Using teacher stories to reveal quality educational practice: An Eastern Cape experience     

Kathryn Paige  Mike Chartres  Alan Kenyon 《International Journal of Educational Development》2008,28(5):524-533

The University of Fort Hare Distance Education Project set out to improve qualifications of primary teachers in rural and township schools in the Eastern Cape of the Republic of South Africa. At the culmination of an 11-year AUSAid collaboration between the University of Fort Hare and University of South Australia a research project to reveal quality educational practice was undertaken. Using oral histories as the methodology, teacher stories were gathered through a sequence of interviews and classroom observations. This collection of oral histories constitutes the basis for the paper. Its research focus has been the science and mathematics practices of eight teachers who typify the many hundreds who participated in the project. This paper explores the use of oral history as a methodology for documenting quality educational practice.  相似文献   

中非经贸关系:挑战与对策   总被引：1，自引：0，他引：1  

舒运国 《上海师范大学学报(哲学社会科学版)》2008,37(5):31-35

进入21世纪以来,中非经贸关系迅速发展,前景十分广阔。但是,也出现了一些问题。从内部看,中非产业结构的趋同性和贸易不平衡性、中非企业出现某些违反经济活动规则的行为和非洲投资环境的制约,程度不同地影响中非经贸关系的发展;从外部看,西方国家在非洲加强活动（包括投资和宣传）,使中非经贸关系受到挤压。尽管这些问题属于中非经贸关系中的支流,但是,应该引起足够重视,并及时制定对策。  相似文献   

Education,merit and mobility: Opportunities and aspirations of refugee youth in Kenya’s Kakuma refugee camp     

Michelle J. Bellino 《British Educational Research Journal》2021,47(4):817-835

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Learner pregnancy in South Africa’s Eastern Cape: The Factors affecting adolescent girls' school withdrawal during pregnancy     

《International Journal of Educational Development》2021

An early pregnancy often puts an end to a girls’ education. However, few studies have investigated which factors affect adolescents’ school discontinuation during pregnancy. This study interviewed 1,046 adolescent mothers from the Eastern Cape province in South Africa. The results showed that a quarter of school-going adolescent girls withdrew from school during the pregnancy - many as early as the first trimester. School withdrawal was associated with higher poverty, higher grade repetition, an unplanned and unwanted pregnancy, and greater lack of information about the pregnancy. Given the high enrolment rates at the onset of the pregnancy, school-based services may provide an opportunity to identify which girls require substantial support to remain in education throughout pregnancy, using a history of poor school performance as an indicator for dropout.  相似文献   

Public health emergencies and school attendance: What the Ebola crisis can teach us about the coming post-COVID education landscape     

《International Journal of Educational Development》2021

Using nine Demographic and Health Surveys for the three West African countries affected by the 2013−16 Ebola epidemic, this study applies a district-level interrupted time series (ITS) design to explore the longer-term impacts of the epidemic on school attendance. It shows that, about three to four years after the crisis, attendance has returned to the long-term trend regardless of the difference in Ebola virus disease prevalence among districts. The study also shows no discernable effect on the attendance trends for children from vulnerable backgrounds. However, it suggests further areas for examination and study. This includes migration patterns, the investment of emergency relief and overseas development aid between regions, the possible role of orphan status and early marriage (for girls) as vectors for the effect of the EVD crisis on educational outcomes and learnings losses for children who were out of school for up to an entire school year.  相似文献   

IT Education and Workforce Participation: A New Era for Women in Kenya?     

Victor W. A. Mbarika  Fay Cobb Payton  Lynette Kvasny  Atieno Amadi 《The Information Society》2007,23(1):1-18

While Sub-Saharan African women have historically assumed the roles of both housewives and subsistence farmers, they have had few opportunities to participate in the modern economies of the region. However, this trend is changing with the exponential growth of information and communications technologies (ICT), giving many Sub-Sahara African women access to computers, the Internet, and other related technologies. Based on the work of a four-member research team from Kenya and the United States, this article examines the integration of female college students into the formal ICT work sector in Kenya. We do so by examining major bottlenecks and enablers to such integration from historical and contemporary perspectives. Using an interpretive approach, we conducted 32 interviews with women in an ICT program offered by a university in Kenya. Our findings indicate that women were highly optimistic, embracing ICT as a practical mechanism for achieving entry into the labor market. However, they perceived significant structural barriers, such as public policies that failed to facilitate the development of the ICT sector, gender discrimination by employers, and training that provided them with insufficient technical skills to enable them to effectively perform in the workplace. These findings largely confirm the gendered perspectives found in similar studies conducted in other countries. However, what appear as global perspectives are informed by the local causes.  相似文献   

南非高校合并:成效与经验   总被引：4，自引：0，他引：4  

顾建新  王琳璞 《高等教育研究》2007,(8)

自20世纪90年代中期以来的南非高校合并,是摆脱了种族隔离制度的新南非改造其整个高等教育体系最重要的手段,在很大程度上改变了南非高等教育的面貌。南非的高校合并是在政府的主导下进行的,具有很强的计划性。充分调研,反复论证;政府推动,因势利导;就近归并,稳定重点;形式明确,深度融合,是南非高校合并获得成功的基本经验。  相似文献   

从结构调整看经济全球化对非洲国家的负面影响     

舒运国 《上海师范大学学报(哲学社会科学版)》2004,33(3):66-72

20世纪末的结构调整,是非洲国家在经济全球化进程的一次尝试和实践。通过对结构调整的剖析,笔者得出的结论是:第一,在经济全球化进程中,非洲国家缺乏主动权,处于一种十分被动的地位;第二,经济全球化对非洲国家带来的困难和挑战大于机遇和希望。对此,非洲国家必须有充分的认识和准备。  相似文献   

Assessing Course Content Relevance for Employment of Adult Non-Formal Education and Training Graduates in South Africa     

Celestin Mayombe 《Africa Education Review》2017,14(2):82-105

The purpose of this article is to assess the course content relevance in contributing to wage- or self-employment of adult non-formal education and training (NFET) in the context of South Africa. The concern that informed this article is that adults who face long-term unemployment due to a lack of marketable skills remain unemployed after completing NFET programmes. Findings reveal that in the private and few public centres, the course contents included vocational skills training, a component of practicum and entrepreneurial training in order to meet the needs and objectives of the formerly unemployed trainees. For graduates who participated in the private training centres and whose objective was to become self-employed, the training course contents contributed to starting of a micro-enterprise or co-operative. The author concludes that in most of the private centres and few public centres the course contents were relevant in contributing to self-employment of the graduates. The cause is that a number of centres provided vocational skills combined with business skills in order to enable graduates to be involved in income-generating activities.  相似文献   

南非学校环境教育政策与策略评析   总被引：5，自引：0，他引：5  

祝怀新 《外国教育研究》2002,29(9):46-49

南非是一个环境问题较严重的国家。结束了种族隔离制度后，南非开始关注环境教育，以此作为解决环境问题的关键策略，并取得了较好的成绩。本文就南非环境教育政策的发展、学校环境教育课程目标、基本策略和途径等方面对南非环境教育的政策与策略作一全面的分析与评价。  相似文献