Evaluation of a Nurse Mentor Training Program in HIV Care and Treatment in the Eastern Cape of South Africa - LaRock, William W. (41st Biennial Convention (29 October - 2 November 2011), 2009)
41st STTI Biennial Convention 2011, Theme - People and Knowledge: Connecting for Global Health.
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Attitudes Toward Psychiatry Among Final-Year Medical Students in Kumasi, Ghana - Laugharne, Richard; Appiah-Poku, John; Laugharne, Jonathan; Shankar, Rohit (Academic Psychiatry, 2009)
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Climate change impacts: challenges and opportunities for a German-Nigerian collaboration and its regional agricultural and hydrological impacts for West Africa: challenges and opportunities for a German-Nigerian collaboration - Laux, Patrick (2009)
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Psycho-Demographic Variables As Predictors Of Computer Anxiety Among Distance Learning Students In A Nigerian University - Lawal, AM (African Journal for the Psychological Study of Social Issues, 2009)
The study investigated psycho-demographic variables such as gender, age, frequency of computer use weekly, attitudes toward computer and computer self efficacy as predictors of computer anxiety among distance learning students in a Nigerian University. The study employed survey research design where the participants were accidentally sampled for the study. Five hundred and two (N=502) students comprising of 346 males and 156 females of four Faculties (Social Sciences, Education, Science and Arts) participated in the study. The participants ages ranged from 18 to 42 years old with mean age of 25.3 years old (SD= 5.12). The participants completed Attitudes toward computer, Computer Self Efficacy and Computer Anxiety scales in the study. Results indicated that ages of students, computer use experience, frequency of computer use weekly, attitudes toward computer and computer self efficacy jointly predicted computer anxiety {F(5,496) =27.76; P distance learning students; and that computer anxiety differs based on the gender of students. However, findings showed that the students are high in computer anxiety and the implications of the findings were discussed.
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Aspects of information literacy with regards to the use of legal resources : case study of third year undergraduate law students of the University of Cape Town, South Africa and University of Jos, Nigeria - Lawal, Victoria (2009)
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Entrepreneurial Strategy: A Prospect for Historically Disadvantaged Schools in South Africa - Lebusa, Malefane Johannes (The International Journal of Learning: Annual Review, 2009)
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Influence of family resources and coping behaviors on well-being of African American and Caucasian parents of school-age children with asthma. - Lee, E Juanita; Jackson, Brenda R.; Parker, Veronica G.; DuBose, Lisa; Botchway, Portia (PubMed, 2009)
A descriptive cross-sectional study was designed to examine the influence of family resources and coping behaviors on the well-being of African American and Caucasian parents providing care to a school-age child with asthma. A convenience sample of 71 (33 African American and 38 Caucasian) parents of school-age children with asthma were recruited from two private medical practices and one school. Family resources were assessed using the Family Inventory of Resources for Management. Coping behaviors were assessed using the Coping Health Inventory for Parents and well-being was measured by the General Well-being Schedule. For both groups, the findings revealed family resources are significantly related to parental well-being. Also, coping behaviors were significantly related to the well-being of Caucasian parents. The results of this study support the literature related to the importance of resiliency factors such as family resources and coping behaviors on parental well-being.
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A theory of adults' motivations for learning the African drums in Hong Kong - Lee, Hung Kun (2009)
This study aims at investigating the adults' motivations for participating in organised learning of the African drums in Hong Kong at the turn of the century: how they participate in related learning, why they take part, and how they have developed varied motivations for learning. Adhering to its constructivist perspective of the social world, this research has adopted a qualitative grounded theory approach and targets at generating a substantive theory about adults' motivations for learning the African drums. Data were collected via open-ended interviews with 82 informants who were sampled according to their conceptual relevance to the evolving theory, and analysed by coding, memoing, and sorting. Results of this research have identified four major categories of motivations: Professional Development, Sheer Interest, Referential Motivations, and Learning for the Sake of Learning. It is also found that the adults do not participate in learning for a single clear-cut motivation, but a mix of different reasons, and that they may demonstrate changes of motivations along with changes in life events and accumulation of knowledge and skills of Afro-drumming. This research has also identified a social process that underlies the development or surfacing of the adults' motivations for learning the African drums. The socio-cultural preconditions, mainly the local performances, multimedia publicity, and education of Afro-drumming, and the individual factors embracing the adult learners’ areas of social functioning, personal backgrounds in music and general education, and reference groups, have interacted to determine the adult learners' motivations. In addition, the findings have highlighted the rising importance of job-related and health-care reasons for adults' participation in music learning in today's world, rendered the teachers and course providers of the African drums strategic implications for widening the coverage of their clientele and creating deep learning experiences for the adult learners, and suggested some directions for future research.
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The China experience for South African students - Lefifi, Tebogo (2009)
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CLIMATE CHANGE IN NEW GUINEA AND ITS POTENTIAL EFFECTS ON FRESHWATER ECOSYSTEMS - Leisz, Stephen J.; Burnett, J. Burke (2009)
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Issues of Teaching & Learning in South Africa: A disjunction between curriculum policy and implementation - Lelliott, Anthony; Mwakapenda, Willy; Doidge, Meg; Plessis, Jacques du; Mhlolo, Michael Kainose; Msimanga, Audrey; Mundalamo, Fhatuwani J.; Nakedi, Mpunki; Bowie, Lynn (African Journal of Research in Mathematics Science and Technology Education, 2009)
This article examines how issues of teaching and learning have been implemented in South African classrooms. We apply a framework of curriculum implementation (Rogan & Grayson, 2003) to studies of classroom teaching and learning reported in the literature. In doing so, we use the framework to categorise and comment on the research studies and determine the applicability of the framework to science and mathematics classrooms. Our review findings show that the framework's constructs of ‘profile of implementation’ and ‘capacity to innovate’ can be applied, with some adaptation, to both mathematics and science classroom studies. Fewer studies have involved the third construct ‘outside support’. We conclude that there is an inevitable dislocation between policy and curriculum implementation, and that the framework provides a useful notion of ‘feasible implementation’ by suggesting how (in a series of small steps) individual schools can put into practice new curriculum policy.
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Sense of coherence : A study among students in Zambia - Lennqvist, Susanne; Eriksson, Pauline (2009)
The aim of the study was to investigate the sense of coherence among students in Zambia. Sense of coherence was assessed with the questionnaire SOC-29. The respondents were 102 students, aged 15 to 20 years, in three schools in Livingstone. A secondary aim was to examine the relationship between sense of coherence, gender and age. The mean score on SOC-29 was 131 for the Zambian students, which is lower than SOC measured for Swedish adolescents (m=138,5) as well as the Swedish population (m=146). There were no significant correlations between sense of coherence and gender, nor between sense of coherence and age.
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The Constitution in the Classroom : Law and Education in South Africa 1994-2008, Stu Woolman and Brahm Fleisch : book review - Lenta, Patrick (South African Law Journal, 2009)
Only the uninformed will be surprised to learn that the provision of (or failure to provide) education is of great political importance in every state which claims to be democratic. Any modern society in which the provision of education is not prioritized by government is well on the way to comprehensive moral collapse as well as social disintegration.
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Access to Education in Sub-Saharan Africa - Lewin, Keith; Akyeampong, Kwame (Comparative Education, 2009)
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Recruiting African American Male Teacher Candidates Using an Athletic Model - Lewis, Chance W.; Mumford, Vince; Singer, John N.; Bonner, Fred A. (2009)
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Effect of nerve growth factor on guinea pig with hearing loss induced by noise - Li, Wang (Chinese Journal of Public Health, 2009)
Objective To explore the therapeutic effect of nerve growth factor (NGF) in guinea pig with hearing loss caused by noise.Methods Forty-eight male guinea pigs were randomly divided into four groups:control group,hearing impairment model group,acupuncture point-injection group,and intraperitoneal injection group.Except for the control group,the rest groups were exposed to 100dB white noise for a whole week.The acupuncture point-injection group and the intraperitoneal injection group were injected with NGF into their acupuncture points and abdominal cavities separately.In the hearing impairment model groups,physiological saline was injected and the control group was with no injection.The injections were once of each two-day for 4 weeks.Distortion product otoacoustic emission (DPOAE) was applied to observe the amplitude value before and after the noise exposure and the injections.Results The amplitude and signal-to-noise of DPOAE in hearing impairment model group were lower than that of the other groups obviously.The treatment effects of the acupuncture point-injection group was better than the intraperitoneal injection group,and the amplitude and signal-to-noise ratio of the acupuncture point-injection group was significantly different after the treatment (P0.01).Conclusion NGF point-injection is a new effective approach for the treatment of hearing impairment caused by noise.
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THE INFLUENCE OF WORK ENVIRONMENTAL FACTORS ON MOTIVATION TO TRANSFER MANAGEMENT TRAINING: CASE STUDY OF THE LIBYAN OIL … - Libya, Ali (2009)
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Multi-view Analysis on "Syrians School in America" - Lingmei, Chang (Journal of Zhaoqing University, 2009)
Much attention has been paid on the achievements Syrians school in America have gained in literature and philosophy,but little has been explored on the causes why these scholars can't succeed in their mainland but in the remote America. Compared the disadvantageous talents environment of Syria and Lebanon in the early 20th century with the advantageous talents environment of the reasons of forming Syrians school in America can be discussed as follows:Multi-culture elements have great effects on the rich life experience of Syrians school in America, and strong stimulations of Western advantages and colonial slavery inspire them and the American individualism values and free political and religious atmosphere provide them with more opportunities to achieve their goals. While the social economy and political conditions of Syria and Lebanon in the early 20th century couldn't provide the talents with their aims of serving their countries, let alone a loose speech freedom.
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Students´ and guardians´ views and experiences with the Alternative Basic Education (ABE) program in the Amhara National Regional State of Ethiopia - Linusson, Åsa (2009)
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La dynamique de la formation continue dans les P.M.E marocaines [the Dynamics of Job Training in the Moroccan SME] - Liouaeddine, Mariem (MPRA Paper, 2009)
The aim of this research is to highlight the role of job-training, overall on the macroeconomic level and mainly on the microeconomic level. To this end, we will show through an approach by the endogenous theories of economic growth how the training of human capital stimulates economic growth and through human relations how it develops the skills of employees (work factor). Given the prevalence of Small and Medium Firms (S.M.F) in the Moroccan economy and government efforts to stimulate demand for training, we will raise through a survey of twenty S.M.F the position of this type of firms in rapport to job-training in general and to government devices (special training contracts and centers of training by learning) in job-training in particular.
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THE IMPACT OF ICT INTEGRATION ON THE IMPLEMENTATION OF THE TEACHER TRAINING CURRICULUM AT THE COLLEGES OF EDUCATION IN NAMIBIA - Lipinge, S.M. (ICERI2009 Proceedings, 2009)
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Drug Administration Errors: A Prospective Survey from three South African Teaching Hospitals - Llewellyn, R L; Gordon, P C; Wheatcroft, D; Lines, D. R.; Reed, Anthony; Butt, Aysha; Lundgren, A C; James, M. F. M. (Anaesthesia and Intensive Care, 2009)
This prospective study was undertaken to determine the incidence of drug administration errors by anaesthetists at three tertiary South African hospitals. Hospitals A and C treat adults predominantly, whereas Hospital B is a paediatric hospital. Anaesthetists completed an anonymous study form for every anaesthetic performed over a six-month period. They were asked to indicate whether or not an error or near-miss had occurred and if so, the details thereof. A total of 30,412 anaesthetics were administered during the study period. The response rate and combined incidence of errors and near-misses was as follows: Hospital A 48.8% (1:320), B 81.3% (1:252) and C 48.1% (1:250). The overall response rate was 53% and the combined incidence was 1:274. Neither the experience of the anaesthetist nor emergency surgery influenced whether an error occurred or not. Most errors occurred during the maintenance phase of anaesthesia. The most common errors were those of substitution. At the paediatric hospital, incorrect dose was as frequent an error as substitution. Of all errors, 36.9% were due to drug ampoule misidentification; of these the majority (64.4%) were due to similar looking ampoules. Another 21.3% were due to syringe identification errors. No major complication attributable to a drug administration error was reported. Despite an increasing awareness of the problem together with suggestions in the literature to reduce the incidence, drug administration errors remain fairly common in South Africa. Failure to institute suggested solutions will continue to compromise patient safety.
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Navigating African Identities, Otherness, and the “Wild Untamed Body” in Dance Training and Pedagogy in South Africa: A Case Study of Flatfoot Dance Company's Dance “Development” Programmes - Loots, Lliane (Conference proceedings, 2009)
This paper offers an interrogation of dance training methodologies used as a basis for dance education, training, and pedagogy by Flatfoot Dance as it operates in the African contemporary context of South Africa. Focus is placed on interrogating the dance education work, which uses dance as a methodology for life skills training around health, HIV/AIDS, and sexuality, and the more focused training of young dancers for a performance career. All of this is navigated in the postcolonial context of looking for a dance pedagogy that speaks to the context of the South rather than appropriating a very problematic “globalised” process of defining dance training and pedagogy.
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South African Teachers' Experiences of Children in their Classrooms who may have ADHD - Lopes, Tina; Eloff, Irma; Howie, Sarah J.; Maree, Jacobus G. (Journal of Psychology in Africa, 2009)
This study focused on understanding and explaining how teachers experience children in their classrooms who may have Attention Deficit Hyperactivity Disorder (ADHD). The study was a qualitative study in which 17 teachers from three different schools in Gauteng, South Africa, were interviewed. Content theme analysis was conducted on the textual data. Findings from the study indicate that (1) the teachers kept children who might have ADHD busy with different activities in order to manage their classrooms more effectively, (2) the teachers believed that children who might have ADHD challenged them, and (3) the teachers believed that they needed to share information with other teachers on how to manage and support children who might have ADHD and also that they needed outside assistance from a specialist. The study points to the complex experiences of teachers who have to deal with children with ADHD in their classrooms and recommends increased collaboration between professionals and teachers.
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Education Needs Assessment for Mekelle City, Ethiopia - Lopez, Jessica; Maoulidi, Moumie (2009)
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Challenges in managing students accommodation in Tanzanian universities - Loth, Guilherme Blauth (2009)
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Sigtuna Think Piece 8 Piecing Together Conceptual Framings for Climate Change Education Research in Southern African Contexts - Lotz‐Sisitka, Heila (The Southern African Journal of Environmental Education, 2009)
This think piece considers a range of theoretical and conceptual tools that may assist with the emergence of a research agenda for climate change in education. It considers the conditions that are created by climate change in and for southern African contexts, and then deliberates which contextually related theoretical tools may be useful to frame research questions for climate change education. I consider the educational research implications of adaptation practices, reflexive justice and agency, reflexivity and capability, noting that a climate change education research agenda, not different to a wider reflexive environmental education research agenda dealing with transformative praxis in southern Africa, is essentially a sociologically and historically emergent ‘researching with’ agenda, and is in effect a social learning process. In putting together these conceptual framings for a climate change research agenda in southern Africa, I am interested in exploring how participatory social learning research may strengthen agency and reflexivity (development of capabilities) in response to socio-ecological conditions.
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Establishing Environmental Education in the Formal Curriculum in South Africa - Loubser, Callie (2009)
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Lessons from Kenya’s introduction of free primary education. - Loudon, K. (2009)
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An emancipatory study with African -American women in predominantly White nursing schools - Love, Katie L. (2009)
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Policy and practice in rural primary education in Malawi: the case of mathematics teaching - Lowe, Ian (2009)
The research explores the practice of mathematics teaching in Malawian primary schools – such as its relevance, teacher’s mathematical knowledge, assessment practices and teaching styles in massive classes – as well as the context in which it takes place – including languages used, attitudes towards gender, ideas of the purpose of education, massive class sizes but high dropout rates. It also draws together the policy documentation related to all these issues, such as government policies, the official curriculum and textbooks, and explores the extents to which policy influences practice, and practice determines policy. It concludes with a simple model suggesting that policy, properly conceived and implemented, might help overcome some of the constraints that presently overwhelm the system.
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Exploration of the External Security System of Higher Education Quality in South Africa——Taking UCT for Example - Lu, Yingying (Higher Education(Research & Evaluation), 2009)
The higher education quality assurance system with the core of educational evaluation certification is an important foundation to ensure the healthy development of higher education in the popular stage.This paper introduced the content and standards of external security system of the higher education quality in South Africa,including the project certification and coordination,institutional audit,quality promotion and capacity developing construction;focused on the outside assurance practice of the higher education quality in University of Cape Town.This tells us that,the external quality assurance system needs official control,the rule of law needs to be constructed at first,pay attention to international cooperation and exchange.
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Science education research feeding into policy and practice in South Africa: The strengths of narrative and systematic reviews - Lubben, Fred (African Journal of Research in Mathematics Science and Technology Education, 2009)
This paper responds to the Marang Centre's narrative-systematic review of recent science education research in South Africa, and its power to inform policy and practice. This response explores the question to what extent the review findings would be different if a systematic review method would have been used instead. The following five stages of a reviewing process are used to structure a comparison: the identification of the review questions; the development of inclusion criteria; the identification of the literature search strategy; the application of keywords and descriptors to categorise research papers; and the strategies for synthesising research findings. For both review methods the development of the review questions, the selection of inclusion criteria and key-words yield very similar results. The wider angle of review questions in narrative-systematic reviews increases opportunities for identifying ‘drivers’ and ‘connectors’ underlying the reviewed body of research, whereas the explicit nature of the inclusion criteria and key-words in a systematic review facilitates the process of mapping the existing research. The major differences between both review methods lie in the adopted search strategy, the nature and detail of the descriptors used, and the method for synthesising research outcomes. For systematic reviews, quality judgements are constructed for each research report which allow weighing its relative contribution to the synthesis of the research findings. In the narrative-systematic method implicit, and external, quality judgements are included by using the refereeing process as a major searching tool. The high trustworthiness of systematic review findings as a basis for policy decisions and changes in educational practice contrasts the considerably higher demand on time and cost, and the more limited scope of review findings.
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Assessment of impact of pesticides safe use use training on farmers in selected Districts in Kenya - Lusenaka, Evelyn K. (2009)
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Reflecting on pedagogical developments in teaching Kiswahili: using the integrated approach (mwelekeo mseto) in the Kenyan secondary school classroom - Lwagula, B.A. (2009)
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Drought Risk and Drought Response in Morocco: Vulnerability, Risk Perceptions and Drought Coping Among Rainfed Cereal Farmers - Lybbert, Travis J.; Kusunose, Yoko; Magnan, Nicholas; Fadlaoui, Abdelaziz (RePEc: Research Papers in Economics, 2009)
Drought concerns us when it compromises the long-term productivity and welfare of households. The same drought event, however, can affect households differently due to differences in portfolios of income-generating activities. A household’s response to a shock is a function of its unique, idiosyncratic income shock, but also of its relative costs of various coping strategies. For a household that has already drawn down a productive asset to critical levels, selling one more unit could come at a high cost in terms of future productivity. Likewise, a household consuming the bare minimum would be loath to further sacrifice consumption. How a household responds to income shocks is therefore also a function of the composition and levels of its assets. The same outward response has different consequences in terms of consumption, and long-term productivity. This paper presents a model of asset re-allocation in response to drought in which a) each household’s idiosyncratic characteristics temper the income shock that it receives and b) a household’s coping response is also a function of its asset endowment. It then applies this model to coping responses observed over a cross section of rural Moroccan households after a drought event. We demonstrate the utility of such as model in characterizing households that are particularly vulnerable to drought, and in identifying interventions.
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Drought Risk and Drought Response in Morocco: Vulnerability, Risk Perceptions and Drought Coping Among Rainfed Cereal Farmers - Lybbert, Travis J.; Kusunose, Yoko; Magnan, Nicholas; Fadlaoui, Abdelaziz (2009 Annual Meeting, July 26-28, 2009, Milwaukee, Wisconsin, 2009)
Drought concerns us when it compromises the long-term productivity and welfare of households. The same drought event, however, can affect households differently due to differences in portfolios of income-generating activities. A household’s response to a shock is a function of its unique, idiosyncratic income shock, but also of its relative costs of various coping strategies. For a household that has already drawn down a productive asset to critical levels, selling one more unit could come at a high cost in terms of future productivity. Likewise, a household consuming the bare minimum would be loath to further sacrifice consumption. How a household responds to income shocks is therefore also a function of the composition and levels of its assets. The same outward response has different consequences in terms of consumption, and long-term productivity. This paper presents a model of asset re-allocation in response to drought in which a) each household’s idiosyncratic characteristics temper the income shock that it receives and b) a household’s coping response is also a function of its asset endowment. It then applies this model to coping responses observed over a cross section of rural Moroccan households after a drought event. We demonstrate the utility of such as model in characterizing households that are particularly vulnerable to drought, and in identifying interventions.
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Psychological effects of business trainings in Tanzania - Łyniewska, Agnieszka Anna; Selezneva, O. V. (2009)
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How can we mitigate impacts of global climate change on mangrove forests in Kenya - M'rabu, E.; Bosire, Jared O.; Cannicci, Stefano; Dahdouh‐Guebas, Farid (VLIZ Special Publication, 2009)
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Impacts of global climate change on mangrove forests in Kenya: how can we mitigate them ? - M'rabu, E.; Bosire, Jared O.; Cannicci, Stefano; Dahdouh‐Guebas, Farid (2009)
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Information & Communication Technologies (ICTs) in Higher Education: Factors Influencing Adoption and Diffusion by Students in Kenyan Universities - Macharia, Jimmy; Nyakwende, Emmanuel (INTED2009 Proceedings, 2009)
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Girls Getting to Secondary School Safely: Combating Gender-Based Violence in the Transportation Sector in Tanzania. - Mack, Laura (2009)
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REPRODUCTIVE HEALTH; IMPORTANCE OF INCOME OR EDUCATION? COMPARATIVE ANALYSIS OF WORLD COUNTRIES, WITH EMPHASIZE ON THE MIDDLE EAST, NORTH AFRICA AND CENTRAL ASIA - Madaanipour, A; Ahmadnia, Shirin; Rostami, Zahra Hassanzadeh; Ahmadabadi, Zohre (2009)
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Comparing Colonial Education Discourses in the French and Portuguese African Empires: An Essay on Hybridization - Madeira, Ana Isabel (2009)
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A critical review of postgraduate environmental education research from selected South African universities, 1995-2004. - Madiya, N. (2009)
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THE EFFECTS OF VIRTUAL-MEDIATED PROCESS WRITING ON UNIVERSITY STUDENTS’ ACADEMIC ACHIEVEMENT IN NIGERIA - Maduekwe, AN; Busari, Temi (INTED2009 Proceedings, 2009)
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Entrepreneurship Education and Community Outreach at the University of Botswana - Mafela, Lily (Eastern Africa Social Science Research Review, 2009)
As in other business education programmes elsewhere, the University of Botswana integrates entrepreneurship into its business education programme. It incorporates experiential learning and carefully arranged student placement in industries and workplaces. This practice differs from the traditional business education programme as it involves a variety of learning activities and experiences which reflect the spirit and principle of entrepreneurship (Solomon et al. 2002; Wilson, Llewellyn, and Robertson 2003). This article is based on a study which aimed to assess and evaluate the benefits of the University of Botswana Business Clinic (UBBC) to students, and the outcomes of its community outreach to the prospective and new enterprise owners. The findings suggest that the Clinic’s activities included value-adding experiential learning, which enhanced the students’ entrepreneurial education experience, and in the process, extended business support to the local community. However, there was lack of continuity and efficient coordination of these activities, which hampered the Clinic from realising its full potential to develop entrepreneurial skills, knowledge and values in the students and the local community. In spite of this shortcoming, the UBBC has a potential role to play in facilitating and coordinating the integration of entrepreneurship education into the University’s programmes and disciplines, as part of the University’s aim to be an enterprising institution for national benefit (University of Botswana 2004,5).
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Factors influencing discipline among public primary school pupils in Starehe Division in Nairobi, Kenya - Magana, Aileen M. (2009)
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Factors influencing discipline among public primary school pupils in Starehe Division in Nairobi, Kenya - Magana, Aileen M. (2009)
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Reading promotion programmes in primary schools : a study of school library management practices in Pallisa district in Uganda - Magara, Elisam; Batambuze, Charles (Mousaion, 2009)
To contribute to the promotion of reading in schools in Uganda, a number of efforts have been undertaken by the Ministry of Education and Sports, and the civil society organisations including the National Book Trust of Uganda (NABOTU). There has been little progress. This paper reports the findings of a study conducted in Pallisa district regarding school library management practices in the promotion of reading programmes among the primary schools. Through a qualitative case study research design, data was collected from implementers, and participants in the school development programme including teachers, children, head teachers, and teacher librarians in 20 schools selected from the schools that had benefited from the donation of books and training of teacher librarians in 2006 extended by NABOTU. This paper explains the library management practices in Pallisa district, and the participation of the school community / stakeholders in the promotion and management of books and school library resources; and it provides the way forward for developing and promoting reading in schools in Uganda. The paper observes that the current state of libraries in schools is inadequate, and this has limited reading promotion in the schools. This is why a comprehensive government planning and support programme requires a School Library Development (SLD) programme to guide these interventions for stocking school libraries with relevant books and promoting reading practices.
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Social justice in Uganda: Is Universal Primary Education Enough to Ensure Social Justice for All Ugandans? - Magomu, Jude (2009)
Today, we live in an age that is continually witnessing tension, strife and terrorism as a direct product of unequal distribution of wealth and opportunities for a good life. In Uganda for over two and half decades, war, insurgency and deprivation have been the realities of the people living in Northern Uganda. This evidently has lead to an imbalance in the Ugandan society with the North standing out as marginalised in respect to the rest of the country. The country’s leadership does understand that this is not in its best interest. They have consequently sought to make amends. They introduced free Universal Primary Education in 1997 as one of the ways to equalise opportunities and reduce inequalities within the Ugandan society. This study, therefore, examines the initiative for free universal education in the context of Northern Uganda as regards the creation of a more egalitarian society. The underlying question is: Does Universal Primary Education lead to social justice? In addressing this question, Rawls’ theory of justice as fairness is used. It calls for society to redistribute resources to those who have least in society, while upholding the liberties for all people so as to have a just society. The findings are that it is commendable that Uganda is striving to offer free education. This initiative, however, fails to pay attention to the special needs of those living in Northern Uganda. Its failure to do so falls short of creating a level field for opportunities in the education sector for those leaving in Northern Uganda, thus falling shorting of fulfilling the goal of social justice for Uganda.
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American philanthropy and African education: African students in the metropolis in the 1960s - Magubane, Zine (African and Black Diaspora: an International Journal, 2009)
Abstract Most memoirs written by the sons and daughters of African immigrants make reference to how the pursuit of education in America provided an impetus for the ‘reverse middle passage’ that their parents (usually, indeed, their fathers) undertook in the 1960s. A quick perusal of biographies and autobiographies of Africans who came to the United States demonstrates that the vast majority of them who made the journey did so with the help of either American philanthropic foundations or the American government. These students, who varied tremendously in background, point of view, and political orientation, were united by one thing – a dream of a better life. Few of them were aware of the political machinations that underwrote the construction of their fellowships. Most were blissfully unaware of how invested the United States government was in putting their own stamp on the people they would become. Their stories are instructive, therefore, for illustrating the power of African diaspora networks in the metropolis for providing these migrants with a sense of community and a connection to collective struggles at home which kept them from becoming political and ideological puppets, carrying out the mandate of their American benefactors.
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Quality Management in Higher Education in Kenya - Magutu, Peterson Obara; Onserio, Nyamwange (2009)
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LEARNING ORGANISATION: RELEVANCE AND RESULTANT BENEFITS FOR THE AUDITOR-GENERAL OF SOUTH AFRICA - Mahabeer, Rajesh. (2009)
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Difficulties of management of gastro esophageal variceal bleeding related to portal in less developed country. The experience of Yopougon's teaching hospital - Abidjan-Ivory Coast. - Mahassadi, K. A.; N’Dri-Yoman, Thérèse; Kissi, Y. H.; Bathaix-Yao, M. F.; Doffou, Stanislas; Toualy, W.; Attia, K. A. (Médecine d'Afrique Noire, 2009)
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Diabetic retinopathy, visual impairment and ocular status among patients with diabetes mellitus in Yemen: A hospital-based study - Mahfouth, Bamashmus; Abdallah, Gunaid; Khandekar, Rajiv (DOAJ (DOAJ: Directory of Open Access Journals), 2009)
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A Suggested E-Tutor Model as Dynamic Intelligent Tutoring System For Mathematics in Egyptian Language Schools - Mahmoud, Safaa S. (IACSIT international journal of engineering and technology, 2009)
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The of implementation of enterprise resource planning in education sector in Kenya: case of KCA university - Maina, Gatimu Solomon (2009)
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Politique Educative Et Marche Du Travail En Afrique Du Sud. Une Analyse En Equilibre General Calculable Dynamique/Education Policy and Labour Market in South Africa: A CGE Analysis - Maisonnave, Hélène; Decaluwé, Bernard (Social Science Research Network, 2009)
This paper presents a Dynamic Computable General Equilibrium Model that analyses impacts of public spending in education on student’s behaviours and labour market. The South African education system faces with strong inequalities inherited from the Apartheid regime. We find that this policy improves graduation rates notably for African people, but in long run, as economic growth is too slow, new skilled workers are unemployed.
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HIV/AIDS education in the primary school curriculum: a case of Eldoret municipality, Kenya - Maiyo, Alex; Mwaka, Mary; Musamas, Josphine; Kadima, Silvia; Bitok, Esther (Maarifa (Eldoret, Kenya), 2009)
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THE ROLE OF GUIDING AND COUNSELLING IN SECONDARY SCHOOLS IN KENYA: PROSPECTS AND CHALLENGES - Maiyo, Julius K.; Owiye, Joan Amwayi (2009)
Since the 1990s, education system in Kenya has faced dynamic and rapid changes that have had overwhelming effects both on the child, teacher, school and society at large. Education policies have changed over the years including the recently introduced policy on caning which was scraped through children’s Act of 2001 and replaced with guiding and counseling as a measure to prepare a child for the challenges they face both in school and outside school. As corporal punishment remains banned and children becoming more aware of their rights, guiding and counseling remains the most acceptable channel of reaching the children in schools; the children too being teenagers, they experience a time of storm and stress characterized by mixed reactions of being happy at one moment and extremely sad at another moment. The reactions to such situations are likely to be intense and volatile. With parents being too busy to give children quality time and attention, the responsibility has been left to rest squarely on the shoulder of the teachers to help students make decisions on aspects that affect their lives. This therefore necessitates the need to strengthen guiding and counseling in schools. This paper examines the role of guiding and counseling in secondary schools mainly in shaping the career life of the teenager and the challenges faced by schools in using it as a measure to replace caning in instilling discipline in the students. The research was based and build on scientifi c sources, analytical evaluative studies and scientifi c literature; content analysis of documents and refl ection of experience to examine the role of guiding and counseling in secondary schools. From the fi ndings, a conclusion was drawn that to streamline the role of guiding & counseling and overcome the challenges in shaping the students’ integrated development, every party including the MOE, policy makers, schools, teachers and parents have a role to play in shaping the life of the child.
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Perceptions of preservice primary student teachers of their preparatory program : the case of Botswana - Major, Thenjiwe Emily (CardinalScholar, 2009)
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Managing change and transformation of organisations to learning organisations in South Africa. - Makaula, Gunyaziwe Goodworth. (2009)
This study is an evaluation of how to improve organisational performance by transforming an organisation into a learning one in particular the South African National Roads Agency Limited (SANRAL). A qualitative method was used where an exploratory study was conducted through the use of a survey and interviews with selected participants. This was done in order to establish their feelings and perceptions concerning a need for change in our organisations, especially by managers or leaders. In enabling the researcher to follow a more focussed study, nine questions were prepared and one interview question. Most of the questions revolved around the need for change, factors affecting change (whether negative or positive), benefits, and ultimately how organisational performance could be enhanced. An in-depth literature review was then undertaken by the researcher on the nature of a learning organisation and other related principles in order for the researcher to build capacity and empower himself. The current state of implementing change and transformation in SANRAL and other organisations was compared with that suggested by the literature. Twenty-five questionnaires were administered to SANRAL and other stakeholders’ employees, the responses were analysed, and the results were compared with what is suggested by the literature. Most of the respondents agree that there is a need for paradigm shift in organisations, particularly SANRAL. Learning organisations’ principles featured prominently in the participants’ responses. It was also thought that the challenge is how to manage and lead in these rapidly changing times. Issues like communication, participative management and so on were found to be key factors when leading change in an organisation, and vital for organisational performance. The literature review revealed that management needs to be more proactive in their approach when leading under these uncertain conditions. Finally, the dissertation highlighted the shortfalls and critical issues that organisations need to focus on in order to survive in changing environments, while the literature review provided some of the guidelines in addressing these challenges.
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'Black children in a white school' : language, ideology and identity in a desegregated South African primary school - Makoe, Pinky (2009)
This thesis is an account of a qualitative study, which set out to investigate how black multilingual children in their first year of formal schooling are socialised into the cultural practices, particularly the English language practices, and ethos at a former white English medium school in South Africa. This study is interdisciplinary drawing on social theories and poststructuralist epistemology to explore the relationship between ideology, language/knowledge practices and identity. In particular, I consider the discursive construction of English as legitimate language, while other forms of representation are viewed as 'abnormal'. Set in the context of post-apartheid South Africa, the study was located in a desegregated primary school in a suburban area of Johannesburg. Data was collected using ethnographic methods and drawing on the traditions of school ethnography. Qualitative data collection methods included non-participant observation, video recordings of classroom interactions, audio recordings of interviews, and learners' tasks. Forms of discourse analysis, blending approaches from sociology, education and applied linguistics, are used to analyse social interaction as a discursive site where resources are validated and marginalised, and as a site of identity construction. Bourdieu's notions of linguistic capital, linguistic markets and linguistic habitus inform my analysis. The analysis will also be located in Foucault's work, which sets out the constitutive forces, and discursive practices by which identities are constructed and negotiated within institutional contexts. The study reveals that proficiency in English, and access to specific cultural practices associated with English, enables learners with those resources to claim certain identity positions while those who do not have access to them become disadvantaged and marginalised. Despite the linguistically diverse nature of the institution, the school practices, discourse and ethos work toward monolingualism. I argue that the value and legitimacy attached to English plays a significant role in how black multilingual children in year one of schooling imagine themselves as members of this community. Through making visible, the ideological practices and assimilationist activities, especially with regard to dominant language/knowledge, this study hopes to raise questions of inequality and social justice in a society in transformation.
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Management of Child Sexual Abuse Cases by Female School Heads in Zimbabwe - Makura, Alfred Henry; Shumba, Almon (Journal of Psychology in Africa, 2009)
This study determined the nature, extent and causes of child sexual abuse cases and how Zimbabwean female primary school heads handle such cases in their schools. Seven female primary school heads from the southern province were interviewed. data were analysed using the interpretive/qualitative case study methodology. Findings of the study showed that the following forms of child abuse were prevalent among primary school pupils: sexual abuse of girls; physical assault and punishments; denial of food/feeling hungry/fainting (emotional/psychological abuse); and lack of cash to buy clothes/stationery. School heads have adopted a human relations approach in managing child sexual abuse.
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Planning and Implementing Policies for Special Education and Rehabilitation Services in Sub-Saharan Africa: Problems and Suggestions. - Malakpa, Sakui W.G. (The Journal of the International Association of Special Education, 2009)
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Stakeholders' experiences of school financial management in the context of free primary education : a case study of two primary schools in the rural areas of Berea district in Lesotho. - Malataliana, Margaret Maretselisitsoe. (2009)
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Linking environment and livelihood: process and impact of hydrological drought in the Usangu-Mtera ecosystem, Tanzania - Malley, Z.J.U. (International Journal of Environment and Sustainable Development, 2009)
Environmental sustainability is one of the United Nations Millennium Development Goals for sustainable development. Since 1993, Tanzania experienced hydrological drought in Mtera reservoir, which impacted sustainability of socio-economic development and livelihoods of the people. The causes and process of the hydrological drought occurrence for energy generation are contested among the stakeholders. This paper analyses causes, process and impact of hydrological drought and links them using observational, qualitative and quantitative data, from the Usangu-Mtera eco-system. Furthermore, lessons for enhanced environmental and socio-economic development sustainability are discussed. Long-term gradual environmental change is linked to the hydrological drought. Annual rainfall amounts in southwestern watershed accounted for 64% of variations in water levels in the Mtera reservoir. Decline in river flows and increased short duration floods indicate reduced rainfall infiltration for recharging underground aquifers. Expansion of reservoir capacity for conserving excess run-off is required. Empowerment of local communities in environmental governance is needed.
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The Education of African American Children in Charter Schools: Four Case Studies - Malloy, Carol E.; Noble, Richard (2009)
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African Americans and Disability, Being a Double Minority in America - Malone, Colleen; Smith, Raymond Arthur (2009)
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A mental health programme to support students towards academic performance at a rural based University of Venda, South Africa - Maluleke, M.; Netshandama, Vhonani; Farell, S. (2009)
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Influencing policy for children in Tanzania: lessons from education, legislation and social protection - Mamdani, Masuma; Rajani, Rakesh; Leach, Valerie; Tumbo-Masabo, Zubeida; Omondi, Francis (2009)
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Perspectives and Perplexities Regarding Transnational Teacher Migration Between South Africa and the United Kingdom - Manik, Sadhana (2009)
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Interpreting the new lower primary art and craft component of the Creative and Performing Arts, the Botswana National Curriculum. Case studies of four primary schools in the South Central and Central North Regions. An illuminative evaluation. - Mannathoko, Magdeline C. (2009)
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Religion and Science Education: an Egyptian Perspective - Mansour, Nasser (2009)
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Climate Change, Economic crisis and their implications for a Gendered Livestock- Water Productivity, reflections from Ethiopia and Zimbabwe - Mapedza, Everisto; Amede, Tilahun; Geheb, K.; Peden, D.; Boelee, Eline; Demissie, Sewmehon; Hoeve, E. van; Koppen, Barbara van (2009)
Climate Change and the global economic crisis are negatively impacting on the resilience of agriculture and rural development in countries such as Ethiopia and Zimbabwe. Livestock Water Productivity (LWP) is becoming a major area of research which aims at increasing agricultural productivity through the use of less water for both livestock and crops as an adaptation and mitigation strategy to Climate Change. Via BMZ funded research, IWMI and ILRI are attempting to understand the gender implications of different interventions to increase livestock water productivity. This paper draws on research conducted in Ethiopia and Zimbabwe and also the wealth of information emerging from the Multiple Use Systems Project. Some of the emerging results show that technological innovations are not gender neutral, as their design, timing and labor requirements have differential gender implications. Some technological interventions to increase livestock water productivity might result in more work for poor women and men with little benefits going to them. Secondly, gender and power relationships also shape the benefit terrain which results in differential access and control of the benefits from the improved livestock water productivity. Thirdly, what matters is not just improving livestock water productivity, but the type of livestock targeted. Small livestock development interventions are likely to contribute towards improvements in the livelihoods of both poor women and men. This paper concludes that responses to Climate Change and the current Global Economic Crisis should not only focus, broadly, on the resilience of agriculture in developing countries, but it should also take into account the differential impacts that climate and global economic crisis responses have on gender.
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IMPROVING MATHEMATICS LITERACY IN HIGHER EDUCATION - POST APARTHEID SOUTH AFRICA – CHALLENGES AND PITFALLS - Marais, A. de K.; Abrahams, Frank (ICERI2009 Proceedings, 2009)
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Violence, care and justice : investigating the association between exposure to violence and moral development in Black South African students. - Marais, Debbi (2009)
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Assessing the Effect of Foster-Children Supply on Biological Children Education Demand: Some Evidence from Cameroon - Marazyan, Karine (Documents de travail du Centre d'Economie de la Sorbonne, 2009)
In Cameroun, around 18 percent of children aged between 10-14 years old grow up within a sibship extended to host one (or more) foster-child. This proportion is similar in other African countries and in particular West African ones. This paper aims at estimating the effect of foster-children supply on biological children education demand of host parents in Cameroon. To address the endogeneity of foster-children supply, we estimate both decision within a recursive bivariate probit framework and use, as our identifying variable, the father's birth order among his brothers. Indeed, in patrilineal societies as in Cameroon, kinship rules involve children to be hosted by brothers of the male kin group, and more likely by the eldest. Using data from the demographic and health survey of Cameroon (2004), a dataset uniquely suitable for our purpose since information on the father's birth order are available, we find that children hosting school-age foster-relatives have a significant lower probability to attain their basic level of education relative to those who do not. This suggests that households hosting school-age foster-relatives due to kinship rules suffer from liquidity constraints preventing them from educating further their biological children. Through this result, we highlight the importance of the motive underlying child fostering to determine its spillover effects
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Negotiating 21st century challenges in career counselling at South African institutions of higher education : can this be done and, if so, how? : editorial - Maree, Jacobus G. (South African journal of higher education, 2009)
The third issue of the SAJHE for 2009 deals with the challenges facing career counselling at South African institutions of higher education in the 21st century. The interested reader will encounter an absorbing compilation of national, international, transdisciplinary and interdisciplinary contributions. Individually, these contributions represent the fruits of months, if not years, of dedication and application in different research contexts. Collectively, they provide an imposing collage of perspectives on 21st century career counselling. Crafting their distinctive contributions with enthusiasm and sensitivity, and locating themselves in a predominantly qualitative research tradition, the authors have produced a set of discussions (and follow-up discussions) that help us understand and appreciate postmodern career counselling at South African institutions of higher education. The authors focus on a number of pressing contemporary research developments in the field that span the spectrum of psychological investigation.
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Giftedness and Diversity: Research and Education in Africa - Maree, Jacobus G.; Westhuizen, Carol van der (2009)
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Climate change and coffee sustainability in Tanzania: use of historical data trends for impact assessment. - Maro, Godsteven; Teri, J. M. (22nd International Conference on Coffee Science, ASIC 2008, Campinas, SP, Brazil, 14-19 September, 2008., 2009)
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Preparing for climate change in the Red Sea : recognising early impacts through perceptions of dive tourists and dive operators in Egypt - Marshall, N.; Marshall, Paul; Abdulla, Ameer; Rouphael, Anthony B.; Ali, Abdelrahman (2009)
A survey of tourists and tour operators in the Egyptian Red Sea region shows that the industry often misperceives its clients environmental sensitivity, putting its own business at risk. Climate change is a growing threat to the tourism industry by making destinations less attractive and jeopardizing major sources of income. The awareness of tourists towards climate change and other environmental issues is likely to be a major driver of their future holiday choices.
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Students' transition between contexts of mathematical practices in Ghana - Martin, Dona; Davis, Ernest Kofi; Fitzpatrick, T. C.; Seah, Wee Tiong; Hunting, Robert P.; Bishop, Alan J.; Itter, Diane; Lenard, Christopher T.; Mills, Terry; Milne, Lex (2009)
Mathematics is a subject that appears to be studied in school curriculum all over the world. However, whilst in some societies mathematical practices reflects the mathematics that is studied in schools, in other societies some of the mathematical practices in the society differ from those in schools. This paper reports on some of students’ transition experiences in mathematics in Ghana, where some of the mathematical practices in the society differ from school. It also discusses the effect of some of these transition experiences on students’ mathematical conceptions in fractions, and their implications for mathematics pedagogy in multicultural societies such as Australia.
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E-Learning Platform for Education Innovation: A Case for Botswana - Marumo, R.; Sehurutshi, Richard; Wangombe, Kabanya (E-learning and Digital Media, 2009)
This article intends to investigate the challenges of e-learning implementation with an emphasis on education innovation. The Botswana government imports technology rather than developing it in-house through or in association with a well-developed national research and development (R&D) centre. In simple terms, e-learning is the delivery of education or teaching by electronic means. This technological change puts pressure on leaders and policy makers. This research will enable researchers to provide scientific advice to stakeholders on the use of e-learning as a platform for education innovation in Botswana. In spite of limited access to computers, technophobia and slow network connection, e-learning can be a very useful tool in its flexibility and provision of self-directed learning. A variety of teaching and learning methods can be applied towards the development of the individual. The general objective of this study was to determine employee awareness of the influence and abilities, as well as limitations, of information and communication technologies (ICTs) for advancing a personal, active, open, collaborative and lifelong learning process. A survey of employees at both management and technical levels from industry was conducted, asking the importance in terms of being a lifelong learner of characteristics such as technical competence, analytical and creative thinking skills, the desire to enquire, and the impact of technology at work, at home and in society, among other things. How well these factors were offered in the technical education that was acquired at tertiary level was also rated.
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Is excellence an elusive dream for East African business schools? - Marwa, Simmy Mwita; Keoy, Kay Hooi; Koh, S.C. Lenny (International Journal of Enterprise Network Management, 2009)
The purpose of this paper is to explore the extent East Africa Community (EAC) business schools' are inching closer to a world class business school status. The paper is informed by a review of literature on world class universities/business schools (WCU/WCBS). Attributes of excellence of WCU/WCBS are identified and used as a yardstick to gauge EAC business schools' performance. An exploratory web analysis of EAC business schools is then undertaken to establish gaps between these schools and WCBS. Opportunities for improvement are identified and recommendations made to embed a culture of excellence that catapults the schools towards excellence. Nonetheless, impediments requiring immediate attention still stand in the way of EAC business schools' path to excellence, particularly skill shortages and poor research track record. Embracing the suggested improvements, thus offers the schools' real opportunities to focus their quality initiatives towards excellence.
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The projected cost of climate change to livestock water supply and implications in Kgatleng District, Botswana. - Masike, Sennye; Urich, Peter (World Journal of Agricultural Sciences, 2009)
2 Abstract: Livestock sector is one of the major consumers of water at the national level. Most of the water supplying the livestock sector originates from groundwater. Accessing groundwater is through borehole drilling. This makes water to be the most expensive factor input in the livestock sector. The cost of water supply to livestock sector is influenced by climatic factors particularly temperature and rainfall. These climatic variables influnce per capita daily water demand and livestock drinking behaviour at the boreholes, respectively. Through these linkages, climate change might affect the cost of water supply for the livestock sector. In the study, we assess the impacts of climate change on cost of water supply to the livestock sector. Using a system approach, a model is developed driven by temperature and rainfall. To assess the impacts of climate change, climate scenarios for rainfall and temperature for 2050 were constructed. Results indicate that climate change will lead to increase in cost of water supply by 23%.
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COMMUNITY PERCEPTIONS ON THE COMMUNITY-DIRECTED TREATMENT AND SCHOOL-BASED APPROACHES FOR THE CONTROL OF SCHISTOSOMIASIS AND SOIL-TRANSMITTED HELMINTHIASIS AMONG SCHOOL-AGE CHILDREN IN LUSHOTO DISTRICT, TANZANIA - Massa, Khalid; Magnussen, Pascal; Sheshe, Amir; Ntakamulenga, Robert; Ndawi, Benedict; Olsen, Annette (Journal of Biosocial Science, 2009)
The success of the Community-Directed Treatment (ComDT) approach in the control of onchocerciasis and filariasis has caught the attention of other disease control programmes. In this study the ComDT approach was implemented and compared with the school-based approach for control of schistosomiasis and soil-transmitted helminthiasis among school-age children in Lushoto District, Tanzania. This was a qualitative study, consisting of in-depth interviews with village leaders, community drug distributors (CDDs) and schoolteachers, as well as focus group discussions with separate groups of mothers and fathers to assess the perceptions and experiences of the villagers on the implementation of the two approaches. It was found that the villagers accepted the ComDT approach and took the responsibility of selecting the CDDs, organizing and implementing their own method of distributing drugs to the school-age children in their villages. The ComDT approach was well received and was successfully implemented in the villages. Although the villagers pointed out the limitation in reaching the non-enrolled children in the school-based approach, they also expressed satisfaction with this approach. This study suggests that the ComDT approach is well accepted and can be implemented effectively to ensure better coverage of especially non-enrolled school-age children.
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The effect of the community-directed treatment approach versus the school-based treatment approach on the prevalence and intensity of schistosomiasis and soil-transmitted helminthiasis among schoolchildren in Tanzania - Massa, Khalid; Magnussen, Pascal; Sheshe, Amir; Ntakamulenga, Robert; Ndawi, Benedict; Olsen, Annette (Transactions of the Royal Society of Tropical Medicine and Hygiene, 2009)
This study compared the effect of the community-directed treatment (ComDT) approach and the school-based treatment approach on the prevalence and intensity of schistosomiasis and soil-transmitted helminthiasis (STH) among schoolchildren. Following a parasitological survey in a randomly selected sample of 1140 schoolchildren, school-age children in 10 study villages received one dose of praziquantel (40 mg/kg body weight) against schistosomiasis and one dose of albendazole (400mg) against STH. Five of these villages implemented the ComDT approach and received treatment by community drug distributors, while school teachers administered treatment in five other villages using the school-based approach. At 12 months follow-up, the prevalence of Schistosoma mansoni and Trichuris trichiura infections were similar between the ComDT and the school-based approaches when examined in randomly selected schoolchildren (10.1 vs. 9.4%, P=0.66 and 0.8 vs. 1.4%, P=0.37). However, the prevalence of S. haematobium and hookworm infections were significantly lower in the ComDT approach villages compared to the school-based approach villages (10.6 vs. 16.3%, P=0.005 and 2.9 vs. 5.8%, P=0.01, respectively). The results showed that the ComDT approach is at least as effective as the school-based approach in reducing prevalence and intensity of schistosomiasis and STH among schoolchildren.
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Distinguishing Between Impact Craters and Volcanic Pipes using Ground Magnetics: Field Examples from Zimbabwe - Master, Sharad; Robertson, David J. (11th SAGA Biennial Technical Meeting and Exhibition, 2009)
Impact structures produced by meteorite or cometary impacts are generally circular features, which are accompanied by a range of diagnostic shock phenomena. Many other processes can also produce circular structures that resemble impact structures. We report on two case studies from Zimbabwe, where we investigated two circular possible impact structures, in similar host rocks, using N-S traverses with a hand-held proton precession magnetometer. The West Save structure, in eastern Zimbabwe is a ~600m diameter structure, developed in Triassic sandstones of the Karoo Supergroup. The ~220m diameter Sinamwenda structure, in western Zimbabwe, near Lake Kariba, is also developed in similar Triassic Karoo sandstones. The West Save structure contains basalt and gabbroic intrusions, and is formed by differential erosion of a more indurated sandstone rim around a volcanic pipe. At West Save a strong asymmetric jagged dipole magnetic anomaly, ranging from 30140 to 31080 nT, is interpreted as a signal produced by a vertical cylinder of intrusive rock in a volcanic vent. The Sinamwenda structure, by contrast, has no trace of volcanic or intrusive rocks, and it shows not the slightest magnetic anomaly, with a constant total magnetic field value of 31000 nT, with a variation of the magnetic intensity of only 2 nT. An overturned rim, multiply striated joint surfaces, microbrecciation, and planar deformation lamellae in quartz indicate an impact origin for the Sinamwenda structure. The lack of a magnetic anomaly rules out alternative interpretations such as kimberlitic intrusions. We conclude that ground magnetic study of circular structures can easily distinguish between structures produced by impact processes (absence of magnetic anomaly), and structures produced by volcanic intrusions (dipole magnetic anomaly), if the magnetic susceptibility of the surrounding rocks is minimal.
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Attitudes and beliefs about HIV/AIDS behaviour and education among Tanzanian youth - Maswanya, Edward; Brown, Graham; Merriman, Gareth (Sexual Health, 2009)
Background: Tanzania faced with an increasing problem from HIV sexual infection and vulnerability of students is a key concern. This paper explores beliefs, attitudes and behavioural perspectives on HIV/AIDS education among students in Tanzania as there has been few qualitative information on the subject. Methods: A total of 20 college students of both sexes were interviewed in a qualitative study. Health Belief Model and Social Cognitive Theory were used to guide the interview and constant comparative analysis on their attitudes, beliefs, behaviour and education towards HIV infection risks were utilised. Results: During the interview, the following topics emerged: misinformation and desire for HIV/AIDS education program in school curricula; perceptions of one’s own and peer’s susceptibility to HIV infection; social norms regarding sexual behaviour and perceptions regarding access to education and health services. Lack of accurate information and lack of education at home and at school further contributed to risk behaviour. Conclusion: The study highlighted important perspectives of students towards HIV infection, risk behaviours which are important for HIV prevention programs for students. Based on the findings, recommendations for improvement in prevention programs among college students within Tanzanian schools context are discussed.
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Tourism development and the polemic of ICT advocacy in Namibian schools. - Matengu, Kenneth Kamwi; Hottola, Petri (2009)
This chapter elaborates on the applicability of information and communication technology (ICT) for school-based tourism marketing in Namibia, based on experiences and studies in his former home region, the eastern Caprivi Strip. While calling for the importance of further empirical and theoretical scrutiny of the value of ICT deployment in schools and how these tools can be used for tourism development at the grassroots, one must acknowledge that ICTs are just tools - and they will remain just that if rural communities are not empowered. Clearly, it is wrong to draw definitive conclusions about the problematic nature of ICT for development advocacy and the subsequent rationale behind the integration programmes that Namibia set in place. Consequently, the assumption of schools operating as information hubs particularly for grassroots tourism also remains questionable.
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The impact of primary school inspection on teaching and learning in Tanzania : a study of Mbeya city district - Matete, Rose Ephraim (2009)
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Using the van Hiele theory to analyse geometrical conceptualisation in grade 12 students : a Namibian perspective - Mateya, Muhongo (2009)
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Physical activity levels among young people with physical disabilities in selected high schools in Kenya and their perceived barriers and facilitators to participation - Matheri, Joseph Mwangi; Frantz, José M. (Journal of Community and Health Sciences, 2009)
Purpose:To determine the levels of and potential contributing factors to participation in physical activity among young people with physical disabilities attending high school in Kenya. Methods:A cross-sectional survey, using a pre-piloted and validated elf-administered questionnaire, was carried out in a purposively selected sample of 234 young people with physical disabilities drawn from three inclusive high schools in Kenya. The questionnaire comprising outcome measures for physical activity levels, barriers, and facilitators to physical activity participation was administered to the young people. Data was analyzed using the Statistical Package for Social Sciences (SPSS) and both descriptive and inferential statistics were done. Results:Almost half of the children in the sample were inactive. Key barriers to physical activity were found to be: fear avoidance and disability, lack of time and the need to rest. Finding ways to exercise that are enjoyable, as was enjoying and having fun and not being in good health were associated significantly to gender (p<0.05). Likewise, age was significantly associated with gaining peer acceptance, as was encouragement from family and having disability (p<0.05). Conclusion:The results indicate there is a need, for activity counselling and provision of local disability-friendly and/or conducive environments to increase physical activity participation in this sample. All stakeholders should be enlisted in making recommendations and designing physical activity programmes for young people with disabilities in their schools.
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Psychological violence as work trauma impacting on teachers' health in Lesotho : guidelines for teacher support for health promotion - Matsela, Malineo Agnes (2009)
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The limited impacts of formal education on democratic citizenship in Africa - Mattes, Robert; Mughogho, Dangalira (2009)
As part of a larger research project on the various linkages between higher education and democracy in Africa, we extend these studies in this paper in three important ways. First, we attempt to unpack the various elements of cognitive awareness and isolate and trace the direct and indirect effects of formal education. Second, we examine the effects of formal education across a much broader range of dimensions of democratic citizenship than others have studied. Finally, we attempt to isolate and assess the specific impact of higher education within this process.
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Probing the Limits of Internationalism: African Students Confront Soviet Ritual - Matusevich, Maxim (The Anthropology of East Europe Review, 2009)
The event organizers hope to attract public attention to the scourge of racial bigotry and xenophobia afflicting post-Soviet Russia, an epidemic of hatred that has left in its wake dozens of innocent victims – from African students, subjected to physical assaults and harassment in the streets of Russian cities, to Russia‘s own ethnic minorities, openly abused and publicly humiliated, to murdered human rights activists and scholars. A recent study conducted among Africans residing in Moscow has revealed the staggering dimensions of the problem: almost sixty percent of those polled had experienced racially-motivated violence. 3 Neither the Russian government nor the general public seem to be prepared to so much as acknowledge this unfolding crisis of race relations in a country that in a not-so-distant past used to stake its international reputation on a vociferous campaign against racism. It is reasonable to expect that the march in St. Petersburg, planned by such groups as the African Union of Russia and a veteran human rights organization Memorial, will attract scant media attention inside Russia. If previous protests of this kind are any indication the turnout for the march will be pitifully low and its participants and their message are likely to be met with indifference, if not mockery, from the passers-by. After decades of antiracist and anti-imperialist propaganda during the Soviet rule, post-socialist Russia and its citizens exhibit little taste for internationalist and egalitarian causes. The purpose of this article is to contextualize the rise of racial intolerance in post-Soviet Russia by examining some of its historical and cultural roots. I argue that the ideas of race and racial difference entertained by many modern-day Russians were formed to a large extent through their encounters with and official and popular representations of Africans residing in the Soviet Union, most of them young men who, from 1957 onwards, traveled to the USSR to pursue affordable higher education. Their presence amidst the Soviet society and their interaction with both the Soviet system and Soviet citizens would make a profound impact on the common perceptions of racial difference still resonating across the former Soviet spaces.
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An investigation into the teaching of children's literature at selected primary schools in Harare, Zimbabwe - Mavunga, George; Kadenge, Maxwell (Mousaion, 2009)
This article investigates the teaching of children's literature at three primary schools in Harare, Zimbabwe. The data for this investigation were collected using interviews. The interviews were held with twelve teachers, four each from the selected schools. It was established that despite agreement on the value of children's literature, there is no consensus amongst teachers on what exactly it is. The research also found that there is no provision in the primary school syllabi for the teaching of children's literature. Rather, children's literature is a component of the language syllabi in English, Shona and Ndebele. It was also established that the Ministry of Education, Sport, Arts and Culture of Zimbabwe does not have a policy which stipulates how children's literature should be taught. As a result, individual teachers use a variety of methods to teach the subject, with most of them resorting to the methods which were used by their own teachers at high school and college levels to teach adult literature. Amongst other suggestions, the article recommends the design of syllabi for children's literature as a separate subject at primary school level.
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Manifestations of Race and Gender Equity Post-Merger: A Case Study of a Merger in South African Higher Education. - Mawila, Felicity Ntwanano Kaluke (Deep Blue (University of Michigan), 2009)
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Training needs analysis analysis and transfer-of-learning (TOL) : a case of the organic farming training programme, Goromonzi district, Zimbabwe - Mawire, O (2009)
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Africa and climate change - Maxted, John R. (2009)
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Teaching the teachers Assessing the effectiveness of using distance education to train teachers in Africa - Mays, Tony; Glennie, Jennifer (2009)
This is an abbreviated version of a paper developed for the African Council on Distance Education conference in Nigeria in 2008. The paper explores the current and future potential of the use of distance education methods for teacher development in Africa. It argues that it is appropriate and desirable for distance education methods to be used in teacher development programmes but suggests that many current practices need to be questioned. The use of distance education for teacher development in the context of a developing country should not be dictated by economic arguments alone. It should also, or perhaps rather, be informed by concerns about the nature and quality of the education and training provided and how this manifests itself in improved quality of practice, and hence learning, in 21st century African classrooms.
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Contemporary Challenges to Knowledge Management in Higher Education: A Gateway to Excellence and Innovation in Africa - Mazibuko, Fikile (2009)
This article focuses on contemporary challenges to knowledge management (KM) in an African higher education setting. Issues around Eurocentric and Indigenous Knowledge and the detrimental effects of apartheid education are problematised. The idea of relevant knowledge in African universities is analysed, with emphasis on indigenous approaches to knowledge management. It is argued that the merging of universities in post-apartheid South Africa is part and parcel of the national attempts at consolidating the strength of universities so that they could become effective agencies of socio-economic and political transformation. Finally, it is concluded that the promotion of organizational culture is inseparable from the ongoing transformation of African universities.
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Some Aspects of Reproductive Biology with Emphasis on the Effect of Pollution on the Histopathological Structure of Gonads in Oreochromis niloticus from Rosetta Branch, Nile River, Egypt - Mazrouh, Marwa M.; Mahmoud, Hatem H. (2009)
Fish samples of Oreochromis niloticus were collected from two main fishing sites on the Rosetta Nile Branch (Kafr El-Zayat and Desok areas), the first area is considered to be more polluted than the later one due to the highly industrial activities. The present work aimed to study some aspect of the reproductive biology of the dominant species (O. niloticus) with emphasis on histopathological changes in the gonads. Fish attain the first sexual maturity at length 13.8 cm. The monthly distribution of maturity stages was studied. The gonadosomatic index and the gonads histological examination indicated that, the fish has prolonged spawning activities with a peak value in June. Six stages of gonadal maturation for both sexes were identified. The histopathological changes in gonads due to exposure to different pollutants have been studied. It wa s concluded that fish exposed to higher concentrations of pollutants showed higher incidence of gonada l abnormalities in the form of deformed oocyte and spermatocyte with reduction in their numbers and lack of active oogensis and spermatogenesis.
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When a gender-blind access policy results in discrimination: realities and perceptions of female students at the University of Zimbabwe - Mbambo-Thata, Buhle; Mlambo, Elizabeth; Mwatsiya, Precious (2009)
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PARADOXES AND DILEMMAS IN DIFFUSION AND ADOPTION OF ELECTRONIC LEARNING: THE CASE OF THE UNIVERSITY OF SOUTH AFRICA (UNISA) - Mbatha, Blessing; Naidoo, lt Jayaluxmi (ICERI2009 Proceedings, 2009)
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Urban Management Training Guidelines for Southern Sudan: Pro-poor Planning, Building Codes ,Standards and Regulations for Somaliland. - Mbatia, Wanjiru Teresa (2009)
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The Anglican Church and the challenges related to the training of the African clergy in post-independent Malawi: the case of St John the Baptist College, Lusaka 1962-1972 - Mbaya, Henry (Studia historiae ecclesiasticae, 2009)
This article outlines the challenges that the Anglican Church in Malawi faced relating to the recruitment, selection of the ordinands and their training at St John the Baptist in Lusaka, Zambia in the period between 1962 and 1972. It shows that the process of training the Malawian clergy had several challenges. The presence of a rapidly retiring clergy with a low standard of education and a legacy of the missionary church, put the church in Malawi under pressure to recruit much younger and better-educated men. On the other hand, the increasing number of young men fleeing into exile as a result of repressive political policies of the Banda government increased the pressure for the church to recruit young men for the ministry of the church.
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The impact of policy changes in the education sector on the development of the book publishing industry in Kenya - Mbengei, Bernard N.; Galloway, Francis (Mousaion, 2009)
This article explores the impact of policy changes in the education sector on the development of the book publishing sector in Kenya. The article begins by detailing the current status of the book publishing sector in Kenya. Then the interdependence between the education and book publishing sectors is highlighted. The government policies that have shaped the education system in Kenya are analysed with a view to establishing how they have affected the book publishing sector. An overview of the new school textbook policy that was introduced in 1998 is presented in order to show how it has influenced the textbook production and procurement. Then the introduction of the Free Primary Education (FPE) is discussed because it is the most recent development in the education sector that has provided tremendous impetus to the development of the book publishing industry in the country. The challenges encountered by the Government of Kenya in implementing the FPE and those faced by the book publishers in producing books for the school market are analysed. Finally, a way forward is proposed in the form of recommendations that can contribute to positive growth and mainstreaming of the school textbook publishing sub-sector in Kenya. A literature review approach is used in which sources that include newspapers, government and institutional websites, journals, books and dissertations have been consulted.
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Factors affecting inclusion of physically disabled children into education system in public primary schools in Kenya: a case study of Kirinyaga District - Mbiti, Gladys N (2009)
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Addressing the “Chronic” shortage of teachers in Tanzania: strategies and challenges: the case of ward secondary schools in Ilala and Mkuranga Districts - Mbogo, Prisca M. (2009)
Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class Mark (THS EAF LB2161.T34M3256)
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Factors influencing the implementation of adult education curriculum in Nairobi West District, Kenya - Mbugua, Patricia N (2009)
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Inclusion of children with visual impairment in regular primary schools in Malawi : an investigation of how regular primary school teachers teach children with visual impairments in ordinary classrooms at Ekwendeni primary school - Mbukwa, Jennipher (2009)
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The African Disability Scooter: Preliminary analysis of a new mobility aid - McCahill, Jennifer; Stebbins, Julie; Bates, J.; Batchelor, Andrew W.; Church, John; Lavy, Chris (Disability and Rehabilitation: Assistive Technology, 2009)
In many resource poor African countries there is no effective prosthetic service. The African Disability Scooter (ADS) was developed for use by amputees in such countries, as a positive alternative to crutches or sticks. The aim of this study was to compare the energy expenditure of the ADS to walking with crutches over a fixed distance at a self-selected speed in a normal population.Speed and efficiency of the scooter were assessed by field tests with 10 volunteers using a portable, energy consumption measuring device. In addition, the comfort of the scooter was assessed with visual analogue scales.It was found that the scooter was twice as efficient, and twice as fast as crutches over level ground. The scooter was also rated highly on comfort and usability scores, although some suggested refinements are likely to improve this further.The results suggest that the ADS is a potentially useful method of transport by people with amputations or a wide spectrum of unilateral lower limb disabilities in developed and developing countries.
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The Link between Investment in Early Childhood Preshools and High School Graduation Rates for African American Males in the United States of America - McCarthy, Patricia Bowens; Morote, Elsa‐Sofia (Contemporary Issues in Early Childhood, 2009)
This article reports the investigation of the extent to which US preschool federal funding (Head Start) and the preschool enrollment of African American males (aged three to five) affected the high school graduation rates of this population (aged 14 to 19). The authors found that a link exists between preschool enrollment and the high school graduation rate of this population. They also found a link between Head Start funding and the high school graduation rate for this group.
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Sankofa: An Inherently Religious Dimension of African Education - McDougall, Roseanne (2009)
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HIV/AIDS educators: The challenges and issues for Namibian bachelor of education students - McGinty, Sara; Mundy, Karen (Teaching and Teacher Education, 2009)
Abstract The Life Skills course is offered to Namibian students in grades eight through twelve. It includes lessons on HIV/AIDS, imparting information and equipping them with the necessary psycho-social skills to assist in reducing the risk of becoming infected. Teachers are the impetus for the success of the course. As such, research was undertaken to understand the knowledge, attitudes, and concerns of Namibian Bachelor of Education students in order to be effective HIV/AIDS educators. Findings determine a gap in knowledge about HIV/AIDS-related issues. Moreover, many students indicated reluctance and a lack of self-efficacy to properly implement HIV/AIDS education.
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Lifelong learning in South Africa: critical reflections on developments since 1994 - McGrath, Simon (International journal of continuing engineering education and life-long learning, 2009)
In the run up to its first democratic elections in 1994, South Africa became one of the first countries to make a serious commitment to developing a qualifications framework-based lifelong learning system. This was intended both to prepare the country for its insertion into 'the global knowledge economy' after years of isolation and to provide a way of dealing with the legacy of Apartheid. Through an exploration of the most recent data on education and training in South Africa, this paper points to the limited achievement of this vision. It argues that the intrinsic and symbolic logics of a lifelong learning system have been overwhelmed by institutional logic and political economy, resulting in a system that exists in name only that has not reached the most marginalized. The paper concludes with a suggestion that the gap between the rhetoric and reality of qualifications framework-based lifelong learning is not simply a result of South Africa's particular context but a matter of importance to the growing number of countries, particularly in Asia, that are embarking upon similar approaches.
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Reforming Skills Development, Transforming the Nation: South African Vocational Education and Training Reforms, 1994–2005 - McGrath, Simon (2009)
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Assessment of Education Policies and Policy' Development Processes for Girls' Education in Tanzania, (1995 - 2005): Case Study Of Nzega District - Mdachi, Maria Triphonia (2009)
Education is universally recognized and accepted as a human right. The fulfillment of this right is a challenge to many governments, in spite of the numerous local, regional, continental and international commitments towards this end. In this context, governance is seen to influence education policy direction and practices. The current state of affairs in Tanzania reveals that in most cases, girls at primary level have not reached their full potential in the provision of quality education, despite the acclaimed achievements drawn from implementing the Primary Education Development Programme (PEDP). More so that, for Tanzania, basic education has been identified as a issue linked to poverty and that it is also a key strategy for poverty reduction in the overall national development. Education policy development and its implementation, therefore, have to ensure that there is a gender transformation by addressing the prevailing issues and concerns in the sector. For this particular research, the case study method was used so as to acquire a rich and in depth understanding from policy implementers at school level as to why the persistence and lagging behind for girls in the provision of quality basic education at primary level. The study was conducted in Nzega District from which the researcher believed that the data generated would offer lessons learnt to all other districts within Tanzania Mainland implementing PEDP. The findings from the analysis of the 4 primary schools have confirmed that though education is a human right, girls in particular, have not been fulfilled in this right. And that, effective provision of quality education can only be acquired when all intended participants, including girls; have actively taken part in its design.
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Impact of climate change on groundwater recharge in the Chéliff-Zahrez Basin of Algeria. - Meddi, Mohamed; Boucefiane, Abdelkader; Taylor, R. S.; Tindimugaya, Callist; Owor, Michael; Shamsudduha, M. (2009)
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ASPECTS THERAPEUTIQUES DES CICATRICES CHELOÏDIENNES AU CENTRE DE DERMATOLOGIE DU CENTRE HOSPITALIER ET UNIVERSITAIRE DE TREICHVILLE, ABIDJAN-CI Therapeutic features of Cheloid scars at the Dermatology unit of Treichville teaching hospital, Abidjan-Côte d'Ivoire - Medical, Mali (2009)
Summary Context : Cheloid scars are common in black African. Treatment is not adequately codified and chronicity of these cheloid scars is responsible for frequent recurrences. Objective: To assess treatment of cheloid scars for their codification Material and methods This study has been conducted in the dermatology unit. It is a therapeutic and prognostic study over one year. All the patients bearing cheloid scars and who agree to take part in this study were included. Results : Average age was 28 without any sex predominance. The most used treatment was the combination of surgery and corticoid injections in 66% of cases. We had achieved a rate of 94.5% of good results when combining injections, surgery and pressotherapy. Conclusion : Therapeutic method combining injection of corticoid to surgery and to other therapeutic means provide good outcomes. It should be done in accordance with the clinical features of the cheloid scar.
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Prevalence of HIV among victims of sexual assault who were mentally impaired children (5 to 18 years) in the Mthatha area of South Africa : original research - Meel, B (African Journal of Primary Health Care & Family Medicine, 2009)
Background : Protection of children has been identified as a priority in South Africa. Despite a commitment to uphold children's rights, much still needs to be done for the safety of mentally impaired children. Method : This is a record review of attendees at the Sinawe Centre from 2001 to 2005. It is the only centre in the Mthatha area that provides care for sexually assaulted persons and it is affiliated to the Nelson Mandela Academic Hospital. All mentally impaired victims of sexual assault were recorded on the register. Results : During the study period, 1,268 individuals, of whom 32 were profoundly mentally impaired, attended the Sinawe Centre following sexual assault. Of these mentally impaired individuals, 28 (87.5%) were below the age of 18 years. Two were males while the rest were females, giving a male to female ratio of 1:15. A close relative was implicated in 29 (90.6%) of the cases. Among the victims were six (18.7%) epileptics who were on treatment. One was 13 years old and pregnant. Four were HIV positive on screening. Conclusion : Over 2% of the sexual assault victims attending the Sinawe Centre were mentally impaired. Of these, 12.5% were HIV seropositive.
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Documentation for Diffusion of Education Reform in Egypt - Megahed, Nagwa; Ginsburg, Mark (2009)
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Using Palsar imagery for characterizing natural properties of volcanic fissures in the Ethiopian volcanic province - Mège, D. (2009)
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Handling cultural diversity in education in South Africa - Meier, Corinne; Hartell, Cycil George (2009)
For more than a decade South African education has been characterised by desegregation in an effort to accommodate the diverse nature of society. This article discusses the issues and problems related to the handling of diversity in education. Many variables have influenced the response of schools to learner diversity. These responses played out in several approaches and models. It is also argued that the decentralisation of education provided racially defined communities the legal means to preserve their privileges, that schools have been much more successful at meeting the demand for racial desegregation than achieving the ideal of social integration and that messages forthcoming from “race” affect black learners more negatively than other learners in South Africa. Because handling diversity in education is so complex, it is proposed that educators need to recognise the validity of differences. It requires firstly a reappraisal of educators’ own personal and of institutional ideologies and perceptions, and secondly a frank conviction and dedication to facilitate and manage learner diversity.
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The Right to Primary Education in Ethiopia: Progress, Prospects and Challenges - Mekuria, Yodit Zenebe (2009)
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Budget Monitoring and Control in South African Township Schools - Mestry, Raj; Naidoo, Gans (Educational Management Administration & Leadership, 2009)
This article investigates budget monitoring and control in township schools in South Africa. The enactment of the Schools Act 1996 revolutionized school financial management in South Africa, making it part of the drive for democratic school governance. School governing bodies had to be established, whose responsibility it became to manage finances at school. Schools were allowed to raise funds over and above the departmental allocations, which to township schools were increased in order to redress past imbalances. However, most of these school governors lacked the necessary financial knowledge, skills and competencies required to effectively manage large sums of cash, and as a result many schools experienced financial difficulty. This study investigated the way in which a group of township schools in South Africa monitor and control their budgets. The findings revealed that the level of education plays a significant role in the way in which budget monitoring and control is perceived. It was concluded that, if applied conscientiously, the schools can remain liquid in terms of cash flow and operate within the confines of the approved budget.
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The Developing States and Education: Africa - Metzler, John J. (2009)
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An examination of the underrepresentation of African American faculty in Illinois institutions of higher education - Meuth, Jane A. (2009)
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Climate change, vulnerability, and adaptation in Sub-Saharan African cities : New challenges for development policy - Meyer-Ohlendorf, Lutz (2009)
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Curriculum Coherence: An analysis of the National Curriculum Statement for Mathematics (NCSM) and the exemplar papers at Further Education and Training (FET) level in South Africa - Mhlolo, Michael Kainose; Venkat, Hamsa (African Journal of Research in Mathematics Science and Technology Education, 2009)
Initiatives in many countries to transform teachers' instructional practices have been described as largely unsuccessful (Ottenvanger, van de Akker, & de Feiter, 2007; Stoffels, 2005). One of the reasons put forward to explain this has been lack of alignment or coherence in the policy documents. The view that researchers hold is that curriculum coherence marks the beginning of quality in any educational system. In South Africa beyond 1994, much has been done to understand the dilemmas faced by educators and learners, especially in the implementation of outcomes based education (OBE). However, little has been done to understand the different forms of curriculum coherence and their impact on curriculum implementation in the context of the National Curriculum Statement for Mathematics (NCSM). This textual analysis is aimed at identifying the espoused orientation to mathematics in the NCSM and to explore whether it is being articulated in a coherent manner. Wilson and Bertenthal's (2005) model of dimensions of curriculum coherence provides the theoretical framework for this study while Webb's (2002) categorical coherence criterion together with Porter's (2002, 2004) and Porter, Smithson, Blank and Zeidner's (2007) Cognitive Demand tools were used to analyse the documents. This paper argues that the higher order cognitive skills (HOCS) of problem solving (PS) and critical thinking (CT) are espoused and articulated consistently in the new curriculum. However, the paper also argues that there is a very weak alignment between the curriculum objectives and the 2008 exemplar papers in that the HOCS seem not to be tested. Given the widespread evidence of high stakes assessments impacting on the enacted curriculum, this analysis suggests that the lack of alignment on HOCS endanger the teaching and learning of such skills in the FET mathematics classrooms.
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Pornography in the Classroom? Kenyan Teachers Renounce the Catholic Church’s Stance on School Texts - Michira, J. N (2009)
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Episodic recharge to the Quelo-Luanda aquifer in Angola: anticipating the impacts of climate change. - Miguel, Gabriel Luís; Rebollo, Luis F.; Martín-Loeches, Miguel (IAHS-AISH publication, 2009)
The Quelo-Luanda aquifer system, which underlies Luanda (Angola), has a maximum depth of 500 m and comprises detrital formations of Middle Miocene to Pleistocene age. Mean annual precipitation is 370 mm and highly variable. Recharge is estimated to be 250 mm per decade. The aquifer system is characterised by deep water levels (60-70 m below ground), low hydraulic gradients (0.001-0.005) and high salinity (800-6000 μS·cm -1 ). The Quelo-Luanda aquifer system is productive but further development is constrained by salinity. A trend toward longer periods of absent recharge as a result of climate change is expected to severely restrict future groundwater use.
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Beyond a high school diploma: The motivations of adult African American women returning to college - Miles, Trenia (2009)
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Issues with Distance Education in Sub-Saharan Africa - Millham, Richard (2009)
What are some of the issues relevant to distance education in sub-Saharan Africa? Some of these issues relate to the ‘push’ factors of distance education in sub-Saharan Africa, which include overcrowded tertiary institutions, the need for training in a globalised high-technology world, and the problem of government funding. These ‘push’ factors seem to match the alleged advantages of distance education such as its nonrequirement of residential facilities and its ability to accommodate a flexible number of students at a low cost. It was hoped that new technology, such as computer-based training and the Internet, would provide a medium to which individualised and flexible learning materials could be supplied and which, through online interaction, a form of support for distance education learning could be provided. In this article, we focus on the particular distance education issues in sub-Saharan Africa, such as the lack of government funding and the lack of affordability by potential distance education students, as well as reasons why new technology, such as computerbased learning and online courses which are popular in the developed world, are impractical in developing countries of sub-Saharan Africa. A case study of a sub- Saharan country, Ghana, is provided to demonstrate why various distance education programmes have failed and why information and communications technology (ICT)-based training, despite its promising future, lacks the supporting infrastructure in Ghana that it requires in order to operate effectively.
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Preparing Teachers of African American Students in Urban Schools - Milner, H. Richard (2009)
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Climate Change: Impacts, Adaptations and Policy-Making Process: Palestine as a Case StudyEnglish Summary - Mimi, Ziad; Mason, Matthew T.; Zeitoun, Mark (2009)
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Climate Change: Impacts, Adaptations and Policy-Making Process: Palestine as a Case StudyFull Text - Mimi, Ziad; Mason, Matthew T.; Zeitoun, Mark (2009)
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LIS education: Sub-Saharan Africa - Minishi-Majanja, Mabel K.; Onyancha, Omwoyo Bosire (2009)
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Disability Cash Transfers in the Context of Poverty and Unemployment: The Case of South Africa - Mitra, Sophie (Social Science Research Network, 2009)
South Africa’s Disability Grant program has been widely criticized for its poor administration and the dependency culture it promotes. This paper attempts to assess the Disability Grant program’s targeting effectiveness and its effects on labor market behaviors. Using disability self reports and standard measures of economic well being, results suggest that the Disability Grant is relatively well targeted. Exclusion and inclusion errors are substantial but are comparable to those found in developed countries’ disability programs. Increased leniency in disability screening in the program in selected provinces does not appear to have altered labor market behaviors between 2001 and 2003.
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Disability Cash Transfers in the Context of Poverty and Unemployment: the Case of South Africa - Mitra, Sophie (RePEc: Research Papers in Economics, 2009)
South Africa's Disability Grant program has been widely criticized for its poor administration and the dependency culture it promotes. This paper attempts to assess the Disability Grant program's targeting effectiveness and its effects on labor market behaviors. Using disability self reports and standard measures of economic well being, results suggest that the Disability Grant is relatively well targeted. Exclusion and inclusion errors are substantial but are comparable to those found in developed countries' disability programs. Increased leniency in disability screening in the program in selected provinces does not appear to have altered labor market behaviors between 2001 and 2003.
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Networking in Disability for Development: Introducing the African Network for Evidence-to-Action on Disability (AfriNEAD) - Mji, Gubela; Gcaza, Siphokazi; Melling-Williams, Natalie; MacLachlan, Malcolm (2009)
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Perceptions of adolescents on teachings about premarital sex in Botswana mainline churches - Mmolai, Sana Keketso; Gaie, Joseph B. R. (2009)
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"DECENTRALISED FINANCIAL MANAGEMENT IN SOUTH AFRICAN SCHOOLS: AN EXAMINATION OF IMPLEMENTATION BY SELECTED PRIMARY AND SECONDARY SCHOOLS IN THE KWA NDENGEZI AREA OF KWAZULU-NATAL" - Mngoma, Sipho S'phiwe Ignatius. (2009)
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Collaboration in higher education for nursing and midwifery in Africa (Chenma) - Mogobe, Keitshokile Dintle; Bruce, Judith; Meyer, Salomé (Africa journal of nursing and midwifery, 2009)
Higher education in developing countries face a particular challenge; half of the world’s higher education students are found in developing countries, placing great strain on an already under funded system. Whilst the New Partnership for Africa’s Development (NEPAD) health strategy urges countries to embark on massive capacity building, the truth is that the higher education sector in Africa does not have the resources to do so. The NEPAD higher education document (2001) proposes the idea of multi-country partnerships to address the sector’s problem and at the same time, address the capacity building needs for improved health care delivery. This paper reports on pertinent aspects of collaboration between universities on the African continent for the purpose of capacity building in nursing and midwifery. The paper outlines the rationale and context of the Collaboration in Higher Education for Nursing and Midwifery in Africa (CHENMA) project. The discussion focuses on the conditions in Africa that hamper the development of nursing and midwifery. It describes the efforts of the Tau Lambda at-Large Chapter to improve nursing and midwifery, initially in East Africa and later in Francophone Africa through the CHENMA project. The paper articulates the values and underpinning principles, outcomes of and lessons learnt from the project.
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Investigating the environmental performance of government primary schools in Egypt : with particular concern to thermal comfort - Mohamed, Mady (2009)
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Drought-proof rice for African farmers - Mohapatra, Shibani (2009)
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The Attitudes of the Academic Supervisors at Al-Quds Open University in Palestine towards the Uses of the NET in Education, - Moheisen, Basim Rateb (Palestinian Journal for Open Learning & e-Learning, 2009)
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The attitudes and perceptions of students at a South African university towards binge drinking - Mokgethi, Lerato (2009)
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Development of a constructivist instructional design model for corporate e-learning in South Africa : a best e-learning practices case study. - Mokiwa, Sindile A. Ngubane (2009)
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Work related stress : teachers' experiences at one primary in Lesotho. - Molapo, Majoel Alice. (2009)
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A cropwat experiment on maize water requirements in diverse agroecological zones in Cameroon: some implications for climate change - Molua, Ernest L.; Lambi, Cornelius Mbifung (2009)
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A cropwat experiment on maize water requirements in diverse agroecological zones in Cameroon: some implications for climate change - Molua, Ernest L.; Lambi, Cornelius Mbifung (2009)
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Preceptors' and preceptees' views on student nurses' clinical accompaniment in Botswana - Monareng, L.V.; Jooste, Karien; Dube, Antonia (Africa journal of nursing and midwifery, 2009)
An alternative nursing education system was adopted by Botswana to improve its clinical nursing education, employing preceptorship as a clinical teaching approach. Myrick (2002:154) states that although preceptorship is increasingly being used in practice settings, little is known about how preceptors teach and even less is known about how preceptorship relationships are fostered. The same situation prevails in Botswana and needed to be explored with a view to promote and facilitate clinical learning for students. This study sought to describe the views of preceptors and their preceptees regarding the role of the preceptor on the planning of learning activities during clinical accompaniment of student nurses in Botswana. Recommendations were described for preceptors on planning learning activities of preceptees in clinical nursing practice situations. This non-experimental, exploratory descriptive quantitative study sought to describe the role of the preceptor in selected clinical practice settings. A population of seven nursing education institutions were included. A convenient sample was selected that included 72 preceptors and 200 students / preceptees who agreed to participate in the study. A self-administered questionnaire was used to collect data. Data were analysed by using descriptive and inferential statistics. The findings revealed that preceptors should focus more on identifying the learning needs of the students, hold planning sessions with students to determine these needs and have time to schedule learning activities. Preceptors need to focus on their professional role to provide reality based, skills-oriented learning opportunities in the unit for preceptees during clinical accompaniment. The preceptor's role demands examining how learning activities should be planned so that the preceptees achieve their own learning objectives and those of the unit concerned.
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Perspectives of African American adult students and faculty on the use of art -based learning in higher education classrooms - Mont, Michele A. (2009)
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QUALITY ASSURANCE IN SOUTH AFRICAN HIGHER EDUCATION: WITH SPECIFIC REFERENCE TO WALTER SISULU UNIVERSITY (WSU) – EASTERN CAPE - Moodly, Adele L.; Saunderson, Ian (INTED2009 Proceedings, 2009)
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Revitalizing Higher Education in Sub-Saharan Africa - Mooko, Theophilus; Tabulawa, Richard; Maruatona, Tonic; Koosimile, Anthony Tsatsing; Sall, Hamidou Nacuzon; Ndiaye, Baye; Diarra, Birama; Seck, Mouhamadoune; Cobbold, Cosmas; Ampiah, Joseph Ghartey; Mensah, Fiifi; Ocansey, Frederick; et al. (2009)
This paper offers an exploration of polices and reforms of educational systems in Africa within the context of both Education for All and the Millennium Development Goals. Specifically, the paper seeks to address the question of: What policies should be adopted to facilitate the implementation of the Education for All goals: in particular, to improve the achievement rate at the primary level, improve educational quality and gender equity, and take into account the problem of HIV/AIDS, national languages and cultural dimension, and the role that education can play to attain the Millennium Development Goals?
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The voices of the disenfranchised: An investigation of the perceptions of African American high school students - Moore-Thomas, Shawnterra Angelique (2009)
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Educating and Counseling African American Students: Recommendations for Teachers and School Counselors - Moore, James L.; Owens, Delila (2009)
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Recontextualising issues in the 'NISTCOL" environmental education curriculum module for Primary Diploma by Distance Learning in Zambia - Moose, John (2009)
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THE CITY OF RED SAND A SCHOOL/POLITICAL CENTRE IN THE MUSSEQUES OF LUANDA, ANGOLA - Moreira, Paulo (2009)
Este artigo centra-se numa avaliacao historica e teorica da arquitectura e urbanismo dos periodos colonial e pos-colonial de Luanda, onde os assentamentos miseraveis, social e economicamente, conhecidos como musseques (‘terra vermelha’, a cor do solo) contrastam drasticamente com os elevados padroes de desenvolvimento no centro da cidade. O trabalho incorpora o projecto de uma Escola/ Centro Politico na periferia de Luanda. O objectivo e propor um complexo que responda aos conflitos urbanos da comunidade, focando-se na arquitectura como meio para apoiar metodos inovadores de ensino e participacao social. A ideia e desenvolver um programa educativo que promova igualmente disciplinas cientificas e criativas, e que reforce a relacao entre escola e comunidade. A investigacao permite reflectir sobre o papel das ONG e outras forcas politico-sociais que serao mobilizadas por este projecto.
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Entrepreneurship education in developing countries: evaluation of the start and improve your business program in Botswana - Moremong‐Nganunu, Topoyame (2009)
Start and Improve Your Business (SIYB) is a global entrepreneurial training program created, sponsored, and disseminated by the International Labour Organization. SIYB is arguably the world's largest skills enhancement program for entrepreneurs. SIYB has been in operation since the early 1970s and currently operates in almost 80 countries. In the decade to 2002, more than 100,000 entrepreneurs, thousands of trainers and hundreds of small-enterprise development organizations around the world have participated in the program (Samuelsen 2003). Surprisingly for an education program of this magnitude and potential global importance, there has been relatively little program evaluation performed. What evaluation has been conducted has been unsystematic, nonquantitative and unsatisfactory. Meanwhile, in the nation of Botswana, since the mid seventies, there has been a huge growth in programs devoted to the training of small and medium entrepreneurs. The SIYB program has formed a significant component of this entrepreneurial training effort in Botswana (SIYB 1996). Since its introduction in 1983, the SIYB program has only been evaluated once (Samuelson 1993). The methods used failed to provide a satisfactory evaluation of the program. So, in Botswana, the world's largest entrepreneurial training program continues to run in the absence of any knowledge concerning its efficacy. Furthermore, the program's curriculum does not include vital components of entrepreneurship, namely: opportunity evaluation, self-efficacy, innovation, and competitiveness. The objective of this study i.e. the study for this dissertation was to fill this gap in our knowledge; and this was achieved by investigating the impact of the Start and Improve Your Business (SIYB) training programme in Botswana. To meet the objectives of this dissertation, two fundamental questions were addressed: 1) What constitutes an appropriate theory of entrepreneurship education relevant to the context of developing (as distinct from developed) countries? 2) How efficacious (in both theory and practice) is education provided by the largest and most widespread entrepreneurship education program currently running in developing countries? Following these, other specific questions were addressed, such as: 3) Can I posit an 'ideal curriculum model' (ICM) for entrepreneurship education in the developing context? 4) What is the best way of evaluating the efficacy of an entrepreneurship education program? 5) Can I fit the core elements of entrepreneurial education (in an ICM) into a broader model of entrepreneurial process suitable for evaluation of a representative entrepreneurial education program current in many developing countries? An extensive entrepreneurship literature review culminated in the development of an 'ideal curriculum model' (ICM) for positing the generic attributes of a contextually relevant entrepreneurship education. This led to the development of an assessable entrepreneurship process and performance (EPP) model embracing the ICM elements in and other relevant…
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Perception and management of malaria in secondary schools in a Nigerian City. - Morenikeji, Olajumoke A. (Pakistan Journal of Medical Sciences, 2009)
Objective: This survey was carried out to assess the perception and management of malaria in secondary schools in South-West Nigeria. Methodology: A total of 600 teachers and senior secondary school students were sampled using a structured questionnaire in 20 secondary schools randomly selected. Results: Ninety five percent of the respondents have had malaria infection before. Seventy percent had it at least once in a year. Although 89% mentioned mosquitoes as the causative agent of the disease others said it is caused by the hot sun, bad weather, cold weather and the rain. Forty five percent use chloroquine for treatment, 29% use panadol/paracetamol while 14% use traditional herbs. Forty seven percent practice self medication although 74% had no idea of the full course of malaria treatment. Only 21% use bed nets. Conclusion: The continued input of information through the schools regarding Malaria is likely to achieve more impact both on the students, teachers and in the community as a whole.
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Institutional and Social Responses to Hazards related to Karthala Volcano, Comoros. Part 2 : Deep-seated root causes of Comorian vulnerabilities - Morin, Julie; Lavigne, Franck (HAL (Le Centre pour la Communication Scientifique Directe), 2009)
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Institutional and social responses to hazards related to Karthala volcano, Comoros. Part II - Deep-seated root causes of Comorian vulnerabilities - Morin, Julie; Lavigne, Franck (International Journal of Research, 2009)
Although Karthala volcano in Grande Comore Island has erupted four times since 2005, the government and the local population still remain unprepared for a major eruptive crisis. The reasons for this lack of preparation lie in a deep tangle of political, socio-economic, cultural, and environmental factors. Consequently, the population accepts the volcanic threat in different ways and to different levels. The ways in which Comorians deal with this threat lead to important changes in their society (eg social links evolving, exposure to volcanic hazards in exchange for some improvements in daily life, and easier access to resources). On a national scale, deep structural adjustments are required in order to reduce vulnerability sustainably.
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Insitutional and social responses to hazards related to Karthala volcano, Comoros: Part I: Analysis of the May 2006 eruptive crisis - Morin, Julie; Lavigne, Franck; Bachèlery, Patrick; Finizola, Anthony; Villeneuve, Nicolas (HAL (Le Centre pour la Communication Scientifique Directe), 2009)
This paper aims at understanding the failure of the crisis management system during the 2006 eruption of Karthala volcano on Grande Comore Island. Since 2005, the eruptive activity of Karthala volcano had increased, with higher intensity and frequency. These changes should have led Grande Comore to be better prepared for confronting a volcanic threat. But the following analysis demonstrates that the country remained unprepared to face even a minor eruptive event. The weaknesses that led to poor crisis management are detailed and analysed and suggestions for improvement are made.
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School-Based Management and Decentralization of Education Sectors in Developing Countries:—Incentive Structure of School Management Committees in Senegal— - Morishita, Hiromichi; Kaitani, Kumiko (2009)
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The realization of the speech act of refusal in Egyptian Arabic by American learners of Arabic as a foreign language - Morkus, Nader (2009)
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Sex, Grades and Power: Gender Violence in African Higher Education - Morley, Louise (2009)
The putative feminisation of higher education has become a global discourse. However, quantitative increases only tell a partial story about women’s participation. In some cases, this is impeded by symbolic violence in quotidian gender relations. Women students’ reporting of sexual harassment has been widespread in our study of widening participation in higher education in Ghana and Tanzania (www.sussex.ac.uk/education/wideningparticipation). The hierarchical power relations within universities appear to have naturalised a sexual contract in which some male academics consider it their right to demand sex for grades. These practices are contributing to social pressures for women students to reflexively minimise their visibility and academic performance, and the construction of negative female learner identities. For example, if women fail, this is seen as evidence of their lack of academic abilities and preparedness for higher education. If they achieve academically, this is attributed to prostitution, and women’s ‘favoured’ position in the gendered academic market.
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Sub-theme: The geo-politics of educational development Multi-session symposium: A Sociology of Absences: Interrogating Policies for Widening Participation in Higher Education in Ghana and Tanzania - Morley, Louise; Access, Measuring; Lussier, Kattie; Forde, L. Dzame; Leach, Fiona (2009)
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Democratising higher education in Ghana and Tanzania: Opportunity structures and social inequalities - Morley, Louise; Leach, Fiona; Lugg, Rosemary (International Journal of Educational Development, 2009)
This article is based on an ESRC/DFID funded research project on Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard (http://www.sussex.ac.uk/education/wideningparticipation). There are questions about whether widening participation in higher education is a force for democratisation or differentiation. While participation rates are increasing globally, there has been scant research or socio-cultural theorisation of how different structures of inequality intersect in the developing world. Questions also need to be posed about how higher education relates to policy discourses of poverty reduction and the Millennium Development Goals. The article explores participation in higher education, utilising statistical data and life history interviews with students in two public and two private universities. It focuses on how gender and socio-economic status intersect and constrain or facilitate participation in higher education. Findings to date suggest that opportunity structures reflect social inequalities.
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A sociology of absences : interrogating policies for widening participation in higher education in Ghana and Tanzania - Morley, Louise; Leach, Fiona; Lussier, Kattie; Forde, Linda Dzama; Mwaipopo, Rosemarie (2009)
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Constructions of gender in the context of free primary education : a multi-site case study of three schools in Lesotho. - Morojele, Pholoho (2009)
SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY AT THE UNIVERSITY OF KWAZULU-NATAL
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Multidisciplinary teams in addressing special educational needs within the inclusive context in South Africa: what are the constraints in Motheo District? - Mosia, Paseka Andrew (Lesotho Social Sciences Review, 2009)
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A study of compliment responses among male and female Egyptian undergraduate students - Mostafa, Mariam (2009)
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Meaningful Access to Education in South Africa - Motala, S. (2009)
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Access to school in South Africa: equity, fee free schools, parental involvement and civic participation - Motala, S.; Ngwenya, E; Sayed, Yusuf (2009)
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'No fee' schools in South Africa - Motala, S.; Sayed, Yusuf (2009)
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Evaluation of guidance – counseling services in secondary schools using South African education white paper 6 and ACSA quality performance standards. - Motshwane, Bareng J. K. (2009)
Submitted in part fulfillment of the requirements for PhD (Community Psychology) in the Department of Psychology in the Faculty of Arts at the University of Zululand, South Africa, 2009.
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Implementation of the advanced (A) level textile and clothing design syllabus 9193 in Zimbabwe: an examination of teacher perceptions, capacity and needs - Motsi, Emily; Nkungula, Alice (Zimbabwe Journal of Educational Research, 2009)
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A capacity enhancement training programme in open distance and e-learning (ODeL) methodologies for the University of Zimbabwe lecturers: a pilot study report - Moyana, Rosemary; Zengeya; Hapanyengwi, Gilford; Gweru, S.; Mavhunga, Pharoah Joseph; kurira, A. (Zimbabwe Journal of Educational Research, 2009)
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Community Colleges and the Globalization of Higher Education in Postcolonial Zimbabwe - Mpondi, Douglas (2009)
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Deaf education teachers' perceptions of issues in deaf education in Botswana - Mpuang, Kerileng D. (CardinalScholar, 2009)
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Teachers and Educational Technology: Perceptions on the use of Computers in South African Classrooms - Msila, Vuyisile (International journal of technology, knowledge and society, 2009)
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Shifting teachers from teaching to learning in Tanzania schools: is it possible? - Msonde, CE (2009)
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Participation in School-Based Environmental Education in Tanzania - Mtaita, Upendo Yonnah (2009)
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Accessibility of family and consumer sciences laboratories in Botswana junior secondary schools by learners with physical disabilities - Mthombeni, Fungi M.; Fidzani, Lily C. (2009)
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Managing training and development in South Africa (4th edn) : [book review] - Muchiri, Michael (2009)
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Education Reform and Its Impact to Access and Performance for Boys and Girls in Primary and Secondary Education in Tanzania - Muchunguzi, Julieth Christopher (2009)
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Pre-service and In-service Secondary Science Teachers' Perceptions of Mentoring Practices in Zimbabwe - Mudavanhu, Young; Zezekwa, Nicholas (African Journal of Research in Mathematics Science and Technology Education, 2009)
Pre-service and in-service teachers often take the same teacher training courses, and do similar field work. These two groups of student teachers have different backgrounds in knowledge, skills, maturity and experience and are likely to respond differently to the same learning experiences. This study is a survey of pre-service and in-service teachers' perceptions of mentoring practices using a five-factor model. The model differentiates mentoring aimed at improving student teachers' personal characteristics; strengthening subject curriculum knowledge; consolidating pedagogical knowledge; improving teaching practices; and encouraging reflective practice. The study uses an adapted version of the Mentoring for Effective Primary Science Teaching (MEPST) questionnaire. A Mann Whitney U-test, used to test significance of differences between pre-service and in-service teachers' perceptions of mentoring practices, showed statistically significant differences in all but the personal characteristics factor. Pre-service teachers' perceptions were found to be positive about mentoring regarding all the five factors while they were negative for in-service teachers. Our findings suggest different structure of teaching placement for the two groups of students: a cognitive apprenticeship model (Collins, Brown and Newman, 1989) for pre-service students and a community of practice (Maynard, 2001) for in-service teachers. We recommend that teacher educators must be guided by the needs of student teachers to propose appropriate mentoring practices capable of building upon prior knowledge and experience. Further research is recommended to design and test alternative mentoring practices.
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A critical examination of the all-inclusive approach to corporate governance in Uganda: a case study of CELTEL (U) LTD. - Mudde, John Bosco (2009)
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Prevalence of hearing impairment and ear disorders among school children in Kigali, Rwanda - Mugabo, Rajab M (2009)
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The State of Higher Education in Africa - Mugimu, Christopher B. (Journal of Comparative & International Higher Education, 2009)
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Community Assessment of Drought Tolerant Maize for Africa (DTMA) in Kenya - Muhammad, Lutta; Mwabu, Domisiano K.; Mwangi, W.; Rovere, Roberto La (2009)
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Teaching Egyptian History: Some Discipline-Specific Pedagogical Notes - Muhlestein, Kerry (Journal of Egyptian History, 2009)
Abstract This paper was originally given at the professional workshop In Search of Egypt's Past: Problems and Perspectives of the Historiography of Ancient Egypt; A North American workshop at the University of British Columbia, Vancouver, inaugurating the Journal of Egyptian History, April 23–24, 2008; most of the remaining papers of which will appear in Fascicle 2 of this journal. While many Egyptologists teach Egyptian history, we often fail to carefully conceive of just what this means. Teaching history is more than conveying facts about a time period, it is also teaching how to analyze and (re)construct history. Our classes may often teach this aspect as well, but is it explicit? And are we equipping graduate students with the ability to both do and teach history well? This training has a direct impact on their employability as well as their scholarship. A survey and study of History Department outcomes reveals areas we can improve our history teaching and our training of graduate students. Moreover, as Egyptologists, we have a significant offering to make to teaching history.
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THE MANAGEMENT OF BASIC EDUCATION BY PARENTS IN DRC: POSSIBLE REMEDIES - Mulagano, Arnold Nyaluma (2009)
In South Kivu (a Congolese province) the following year, the teachers union met with the parents' association. This meeting was born out of an agreement 1 under which the parents committed to an exceptional payment support (called premium or motivation) of teachers just to allow the resumption of the academic year. This interim measure has not only been kept to date but it has spread throughout the country. It has finally been endorsed by the State which has abandoned all charges related to public education to parents.
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Workplace Learning in the Horti/Floriculture Sector in East-Africa - Mulder, Martin; Gulikers, Judith (2009)
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Resilience of Rural Households and Communities to Economic Shocks, HIV/AIDS and Recurrent Droughts: The Case of Households and Communities in the Mwami Area, Chipata, Zambia - Mulenga, Chileshe (2009)
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