Relevant bibliographies by topics / Agricultural education Africa, East Africa, East

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Agricultural education Africa, East Africa, East'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Agricultural education Africa, East Africa, East"

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Gunter, Jessie, Keith M. Moore, Stephen Eubank, and Grace Tino. "Agricultural Information Networks and Adoption of Conservation Agriculture in East Africa." Journal of International Agricultural and Extension Education 24, no. 1 (April 15, 2017): 90–104. http://dx.doi.org/10.5191/jiaee.2016.241109.

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Previous studies have shown that there is not one universal set of factors that contribute to smallholder farmers' adoption of Conservation Agriculture. However, network influences at the local and regional levels play a key role in innovation and technology diffusion. A major challenge in research dedicated to measuring these influences is representing farmer network structure. Mixed methods baseline and endline surveys on adoption of Conservation Agriculture and farmer information sources were carried out in 2010 and 2014 in Molo, Uganda (n=92), Kween, Uganda (n=94), and Kitale, Kenya (n=65). Network structure is explored at multiple levels: the meso-level, where agents serve as sources of vertical knowledge; and the micro level, where farmers spread new technologies horizontally, often through involvement in farmer groups and associations, and integrate them into existing local knowledge. The survey results indicate that farmers understood the three principles of Conservation Agriculture as independent concepts and that crop rotation is widespread. Adoption of minimum tillage increased significantly (p < 0.01) in the Ugandan sites, and knowledge of minimum tillage increased significantly in all research sites.
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Yeshaw, Yigizie, Misganaw Gebrie Worku, Zemenu Tadesse Tessema, Achamyeleh Birhanu Teshale, and Getayeneh Antehunegn Tesema. "Zinc utilization and associated factors among under-five children with diarrhea in East Africa: A generalized linear mixed modeling." PLOS ONE 15, no. 12 (December 2, 2020): e0243245. http://dx.doi.org/10.1371/journal.pone.0243245.

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Introduction Diarrhea is the leading cause of illness and death among under-five children in low and middle income countries. Through the provision of zinc supplements has been shown to reduce the severity and duration of diarrhea, as well as the risk of mortality, the use of zinc for the treatment of diarrhea is still very low in low-income countries. Therefore, this study was conducted to determine the prevalence and associated factors of zinc utilization among under-five children with diarrhea in East Africa. Methods A secondary data analysis of the recent Demographic and Health Surveys (DHS) of East African countries were used to determine the prevalence and associated factors of zinc utilization among under-five children with diarrhea in East Africa. A total weighted samples of 16,875 under-five children with diarrhea were included in the study. A generalized linear mixed model (using Poisson regression with robust error variance) was used. Prevalence Ratios (PR) with their 95% confidence interval (CI) were calculated for those variables included in the final model. Results The overall prevalence of zinc utilization among under-five children with diarrhea in this study was 21.54% (95% CI = 20.92–22.16). Of East African countries, Uganda had the highest prevalence of zinc utilization (40.51%) whereas Comoros had the lowest (0.44%). Maternal primary education (Adjusted Prevalence Ratio(aPR) = 1.29, 95% CI: 1.16–1.44), secondary education (aPR = 1.36, 95% CI = 1.19–1.55) and higher education (aPR = 1.91, 95% CI = 1.52–2.40), high community women education (aPR = 1.12, 95% CI = 1.02–1.24), high wealth index (aPR = 1.12, 95% CI = 1.01–1.24), high community media exposure (aPR = 1.17, 95% CI = 1.06–1.29) were associated with a higher prevalence of zinc utilization. Conclusion The prevalence of zinc utilization among under-five children was found to be low in East Africa. Maternal education, wealth index, community women education, and community media exposure were significantly associated with zinc utilization. Increased mass media exposure, maternal education and wealth index is recommended to improve zinc utilization among under-five children with diarrhea.
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Youkhana, Eva, and Wolfram Laube. "Virtual water trade: a realistic policy option for the countries of the Volta Basin in West Africa?" Water Policy 11, no. 5 (October 1, 2009): 569–81. http://dx.doi.org/10.2166/wp.2009.087.

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Trade in virtual water, the substitution of the use of scarce water resources for agricultural production by importing food from water-rich countries has been said to be a potential solution to water crises and water conflicts throughout water-stressed regions worldwide. While trade in foodstuffs may have helped to alleviate water stress in parts of the Middle East and Northern Africa and provides an efficient response to the periodic drought occurrences, it has to be doubted whether virtual water trade is a water governance option that can be applied in many countries of the South. As examples from the West African Volta River Basin suggest, cultural values focussing on agricultural and livestock production, socio-economic factors such as a low level of education and a strong dependency of livelihoods on subsistence agriculture, weak governments that are unable to trigger and finance large-scale reform processes, as well as dysfunctional and unfair market systems, largely limit the widespread application of virtual water trade.
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Otieno, Nickson E., Kenneth Njoroge, Bernard Agwanda, Mary Gikungu, and John Mauremooto. "Mobilizing digitized museum specimen records to highlight important animal pollinators in East Africa." Collection Forum 28, no. 1-2 (January 1, 2014): 21–34. http://dx.doi.org/10.14351/0831-0005-28.1.21.

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Abstract There is an increasing global demand for existing natural history information for use in education, conservation, and policy formulation. Museum specimen collection records, being voluminous, are particularly significant in addressing such demands. This is even more critical in developing countries where daily human life is intimately linked to the environment. We demonstrate how existing museum specimen collection records were mobilized to highlight important animal pollinators in three East African countries. The bulk of the records were obtained from a Specify database of existing zoological collections held at the National Museums of Kenya, and the rest were from such alternative sources as published material, discussions with pollination experts, and online taxonomic portals and other tools. Identified to genus or species level, pollinator-ranking criteria encompassed region-wide distribution, number of plants pollinated, importance index of plants pollinated, and plant dependency on pollination. Overall, insects, especially Apis mellifera, were the most important pollinators in the region, pollinating the largest number of plants of diverse domestic, socioeconomic, and ecological significance. The results underscore potential use of specimen record-based informatics to guide agricultural and economic policy in East Africa.
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Kosyanov, V. A. "African horizons of Russian science and education." Proceedings of higher educational establishments. Geology and Exploration, no. 6 (March 19, 2020): 5–10. http://dx.doi.org/10.32454/0016-7762-2019-6-5-10.

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Based on the results of the first Russia—Africa Summit and Economic Forum, priority areas of economic cooperation, according to which concrete results can be achieved in the coming years, were identified. These are modern and high-tech mining and processing of minerals, geological exploration, energy (including renewable energy sources), infrastructure development (specifically the construction of railways and housing), agriculture, digital technology, medicine, science and education. Cooperation between Russian universities and African countries occupies a special place. Currently implemented by the Sergo Ordzhonikidze Russian State University for Geological Prospecting (MGRI), the scientific and educational initiative for the development of the mineral resource base of Uganda, presented in June 2019 to the country’s President Yoweri Museveni, is the basis for International cooperation between Russian universities in the East African region.
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Acker, D. G., E. L. McBreen, and S. Taylor. "Women in higher education in agriculture with reference to selected countries in East and Southern Africa." Journal of Agricultural Education and Extension 5, no. 1 (June 1998): 13–22. http://dx.doi.org/10.1080/13892249885300131.

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Marsh, Thomas L., Jonathan Yoder, Tesfaye Deboch, Terry F. McElwain, and Guy H. Palmer. "Livestock vaccinations translate into increased human capital and school attendance by girls." Science Advances 2, no. 12 (December 2016): e1601410. http://dx.doi.org/10.1126/sciadv.1601410.

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To fulfill the United Nation’s Sustainable Development Goals (SDGs), it is useful to understand whether and how specific agricultural interventions improve human health, educational opportunity, and food security. In sub-Saharan Africa, 75% of the population is engaged in small-scale farming, and 80% of these households keep livestock, which represent a critical asset and provide protection against economic shock. For the 50 million pastoralists, livestock play an even greater role. Livestock productivity for pastoralist households is constrained by multiple factors, including infectious disease. East Coast fever, a tick-borne protozoal disease, is the leading cause of calf mortality in large regions of eastern and Southern Africa. We examined pastoralist decisions to adopt vaccination against East Coast fever and the economic outcomes of adoption. Our estimation strategy provides an integrated model of adoption and impact that includes direct effects of vaccination on livestock health and productivity outcomes, as well as indirect effects on household expenditures, such as child education, food, and health care. On the basis of a cross-sectional study of Kenyan pastoralist households, we found that vaccination provides significant net income benefits from reduction in livestock mortality, increased milk production, and savings by reducing antibiotic and acaricide treatments. Households directed the increased income resulting from East Coast fever vaccination into childhood education and food purchase. These indirect effects of livestock vaccination provide a positive impact on rural, livestock-dependent families, contributing to poverty alleviation at the household level and more broadly to achieving SDGs.
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Magaju, Christine, Leigh Ann Winowiecki, Mary Crossland, Aymen Frija, Hassen Ouerghemmi, Niguse Hagazi, Phosiso Sola, et al. "Assessing Context-Specific Factors to Increase Tree Survival for Scaling Ecosystem Restoration Efforts in East Africa." Land 9, no. 12 (December 4, 2020): 494. http://dx.doi.org/10.3390/land9120494.

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Increasing tree cover in agricultural lands can contribute to achieving global and national restoration goals, more so in the drylands where trees play a key role in enhancing both ecosystem and livelihood resilience of the communities that depend on them. Despite this, drylands are characterized by low tree survival especially for tree species preferred by local communities. We conducted a study in arid and semi-arid areas of Kenya and Ethiopia with 1773 households to assess how different tree planting and management practices influence seedling survival. Using on-farm planned comparisons, farmers experimented and compared tree survival under different planting and management practices as well as under varying socioeconomic and biophysical contexts in the two countries. Seedling survival was monitored at least six months after planting. Results show that watering, manure application, seedling protection by fencing and planting in a small hole (30 cm diameter and 45 cm depth) had a significant effect on tree seedling survival in Kenya, while in Ethiopia, mulching, watering and planting niche were significant to tree survival. Household socioeconomics and farms’ biophysical characteristics such as farm size, education level of the household head, land tenure, age of the household head had significant effects on seedling survival in both Ethiopia and Kenya while presence of soil erosion on the farm had a significant effect in Kenya. Soil quality ranking was positively correlated with tree survival in Ethiopia, regardless of species assessed. Current findings have confirmed effects of context specific variables some involving intrahousehold socioeconomic status such education level of the household head, and farm size that influence survival.
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Anas Abdulrahman, Almiman, Pradikta Aris Chandra, and Altamimi Raeef. "Factors Determining Female Labor Participation in Job Market in the Middle East and North Africa (MENA) Countries." Populasi 28, no. 1 (September 9, 2020): 44. http://dx.doi.org/10.22146/jp.59619.

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Women’s engagement in the broader social life is part of policy objectives in today’s world that most governments aim to achieve. Likewise, the issue is crucial in most Muslim majority countries, especially in the Middle East and North Africa (MENA). As the regions have characteristics of a smaller number of women’s participation in the formal labor market than many other countries, this study investigated the factors that determine women’s participation by measuring data of governance, industrial transformations, and education from 1980 to 2014. This study used robust panel data methods to calculate the interdependencies of those variables. Based on the estimation, prominent factors that have positive correlations with the participation are good governance and the transitions from agriculture to industrial and service economy. Meanwhile, financial literacy and education have limited impacts on participation.
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DOYLE, SHANE. "POPULATION DECLINE AND DELAYED RECOVERY IN BUNYORO, 1860–1960." Journal of African History 41, no. 3 (September 2000): 429–58. http://dx.doi.org/10.1017/s0021853700007751.

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RAPID population growth is commonly depicted as one of the greatest problems facing modern Africa. For decades, the tendency of birth rates to exceed mortality rates has prompted predictions of land shortage, resource depletion and mass starvation. Underlying causes of high fertility are hypothesized to have been an unusually high demand for human agricultural labour, ‘traditional religious pronatalism’ and a ‘horror of barrenness’, while in some areas the later colonial period saw a shortening of the durations of post-partum sexual abstinence and lactation. Mortality decline from the 1920s is commonly linked to the establishment of cash crop economies, networks of roads and railways, and the diffusion of western medicine, maternity facilities, missionary activity and primary education. Yet the empirical evidence supporting this model of population growth is contradictory. Areas such as Buhaya, Buganda and Bunyoro should have experienced rapid demographic expansion by natural increase in the colonial period according to dominant theories but instead experts in the early decades of this century feared the extinction of the Haya, Ganda and Nyoro. This paper will attempt to explain why population decline among the Nyoro was more severe than anywhere else in colonial Uganda, and probably East Africa.
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Dissertations / Theses on the topic "Agricultural education Africa, East Africa, East"

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Leslie, Kathryn Ann. "A geographical analysis of farming in East Griqualand." Thesis, Rhodes University, 1985. http://hdl.handle.net/10962/d1005857.

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From Preface: The study focusses on spatial aspects of farming and particularly how di stance from marketing centres influences farming activity. However, not all aspects of farming activity could be given close attention due to the limited time and funds available and it was decided to isolate two aspects of farming activity for detailed study, namely, farm size and intensity. Other variables, such as land-use, are looked at in relation to the two main variables. Although East Griqualand is the general area selected for study, for practical purposes it was decided to select areas within East Griqualand for an in-depth study. As the study focusses on the influence of distance from marketing centres on farming activity, it was decided to select marketing centres in East Griqualand around which farming takes place. There are six of these centres in East Griqualand, that is, Kokstad, Matatiele, Cedarville, Franklin, Swartberg and New Amalfi. Two marketing centres, Cedarville and Swartberg, were selected and the farms served by these centres became the two sub-areas in which the research was conducted. The selection of the marketing centres and the justification for this selection is discussed in Chapter Four. A problem arose when calculating the distance from the farming unit to the marketing centre where a single set of books is kept even though the farming unit does not consist of one contiguous area. It was, however, found that all farmers conduct farming operations from a central farm, usually that on which they reside and on which farming implements and other farming requirements are stored. The distance was therefore calculated from the farm gate of the farm from which farming operations are controlled. The general study area is show in Figure 6. However, it was difficult to delimit the exact study area on the map as many of the farm boundaries were imperfectly known by farmers and were considered confidential information by local agricultural officials. The two sub-areas consist of the areas surrounding the marketing centres of Cedarville and Swartberg respectively. As a study of this nature has not previously been conducted in East Griqualand, it was decided that the study should constitute a pilot survey. As such, the study is a preliminary survey aimed at identifying general trends of the relationship between distance to marketing centres, farm size and intensity of fanning in the selected areas. The study could therefore be used to provide pointers for further research and act as a basis for a more comprehensive study of the same nature in East Griqualand.
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Gouws, Jeanine. "An analysis of current East African higher education systems and institutions." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/785.

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Higher education (HE) institutions play a vital role in the generation of new knowledge in the 21st Century, as HE is recognised as a key force for modernisation and development. The development and advancement of information technology have led to an interconnected, borderless world of knowledge, and HE institutions have become part of what is known as the global HE network society. HE institutions in developed countries are the most actively involved in producing and disseminating knowledge, and compete with one another in adding to this world stock of knowledge. In addition, HE has become a national priority in developed countries, and governments place pressure on HE institutions to form part of and remain active in the global HE network society in order to contribute to the knowledge-centred economy of today. However, the developing world lags far behind in becoming part of the global HE network society. As long as the developing world face constraints in attempts to improve national economies, alleviate poverty and maintain sustainability, prospects of contributing to, and participating in the global HE network society seem unlikely. HE can be used as a tool in addressing national development needs. With the necessary support and recognition from governments, HE should play a vital role in the process of reform and the revitalisation of developing countries. Africa is the least developed in terms of HE institutions. Approximately 300 institutions fit the definition of a university across the continent. While some countries on the continent, especially in Southern and Northern Africa, can claim comprehensive academic systems, most have just a few academic institutions and some countries have not yet even established differentiated post-secondary systems. It is generally assumed that most countries south of the Sahara lack adequate HE systems, or that they have no HE systems at all. Very little information on African HE systems and institutions, and how they function, is available, and there is a need for a deeper investigation into African HE systems and institutions. The vastness and diversity of the African continent does not allow for a single study of all African countries and their HE systems and institutions. It is for this reason that East Africa, comprising Kenya, Uganda and Tanzania, was chosen for this study. This specific region exhibits common characteristics amongst its countries. A British colonial history, similar secondary schooling systems and a predominance of the English language, set East Africa apart from the rest of the African continent. East African HE functions on a regional, national, and institutional level, and their way of functioning is interdependent.
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Sarone, Ole Sena 1949. "Pastoralists and education : school participation and social change among the Maasai." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72843.

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James, Alison. "An investigation into what influences action competence-oriented teaching and learning processes in a school environmental club." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003501.

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This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.
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Olweny, Mark Raphael. "Investigating the processes of socialisation in architectural education : through experiences in East Africa." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/77037/.

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This thesis investigates socialisation in architectural education in East Africa. It was hypothesised that socialisation formed an integral part of professional education,through which students acquired undocumented, but nonetheless important aspects of the profession, building both values, and a cultural ethos in the process. Socialisation in the context of architectural education, thus takes on added significance, given the longevity of the educational process, as well as the close association between faculty and students. The outcomes of the educational process thus evoked questions of the transformative nature of the process, and how this was effected. Undertaken as an ethnographic study, the research investigated elements of socialisation within five established architecture schools across East Africa. Framed in the context of a learnscape of architectural education, the study examined influences on architectural education in three key areas: Pre-socialisation; Institutional socialisation; and, educational socialisation. A mixed method approach was used, addressing the contextual diversity presented by the setting of East Africa. The mixed method approach made use of document analysis, a questionnaire study, focus group discussions, and participant observations, as data gathering instruments. The variety of methods, along with the multitude of study sites, ensured data triangulation as a key element in validation of the findings. The study revealed socialisation as being an important and integral component of architectural education, existing at all stages of the educational process. Prior to entry into architectural education, pre-socialisation served to inform student ideas and values related to the profession, often based on uninformed perspectives. Institutional influence, presented a traditional educational approach, creating culture shock for incoming students through a misalignment of values between students and architectural education. The contrasting expectations of student and faculty,and the attendant influence on socialisation, were overtly evident in the educational realm. This was highlighted by approaches to contemporary issues in architectural education, and the nature of educational activities within the schools. Through this research, socialisation was found to be an integral part of architectural education. Far from being a mere puzzling phenomenon, ignored and taken for granted,socialisation forms a fundamental part of architectural education, which forms a critical part of the education of architects.
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Isoto, Rosemary Emegu. "Essays on Human Capital Investments and Microfinance in East African Agriculture." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437652454.

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Ladokun, Ayodele Olanrewaju. "Geographies of juvenile crime: a study of crime in selected high schools in East London, South Africa." Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/345.

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Youth crime has been and still is a social problem in South Africa. It is a problem that shakes the very fabric of the society. The problem with the youth in modern society is both a national concern and an important subject for academic study. High school environments are where youths converge for learning purposes, but they have also turned to hotspots for crime. Different theories on explanations for high school crime have been developed over time. This particular study, conducted in 2008, adopts the criminal opportunity theory to study the social, economic and the demographic characteristics of selected environments in which high schools are located to determine significant factors that are conducive for high schools to be crime hotspots. Three schools were selected in different neighbourhoods in East London for the study. The study used an intensive case design technique to conduct the research. Different characteristics of the communities in which the schools that were studied were located showed different crime pattern. The Law enforcement agencies also realize these differences and they try to address crime issues in various communities in the study areas individually
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Dunn, Justine. "The role of indigenous woody species in 'farmer-led' agricultural change in south east Nigeria, West Africa." Thesis, SOAS, University of London, 1996. http://eprints.soas.ac.uk/29533/.

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This thesis examines the role of indigenous woody species in 'farmer-led' agricultural change in south east Nigeria. The study, carried out in parts of Cross River State and Akwa Ibom State, is set in the context of the recent trend among development professionals to stress the use of indigenous species and local knowledge in future development projects. Emphasising throughout the use of both indigenous knowledge and indigenous woody species, as well as participatory research techniques, the study comprised three main stages. The first stage was the selection of three study villages in different agroecological zones, one in a heavily forested area, one in a derived savanna area, and one in an area with little natural 'bush' remaining. Social surveys were carried out in the study villages to collect information concerning agricultural methods and problems, and the local use of woody species. The ethnobotanical results from this survey were documented and analysed, and the results were used in an examination of the impact of population density on the development of local natural resource management systems and indigenous agricultural innovation. Secondly, four indigenous woody species were selected in conjunction with the local communities, namely; Albizia zygia, Dialium guineense, Ridnodendron heudelotii and Uvaria chamae. A botanical study, including germination and growth trials in Calabar and phenological observations in the field, was conducted in relation to these four species. Finally, using the data collected during the social surveys, field trials and observations, an attempt was made to work with the villagers to develop ways in which some of the most pressing agricultural problems could be addressed using local knowledge and resources. As a result, a framework was developed for use in future rural development projects in the region, in an attempt to contribute to the current move by development professionals towards fuller community participation. Key words: agroforestry, indigenous woody species, 'farmer-led' innovation, germination trials, phenology, Albizia zygia, Dialium guineense, Ricinodendron heudelotii, Uvaria chamae, community participation, south east Nigeria.
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Giliomee, Cornelia Magrietha. "Exploring human rights education at schools of social work in Southern and East Africa." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/75764.

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Human rights have been a fundamental aspect of social work since its inception. However, little research has been done on the integration of human rights education into social work courses, especially in Africa. There is thus limited research evidence on pedagogic methods to teach human rights in social work schools in Africa. The goal of this study was to explore the nature and extent of human rights in the curriculum and pedagogic methods that promote human rights education in schools of social work at universities in Southern and East Africa. A mixed methods research approach was used. Quantitative data were gathered using an online survey, and qualitative data were collected using semi-structured interviews and a document study. The questionnaire was completed by 28 schools of social work (14 in Southern Africa and 14 in East Africa). Qualitative data were collected from six schools of social work using semi-structured interviews and a document study of these schools’ curriculum. Two schools in Southern Africa and four in East Africa participated in the qualitative phase of the study. The findings of the study indicate that countries’ socio-political contexts influence the freedom of higher education institutions to discuss human rights and speak out about human rights abuses, and subsequently their selected pedagogical practices. What universities believe should be included in the social work curriculum on human rights is incongruent with what is actually included. Moreover, educators’ personal viewpoints and experiences influence the human rights content that they include in the curriculum. Students are not involved in curriculum design, and analogue teaching is still more prevalent than digital teaching, which affects human rights’ educational delivery. The study concludes that human rights content must be infused into the social work curriculum, and that pedagogic methods must facilitate learning which enables students to practise human rights-based social work. The researcher proposes an outline for designing a human rights-infused social work curriculum and pedagogical methods, and recommends that it be adapted by schools of social work in Africa to fit their particular context. It is recommended that social work educators be trained to deliver on the adapted proposal.
Thesis (DPhil)--University of Pretoria, 2020.
National Institute for the Humanities and Social Sciences (NIHSS) Mellon Foundation
Social Work and Criminology
DPhil
Unrestricted
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Jradi, Hoda A. "Tobacco Dependence in Medical Education in Countries of the Middle East and North Africa." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1303744232.

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Books on the topic "Agricultural education Africa, East Africa, East"

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Halai, Anjum, and Geoff Tennant, eds. Mathematics Education in East Africa. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27258-0.

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Schwartz, Lisa A. Agricultural extension in East Africa. Washington, D.C: World Bank, 1992.

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Education in East and Central Africa. London: Bloomsbury Academic, 2014.

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Ssekamwa, J. C. History of education in East Africa. [Kampala, Uganda: Makerere University, 1985.

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Bogonko, Sorobea N. Reflections on education in East Africa. Nairobi: Oxford University Press, 1992.

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E, Lugumba S. M., ed. A history of education in East Africa. 2nd ed. Kampala: Fountain Publishers, 2001.

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Jane, Armitage, ed. Education, work, and pay in East Africa. Oxford: Claredon, 1989.

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Hazlewood, Arthur. Education, work, and pay in East Africa. Oxford: Clarendon Press, 1989.

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Ocitti, Jakayo Peter. An introduction to indigenous education in East Africa. Germany: Institute for International Cooperation of the German Adult Education Association, 1994.

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W, Chapman David. Crossing Borders in East Asian Higher Education. Dordrecht: Springer Netherlands, 2011.

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Book chapters on the topic "Agricultural education Africa, East Africa, East"

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Svensson, Jonas. "Islamic Education in East Africa." In International Handbooks of Religion and Education, 651–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64683-1_39.

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Svensson, Jonas. "Islamic Education in East Africa." In Springer International Handbooks of Education, 1–21. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53620-0_39-1.

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Panjwani, Antum, and Sarfaroz Niyozov. "Madrasa Schools in East Africa." In International Handbook of Holistic Education, 191–200. New York : Routledge, 2019: Routledge, 2018. http://dx.doi.org/10.4324/9781315112398-24.

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Halai, Anjum. "Teaching and Learning Mathematics: Insights from Classrooms in East Africa." In Mathematics Education in East Africa, 41–52. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27258-0_4.

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Mohamed, Mussa, Anjum Halai, and Simon Karuku. "Issues for Quality Enhancement and Harmonization of Education in East Africa." In Mathematics Education in East Africa, 1–7. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27258-0_1.

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Karuku, Simon, and Geoff Tennant. "Towards a Harmonized Curriculum in East Africa: A Comparative Perspective of the Intended Secondary School Mathematics Curriculum in Kenya, Rwanda, Tanzania and Uganda." In Mathematics Education in East Africa, 9–25. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27258-0_2.

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Tennant, Geoff, and Veronica Sarungi. "Achievement in Mathematics: Comparative Analysis from East Africa." In Mathematics Education in East Africa, 27–39. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27258-0_3.

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Kajoro, Peter. "Mathematics Teacher Training in East Africa." In Mathematics Education in East Africa, 53–68. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27258-0_5.

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Uworwabayeho, Alphonse. "ICT Integration in Mathematics Teaching and Learning: Insights from East Africa." In Mathematics Education in East Africa, 69–80. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27258-0_6.

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Halai, Anjum, and Geoff Tennant. "Correction to: Mathematics Education in East Africa." In Mathematics Education in East Africa, C1. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27258-0_7.

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Conference papers on the topic "Agricultural education Africa, East Africa, East"

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Taajamaa, Ville, Antero Jarvi, Samuli Laato, and Johannes Holvitie. "Co-creative engineering curriculum design — Case East Africa." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658521.

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Abu-Faraj, Ziad O. "Biomedical Engineering Education in the Middle East and North Africa." In 2014 Middle East Conference on Biomedical Engineering (MECBME). IEEE, 2014. http://dx.doi.org/10.1109/mecbme.2014.6783268.

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Tangwa, Elvis, Vit Voženílek, Jan Brus, and Vilem Pechanec. "CLIMATE CHANGE AND THE AGRICULTURAL POTENTIAL OF SELECTED LEGUME CROPS IN EAST AFRICA." In GEOLINKS International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/geolinks2020/b1/v2/02.

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Land expansion to increase agricultural production in East Africa (Burundi, Ethiopia, Kenya, Rwanda, Tanzania and Uganda) will be limited by climate change. In this study, we predict landscape suitability for chickpea (Cicer arietinum), common bean (Phaseolus vulgaris), lentil (Lens culinaris), field pea (Pisum sativum) and pigeon pea (Cajanus cajan) cultivated across diverse agro-ecological zones (AEZs) in East Africa from 1970 to 2070, under the 4.5 emission scenario. Our aim was to understand how suitability shifts among the AEZs might affect the agricultural potential of the selected crops. We use the geolocations of each crop together with response curves from the species distribution software, Maxent to fine-tune the expert based EcoCrop model to the prevailing climatic conditions in the study region. Our optimal precipitation and temperature ranges compared reasonably with the FAO base parameters, deviating by ±200mm and ±5oC, respectively. There is currently a high potential for lentil, pea and common bean in the region. However, under future climates, the suitability of common bean and lentil with a much narrow climate range will shrink considerably while pigeon pea and chickpea will continue to be suitable. Under projected climatic conditions, the agricultural potential of these legumes will be limited by drought or heat stress as landscape suitability will shift optimally toward the cool sub-humid (tcsh), and the cool semi-arid (tcsa) zones. Tanzania, Kenya and Uganda will be the most affected and will lose a large share of suitable arable land. Different adaptation measures will be needed to increase the agricultural potential and optimized production in vulnerable AEZs. In general, smallholder farmers will have to substitute lentil and common bean for chickpea and pigeon pea or other suitable substitutes to address food security issues. Notwithstanding the limitations of this study, our results highlight the vulnerability of legumes crops as well as their production zones which could be useful in the formulation of adaptation strategies for the East African region.
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Mutambala, Musambya, Gussai Sheikheldin, Bitrina Diyamett, and Bavo Nyichomba. "Student Industrial Secondments in East Africa: Improving Employability in Engineering." In 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2020. http://dx.doi.org/10.1109/weef-gedc49885.2020.9293633.

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Dypvik, H. "Keynote Presentation: East African Geoscience Education, Research and Petroleum Exploration - Hand in Hand?" In First EAGE Eastern Africa Petroleum Geoscience Forum. Netherlands: EAGE Publications BV, 2015. http://dx.doi.org/10.3997/2214-4609.201414440.

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Tomory, Ibolya. "LEARNING MOTIVATION OF YOUNG ADULTS IN EAST AFRICA IN AN ANTHROPOLOGICAL VIEW." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1790.

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Khaddage, Ferial M., and Henry Larkin. "Innovative mobile cloud strategy that supports responsive mobile web apps in education: IConnect via the cloud." In 2018 IEEE Middle East and North Africa Communications Conference (MENACOMM). IEEE, 2018. http://dx.doi.org/10.1109/menacomm.2018.8371049.

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Al-Maati, Shereef Abu, and Issam Damaj. "Developing a Sustainable Engineering Education in the Middle East and North Africa Region." In 2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments. IEEE, 2010. http://dx.doi.org/10.1109/tee.2010.5508888.

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de Souza-Daw, Tony, and Le Hoang Ngoc. "Practicality of teaching computers and related courses: Experiences in Africa, South-East Asia and Australia." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201016.

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De Raffaele, Clifford, Serengul Smith, and Orhan Gemikonakli. "Enabling the Effective Teaching and Learning of Advanced Robotics in Higher Education using an Active TUI Framework." In AMECSE '17: 3rd Africa and Middle East Conference on Software Engineering. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3178298.3178299.

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Reports on the topic "Agricultural education Africa, East Africa, East"

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Research Institute (IFPRI), International Food Policy. Development of a participatory action research approach for four agricultural carbon projects in east Africa. Washington, DC: International Food Policy Research Institute, 2013. http://dx.doi.org/10.2499/capriwp113.

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Birungi, Harriet, Chi-Chi Undie, Esther Walgwe, Francis Obare, Caroline Kabiru, and Joyce Mumah. Addressing pregnancy prevention needs of adolescents in East and Southern Africa through education and health sector partnerships. Population Council, 2017. http://dx.doi.org/10.31899/rh4.1070.

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Birungi, Harriet, Chi-Chi Undie, and Francis Onyango. Education sector response to early and unintended pregnancy (EUP): A review of country experiences in East and Southern Africa. Population Council, 2014. http://dx.doi.org/10.31899/rh4.1087.

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Muhoza, Cassilde, Wikman Anna, and Rocio Diaz-Chavez. Mainstreaming gender in urban public transport: lessons from Nairobi, Kampala and Dar es Salaam. Stockholm Environment Institute, May 2021. http://dx.doi.org/10.51414/sei2021.006.

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The urban population of Africa, the fastest urbanizing continent, has increased from 19% to 39% in the past 50 years, and the number of urban dwellers is projected to reach 770 million by 2030. However, while rapid urbanization has increased mobility and created a subsequent growth in demand for public transport in cities, this has not been met by the provision of adequate and sustainable infrastructure and services. The majority of low-income residents and the urban poor still lack access to adequate transport services and rely on non-motorized and public transport, which is often informal and characterized by poor service delivery. Lack of access to transport services limits access to opportunities that aren’t in the proximity of residential areas, such as education, healthcare, and employment. The urban public transport sector not only faces the challenge of poor service provision, but also of gender inequality. Research shows that, in the existing urban transport systems, there are significant differences in the travel patterns of and modes of transport used by women and men, and that these differences are associated with their roles and responsibilities in society. Moreover, the differences in travel patterns are characterized by unequal access to transport facilities and services. Women are generally underrepresented in the sector, in both its operation and decision-making. Women’s mobility needs and patterns are rarely integrated into transport infrastructure design and services and female users are often victims of harassment and assault. As cities rapidly expand, meeting the transport needs of their growing populations while paying attention to gender-differentiated mobility patterns is a prerequisite to achieving sustainability, livability and inclusivity. Gender mainstreaming in urban public transport is therefore a critical issue, but one which is under-researched in East Africa. This research explores gender issues in public transport in East Africa, focusing in particular on women’s inclusion in both public transport systems and transport policy decision-making processes and using case studies from three cities: Nairobi, Kampala and Dar es Salaam.
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Advancing girls' education in light of COVID-19 in East Africa: A synthesis report. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1014.

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More than a billion students around the world have been affected by school closures in the past year and a half (March 2020 to August 2021) due to the COVID-19 pandemic. The persistence of the pandemic and the severity of the risks posed by the disruption of education necessitate a strong understanding of the present state of girls’ education in East Africa. This study aimed to understand the current problems posed by COVID-19 for girls’ education in Kenya, Tanzania, and Uganda; identify the gaps in understanding with regard to these problems; and illuminate solutions. The study is based on a rapid desk review of peer-reviewed and grey literature, coupled with nearly 30 key informant interviews with a range of East African organizations working on education and/or gender issues. These methods were complemented by an interactive, participatory workshop in which interviewees and other education stakeholders validated and supplemented the initial study results. Key findings from the study are summarized in this report.
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