Academic literature on the topic 'Teaching in Central Africa'
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Journal articles on the topic "Teaching in Central Africa":
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Gichure, Christine Wanjiru. "Teaching Business Ethics in Africa: What Ethical Orientation? The Case of East and Central Africa." Journal of Business Ethics 63, no. 1 (January 2006): 39–52. http://dx.doi.org/10.1007/s10551-005-1129-9.
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Stephens, Carla R. "Complementary Tools for Studying the Cold War in Africa." Journal of Black Studies 43, no. 1 (September 2, 2011): 95–101. http://dx.doi.org/10.1177/0021934711420259.
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This review of Piero Gleijeses’ monumental historical text, Conflicting Missions: Havana, Washington and Africa, 1959-1976, and Jihan El-Tahri’s award-winning documentary, Cuba: An African Odyssey, not only examines the strengths and weaknesses of these powerful complementary texts regarding Cuban internationalism in Africa but also provides pedagogical guidance for their use in teaching about the Cold War in Africa. These texts demonstrate how central Africa was to the history of the period and provide a means for educators to undermine students’ preconceived notions of the power of the West, African insignificance, and the major actors in the Cold War. This review offers suggestions for how instructors might use the two media to stimulate students’ critical thinking about such broad historical and political themes as race and culture, imperialism and anticolonialism, nationalism, revolution, and nation building foundational to the discourse. Additionally, it suggests other resources—books, newspaper articles, and primary documents—that might also be used when examining this tumultuous historical moment.
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Maluleke, T. S. "African culture, African intellectuals and the white academy in South Africa - some implications for Christian theology in Africa." Religion and Theology 3, no. 1 (1996): 19–42. http://dx.doi.org/10.1163/157430196x00022.
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AbstractAttitudes towards African culture are central to the crisis of African intellectuals. This crisis is manifest in the issues of African identity, black self-love, black poverty, the stranglehold of the Western academy and white racism. For the debilitating aspects of the crisis to be converted to our advantage, African intellectuals must reconnect to African culture. However, such a reconnection must include not only an analysis and problematisation ofwhatAfrican culture is, but also the question of how best to connect to it. The call for African intellectuals to reconnect to African culture is not a call for the resuscitation of romantic views on African culture. Nor is it a call for a rehash of the often strident views of Western missionaries, philosophers and colonialists on African culture. It is also not a call for the self-hating castigation of African culture by Africans themselves. It is rather a call to a mature reappropriation of past and present manifestations of African culture within, because of and in spite of oppressive and racist conditions. This kind of appropriation will help African intellectuals emerge from the crisis. Such a reappropriation has significant implications for the teaching and the shape of Christian theology of Africa. Basic to these implications is the necessity to return to black and African theologies of liberation.
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Hewlett, Barry S., and Casey J. Roulette. "Teaching in hunter–gatherer infancy." Royal Society Open Science 3, no. 1 (January 2016): 150403. http://dx.doi.org/10.1098/rsos.150403.
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A debate exists as to whether teaching is part of human nature and central to understanding culture or whether it is a recent invention of Western, Educated, Industrial, Rich, Democratic cultures. Some social–cultural anthropologists and cultural psychologists indicate teaching is rare in small-scale cultures while cognitive psychologists and evolutionary biologists indicate it is universal and key to understanding human culture. This study addresses the following questions: Does teaching of infants exist in hunter–gatherers? If teaching occurs in infancy, what skills or knowledge is transmitted by this process, how often does it occur and who is teaching? The study focuses on late infancy because cognitive psychologists indicate that one form of teaching, called natural pedagogy, emerges at this age. Videotapes of Aka hunter–gatherer infants were used to evaluate whether or not teaching exists among Aka hunter–gatherers of central Africa. The study finds evidence of multiple forms of teaching, including natural pedagogy, that are used to enhance learning of a variety of skills and knowledge.
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Amin, Martin E. "Six Factors of Course and Teaching Evaluation in a Bilingual University in Central Africa." Assessment & Evaluation in Higher Education 27, no. 3 (June 2002): 281–91. http://dx.doi.org/10.1080/02602930220138633.
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McAuslan, Patrick. "Land Policy: A Framework for Analysis and Action." Journal of African Law 31, no. 1-2 (1987): 185–206. http://dx.doi.org/10.1017/s0021855300009323.
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I chose the topic of land and land policy as my contribution to this collection of essays in honour of Tony Allott because it seemed to me that there are certain parallels between the role of land in society and the role of Tony Allott in the development of the study of African Law and indeed of the study of the law of pre-literate societies by lawyers in the United Kingdom. Land is central to the workings of any society, but especially is this so in respect of pre-literate societies and societies subjected to the impact of colonialism. So too has Tony's work been central to the growth of our understanding of the workings of customary law in African society and the manifold problems created by the impact of received law i.e. for the most part Western Europe law brought by the colonial powers, on customary law and society. Those of us who began our careers of law teaching and legal scholarship in Africa owe a great debt to Tony for his pioneering work in the field and for his tireless efforts to promote African legal scholarship. In going beyond Africa as I do in this essay, I am once again following in Tony's path for he long ago realised that law in Africa is a part only of the great family of law in the developing world and one can no more isolate African legal scholarship from that world than one can isolate land from the society of which it is a part. It is to this that I now turn.
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Richmond, Edmun B. "Language-By-Radio in Sub-Saharan Africa." IALLT Journal of Language Learning Technologies 16, no. 2 (January 30, 2019): 20–27. http://dx.doi.org/10.17161/iallt.v16i2.9131.
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In the summer of 1981, the author was engaged in pedagogicalresearch in language program development for the governments of Senegaland The Gambia. During that period, he further participated in an eight countrylanguage teaching survey throughout West, Central, and EastAfrica, under the sponsorship of the United States International CommunicationsAgency. Included in that survey was an analysis of the useof radio broadcasts as a means to teach foreign languages. This articlewill describe the language-by-radio programs in four countries, i.e.,Senegal, Burundi, Rwanda, and Kenya. Of special interest is the use ofradio to teach English.
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Sanders, Paul. "Defining a relevant architecture in South Africa." Architectural Research Quarterly 4, no. 1 (March 2000): 67–80. http://dx.doi.org/10.1017/s1359135500002438.
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Architecture in South Africa is at a crossroads. After years of repression and isolation during which contemporary architecture lost its way, there is now a desperate need for architects to respond to the social and cultural challenges of a society riven by massive material contrasts. Within architecture schools, a student body more representative of society than hitherto is engaged in projects which reflect the very diverse needs of the community. Central to the effectiveness of such teaching programmes is the presence of teachers fully engaged in practice, creating a responsible architecture for a renewed nation.
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Gibson, Sarah. "Mobilizing Cultural Studies." Transfers 13, no. 1-2 (June 1, 2023): 32–54. http://dx.doi.org/10.3167/trans.2023.13010204.
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Abstract This article reflects on the practice of teaching and learning cultural studies in the context of South Africa. It reflects on the curriculum design and teaching experiences of the “Cultural Studies in Practice” module of the Bachelor of Social Sciences Honors in Culture, Communication and Media Studies offered at the University of KwaZulu-Natal. The module is centered around a compulsory three-day field trip to the KwaZulu-Natal Battlefields Route in South Africa. While the battlefields visited are commemorations of past military mobilities, this article reflects on how mobilities is central to the curriculum design, pedagogies, and practices of the cultural studies module through (1) the field trip and (2) the mobile pedagogy of walking.
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Cox, John L. "An East African safari." Psychiatric Bulletin 13, no. 1 (January 1989): 25–26. http://dx.doi.org/10.1192/pb.13.1.25.
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To have been external examiner for the Masters Degree in Psychiatry (M Med) of the University of Nairobi for the last three years was an unusually stimulating opportunity, not only for a ‘busman's holiday’ (as my registrar called it) and a ‘good enough’ reason for a return to Africa, but it also enabled me to contribute again to training East African psychiatrists – a task which I first undertook in 1972 when a lecturer at Makerere University in Uganda. Because of the civil wars in Uganda, however, the Department of Psychiatry in neighbouring Kenya has now flourished and become one of the most substantial Departments in Central and Southern Africa. The Department, which includes one ‘full’ professor, two associate professors, four lecturers, two tutorial fellows, will soon have its own teaching in Kenyatta National Hospital as well as accommodation at the Mathari Mental Hospital, made famous by the pioneer observations of Carothers. In addition to its commitment to postgraduate training the Department provides three months teaching for other doctors taking an M Med in Medicine and Paediatrics and also teaches 150 medical students each year.
Dissertations / Theses on the topic "Teaching in Central Africa":
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Rijuan, Li. "Problems encountered with the teaching of computer applications technology and information technology at senior secondary school level : a managerial approach." Thesis, Bloemfontein : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/38.
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Thesis (M. Tech.) -- Central University of Technology, Free State, 2010The aim of the study was to determine the problems encountered by educators who teach Computer Applications Technology (CAT) and Information Technology (IT) in the FET band in the Bloemfontein area, Free State. The main contribution of the study lies in the identification of those problems. By knowing and understanding the problems, the Department of Education and the stakeholders will seek solutions to rectify the problems which will lead to the successful implementation of IT and CAT. The assumptions of the study were that many educators lacked basic ICT skills and pedagogical training, and there were not enough computer stations for learners. Both the qualitative and quantitative approaches were used in the study. The researcher used the survey research method and data was collected through the use of questionnaires and interviews. Simple random sampling was used to ensure that each member of the population in the study had an equal chance of being selected. Descriptive and inferential statistics were used in analyzing the data from the questionnaires. In order to analyze the qualitative data from the interviews, the researcher described the sample populations, ordered and coded the data (data processing), and displayed summaries of data in such a way that interpretation became easy. This was done by preparing tables, diagrams and pie charts. According to the results of the study, the problems that the educators encountered include a lack of sufficient didactical training for educators, learners don’t have computers at home to practice on, a lack of financial support to provide relevant facilities for schools, such as computer laboratories and learning materials in IT/CAT, educators spend too much time on paper work and do not have enough time for teaching, and IT/CAT teachers become ‘do-it-all’ teachers with regard to any work on the computer, such as fixing the computer, designing the school website. Regarding the identified problems, recommendations were made, such as the Department of Education must review the curriculum of IT and CAT, sufficient subject related training and didactical training for IT and CAT educators should be provided by the Department of Education on a regular basis.
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Lekhu, Motshidisi Anna. "ASSESSING THE TEACHING EFFICACY BELIEFS OF SCIENCE TEACHERS IN SECONDARY SCHOOLS IN THE FREE STATE PROVINCE." Thesis, Bloemfontein: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/245.
Abstract:
Thesis (D. Phil. (Humanities)) -- Central University of Technology, Free State, 2013The purpose of this study was to assess the science teaching efficacy of the Physical Science teachers in the secondary schools of the Free State province of the Republic of South Africa. Quantitative and qualitative methods were employed to gather data for this study. It was aimed at determining the effect of the demographic factors and the teachers’ level of preparedness regarding content knowledge and assessment skills on science teaching efficacy. The sample consisted of 190 Physical Science teachers. Two instruments were used to collect data: (1) A self-constructed questionnaire with the Science Teaching Efficacy Belief Instrument for in-service teachers (STEBI-A) modified for this study, and (2) Semi-structured interviews. Teachers’ biographical data and level of preparedness to teach Science were assessed against the two sub-scales of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE). Analysis of data was by basic statistics, descriptive statistics and inferential statistics using SPSS 20.0. Qualitative data were transcribed and categorised into emerging themes. Analysis of the self-efficacy survey indicated highly positive self-efficacy beliefs expressed by most of the practising secondary school teachers in regards to Science teaching. Teachers believe in their own teaching abilities (Personal Science Teaching Efficacy beliefs) and they believe learners’ learning can be influenced by effective teaching (Science Teaching Outcome Expectancy beliefs). In addition, analyses of data on the respondents’ level of preparedness to teach Science indicated a high level of self-rated Science knowledge, with higher confidence levels in Physics than in Chemistry among in-service secondary teachers. MANOVA analysis indicated that teachers’ gender, teaching experience, professional and academic qualifications, Chemistry and Physics content knowledge, frequency of practical work, and confidence in conducting experiments played a significant role in the collective dependent variables, while the grades teachers taught, their age and learner assessments did not. Analysis further indicated that secondary school teachers with a B.Sc (Ed) degree had significantly stronger STOE than teachers with any other professional qualifications. vi There was a significant difference between males and females in the STOE sub-scale scores (F=6.139; p=0.014) with males scoring higher than females; but no significant difference between males and females in the PSTE sub-scale scores (F=5.925; p=0.667). Moreover, teachers with at most five years and at least 16 years of teaching experience had significantly higher PSTE scores than teachers with different years of teaching experience. Furthermore, analyses of the level of preparedness in conducting practical work indicated that respondents were more confident to conduct Physics experiments than Chemistry experiments. In-service secondary Science teachers believed that assessment is an important and integral aspect of teaching and learning, hence they utilised a variety of assessment modes in their classroom. It is recommended that further study should include a test in content knowledge, so that teachers can be assessed to confirm their confidence in content knowledge, rather than allowing them to rate themselves without an actual test. Moreover, qualitative studies may be conducted to support teachers’ self-report measures, such as classroom observations, in order to gain in-depth data about teachers’ efficacy beliefs. If more research is conducted on the self-efficacy beliefs of in-service Science teachers at secondary school level, the curriculum of teacher training programmes could be developed and structured further, there could be more understanding on what pre-service teachers face - this will help to understand how to motivate teachers to teach Science.
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Meyer, Jumé. "A critical review of TEFL (Teaching English as a Foreign Language) as an effective method of teaching English in a multi-lingual environment." Thesis, Bloemfontein : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/18.
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Thesis (M. Tech.) - Central University of Technology, Free State, 2010English is listed as the official or second official language in forty five countries. It is the majority language in twenty seven countries. English is spread vastly over the world, resulting in scores of speakers (Kitao, 1996). However, in countries where English is not the dominant language, language schools are available to assist in the acquisition of the language. It is stated that EFL methods are effective and thriving in teaching English to non-native speakers. It is further pointed out that EFL methods rival those used in traditional classes which mainly use teacher-orientated-language whereas TEFL focuses on enhancing student-orientated-language in a classroom (http://teflonline.com). The research’s importance stems from the area of focus and purpose. It is the primary purpose of this paper to examine whether improved possibilities and imperatives of language acquisition to subjects and teachers are offered by TEFL methods. The dissertation derives greater primary importance upon consideration of the effectiveness of TEFL in multi-lingual classrooms. This dissertation will determine whether EFL methods are in fact more effective and efficient in teaching English than other known methods. On another point it should then be possible to improve TEFL methods and take them to further possibilities such as online classes or web-based-training. The dissertation’s aim is to critically review TEFL as an effective method of teaching English in a multi-lingual environment. This is done by incorporating the TEFL teaching methods into an experimental classroom of students from different ethnical backgrounds, age groups and mother tongues – except English. By critiquing the TEFL course content and using contextual and literature reviews, internet research, questionnaires, observations, interviews and formative assessment opportunities, data were gathered on participant perspectives on the following key questions of the research: 1. Do the TEFL teaching techniques differ from those in traditional English classrooms? 2. If this is the case, how do these techniques differ? 3. Do the students benefit from TEFL, or may/can they benefit? 4. And do teachers benefit by using TEFL techniques in the classroom? The Researcher is a qualified TEFL educator and aims to make an in-depth study of EFL techniques and whether it can be effective in a multi-lingual classroom. The study is conducted at the Hochschule für Technik und Wirtschaft, Aalen (HTW Aalen) and the Educcare day-care centre in Stuttgart, Germany. xvi Three case studies were conducted throughout the course of this research. A total of fifteen months and thirty-six subjects of different ages, ethnicities and genders participated in observational case studies. The remaining nine months were utilised in preparation of the case studies and drafting of the research paper. The conclusions drawn from this research are definitive distinctions in the subjects’ ability to acquire English by means of EFL methods. The EFL methods were widely accepted by the case subjects. The research showed that the subjects enjoyed the student-orientated classroom, because they felt included in the proceedings of the lessons. This was done by the EFL way of encouraging the potential in the students to actively part-take in the lesson by talking freely, known as Student Talking Time (STT). According to questionnaires and interviews the subjects declared that STT gave them the ability to possess control over the speed and strength in which they acquire the new information. The students did not feel like they were only absorbing information provided to them by the teacher, instead they felt like active participants in the learning process. The teacher, on the other hand also benefits from EFL. The first advantage for EFL educators is more freedom in lesson planning. Due to the fact that TEFL focuses on increasing the STT in classrooms, the teacher’s responsibility shifts from a leading to an assisting function. This gives the possibility to the lecturer to have many potential scenarios for one lesson to the contrary of a strict lesson plan. A stringent lesson plan in traditional classes usually does not allow derivation from the original path or derivation is only possible for very experienced teachers (http://teflonline.com). In the EFL classes a standard path is not needed. Instead it is essentially necessary to be prepared for many likely situations as a reaction to the current needs of the classroom. As an additional benefit the positive reaction of the students to the teaching methods increases the teacher’s motivation. The lecturer1 can then pass this positive effect back to the students and provoke more self-confidence in the students when teaching. This overall self-enhancing cycle shows, in conclusion that incorporating EFL teaching methods into a lesson, realises the main objective of every language teacher: to assist students in acquiring the target language. In addition it is the aim of this research that the findings may participate in future development and improvement in educational systems where teaching a second or foreign language to students, whether English or any other foreign language.
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Liu, Yuan. "A critical review of translation education in China and South Africa : a proposed model." Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/81.
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Mateusi, Maphaphi Clement. "Investigating teaching strategies that ensure the inclusivity of learners with physical and/ or mental impairments in Lesotho." Thesis, Bloemfontein : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/170.
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Thesis ( M. Ed.(Educational Management)) - Central University of technology, Free State, 2011The purpose of this study is to investigate teaching strategies that ensure the inclusivity of learners with physical and/or mental impairments in the mainstream schools in Lesotho. The intention being to equip educators with strategies that can be employed in order to address this didactical challenge at mainstream schools. The inclusion of impaired learners can be achieved only if teachers understand the purpose of inclusive education as defined by Van Rooyen and De Beer (2006) that inclusive education is an education system that ensures that all children learn and participate regardless of their disabilities. The study followed a mixed method approach, in the form of a survey, that is semi-structured questionnaire for teacher respondents while an observation coupled with informal discussion was utilized for the learner respondents. Population and sampling consisted of 211 teachers randomly drawn from 23 primary schools found in Berea and Maseru districts of Lesotho. The completed questionnaires were collected and analysed. The study found that there are challenges experienced by physically and/or mentally impaired learners with their teachers and peers. According to the findings of the research, Lesotho teachers in mainstream classes do not have enough training to work with impaired learners. Given this situation, it is not only recommended that the current group of teachers are re-skilled and re-trained through short courses and workshops, but also that teacher training colleges and university in Lesotho are encouraged to constantly review and update their programmes so that they are responsive to the professional needs of educators. Appropriate inclusive teaching strategies are also recommended to assist in addressing this challenge. Educators should be sufficiently supported by the para-professionals in order to make inclusive education successful. Government experts should work collaboratively with the Lesotho College of Education and the National University of Lesotho with regard to the attainment of these skills and competencies, in order to improve the work of the educators at schools. At school level, special educators should be hired in order to identify learners with impairments.
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Mosala, Olehile Lazarus. "Problems encountered by educators regarding the implementation of the national curriculum statement in mathematics." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/173.
Abstract:
Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 2011This study examines the problems encountered by educators regarding the implementation of the National Curriculum Statement in mathematics in grades 10-12. The first aim of the study was to provide solutions to problems regarding training experienced by FET mathematics educators. The second aim was to identify problem areas in the NCS that frustrate mathematics educators teaching in the FET band and to identify areas that appeal to these educators. The third aim was to provide guidelines to assist educators with lesson planning in mathematics in the FET band. The fourth aim was to provide guidelines for appropriate assessment in mathematics in the FET band. The fifth aim was to provide guidelines for the effective integration of OBE in the teaching of mathematics in the FET band. The field work was executed by administering a questionnaire to a randomly selected sample of fifty two educators teaching in the FET band. Interviews were semi-structured, flexible and yielded additional information to that of the questionnaire. The questions of the interview were directly related to the objectives of the study and followed a given sequence that was adhered to in each interview process. The researcher arranged to interview one educator from each of the 15 randomly selected schools in the Motheo-district, but only 10 educators responded positively in the interview process, other educators could not avail themselves on that day. The researcher analysed the responses according to the respondent‟s personal particulars. Descriptive analysis of the sample data for section B of the questionnaire were then done, using respondent counting, percentages and the average for the responses of each statement. This study revealed that educators differ in terms of the problems that they encountered in implementing the NCS in mathematics. The findings from this study pointed out problems such as educators receiving inadequate training on implementing the NCS in mathematics. It was also revealed that educators had not been visited by the departmental officials in their schools for monitoring the implementation of the NCS in mathematics. The last finding showed that teaching and learning support material arrived late during 2008 and that there was a large shortage of such material. The result of the study provides invaluable baseline information with regard to the problems encountered by the educators in the implementation of the NCS in mathematics. On the basis of the findings of this study, a number of recommendations for the implementation of curriculum change in mathematics on FET level are given in Chapter 5.
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Manditereza, Blandina. "Improving quality of pedagogical practices in English as a language of learning instruction." Thesis, Bloemfontein : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/211.
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Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 2013This study investigates current pedagogical practices in teaching in English as a language of learning and instruction. The study seeks to examine whether current teachers are in need of re-training or whether they possess relevant content pedagogical knowledge to use English as a medium of instruction. At present, the Governing Bodies of schools have the authority to choose the language of learning and instruction according to the provisions of the Constitution.The language chosen as the medium is critical since it assumes the role of mediator between text and learner, and teacher and learner. The research uses the interpretive paradigm and in particular engages (Vygotsky 1978) and Chomsky (1986) as theorists of language acquisition who write from a constructivist perspective. Methods of data collection are drawn largely from the qualitative methods and to a lesser extent from quantitative methods. Instruments for data collection included questionnaires, interviews and lesson observations. The research study focuses on foundation phase teachers and learners in four purposefully selected schools, comprising former Model C and public township primary schools. The findings of the study suggest that learners, especially from township schools, find it difficult to learn in English as a medium of instruction probably because of limited exposure to English in both the school and home environment. On the contrary, learners from former Model C schools seem to be at an advantage because they use English in all spheres of school life, in and out of the class, resulting in more exposure and repetition. The findings seem to indicate that teachers‘ limited proficiency in English negatively affects quality of pedagogical practises in the language of learning and instruction. Lesson observations support findings that teachers‘ limited proficiency do affect education. This study further suggests that most non-native English teachers are inadequately prepared to use English as the medium of instruction. This inadequacy consequently results in some teachers failing to meet the language-related needs of learners due to their limited proficiency in the language of learning. This point is demonstrated by evidence from the observed lessons, recorded interviews and reviewed literature. The study further reveals that most teachers have difficulties with pronunciations, terms and vocabulary appropriate for grade two learners in this instance. Additionally, four factors affecting pedagogic practises were reflected in the study. These were class inequalities, different distribution of knowledge, differences in access to knowledge and social class differences. These factors were experienced through different pedagogic practices employed by different participants.
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Modise, Motalenyane Alfred. "An investigation of the use of life skills as an intervention strategy in the fight against HIV/AIDS at Senakangwedi senior secondary school in Botshabelo." Thesis, Bloemfontein : Central University of Technology, Free State, 2012. http://hdl.handle.net/11462/148.
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Thesis (M. Ed. Educational management) -- Central University of technology, Free State, 2012The purpose of the study was to investigate Life Skills as an intervention strategy in the fight against HIV/AIDS among the teenagers at Senakangwedi Senior Secondary School in Botshabelo, Free State. Life Skills as an intervention strategy were implemented in one secondary school in Free State Province in Motheo District. A cohort of 30 learners and 10 educators from secondary schools in Botshabelo, Free State Province participated in the study. The respondents comprised of 10 learners from Grade 10, 10 from grade 11 and 10 learners from Grade 12 as well as ten educators. Learners were between the ages of 15 and 20 years. Between these ages their cognitive development allows them to be more aware of Life Skills as an intervention strategy to combat HIV/AIDS at school. Thus, it was easy for them to verbalise Life Skills as an intervention strategy to fight HIV/AIDS. Due to their ages, their operational thinking allowed them to develop hypotheses about the possible outcomes of problems and to evaluate these outcomes comparatively. Educators were controlled by the level of their education, being respondents with a diploma or university degree. Comparatively learners who are 18 years of age were themselves concerned as they were heads of households. To arrive at the reported findings the study used the qualitative research approach methodology. This qualitative approach enabled the researcher to access information relating to the learners’ and educators' perceptions about HIV/AIDS. A life history approach was adopted in conducting the interviews to obtain a holistic understanding of participants’ life events in relation to their home environment. The interview guide covered such dimensions as family background and schooling. In the interviewing process, the researcher used the techniques of crystallisation and confrontation to enhance the clarity and trustworthiness of the narratives. In cases of ambiguity, the researcher asked the respondents for detailed and concrete examples and, in case of inconsistence, for further clarification and re-interpretation. The interview data were later transcribed for data analysis. The grounded theory approach was adopted to analyse the interview data, through which the categories of learner’s perceived motivations emerged naturally from their narratives. The evolving process comprised the following steps: (1) careful and repeated reading of transcriptions; (2) open content coding to signify any units of meaningful narratives in the passages. Ethical approval to conduct the study was sought and obtained from participating respondents and institutions. The results showed that most learners in the sample are orphans as result of AIDS and that many households are now headed by teenagers who have had to take on parental responsibilities. The results showed that Life Skills reduce teenage pregnancy and absenteeism at school. According to the results, life skills changed the behaviour of the learners and their attitude towards HIV/AIDS and therefore, learners should be educated about HIV/AIDS, teenage pregnancy and its prevention, as a strategy to reduce HIV/AIDS in schools. Life Skills is fundamental in empowering learners to live meaningful lives in a society that demands rapid transformation that enhances the community. The pandemic undermines the efforts of poverty reduction, part of the manifesto of the African National Congress (ANC) led Government; which aims at improving economic growth. In addition, the study revealed that learners feel free to talk to one another and that coaching by a Life Skills educator, assists in ensuring that HIV/AIDS-related topics are discussed with ease. The results showed that most learners agree that Life skills empower them with a sound and helpful background to prevent HIV/AIDS. Furthermore, learners admitted that the Life Skills programme effectively empowered them with the necessary knowledge to make informed decisions regarding sexuality. From the study a few valuable lessons were learned by the learners’ as an awareness of the pandemic and its consequences for their lives.
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Naicker, Visvanathan. "The use of computers among secondary school educators in the Western Cape Central Metropole." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2505_1321604256.
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The use of computers in the classroom could allow both educators and learners to achieve new capabilities. There are underlying factors, however, that are obstructing the adoption rate of computer use for instructional purposes in schools. The study focused on these problems with a view to determining which critical success factors promote a higher adoption rate of computer usage in education. This study derived its theoretical framework from various technology adoption and educational models Methodology: The nature of the study required a . Furthermore, it investigated ways in which computer technology could enhance learning. mixed methods approach to be employed, making use of both quantitative and qualitative data. Two questionnaires, one for the educators and one for the principals of the schools were hand-delivered to 60 secondary schools. Exploratory factor analysis and various internal consistency measures were used to assess and analyse the data.Conclusion: Educationists and policy-makers must include all principals and educators when technological innovations are introduced into schools. All these role-players need to be cognisant of the implications if innovations are not appropriately implemented. Including the use of computers in educator training programs is important so that pre-service educators can see the benefits of using the computer in their own teaching.
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Schlebusch, Carlie Luzaan. "An exploration of grades 10 - 12 computer applications technology teachers' problem-solving skills in the Free State." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/678.
Abstract:
Thesis (Phd. (Education )) - Central University of Technology, Free State, 2015For learners to be effective computer applications users, they need three basic skills – computer literacy, computer fluency and intellectual and reasoning skills to apply computational techniques or computer applications to the problems and projects in a field. Computational thinking as addressed in the first literature chapter is the description and the promotion of new ways of thinking in an increasingly digital age. A computational thinker must constantly engage in technology advancements. Computational thinking is a way of solving problems and is a cognitive or a thinking process. To flourish in the world of work, computational thinking has to be a fundamental part of the way learners think and understand the world. It describes the mental activity in formulating a problem to allow a computational solution. The solution can be carried out by the learner or the computer or a combination of learner and computers. Problem-solving competency as addressed in the next literature chapter involves the ability to acquire and use new knowledge, or to use old knowledge in a new way to solve problems that are not routine. Problem-solving as a skill involves a range of processes that includes analysing, interpreting, reasoning, predicting, evaluating and reflecting. Learners need profound Computer Applications Technology (CAT) knowledge and a general reasoning ability as well as investigative strategies for solving ill-defined problems. To address the research questions, the researcher employed the QUAN-QUAL design in this study. In this study the quantitative method was used to gather data relating to the education of teachers, in-service training received and answers to certain computational thinking skills and problem-solving skills. It was also used to test the relationship between problem solving and computational thinking skills. A Likert-scale type questionnaire was completed by 150 CAT teachers. In addition, this study also employed the qualitative method with semi-structured interviews to gather data relating Abstract vi to problem solving and computational thinking skills. Eight CAT teachers were interviewed to ascertain the afore-mentioned. A pilot study was conducted with the aim to test the research approach and to identify potential problems that may affect the quality and validity of the results. The wording of some questions in the questionnaire was altered to ensure that the instrument measures what it is supposed to. Descriptive statistics in this study was used to describe the findings and the inferential statistics used to test the hypotheses and draw conclusions from the quantitative statistics. For qualitative data, thematic analysis was used to analyse the original data obtained from the semi-structured interviews. To promote critical thinking skills, teachers must engage learners in higher-order thinking. Findings show that teachers do not always use classroom practices that encourage critical thinking. It was encouraging that the majority of teachers do allow group work in the CAT classroom, as group work is an important facet in computational thinking and problem solving. The study culminates in a computational thinking and problem-solving toolkit developed by the researcher. This toolkit is intended primarily for facilitators (such as CAT subject advisors or CAT mentor teachers) to enable them to conduct workshops for fellow CAT teachers. By using this toolkit, teachers will gain an understanding of what computational thinking skills and problem-solving skills are and how to develop these skills in Grades 10 – 12 CAT learners.
Books on the topic "Teaching in Central Africa":
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Hiey, Jacques Pegatienan. Graduate training in economics in francophone west and central Africa. Nairobi, Kenya: Initiatives Publishers, 1990.
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N, Kimambo Isaria, and Chuo Kikuu cha Dar es Salaam. Faculty of Arts and Social Science., eds. Humanities and social sciences in East and Central Africa: Theory and practice. Dar es Salaam: Dar es Salaam University Press, 2003.
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Kasolo, Wilson K. Agroforestry education at the technical level: Status and potential in eastern, central, and southern Africa. Nairobi, Kenya: International Centre for Research in Agroforestry, 1995.
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Adamolekun, 'Ladipo. Issues in development management in sub-Saharan Africa. Washington, D.C: World Bank, 1989.
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Uya, Okon Edet. Diasporas and homelands: An emerging central theme in African cultural and historical studies. Lagos, Nigeria: Centre for Black and African Arts and Civilization (CBAAC), 2013.
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Commonwealth Regional Health Community for East, Central, and Southern Africa. Secretariat., ed. Nursing, midwifery, and allied health professions department: Survey on training, regulation, deployment, and utilization of allied health professionals for primary health care in East, Central and Southern Africa. [Arusha, Tanzania]: The Secretariat, 1997.
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Kigongo-Bukenya, I. M. N. The directory of library and information science education institutions in the eastern, central and southern African region (DLISEI-ECSA). [Kampala: s.n., 2004.
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Philip, Murphy, and University of London. Institute of Commonwealth Studies., eds. Central Africa. London: TSO, 2005.
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Bartholomew, ed. Africa: Central & Southern. Edinburgh: Bartholomew, 1995.
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East, Central, and Southern African College of Nursing. The history of ECSACON: A college without walls. Arusha, Tanzania: Commonwealth Regional Health Community Secretariat, East, Central, and Southern African College of Nursing, 2005.
Book chapters on the topic "Teaching in Central Africa":
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Sefa Dei, George J. "Looking to the Future – African-Centred Schooling in Action: Applying Development Discourse to Sustainability, Community Empowerment, and Health Awareness." In Teaching Africa, 114–24. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5771-7_9.
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Aiyede, E. Remi, and Beatrice Muganda. "Conclusion: Towards Excellence in Research, Learning and Teaching Public Policy." In Public Policy and Research in Africa, 267–71. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99724-3_12.
Abstract:
AbstractThis chapter establishes and underscores the salience of the central claims of the chapters of the book, the skills and abilities the readings support as part of the research and public policy programmes. It begins by examining the travails of the effort to promote evidence-informed policy making from the 1950s in the build-up to independence, through the period of central planning, fiscal crisis and recession, structural adjustment, and the entrance and proliferation of independent think tanks. It shows that after a lull during the periods of dictatorship and the shrinking of the democratic space, the liberalisation and democratisation process from the 1990s onwards has rekindled consciousness and interest in promoting evidence-informed policy making. African countries have become part of the evidence revolution indicated by the establishment of national policy evaluation systems across the continent. The chapters together constitute essential materials for understanding various aspects and dimensions of policy making in Africa with emphasis on quality research and excellence in both teaching and learning of the graduate programmes in public policy.
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Sarfo, Abraham, and Caroline Mutepfa. "Transformative technical and vocational training in tertiary agricultural education in Africa." In Transforming tertiary agricultural education in Africa, 212–26. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0013.
Abstract:
Abstract This chapter deals with the role of technical and vocation training in African tertiary agricultural education, pointing out the vital contribution of agricultural technical and vocational education and training (TVET) institutions in preparing youth both for employment and for further studies. The chapter discusses: the challenges to agricultural TVET; the current status of agricultural training centres; the goals identified for reforming agricultural TVET in Africa; innovative approaches for improving teaching and learning systems; the role of the private sector in the successful development of agricultural TVET; and the linkages between agricultural TVET and tertiary agricultural education.
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Davids, Nuraan. "South Africa: Desegregated Teaching, Democratic Citizenship Education and Integrating of Ethnic Minority Teachers." In To Be a Minority Teacher in a Foreign Culture, 381–94. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_24.
Abstract:
AbstractMuch of the debates on South Africa’s recently desegregated schools centre on intersectional tensions between access/participation; external inclusion/internal exclusion; and assimilation/integration – as it pertains to minority-group learners. Limited attention has been given to the experiences of minority group teachers, as they struggle to find professional and personal inclusion in historically prohibited schools. Yet, not only do minority group teachers experience untold professional undermining within majoritarian schools, but they are often subjected to prejudicial scrutiny by parents and learners, as will be highlighted in this chapter. Leaning on a narrative inquiry, this chapter centres on the experiences of a first year, ‘black’ female teacher, Slindile, at a historically advantaged (‘white’) school in South Africa. The narrative inquiry brings to the fore her dialectical experiences, while simultaneously revealing the normative discourses which have thus far remained intact at the school. Underscored by a discursive synchronicity between presumptions of privilege and prejudice, the findings reveal a powerful, yet painful social reality. Firstly, a construction of ‘black incompetence’ is necessary for the preservation of ‘white competence’. Secondly, perceptions of Sindile’s ‘black’ body lends itself to an intersectional tension, which provides for deep considerations on how whiteness reduces the other to the extent of erasure. Thirdly, assigning blame for racism and discrimination to institutional cultures ensures the avoidance of individual accountability. Lastly, minority group teachers are not the only ones at risk. The less diverse a teacher corps is, the less capacitated schools are in advancing democratic citizenship education.
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Nkanata, Mercy Gacheri. "Evaluating Huduma Centres E-government Initiatives for Sustainable Delivery of Services in Public Organizations." In Information, Knowledge, and Technology for Teaching and Research in Africa, 131–51. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60267-2_6.
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Burchard, Gerd D., and Stephan Ehrhardt. "Central Africa." In Infectious Diseases: A Geographic Guide, 84–97. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781119971641.ch7.
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Burchard, Gerd D., and Martin P. Grobusch. "Central Africa." In Infectious Diseases, 78–92. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119085751.ch7.
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Newbury, Catharina. "Africa, Central." In Encyclopedia of African Religions and Philosophy, 9–11. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2068-5_7.
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Gampiot, Aurélien Mokoko, and Henrietta Nyamnjoh. "Central Africa." In The Routledge Handbook of Megachurches, 57–70. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003222613-6.
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Ward, W. E. F. "Central Africa." In Emergent Africa, 173–91. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003361947-10.
Conference papers on the topic "Teaching in Central Africa":
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Hamáček, Jaromír, and Barbora Frličková. "Regional and Geographic Features of pro-poor growth in Africa." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-3.
Abstract:
The paper focuses on regional and geographic features of pro-poor growth in African countries. The concept of pro-poor growth interconnects and examines mutual relationships between income growth, income poverty and income inequality. Using the World Bank’s income data, we calculate and interpret indicators of pro-poor growth for individual African countries. Then we analyze the results in terms of African regionalization and we investigate possible associations between pro-poor growth categories and selected geographic factors such as location, population size or population density. We show that higher pro-poorness of growth is typical for countries of Northern and Western Africa. The results also indicate that some of the geographic factors are significantly associated with pro-poor growth across African countries.
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Mkimbili, Selina. "Implementation of Inquiry-Based Science Teaching in Sub-Saharan Africa: A Review." In Proceedings of the 1st International Conference of Education. Dar es Salaam University Press, 2023. http://dx.doi.org/10.37759/ice01.2023.15.
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This paper reports the findings of a documentary review study that explored the conceptualisation and implementation of Inquiry-based Science Teaching (IBST) in selected Sub-Saharan countries: Zimbabwe, South Africa, Namibia, Rwanda, and Tanzania. IBST is crucial for fostering students’ engagement with critical thinking skills and acquiring knowledge. The study scrutinised 30 documents to answer four research questions: How does the inquiry-based science teaching conceptualised in the literatures of some Sub-Sahara African countries? What kinds of inquiry-based teaching do Sub-Saharan African countries under review practise? What challenges does the practice of inquiry-based science teaching face in Sub-Saharan African countries under review? What potentials of inquiry-based science teaching do literatures of sub-Saharan African countries under review highlight? The study used ATLAS.ti, a qualitative data analysis and research software to code, consolidate, and analyse information from the document review. The review found a discrepancy between curriculum statements and the reality on the ground. Even though curriculum documents in the studied countries prescribe IBST, the attendant practices were too insufficient to be effective and bring about the desired outcome. Moreover, teacher-centred rather than the student-based approach to teaching and recipe-based practical work dominated the science classroom session. To make matters worse, such an approach was largely undercut by contextual challenges such as limited resources, large classrooms, less competent teachers and examination-oriented teaching. Paradoxically, many of the reviewed articles focused mainly on the challenges to the implementation of IBST whilst overlooking the solutions to these hurdles. Indeed, there were insufficient studies focusing on the approaches that can 280 support students’ engagement with IBST amid contextual challenge of usually resource-poor countries. Thus, this study, calls for more research in sub-Saharan Africa to explore IBST potentiality for schools based on the prevailing contextual challenges.
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Meng, FanWei. "Introduction to professional sports teaching central Africa the cultivation of the students' interest in sports." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.131.
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Mollo, Paseka Patric, Ratokelo Willie Thabane, and Brigitte Lenong. "REFLECTION ON THE USE OF E-PORTFOLIOS DURING TEACHING PRACTICUM AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end013.
Abstract:
"During teaching practicum student teachers are expected to acquire major pedagogical skills that have to do with classroom management; organisation; self-criticism; leadership; teaching; testing and assessing between themselves. Evidence of all activities of a student-teacher during teaching practicum is usually contained in a portfolio of evidence which is submitted to the faculty at the end of the program. At the Central University of Technology, this portfolio has always been paper-based. The aim of this project is to reflect on the use of e-portfolios during teaching practicum as a replacement for paper-based portfolios. The project used Participatory Action Research (PAR) as a research methodology. Workshops, interviews, and observations were used as data-gathering instruments. Internal stakeholders took part in the project and included student teachers and lecturers, and the e-learning center at the Central University of Technology. This report provided an overview of the entire project, including the planning phase results. Thematic analysis arrived at teacher training institutions must adopt e-portfolios as a reflective tool to enhance students learning."
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Chipangura, Baldreck, Adele Botha, and Judy Van Biljon. "Support given to lecturers when providing mobile centric services in teaching and learning: A policy analysis perspective." In 2015 IST-Africa Conference. IEEE, 2015. http://dx.doi.org/10.1109/istafrica.2015.7190537.
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Ramaila, Sam. "THE USE OF IMPROVISED RESOURCES IN SCIENCE CLASSROOMS IN SOUTH AFRICAN TOWNSHIP SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end083.
Abstract:
"A considerable number of schools in South Africa are under-resourced and this dilemma poses formidable instructional challenges which stifle teachers’ ability to foster meaningful teaching and learning in science classrooms. There is a critical need to circumvent general lack of resources in township schools by harnessing pedagogical affordances of improvised resources. In response to this key strategic imperative, the study examined the use of improvised resources in science classrooms in South African township schools. The study adopted a generic qualitative design and involved purposively selected science teachers from South African township schools as participants. Qualitative data was collected through semi-structured interviews and classroom observations. Key findings demonstrated that the use of improvised resources is central to coherent development of scientific literacy and sustainable inculcation of requisite scientific skills in science classrooms. Theoretical implications for pedagogic innovation are discussed."
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Chipangura, Baldreck. "Lecturer and policy readiness: A critical relationship in the provision of mobile centric services in teaching." In 2016 IST-Africa Week Conference. IEEE, 2016. http://dx.doi.org/10.1109/istafrica.2016.7530592.
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Kuriakose, Rangith. "Freshman African engineering student perceptions on academic feedback – A case study from Digital Systems 1." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4823.
Abstract:
Providing effective and quality feedback to students in higher education has been identified as an integral part of quality teaching by many researchers in the field of education. However, student perceptions vary drastically as to what they perceive academic feedback to really be. Therefore, this paper aims to present freshman engineering student perceptions of academic feedback from an African perspective. The reason for targeting this group is due to their high dropout rate in higher education in South Africa (around 60%). Quantitative data was collected from freshman engineering students enrolled for a module termed Digital Systems 1 at the Central University of Technology in South Africa. A questionnaire was used as the main data collection instrument featuring 21 close ended questions. The results presented in this paper indicate that almost two-thirds (65%) of the respondents believe that a “grade” written on a test script does not constitute academic feedback. The majority of the respondents (76%) expect some kind of academic feedback regarding their work, either in writing or orally from their lecturer. A good majority (86%) of students perceived that getting written comments on their assessments would encourage them to approach the lecturer to seek further clarification. A key recommendation of this study is to find a mechanism or technique of providing constructive feedback to all enrolled students, even in large classes. This needs to be done from the outset of the module in order to reduce the current high dropout rates among freshman engineering students.
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Murphy, Kerry, Maria Velasco, and Sarah Davies. "OpenSTEM Africa: Creating Onscreen Tools to Teach Practical Science at Scale." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7656.
Abstract:
Improving access to STEM education is viewed globally as a route to economic empowerment. OpenSTEM Africa is a collaboration between The Open University (OU) and government partners in Ghana to co-create virtual instruments, onscreen immersive laboratory experiences and virtual worlds to support the teaching and learning of the practical sciences, focussing on schools and learners with limited or no access to laboratory resources. The OU is a leader in the use of technology enhanced learning to support distance education at scale. Throughout 2019, workshops were held in Ghana with Senior High School (SHS) science teachers to identify areas of the science curriculum that could be supported by onscreen tools. Twelve curriculum areas were identified across chemistry, biology and physics that could benefit from the use of onscreen interactive applications and, importantly underpin learning linked to subjects regularly assessed in science examinations. The OU and SHS teacher teams storyboarded several applications, and these have been used to create onscreen PC applications to deliver a high-quality experience that meet the required learning objectives. These tools and support materials will be central to our presentation. Critically, they are Open Educational Resources, accessible globally and can be used to teach practical science at scale.
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North, Delia. "Plenary lecture: statistics capacity building in a developing country – experiences, opportunities and challenges." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17102.
Abstract:
Statistics Capacity Building has traditionally been associated with building capacity in Official Statistics, i.e. the capability to collect, analyze and disseminate high quality data in a timely manner and analysing the data for effective functioning of government, the economy and society. Statistical Capacity Building in the 21st century encompasses the capability to deliver relevant statistics training for the needs in ALL areas of official statistics, as well as public and private sectors, academia, and research centres. This calls for education systems to deliver effective and updated statistics training across the spectrum, from basic data literacy to high level straining in the statistical sciences. Challenges faced when building statistics capacity across the spectrum are well documented, however in developing countries, these challenges are similar, but often on a larger scale and more critical. The author will give an overview of lessons learnt and experiences in sta- tistics capacity building initiatives in a developing country, at all levels in South Africa (school to PhD), over a period of more than 25 years.
Reports on the topic "Teaching in Central Africa":
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Tofaris, Elizabeth, Tristan McCowan, and Rebecca Schendel. Reforming Higher Education Teaching Practices in Africa. REAL Centre, University of Cambridge and The Impact Initiative, March 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii348.
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Ross-Larson, Bruce. Why Students Aren’t Learning What They Need for a Productive Life. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe13.
Abstract:
The RISE program is a seven-year research effort that seeks to understand what features make education systems coherent and effective in their context and how the complex dynamics within a system allow policies to be successful. RISE had research teams in seven countries: Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam. It also commissioned research by education specialists in Chile, Egypt, Kenya, Peru, and South Africa. Those researchers tested ideas about how the determinants of learning lie more in the realm of politics and particularly in the interests of elites. They focused on how the political conditions have (or have not) put learning at the center of education systems (mostly not) while understanding the challenges of doing so. Each country team produced a detailed study pursuing answers to two central research questions: Did the country prioritize learning over access, and if so, during what periods? What role did politics play in the key decisions and how? The full studies detail their analytical frameworks, their data, and sources (generally interviews, government internal documents and reports, and other local and international publications), and the power of their assessments, given their caveats and limitations. Country summaries extract from the full studies how leadership, governance, teaching, and societal engagement are pertinent to student outcomes (see the next page). This synthesis, in line with Levy 2022, draws on the country summaries to detail the salience of goals of national leaders, alliances of stakeholders, missions of education bureaucracies, and expectations of society.
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Mbemba, Augustin. Central Africa: Salient Security Issues and Uncertain Political Solutions. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada522104.
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Bacchi, Cyrus J. Drug Development and Conservation of Biodiversity in West and Central Africa. Fort Belvoir, VA: Defense Technical Information Center, May 2001. http://dx.doi.org/10.21236/ada396818.
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Bacchi, Cyrus J. Drug Development and Conservation of Biodiversity in West and Central Africa. Fort Belvoir, VA: Defense Technical Information Center, May 2004. http://dx.doi.org/10.21236/ada426078.
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Research Institute (IFPRI), International Food Policy. Yield gaps and potential agricultural growth in West and Central Africa. Washington, DC: International Food Policy Research Institute, 2011. http://dx.doi.org/10.2499/9780896291829.
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Iwu, Maurice M. Drug Development and Conservation of Biodiversity in West and Central Africa. Fort Belvoir, VA: Defense Technical Information Center, August 1996. http://dx.doi.org/10.21236/ada316817.
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Atkinson, A. B. Colonial income taxpayers and top incomes in Central Africa: Historical evidence. Unknown, 2014. http://dx.doi.org/10.35648/20.500.12413/11781/ii179.
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Namada, Juliana Mulaa, and Bernadatte Kamene Kiarie. Towards Authentic Online Assessment of Learner Performance at United States International University-Africa (USIU-Africa). Mary Lou Fulton Teachers College, December 2023. http://dx.doi.org/10.14507/mcf-eli.i4.
Abstract:
Achieving authentic learner assessment is not an easy task. Online teaching and learning require assessment of both formative and summative assessment. The combination of the two types of assessments facilitates measurement of learning outcomes, application of knowledge, metacognition through reflection and self-assessment, interaction through collaborative activities, creation of new knowledge and achievement of higher order thinking which is a daunting task to many organizations. This study focused on moving towards achievement of authentic online assessment of learner performance. It sought to achieve five research questions including establishing the status of online assessment, determining digital tools used on online assessment, finding out the factors which affect exam credibility, examining the extent to which formative assessment contributes to authentic learner assessment and establishing the extent to which summative assessment contributes to authentic learner assessment. The study adopted a mixed method approach which collected and analyzed both qualitative and quantitative data. This triangulation approach facilitated complementarity of the data to adequately interrogate the research questions. Data was collected from faculty members, chairs of departments and the dean for the Chandaria School of Business. Analysis was done using descriptive and inferential statistics. The study findings indicate that the status of online assessment was based on the face-to-face approach, a variety of digital tools were being used in online assessment while several factors associated with learner and instructor support affected examination credibility. The study established that formative assessment contributed significantly and positively towards authentic learner assessment while summative assessment’s contribution to authentic learner assessment was dismal. This study concluded that educational technology tools facilitate learner assessment, and the online examination credibility is key to achieving better results. While both formative and summative assessments are important authentic assessments, more emphasis needs to be placed on formative assessment. The study recommends support to both the learners and the instructors. Specifically, the instructors need to be trained in assessment approaches which lead to authentic learner performance.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
Abstract:
Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.