Assessing and Teaching Reading to Pupils with Reading Disabilities in Nyeri and Nairobi Districts-Kenya: The Teachers' Opinion. - Runo, Mary; Kargu, Geoffrey; Mugo, John Kabutha (Journal of the American Academy of Special Education Professionals, 2010)
Keywords: openalex:import

African Free School - Rury, John L. (2010)
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Efficacy of Higher Education in Tanzania since the 1990s - Rutasitara, Longinus; Mbelle, Ammon V.Y.; Karamagi, Innocent John (2010)
Keywords: openalex:import

A study comparing the academic achievement of African American male students enrolled in two types of nontraditional high schools - Rutledge, Anthony B. (2010)
Keywords: openalex:import

TOWARDS IMPROVING QUALITY OF TEACHING AND LEARNING IN TERTIARY INSTITUTIONS IN NIGERIA: AN OVERVIEW OF LECTURING METHOD - Saba, Anthony; Jawan, Jayum; Ahmed, Zulfiqar; Samah, Abu (EDULEARN10 Proceedings, 2010)
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Parental Education and Children’s Educational Access Over Time: Evidence from Six African Countries - Sabatés, Ricardo; Fernández, Joaquín (2010)
This paper analyses the gap in educational access according to parental education over 10 year period using evidence from the Demographic Health Surveys (DHS) in six African countries (Kenya, Malawi, Nigeria, Tanzania, Uganda, and Zambia). Each country contains two DHS datasets, separated by at least a decade. The study uses the model of “zones of exclusion” developed by the Consortium for Research on Educational Access, Transitions and Equity to operationalised educational access for children. Parental education is defined according to years of schooling. To investigate narrowing or widening in the gap in educational access according to parental education a probit model is used to estimate the likelihood that 15 to 19 years old children move out of the zones of exclusion and reach meaningful access. Three cohorts of parents and two cohorts of children are identified from our datasets. We estimated the slope of the relationship between parental education and children‟s educational access for all combinations of parent-children cohorts. Our results show a widening of the gap in Kenya, narrowing of the gap in Malawi and Uganda, and to a lesser extent in Nigeria and Zambia. In Tanzania there have been no changes in the gradient. Our methodology enables us to identify whether these changes are the result of the institutional educational system experienced by mothers, their children or a combination of these.
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The Prevalence of Dental Caries in Permanent Dentition for 12 -Year- Old School Children in Northern West Bank - sabha, baraa naji mustafa; mowais, mahmoud abu (2010)
Keywords: openalex:import

Foreign language instructed programs in public universities in Egypt: Implications for resource diversification, quality and equity in higher education - Sabry, Manar (2010)
Keywords: openalex:import

An Analysis of the gains and pains of teaching english, phonology in Nigerian Universities - Sadiq, G.Y. (2010)
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Budgeting for efficient school library services in Nigeria: Proposal for secondary schools - Saka, KA; Bitagi, AM (Nigerian School Library Journal, 2010)
The National Policy on Education and the Minimum standards for School Library Services in Nigeria emphasized the need for functional school libraries and school' library services. For this to be achieved, school libraries should be adequately funded and should operate a separate budget. The budgeting systems proposed in this article include programme planning based budgeting, formula budgeting, incremental and line-item budgeting systems. Varioussources of generating income for school libraries were also discussed and they include internally generated revenue and external sources which include over due library charges, P TA, Library Development Levy (LDL), schoolfees as well as donor agencies. To ensure adequate funding by the management, school librarians are charged with the responsibility of providing adequate services; justify for the need of increase in budget item as well being good records managers, among others.
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The use of expert systems has improved students learning in Zimbabwe - Sakala, Lucy (2010)
The introduction of the e-learning, both multimedia and conventional, has resulted in drastic and inevitable improvements in the learning environment for both learners and tutors. This has been facilitated by the use of internet and has attracted more organizations and among them, academic institutions for communication as well as to share crucial information, such as research works and new knowledge discovered. All these efforts created the learning environment for students favorable, as learning resources becomes abundant in addition to the books and the tutors they already have. The current economic hardships have affected Zimbabwean education system having negative repercussions to the attraction of both local and foreign professionals. The current experienced professionally qualified tutors and technicians are being drained out in search of greener pastures leaving the Universities with only senior faculty heads and a pool of junior staff. However, this is resulting in inevitable deterioration of educational standards as semi-qualified staff is dominating throughout the whole industry and thus paving way for this paper to explore the need for an expert system to create an enjoyable student learning environment that has positive impact to their learning outcome. The study done in 2010 with students at Bindura University of Science Education doing a module-Introduction to Computer Science showed that expert systems clearly plays a major role to help universities, lecturers and students in Zimbabwe where brain drain has affected the quality of teaching and learning.
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Teachers' Perceptions of Obstacles to the Implementation of Geography Education Standards in Egypt - Saleh, Edrees Sultan (Geographical education, 2010)
The aim of the present study was to investigate teachers' perceptions of obstacles to implement Geography education standards in Egypt. The researcher developed a questionnaire that services this purposes and then administered it to sample of 108 Geography teachers in Egypt. The questionnaire tapped six categories of obstacles to implement Geography education standards in Egypt: teachers, curriculum, students, school administration, community participation, and education guidance and supervision. The results of the study showed that teachers differ significantly in their rating of these obstacles (from most important to least): curriculum, teachers, schools administration, students, community participation, and supervision. Teachers' ratings of these obstacles did not differ significantly by school location, school type, academic qualifications, or number of years of experience. Implications of these findings for implementing Geography education standards in Egypt were discussed.
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Estimation of Traffic Induced Pollution in Palestine - Salhab (能源与动力工程：英文版, 2010)
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The Successes and Challenges of Reintegrating Street Children through Nonformal Education in Maputo City, Mozambique - Salokangas, Riikka (2010)
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Burying the Pen: Tackling Resistance to Formal Education by the Karimojong in Uganda - Saminsky, Alina (Inquiries Journal, 2010)
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Assessment of the implementation of the decentralisation of education functions at primary schools in Chegutu education district of Zimbabwe: a case study - Samkange, Welligton (2010)
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Female narratives of migration and education: Moroccan Mothers in Italy - Santero, Arianna (2010)
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FACTORS THAT IMPEDE THE FORMATION OF BASIC SCIENTIFIC CONCEPTS DURING TEACHER TRAINING IN GHANA - Sarfo, Grace; Mensah, Farouq Sessah (2010)
The investigation aimed at identifying the factors that accounted for the teacher trainees’ low understanding of basic scientific concepts and the appropriate strategies needed to rectify these obstacles. In this investigation thirty open ended questions were administered to test three hundred teacher trainees’ understanding of science concepts. Also, observations were conducted during science lessons to monitor the participation of trainees. The teacher trainees’ poor background in science was identified. Inflexible teaching methods such as lecturing and provision of pointers to correct answers by teachers contributed. Teacher trainees lacked the necessary conceptual, logical and linguistic background, and the vocabulary to express themselves in English. Most science lessons did not consider media integration, but were conducted through verbal communication. Teacher trainees employed ineffective study techniques in learning science. Recommendations included reading assignments, laboratory work, media integration and the employment of effective study techniques in the teaching and learning of science.
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Does universal primary education policy weaken decentralisation? Participation and accountability frameworks in East Africa - Sasaoka, Yuichi; Nishimura, Mikiko (Compare: A Journal of Comparative and International Education, 2010)
This article critically reflects upon the ‘divides’ among actors within two currently popular education policies in low‐income countries: decentralisation and Universal Primary Education (UPE). Current literatures suggest that the existing decentralisation framework tends to overlook the ‘divides’ among actors that often impede the implementation of educational decentralisation. Furthermore, in East Africa, UPE policy characterised by centralised political power coexists with decentralisation policy: here, central control is strengthened while the notion of increased local control under decentralisation is becoming blurred. In this context, it is essential to enhance participation and accountability in school governance in order to recover client power.
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A time for learning and for counting – Egyptians, Greeks and empirical processes in Plato’s Timaeus - Sattler, Barbara M. (2010)
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Education and Healthcare Possibilities for Street Children in Babati Town,Tanzania - Sayeed, Sanjidaa (2010)
Street children are the most vulnerable group in any society. It is estimated that 150 millions children lives on the street in the world. Most of these children lack all basic needs. This study is ...
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Agriculture, climate change and nature in Africa - Sayer, Jeffrey (2010)
[Extract] When I began working in Africa in the late 1960s the continent had a population of about 250 million. Since then the population has quadrupled and there are now over a billion Africans. During the intervening years agricultural yields per capita and per hectare stagnated and in many cases declined although the past ten years have seen promising signs of progress and the economies of the continent are now growing at around 3% per annum. Nonetheless the continent has the highest proportion of food insecure people of any region of the world (FAO 2010); the population is set to double again within a couple of decades and hundreds of millions of people still live from subsistence agriculture on farms that average two hectares but which are often much smaller. The challenge of feeding this growing population has to be met in a context of great uncertainty about future climates and without destroying the environment upon which all agriculture ultimately depends.
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Timing of earthquake ruptures at the Al Harif Roman aqueduct (Dead Sea fault, Syria) from archaeoseismology and paleoseismology - Sbeinati, Mohamed Reda; Meghraoui, Mustapha; Suleyman, Ghada; Gomez, Francisco; Grootes, P. M.; Nadeau, Marie‐Josée; Najjar, Haithem Al; Al-Ghazzi, R. (2010)
We studied the faulted Al Harif Roman aqueduct, located on the north–trending, ~90-km-long Missyaf segment of the Dead Sea fault, using four archaeological excavations, three paleoseismic trenches, and the analysis of six tufa cores. Damage to the aqueduct wall exhibits successive left-lateral fault offsets that amount to 13.6 ± 0.2 m since the aqueduct construction, which is dated younger than 65 B.C. Radiocarbon dating of sedimentary units in trenches, building cement of the aqueduct wall, and tufa cores constrain the late Holocene aqueduct history. The building stone types, related cement dating, and tufa deposits of the aqueduct indicate two reconstruction-repair episodes in A.D. 340 ± 20 and A.D. 720 ± 20. The combined analysis of trench results; successive building and repair of aqueduct wall; and tufa onsets, growths, and interruptions suggests the occurrence of four faulting events in the last ~3500 yr, with a cluster of three events in A.D. 160–510, A.D. 625–690, and A.D. 1010–1210, the latter being correlated with the 29 June 1170 large earthquake. Our study provides the timing of late Holocene earthquakes and infers a lower and upper bound of 4.9–6.3 mm/yr slip rate along the Missyaf segment of the Dead Sea fault in Syria. The inferred successive faulting events, fault segment length, and related amount of = 7.3–7.5 for individual earthquakes. The identification of the coseismic slip yield Mw temporal cluster of large seismic events suggests periods of seismic quiescence reaching 1700 yr along the Missyaf fault segment.
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Climate Change and Land Use Conflicts in Northern Africa - Schilling, Janpeter; Scheffran, Jürgen; Link, Michael (2010)
For centuries, Arab nomads and African villagers alternately skirmished and supported each other as they raised livestock and tended fields under resource-constrained conditions. The delicate balance has been upset by drought, desertification, crop failure and wide-spread food insecurity. While the interactions are not sufficiently understood, there are growing indications that warming in Africa could become a significant factor of violent conflicts in the coming decades. To test such projections this paper first gives an overview of North Africa’s conflict vulnerability and expected climatic changes. Secondly, the paper discusses past and ongoing farmer-herder conflicts in different regions of Mali. Finally, a model framework is built for analyzing the farmer-herder conflict in Northern Africa, taking into account key environmental and economic variables and feedbacks.
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Robust negative impacts of climate change on African agriculture - Schlenker, Wolfram; Lobell, David B. (Environmental Research Letters, 2010)
There is widespread interest in the impacts of climate change on agriculture in Sub-Saharan Africa (SSA), and on the most effective investments to assist adaptation to these changes, yet the scientific basis for estimating production risks and prioritizing investments has been quite limited. Here we show that by combining historical crop production and weather data into a panel analysis, a robust model of yield response to climate change emerges for several key African crops. By mid-century, the mean estimates of aggregate production changes in SSA under our preferred model specification are − 22, − 17, − 17, − 18, and − 8% for maize, sorghum, millet, groundnut, and cassava, respectively. In all cases except cassava, there is a 95% probability that damages exceed 7%, and a 5% probability that they exceed 27%. Moreover, countries with the highest average yields have the largest projected yield losses, suggesting that well-fertilized modern seed varieties are more susceptible to heat related losses.
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Robust negative impacts of climate change on African agriculture - Schlenker, Wolfram; Lobell, David B. (Environmental Research Letters, 2010)
There is widespread interest in the impacts of climate change on agriculture in Sub-Saharan Africa (SSA), and on the most effective investments to assist adaptation to these changes, yet the scientific basis for estimating production risks and prioritizing investments has been quite limited. Here we show that by combining historical crop production and weather data into a panel analysis, a robust model of yield response to climate change emerges for several key African crops. By mid-century, the mean estimates of aggregate production changes in SSA under our preferred model specification are − 22, − 17, − 17, − 18, and − 8% for maize, sorghum, millet, groundnut, and cassava, respectively. In all cases except cassava, there is a 95% probability that damages exceed 7%, and a 5% probability that they exceed 27%. Moreover, countries with the highest average yields have the largest projected yield losses, suggesting that well-fertilized modern seed varieties are more susceptible to heat related losses.
Keywords: openalex:import

Robust negative impacts of climate change on African agriculture - Schlenker, Wolfram; Lobell, David B. (Environmental Research Letters, 2010)
There is widespread interest in the impacts of climate change on agriculture in Sub-Saharan Africa (SSA), and on the most effective investments to assist adaptation to these changes, yet the scientific basis for estimating production risks and prioritizing investments has been quite limited. Here we show that by combining historical crop production and weather data into a panel analysis, a robust model of yield response to climate change emerges for several key African crops. By mid-century, the mean estimates of aggregate production changes in SSA under our preferred model specification are − 22, − 17, − 17, − 18, and − 8% for maize, sorghum, millet, groundnut, and cassava, respectively. In all cases except cassava, there is a 95% probability that damages exceed 7%, and a 5% probability that they exceed 27%. Moreover, countries with the highest average yields have the largest projected yield losses, suggesting that well-fertilized modern seed varieties are more susceptible to heat related losses.
Keywords: openalex:import

Robust negative impacts of climate change on African agriculture - Schlenker, Wolfram; Lobell, David B. (Environmental Research Letters, 2010)
There is widespread interest in the impacts of climate change on agriculture in Sub-Saharan Africa (SSA), and on the most effective investments to assist adaptation to these changes, yet the scientific basis for estimating production risks and prioritizing investments has been quite limited. Here we show that by combining historical crop production and weather data into a panel analysis, a robust model of yield response to climate change emerges for several key African crops. By mid-century, the mean estimates of aggregate production changes in SSA under our preferred model specification are − 22, − 17, − 17, − 18, and − 8% for maize, sorghum, millet, groundnut, and cassava, respectively. In all cases except cassava, there is a 95% probability that damages exceed 7%, and a 5% probability that they exceed 27%. Moreover, countries with the highest average yields have the largest projected yield losses, suggesting that well-fertilized modern seed varieties are more susceptible to heat related losses.
Keywords: openalex:import; openalex:yes

Robust negative impacts of climate change on African agriculture - Schlenker, Wolfram; Lobell, David B. (Environmental Research Letters, 2010)
There is widespread interest in the impacts of climate change on agriculture in Sub-Saharan Africa (SSA), and on the most effective investments to assist adaptation to these changes, yet the scientific basis for estimating production risks and prioritizing investments has been quite limited. Here we show that by combining historical crop production and weather data into a panel analysis, a robust model of yield response to climate change emerges for several key African crops. By mid-century, the mean estimates of aggregate production changes in SSA under our preferred model specification are − 22, − 17, − 17, − 18, and − 8% for maize, sorghum, millet, groundnut, and cassava, respectively. In all cases except cassava, there is a 95% probability that damages exceed 7%, and a 5% probability that they exceed 27%. Moreover, countries with the highest average yields have the largest projected yield losses, suggesting that well-fertilized modern seed varieties are more susceptible to heat related losses.
Keywords: openalex:import; openalex:yes

Robust negative impacts of climate change on African agriculture - Schlenker, Wolfram; Lobell, David B. (Environmental Research Letters, 2010)
There is widespread interest in the impacts of climate change on agriculture in Sub-Saharan Africa (SSA), and on the most effective investments to assist adaptation to these changes, yet the scientific basis for estimating production risks and prioritizing investments has been quite limited. Here we show that by combining historical crop production and weather data into a panel analysis, a robust model of yield response to climate change emerges for several key African crops. By mid-century, the mean estimates of aggregate production changes in SSA under our preferred model specification are − 22, − 17, − 17, − 18, and − 8% for maize, sorghum, millet, groundnut, and cassava, respectively. In all cases except cassava, there is a 95% probability that damages exceed 7%, and a 5% probability that they exceed 27%. Moreover, countries with the highest average yields have the largest projected yield losses, suggesting that well-fertilized modern seed varieties are more susceptible to heat related losses.
Keywords: openalex:import

Geological evolution of the Canary Islands : a young volcanic archipelago adjacent to the old African continent - Schmincke, Hans‐Ulrich; Sumita, Mari (2010)
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Copyright and education : lessons on African copyright and access to knowledge - Schonwetter, Tobias; Beer, Jeremy de; Kawooya, Dick; Prabhala, Achal (2010)
The African Copyright and Access to Knowledge (ACA2K) project is a pan-African research network of academics and researchers from law, economics and the information sciences, spanning Egypt, Ghana, Kenya, Morocco, Mozambique, Senegal, South Africa and Uganda. Research conducted by the project was designed to investigate the extent to which copyright is fulfilling its objective of facilitating access to knowledge, and learning materials in particular, in the study countries. The hypotheses tested during the course of research were that: (a) the copyright environments in study countries are not maximising access to learning materials, and (b) the copyright environments in study countries can be changed to increase access to learning materials. The hypotheses were tested through both doctrinal legal analysis and qualitative interview-based analysis of practices and perceptions among relevant stakeholders. This paper is a comparative review of some of the key findings across the eight countries.An analysis of the legal research findings in the study countries indicates that national copyright laws in all eight ACA2K study countries provide strong protection, in many cases exceeding the terms of minimum protection demanded by international obligations. Copyright limitations and exceptions to facilitate access to learning materials are not utilised as effectively as they could be, particularly relating to the digital environment. Distance learning, the needs of disabled people, the needs of students, teachers, educational institutions, libraries and archives are inadequately addressed. To the extent that copyright laws address the Internet and other information and communication technologies (ICTs), they do so primarily in a manner that further restricts access to learning materials. In summary, national copyright frameworks in the study countries are not geared for maximal access to learning materials, and are in need of urgent attention.An analysis of qualitative research findings, gathered from the field in stakeholder interviews, suggests that a substantial gap exists between copyright law and copyright practice in each country studied. Many users who are aware of the concept of copyright are unable or unwilling to comply with it or to work within the user rights it offers because of their socioeconomic circumstances. In everyday practice, with respect to learning materials, vast numbers of people act outside legal copyright structures altogether, engaging (knowingly or unknowingly) in infringing practices in order to gain the access they need to learning materials.In conclusion, evidence from the ACA2K project suggests that the copyright environments in the study countries can and must be improved by reforms that will render the copyright regimes more suitable to local developing country realities. Without such reform, equitable and non-infringing access to learning materials will remain an elusive goal in these countries.
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The impact of teachers’ attitudes and perceptions on the under representation of African American students in gifted education programs - Schreiner, Julia (2010)
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational and School Psychology
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Executive summary: Working towards sustainability. Learning experiences for sustainable biofuel strategies in Mozambique - Schut, Marc; Bos, Sandra; Machuama, Lara; Slingerland, M.A. (2010)
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Working towards sustainability : learning experiences for sustainable biofuel strategies in Mozambique - Schut, Marc; Bos, Sandra; Machuama, Lara; Slingerland, Maja (2010)
i Resumo (in Portuguese) ii List of tables vi List of figures vi List of boxes vii List of abbreviations vii
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Working towards sustainability Learning experiences for sustainable biofuel strategies in Mozambique Executive summary - Schut, Marc; Bos, Sandra; Machuama, Lara; Slingerland, Maja (2010)
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Convection in an African Easterly Wave over West Africa and the Eastern Atlantic: a Model Case Study of Hurricane Helene (2006) and its Interaction with the Saharan Air Layer - Schwendike, Juliane (2010)
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A thematic analysis regarding education goals in Nigeria and select UNESCO Education for All priorities - Scripter, Cheri (2010)
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The Use of Text in Theological Education in Nigeria - Seed, R.F. (Discourse, 2010)
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Gender differences in Uganda: the case for access to education and health services - Seewanyana, Sarah; Ibrahim, Kamarulzaman (RePEc: Research Papers in Economics, 2010)
Using the nationally representative Gender Productivity Survey (GPS) of 2007/08 conducted by the Uganda Bureau of Statistics (UBoS), the paper examines gender biases in school attainment, returns to education, expenditure on health and education, access to health services. While Uganda has recorded progress on MDG 3: promote gender equality and empower women, the paper reveals that significant gender biases still exist with a regional dimension. These biases are more pronounced in Northern Uganda, which is the poorest region. In other words, interventions in this part of the country should be able to address these biases if the region is to catch up with the rest of the country. These findings further suggest that free education both at primary and secondary level; and abolition of user fees in public health facilities is not sufficient for elimination of gender bias. Policies should be based on a better understanding of the household’s decision making process.
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Gender differences in Uganda: the case for access to education and health services - Seewanyana, Sarah; Ibrahim, Kamarulzaman (Research Series, 2010)
Using the nationally representative Gender Productivity Survey (GPS) of 2007/08 conducted by the Uganda Bureau of Statistics (UBoS), the paper examines gender biases in school attainment, returns to education, expenditure on health and education, access to health services. While Uganda has recorded progress on MDG 3: promote gender equality and empower women, the paper reveals that significant gender biases still exist with a regional dimension. These biases are more pronounced in Northern Uganda, which is the poorest region. In other words, interventions in this part of the country should be able to address these biases if the region is to catch up with the rest of the country. These findings further suggest that free education both at primary and secondary level; and abolition of user fees in public health facilities is not sufficient for elimination of gender bias. Policies should be based on a better understanding of the household’s decision making process.
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Brazil's 'pro-poor' strategies: what South Africa could learn - Seidman, Gay W. (Transformation (Durban), 2010)
Brazil's 'pro-poor' strategies:what South Africa could learn Gay Seidman (bio) In the early 1990s, as South Africa entered the lengthy negotiations that finally led to the country's first democratic elections in 1994, it became almost commonplace to compare South Africa with Brazil - another middle-income country and regional power, also moving slowly out of authoritarian rule toward democracy. Like South Africa, Brazilian society was marked by stark inequalities: the country's tiny elite controlled most of the wealth, and most Brazilians - especially those with darker skins - lived in poverty, with little hope of upward mobility. Through the late twentieth century, Brazil consistently ranked as one of the world's most unequal societies. Using a standard measure of income inequality, the Gini coefficient, Brazil was one of the world's most unequal societies in the world in 1989, with a Gini coefficient of 0.634. Between 2001 and 2006, however, Brazil's Gini coefficient dropped precipitously, falling to 0.526 in 2009 (Margolis 2009). In Brazil, incomes have risen across the board, but the incomes of the poorest Brazilians have risen much faster than those of the country's wealthy. In contrast to most of the world under globalisation - and in sharp contrast to South Africa, where inequality has at best stayed steady, and possibly risen slightly, over the same period, with a Gini coefficient of 0.66 in 2009 (Presidency 2009) - Brazil's poorest households now receive a greater share of the country's income than they have ever had. What explains Brazil's unusual trajectory? In the 20 years since both Brazil and South Africa, separately but simultaneously, began to move away from their authoritarian pasts, both countries have experienced what Webster and Adler (1999) termed a 'double transition': democratisation coincided with economic restructuring as new elected governments navigated their [End Page 86] countries' integration into a competitive international economy. In both countries, democracy brought unexpected challenges for the organised labour movements once central to both anti-authoritarian opposition movements. Just as industrial workers gained full citizenship - able to participate, now, in normal political processes and ordinary patterns of collective bargaining - major industries in both countries were restructured in ways that ironically undermined organised labour's strength, as industrial workers found themselves retrenched, and their unions struggling to retain jobs. Click for larger view View full resolution Figure 1. In Grounding Globalisation (2008), Webster, Lambert and Bezuidenhout examined strategies used by organised labour in Australia and South Korea to respond to challenges like these, pointing to strategies ranging from support for innovative managerial strategies on the global playing field, to efforts to support new labour internationalism. Focusing on the appliance industries in all three countries, they looked to industry-specific efforts to support workers whose livelihoods have depended on those industries for the past 30 years, asking how states and corporations might sustain jobs and communities in industries suddenly facing intense global competition. In South Africa, these questions clearly resonate: restructuring has undoubtedly contributed to the country's persistently high unemployment, [End Page 87] and 15 years after South Africa's first democratic elections South Africa's unions find themselves caught between trying to protect the jobs and wages of current members while still trying to speak on behalf of the working South Africans who have either lost their jobs because of restructuring, or who never had industrial jobs at all. With communities around now-shuttered factories left with few options beyond 'survival strategies' and social grants, COSATU's support for Zuma in the presidential elections has often sounded almost desperate, emphasising personalities and pro-poor rhetoric rather than insisting on explicit policy debates within the ruling coalition. But should labour limit its strategies to efforts to strengthen industrial production and exports? Does Brazil's experience with globalisation offer an alternative approach, one that focuses on state action to improve the living conditions of the very poor, rather than efforts to sustain specific industries facing the cold winds of globalisation? The lessons to be drawn from Brazil are still up for discussion. In one recent debate about what Brazil's experiences might teach South Africa, while some analysts emphasised Brazil's successful shift in industrial...
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The impact of home gardens on dietary diversity, nutrient intake and nutritional status of pre-school children in a home garden project in Eatonside, the Vaal triangle, Johannesburg, South Africa. - Selepe, Bolyn Mosa. (2010)
ii DECLARATION v ACKNOWLEDGEMENTS vi DEDICATION viii TABLE OF CONTENTS ix LIST OF FIGURES xi LIST OF TABLES xii LIST OF ABBREVIATIONS xiv CHAPTER 1: RESEARCH PROBLEM AND SETTING 1 1.1 Importance of the study 1 1.2 Research problem 2 1.3 Research sub-problems 2 1.4 Study limits 2 1.5 Assumptions 3 1.6 Outline of the thesis 3 CHAPTER 2: REVIEW OF THE LITERATURE 4 2.
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The Perception of Academic Staff in Relation to Programme Re-Accreditation in South African Higher Education Institutions - Selesho, Jacob M. (EDUCARE, 2010)
ABSTRACT: The perception held by academic staff of programme re-accreditation has been a major problem in Higher Education Institutions. Academics are concerned about the influence of the government in their daily operation, while the government claim that they want to be accountable to the public for money spent on Higher Education Institutions. To a large extent, academics believe that the role of the government amounts to interference rather than being accountable, and that the academic freedom has been violated. The participants of the study were academics from the 23 South African universities. Questionnaires, documentary analysis, and interviews were used as the main data collection instruments. The study revealed that a negative perception amongst academic staff existed with regard to programme re-accreditation. Furthermore, the study also established that it is still difficult for academic staff to identify the difference between the role played by the government (accountability) and their own role (academic freedom). It was interesting to note that although academics want to participate in the programme re-accreditation, however, they still have a fear of failure. Those fears foster a negative re-accreditation concept among academics in the HE. For that matter, academics will create a platform to hide their failure. The article further recommends that the first step in programme re-accreditation should perhaps be in the form of improvement or enhancement of quality. KEY WORDS: Programme re-accreditation and self-evaluation, academic staffs’ perception, role of the government, and improvement or enhancement of the Higher Education quality. === About the Author: Dr. Jacob M. Selesho is the Head of Postgraduate Studies in Education, Central University of Technology (CUT), Free State, Bloemfontein, Republic of South Africa. He can be reached at: jselesho@cut.ac.za How to cite this article? Selesho, Jacob M. (2010). “The Perception of Academic Staff in Relation to Programme Re-Accreditation in South African Higher Education Institutions” in EDUCARE: International Journal for Educational Studies , Vol.3(1) August, pp.1-10. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877. Chronicle of the article: Accepted (June 11, 2010); Revised (July 11, 2010); and Published (August 17, 2010).
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Perceptions of secondary technical schools students in Assiut, upper Egypt, about AIDS: Effect of an educational intervention - Selim, Mohei El-Din A; El-shereef, Etemad Aa (Journal of Family and Community Medicine, 2010)
Acquired Immunodeficiency Syndrome (AIDS) is a great threat to the youth. The aim is to assess the knowledge of secondary technical schools students on AIDS, identify related misconceptions, and measure the effect of a short health education program on their level of knowledge.This quasi-experimental study was done on 575 secondary technical schools students in Assiut City, recruited through a two-stage stratified cluster sampling. A self-administered anonymous questionnaire was used to collect data. A health education program was implemented, and its effect assessed through pre-post testing.The age range of the students was 16 to 20 years, with more girls (57.0%). Only 30.8% had satisfactory knowledge about AIDS in the pretest. Statistically significant improvements in knowledge were revealed after program implementation (P<0.001). Students who were Muslim, of urban residence, and had mobile phones had significantly higher scores (P=0.037, 0.004, 0.038 respectively). The most common misconceptions were the definition of AIDS according to transmission, and phobias related to transmission, which decreased after the intervention. Multivariate analysis showed that the statistically significant independent predictors of the change in knowledge score after the intervention were age, religion and the health education program.Secondary technical schools students in Assiut city have a major deficiency in knowledge and many misconceptions regarding AIDS. The educational intervention had a positive impact on their knowledge, but a less marked effect on misconceptions. Knowledge was affected by age and religious belief. It is recommended that more health educational efforts tailored to needs and with approaches suitable to community cultures and values be introduced.
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Sexuality education： Analysis of Moroccan teachers＇ and future teachers＇ conceptions - Selmaoui; Sabah; Agorram; Boujemaa; Khzami; Salah-eddine; Abboudi; Taoufik; Berger; Dominique (美中教育评论, 2010)
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The Success of Student Information Management System: The Case of Higher Education Institution in Ethiopia - Semeon, Getahun; Negash, Solomon; Musa, Philip F. (2010)
Information Systems (IS) implementation in higher education is a large investment. Such investments are expected to bring increased efficiency and effectiveness, as well as better quality services to stakeholders. Our literature search did not find student information management systems (SIMS) in Ethiopia or similar low-income countries. This research is work in progress. It attempts to bridge the literature gap for utilization and success factors of SIMS in a university context of low income countries. The study will address the research question: what determinant factors contribute to the success or failure of IS in higher education institutions in Ethiopia, with particular reference to SIMS? The study uses DeLone and McLean (1992, 2003) IS Success Model to identify the dimensions of IS success when applied to SIMS. We also investigate two new constructs top management support and user support that were found relevant in the study context.
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Impact of Changing Climate on Water Resources Variability in the Lake Tana Basin, Ethiopia - Setegn, Shimelis Gebriye; Rayner, David; Melesse, Assefa M.; Dargahi, Bijan; Srinivasan, R. (2010)
Lake Tana Basin is of significant importance to Ethiopia concerning water resources aspects and the ecological balance of the area. The growing high demands in utilizing the high potentials of water resource of the Lake to its maximal limit, pictures a disturbing future for the Lake. The objective of this study was to assess the influence of topography, soil, land use and climatic varia-bility on the hydrological and hydrodynamic processes of the Lake Tana Basin. The physically based SWAT model was successfully calibrated and validated for flow and sediment yield. Se-quential uncertainty fitting (SUFI-2), parameter solution (ParaSol) and generalized likelihood un-certainty estimation (GLUE) calibration and uncertainty analysis methods were compared and used for the set-up of the SWAT model. There is a good agreement between the measured and simulated flows and sediment yields. SWAT and GIS based decision support system that uses multi-criteria evaluation (MCE) was used to identify the most vulnerable areas to soil erosion in the basin. The results indicated that 12 to 30.5% of the watershed is high erosion potential. Pro-jected changes in precipitation and temperature in the basin for two seasons were analyzed using outputs from fifteen global climate models (GCMs). A historical-modification procedure was used to downscale large scale outputs from GCM models to watershed-scale climate data. The results showed significant changes in streamflow and other hydrological parameters in the period between 2045-2100. SWAT was combined with a three dimensional hydrodynamic model, GEMSS to investigate the flow structure, stratification, the flushing time, lake water balance and finally the Lake‘s water level response to planned water removal. We have found an alarming and dramatic fall of the water levels in Lake Tana as response to the planned water withdrawal. The combination of the two models can be used as a decision support tools to better understand and manage land and water resources in watersheds and waterbodies. The study showed that the Lake Tana Basin may experience a negative change in water balance in the forthcoming decades due to climate change as well as over abstraction of water resources.
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Training software developers for electronic medical records in Rwanda. - Seymour, Rowan P.; Tang, Amy; DeRiggi, John; Munyaburanga, Christian; Cuckovitch, Rita; Nyirishema, Patrick; Fraser, Hamish (Studies in health technology and informatics, 2010)
Meeting: AMIA 2009 Annual Symposium : Biomedical and Health Informatics: From Foundations to Applications to Policy, San Francisco, November 14-18
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Perceptions of cadaver dissection by first year medical students at the University of Stellenbosch, South Africa. - Sh, Kotzé; April; Vorster, Willem S.; Lm, Greyling; Bj, Page (2010)
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Do School Incentives and Accountability Measures Improve Skills in the Middle East and North Africa? The Cases of Jordan and Tunisia - Shafiq, M. Najeeb (Social Science Research Network, 2010)
There is general agreement that skill-enhancing school reforms in the Middle East and North Africa (MENA) region are necessary for economic, political and social reasons. Using student-level data from Jordan and Tunisia, this study assesses the relationship between skills and the following school incentive and accountability measures: pedagogical autonomy, school competition, freedom to hire and fire teachers, publicly posting data, and parental involvement in school affairs. Quantile regression analyses of mathematics, science, and reading skills of 15-year old students suggest that students in schools with incentive and accountability measures do not have higher skills than students in school without the measures; this suggests that schools with incentive and accountability measures are no more efficient than other schools which have not adopted the measures. In terms of equity, the measures are not associated with higher skills for the less-skilled; a notable exception is parental involvement in Tunisia, which is associated with higher science and reading skills among low-skilled students. The main policy implication is that school incentive- and accountability-based reform should not be pursued until researchers have identified the effective design properties of each incentive and accountability measure.
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Is Kenya Suffering From From Lack Of Technology To Combat Drought Or Is It That The Goodwill Is Missing - Shah, Premal (2010)
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THE ROLE OF VOCATIONAL TECHNICAL EDUCATION IN ACHIEVING ENTERPRENEURSHIP PROGRAMME IN NIGERIA - Shaibu, Sadetu (2010)
Entrepreneurship as a concept described an attitude modification to create and develop an enterprising mind of an individual to undertaken to militate, maintain a business for the production and distribution of economic goods and services. Is considered vis-a-vis the roles of Vocational and Technical Education. The paper looked at what VTE is all about, the concept of entrepreneurship, roles of vocational and technical education as a tool for achieving entrepreneurship education. It was concluded by calling for the acceleration of vocational and technical education into graduate programmes/course as well as integrating entrepreneurship education into primary and secondary school. Recommendations were made for enhanced entrepreneurship in vocational and technical education sectors.
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The Impact of Climate Change on Migration: The Case of Egypt - Shalaby, Tarek (2010)
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An investigation into the disaster risk reduction (DRR) efforts in Gutu District (Zimbabwe): a focus on drought early warning systems - Shamano, Nicholas (2010)
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An evaluation study of the effectiveness of mobile pre-school education in Wajir District, Kenya - Shamsa, Mohamed A (2010)
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The relationship between learning style preferences and academic achievement of English majors at al-Aqsa University in Gaza, Palestine - Sharbain, Islam H. A. Abu; Tan, Kok Eng; Jhaish, Mohammed Ashour (2010)
This study aims to investigate the relationship between the learning style preferences, and academic achievement of third year English majors at Al Aqsa University in Gaza, Palestine. A total of 60 students were asked to complete a questionnaire to identify their perceptual learning style preferences. In addition, an achievement test was held to determine the students' academic level in English and the results were correlated with the learning style preferences. The findings showed that the top two learning styles preferred were kinesthetic, 90.27% and tactile learning 82.27% respectively. The other learning styles preferred in decreasing popularity were the group learning style 79.80%, visual style 78.80%, auditory style 78.60% and individual learners 54.73%. Moreover, there were statistically significant differences between males and females in visual, auditory, individual learning, and group learning, and there were no statistically significant differences between males and females in kinaesthetic and tactile. Furthermore, there was a significant correlation between achievement and auditory style, but there was no significant correlation between achievement and visual, kinaesthaetic, tactile, group learning, and individual learning. The paper ends with a discussion of some pedagogical implications of the findings on tertiary education in the local context.
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Comparative Literature: Its Implications for Yemeni Learners of English * - Sharyan, Ayid (2010)
This paper deals with Comparative Literature (CL) as it can be employed in Teaching Literature. After surveying the importance of CL as a whole, it proposes that CL can enhance teaching literature to Yemeni learners of English. The paper is divided into four sections: 1.0
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Promoting Inclusion of People With Disabilities, the Egyptian Context - Shash, Farah; Sayeh, Salma El; Shahin, Hana; Padiotis, Nikolas; Lashin, Laila; Rifaat, Heba; Sallam, Zeina; Nafie, Shorouk; Ibrachy, Karima El; Salama, Sara; Bayadi, Iman; Garhi, Mohamed El; et al. (2010)
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“I’m a Finisher. I Can’t Quit, Won’t Quit, Got to Get it Done”: Voices of African American Female Doctoral Students at Predominately White Institutions - Shavers, Marjorie C. (2010)
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HIV/STI Risk Factors Among African-American Students Attending Predominantly White Universities - Shegog, Marya L.; Lindley, Lisa L.; Thompson-Robinson, Melva; Simmons, David; Richter, Donna L. (Journal of health disparities research and practice, 2010)
Introduction: The majority of African American college students in the U.S. attend predominantly white institutions (PWIs). However, there is minimal research examining this population’s HIV/STI risk behaviors. The purpose of this investigation was to assess HIV/STI behavioral risk factors among African American college students (aged 18 – 24 years) attending PWIs. (n = 2,568) Methods: Backwards step-wise logistic regression analyses were conducted to determine factors associated with a positive HIV/STI diagnosis (past year) among sexually active African American college students who participated in the Spring, 2006 National College Health Assessment. Findings: Nine factors were significantly associated with an HIV/STI diagnosis among African American college students attending PWIs. Different risk factors were associated with having a HIV/STI diagnosis among African American male and female college students. These results may be useful to HIV/STIs prevention programs targeting African American college students attending PWIs.
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Forces driving knowledge management in emerging economies: learnings from Egypt - Shehata, Gamal Mohamed (International Journal of Knowledge-based Development, 2010)
This paper is intended to explore forces driving knowledge management in emerging economies. It represents an attempt to shed more light on an issue of increased importance for researchers and practitioners alike. This area has traditionally received little attention and in a more extreme perspective no attention from the community of researchers in Egypt. The results of this research indicate that there are four major categories of factors that drive knowledge management in emerging economies. The first group of factors are placed on the notion that knowledge management is increasingly perceived to enhance firms' competitiveness. The second group of factors reside in the unique characteristics of the telecommunication industry surveyed itself. In contrast, the third and fourth groups of factors underline a set of internal factors that are required to create knowledge management. The resulting driving forces should thus be taken into account when initiating knowledge management in emerging economies.
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Teaching the Children to Play: The Establishment of the First Playgrounds in Palestine During the Mandate, 1918–1948 - Shehory-Rubin, Zipora; Shvarts, Shifra (Israel studies (Bloomington, Ind.), 2010)
The article discusses the establishment of the first three playgrounds in Palestine during the Mandate. They were founded on social and educational principles, and were among the first institutes of informal education in the country. It was from these playgrounds that clubs, afternoon centers for schoolchildren, summer camps, and, finally, community centers developed. What function did these playgrounds serve, and what were the forces that initiated them? The article focuses on the educational work carried out in the Guggenheimer-Hadassah playgrounds, examines their underlying principles, explains their unique significance during the period, analyzes what part they played in the development of informal education in Palestine and reveals the role played by the Hadassah American Zionist Women's Organization in its formation.
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The Cost of Climate Change in Tanzania: Impacts and Adaptations - Shemsanga, Ceven; Omambia, Anne Nyatichi; Gu, Yansheng (2010)
In recent years, Tanzania has witnessed a number of climate related disasters namely, flooding, droughts, widespread crop failures, livestock deaths and intensification of climate sensitive diseases among others. Regular climate discussions in the country have often underestimate crucial problems related to climate change like chronic energy crisis and influx of people to urban areas arguably because of failing agriculture in farming areas. This paper has highlighted the fact that the poor, usually with limited resources and who contribute the least to the causes of climate change are the most affected in many ways. In addition, it gives a detailed account of the issues of climate change in Tanzania and explains the effects of climate variability using examples. The effects of climate change in the country are widespread and significantly interfere with agriculture, while at the same time, reducing the ability of the society to deliver services. Indigenous knowledge such as survival skills and coping mechanisms adopted by different societies in Tanzania, have been discussed in the paper. Such coping mechanisms however are overwhelmed by the impacts of climate change on the people. Different institutions including the government have taken some positive steps towards combating climate change; however the efforts done so far are insufficient. In addition, addressing climate change in Tanzania is hindered with inadequate resources, corruption and poor coordination and implementation of combating measures. Generally current climate variability in the nation is an issue of concern for all future plans and must be addressed. (Journal of American Science 2010; 6(3):182-196). (ISSN: 1545-1003).
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What are we learning? : a case of teacher learning in a South African school - post 1994. - Sheriff-Uddin, Fozia. (2010)
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Attitudes of health science students towards people with disabilities at Kilimanjaro Christian Medical Centre (KCMC) in Tanzania - Sheriff, Insiyya Djamil (2010)
The effects of disability on the individual not only include physical, psychological and emotional adjustments but also negative attitudes of able bodied people towards persons with disabilities. The attitudes of healthcare professionals towards persons with disabilities could affect rehabilitation outcomes as well as the reintegration of these people into society. The aim of the study was to investigate the attitudes of health science students towards persons with disabilities at Kilimanjaro Christian Medical Centre (KCMC), in Tanzania. An explorative quantitative research design using a cross-sectional survey was used. The study sample (182) included all Physiotherapy, Occupational Therapy, Nursing, Medical and Optometry students. Data was collected using the Attitudes Towards Disabled Persons Scale,consisting of 20 items rated on a six-point Likert Type Scale. A demographic questionnaire which included questions relating to the contact of the students with persons with disabilities was also administered. Descriptive and Inferential statistical analysis was conducted using the Statistical Package for the Social Sciences version 15.0. Permission to conduct the study was obtained from the Higher Degrees Committee and the Senate Research Grant and Study Leave Committee of the University of the Western Cape. Further permission was requested from Ministry of Education, Research and Ethics Department in Tanzania and the authorities of the respective Health Sciences programmes to include students in the study. Information obtained was handled with confidentiality and anonymity, and the students had the right to withdraw from the study at anytime.The results revealed that the sample consisted of more females (58%) than males (41.2%).The majority of the participants were between the ages of 20-29 years. The highest response rate was from the medical students (29.1%) followed by the physiotherapy students (27.5%).The Optometry and physiotherapy students had more positive attitudes than the rest of the health science students who participated. The mean score on the ATDP scale was 59.01 (12.3) with scores ranging from 18 to 90. The results therefore revealed that overall the students had a neutral to negative attitude towards persons with disabilities. With regards to the contact of the students with persons with disabilities 26.9% of the participants responded that they had had a long talk with a person with a disability while only 17.6% of the students responded that persons with disabilities visited their homes. The mean contact score was 22.72 indicating that the students had a slightly above average contact with persons with disabilities. No association was found between the attitude and contact mean scores.Information obtained in this study could be used to influence the curriculum of Health Science Students at Kilimanjaro Christian Medical Centre.
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THE ROAD TO SUSTAINABLE COMMUNITY ADAPTATION: INVESTIGATING HOUSEHOLD RESPONSES TO CLIMATE CRISES IN LAIKIPIA DISTRICT, KENYA - Sherwood, Amy (2010)
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Knowledge, beliefs and practice about sexual concurrent partnering amongst education students at a tertiary institution in rural Namibia - Shilongo, Lydia (2010)
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Suicide and related health risk behaviors among school learners in South Africa - Shilubane, N.H.; Ruiter, Rob; Borne, B. H. W. van den; Reddy, P. S. (2010)
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Orthopaedic training in South Africa - Shiply, John (SA Orthopaedic Journal, 2010)
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The Interface of Neoliberal Globalization, Science Education and Indigenous African Knowledges in Africa - Shizha, Edward (2010)
In a globalized neo-colonial world, an insidious an d often debilitating crisis of construction and l egitimation does not only continue to undermine the local and indigenous systems, but it also perpetuates a neo-colonial and oppressi ve socio-cultural science educational system that debilitates the soc ial and cultural identity of the indigenous African student. As Schissel and Wotherspoon (2003: vii) argue, Educational relations are critical ele ments of our humanity and sociability. This paper explores the homogeniz ing effects of globalization and the oppressive forces of neo-colo nialism that continue to work together to privilege western-based scientifi c knowledge at the expense of indigenous systems. As a resul t, valuable indigenous African scientific is in dange r of being lost to indigenous communities, and students are not learni ng bodies of representative of their community knowled ge, resulting in a diminished identity formation. The paper argues and concludes that indigenous knowledges/sciences have a role to play in identity formations of indigenous African learners and the students nee d to become knowledgeable in both African indigenous and Western dominant scientific through critical peda gogies and pedagogy of place.
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What Does Parental Participation in Education Mean? : Evidence from Malawi - Shojo, Mari (2010)
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Students' Readiness Towards E-learning. A case study of Virtual Classrooms for secondary education in Palestine - Shraim, Khitam; Zuheir, Khlaif (2010)
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Chapters Never Written, Voices Never Heard: Understanding Reasons for Three African American Teachers' Longevity - Shuman, Pamela Carter (2010)
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Global Competition and Higher Education in Tanzania - Shuyler, Ashley; Vavrus, Frances (2010)
Higher education in the United Republic of Tanzania has changed dramatically since independence from Great Britain in 1961. The country’s first tertiary education institution was established the same year with 13 students and became part of the University of East Africa in 1963 (Omari 1991; UDSM 2007). In 1970, the University of Dar es Salaam (UDSM) became the first national university, and it remained the only one until 1984 (Omari 1991). Today, more than 48,000 students study in Tanzania’s eight public universities and 17 private higher education institutions (TMHEST 2005a).
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The Effects of Husbandry Training on Stereotypic Pacing in Captive African Wild Dogs (Lycaon pictus) - Shyne, Amanda; Block, Martin E. (Journal of Applied Animal Welfare Science, 2010)
To examine the effects of operant conditioning on stereotypic pacing in 3 female African wild dogs located at the Franklin Park Zoo in Boston, this study made recordings of pacing behavior immediately following individual sessions of husbandry training and 2 no-training conditions. The study found significant differences in the percentage of observations spent in stereotypic pacing behaviors for all 3 dogs among the 3 different conditions. The authors discuss the data in terms of the contribution of motivated tasks to the effects and the role of food deprivation in the expression of stereotypic pacing. The study suggests that even short periods of training may improve the African wild dogs' welfare by reducing stereotypic pacing following the conditioning sessions.
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Turning politics into action: an evaluation of the implementation of persons with disabilities act 2003-Kenya - Sidha, Zedekia (2010)
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Challenges of quality education in Sub-Saharan African countries - Sifuna, Daniel N.; Sawamura, Nobuhide (2010)
Preface Educational Policy Trends Concept & Function of Quality Education Early Childhood Care & Education Primary Education Secondary Education University Education Teacher Education & the Teaching Profession Adult Literacy Technical & Vocational Education & Training (TVET) Conclusions & the Way Forward Index.
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Induction needs of beginning teachers in public primary schools in Kenya: a case study of Bungoma east and north districts - Simatwa, Enose M.W. (Educational Research, 2010)
This study investigated induction needs of beginning teachers in public primary schools in Bungoma East and North districts, Kenya. The study used descriptive survey research design. The study population consisted of 228 head teachers, 228 deputy head teachers and 238 beginning teachers in 228 public primary schools in the two districts. Proportionate stratified sampling was used to sample 204 head teachers, 204 deputy head teachers and 113 beginning teachers. Two instruments were used for the study. These were questionnaires and in-depth interviews. Qualitative data was transcribed and analyzed on an on-going process as themes and sub-themes emerged. Quantitative data was analyzed by use of descriptive statistics inform of percentages, frequency counts and means. The findings of the study showed that beginning teachers should be inducted in the following areas; knowledge of school policies; how to adapt rapidly in new work environment, classroom management; operation of team work and time management. It was also found out that there was need to hold induction seminars regularly and enhance consultations and designation of experienced teachers as mentors to the beginning teachers. Based on the findings of the study, it was concluded that induction needs of beginning were many and needed to be addressed through seminars and mentoring. The study recommended that experienced teachers should work as a team; mentors to have regular consultations and the Ministry of Education to restructure the schools organizational systems to cater for individual needs of beginning teachers for effective induction of beginning teachers.
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Modeling Connectivity for e-Learning in Tanzania : Case-study of Rural Secondary Schools - Simba, Fatuma (2010)
In response to address different development challenges, Tanzania is striving to achieve its fourth attribute of the National Development Vision, i.e. to have a well educated and learning society by the year 2025. One of the earmarked methods is to integrate ICT in education through e-learning. However, e-learning initiatives are challenged by limited or lack of connectivity to majority of secondary schools, especially those in rural and remote areas. One of the limitations for connectivity problems in rural areas of Tanzania is the high cost to establish connectivity infrastructures. The cost of connectivity varies from one technology to the other and at the same time, the cost is also different from one operator (service provider) to another within the country. It should be noted that providing network connectivity to rural regions in developing world is an economically challenging problem, especially given the low income levels and low population density in such areas. Many existing connectivity technologies incur a high deployment cost that limits their affordability. This research is focusing on the connectivity component of the ICT for Rural Development project which aims to provide in e-learning services to rural secondary schools. The other components are: Development of an Interactive e-Learning Management System and Development of e-Learning Contents and Delivery for Self Learning Environment, which collectively form the Tanzania Secondary Schools e-Learning system, abbreviated as TanSSe-L. The research employed was interdisciplinary and inspired by Participatory Action Research (PAR) Methodology. It spans from software engineering in connectivity cost calculator system development, Teletraffic engineering and simulation modeling in the connectivity performance evaluation. This is an applied type of research to solve a practical problem. Thus, the end product of this part of research is a model of an optimal connectivity solution in terms of cost and performance for rural secondary schools in Tanzania to access e-Learning resources from TanSSe-L. The licentiate thesis presents development of software system prototype to calculate cost of connectivity for the pilot rural secondary schools in Tanzania. The system is developed to make an easy access of connectivity cost from different technologies and different operators. The development of the calculator follows the V-model software development lifecycle. Furthermore, the licentiate thesis presents a simulation modeling approach to study performance of the earmarked connectivity technology. The thesis is organized into four (4) chapters: introduction, theoretical framework, research methodology, and finally a chapter on concluding discussions.
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Entrepreneurship education as a tool to support self-employment in Kenya - Simiyu, John (2010)
In recent years, flexibility, adaptability and lifelong learning have become major objectives of best practice, in addition to employability. The notion of ‘best practice’ was introduced in [technical and vocational education and training] TVET institutions in Kenya in 1994 and continued to this day because there is a pool of qualified personnel to sustain the programme. Many TVET graduates become self-employed and apply the entrepreneurial skills they have acquired in technical training institutions in their businesses. The response of TVET institutions in Kenya to the continued training needs of business aligns training closer to the demands of the labour market. Kenya has a well-established system of involving enterprises in establishing the content of training, which makes it possible to train young people more effectively for the workplace.
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ACADEMIC PERFORMANCE DIFFERENCES AMONG MALE AND FEMALE AFRICAN AMERICAN STUDENTS: AN URBAN HIGH SCHOOL STUDY - Simmons, Livia Ann (2010)
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Pursuing Racial Equity in Our Schools: Lessons Learned from African American Male Teachers in a Suburban School District. - Simmons, Robert W. (2010)
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Programme development and employability in higher education institutions in Zambia - Simukungwe, Mudenda (2010)
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Child labour and school attendance: Evidence from selection on observed and unobserved variables in Zambia - Simumba, Joseph (2010)
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Socio- economic status and academic performance of students in science subjects in rural areas: a case study of Nyamagabe District, Rwanda - Sinayobye, Joseph (2010)
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Engendering discipline : perceptions and practices of students and teachers in a secondary school in South Africa - Singh, Marcina (2010)
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Perspectives on Blended Open Distance Education Learning and Teaching in a South African Context - Singh, Shawren; Liang, Hsuan Lorraine (2010)
In this chapter, we will discuss the blended learning approach that has been adopted by the University of South Africa (an open and distance learning tertiary education institute). We will discuss our perspectives on using these blended learning approaches and tools in order to facilitate our teaching. We will then provide a comparison on the advantages and disadvantages of some of the blended approaches we have used. We will also discuss the future trends of the use of blended approaches in the context of open distance education and learning. Lastly, we will conclude this chapter by providing our perspectives on the blended learning and teaching approaches adopted by the University of South Africa.
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Prevalence of overweight and obesity, and dieting attitudes among Caucasian and African American college students in Eastern North carolina: A cross-sectional survey - Sira, Natalia; Pawlak, Roman (Nutrition Research and Practice, 2010)
A cross-sectional survey was used to investigate the rates of overweight and obesity (BMI >/= 25), and eating attitudes among college students. Data were collected at a large southeastern university. Adolescents (ages 18-25) self-reported weight and height (to calculate BMI), and, in addition to demographic information, completed the eating attitudes (EAT 26) scale to assess dieting tendencies. Significance of the mean BMI differences between gender and ethnic background were assessed by one-way analysis of variance (one-way ANOVA). Chi-square was used to determine whether the rate of those with BMI>/=25 between gender and ethnic background was statistically significant. While 52.7% of the students' BMI were within the normal weight category, 15.2% were underweight, 21.3% were overweight, and 10.8% were obese. The rate of BMI>/=25 differed by gender and ethnicity, with males and African Americans having higher rates. About 12 % of the participants reported disturbed eating behavior, which is lower than previously reported. Even so, results support the generally held belief that disturbed eating attitudes and unhealthy dieting are common among college students, especially among females. At the same time, disturbed eating attitudes are not just the domain of young female students; about 10% of college males reported disturbed eating attitudes. Findings of this study call for obesity prevention/intervention and lifestyle modification outreach programs among college students. Weight status and unhealthy eating behaviors of college students should be a concern to health care professionals. While obese young adults will likely remain obese throughout their adult life, excessive dieting among students, which is linked to eating disorders and other health hazards, does not provide healthy and adequate alternatives for maintaining a normal BMI. Implications for obesity prevention programs are discussed.
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PERCEIVED FACTORS INFLUENCING PUBLIC SECONDARY SCHOOL TEACHERS JOB SATISFACTION IN BUSIA DISTRICT, KENYA - Sirima, L; Nakera, C; Poipoi, Moses W. (Educational Research, 2010)
Job satisfaction is essential to continuing growth of education system around the world. Teachers are a crucial element of educational opportunity structures. In Kenya, the recent efforts by the government to introduce Free Primary Education and Subsidized Secondary Education programmes which led to an influx in enrolments, has raised concerns about student-teacher ratio in schools. The purpose of this study was to investigate the factors influencing public secondary school teachers’ job satisfaction in Busia district, Kenya. The objectives of the study were; to establish perceived factors that influenced teachers to join the teaching profession and establish the strategies used by school management to motivate teachers. The study was based on the Herzberg’s theory. The study adopted a descriptive survey design. Purposive sampling was used to select head teachers while simple random sampling was used to pick teachers from the sampled schools. A sample of 129 respondents was selected from a target population of 335 teachers and education officers. A pilot study was carried out to establish the reliability and validity of data collection instruments. A likert scale questionnaire and in depth interview guide were used to collect data from respondents. Data analysis was facilitated by use of Statistical Package for Social Sciences (SPSS) version 16.0. The findings of the study were that teachers may be more satisfied in schools with good working environment if their terms and conditions are improved. The study recommended that; in-service courses for teachers to get equipped with current knowledge; and that the Government of Kenya should allocate more funds to the Ministry of Education for it to be able to employ more teachers to cater for the deficit and improve the methods of promotion in the teaching service so that many teachers grow faster.
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A World Away: US Teacher Who Misses Hoisting of Kenyan Flag - Siringi, Samuel (2010)
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The political dimension of the education crisis in South Africa: A crisis of purpose - Sithole, A (2010)
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Commentary on Cases of Climate Change Adaptation in Africa - Sivapuram, Prabhakar Ventaka Rama Krishna (2010)
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Learning and assessment of student nurses in Norway and Zambia - Siwale, Mwaba Chileshe; Kalundu, Bernadette; Samwinga, Musiamo Aubrey (33, 2010)
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Factors influencing performance in Kenya Certificate of Secondary Education in Rachuonyo North District, Kenya - Siwolo, Florence O (2010)
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Learning, upgrading and innovation in Nigerian indigenous industries - Siyanbola; Olamade; Isola (2010)
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Drought changes over last five decades in Syria - Skaf, M.; Mathbout, Shifa (2010)
Global warming is likely to alter patterns of global air circulation and hydrological cycle that will change global and regional precipitation regimes. Mediterranean basin is one of the most prominent hot spot of climate change in the world. Further, extreme climatic events such as drought are expected to become more frequent and intense in this region. To evaluate seasonal and annual droughts, Standardized Precipitation Index (SPI) was computed for 15 meteorol ogical stations covering different climatic zones during the last five decades in Syria. Drought intensity and dry spells were calculated by using the Effective Drought Index (EDI), which depends in its calculation on the daily values of effective rainfall during growing season, in 11 stations during the period 1968-2008. Mann-Kendall test was used to detect any monotonic trend in SPI values, whereas Regime Shift Index (RSI) was applied to determine the years of changes. The results showed negative trends which were statistically significant (p = 0.05 and p = 0.01) only for some stations by the Mann-Kendall test, but significant negative step changes were detected by Regime Shift Index (RSI) in annual SPI values for all regions. The study on drought duration using EDI showed a positive trend in dry days number, and dry spells seemed to be longer.
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African American Disproportionality in School Discipline: The Divide Between Best Evidence and Legal Remedy - Skiba, Russell J.; Eckes, Suzanne E.; Brown, Kevin J. (NYLS Law Review, 2010)
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Zambia Federation of disability organizations (ZAFOD) Country Report - Smate, S.; Zimba, Yvonne (2010)
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Multi Media Learning in Swaziland: Final workshop report - Smit, Linette (2010)
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Educator rights and duties in special education - a comparative study between the United States and South Africa - Smit, Marius; Russo, Charles J.; Engelbrecht, Petra (Comparative and International Law Journal of Southern Africa, 2010)
The purpose of this paper is to consider the rights of educators in special education by comparing the laws and policies of South Africa and the United States. This discussion begins with background discussion of the special education systems, followed by over-views of the employment rights and duties of educators in both countries. It is recommended that specific legislation dealing with special education in South Africa should be drafted in order to address the needs of learners and educators adequately. In order to succeed in the provision of inclusive education and fair working conditions for educators in South Africa, translating policy into action needs serious attention. It remains essential that educators receive the training, resources and support to which they are entitled, and that the class sizes and workloads are kept within reasonable limits.
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EdQual Working Paper No. 24. Which in and out of school factors explain variations in learning across different socioeconomic groups? Findings from South Africa. - Smith, M. (2010)
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Primary school quality for different socio-economic groups: findings from South Africa? - Smith, M. (2010)
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Modelling School Effectiveness and Education Quality in the Southern African Context - Smith, Maga (2010)
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EdQual Working Paper No. 23. Social and economic effects on primary pupils' reading achievement: findings from Southern and East Africa. - Smith, Mary Ellen; Barrett, Alison (2010)
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Accountants' perceptions of the effectiveness of continued professional education for Accountants in Tanzania - Sokko, Amani A. (2010)
Available in print form, EAF collection, Dr. Wilbert Chagula Library, class mark ( THS EAF HF5627.T34S64)
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The challenges of modernization of social work education in developing countries: The case of Egypt - Soliman, Hussein H.; Elmegied, Hesham Sayed Abd (International Social Work, 2010)
Due to the changes that developing countries are currently facing, social work educators are forced to assess the curricula in order to help societies deal with new waves of social problems. This study explores a number of factors that contribute to the process of modernizing social work education in Egypt.
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The establishment of an accredited psychoanalytic training institute in South Africa - Solms, Mark (Psycho-analytic Psychotherapy in South Africa, 2010)
These brief notes are written in the form of an addendum to Elda Storck's contribution on the recent establishment of a confederation of South African psychoanalytic organisations with agreed minimal standards of training and a code of ethical conduct. The establishment of this confederation is a historic event which is to be greatly welcomed as it signals the gradual normalisation of our psychoanalytic organisations in line with international standards, following the end of Apartheid and our general return to the international fold.
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Free Primary Education and After in Kenya: Quality, Transitions, and new Stratifications - Somerset, Tony (2010)
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Congo Basin forests and climate change: between discourse and institutional analysis - Somorin, Olufunso A.; Brown, H. Carolyn Peach; Sonwa, D.J.; Arts, B.J.M. (International Forestry Review, 2010)
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Predicted changes in suitability and agro climatic factors due to climate change for yam production in Nigeria - Sonder, Kai; Okonkwo, Churchill; Asiedu, Robert (2010)
Out of about 600 species known, six are grown in Nigeria: (D. rotundata (white Guinea yam), D. alata (water yam), D. cayenensis (yellow yam), D. dumetorum, (trifoliate yam), D. bulbifera (aerial yam), and D. esculenta (Chinese yam). However, the most important food species are D. rotundata, indigenous to West Africa, and D. alata introduced from Asia to Africa during the sixteenth century. The variety most cultivated and consumed is D. rotundata and it also has the highest market value owing to the superior suitability of its tubers for preferred food uses in West Africa. Yam constitute an important source of food and income and play a major role in socio-cultural life for a wide range of smallholder households. Nigeria is the world’s largest producer with an estimated 35 million tonnes in 2008 grown on 3.1 million ha (FAO, 2011).
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Suggested to Fitness Training of Chinese Professional Soccer by 2010 FIFA World Cup in South Africa on the Load Characteristics - Song, Weijie (2010)
Based on the 2010 World Cup soccer players in South Africa activities load data,it shows that football,a 90 to 120 minutes game,is an activity which the ball is always as the center and the aerobic process can be the major manner.The level of aerobic endurance of athletes has an enormous direct effect to the endurance of soccer.High level of physical fitness training on soccer players will focus on aerobic endurance,strength endurance and power speed these three areas.
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COMPARING STUDENTS' AND TEACHERS' STATISTICAL KNOWLEDGE IN BOTSWANA AND SOUTH AFRICA: SOME PRELIMINARY RESULTS - Sorto, M. Alejandra (2010)
The development of instruments used to compare students’ and teachers’ knowledge in South Africa and Botswana countries is examined. The hypothesis is that there are differences in the performance of statistics items within students as well as within teachers given that one country has a higher allocation of resources for education and higher level of teacher preparation in statistics. A total of 140 sixth grade teachers were surveyed from randomly selected schools in border providences of both countries. Data has been collected and analysis of the items is in progress. Preliminary results from South Africa show low levels of performance.
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Grasping the nettle? South African higher education and its transformative imperatives - Soudien, Crain (South African journal of higher education, 2010)
The rationale for this article is that the actors in the South African higher education system, and particularly those with the responsibility for leading it, need to be clear about the arguments in the transformation debate and in particular about how these get at what is actually happening within it, and to be-consciously and self-critically aware of their own positions within it and in relation to these developments. Drawing on the work of the Ministerial Committee into Transformation in Higher Education and other data, it suggests that the debate has to engage the two-fold nature of the transformation puzzle, namely, those issues which take their character from the structural and those which are ideological in their construction. Approaching it as if it is only one or the other does not get at the complexity of the challenge of transformation.
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Some issues in affirmative action in higher education in South Africa - Soudien, Crain (South African journal of higher education, 2010)
The purpose of this article is to attempt a surfacing of the assumptions and discourses surrounding the affirmative action debate in higher education in South Africa. The article draws attention to two dominant discourses – the first being that of the patriotic university, and the second being that of the global university. In terms of the first idea, the argument is made that the university should be a mirror of the society in which it operates and therefore, an instrument for realizing its most important policies and ideals. The second insists that the university as an institution arises out of an international commitment to knowledge production, and that this framework provides it with its legitimacy. The article argues that neither of these discourses is able to fully understand and engage with the complexities of affirmative action and its ancillary challenges of racism and racialisation. The first subsumes the university entirely within the dominant politics of the day, whatever they might be, while the second extrapolates the university from the society in which it finds itself.
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“What to Teach the Natives”: A Historiography of the Curriculum Dilemma in South Africa - Soudien, Crain (2010)
Surprisingly, aside from a contribution made by Jansen (1999a) at the turn of the twentieth century, there has virtually been no debate on the historiography of the curriculum in South Africa. Although scholars such as Muller (1996) and Fataar (2006) have begun mapping out the intellectual terrain of the sociology of education and education policy, the history of the field of curriculum studies has not systematically been examined. We have not yet seen an accounting, much less a classification, even in Jansen’s work, of how the story of the curriculum and its making is told and what implications such narrations might have for issues of inclusion and exclusion (see, for example, Pinar et al. 1995; Pinar 2001).
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Climate Change Adaptation in the Middle East and North Africa: Opportunities and Challenges - Sowers, Jeannie L.; Weinthal, Erika (2010)
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Department of Physics and Mathematical Sciences, Tai Solarin University of Education, Ijagun, Ijebu-Ode, Ogun State, Nigeria - Sowole, Olusegun (International Journal of Natural and Applied Sciences, 2010)
Variations in ozone transmittance with height in the atmosphere for radiation in the 9.6μm absorption band was studied using Goody’s model atmosphere with cubic spline interpolation technique to improve the quality of the curve. The data comprised pressure and temperature at different altitudes (0-22 km) for the months of April and May 2005 at Sagamu, in Ogun State, Nigeria and were obtained from Nigerian Meteorological Agency. Computed results showed that ozone transmittance increased with height, except at the altitude of 6 km < Z≤ 8 km for the two months, 10 km < Z ≤ 12 km and 14 km < Z ≤ 16 km for April. More so, at 10 km < Z ≤ 16 km for May due to absorption of UV-radiation from sun by O 3 , which indicates safety of living organisms with continuity in food chain and web in the study area. Keywords: Ozone, altitude, atmosphere, absorption band International Journal of Natural and Applied Sciences , 6(2): 255-258, 2010
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Conference on International Research on Food Security, Natural Resource Management and Rural Development Self-Organisation in Building Resilience to Climate Change in Smallholder African Agriculture - Speranza, Chinwe Ifejika (2010)
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Resilient Adaptation to Climate Change in African Agriculture - Speranza, Chinwe Ifejika (The Studies, 2010)
Africa’s agriculture faces varying climate change impacts which mainly worsen production conditions and adversely affect its economies. Adaptations thus need to build the resilience of farming systems. Using “resilient adaptation” as a concept, this study analyses how adaptations at farm and policy/institutional-levels contribute to the resilience of Sub-Saharan African agriculture. The developed tool, “the Resilience Check”, provides socio-economic data which complements existing adaptation tools. The underlying development gaps such as insecure property rights, poverty, low self-organisation, inadequate climate data and infrastructure limit resilient adaptations. If farmers could implement recommended practices, existing measures and improved crops can address most impacts expected in the medium-term. However, resource use efficiency remains critical for all farm management types. Development-oriented adaptation measures are needed to provide the robust foundations for building resilience. Reaching the very poor remains a challenge and the externally driven nature of many interventions raises concern about their sustainability. The study recommends practical measures such as decentralising various services and integrating the action plans of the multilateral environmental agreements into one national action plan.
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Strengthening policies and institutions to support adaptation to climate variability and change in the drylands of East Africa - Speranza, Chinwe Ifejika; Ayiemba, E.H.O.; Gimbage, Mbeyale; Ludi, Eva; Onganyi, Paul; Mwamfupe, Davis (2010)
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Teaching African Literature in Challenging Times - Spleth, Janice (Journal of the African Literature Association, 2010)
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Students' Assessment Procedures in the Agricultural Education Undergraduate Program: The Botswana College of Agriculture Experience - Squire, P. J. (2010)
The purpose of the study was to descr ibe through the review of re levant literature sources the undergraduate BSC degree program in agricultural education and the level and students' assessment procedures in the Botswana College of Agriculture. The findings show that the Botswana College of Agriculture offers core, optional and general education courses in the agricultural education undergraduate BSC degree program that are relevant to the socio-economic development needs of Botswana. The college also uses a variety of procedures for assessing students achievement in the program by: (1) having a balanced curriculum that clearly specifies testing and as sessment procedures and strate gies, (2) making assessment and testing procedures consistent with the objectives of the program and course offered, (3) having a variety of tests to allow for a range of different learning outcomes to be assessed, (4) setting a detailed, justifiable and transparent criteria for assessment, and (5) minimizing the number of test s a nd a ssessment as the college considers too much assessment and testing to be counter productive. The study recommended that agricultural educators maximize stakeholders' involvement in t he development of the assessment plans that reflect the uniqueness of t he program, national education policies, vision and mission.
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Ugandan Immigrant Students' Perceptions of Barriers to Academic Achievement in American High Schools. - Ssekannyo, Denis (2010)
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Gender Equality in the Staff Composition of Higher Learning Institutions in Uganda - Ssentongo, Jimmy Spire (Journal of Science and Sustainable Development, 2010)
This paper analyses gender equality in the composition of Uganda Martyrs University (UMU) staff—as of the close of 2008. The analysis focuses on the University’s policy and its implications for gender equality; the composition of the University’s staff by gender; and explanation of the possible reasons underlying the gender setting in the University. The paper employs Turner (1986)’s typology of equality in analysing equality. This is backed by social interactions approaches, which serve as the theoretical framework. Data were collected through informal interviews with staff of the University; observation; and analysis of the UMU Personnel Handbook 2008/2009 and the UMU Staff List as of 2008. The findings were that contrary to stereotypical exemptions of women from high positions in society, women occupy key positions in the University’s structure. Notwithstanding, representation of women in top management is far less than that of men and the composition of some job categories in the University’s establishment is indicative of the gender stereotyping typical of the Ugandan society. Like many institutions of higher education in Uganda, the University has no gender policy but mainly runs on an equal opportunities policy. Recommendations towards the resolution of these gaps are made.
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Income, school fees, and racial desegregation in post-Apartheid South Africa: Evidence from Cape Town public secondary schools - Startz, Meredith (2010)
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Understanding infant feeding beliefs, practices and preferred nutrition education and health provider approaches: an exploratory study with Somali mothers in the USA - Steinman, Lesley; Doescher, Mark P.; Keppel, Gina A.; Pak-Gorstein, Suzinne; Graham, Elinor A.; Haq, Aliya; Johnson, Donna B.; Spicer, Paul (Maternal and Child Nutrition, 2010)
The objective of this study was to explore Somali mothers' beliefs and practices around infant feeding and education, towards developing a culturally informed infant nutrition curriculum for health providers. Four focus groups were conducted to explore: (1) beliefs about infant feeding, hunger and ideal weight; (2) feeding practices; (3) nutrition education approaches; and (4) provider/mother interactions. Thirty-seven Somali mother participants identified the following themes within these topics: (1) strategies for assessing hunger, satiety and when to feed; shared beliefs that plump babies are healthy, leading to worry about infant weight; (2) context of breast milk adequacy, difficulties breastfeeding and environmental and cultural barriers to breastfeeding, leading to nearly universal early supplementation with formula; (3) preferred education approaches include provider visits with interpreters, Somali language educational materials and advice from older, experienced family members; and (4) desired health provider skills include: listening, explaining, empathy, addressing specific concerns, repeating important information, offering preventive advice and sufficient visit time. This study presents knowledge about Somali beliefs and practices that can directly guide discussions with these families. Given that these infants appear on a trajectory towards obesity, influencing infant feeding practices in the Somali community is a good upstream approach to preventing obesity. These findings will underpin a new infant nutrition curriculum for health providers.
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The Social Ecology of Schools and Models of the Life Course in Ethiopia - Stevenson, E. G. Jed (2010)
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A Phenomenological Investigation of Student Achievement: Perceptions of Academic Success as Told by Single African American and Hispanic Mothers. - Stewart, Shawn M. (2010)
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Planning and planning education in the Free State, South Africa - Steÿn, Das; Stapelberg, Henning (2010)
This paper aims to indicate in a succinct manner how urban and regional planning takes place in the Free State province. This is done in terms of different pieces of legislation based on national government and unique local ordinances. The largest municipality is used as an example indicating the origin and growth of Bloemfontein indicative to the entire province in so far as planning is concerned. Planning and regulatory documents based on legislation are discussed as these documents form the basis for spatial growth and development in municipalities. The political arena of the Free State is also briefly touched upon as it has a distinct influence on the planning and development of the province. The larger portion of the paper deals with the training of urban and regional planners at the University of the Free State. This portion explains the philosophy of subjects presented and how this influences the specific subjects and programmes for Honours and Masters students. The staff component, evaluation, facilities, and statistics are expounded upon. The strengths, weaknesses, opportunities, and threats encountered with the programmes are discussed while the challenges are linked to the initial aims. This ensures that the entire programme is result driven.
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The perceptions of teaching staff from Nigerian independent schools of a South African professional development workshop. - Steyn, G.M. (2010)
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International education partnerships: A case study of two universities in the United States and South Africa - Stinson, Barry L. (2010)
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A novel methodology for ex ante assessment of climate change adaptation strategies: examples from East Africa - Stoorvogel, J.J.; Claessens, Lieven; Antle, John M.; Thornton, Philip K.; Herrero, Mario (2010)
Sub-Saharan Africa (SSA) is predicted to experience considerable negative impacts of climate change. The IPCC Fourth Assessment Report emphasizes that adaptation strategies are essential. Addressing adaptation in the context of small-scale, semi-subsistence agriculture raises special challenges. An important constraint is that data demands are high, because sitespecific bio-physical and economic data are required. The development of relatively simple methods for ex ante evaluation of adaptation at the household and system levels is therefore needed. We test a new approach to ex ante impact assessment that produces site-specific results that can also be aggregated for regional analysis. The methodology uses the kinds of data that are more often available in resource-poor countries. The stochastic approach integrates socio-economic and bio-physical data on farmers’ land allocation, production, input and output use. Characteristics of the agricultural system regarding resources and productivity are analyzed and compared for both current and projected climate. Possible adaptation strategies are then assessed for their capability to reduce or offset the adverse effects of climate change. In this paper we apply the methodology to two study areas in Kenya. After characterizing the current systems with actual climate data, the effects of a perturbed climate are analyzed and a variety of adaptation strategies tested. Despite the limitations, the new approach offers a flexible framework for evaluating adaptation strategies using scarce data of resource-poor countries in SSA and other parts of the world. It allows a rapid integrative analysis for timely advice to policymakers and for exploration of technology and policy options.
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South African Deaf Education and the Deaf Community - Störbeck, Claudine; Martin, David S. (American Annals of the Deaf, 2010)
In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa.
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Gauging perceptions of participation in participatory development : a South African case : the mud schools eradication project at Klapmuts Primary School in the Western Cape - Street, Mavourneen (2010)
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African Girls' Samplers from Mission Schools in Sierra Leone (1820s to 1840s) - Strickrodt, Silke (History in Africa, 2010)
In an article in this journal almost fifteen years ago, Colleen Kriger discussed the reluctance of historians of Africa to use objects as sources in their research. She pointed to the rich reservoir of objects “made by African hands” in museum collections around the world, which lies virtually untapped by historians. However, she also noted that while objects are “unusually eloquent remnants from the past,” they are problematic sources, presenting “special difficulties in evaluation and interpretation.” The purpose of this article is to draw attention to the existence of a number of embroidery samplers that were stitched by African girls in mission schools in the British colony of Sierra Leone in the period from the 1820s to the 1840s. So far, I have found thirteen of these samplers, which are preserved in a number of archival, private and museum collections in Europe and the USA. To historians, these pieces of needlework are of interest because they were generated by a group of people for whom we do not usually have first-hand documentary material. Moreover, they represent the direct material traces of the activity of the girls who made them, and thus appear to offer the possibility of an emphatic insight into their experience. However, these “textile documents” present serious problems of interpretation. What exactly can they be expected to tell the modern historian? In particular, how far, in fact, do they express the perspectives of the African girls who made them, as distinct from the European missionaries who directed their work? Careful source criticism and an examination of the purpose for which they were produced will help to clarify these issues.
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Oral hygiene experience, knowledge of oral health and oral diseases and attitudes about oral health care : A questionnaire study among students of nursing in Zambia - Sturesson, Annika; Håkansson, Sara (2010)
The aim of the study was to investigate oral hygiene experience, knowledge of oral health and oral diseases and attitudes about oral health care among students of nursing at the School of Nursing i ...
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Incentive and crowding out effects of food assistance: evidence from randomized evaluation of food-for-training project in Southern Sudan - Sulaiman, Munshi (LSE Research Online Documents on Economics, 2010)
Food assistance is one of the most common forms of safety net programs in postconflict situations. Besides the humanitarian and promotional roles, there are widespread scepticisms of food assistance regarding its possible influence on disincentive to work and on crowding out of private transfers. While there is a relatively large amount of empirical research on social protection in stable context, it is less researched in post-conflict situations. Based on randomized evaluation of a food-for-training program implemented in Southern Sudan, this paper estimates these effects. We observe a significant negative impact (about 13%) on per capita household income. However, there is no effect on the hours of work or the type of the economic activities of the adult members. The decline in income mostly happened through a reduction in child labor. There is also a positive effect on school enrolment for girls (about 10 percentage points) and an improvement in their housing status. We also do not find any indication of crowding out of private transfers for the participants. This is most likely due to the extent of private transfers being very low to begin with. However, there is a small but significant impact of the transfers given out by the participants.
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Disability and Treatment of Psychiatric and Physical Disorders in South Africa - Suliman, Sharain; Stein, Dan J.; Myer, Landon; Williams, David R.; Seedat, Soraya (The Journal of Nervous and Mental Disease, 2010)
We aimed to compare disability rates associated with physical disorders versus psychiatric disorders and to establish treatment rates of both classes of disorder in the South African population. In a nationally representative survey of 4351 adults, treatment and prevalence rates of a range of physical and psychiatric disorders, and their associated morbidity during the previous 12 months were investigated. Physical illnesses were reported in 55.2% of the sample, 60.4% of whom received treatment for their disorder. Approximately 10% of the samples show a mental illness with 6.1% having received treatment for their disorder. The prevalence of any mental illness reported was higher than that reported individually for asthma, cancer, diabetes, and peptic ulcer. Mental disorders were consistently reported to be more disabling than physical disorders and the degree of disability increased as the number of comorbid disorders increased. Depression, in particular, was rated consistently higher across all domains than all physical disorders. Despite high rates of mental disorders and associated disability in South Africa, they are less likely to be treated than physical disorders.
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Autonomous Control, Climate and Environmental Changes Effects on Trypanosomiasis in Sub-Saharan Africa: A Review - Sumayin, MH; Muhammad, KH; Jijitar, AM; Usman, A.K.; Fajinmi, A O; Kalejaiye, JO; Wayo, B.; Musa, Dasauki (Animal Production Research Advances, 2010)
African trypanosomiasis is a parasitic disease that causes serious economic losses in livestock due to anemia, loss of condition and emaciation. The disease when neglected is lethal and untreated cases are fatal. African trypanosomiasis is found mainly in those regions of Africa where its biological vector, the tsetse fly, exists. Trypanosomiasis has widespread constraint on livestock production, traction power, mixed farming and human health in Sub-Saharan Africa. A tsetse fly eradication program being conducted in Sub-Saharan Africa may help in the control of African trypanosomiasis, as well as other forms of trypanosomiasis that affect humans. Control may also be achieved by a variety of autonomous and/or purposive measures. Autonomous control includes the multiple environmental impacts of human population growth, the expansion of agriculture, settlements and road networks, and the elimination of wildlife, through hunting and habitat loss. Purposive control includes those related to animal husbandry and breeding, those directed against the trypanosome and those targeted at the vector. To be sustained and effective in the reduction of poverty, disease control must be a priority concern of livestock producers, affected communities, and benefits of increased production, improved human health must exceed the costs of control. However, ‘the most scientific and economic means’ must be employed in control, as indiscriminate control actions against the disease may lead to irreversible damage to climate, environment and natural resources. Integration of control measures against the vector with other viable control measures along with the use of the most efficient and up-to-date technologies such as GIS, computerized model etc will yield better results.
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Students Housing in Urban Areas of Tanzania : A comparison study of student’s housing in Dar es Salaam and Iringa and its affect’s on student’s performance in higher education - Sundkvist, Hannah (2010)
Students Housing in Urban Areas of Tanzania : A comparison study of student’s housing in Dar es Salaam and Iringa and its affect’s on student’s performance in higher education
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Determinants of Academic Performance in Public Day Secondary Schools, Manga District, Kenya - Sureiman, O (Journal of Technology and Education in Nigeria, 2010)
The purpose of this study was to examine home-, school-, student- and teacher-related factors that influenced student academic performance in public day secondary schools of Manga District, Kenya. The descriptive survey design was adopted. The sample of seven head teachers (7), twenty eight (28) teachers and four hundred and twenty five (425) students was selected by proportional stratified technique. The data was collected by use of questionnaires and observation checklists and analysed using descriptive statistics. The study revealed the factors such as parents’ education level, parents’ financial burden, the family size, conditions at home, parents’ attitude towards education, school infrastructure, availability of teaching requirements, curriculum implementation, time management, student’s discipline, student’s entry mark, teacher’s teaching experience and level of education among others have significant impact in academic performance of a child. The author outlined some policy option on the findings. Key Words: Secondary schools, academic performance.
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EdQual Policy Brief No. 3. Using ICT to Support Science and Mathematics Education in Rwanda - Sutherland, Rosamund (2010)
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The influence of math self-efficacy on high school mathematics achievement of African American students. - Suzuki, Sawako (2010)
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Promoting Voluntary Counselling and HIV-Testing (VCT) amongst South African students : "quick and easy"? - Swanepoel, Piet (2010)
South Africans students infected with and who are unaware of their status and who practise unsafe sex are major drivers of new infections. By not testing for HIV, they deprive themselves of the opportunity to utilise the available care and support systems that will help them cope with the negative physical, psychological, social and economic consequences of the disease should they test positive. Consequently, a number of mass media campaigns have been launched to persuade at-risk students to go for an test. However, there has been little research to determine the effectiveness of these campaigns. This article focuses, first of all, on a number of problematic issues in the design of current mass mediated Voluntary Counselling and Testing (VCT) campaigns that target students. Secondly, the best practices framework put forward by Noar (2006) and Palmgreen, Noar and Zimmerman (2008) that could improve the effectiveness of future VCT campaigns aimed at the student population is discussed. Besides the use of theory-driven empirical research to determine the content of such messages, this article also focuses on the message features (the how/formal features) of VCT campaign materials. A more detailed analysis is provided of the messaging of the brochure Get tested for HIV (distributed by the Higher Education HIV/AIDS programme) and that of the Quick and Easy campaign (launched at the University of Pretoria). The article ends with a discussion of a number of issues relating to the (in)effectiveness of campaign messages and the need for further research.
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CHALLENGES IN THE IMPLEMENTATION OF VOCATIONAL AND TECHNICAL EDUCATION POLICIES IN SENIOR SECONDARY SCHOOLS IN THE SEKONDI/TAKORADI METROPOLIS IN GHANA - Swanzy, Patríck (EDULEARN10 Proceedings, 2010)
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Adolescent female learners experience and knowledge of human rights at a secondary school in a Sub – district of Cape Town, South Africa - Swartz, Deirdre (2010)
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Mid-term review, climate change and development project: Zambia, Mozambique, Tanzania. Final draft - Swennenhuis, Joss (2010)
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The pedagogical use of ICT in grade eight natural science classes in South African schools - Syfers, Benjamin Jerome (2010)
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The pedagogical use of ICT in grade eight natural science classes in South African schools - Syfers, Benjamin Jerome (2010)
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Teacher Competencies in Teaching oral communication skills in English: An investigation in upper Primary classes in Nandi North District, Kenya - Syomwene, Anne (2010)
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The Cultural-Historical activity theory: Implications of utilisation of Distance Education in higher education in Kenya - Syomwene, Anne; Kitainge, Kisilu (2010)
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National drought insurance for Malawi - Syroka, Joanna; Nucifora, Antonio (RePEc: Research Papers in Economics, 2010)
Malawi has experienced several catastrophic droughts over the past few decades. The impact of these shocks has been far reaching, and the resulting macroeconomic instability has been a major constraint to growth and poverty reduction in Malawi. This paper describes a weather risk management tool that has been developed to help the government manage the financial impact of drought-related national maize production shortfalls. The instrument is an index-based weather derivative contract designed to transfer the financial risk of severe and catastrophic national drought that adversely impacts the government's budget to the international risk markets. Because rainfall and maize yields are highly correlated, changes in rainfall -- its timing, cumulative amount, and distribution -- can act as an accurate proxy for maize losses. An index has been constructed using rainfall data from 23 weather stations throughout Malawi and uses daily rainfall as an input to predict maize yields and therefore production throughout the country. The index picks up the well documented historical drought events in 2005, 1995, 1994, and 1992 and a weather derivative contract based on such an index would have triggered timely cash payouts to the government in those years. This innovative risk management instrument was pioneered in 2008/2009 by the Government of Malawi, with the assistance of the World Bank, and was a first for a sovereign entity in Africa. Several piloting seasons will be necessary to understand the scope and limitations of such contracts, and their role in the government's strategy, contingency planning, and operational drought response framework.
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An Examination of Learning Style Preferences among Egyptian University Students. - Sywelem, Mohamed M. Ghoneim; Dahawy, Bayoumi Mohamed; Wang, Chih-husan (2010)
The purpose of this research was to examine teacher students’ learning style preferences and to examine the extent gender, seniority and academic major affect the students’ preferences.
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Nigerian students' perceptions on student-centered learning (SCL) - T.B., Jimoh; Yusoff, Nooraini (2010)
Learning is essential in human’s life as it is evidenced by the transformation of biological being to a knowledgeable being via learning process. It is now a global concern to device an educational pedagogy that can support long life learning that can enhance the productivity and creativity of the learner. This led to the adoption of the Student-Centered Learning (SCL)curriculum which has contributed immensely in this regard. Nigerian educational system is characterized with the passive traditional teacher-centered lecture method; which renders the students inactive. There have been series of probing question on such an outdated learning approach. Therefore, this paper presents the findings of the study carried out to investigate the perceptions of Nigerian students in some Malaysian public Universities about the SCL approach in terms of the perceived benefits and satisfaction. The study involves 222 students from four public Universities in Malaysia using questionnaire as the survey instrument which was developed for the two constructs (perception (benefits) and satisfaction). The data was analyzed using descriptive statistics. The findings of the study showed that the surveyed students perceived SCL to be of great advantages in their learning process and they were satisfied with the approach especially the collaborative form of SCL.
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Mothers’ perception and management of childhood fevers at the University Of Nigeria Teaching Hospital (Unth), Enugu - Tagbo, Beckie Nnenna; Ibeneme, ChikaodiliA; Adimora, GN; Ilechukwu, C (International Journal of Medicine and Health Development, 2010)
Background : A mother’s knowledge and perception of fever may  determine the degree of her anxiety and fear, and reflect on the way the fever is managed at home. This study was carried out to determine the knowledge, perception and practice towards childhood fevers among mothers at the University of Nigeria Teaching Hospital, Enugu. Methods : A cross-sectional descriptive study was carried out over a 6 week period. Data were collected from 179 mothers using a semi structured interviewer administered questionnaire. Results : The mean age of the respondents was 32.9 ± 7.1 years and majority were multiparous mothers. Seventy-seven percent had either secondary or tertiary education. Majority (74%) reported malaria as a common cause of fever while some reported teething (80%), witchcraft (26%), ‘ntiwa-isi’(widened anterior fontanelle-56%), spiritual attack (34%) and ‘nta’(marasmus-52%). Eighty percent knew fever could cause convulsion while others thought it could lead to blindness, anaemia, weakness, brain damage and death. Most of the mothers used cold water bath and exposure on their febrile children while others applied coverings and ointments. Majority gave drugs inappropriately and none had knowledge of the temperature that indicates fever. Conclusion : Understanding mothers’ perception may help Paediatric care providers to identify wrong practices towards fever and promote a more appropriate fever management. Key Words : Fever, mother’s perception, childhood, practice
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Exploring views on retirement policy in higher education in South Africa : case of the University of KwaZulu-Natal. - Takure, Sostina Mugove. (2010)
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THE PURPOSE OF ENGLISH LANGUAGE TEACHER ASSSESSMENT IN THE ENGLISH-SPEAKING PRIMARY SCHOOL IN CAMEROON - Tante, Achu Charles (2010)
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Planning and planning education in the Western Cape, South Africa - Tapela, Nigel (2010)
This paper presents an assessment of the experience of planning education programmes at the Cape Peninsula University of Technology (CPUT) in relation to the urban and regional context, and of how they respond to the emerging development challenges. The paper assesses the changing tertiary education landscape and the existing and potential complementarities that exist and/or may be forged in planning programmes offered in three of the tertiary institutions in the Cape Town region with the view to identify opportunities for reshaping our planning programmes for the twenty-first century.
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An Ethnographic Study on the Role of Education and Language among African Immigrants as they Struggle to Integrate and Succeed in the United States - Tarlebbea, Nicholas K. (2010)
The increase in the numbers of African immigrants t o the U.S. has raised more questions than answers not only wit hin government authorities but among the immigrants themselves. Al though these questions abound, immigrants are more interested in developing ways of adapting in their host countries instead of wasting precious time to think on how to fix the already dilapidated conditions in their countries of origin. Although intending immigrants have the dist orted mentality of how things are great in the Diaspora, success is not al ways that obvious especially when one is new to the system. For this reason, Africans have over the years realized that in order to succeed, o ne must immediately learn the language of the host country and obtain a n education or a career in that system I a bid to investigate this phenomenon thoroughly, we would first of all analyze the causes of African immigration and the coping challenges and then proceed to look at the m ethods used to succeed before rounding up with a conclusion.
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Reclaiming the Village: An Examination of African American Learning Community Programs in California Community Colleges. - Taylor-Mendoza, Jennifer (2010)
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African-American Inclusiveness in Political Science: An Exploration Inside the Issues Surrounding Participation in Higher Education - Taylor, David Francis (Social Science Research Network, 2010)
This paper investigates the various reasons influencing the lack of African-American doctorate degree seekers and holders. The rationale will be varied in nature, and in an effort to highlight the issue without overwhelming the presentation, the opinions represented will be those offered from Political Science professors within the state of Virginia. As the incorporation of diversity into the curriculum of Political Science is an ongoing issue on college campuses, the American Political Science Association (APSA) offers a number of minority-based initiatives toward increasing the involvement and support of African-American students in their pursuit of higher education. There are, nevertheless, a number of institutions of high learning which do not offer Political Science coursework aimed at African-American students, and for those who indeed do so, the courses may be limited in number. The lack of African-American educators of Political Science, or the deficiency of those who offer African-American political history as a result of their own research, is a continuing concern. As well as the lack of African- American students able to attain this level of education. This paper examines the political history of the African-American, as an illustration and rationalization of the importance of its teaching, and the potential reasons behind the lack of those who offer and make available the education.
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Seeds of Their Struggle: The Features of Under- and Overage Enrolment Among Grade 4 Learners in South Africa. - Taylor, Nick; Mabogoane, Thabo; Shindler, Jennifer; Akoobhai, Binaben J (2010)
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RECOUP Working Paper No. 33. Higher Education and Economic Development in Africa: a Review of Channels and Interactions. - Teal, Francis (2010)
While the numbers with completed tertiary level education are low in Africa, both relative to other countries and in absolute terms, they have been growing very rapidly. Three questions are addressed in this paper. The first is how higher education links to other forms of capital accumulation in a process that leads to economic growth. The second is how higher education links to job outcomes in particular the role of the public sector and self-employment as outcomes for graduates. The third is whether and how an expansion of skilled jobs can create its own demand. The paper draws on both macro and micro evidence to answer those questions which are placed in a long run historical context. It is argued that growth has been more closely linked to investment in physical capital than in education and this may well reflect the fact that education is most valuable when it is linked to technology which requires higher skills. Data from thirty two African countries are used to show that the returns to education, measured both by macro production functions and by micro earning functions, are highest for those with higher levels of education. A contrast is drawn between the role of higher education in providing access to public sector employment and the increasing importance of self-employment in Africa. The paper concludes by asking whether Africa can use its investment in higher skilled labour to effect a service based growth revolution. (a) This is a substantially revised version of a paper prepared for a Plenary Session on: Higher Education and Economic Development at the AERC Biannual Research Workshop May 29 June 3, 2010, Mombasa Kenya. I am indebted to participants at that workshop for comments. Markus Eberhardt has been very generous with his time in assisting me in preparing and interpreting the data presented in this version of the paper. This paper draws on educational research undertaken as part of the Research Consortium on Educational Outcomes and Poverty (RECOUP) funded by DfID. The research on labour market outcomes, on which the paper draws, was funded in part by an IDRC project on the impact of skills on job creation and poverty in sub-Saharan Africa and in part by an ESRC funded project on informality and finance in Africa.
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Global crisis and the challenge of veterinary teaching in Ethiopia. - Tefera, Melaku (Global Veterinaria, 2010)
aim of this study was to explore the consequences of the current global crisis namely climate change, financial crisis, food and energy crisis on veterinary education. In the advent of these events quality of education is expected to be falling and the role of veterinarians will change. Hence an attempt was done to provide an insight into the current state and future changes of veterinary education in Ethiopia. paper address coping strategies for the veterinary education, it also elaboratedthe Principles of The One World One Health concept (OWOH), the need to incorporate medical courses in veterinary education; In general it emphasized on using the current crisis for innovation and reform of the veterinary education.
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Abilities, Strategies, Perceptions, Influences and Interventions that Engender Resilience among Secondary School Girls in Ethiopia - Tefferi, Hirut; Anis, Katy (Girlhood Studies, 2010)
This report aims to identify the individual and external factors that have engendered the development of resilience among Ethiopian secondary school girls. Pact Ethiopia initiated this study on resilience as a component of the GET-SET project in order to better understand how girls overcome and pursue their education despite multifarious adversities in their personal lives and in the wider environment. The GET SET project is funded by the Oak Foundation, a donor which funds activities to combat global social and environmental concern that have a major impact on the lives of the disadvantaged, particularly in relation to child abuse, human rights and women’s development. The GET SET project works to empower girls whose life circumstances put them at risk of sexual exploitation and abuse in their communities and school environment. GET SET builds on a sister project of Pact Ethiopia, Girls’ Empowerment and Management Project (GEM), which provided significant academic strengthening, economic strengthening and life skills training inputs into girls’ lives over a two-year period. GET SET operates around the vicinity of fifteen secondary schools in three regions of Ethiopia: Amhara, Gambella and Southern Nations, Nationalities and Peoples Region (SNNPR).
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Evolution of groundwater in volcanic aquifer of Acum, Ethiopia: Isotopic and hydrochemical evidence - Tesfamichael, Tewodros Alemayehu; Dietzel, Martin; Leis, Albrecht (2010)
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Geochemical Evolution of Groundwater Quality in Shallow and Deep Wells of Volcanic Aquifer in Axum, Ethiopia - Tesfamichael, Tewodros Alemayehu; Dietzel, Martin; Leis, Albrecht (2010)
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Teachers' experiences of implementing business education in three secondary schools in Maseru District, Lesotho. - Thaanyane, Mamosa Esther. (2010)
Following the introduction of a new curriculum, Business Education, in Lesotho secondary schools this study focused on investigating teachers’ experiences in implementing the new curriculum in their classrooms as well as the factors associated with the success or failure of its implementation. This qualitative case study was used to provide in-depth insight into the day-today implementation of Business Education, successes and failures of teachers (teachers’ experiences). It further gave me an opportunity to delve into the weaknesses and strengths of the cascade model of training teachers, which was offered to teachers during implementing a new curriculum. Data was collected from three secondary schools in Maseru, Lesotho where six teachers were purposively selected from Lesotho Commercial Subjects Teacher Association (LECSTA). The data collection methods used are influenced by interpretivist paradigm and the study used individual interviews with open-ended questions, non-participatory observation and documents reviews of the lesson plan books, scheme of work and record of work done as well as the students’ test scripts. A review of few documents was used to compliment data collected through the first two methods of data collection. A theory of curriculum change was used in the study and ethical issues were considered. The findings of this study revealed that teachers were not adequately trained on how to implement Business Education and not many teachers were involved in the design of the new curriculum. They were not even trained on the teaching methods because the NCDC just assumed that they would not have problems. Teachers also showed that performance of Business Education is not good because teachers hate teaching theory, as a result concentrate more on practical, which leads to students hating it as well.
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Enhancing quality of tertiary education through programme accreditation: A case of Botswana - Thobega, Moreetsi (Procedia - Social and Behavioral Sciences, 2010)
This study presents narrated facts about the complex nature of accrediting tertiary education programs in Botswana. Content analysis procedures were employed to characterise the accreditation process experienced by local tertiary institutions. The accreditation process experienced hiccups that include; long-established institution having their own quality assurance procedures; programmes being purchased from external institutions; elusive on-line and distance education programmes offered by cross-border institutions. The Government of Botswana must strengthen the Tertiary Education Council by giving it capacity to grow beyond its current status hence assume full control of tertiary education in the Country.
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Immigrés Malgré Eux: Algerian Students and Higher Education in France - Thomas, Nadeen (2010)
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The Power of One: How You Can Help or Harm African American Students - Thompson, Gail L. (2010)
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A Phenomenological Study of Mathematics Meaning: A Possible Factor Affecting the Mathematics Achievement of African-American Male High School Students. - Thompson, LaTasha (2010)
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Climate change in Kenya: focus on children. - Thornton, Nicole (2010)
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Climate change, impacts and peasant farmers adaptation strategies in the Western Cameroon High Plateau - Tiafack, Ojuku; Enchaw, Gabriel Bachange; Tsalefac, Maurice (2010)
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Implementation of bilingual education in Tanzania: the realities in the schools - Tibategeza, Eustard R. (Nordic Journal of African Studies, 2010)
Tanzania is a multilingual country with 150 ethnic languages spoken within its boundaries. However, Kiswahili is the language most frequently used in government offices, as well as in everyday activities countrywide. Despite the adoption of one of Africa’s largest languages as an official language, the government has constantly insisted that English should remain the only medium of instruction at post-primary level, because of its tremendous power and prestige in the global market. The government’s stance reveals a limited understanding of what a system of promoting bilingualism and bi-literacy in education should involve. This paper presents the findings on a study conducted in primary and secondary schools in Tanzania with regard to language-in-education policy implementation. Therefore, the practice in schools is that monolingual education dominates and the idea of bilingual education appears far-fetched to practioners in the education sector. This paper proposes the 50–50 Model as a way forward for implementing strong bilingual education in Tanzania.
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National Association for the Education of African American Children with Learning Disabilities (NAEAACLD) - Tidwell, Nancy R (2010)
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Information and Communication Technology (ICT) Training among Lecturers in the South-South Zone in Nigeria by the Nigeria Communication Commission (NCC) - Tiemo, Pereware Aghwotu; Emiri, Ogochukwu Thaddaeus; Tiemo, Adobi Jessica (International Journal of Information and Communication Technology Education, 2010)
In order to bridge the digital gap and to facilitate the use of ICT in teaching and learning among lecturers and students in Nigeria universities, the Nigeria Communication Commission (NCC) organized a workshop to train lecturers in the use of ICT skill and knowledge. It was expected that 12,000 lecturers from various universities will be trained. It was discovered that the idea was welcomed since most of them find if difficult to integrate ICT in their academic work. As a result of this, the study seeks to find out the success achieved among participants and their perception toward the programme.
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Excision and end-to-end anastomotic urethroplasty in the management of post-traumatic urethral stricture disease: experience and challenges in a Nigerian teaching hospital - Tijani, KH; Ogo, CN; Adeyomoye, Adekunle (Nigerian Postgraduate Medical Journal, 2010)
The study aims to assess the outcome of excision and end-to-end anastomotic urethroplasty in the management of post traumatic urethral stricture in at one of the teaching hospitals in Nigeria.All cases of post traumatic urethral stricture disease managed by excision and end to end anastomosis between January 2000 and December 2006 were retrospectively studied. The data collected included the patients age, cause of stricture, location, length and the outcome of surgery.A total of 47 patients excision and end to end anastomotic urethroplasty were carried out during the period. Twenty patients (42.6%) had bulbar stricture and 27 (57.4%) had pelvic fracture urethral distraction stricture involving the posterior urethra. There was a 100% success rate in the 20 patients with bulbar urethral stricture at a minimum follow up of 1 year while the success rate for the 27 patients with posterior urethral stricture was 70.4%. Complications included one case each of perineal wound infection and of urethrocutaneous fistula which were managed conservatively.Excision and end to end anastomotic urethroplasty gives excellent results for the treatment of short segment post traumatic bulbar strictures and should be used as the primary treatment for such strictures.
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Closing the Quality Gap in South African Education? An Analysis and Critique of the Education Roadmap - Tikly, Leon (2010)
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'Writing a History of the Present': Changing discourses of 'self' and 'other' in South African education policy - Tikly, LP (2010)
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Micro-level Practices to Adapt to Climate Change for African Small-scale Farmers - Till, Below; Astrid, Artner; Siebert, Rosemarie; Sieber, Stefan (RePEc: Research Papers in Economics, 2010)
This paper discusses micro-level practices for adapting to climate change that are available to small-scale farmers in Africa. The analysis is based on a review of 17 studies about practices that boost small-scale farmers' resilience or reduce their vulnerability to observed or expected changes in climate; it includes data from more than 16 countries in Africa, the Americas, Europe, and Asia. The review shows that African smallholders are already using a wide variety of creative practices to deal with climate risks; these can be further adjusted to the challenge of climate change by planned adaptation programs. We found 104 different practices relevant to climate change adaptation and organized them in five categories: farm management and technology; farm financial management; diversification on and beyond the farm; government interventions in infrastructure, health, and risk reduction; and knowledge management, networks, and governance. We conclude that adaptation policies should complement farmers' autonomous response to climate change through the development of new drought-resistant varieties and improved weather forecasts, the provision of financial services, improvement of rural transportation infrastructure, investments in public healthcare and public welfare programs, and policies that improve local governance and coordinate donor activities.
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ADMINISTERING SECONDARY SCHOOLS IN NIGERIA FOR QUALITY OUTPUT IN THE 21 ST CENTURY: THE PRINCIPALS' CHALLENGE - Timilehin, Ekundayo Haastrup (European Journal of Education Studies, 2010)
This paper examined the three domains from which the outputs from the secondary schools were measured. It was discovered that the products were of poor quality. The poor quality was however, as a result of the multi-faceted problems bedeviling the system in Nigeria such as: inadequate funding; inadequate facilities; low morale of teachers; poor supervision of schools and frequent changes in educational policies. The roles of the principal in meeting these challenges were also examined as the chief executive who manages the school finance and who can use his ingenuity to raise fund to complement government's efforts; provision and maintenance of physical facilities; principal as a curriculum and instruction supervisor; a motivator and a change facilitator. It was therefore recommended that modern day principals should be knowledgeable, professionally competent and resourceful. It was again recommended that government should make provision for sponsoring principals and organising conferences for them to serve as a means for professional growth.
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PRINCIPAL'S LEADERSHIP BEHAVIOUR AS A DETERMINANT OF EFFECTIVENESS OF SECONDARY SCHOOLS IN NIGERIA. - Timilehin, Ekundayo Haastrup (European Journal of Education Studies, 2010)
This study examined the relationship between principal's leadership behaviour and effectiveness of secondary schools in Nigeria. The descriptive research design of the survey type was adopted. The population consisted of all the teachers and principals in the public secondary schools in South West Nigeria. The sample was however made up of 1200 teachers and 60 principals from 60 secondary schools across 3 states in the region. Multistage, simple and proportionate stratified random sampling techniques were used to select the states, schools and the teachers used for the study. Two sets of instruments were used to collect the data for the study. The data were analysed using frequency counts, percentage scores and Pearson product moment correlation. The hypothesis formulated was tested at 0.05 level of significance. The study revealed that the behaviour of principals in the area covered was satisfactorily encouraging. The study also showed that the schools were effective in the affective and the psychomotor domains but not all that effective in the cognitive domain. The study further showed significant relationship between principals' leadership behaviour and secondary school effectiveness. Based on the findings, it was recommended that the principals of schools should not relent in sustaining the tempo of their leadership behaviour. It was also recommended that all the stakeholders in the secondary school education as well as the government should try to uphold the level of performance of students in the affective and the psychomotor domains while efforts should be geared towards improving upon the students' performance in the cognitive domain.
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The influence of sexual activity on the academic performance of students in secondary schools and universities in Dar es salaam city, Tanzania - Timothy, N. Kruse (2010)
: Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC212.83.T34T45)
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Speech by Dr. Tjama Tjivikua, Rector, Polytechnic of Namibia, at the Education Partnership in Africa (EPA) closure function, 4 November 2010, Windhoek. - Tjivikua, Tjama (2010)
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Extant benthic Foraminifera from two bays along the SW coast of South Africa, with a comment about their use as indicators of pollution - Toefy, R. (2010)
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Towards an Effective Climate Change Regime in South Africa: Policy and Legal Developments - Toit, Louise du (2010)
Climate change has been acknowledged as being indisputable. The response of the international community has included the drafting of the United Nations Framework Convention on Climate Change and the Kyoto Protocol. In order to prevent catastrophic climate change, developed country parties to these agreements were required to reduce their greenhouse gas emissions by certain agreed percentages. At the last Conference of the Parties held in December 2009 in Copenhagen, agreement was not reached and what emerged was the Copenhagen Accord which is politically, rather than legally, binding. As a developing country South Africa is not bound to reduce its greenhouse gas emissions. However, due to the inadequacy of the Copenhagen Accord it is argued that all countries need to play their part, subject to their differentiated responsibilities. This paper sets out the energyand climate change-related measures that are in effect in South Africa and considers these measures in relation to the equivalent measures that have been implemented in Sweden, as an example of best practice, and in Brazil, a fellow developing country. This paper critically assesses South Africa’s legislation, policies and measures and with reference to the measures that are in effect in Sweden and Brazil, considers the lessons that can be learned by South Africa as it implements its climate change regime. Various necessary elements are identified including greenhouse gas emission reduction targets, taxes on carbon dioxide and energy, incentives to increase the uptake of renewable energy, measures to increase public awareness and the promotion of biofuels and recycling. While there are several barriers to the implementation of such measures, it is especially important that Government demonstrates the political will to ensure that these barriers are overcome to take South Africa closer towards an effective climate change regime. Un ive rsi ty of C pe To wn
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HIV/AIDS And Disability: New Research Findings From Kenya. - Tororei, S. (2010)
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AN EDUCATION NEEDS ASSESSMENT OF BLANTYRE CITY, MALAWI - Torre, Katharine (2010)
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Education Needs Assessment for Blantyre City, Malawi - Torre, Katharine (2010)
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Sexual vulnerability and HIV seroprevalence among the deaf and hearing impaired in Cameroon - Touko, Adonis; Mboua, Célestin Pierre; Tohmuntain, Peter M; Perrot, Anne (Journal of the International AIDS Society, 2010)
This quantitative cross-sectional study examines sexual behaviour of a target group of hearing-impaired persons in Yaounde, the capital city of the Republic of Cameroon. It measures their HIV prevalence to enable assessment of their sexual vulnerability and to help reduce the gap in existing HIV serology data among people with disabilities in general and the deaf in particular.The snowball sampling procedure was adopted as an adequate approach to meet this hard-to-reach group. A total of 118 deaf participants were interviewed for the behavioural component, using sign language as a means of data collection, while 101 participants underwent HIV serology testing. Descriptive analyses were done for behavioural data with Epi info software, while sera were tested by health personnel, using rapid and confirmation test reagents.From the results, it was clear that the hearing impaired were highly involved in risky sexual practices, as observed through major sexual indicators, such as: age at first sexual intercourse; condom use; and knowledge of sexually transmitted infections and AIDS. Furthermore, it was noted that the HIV prevalence rate of the hearing impaired in the capital of Cameroon was 4%, close to the prevalence in the city's general population (4.7%).Such results suggest that there is a need for in-depth behavioural research and serological studies in this domain to better understand the determinants of risky sexual behaviour among the hearing impaired, and to propose operational prevention approaches for this group.
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Disability in and Around Urban Areas of Sierra Leone - Trani, Jean-François; Bah, Osman M.; Bailey, N.; Browne, J. C.; Groce, NE; Kett, Maria (2010)
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“Field IT for East Africa”: training young African scientists in Lake Naivasha (Kenya) - Tricarico, E; Mavuti, K M; Britton, J R; Gherardi, Fabrizio; Harper, David M.; Pacini, Nic (2010)
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An investigation into the role of engineering and technical education in providing the skills needed by libyan manufacturing industry - Triki, Nuri M.; Gupta, Narain; Wamuziri, Sam; Rafik, M. (International Journal of Engineering Education, 2010)
The Libyan manufacturing industry has traditionally suffered from a shortage of skilled manpower. In 1990s, a network of Technical and Vocational Education and Training (TVET) institutions were introduced for the purpose of enhancing the supply of skilled manpower needed for the economic and social transformation plans. The aim of this study is to investigate the effectiveness of the Libyan TVET system in providing the skills needed by the national manufacturing industry. To achieve this goal a questionnaire has been designed to test the research hypothesis, and distributed to students in institutes of higher education; and engineers and technicians employed in manufacturing industry in Libya to explore their views in this regard. The study indicated a direct relationship between the needs of the industrial sector and technical disciplines. The results of the research indicated that there is a substantial mismatch between the outcome of TVET and the exact requirements of manufacturing industry. The analysis of available statistics, however, suggests the unplanned nature of the link between the TVET and manufacturing industry. The results also indicated how to improve technical programmes which will help serve the community by providing students with adequate technical information.
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ADDRESSING ENVIRONMENTAL ISSUES THROUGH THE SCHOOL CURRICULUM: THE ZIMBABWEAN EXPERIENCE - Tshuma, Doreen; Moyo, Nathan (2010)
This paper seeks to contribute to a better understanding of the environmental crisis by examining the nature and extent of the environmental crisis and then exploring, in detail, how environmental education, in general, and a re-conceptualized environmental education, in particular, could, within the framework of schooling, be made a potent weapon in the war against an environmental crisis, similar to what has happened in the war against HIV/AIDS pandemic. While the paper readily acknowledges that the environmental crisis is a global crisis, it focuses quite specifically on Zimbabwe’s school system and thus gives the paper a much-needed developing world perspective. It is also a reaffirmation of the fact that developing countries cannot be spectators to the environmental crisis. It establishes that Zimbabwe has responded to the environmental crisis by incorporating an integrated subject in the name of environmental science at the primary school level. However, environmental education becomes fused with other disciplines at the secondary level. It is recommended that a revision to the handling of environmental education at the secondary school level to establish a continuum from the primary school. In that way pupils will constantly be reminded of the need to care for the environment throughout the school system
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Study of risk of pollution by the heavy metals of the water and fishes of the Congo river - Tuakashikila, M.; Mbuyi, K.M.; Kabwe, C.; Malumba, M.; Kapembo, L.; Lusamba, N.; Lundemba, S.; Barutti, Y. (2010)
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Briefing Paper 3. Small-scale irrigation in the Ethiopian highlands: What potential for poverty reduction and climate adaptation? - Tucker, Josephine; Yirgu, Leulseged (2010)
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Towards New Intervention Programmes for Early School Leavers in Uganda - Tukundane, Cuthbert; Blaak, Marit (2010)
Early school leaving is one of the major problems facing the education system in Uganda. Effective intervention programmes are needed to address this situation. This chapter examines the elements of good-quality and effective intervention programmes for early school leavers, from which Uganda can benefit when designing new interventions or improving existing ones. The international literature on intervention practices is reviewed, followed by the presentation of a case study from Uganda, which will allow us to gain an insight into existing practices and interventions. On this basis, proposals are made for effective intervention programmes. These include programmes that are relevant to the needs of early school leavers and their communities, are attractive and flexible, offer guidance and counselling, create partnerships between the school, parents and community and, above all, are supported by a government policy framework.
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Application of self-organizing maps technique in downscaling GCMs climate change projections for Same, Tanzania - Tumbo, Siza D.; Mpeta, Emanuel J.; Tadross, Mark; Kahimba, Frederick C.; Mbillinyi, B.P.; Mahoo, H. F. (Physics and Chemistry of the Earth, Parts A/B/C, 2010)
High resolution surface climate variables are required for end-users in climate change impact studies; however, information provided by Global Climate Models (GCMs) has a coarser resolution. Downscaling techniques such as that developed at the University of Cape Town, which is based on self-organizing maps (SOMs) technique, can be used to downscale the coarse-scale GCM climate change projections into finer spatial resolution projections. The SOM downscaling technique was employed to project rainfall and temperature changes for 2046–2065 and 2080–2100 periods for Same district, Tanzania. This model was initially verified using downscaled NCEP reanalysis and observed climate data set, and between NCEP reanalysis and GCM controls. After verification the model was used to downscale climate change projections of five GCMs for 2046–2065 (future-A) and 2080–2100 (future-B) periods. These projections were then used to compute changes in the climate variables by comparing future-A and B to the control period (1961–2000). Verification results indicated that the NCEP downscaled climate compared well with the observed data. Also, comparison between NCEP downscaled to GCM downscaled showed that all the four GCM models (CGCM, CNRM, IPSL, and ECHAM) compared well with the NCEP downscaled temperature and rainfall data. Future projections (2046–2065) indicated 56 mm and 42 mm increase in seasonal total rainfall amounts for March–April–May (MAM) and October–November–December (OND) seasons (23% and 26% increase), respectively, and an increase of about 2 °C in temperature for both seasons. Furthermore, future projects show that during MAM there will be 2 days decrease in dry spells, and 8 days increase in seasonal length while for OND, there will also be 2 days decrease in dry spells, and 40 days increase in the seasonal length. Future-B projects 4 °C rise in temperature, and 46.5% and 35.8% increase in rainfall for MAM and OND, respectively. It is recommended to investigate the effect of increased rainfall and temperature on agricultural production.
Keywords: openalex:import