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Artykuły w czasopismach na temat "Teaching in Central Africa"
Gichure, Christine Wanjiru. "Teaching Business Ethics in Africa: What Ethical Orientation? The Case of East and Central Africa". Journal of Business Ethics 63, nr 1 (styczeń 2006): 39–52. http://dx.doi.org/10.1007/s10551-005-1129-9.
Pełny tekst źródłaStephens, Carla R. "Complementary Tools for Studying the Cold War in Africa". Journal of Black Studies 43, nr 1 (2.09.2011): 95–101. http://dx.doi.org/10.1177/0021934711420259.
Pełny tekst źródłaMaluleke, T. S. "African culture, African intellectuals and the white academy in South Africa - some implications for Christian theology in Africa". Religion and Theology 3, nr 1 (1996): 19–42. http://dx.doi.org/10.1163/157430196x00022.
Pełny tekst źródłaHewlett, Barry S., i Casey J. Roulette. "Teaching in hunter–gatherer infancy". Royal Society Open Science 3, nr 1 (styczeń 2016): 150403. http://dx.doi.org/10.1098/rsos.150403.
Pełny tekst źródłaAmin, Martin E. "Six Factors of Course and Teaching Evaluation in a Bilingual University in Central Africa". Assessment & Evaluation in Higher Education 27, nr 3 (czerwiec 2002): 281–91. http://dx.doi.org/10.1080/02602930220138633.
Pełny tekst źródłaMcAuslan, Patrick. "Land Policy: A Framework for Analysis and Action". Journal of African Law 31, nr 1-2 (1987): 185–206. http://dx.doi.org/10.1017/s0021855300009323.
Pełny tekst źródłaRichmond, Edmun B. "Language-By-Radio in Sub-Saharan Africa". IALLT Journal of Language Learning Technologies 16, nr 2 (30.01.2019): 20–27. http://dx.doi.org/10.17161/iallt.v16i2.9131.
Pełny tekst źródłaSanders, Paul. "Defining a relevant architecture in South Africa". Architectural Research Quarterly 4, nr 1 (marzec 2000): 67–80. http://dx.doi.org/10.1017/s1359135500002438.
Pełny tekst źródłaGibson, Sarah. "Mobilizing Cultural Studies". Transfers 13, nr 1-2 (1.06.2023): 32–54. http://dx.doi.org/10.3167/trans.2023.13010204.
Pełny tekst źródłaCox, John L. "An East African safari". Psychiatric Bulletin 13, nr 1 (styczeń 1989): 25–26. http://dx.doi.org/10.1192/pb.13.1.25.
Pełny tekst źródłaRozprawy doktorskie na temat "Teaching in Central Africa"
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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaEnglish 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.
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.
Pełny tekst źródłaMateusi, 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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaThis 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.
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.
Pełny tekst źródłaThis 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.
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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaSchlebusch, 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.
Pełny tekst źródłaFor 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.
Książki na temat "Teaching in Central Africa"
Hiey, Jacques Pegatienan. Graduate training in economics in francophone west and central Africa. Nairobi, Kenya: Initiatives Publishers, 1990.
Znajdź pełny tekst źródłaN, Kimambo Isaria, i Chuo Kikuu cha Dar es Salaam. Faculty of Arts and Social Science., red. Humanities and social sciences in East and Central Africa: Theory and practice. Dar es Salaam: Dar es Salaam University Press, 2003.
Znajdź pełny tekst źródłaKasolo, 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.
Znajdź pełny tekst źródłaAdamolekun, 'Ladipo. Issues in development management in sub-Saharan Africa. Washington, D.C: World Bank, 1989.
Znajdź pełny tekst źródłaUya, 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.
Znajdź pełny tekst źródłaCommonwealth Regional Health Community for East, Central, and Southern Africa. Secretariat., red. 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.
Znajdź pełny tekst źródłaKigongo-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.
Znajdź pełny tekst źródłaPhilip, Murphy, i University of London. Institute of Commonwealth Studies., red. Central Africa. London: TSO, 2005.
Znajdź pełny tekst źródłaBartholomew, red. Africa: Central & Southern. Edinburgh: Bartholomew, 1995.
Znajdź pełny tekst źródłaEast, 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.
Znajdź pełny tekst źródłaCzęści książek na temat "Teaching in Central Africa"
Sefa Dei, George J. "Looking to the Future – African-Centred Schooling in Action: Applying Development Discourse to Sustainability, Community Empowerment, and Health Awareness". W Teaching Africa, 114–24. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5771-7_9.
Pełny tekst źródłaAiyede, E. Remi, i Beatrice Muganda. "Conclusion: Towards Excellence in Research, Learning and Teaching Public Policy". W 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.
Pełny tekst źródłaSarfo, Abraham, i Caroline Mutepfa. "Transformative technical and vocational training in tertiary agricultural education in Africa." W Transforming tertiary agricultural education in Africa, 212–26. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0013.
Pełny tekst źródłaDavids, Nuraan. "South Africa: Desegregated Teaching, Democratic Citizenship Education and Integrating of Ethnic Minority Teachers". W 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.
Pełny tekst źródłaNkanata, Mercy Gacheri. "Evaluating Huduma Centres E-government Initiatives for Sustainable Delivery of Services in Public Organizations". W 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.
Pełny tekst źródłaBurchard, Gerd D., i Stephan Ehrhardt. "Central Africa". W Infectious Diseases: A Geographic Guide, 84–97. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781119971641.ch7.
Pełny tekst źródłaBurchard, Gerd D., i Martin P. Grobusch. "Central Africa". W Infectious Diseases, 78–92. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119085751.ch7.
Pełny tekst źródłaNewbury, Catharina. "Africa, Central". W Encyclopedia of African Religions and Philosophy, 9–11. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2068-5_7.
Pełny tekst źródłaGampiot, Aurélien Mokoko, i Henrietta Nyamnjoh. "Central Africa". W The Routledge Handbook of Megachurches, 57–70. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003222613-6.
Pełny tekst źródłaWard, W. E. F. "Central Africa". W Emergent Africa, 173–91. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003361947-10.
Pełny tekst źródłaStreszczenia konferencji na temat "Teaching in Central Africa"
Hamáček, Jaromír, i Barbora Frličková. "Regional and Geographic Features of pro-poor growth in Africa". W 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.
Pełny tekst źródłaMkimbili, Selina. "Implementation of Inquiry-Based Science Teaching in Sub-Saharan Africa: A Review". W Proceedings of the 1st International Conference of Education. Dar es Salaam University Press, 2023. http://dx.doi.org/10.37759/ice01.2023.15.
Pełny tekst źródłaMeng, FanWei. "Introduction to professional sports teaching central Africa the cultivation of the students' interest in sports". W 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.
Pełny tekst źródłaMollo, Paseka Patric, Ratokelo Willie Thabane i Brigitte Lenong. "REFLECTION ON THE USE OF E-PORTFOLIOS DURING TEACHING PRACTICUM AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end013.
Pełny tekst źródłaChipangura, Baldreck, Adele Botha i Judy Van Biljon. "Support given to lecturers when providing mobile centric services in teaching and learning: A policy analysis perspective". W 2015 IST-Africa Conference. IEEE, 2015. http://dx.doi.org/10.1109/istafrica.2015.7190537.
Pełny tekst źródłaRamaila, Sam. "THE USE OF IMPROVISED RESOURCES IN SCIENCE CLASSROOMS IN SOUTH AFRICAN TOWNSHIP SCHOOLS". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end083.
Pełny tekst źródłaChipangura, Baldreck. "Lecturer and policy readiness: A critical relationship in the provision of mobile centric services in teaching". W 2016 IST-Africa Week Conference. IEEE, 2016. http://dx.doi.org/10.1109/istafrica.2016.7530592.
Pełny tekst źródłaKuriakose, Rangith. "Freshman African engineering student perceptions on academic feedback – A case study from Digital Systems 1". W Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4823.
Pełny tekst źródłaMurphy, Kerry, Maria Velasco i Sarah Davies. "OpenSTEM Africa: Creating Onscreen Tools to Teach Practical Science at Scale". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7656.
Pełny tekst źródłaNorth, Delia. "Plenary lecture: statistics capacity building in a developing country – experiences, opportunities and challenges". W Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17102.
Pełny tekst źródłaRaporty organizacyjne na temat "Teaching in Central Africa"
Tofaris, Elizabeth, Tristan McCowan i Rebecca Schendel. Reforming Higher Education Teaching Practices in Africa. REAL Centre, University of Cambridge and The Impact Initiative, marzec 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii348.
Pełny tekst źródłaRoss-Larson, Bruce. Why Students Aren’t Learning What They Need for a Productive Life. Research on Improving Systems of Education (RISE), marzec 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe13.
Pełny tekst źródłaMbemba, Augustin. Central Africa: Salient Security Issues and Uncertain Political Solutions. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 2010. http://dx.doi.org/10.21236/ada522104.
Pełny tekst źródłaBacchi, Cyrus J. Drug Development and Conservation of Biodiversity in West and Central Africa. Fort Belvoir, VA: Defense Technical Information Center, maj 2001. http://dx.doi.org/10.21236/ada396818.
Pełny tekst źródłaBacchi, Cyrus J. Drug Development and Conservation of Biodiversity in West and Central Africa. Fort Belvoir, VA: Defense Technical Information Center, maj 2004. http://dx.doi.org/10.21236/ada426078.
Pełny tekst źródłaResearch 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.
Pełny tekst źródłaIwu, Maurice M. Drug Development and Conservation of Biodiversity in West and Central Africa. Fort Belvoir, VA: Defense Technical Information Center, sierpień 1996. http://dx.doi.org/10.21236/ada316817.
Pełny tekst źródłaAtkinson, 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.
Pełny tekst źródłaNamada, Juliana Mulaa, i Bernadatte Kamene Kiarie. Towards Authentic Online Assessment of Learner Performance at United States International University-Africa (USIU-Africa). Mary Lou Fulton Teachers College, grudzień 2023. http://dx.doi.org/10.14507/mcf-eli.i4.
Pełny tekst źródłaCilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor i 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), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
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