemu, Tekie; Yesuf, Mahmud (Research briefs, 2008)
Ethiopia's agricultural sector, which is dominated by smallscale, mixed-crop, and livestock farming, is the mainstay of the country's economy. It constitutes more than half of the country's gross domestic product, generates more than 85 percent of foreign exchange earnings, and employs about 80 percent of the population. Unfortunately, Ethiopia's dependence on agriculture makes the country particularly vulnerable to the adverse impacts of climate change on crop and livestock production. Thus, a deeper understanding of the complex interdependence between changing climatic conditions and Ethiopia's agricultural sector- together with adaptation options-is crucial. Additional information about farmers' awareness of climate change and current adaptation approaches would assist policymakers in their efforts to decrease the country's vulnerability to the adverse impacts of climate change. This brief is based on a study that endeavors to guide policymakers on ways to promote greater adaptation by identifying the household characteristics that increase farmers' awareness of climate change and influence farmers' decision to adapt.
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Culture Care Education and Experiences of African American Students in Predominantly Euro American Associate Degree Nursing Programs - deRuyter, Lana (2008)
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Climate change and carbon trading in Ethiopia - Dessalegn, Mengistu (Economic Focus (Addis Ababa, Ethiopia), 2008)
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Smithers residents donate generously to support school children in Sierra Leone - One Sky: Canadian Institute of Sustainable Living - devadmin (2008)
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Smithers residents donate generously to support school children in Sierra Leone - One Sky: Canadian Institute of Sustainable Living - devadmin (2008)
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"Choice, Dignity and Empowerment"? Cash and Food Transfers in Swaziland An evaluation of Save the Children"s Emergency Drought Response, 2007/08 - Devereux, Stephen; Jere, Paul (2008)
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When the Congo went to school: primary education teaching practices in the Belgian Congo (1925-1960) - Dhondt, Pieter (Paedagogica Historica, 2008)
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Looking the other way: Gender and education in South Africa - Dieltiens, Veerle (2008)
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Correlation and stratigraphy of the BKT-2 volcanic complex in west-central Afar, Ethiopia - DiMaggio, Erin; Campisano, Christopher J.; Arrowsmith, J Ramón; Reed, Kaye E.; Swisher, Carl C.; Lockwood, Charles A. (2008)
Located adjacent to the paleoanthropological site of Hadar in Afar, Ethiopia, the Ledi-Geraru project area preserves multiple tephra deposits within the Pliocene sediments of the hominin-bearing Hadar Formation. Tephra deposits of the Bouroukie Tuff 2 volcanic complex (BKT-2) are important regional markers, and here we provide correlations between the Hadar and Ledi-Geraru project areas using major-element glass chemistry, stratigraphic relationships, outcrop characteristics, and 40Ar/39Ar dates. These correlations greatly expand existing temporal and spatial resolution, aid in interpretations of regional depositional environments, and increase the documented extent of BKT-2 to ~600 km2. BKT-2 exposures at Ledi-Geraru are the thickest and most complete yet observed. There, the BKT-2 complex is preserved as two air-fall lapilli layers, BKT-2U (<97 cm thick) and BKT-2L (<9 cm thick), separated by <2.5 m of silts and clays or diatomite that overlie the Green Marker Bed (GMB), a laminated ash tuff. Measured sections were evaluated to create a stratigraphy-based model of paleolandscape variations using BKT-2 tephra as laterally extensive isochronous surfaces. BKT-2 was mainly erupted into lacustrine and nearshore environments. The eastern Ledi-Geraru region was likely located at the depocenter of an expansive fluviolacustrine network. Representing the last major lacustrine phase of the Hadar Formation, lateral facies variations show the westward expansion of a lacustrine setting ca. 2.96 Ma followed by eastward regression initiated sometime prior to the eruption of BKT-2U ca. 2.94 Ma. High-resolution, well-correlated, and temporally constrained stratigraphic records are key to the interpretation of paleoenvironmental variation in East Africa.
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Correlation and stratigraphy of the BKT-2 volcanic complex in west-central Afar, Ethiopia - DiMaggio, Erin; Campisano, Christopher J.; Arrowsmith, J Ramón; Reed, Kaye E.; Swisher, Carl C.; Lockwood, Charles A. (2008)
Located adjacent to the paleoanthropological site of Hadar in Afar, Ethiopia, the Ledi-Geraru project area preserves multiple tephra deposits within the Pliocene sediments of the hominin-bearing Hadar Formation. Tephra deposits of the Bouroukie Tuff 2 volcanic complex (BKT-2) are important regional markers, and here we provide correlations between the Hadar and Ledi-Geraru project areas using major-element glass chemistry, stratigraphic relationships, outcrop characteristics, and 40Ar/39Ar dates. These correlations greatly expand existing temporal and spatial resolution, aid in interpretations of regional depositional environments, and increase the documented extent of BKT-2 to ~600 km2. BKT-2 exposures at Ledi-Geraru are the thickest and most complete yet observed. There, the BKT-2 complex is preserved as two air-fall lapilli layers, BKT-2U (<97 cm thick) and BKT-2L (<9 cm thick), separated by <2.5 m of silts and clays or diatomite that overlie the Green Marker Bed (GMB), a laminated ash tuff. Measured sections were evaluated to create a stratigraphy-based model of paleolandscape variations using BKT-2 tephra as laterally extensive isochronous surfaces. BKT-2 was mainly erupted into lacustrine and nearshore environments. The eastern Ledi-Geraru region was likely located at the depocenter of an expansive fluviolacustrine network. Representing the last major lacustrine phase of the Hadar Formation, lateral facies variations show the westward expansion of a lacustrine setting ca. 2.96 Ma followed by eastward regression initiated sometime prior to the eruption of BKT-2U ca. 2.94 Ma. High-resolution, well-correlated, and temporally constrained stratigraphic records are key to the interpretation of paleoenvironmental variation in East Africa.
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Elemental and Some Anion Concentration of Total Suspended Particulate Matter in Relation to Air Pollution in Maiduguri, Borno State, Nigeria - Dimari, Goni A.; Abdulrahman, F. I.; Akan, J. C.; Ogugbuaja, V. O. (Research Journal of Environmental Toxicology, 2008)
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Climate change impact on crop productivity in the semi-arid tropics of Zimbabwe in the 21 st century - Dimes, John; Cooper, P. J. M.; Rao, K. P. C. (2008)
The Intergovernmental Panel for Climate Change (IPCC) projections for Southern Africa (based on the outputs of 21 Global Circulation Models (GCM), using the A1B greenhouse gas emission scenario) suggest average annual temperature increases of 3.1°C and changes in annual rainfall of between ‐12 and +6%. Atmospheric carbon dioxide levels for this scena rio are expected to increase to around 700ppm from the current 370ppm. How might these changes impact on crop productivity in the drier semi‐arid cropping systems of the region? This paper reports an analysis of the combined positive (CO2 fertilization) and negative (higher temperature, lower rainfall) impacts of these projected climate changes on crop productivity using the crop systems simulation model APSIM with its climate change module, together with the long‐term daily climate data from Bulawayo (1951–2001). In undertaking these simulations, the effects of the climate change scenarios on the potentia l grain and stover yields of maize, sorghum, pigeonpea and groundnut was examined. APSIM output shows that increasing CO2 concentrations will increase crop yields by around 6–8%. Similarly, reduced rainfall had the expected negative impact on grain yield. However, it is increasing temperature (and not reduced rainfall) that has the most dramatic impact on grain yields; reductions of 16% for the two cereals and 31% for groundnut, but only 3% for pigeonpea. He nce, for the combined effects of climate change, it appears that pigeonpea will be the least affected crop, incurring an 8% reduction in potential grain yield compared to the current potential yield. In contrast, groundnut can be expected to incur a 30% reduction, sorghum a 22% reduction, and maize a 25 % reduction. Model outputs on crop duration, water productivity and stover yield were further analyzed to explain the differences between crop species in response to climate change and their implications for animal feed production. An important implication of this analysis is that adoption of longer duration rather than shorter duration germplas m would seem the more appropriate response in dealing with the main effects of climate change. Another is the preliminary indication that opportunities for increased cropping intensity and increased use of legumes in the farming system could emerge under climate change. However, the largest scope for dealing with reduced crop
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Diachronic analysis of vegetation in the sylvopastoral zone (Senegal): What lesson to learn from? - Diop, Amadou Tamsir; Diouf, Alioune; Wane, Abdrahmane (2008)
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HIV/AIDS: Can We Get Any Lessons from Assessment in Zimbabwe Education? - Dirwai, Crispen (Electronic Journal for Inclusive Education, 2008)
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Mobile Service Providers and M-learning in Nigeria: Mobility in a Contracting Space - Diso, Lukman Ibraheem (DOAJ (DOAJ: Directory of Open Access Journals), 2008)
This paper compares the M-Learning programmes of the two largest (in terms of network coverage) and pioneering mobile service providers (MTN and CELTEL/V-Mobile in Nigeria. It examines their services within the context of a generally deteriorating learning environment. It also compares the extent of their compliance with the transmission code of the Nigeriaâ??s regulatory agency, the Nigerian Communications Commission (NCC). Unstructured interview, content analysis, and observation are the major instruments used to collect all data for this study. All the data collected through these instruments are carefully analyzed vis-a-vis the Nigerian environment and the mobile service transmission regulatory provisions.
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Poverty reduction as capability expansion: Professional education and universities in South Africa. - Dison, Arona; Vaughan, R. N. (2008)
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The contribution of higher education to transformation, development and poverty reduction: Overview of the South African higher education context. - Dison, Arona; Walker, Melanie; McLean, Monica (2008)
This working paper contributes to the research project, ‘Development discourses: higher education and poverty reduction in South Africa’. The project aims to investigate the equity trajectory of higher education institutions and their role as ‘engines of reform’ in addressing the policy and practical challenges of poverty and associated human talent needs of South Africa in the twenty-first century, using the lens of discourses of development and professional education. It also aims to contribute to policy and practice in the area of higher education and the achievement of the Millennium Development Goals (MDGs) by providing a conceptual and practical understanding of human development, and how it might be fostered through teaching and learning in professional education in universities.
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Citizenship Education in Malawi: Prospects for Global Citizenship - Divala, Joseph Jinja; Enslin, Penny (2008)
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Challenges facing higher education governance practices on the African continent : editorial - Divala, Joseph Jinja; Waghid, Yusef (South African journal of higher education, 2008)
In this article we argue that higher education institutions on the African continent are faced with a dilemma in their patterns of governance. This dilemma arises from particular conceptions and expectations of higher education, on the one hand, and the relationship between higher education and society, on the other hand. Higher education institutions on the continent, particularly public institutions, are in many ways put in a corner in having to choose between serving the public interest and fulfilling the core business of higher education. This position is further complicated by the demands of globalisation and neoliberalism. In view of these challenges, we state that the claims to higher education autonomy have become more complicated, hence making such claims can be more difficult to understand at face value. The article mainly uses an interpretive / critical philosophical approach towards higher education practices.
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In(sites): Examining early literacy practices at home and school in rural Malawi and South Africa - Dixon, Kerryn; Place, Jean; Kholowa, Foster (Southern African Review of Education with Education with Production, 2008)
This paper explores some of the insights gained from two early literacy research projects in rural areas in Southern Africa. It focuses on research in Malawian preschools in the Zomba district and primary schools in the Kwena Basin in Mpumalanga, South Africa. There are startling similarities between these two contexts, which are explored by drawing on the work of the New Literacy Studies and Comber et al.'s (2001) work on place, which applies a critical literacy framework. In contexts where children are failing to become literate, as a number of assessment studies show, understanding literate practices in communities is insufficient. Rather, a critical literacy framework provides additional insight into thinking about the conditions under which children live and learn and the impact of pedagogical practices on creating literate subjects. Although there are many lost opportunities for deep literacy learning, some practices already being implemented can be extended.
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A need for military education in Africa - Dj, Malan (2008)
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Teaching and practice of geography: the role of the West African Examinations Council - Dodoo, I. (2008)
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Towards greater economic and developmental perspectives in the funding of fast-expanding higher education systems in Sub-Saharan Africa: the case of Cameroon - Doh, Pascal (2008)
This paper presents the funding situation of some Sub-Saharan African countries which are witnessing spectacular increase in higher education enrolments in recent years. Although issues of government-private cost-sharing continue to face resistance especially in situations of free higher education cultures in those countries, the trends suggest that the use of economic rationality seems imminent and inescapable for an efficient funding of the systems. Despite the general phenomenon of shrinking public funding in the higher education sector today, the situation in those countries is exacerbated by uncontrollable demands. This could be dominantly attributed to the very high demographic pressures on the higher education sector which paradoxically contradict with the creeping natures of their economies and the multiplicity and diversity of their developmental imperatives which compete for funding from the state. Such economic situations lead to serious capacity imbalance in their higher education sectors and therefore the necessity for more adaptive funding strategies. In the paper, various theoretical and practical arguments are provided on the subject of financial austerity in higher education. The author examines the applicability of various forms of cost-sharing; taking into account the necessity for equitable access, the diverse and stratified socio-cultural and economic structure of the country and the system’s structure.
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Atelier paludisme : an international malaria training course held in Madagascar - art. no. 80 - Domarle, Olivier; Randrianarivelojosia, Milijaona; Duchemin, Jean‐Bernard; Robert, Vincent; Ariey, Frederick (Malaria Journal, 2008)
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Drug Abuse Among Students of Tertiary Institutions: South Western Nigeria - Dosunmu, Akinola George; Erhabor, Edobor Michael (The international journal of interdisciplinary social sciences, 2008)
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Rote learning in the Egyptian national education system: possible roots and consequences - Douara, Deena Mahmoud Sami (2008)
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Climate change adaptation in Africa: Scoping paper for expert group meeting on climate change adaptation for the African Ministerial Conference on Environment - Downing, Thomas E.; Sokona, Youba; Amwata, Dorothy A.; Archer, Emma Rm; Brockhaus, Maria; Kalame, Fobissie Blese; Butterfield, Ruth; Denton, Fatma; Callaway, J.M.; Dorsouma, Al-Hamndou; Flint, Lawrence; Idinoba, Monica; et al. (2008)
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Climate change adaptation in Africa: scoping paper for the Expert Group Meeting - Downing, Tom; Sokona, Youba; Amwate, D.; Archer, Emma Rm; Brockhaus, Maria; Butterfield, Ruth; Callaway, J.M.; Denton, Fatima; Dorsouma, Al-Hamndou; Flint, Lawrence; Hamza, Mohamed Aït; Idinoba, Monica; et al. (2008)
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Access to water and sanitation in Ghana for persons with disabilities: findings of a KAP survey - Drafor, Ivy; Jones, Hazel (2008)
Water is a basic necessity, and good water and sanitation promote good health and enhances national development. This paper describes a study carried out for the West Africa Water Initiative (WAWI) in collaboration with WEDC. The study sought to identify the knowledge, attitudes and practices of WAWI partners on issues of disability and accessibility in theof WATSAN sectorservices and programs. The main findings showed that partners were aware of the disadvantageslacked experience and technical skills in dealing with issues of persons with disabilities (PWDs), and recognised that WATSAN facilities were often a problem for them to access. A range of practical ideas and suggestions were made that could be used to address some of these problems. The information from the study helped in designing a training workshop for WAWI partners and PWDs, in practical approaches to improving accessibility and inclusion in their WATSAN services and programmes.
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Cult on the rise? Students' perspectives on cult issues in secondary and national high schools in Papua New Guinea - Drawii, Judy Tatu (2008)
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Introspection by a Medical Teacher on the Present Status of Medical Education in Libya - Ds, Sheriff (Libyan journal of medicine, 2008)
"Introspection by a Medical Teacher on the Present Status of Medical Education in Libya." Libyan Journal of Medicine, 4(4), pp. 135–136
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The gender sensitivity of Zimbabwean secondary school textbooks - Dudu, Washington T. (Southern African Review of Education with Education with Production, 2008)
This article examines the extent to which four O-level English textbooks currently used in Zimbabwean schools are gender sensitive. The article begins with a review of the literature on the different manifestations of gender stereotypes as exhibited by the representation of female characters in texts. Using feminist theory and content analysis of four textbooks, the article shows that women are largely invisible in the texts, as manifested by the titles of passages, pictures and illustrations, extracts of passages and poems, in all of which a male perspective was dominant. Where women featured, they were, in most cases, portrayed negatively.
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Theoretical and practical issues in the implementation of the current Ethiopian school curriculum - Dufera, Derebssa (2008)
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Does work impede child's learning? The case of Senegal - Dumas, Christelle (RePEc: Research Papers in Economics, 2008)
This paper assesses the impact of labor performed during childhood on cognitive achievement of teenagers, measured by tests. Introduction of community fixed effects and use of multiple tests taken at the entry of primary school allows to control for unobserved heterogeneity and mea- surement error in the entry tests. We find no detrimental impact of par- ticipation of children to economic activities on their subsequent learning once controlling for the number of years of education but rather a pos- itive, though small, impact. This could come from increased monetary resources. Working more than 4 hours a week or as an employee though prevents the child to learn as much as the other children.
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Does work impede child's learning? The case of Senegal - Dumas, Christelle (RePEc: Research Papers in Economics, 2008)
This paper assesses the impact of labor performed during childhood on cognitive achievement of teenagers, measured by tests. Introduction of community fixed effects and use of multiple tests taken at the entry of primary school allows to control for unobserved heterogeneity and mea- surement error in the entry tests. We find no detrimental impact of par- ticipation of children to economic activities on their subsequent learning once controlling for the number of years of education but rather a pos- itive, though small, impact. This could come from increased monetary resources. Working more than 4 hours a week or as an employee though prevents the child to learn as much as the other children.
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Does work impede child's learning? The case of Senegal - Dumas, Christelle (RePEc: Research Papers in Economics, 2008)
This paper assesses the impact of labor performed during childhood on cognitive achievement of teenagers, measured by tests. Introduction of community fixed effects and use of multiple tests taken at the entry of primary school allows to control for unobserved heterogeneity and mea- surement error in the entry tests. We find no detrimental impact of par- ticipation of children to economic activities on their subsequent learning once controlling for the number of years of education but rather a pos- itive, though small, impact. This could come from increased monetary resources. Working more than 4 hours a week or as an employee though prevents the child to learn as much as the other children.
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Steve Biko's religious consciousness and thought and its influence on theological education, with special reference to the Federal Theological Seminary of Southern Africa - Duncan, Graham A. (2008)
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Teacher Efficacy in Rural Zimbabwe - Dunham, Judy K.; Song'Ony, Daniel (Research in comparative and international education, 2008)
The need to address contextual variables, such as cultural bias and cultural norms, is a common challenge for researchers in international education. This article highlights societal conditions and cultural issues that could have impacted teacher efficacy data in Zimbabwe, a country known for its ongoing economic crisis, political repression, and societal instability. In light of the country's circumstances, it is likely that Zimbabwean teachers' efficacy (i.e. their self-confidence in their ability to produce positive student outcomes) is diminished. The 23 educators in this study were from nine impoverished rural schools where there are few opportunities for professional growth. During July of 2006, they completed the 24-item Ohio State Teacher Efficacy Scale (OSTES) at the beginning of a professional development workshop. The data were analysed to ascertain whether these educators had faith in their abilities to expect good results from their efforts. The results of this study suggest that the teachers possessed high levels of teacher efficacy. These results are interpreted in light of potential cultural differences in the construct of teacher efficacy.
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Gender, sexuality and schooling: Everyday life in junior secondary schools in Botswana and Ghana - Dunne, Michael (2008)
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Mattering and marginality among African American students at Rowan University - Durham, Lovely (2008)
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Role Modelling as a Means of Enhancing Performance of Nigerian Girls in Science,Technology and Mathematics Education - Duyilemi, Augustina (The International Journal of Learning: Annual Review, 2008)
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National Implications: Overrepresentation of African Americans in Special Education Programs in East Texas Elementary Schools: A Multi-Case Qualitative Study - Dykes, Frank (2008)
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Academic language development of 3-6 year-old Moroccan-Dutch children in communicative contexts at home and in school - E-Rramdani, Y.; Laghzaoui, M.; Aissati, A. El; Kurvers, Jeanne (2008)
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Social Work in Social Change: The Profession and Education of Social Workers in South Africa - Earle, Nicci (2008)
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A survey of the dictionary use of Gabonese students at two South African Universities : lexicosurvey - Ebanéga, Guy-Modeste Ekwa; Moussavou, Fatima Tomba (Lexikos, 2008)
Une enquete de l'utilisation du dictionnaire des etudiants gabonais a deux universites sud-africaines. Cet article presente une etude preliminaire sur la connaissance des utilisateurs gabonais, leurs avis, leurs attitudes et leurs habitudes de l'utilisation des dictionnaires, et leur culture de dictionnaire. Il est base sur le principe selon lequel le lexicographe devrait connaitre les usagers cibles et leurs besoins (Householder et Saporta 1962: 279). Le but de l'article est de presenter et discuter des resultats de recherches d'une enquete lexicographique conduite parmi 100 etudiants gabonais a l'Universite de Stellenbosch et a l'Universite Cape Peninsula de Technologie en ce qui concerne l'utilisation et la culture du dictionnaire. Dans cet article nous discutons l'objectif de la recherche, les informants, les methodes de la recherche, l'assurance de la recherche, les resultats de la recherche, la description et l'analyse critique des donnees. This article presents a preliminary study on Gabonese users' knowledge, opinions, attitudes and habits of the use of dictionaries, and their dictionary culture. It is based on the principle that the lexicographer should know the target users and their needs (Householder and Saporta 1962: 279). The aim of the article is to present and discuss research findings of a lexicographic survey conducted among 100 Gabonese students at the University of Stellenbosch and the Cape Peninsula University of Technology with regard to dictionary use and culture. In this article, we discuss the objective of the research, the research subjects, the research methods, the research coverage, the research findings, the description and the critical analysis of the data.
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THE HISTORY OF HISTORY IN SOUTH AFRICAN SECONDARY SCHOOLS, 1994-2006. - Ebot, Tabe Fidelis (2008)
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North south school partnerships : Learning from schools in the UK, Africa and Asia - Edge, Karen; Gutstadt-Frayman, Keren; Jaafar, Sonia Ben (2008)
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FAWE: 15 years of advancing girls' education in Africa - Educationalists, Nairobi Forum for African Women (2008)
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Validation of the Values in Action Inventory of Strengths for Youth (VIA-Youth) Among South African learners - Eeden, Chrizanne van; Wissing, Marié P.; Dreyer, Jeanette Embrensië; Park, Nansook; Peterson, Christopher (Journal of psychology in Africa, 2008)
This study investigated the reliability and validity of the Values in Action Inventory for Youth (VIA-Youth) of Park and Peterson (2006) in a total multi-cultural group of South African learners aged 13 to 17 years (N=1691: male = 703, female = 988). Descriptive statistics, reliability coefficients and correlations were calculated, and confirmatory and exploratory factor analyses were performed. Acceptable reliability coefficients were obtained for most of the strengths subscales. Criterion-related validity was supported by correlations in expected directions between VIA-Youth subscales and indices of psychological well-being and pathology. Exploration of construct validity by testing of structural equation models and confirmatory and exploratory factor analyses suggested that the VIA-Youth is more homogeneous or uni-dimensional than multi-dimensional. Findings did not support the theoretically hypothesized six virtue-cluster model of character strengths.
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Impressions on aspects of the process – and outcomes – of curriculum transformation in History for schools after 1994 in South Africa. - Eeden, Van; Elize, S (New contree: a journal of historical and human sciences for Southern Africa, 2008)
Die aanbreek van die 21e eeu het ook wereldwye veranderinge in geskiedenisonderrig getoon. Dit was sigbaar in vele gewysigde of nuwe kurrikula binne veral die verdere onderwysen opleidingsfase (hoerskole) asook binne die strukture van handboekontwikkeling vir skole. In Suid-Afrika het hierdie tendense saamgeval met ‘n tydperk van transformasie in die onderwys sedert veral die oorname van die African National Congress as regerende party vanaf 1994. In die algemeen was die verandering in Suid-Afrika binne alle vlakke van die samelewing op die een of ander wyse geraak deur die woord “internasionaal” of “globaal”2. Na sowat 15 jaar van transformasie in SuidAfrika dus reeds verloop het, is die resultaat ook sigbaar in die veranderinge wat ten opsigte van die geskiedeniskurrikulum deurgesien is, asook die benadering wat gevolg is in skoolhandboeke as die praktiese resultaat hiervan.
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Personal and Environmental Path Predictors of Girl Child Retention in Lagos State Schools, Nigeria - Egenti, MN (International Journal of Educational Research, 2008)
This study is a path tracer analysis of personal and environmental predictors of the girl-child educational enrolment and retention in schools. The tracer analytical survey is based on the ongoing debate on how the Nigerian society through its educational provision is making efforts at achieving the 8-point agenda of the United Nations Millennium Development Goals (MDGs) for sustainable development. The survey which comprised 200 participants from purposively selected low-income households in Lagos State employed a validated and reliable instrument in the collection of data. Data were analyzed using the chi-square (X2) and correlation analysis at 0.05 alpha level. Results revealed among others, that poor financial status, school location and cultural practices inhibited the girl-child educational enrolment and retention. Also, the findings revealed that, the monthly income of parents, type of occupation and parents' educational qualification influenced the educational enrolment and retention of the girl-child in Lagos State. Keywords : Girl-Child Education; Personal and Environmental Predictors. International Journal of Educational Research Vol. 4 (1) 2008: pp. 127-133
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A COMPARATIVE STUDY OF THE NUTRITIONAL STATUS OF PRIMARY SCHOOL PUPILS IN URBAN AND RURAL LGAs IN LAGOS STATE, NIGERIA - Ekekezie, O O (Public Health, 2008)
This study was a cross – sectional comparative study carried out in July 2007 to determine and compare the nutritional status of primary school pupils in urban and rural local government areas in Lagos State, Nigeria, and also to assess the determinants of their nutritional status.A multistage sampling method was adopted. One ward was selected from each local government area by simple random sampling; the studied schools were then selected from each ward by simple random sampling. Information was collected with the aid of a questionnaire. The weight and height recorded for each pupil in pre-designed proforma were converted to nutritional indices: weight for age, weight for height and height for age.The prevalent rates of underweight, stunting and wasting in the rural area were 49.6%, 50.8% and 24.2% respectively; and 15.1%, 16.6% and 13.6% in the urban area respectively. There was also overnutrition in the urban area: 15.1% were overweight and 13.2% were obese. The mean nutritional indices were significantly lower among the rural pupils than urban pupils (p<0.001) in each case. Mother’s occupation; ownership of cars, generators and airconditioners; diet and duration of physical activity were found to be associated with nutritional status. This study showed that undernutrition is still a major health problem among school children in Lagos State, Nigeria, more so in the rural area; with the emergence of overweight and obesity in the urban area. It recommended a comprehensive nutritional education programme with emphasis on good nutrition as part of a well funded and adequately supervised school health programme.
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Common Bacterial Isolates Associated with Semen of Men Complaining of Infertility in University of Benin Teaching Hospital (U.B.T.H), Benin City, Nigeria - Ekhaise, F. O.; Richard, F. R. (2008)
Fifty (50) seminal samples were studied to determine the microbial influence in male infertility as well as the qualitative and quantitative features of the semen. Among the three bacterial isolates isolated from the sample, Staphylococcus aureus 7(77.8%) was found to be the most predominant isolate, other isolates were Escherichia coli 1(11.1%) and Citrobacter spp. In relation to semen concentration Staphylococcus aureus was observed to be most frequently distributed among the characterized semen. The recovery frequency of organisms associated with the semen types revealed that 2(40%) of organisms were recovered of azoospermia, 6(20.68%) oligozoospermia and 1(6.25%) normozoospermia. The motility of the semen was greatly influenced by the presence of the bacterial isolates. The motility of semen was recorded to be 20%, 10% and 45% for Staphylococcus aureus, Escherichia coli and Citrobacter sp. respectively, as against the normal semen motility of 50% or more. The presence and profound influence of microorganisms in semen is evidence that microorganisms played significant role in male infertility.
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Perceived stress among male medical students in Egypt and Saudi Arabia : Effect of sociodemographic factors - El‐Gilany, Abdel‐Hady; Amr, Mostafa; Hammad, Sabry Mohamed (Annals of Saudi Medicine, 2008)
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Malaysian Smart Schools: A Fruitful Case Study for Analysis to Synopsize Lessons Applicable to the Egyptian Context - EL-Halawany, Hanan Salah EL-Deen Mohamed; Huwail, Enas Ibraheem (2008)
In this paper the researchers try to comprehend the ideological framework within which Malaysia has created its ICT mediated education. We look at Malaysia as a rewarding case study as evidence reveals that Malaysia has managed to leapfrog using the opportunities that ICTs can offer. Therefore, this paper tries to distill Malaysia's experience in this arena and extract lessons learned and innovative strategies and practices applicable to the Egyptian context.
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The Prevalence of Self-reported Halitosis and Oral Hygiene Practices Among Libyan Students and Office Workers - Eldarrat, Aziza H.; Alkhabuli, J; Malik, Akanksha (Libyan Journal of Medicine, 2008)
The aims of this study were to assess the prevalence of self-reported halitosis, oral hygiene practices and related diseases among Libyan students and employees.Six hundred self-administered structured questionnaires were used to investigate self-perception of halitosis and oral hygiene practices among a group of Libyan volunteers. Chi square test was used to detect significant differences between frequencies and to test correlation between self-perception of halitosis and measures of oral hygiene.Forty three percent of the subjects were males and 57% were females. Forty four percent of the males and 54% of the females revealed self-perception malodour. Malodour was reported with the highest frequency (68%) during wake up time. Malodour was perceived by 31.7% of the females and 23.4% of the males during the hand-on-mouth test (p=0.04). Significantly more females (89.9%) than males (75.7%) practiced brushing (p<0.001). Fifty one percent of the males and 49.6% of females had dental caries. Smoking was significantly (p<0.001) more prevalent among males (17%) than among females (1%). Brushing was practiced by 85% of non-smokers and 68% of smokers (p=0.004). About 71% of the subjects who practiced brushing reported malodour during wake up time in comparison to subjects who did not practice brushing (p=0.041).The prevalence of self-perceived malodour among the Libyan volunteers in this study is within the range of other studies. There is a great demand to reduce the incidence of dental caries and periodontal diseases.
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The Prevalence of Self-Reported Halitosis and Oral Hygiene Practices among Libyan Students and Office Workers - Eldarrat, Aziza H.; Alkhabuli, J; Malik, Akanksha (Libyan journal of medicine, 2008)
Aims: The aims of this study were to assess the prevalence of self-reported halitosis, oral hygiene practices and related diseases among Libyan students and employees. Methods: Six hundred self-administered structured questionnaires were used to investigate self-perception of halitosis and oral hygiene practices among a group of Libyan volunteers. Chi square test was used to detect significant differences between frequencies and to test correlation between self-perception of halitosis and measures of oral hygiene. Results: Forty three percent of the subjects were males and 57% were females. Forty four percent of the males and 54% of the females revealed self-perception malodour. Malodour was reported with the highest frequency (68%) during wake up time. Malodour was perceived by 31.7% of the females and 23.4% of the males during the hand-on-mouth test (p=0.04). Significantly more females (89.9%) than males (75.7%) practiced brushing (p<0.001). Fifty one percent of the males and 49.6% of females had dental caries. Smoking was significantly (p<0.001) more prevalent among males (17%) than among females (1%). Brushing was practiced by 85% of non-smokers and 68% of smokers (p=0.004). About 71% of the subjects who practiced brushing reported malodour during wake up time in comparison to subjects who did not practice brushing (p=0.041). Conclusions: The prevalence of self-perceived malodour among the Libyan volunteers in this study is within the range of other studies. There is a great demand to reduce the incidence of dental caries and periodontal diseases.
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EVALUATION OF POLLUTION RATE BY PETROLEUM OIL AND ITS EFFECT ON MANGROVE COMMUNITIES ALONG THE RED SEA COAST, EGYPT. - ElHadi, Abd; Mona, Z (Journal of Soil Sciences and Agricultural Engineering (Print), 2008)
The present investigation was conducted to evaluate the pollution rates by petroleum oil and its effect on one of the most important and economic plant species; Avicennia marina (Forssk) Vierh .growing at three sites along the Red Sea Coast of Egypt; SI (south Safaga) S II (Wadi Abo Hamra) and SIII (Sharm El-Bahari). The total petroleum hydrocarbons were investigated in sediments, water and plants. Particle size distribution was determined for three microhabitats in each sites; habitate facing the sea shore (A), the middle of estuary (B) and the deltaic ridge of the estuary(C). Results of the present work indicated that the fine fractions of soil were the most dominant in each microhabitats of all sites. The total and individual hydrocarbons dominated in the fine sediments more than in the coarse ones. Also, results revealed that SI (south Safaga) was the most contaminated allover the studied sites. The plant heights recorded the least value at south Safaga site.
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EVALUATION OF POLLUTION RATE BY PETROLEUM OIL AND ITS EFFECT ON MANGROVE COMMUNITIES ALONG THE RED SEA COAST, EGYPT. - ElHadi, Mona Abd - (Journal of Agricultural Chemistry and Biotechnology (Print), 2008)
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An empirical study of quality management in the Libyan higher education context : Al-Fateh University as a case study - Elhees, Mokhtar Abdenour (2008)
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Girls' Primary Education In Rural Blue Nile State, Sudan - Elmagboul, Ola Elfatih (2008)
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Darfur: As a failure of the nation-state model in Sudan: Education, Law, and Military: the apparatuses of hegemony and oppression - Elsheikh, Elsadig (2008)
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The Higher Education system in Libya: trends and issues - Elzalitni, Saad (Libyan Studies, 2008)
Abstract Over the past few decades the Higher Education system in Libya has witnessed a rapid growth in student numbers and a massive expansion in its programmes and services. Despite the contribution of Higher Education provision in the development and progress of Libyan society, the large increase in the number of Higher Education institutions has considerably exceeded the actual needs and demands of the country. Past and present studies highlight several shortcomings and limitations that significantly impede the overall performance and operation of the Higher Education system in Libya. This study supports the need for a comprehensive and critical evaluation of Higher Education provision in order to understand better its current status and role in modern Libyan society.
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Vocational education and training programmes in the Libyan higher education sector: An exploratory study - Elzalitni, SM (2008)
Libya traditionally suffers from a shortage of skilled manpower. In the 1990s a network of higher education institutions (HEIs) known as Public Higher Vocational Education and Training Colleges (PHVETCs), was introduced to enhance the supply of necessary qualified manpower. As in many other countries, HEIs in Libya have experienced massive expansion in terms of quantitative growth and geographic distribution in recent years. However, despite significant and positive impacts of this expansion on the society, a number of analysts argue that HEIs have increased in number and not in quality. The assumption behind this research is that HEIs in general and PHVETCs in particular suffer from a lack of appropriate planning mechanisms and procedures. Thus, the main problem of this research is formulated as: What determines the establishment and location of PHVETCs as an important public service in Libya? This study was exploratory and descriptive in nature and used both qualitative and quantitative research methods. The research was conducted by collecting and analysing primary and secondary sources of documented material, as well as undertaking an empirical data collection. Some of the research key findings are: there is a substantial mismatch between the outcome of PHVETCs and the exact requirements of the society; most of the PHVETCs suffer from limited human and physical resources, and the unavailability of standard criteria for the establishment and development of PHVETCs. On the bases of the data analysis and the findings, a model based on a set of proposed criteria has been put forward to be used by educational planners in Libya in establishing or improving existing PHVETCs. Key words: Higher Education, Libya, Vocational Education and Training.
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CORRELATES OF CONCEPTUAL KNOWLEDGE OF SCIENCE PROCESSES WITH SOME DEMOGRAPHIC VARIABLES OF UNDERGRADUATE STUDENTS: THE CASE OF UNIVERSITY OF BOTSWANA - Emereole, H.U. (Journal of Baltic Science Education, 2008)
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Science and Mathematics Education in Ethiopia: Policy, Curriculum and Implementation - Engida; Areaya (2008)
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Between Europe and Africa: against regionalism in citizenship education - Enslin, Penny (2008)
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Principals’ Instructional Leadership Roles and Effect on Teachers’ Job Performance: A Case Study of Secondary Schools in Asaba Metropolis, Delta State, Nigeria - Enueme, Chika Peace; Egwunyenga, E. J. (Journal of Social Sciences (Print), 2008)
Leaders have often been said to impact, one way or the other on their subordinates. The teachers for encouragement look upon the principals as leaders, as they discharge their duties of training the young ones. How do they play their instructional leadership roles?, to what extent do these roles affect the work performance of the teachers?. This study is a survey carried out in all the government-owned secondary schools in Asaba metropolis of Delta state. 240 teachers randomly selected from these schools made up the sample. The instrument was a questionnaire titled “Questionnaire on Instructional Leadership Employed by Principals (QILEP). The two research questions were answered using mean statistic, while the lone hypothesis was tested using the Pearson’s Product Moment Correlation Coefficient. The results indicate that the principals play their instructional leadership roles to high extent and these roles affect the work performance of their teachers. Some recommendations were made.
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Transforming distance learning in South Africa with emerging technologies: the academic view - Erasmus, Margaretha (2008)
Within a context of rapid technological change and shifting market conditions, the South African education system is challenged with providing increased education opportunities without increased budgets. Many educational institutions are answering the challenge without increased budgets. Several educational institutions are answering the challenge by developing distance education programs through information technology, but in the case of one institution, strategic intentions involving information technology and distance learning have not been fulfilled. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance. Technology, often in combination with face-to-face communication, can be used to bridge instructional gaps. It can be argued that modes of teaching and learning are changing, and we must redefine what is meant by the word “student”. For example: what should we really call an adult involved in life long learning? The term “student” seems inappropriate. These types of programs can provide adults with a second chance at tertiary education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment. The aim of this research is to determine and understand the growing role of information technology in promoting quality assurance in higher education, and in expanding the education opportunities and workplace learning through the use of distance learning. This work investigates how distance learning can be improved by making use of IT with particular regard to the underprivileged, and the potential contribution to national transformation. This is summarized in the research question: “How can we improve distance learning in South Africa with emerging technologies?” review of the literature, interviews with experts, and reviews of conference papers provided the principle inputs. The academic literatures were supplemented by studies of papers from the Department of Education and other non-academic sources. Based on the reading of the literature, and the views of experts, questionnaires and field experiments were designed and applied to a statistically significant population of respondents. A combination of statistical analysis and content analysis of open questions from the questionnaires lead to comparative evidence about different learning styles and different communities of learners, and the extent to which different learning styles are effective for the different kinds of learners.
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Achieving sustainable building education the case of polytechnics in Ghana - Erkelens, PA Peter; Ligny, van Elc Emilia Egmond-de Wilde de (2008)
The construction industry in Ghana is suffering a number of problems at all levels with regards to materials, machinery, personal organization and information. This has its consequences for the production of buildings and amongst them housing. One of the solutions is thought in improving the technical education of the new staff for the construction industry. This paper reports of a successful (NPT) Nuffic project whereby the TU/e worked closely together with the two Ghanaian partners the Polytechnics in Sunyany and Cape Coast and the Kwame Nkruma University of Science and Technology (KNUST) in Kumasi. The approach of improving education was at different levels: a) The development of a new curriculum. b) Upgrading of laboratories and workshops at both polytechnics. c) The staff could follow upgrading courses to get a graduation of Bsc or Msc level. d) Some ((Msc) level) staff members were allowed to leave the country for a phd study in one of the specific teaching areas at the TU/e. The main point was to involve the construction industry in both the curriculum development and in the practice of teaching and apprenticeships. In December 2006 was a mid-term review as the project is half way. A number of promising results can be reported. Although some financial input is required in our view this way of approaching a problematic construction industry will bear its fruits in the nearby future. Already in September 2007 the new curriculum will be launched so that the industry will be reinforced with staff of a higher quality. The sustainability is guaranteed as the upgrading project was fully embedded Ghanaian context with full support of all parties involved.
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Evaluation of Berhane Hewan: A pilot program to promote education and delay marriage in rural Ethiopia - Erulkar, Annabel; Muthengi, Eunice N. (2008)
The Berhane Hewan Program pilot-tested in rural Ethiopia from 2004–06 was developed to sensitize community members to the dangers of child marriage, prevent early marriage among unmarried adolescents, and provide support for girls who are already married. The program included social mobilization of girls aged 10–19 into groups led by female mentors; support to stay in school or convening of groups outside of school including nonformal education and livelihoods skills; and community-wide conversations on early marriage and reproductive health issues affecting girls. Economic incentives were provided to families who did not marry off their daughters during the project period. Population-based surveys were conducted before the implementation and two years afterward, in both experimental and control areas, to measure changes associated with the program. The impact evaluation focused on social networks and participation; education; marital status; and reproductive health. The Berhane Hewan experiment demonstrates that significant impacts can be made on the social, educational, and health status of adolescent girls in a short period of time, through well-designed and implemented support programs. This is one of the first rigorously evaluated programs to delay marriage in sub-Saharan Africa.
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Sexuality education as a human right: lessons from Nigeria - Esiet, Adenike (2008)
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