Journal articles on the topic 'Primary school principals – Training of – South Africa'

To realise the ideal of quality inclusive education, proper financial management is vital. Existing literature indicates that the mismanagement of school funds is largely due to principals and the school governing bodies (SGB) in many schools not having good working relationships with stakeholders and lacking the necessary financial skills, more specifically in schools in townships and rural areas. The study we report on in this article investigated the financial management of public primary schools situated in urban areas by adopting a qualitative research approach and employing a multiple case study research design. Five schools participated and data were collected through individual semi-structured interviews with the principal, school accountant and chairperson of the SGB of the selected schools. Findings revealed that, despite the fact that all South African schools are governed and controlled by the South African Schools Act, the financial management of fee-paying schools differs from no-fee schools situated in townships and rural areas. In many schools, the unavailability of the parent members of SGBs and their limited financial skills were barriers to effective financial decisions. Based on these findings, we recommend that the relevant stakeholders involved in school financial management obtain continuous training from the Department of Basic Education, in order to empower and support school governors to effectively carry out their financial functions.

Purpose – The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education. Design/methodology/approach – The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007. Findings – The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning. Research limitations/implications – The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects. Practical/implications – The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders. Social/implications – The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race. Originality/value – The paper’s value lies in the comprehensive and systematic review of research on school leadership.

This study looked at leadership from a gender perspective in a rural context in South Africa. The study investigated the challenges faced by female school principals because of their gender in one rural district. Grounded in the qualitative paradigm and using the social realist theoretical analytical framework, a thematic approach was used in analysing qualitative data gathered through semi-structured interviews with ten female school principals. Findings showed that female school principals were not perceived as incompetent and unable by male colleagues only, but also by female staff colleagues as a result of an entrenched culture of male dominance. Among the challenges faced by female principals included: negative attitude from some parents and educators; being undermined because of their gender and lack of confidence on their side. The study recommends the mounting of gender awareness workshops with both parents and educators to sensitive them on gender equity issues. In addition the study calls for mentoring and networking workshops, in service training opportunities and role modelling to be given to female teachers who aspire to, and have potential in leadership so that these female teachers can feel empowered and see that they have the potential of being leaders.

School leadership research has provided extensive empirical evidence which shows that women as school leaders face challenges on many fronts. The objective of this study was to provide insight regarding the challenges that female primary school principals face, in the Waterberg Education District, Limpopo Province, South Africa. These challenges were in respect of the perception of staff members towards women as school principals. This study was qualitative and interpretive in nature. The theory of social justice was used as a theoretical framework. Social justice theorists argue that social institutions have the responsibility to dispense justice, fairness, and equity. The researcher used semi-structured in-depth interviews to gain rich descriptive data on the experiences relating to the leadership roles of the principals. Findings indicate that female principals face challenges, such as insubordination by male staff members, frustrations of not progressing beyond the position of principalship and sexual harassment. This study is of great value as it extends the body of knowledge on the challenges that primary school women principals face in their leadership practices. Key words: social justice, women principals, sexual harassment, primary schools, insubordination, self-esteem, self-image

Abstract Promoting sustainable development is top on the agenda of many national governments. The provision of quality primary education is key in pursuing this agenda and relies heavily of committed teachers. This article explores the potential contribution of transformational leadership practices of primary school principals in promoting teacher commitment. It is argued that primary school principals who exhibit the transformational leadership feature of commitment motivate teachers towards commitment and thus contribute towards sustainable development. This study was quantitative in nature and out of the hundred and fifty teachers sampled, only ninety-five responded to the questionnaires. Drawing from the theory of transformational leadership and the findings from the Limpopo Province education district case study, it can be concluded that primary school principals promote the culture of commitment and therefore a foundation for sustainable development is laid.

In this paper the authors use the collaboration framework to explore the implementation of the School Feeding Scheme (SFS) in two primary schools within South Africa. The authors use a qualitative approach to gather data through individual and focus group interviews with two principals and eight teachers respectively. The feeding process was also observed. The authors found that despite recorded achievements, smooth implementation of the scheme was stifled by varied challenges. However, the current situation can be improved if principals initiate strategies that promote collaboration, while caterers and teachers are trained on collaboration and professional ethics. Monitoring and evaluation is encouraged to identify and resolve impending challenges.

Abstract Enhancing sustainability in primary schools is apposite because primary schools are the building blocks in any education system. In its examination, the study provides insights on the role of primary school principals in promoting sustainable education through inspiring teachers. Teacher motivation is a very critical focus research area, particularly in the present depressing times and particularly in promoting sustainability. Without ignoring and dismissing other factors that have a bearing on the poor performance of the South African primary schools, teacher discouragement is one of the factors. The purpose of this investigation was to explore the extent in which the leadership practices of primary school principals promote teacher motivation and ultimately achieving sustainable teacher workforce. This study was based on random sampled primary school teachers in South Africa, Waterberg District. Hundred and fifty survey questionnaires were distributed to participating primary schools and only 96 responses were received. The respondents were from a mix of both male and female teachers who responded to the questionnaire. Descriptive statistics was applied to analyse data. Even though the results indicated that there were issues with teacher motivation, to a significant extent, the majority of respondents demonstrated that most primary principals do take efforts in trying to ensure that teachers are motivated. The results of the study deepen the already existing scope of knowledge regarding teacher motivation, particularly in primary schools.

In the study reported on here the problem of inadequacies in educational provisioning among public schools that has a negative influence on teachers’ productivity and learners’ academic outcomes was examined. The primary objective of this study was to examine teachers’ and principals’ perceptions on the influence of educational provision on teacher performance and learner outcomes. The study was informed by critical social theory. The study tapped from the interconnection of constructivist and interpretivist paradigms and qualitative research, in using lived experiences and reflections of participants. Semi-structured interviews and observations were used to collect data from 5 school principals and 10 teachers in 5 primary schools in the Limpopo province, South Africa. Inadequacies in school provisioning was found to influence teacher performance and learner outcomes, causing psychological stress and low morale among teachers as a result of poor working conditions. Inadequacies in school resources constitute an unfair and unjust practice by the Department of Education and infringes upon learners’ right to education. Such infringement exacerbates learners’ demotivation, which subsequently results in them dropping out of school. Poor schools ultimately exclude Black students from quality education in South Africa. I recommend that the Department spearheads the implementation of the Framework on Equitable Provision of Infrastructure in Public Schools as a matter of urgency to ensure equity and access for poor schools.

Climate models predict that the global average temperature of Earth will rise in the future. Studies show that high classroom temperatures can affect the ability of the student to learn and function. It is important to understand the impact that heat will have on the health, wellbeing, and academic performance of learners, as they spend a significant amount of time in classrooms compared to any other environment. A follow-up panel study among 20 public primary schools in the Gauteng province (South Africa) will be carried out, in which Grade 4 learners will be selected to complete an hourly heat-health symptom questionnaire. A Cambridge Neuropsychological Test Automated Battery (CANTAB) test will be used to determine their memory and attention span. A nursing practitioner will measure body weight, height, and temperature. Lascar data loggers will be used to measure indoor classroom temperature. School principals will complete a questionnaire on existing school coping mechanisms and policies in place that help deal with hot weather conditions. This is the first study to quantitatively assess the effects of heat on learners’ health, well-being and school performance in South Africa. The outcomes of this study will enable policymakers and public officials to develop appropriate school heat adaptation and mitigation measures and will assist in channeling their resources where it is most needed.

The main purpose of this study was conducting psychosocial intervention/training to selected schools of South Western Ethiopia. Three school principals, teachers of students with disabilities in the integrated classrooms, parents of the same and selected students with disabilities involved in the training conducted at their respective schools. The intervention study involved ecological perspectives of approaching the individuals’ responsible assisting students with disabilities. Participants were selected purposively from each category where manual of training was employed for three groups: students/children with disabilities, parents and teachers of these children. The manual developed by researcher was evaluated critically by co-trainers and the trainee. The result indicated that the manual is of standard type which has to be organized as a guide or handbook of training in the psycho-social intervention. It incorporated foremost disability areas that had been covered in short-term training with all intervention strategies to be followed by concerned bodies. Finally, it is underlined that the manual has to be organized in more comprehensive way and been given to all stakeholders in the education of students with disabilities in the country.

Purpose The purpose of this paper is to explore the socialisation and leader identity development of school leaders in Southern African countries. Design/methodology/approach The study utilised a survey of qualitative data where data collection primarily involved in-depth interviews with school principals and deputy principals of both primary and secondary schools. Findings Findings revealed that early socialisation to leadership transpired during childhood and early schooling at which points in time the characteristics and values of leadership integral to the participants’ leadership practice were acquired. Initial teacher training was found to be significant in introducing principalship role conception. Leader identity was also found to develop outside the context of school through pre-socialising agents long before the teaching and leading roles are assumed. Originality/value The study presents an overview of the findings from four countries in Southern Africa, providing a complex process with overlapping stages of career socialisation. Existing research puts emphasis on formal leadership preparation as a significant part of socialisation – this study suggests alternatives for poorly resourced countries. Significantly, the paper improves our understanding that school leader identity is both internal and external to the school environment.

Purpose The purpose of this paper is to investigate the perceptions of school governing bodies (SGBs) members’ role in financial management in no-fee schools so as to understand their compliance with policy frameworks when managing school finances. No-fee schools are schools in which the learners cannot be levied fees because of the poor socio-economic background of their parents, and are located in Quintiles 1-3 according to National Norms and Standards for School Funding Policy. Design/methodology/approach A qualitative research design/approach within the interpretive paradigm was adopted for the study. A sample of 22 participants from six selected no-fee schools was purposefully selected to participate in the study. The participants were principals, SGB chairpersons, SGB treasurers and finance officers. Data were collected through interviews and document analyses and were qualitatively analysed through coding and categorisation. Findings The findings reveal that the perceptions, experience and understanding of SGB members on their financial management roles differ. They lacked the proper knowledge to manage their funds effectively. This lack of knowledge is mainly because of the members’ literacy level and limited training. Originality/value This study offers a novel empirical and theoretical perspective on finance of no-fee schools and SGBs. This research subsequently recommends that rigorous training of chairpersons and treasurers should be done by department officials located in the finance section. Further, training should be conducted in a language that would be understood by the intended recipients.

Despite South Africa’s high spending in education compared to other sub-Saharan countries, its education system is often criticized as ineffective as evidenced by poor student outcomes in both national and international assessments. This educational inefficiency is often linked to poor teacher quality, particularly in mathematics and science where some teachers are considered to have content knowledge below the level at which they are teaching. The researchers interviewed five primary school principals in KwaZulu-Natal on the training needs analysis methods they used to identify the training needs of foundation phase teachers. They all reported that they only used the Integrated Quality Management System template provided by the Department of Basic Education. However, they did not use it optimally due to a lack of comprehensive knowledge of how it should be implemented. In order to address this, it is recommended that principals should receive thorough training on the implementation of the Integrated Quality Management System, and that training needs analysis should be conducted on a quarterly basis rather than once a year. Keywords: integrated quality management system, professional development, training needs analysis, interpretive paradigm.

Discipline is an important aspect of the life of any school. Learning and teaching can only take place effectively in a disciplined environment. In South Africa, discipline policies might not have been effectively implemented due to inadequate sources, lack of commitment and training of school leaders. A qualitative research design was utilized for the investigation on which this article is based. The research consisted of two phases. First, group interviews were conducted with 27 B Ed Honours students; thereafter, individual interviews were conducted with a total of six students selected by purposive sampling. The results seem to suggest that the broader school community should be taken on board to ensure effective discipline policy implementation. The correct legal sources should furthermore be employed in the process of developing school policies. School leaders need thorough training for the development and implementation of discipline policies. Several measures are suggested for the effective introduction of disciplinary policies, among others, that school leadership should play a (more) active role; specifically the principals of schools should be willing to share their knowledge on the implementation of school disciplinary policies with other members of the school leadership.

The purpose of this study was to investigate challenges faced by Development Support Groups (DSGs) in implementing the Integrated Quality Management System (IQMS) in the primary schools of Circuit 04 of the Mthatha District of the Eastern Cape Province, South Africa. The scope of this research was restricted to four primary schools in Circuit 04. The research methodology was qualitative in nature, and a multiple case study strategy was employed. The sampling strategy was convenience sampling and included DSGs and teachers. Data were collected through face-to-face individual in-depth interviews to elicit information from DSGs and teachers. The IQMS is performed through the completion of special instruments, which help to rate and score teachers on their performances. During IQMS, two structures, the DSGs and School Development Team (SDT), are created to implement developmental appraisal and performance management (or summative evaluation). The main finding of this study revealed that even though school principals were part of the team and structure to manage the IQMS, some principals did not drive or influence the process resulting in some schools finding it difficult to effectively manage the IQMS. Challenges, thus, faced by DSGs tended to have a negative effect on the teachers as well as on learner performance.

The early admission of young gifted children to schools is a contentious issue. Although NSW has instituted a policy to enable early entry to school, it is rarely implemented. The focus of this pilot study was to identify the attitudes of principals to the policy on early entry and impediments to its implementation. A survey was conducted of 63 primary schools in the South Coast Region of NSW to which 27 schools (42.9%) responded. The data gathered indicated that 25 of the 27 schools were willing to consider early entry; however, only 10 reported that they had received applications, three of which had accepted children, and nine of which had rejected applications. The survey demonstrated that while a range of procedures was used to determine early entry, social and emotional factors were more crucial concerns for the principals than academic factors. The study concludes that the policy, while meeting the needs of young gifted children in principle, ignores the need for specialised teacher-training and resource support.

Many policies, strategies and plans have been introduced in South African schools so as to acquire quality education. A strategic plan, as a mechanism of putting schools on a pathway of development and effectiveness over a period of time, is one of these initiatives. Its introduction is based on a number of reasons inter-alia - the shift to school self-management, the introduction of Norms and Standards, and the introduction of School Governing Bodies (SGBs). A schools strategic plan is the physical document that embodies the guiding orientation regarding how to manage the school within a larger national and local development perspective. Such a plan can lead to school effectiveness, improvement and development strategies, but not all plans obtain this status because of design efficiencies. A qualitative investigation was done in two primary schools in the Mahikeng Area Office (AO) of the North-West Province in South Africa. Document analysis, in-depth interviews with two principals and two SGB chairpersons, as well as a focus group interview with eight teachers from participating schools, were used to collect data on how primary schools in question design and implement their strategic plans. The investigation seems to suggest that, while an individual school community may craft a strategic plan in its own way, there are common aspects that underpin the entire process. Amongst others, technical knowledge and skill for its execution are necessary. Some policies emphasise the importance of a strategic plan and serve as an integrated implementation framework for its execution. It is concluded that a strategic plan is designed and implemented under three main elements: 1) strategic analysis, which is made up of stakeholder involvement; 2) strategic choices made up of direction-setting, priority determinations, mission, and vision; and 3) strategy in action, which refers to the process of translating the plan into action.

As we enter the last ten years leading to the realisation of the Sustainable Development Goals in 2030, African countries are still plagued with poverty and underdevelopment. For most children in Africa, the attainment of Sustainable Development Goal (SDG) 4 will remain elusive. Drawing from two interrelated empirical studies, one focusing on citizenship and social cohesion at high school level and the other on the implementation of assessment for learning at primary school level, it was found that not only are schools not equipped to provide the quality education as set out in SDG 4, but teachers need additional training to give expression to the ideals of SDG 4. In order for this to be adequately addressed, all interested stakeholders—government, business, and NGOs—need to be involved.

The South Africans Schools Act mandates institutional policy duty bearers such as the school governing bodies (SGBs) and school disciplinary committees (SDCs) through which education stakeholders such as school principals, teachers, parents and learners to democratically formulate and implement school policies. The effectiveness of these bodies in carrying out their responsibilities in most cases is left to speculation. Based on a case study of high schools in a rural district setting in South Africa, this paper reports on the extent to which SDCs are democratically constituted and function in conducting their responsibilities. A qualitative approach was employed to gather data from a purposeful sample of 53 participants at two secondary schools that comprised 10 SGB members, 10 school management team (SMT) members, 9 SDC members, 10 Representative Council of Learners (RCL), 4 class teachers and 10 previously disciplined learners (PDLs). Focus group and individual interviews were the primary data gathering instruments but were complemented by document analysis to cross-check participants’ narratives where necessary. Results indicated that the discharge of the SDC responsibilities was largely undemocratic in both composition and functioning, and therefore unjust in disciplining learners who acted outside school rules. On the basis of our findings, we recommend that the policy duty bearers in school institutional management structures such as the SMT, SGB, RCL and SDC should first be inducted on school policies, roles and responsibilities on assumption of duty. Received: 28 June 2020 / Accepted: 18 November 2020 / Published: 17 January 2021

Grade R is the year before learners in South Africa start formal schooling and has been part of the General Education Training Band (GET) since 1998. New efforts are being made to enable all five- to six-year-olds to attend a Grade R class. The nine provinces of South Africa approach this problem in different ways. Some of them, like Gauteng, try to establish Grade R classes at primary schools, but in the process seem to appoint many teachers with only minimum qualifications. This article reports on research requested by the Gauteng Department of Education about the school readiness of Grade R learners. The school readiness performance of 114 Grade R learners was measured by means of a standardized school readiness test. The results confirmed the worst fears of department officials: most of the participants were not school ready after attending a year in a Grade R class. The article concludes with some recommendations, among others that attention should be given to the qualifications of teachers and that parents should become more involved.

Structural problems in mental health services conjoined with attitudinal barriers are the cause of inadequate mental health care in South Africa. However, the major reason for the failure of psychology to address the needs of the majority lies in training deficiencies. In spite of the potential cost benefits of psychotherapy and prevention by way of counselling and educative interventions, psychologists are not perceived or employed as primary members of mental health teams. In schools they are rapidly losing ground. The profession is disempowered to position itself strategically to become a significant roleplayer in the ‘new’ South Africa. Affirmative action for psychology is needed. Ways in which the state may help are suggested, including the creation of more posts and training opportunities in health care settings, as well as use of the school as a locus for health and mental health care delivery. The author concludes with a call to the profession to get its own house in order by way of self-regenerating actions in the areas of training, addressing political and cross-cultural issues, and service delivery.

This article examines the evolution of the educational situation in French West Africa (FWA) and French Equatorial Africa (FEA) from the onset of colonization until independence. Our central theme is the tragic deprivation endured by the public school system, especially in FEA, which handed over primary education to Catholic missions and slowed down secondary education; in FWA, only one university was belatedly created in Senegal (1958). The education of girls remained non-existent. The article is based upon a large number of mostly unpublished doctoral works, a handful of published studies, and half a century of personal inquiries, conducted mainly in Gabon, Congo and Senegal. This paper establishes a connection between the lack of political skills based upon Western standards of the colonized peoples on the eve of independence to the training of their civil servants which was drastically limited to secondary school education and the major hurdles involved in obtaining French nationality except for the residents of the Four Communes of Senegal. At the time of independence, only a few thousand colonized people had reached the level of university that was being established in the early 1950s; even fewer received scholarships to study in France. This shortage of trained personnel in administration and education required massive recourse to French “coopérants”, whose presence would only gradually diminish from the 1970s.

Educational psychology in South Africa has been defined in the past as an interventional and helping profession, mainly focused on the alleviation of educational problems such as learning disability or emotional issues that interfere with the educational process. Educational psychologists, apparently by predeliction, have had little to do with the general processes of learning and schooling, nor have they been concerned with educational policy issues. This may be partly to do with the fact that the training of educational psychologists in South Africa is generally light in the theory of cognitive development, instructional psychology and school psychology. This article invites discussion about the nature of the future roles for educational psychologists in the new South Africa, suggesting that their involvement in ordinary processes of schooling, and in assisting in the planning of educational systems will be primary. Appropriate changes in the nature of the training of educational psychologists require broad consultation. The need for change follows from the facts that: (1) paucity of future financial resources will necessitate the work of professional psychologists becoming more advisory, instructional and research oriented, rather than being individually focused; (2) the nature of the problems to be faced in social reconstruction will demand a more research-oriented approach than in the past; and (3) the present disarray of educational services requires the re-thinking of the most basic principles on which the formal education of children rests.

Purpose Developing countries in many parts of the world have experienced a disturbing trend in the differential pace of economic development among urban and rural communities. These inequities have been observed in education systems in Asia, Africa, and Latin America where researchers have documented differences not only in resource allocation but also in the academic performance among students in urban and rural schools. Recently researchers have shifted their focus from examining financial and physical resources to investigating the nature and impact of differences in human resources. The purpose of this paper is to examine differences in school organization processes associated with learning-centered leadership and teacher learning among urban and rural primary schools in Thailand. Teacher trust and teacher agency were proposed as possible mediators of leadership effects on teacher learning. Design/methodology/approach This study employed a cross-sectional survey design. The authors collected survey data from 1,011 teachers and 60 principals in 30 urban and 30 rural primary schools in Thailand. Multi-group confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the proposed model of leadership and teacher professional learning. More specifically, data analysis was aimed at determining the nature of relationships among the constructs in the conceptual model and whether patterns of leadership and teacher learning differed in urban and rural primary schools. Findings The results affirmed a model whereby school leadership exerted significant indirect effects on teacher learning in both urban and rural primary schools. Data analyses determined that the path of leadership effects moved through trust to agency and then to teacher professional learning. Thus, while the authors found a strong direct effect of leadership on teacher trust, there were only small direct effects of leadership on teacher agency and no meaningful direct effects of leadership on teacher professional learning. Thus, the research affirmed a full mediation model of leadership effects on teacher learning. Finally, the study also affirmed that the measured variables were perceived as significantly stronger in the urban schools than in the rural schools. Social implications The research expands on prior research on the “achievement gap” in Thailand by demonstrating the existence of a similar “human resource gap” when comparing urban and rural school leaders and teachers. This study implies that addressing the gap in student achievement will require action aimed at building the capacity of the principals and teachers who work with the rural pupils. Originality/value These results suggest differences in the quality of human resources between urban and rural primary schools in Thailand. There may be potential benefit to be gained from providing training focused on “learning-centered leadership” for principals and middle level leaders, as well as expanding access to quality professional development opportunities for rural teachers.

AbstractThe movement of school teachers to primary and secondary schools around South Africa and its Bantustans in the early and mid-1970s was an intentional part of the project of propagating Black Consciousness to school learners during this period. The movement of these educators played a key role in their ability to spread Black Consciousness philosophy, and in the political forms and methods they chose in teaching it. These were shaped by their own political conscientization and training in ethnically segregated colleges, but also in large part by the social realities of the areas to which they moved. Their efforts not only laid the foundation for Black Consciousness organization in communities across South Africa, they also influenced student and youth mechanisms for political action beyond the scope of Black Consciousness politics. This article explores three case studies of teachers who studied at the University of the North (Turfloop) and their trajectories after leaving university. All of these teachers moved to Turfloop as students, and then away from it thereafter. The article argues that this pattern of movement, which was a direct result of apartheid restrictions on where black South Africans could live, study and work, shaped the knowledge they transmitted in their classrooms, and thus influenced the political consciousness of a new generation.

Background: In 2011, South Africa established ward-based outreach teams (WBOTs) comprising Community Health Workers as part of strategies to strengthen primary healthcare. The new community health workers (CHWs) lacked experience of the programme. This study aimed at assessing perceptions of community health workers on their training, teamwork and practice.Methods: This was a cross-sectional study conducted among CHWs in the seven regions of Tshwane health district between October and November 2015. Data were collected from 431 CHWs in eight Community Health Centres and 11 clinics using a pre-tested, self-administered questionnaire. Outcome measures were CHWs’ perceptions on training, teamwork and practice regarding WBOT programme.Results: A total of 431 CHWs formed the study sample. Participants had a mean age of 36 years (SD ± 9.46). The majority (88.2%) were female. Some 77% had completed secondary school. Overall, most CHWs perceived their training (86.4%), teamwork(87.6%) and practices (67.7%) to be good (p = 0.001). The majority were able to provide efficient health care despite the challenges experienced, which were lack of equipment, walking long distances, and safety on the streets and in households with patients who had mental health problems among others. Fisher’s exact test showed a significant association between training and work challenges (p = 0.006).Conclusion: The study findings showed that most CHWs had good perceptions regarding their training, teamwork and practice. Several concerns raised by CHWs suggest the need for stakeholders to ensure availability of resources for optimal functioning of CHWs.

PurposeThe researcher emphasised with current research the need for an induction programme for beginning teachers in the South African context to overcome the challenges experienced by beginning teachers while bridging from pre-service teaching to in-service teaching and to introduce and illuminate the design of a new multimodal induction model.Design/methodology/approachThe researcher followed a narrative approach by discussing previous research regarding the insufficient pre-service training beginning teachers received and the lack of a structured induction programme in the South African context.FindingsResearch has shown that South African beginning teachers have faced similar difficulties as beginning teachers worldwide, but South African beginning teachers are not subjected to formal induction programmes. While the South African Department of Basic Education offered guidelines for the beginning teacher orientation programme, there is almost no evidence in the literature that schools follow such guidelines.Research limitations/implicationsThe implications of this paper give other researchers in this field a broader perspective on how the new multimodal induction model can make a measurable contribution to the school, the mentor, the beginning teacher and, most importantly, the learner.Practical implicationsThe Department of Basic Education in South Africa and Principals need to follow the guidelines of this multimodal induction model to retain beginning teachers and improve the performance of learners.Originality/valueThis is a new model developed by the researcher to explore the benefits of promoting excellence in the teaching profession through a technology-rich, integrated induction programme to increase the productivity, retention and leadership of beginning teachers, enhance and prevent the loss of human capital, with the ultimate goal of improving learners' growth and performance.

In this paper we provide an overview of the international CensusAtSchool project, designed, written and implemented first in the UK from October 2000 - April 2001 for pupils aged 7 -16 in primary and secondary schools. It has been adapted for similar aged school children in South Africa and Australia and was implemented in those countries in July and October 2001, respectively. We present our motivation, aims and objectives for carrying out such a project and show some results of analysis from the returns we have received from all three countries. Key outputs from the project include: worksheets that are suitable for enhancing data handling skills of pupils; a training course that wraps information and communications technology with data handling skills that is suitable to enhance the professional development of teachers; a raised awareness amongst pupils and teachers of the need to properly collect, present and analyze primary data; a contribution to improving the statistical numeracy and thinking skills of both teachers and pupils.

This paper investigates constraints and complexities affecting entrepreneurial and Agri-business small-scale communal cattle farming success and sustainability in the Vhembe District of Limpopo Province, South Africa. The respondent entrepreneur farmers were randomly selected (n=55) amongst 183 other farmers for primary data collection. A semi-structured cross-language (English-Tshivenda) questionnaire was employed to gather the data. Key Informant Interviews (KIIs) and Focus Group Discussions (FGDs) were also employed. The results of this paper revealed that the entrepreneur farmers’ formal school educational levels and basic literacy skills in addition; subtraction; multiplication and division were reasonably higher while technological skills in farm risk management and production, and managerial competence in business financial skills; budgeting and marketing were low amongst the farmers. Government extension service could be employed to improve some of these deficient skills through skills training programmes for the farmers. Institutions of higher learning such as the University of Venda and Madzivhandila Agricultural College could be utilized for the trainings.

Background Young people with refugee experiences are widely acknowledged as encountering multiple disadvantages that affect their school completion and retention, university entry, and subsequent employment. This paper discusses the rationale for and protocol of a mixed methods investigation focusing on improving education and employment outcomes among refugee background youth aged 15 to 24 years from three focus regions: the Middle East (Afghanistan, Iran, Iraq, Syria), South Asia (Nepal, Bhutan, Myanmar/Burma, Pakistan) and Africa (Sudan, South Sudan, Liberia, Ethiopia, Somalia, DR Congo). Objective The rationale of the project is to identify the facilitators and barriers to successful transition from school to further education and employment; investigate participant awareness of support systems available when faced with education and employment difficulties; redress the disadvantages encountered by refugee background youth; and bridge the gap between research, policy, and practice in relation to social inclusion and participation. Methods The study involves collecting survey data from 600 youth followed by individual interviews with a subset of 60 youth, their parents/primary caregivers, and their teachers. A cross-sectional survey will assess facilitators and barriers to successful transition from school to further education and employment. Individual interviews will provide context-rich data on key issues relevant to education and employment outcomes. Results The study began in 2016 and is due for completion by the end of 2019. The quantitative survey has been conducted with 635 participants and was closed in March 2019. The qualitative interview stage is ongoing, and the current total in April 2019 is 93 participants including educators, youth, and family members of the youth. Analysis and presentation of results will be available in 2020. Some preliminary findings will be available during the late half of 2019. Conclusions This project will contribute new and unique insights to knowledge in relation to key factors influencing education and employment outcomes among refugee youth. This research will enable effective planning for the needs of some of Australia’s most disadvantaged and marginalized young people, leading to a sustainable improvement in the education and employability of young refugees. International Registered Report Identifier (IRRID) DERR1-10.2196/12632

Objectives. Non-communicable diseases and limited participation in school physical education have become increasing concerns in South Africa. In response to these concerns, a schoolbased physical activity intervention, Healthnutz, was implemented in three primary schools in Alexandra Township, Johannesburg. Evaluation of Healthnutz included assessing its feasibility and acceptability, and short-term changes in learners’ physical fitness, knowledge and attitudes. Methods. To assess feasibility and acceptability, a situational analysis and focus groups with teachers and programme monitors were conducted. Pre-post fitness testing (3-month interval) was conducted with learners, and a questionnaire assessed changes in learners’ knowledge, attitudes, self-efficacy, and perceived barriers to physical activity, in control and intervention schools. Results. At implementation, teachers identified the need for more physical activity in the school environment and were positive about Healthnutz. Follow-up focus group discussions suggested that it was positively impacting teachers, learners and the school in general. Scores for sit and reach (p<0.001), sit ups (p<0.02) and shuttle run (p<0.0001) improved significantly in intervention but not control schools. A significant decrease was observed in learners’ perceived external barriers to physical activity (p<0.0001) along with a positive change in learners’ self-efficacy for physical activity (p<0.05). Conclusions. Healthnutz raised awareness of the importance of physical activity in intervention schools. Findings indicate that even limited exposure to a physical activity intervention can lead to a significant improvement in aspects of learners’ fitness, knowledge, attitudes and perceptions regarding physical activity. Furthermore, training and support of teachers needs to be nonjudgemental and empowering.

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (pp. 84 – 90). Suva, Fiji: University of the South Pacific, Institute of Education. Infoplease Staff (2017, February 28). Marshall Islands, retrieved from https://www.infoplease.com/world/countries/marshall-islands Jetnil-Kijiner, K. (2014). Iep Jaltok: A history of Marshallese literature. (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Kabua, J. B. (2004). We are the land, the land is us: The moral responsibility of our education and sustainability. In A.L. Loeak, V.C. Kiluwe and L. Crowl (Eds.), Life in the Republic of the Marshall Islands, pp. 180 – 191. Suva, Fiji: University of the South Pacific. Kupferman, D. (2004). Jelalokjen in flux: Pitfalls and prospects of contextualising teacher training programmes in the Marshall Islands. Directions: Journal of Educational Studies, 26(1), 42 – 54. http://directions.usp.ac.fj/collect/direct/index/assoc/D1175062.dir/doc.pdf Miller, R. L. (2010). Wa kuk wa jimor: Outrigger canoes, social change, and modern life in the Marshall Islands (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Nabobo-Baba, U. (2008). Decolonising framings in Pacific research: Indigenous Fijian vanua research framework as an organic response. AlterNative: An Indigenous Journal of Indigenous Peoples, 4(2), 141-154. Nimmer, N. E. (2017). Documenting a Marshallese indigenous learning framework (Unpublished doctoral thesis). Honolulu, HW: University of Hawaii. Sanga, K., & Houma, S. (2004). Solomon Islands principalship: Roles perceived, performed, preferred, and expected. Directions: Journal of Educational Studies, 26(1), 55-69. Sanga, K., & Chu, C. (2009). Introduction. In K. Sanga & C. Chu (Eds.), Living and Leaving a Legacy of Hope: Stories by New Generation Pacific Leaders (pp. 10-12). NZ: He Parekereke & Victoria University of Wellington. Suaalii-Sauni, T., & Fulu-Aiolupotea, S. M. (2014). Decolonising Pacific research, building Pacific research communities, and developing Pacific research tools: The case of the talanoa and the faafaletui in Samoa. Asia Pacific Viewpoint, 55(3), 331-344. Taafaki, I., & Fowler, M. K. (2019). Clothing mats of the Marshall Islands: The history, the culture, and the weavers. US: Kindle Direct. Taufe’ulungaki, A. M. (2014). Look back to look forward: A reflective Pacific journey. In M. ‘Otunuku, U. Nabobo-Baba, S. Johansson Fua (Eds.), Of Waves, Winds, and Wonderful Things: A Decade of Rethinking Pacific Education (pp. 1-15). Fiji: USP Press. Thaman, K. H. (1995). Concepts of learning, knowledge and wisdom in Tonga, and their relevance to modern education. Prospects, 25(4), 723-733. Thaman, K. H. (1997). Reclaiming a place: Towards a Pacific concept of education for cultural development. The Journal of the Polynesian Society, 106(2), 119-130. Thiong’o, N. W. (1986). Decolonising the mind: The politics of language in African literature. Kenya: East African Educational Publishers. Vaioleti, T. (2006). Talanoa research methodology: A developing position on Pacific research. Waikato Journal of Education, 12, 21-34. Walsh, J. M., Heine, H. C., Bigler, C. M., & Stege, M. (2012). Etto nan raan kein: A Marshall Islands history (First Edition). China: Bess Press.

It is a sad fact that at most university law schools in South Africa, a student can graduate without ever having set foot in a courtroom, and without ever having spoken to, or on behalf of, a person in need of advice or counsel. The past several years have witnessed a swelling chorus of complaints that the current LLB curriculum produces law graduates who were "out of their depth" in practice. My purpose is to make a case for the inclusion in the LLB curriculum of a course in trial advocacy. This endeavour of necessity invokes the broader debate over the educational objectives of a university law school – a debate memorably framed by William Twining as the two polar images of "Pericles and the plumber". My thesis is that the education of practising lawyers should be the primary mission of the university law school. The first part of this contribution is a response to those legal academics who hold that the role of the law school is to educate law students in the theories and substance of the law; that it is not to function as a trade school or a nursery school for legal practice. With reference to the development of legal education in the United States, I argue that the "education/training" dichotomy has been exposed as a red herring. This so-called antithesis is false, because it assumes that a vocational approach is necessarily incompatible with such values as free inquiry, intellectual rigour, independence of thought, and breadth of perspective. The modern American law school has shown that such so-called incompatibility is the product of intellectual snobbery and devoid of any substance. It is also often said that the raison d'être of a university legal education is to develop in the law student the ability "to think like a lawyer". However, what legal academics usually mean by "thinking like a lawyer" is the development of a limited subset of the skills that are of crucial importance in practising law: one fundamental cognitive skill – analysis – and one fundamental applied skill – legal research. We are not preparing our students for other, equally crucial lawyering tasks – negotiating, client counselling, witness interviewing and trial advocacy. Thinking like a lawyer is a much richer and more intricate process than merely collecting and manipulating doctrine. We cannot say that we are fulfilling our goal to teach students to "think like lawyers", because the complete lawyer "thinks" about doctrine and about trial strategy and about negotiation and about counselling. We cannot teach students to "think like lawyers" without simultaneously teaching them what lawyers do. An LLB curriculum that only produces graduates who can "think like lawyers" in the narrow sense ill-serves them, the profession and the public. If the profession is to improve the quality of the services it provides to the public, it is necessary for the law schools to recognise that their students must receive the skills needed to put into practice the knowledge and analytical abilities they learn in the substantive courses. We have an obligation to balance the LLB curriculum with courses in professional competence, including trial advocacy – courses that expose our students to what actually occurs in lawyer-client relationships and in courtrooms. The skills our law students would acquire in these courses are essential to graduating minimally-competent lawyers whom we can hand over to practice to complete their training. The university law school must help students form the habits and skills that will carry over to a lifetime of practice. Nothing could be more absurd than to neglect in education those practical matters that are necessary for a person's future calling.

<p>In a country where there is a consistent loud outcry about school achievement of youth<br />in the final school examination in Grade 12, attention has recently shifted to children in<br />the primary school. The very founding of this journal was motivated by a deep concern<br />about research in childhood education and children’s lives. Questions were being asked<br />about what happens in the first years of schooling, about the suitability of the national<br />curriculum for such a diverse population, about specialised research in the field of<br />learning in the early years, and about teaching with care and with insight, knowing<br />who the children of this nation are.<br />The journal took an early stand when, at its launch in 2010, the editor noted that the<br />notion of a national foundation phase curriculum assumes the existence of a ‘national’<br />Grade 1 learner. In South Africa there are children who come to school, well prepared<br />for the demands of school – and there are others who come with only their survival<br />records in homes of extreme poverty, of absent parents and of families broken by the<br />effects of the history of the nation and the effects of disease. Much as we would like<br />to see a standard of performance expected from the ‘national’ young learner, we need<br />to see the layers of diversity too. Can such a stratified population, socially fractured<br />in many ways, truly enact a differentiated curriculum for children who have so much<br />and for children who have so little at the same time and at the same pace? Can our<br />foundation phase classes be truly inclusive?<br />It remains a vexing question. Much research is needed to even try to give a robust<br />response. In recent years, in the research of the Centre for Education Practice Research<br />at my home institution, we have encountered more than 3000 children between five<br />and seven years old in an extensive interview test of mathematical cognition. In the<br />process we found children who had never encountered a print drawing and children<br />who did not know that a page can be turned. However, the very same children had<br />a perfectly normal idea of approximate number and size. We regard this as evidence<br />that they have the core knowledge of number that has to be developed by systematic<br />instruction and caring apprenticeship in classrooms. But for that they would need<br />teachers who know them as well as they know the latest curriculum and its suggested<br />tools of teaching.<br />This is but one example of how important teacher education is and how important<br />it is that we should investigate both learners and teachers, but also teacher education<br />and teacher educators. Teachers and their educators at universities have their own<br />view of children, of learning and of childhood. Much as we may all agree that the<br />core activity of schools is for the young to learn the three Rs and the subject areas of<br />the curriculum, there are researchers who are opposed to a developmental view of<br />learning. The journal’s stance is that, in the Vygotskian tradition (Kozulin, 1990), the<br />young learn and are initiated – and thus develop – in the work of school (and society).<br />SAJCE– December 2014<br />ii<br />In the SAJCE we welcome different views on child learning and celebrate South<br />Africa’s researchers who argue that “pedagogical ‘know-how’ and views of child and<br />childhood constitute the subject knowledge that is foundational in the foundation<br />phase curriculum” – as Murris and Verbeek do in this issue. Add to that knowledge<br />of how children the world over have core knowledge systems, as argued by cognitive<br />developmental psychologists and neuroscientists, and we have a composite picture<br />of what the object of teacher education is – to know 1) the learner and 2) the subject<br />content, but also 3) the self as teacher.<br />This ‘didactical triangle’, was already proposed as view of teaching in the 17th century<br />in Comenius’s major work, Didactica Magna (Comenius, 1632/1967). In the 20th century,<br />for some reason, the English- speaking world used the term ‘didactic’ to denote<br />teacher-centred learning, while Comenius proposed what can arguably nowadays be<br />termed pedagogical content knowledge (PCK). Jari Lavonen, the chair of the teacher<br />education department at the University of Helsinki, recently noted that PCK is the<br />transformation of subject content knowledge by infusing it with knowledge of the<br />learner and of the self as teacher. In Finland they refer to PCK simply as Didactics, while<br />taking full cognisance of Shulman’s model (Shulman 1986).<br />But, views on teaching become more complicated when teachers are faced<br />with children who enter Grade 1, but who are not ready to embrace the way of life<br />at school. Bruwer and her co-authors report in this issue on teachers’ views on the<br />predicament they face when children need to cross the liminality boundary – when<br />they are still ‘betwixt and between’ life as an informal learner and life in school, where<br />they have to be inducted into life as a formal learner in a national curriculum. In the<br />same vein, Condy and Blease argue that a “one-size-fits-all curriculum cannot address<br />the issues that rural multigrade teachers and learners face”. Seldom do educational<br />researchers contemplate this very real issue. I was in the same class in Grade 1 as my<br />brother, who was then in Grade 8, in a little farm school. I recall vividly how we young<br />ones spent much time making clay oxen while they were doing indecipherable maths<br />on the writing board.<br />When more than one language is used, or required to be used, in a single classroom<br />communication set-up, a teacher is faced with yet another dimension. Ankiah-Gangadeen<br />and Samuel write about a narrative inquiry that was conducted in Mauritius, noting<br />that the “narrative inquiry methodology offered rich possibilities to foray into these<br />[teachers’] experiences, including the manifestations of negotiating their classroom<br />pedagogy in relation to their own personal historical biographies of language teaching<br />and learning”.<br />Added to the multilayered types of knowledge around which a teacher needs to<br />negotiate her way in a foundation phase classroom, are knowledge and understanding<br />of children’s transition from one grade to the next. Nieuwenhuizen and co-authors<br />found that the move from Grade 2 to Grade 3 is notably more difficult for children than<br />earlier grade transitions. I wish to add that it is also a grade transition that requires<br />much more of the learning child in volume and in pace of learning; the transition<br />Editorial<br />requires a ‘mature’ young learner who has worked through the curriculum of the<br />earlier grades effectively.<br />Kanjee and Moloi not only present information about ANA results, but show how<br />teachers utilise these in their teaching. To that, the editorial team adds: what is the<br />national testing ritual really doing for teachers? Are there many unforeseen and even<br />unintended effects? Many teachers may say that it alerts them to gaps in their own<br />knowledge and pedagogy and, especially, we would think, the way in which they<br />assess children’s learning effectively. While Kanjee and Moloi invoke local national<br />tests, Fritz and her co-authors from Germany, Switzerland and South Africa show<br />how a mathematics competence and diagnostic test for school beginners found<br />its way from Europe to South Africa. They point to the challenges of translating an<br />interview-based test and of validating it in a local context in four languages. With the<br />promise that the test will be normed in this country, the foundation phase education<br />as well as the educational psychology community may stand to benefit from such a<br />test, which is theoretically grounded in children’s conceptual development.<br />The matter of teaching with formative assessment as pedagogical tool comes to<br />mind whenever one discusses assessment. In an article by Long and Dunne, one reads<br />about their investigation into teaching of mathematics with a very specific angle – how<br />to “map and manage the omissions implicit in the current unfolding of the Curriculum<br />and Assessment Policy Statement (CAPS) for mathematics”. In a very dense and fast<br />paced curriculum it is not possible to fill all the gaps. Who knows what the effect may<br />be for future learning of children who move through a curriculum quite rapidly?<br />Staying in the early grade classroom, Sibanda explores the readability of two<br />textbooks for natural science learning for Grade 4 learners. She touches on one of<br />the sensitive nerves of South African school education, namely the English language.<br />In her analysis of two textbooks, using a range of methods of text analysis, she<br />comes to the conclusion that the books are simply too difficult to read. She argues<br />that the authors have not taken into account that both vocabulary and syntax have<br />to be taught systematically in order for Grade 4 children to be able to read texts in a<br />language they do not know well, for one, and in a discourse of science writing that is<br />new for them as well.<br />Ragpot narrates the story of how an instructional film, #Taximaths: how children<br />make their world mathematical, was conceptualised, scripted and produced with<br />senior undergraduate students at UJ. This artefact serves not only as higher education<br />material in teacher education, but is also used as material for teacher development.1<br />This issue of the journal is rounded off by an important contribution about the<br />ethics of research on children. Pillay explains how experts in ethics have advised him<br />in the work they do in the National Research Foundation South African Research<br />Chair he holds in ‘Education and Care in Childhood’ at the University of Johannesburg.<br />The reader is reminded that care of vulnerable children and the protection of their<br />rights should be high on the list of educational practice and its research.<br />iii<br />SAJCE– December 2014<br />The next issue of SAJCE is a special one. It is edited by Nadine Petersen and Sarah<br />Gravett and it celebrates a programme of research and development of the South<br />African Department of Higher Education and Training, with funding support from the<br />EU. The Strengthening Foundation Phase Teacher Education Programme started in<br />2011 and included most of the universities in the country. The issue promises to be a<br />milestone publication on teacher education for the primary school.<br />Editorial greetings<br />Elizabeth Henning</p>

Education leadership literature indicates that relatively little attention has been given to the specific duties and responsibilities of South African deputy principals in comparison with other leadership and management positions in schools. As a result, their roles and responsibilities remain vague. The purpose of this study was, therefore, to explore the roles of deputy principals in selected well-resourced fee-paying primary schools. Semi-structured interviews were conducted with the principal and two deputy principals of each of the five participating schools. The participating schools were selected for having a reputation of being high-performing schools and being most likely to provide rich data. The findings suggest that the sub-context of a school is an important factor influencing the role of a deputy principal. In addition, principals play a key role in determining the job description of individual deputy principals. This is often accompanied by purposeful leadership distribution and a reconfiguration of conventional management structures. In addition, deputy principals were generally viewed as ‘principals-in-training’ and their relationship with their principals characterised by shared leadership practices.

This study set out to explore primary school principals’ instructional leadership. The study addressed a key issue in the school improvement literature, pertaining to the curriculum leadership of principals. The literature is not entirely clear about which leadership characteristic is more likely to produce the most favourable outcomes in terms of improved learner outcomes, in other words, how the curriculum has been implemented and how leadership in this regard has been effected. The article argues that robust training and development in instructional leadership practices become necessary to support school leaders in this regard. In South Africa, based on numerous reports of poor learner outcomes in schools, we question whether principals possess the necessary skills required to lead and manage curriculum in schools. In this article, the views of five principals, who have completed the Advanced Certificate in Education: School Leadership and Management (ACESLM) programme, are examined. Findings indicate that not all principals who participated in the study are fully conversant with their roles and responsibilities as instructional leaders. They mainly interpret their functions to be purely managerial and to be leaders and administrators of schools. Thus, whilst some understanding of instructional leadership was apparent in some of the principals’ responses, it is the authors’ views that ACESLM, as a leadership development programme, needs to be redesigned to include greater focus on instructional leadership.

In this study, we aimed to explore the extent of the digital divide at three quintile 1 secondary schools in Sedibeng West, Gauteng, South Africa. The rapid diffusion of information and communication technology (ICT) has changed the education sector along with others in societies around the globe. Technology, and, in particular, the internet, has affected, for instance, the ways in which learners communicate with teachers, learn, and work. With the advent of the internet, teaching and learning is no longer confined to classrooms. However, the digital divide, exposed by the closing of schools because of Covid-19 has now become more apparent. We collected data from 48 teachers and 3 school principals through focus group discussions and in-depth face-to-face interviews, respectively. We conclude that the three schools whose principals we interviewed, suffer from the inadequacy of ICT that creates digital, information, and knowledge divides between schools of different quintiles. Furthermore, these schools cannot run online classes during school closures related to Covid-19. We recommend training teachers and learners on how to use technology in teaching and learning since this would help to overcome difficulties during the Covid-19 pandemic.

Abstract Background Primary care is a broad spectrum specialty that can serve both urban and rural populations. It is important to examine the specialties students are selecting to enter, future community size they intend to practice in as well as whether they intend to remain in the communities in which they trained. Aim The goals of this study were to characterize the background and career aspirations of medical students. Objectives were to (1) explore whether there are points in time during training that may affect career goals and (2) assess how students’ background and stated motivations for choosing medicine as a career related to intended professional practice. Setting The setting for this study was the Nelson R. Mandela School of Medicine, located in Durban, South Africa. Methods We conducted a cross-sectional survey of 597 NRMSM medical students in their first, fourth, or sixth-year studies during the 2017 academic year. Results Our findings show a noticeable lack of interest in primary care, and in particular, family medicine amongst graduating students. Altruism is not as motivating a factor for practicing medicine as it was among students beginning their education. Conclusion Selection of students into medical school should consider personal characteristics such as background and career motivation. Once students are selected, local context matters for training to sustain motivation. Selection of students most likely to practice primary care, then emphasizing family medicine and community immersion with underserved populations, can assist in building health workforce capacity. There are institutional, legislative, and market pressures influencing career choice either toward or away from primary care. In this paper, we will discuss only the institutional aspects.

Background: Noise-induced hearing loss (NIHL) is an increasingly growing problem in young children. This is attributed to recreational noise being the most common cause of this problem. In young children, hearing problems can delay language development and reduce academic achievements. South Africa, in particular, has limited information and protective measures regarding the conservation of hearing in school-aged children.Objectives: The main aim of the study was to determine the perception of primary school teachers regarding NIHL. The study also aimed to determine if any hearing conservation programmes are being implemented in schools and the need for training of primary school teachers regarding NIHL.Method: A survey was conducted. In order to cover the population of interest, the sampled schools in Pretoria were clustered into urban, semi-urban and rural areas.Results: The majority of the teachers included in this study are aware of NIHL and its effects. They, however, lack the necessary resources and knowledge to effectively use this information. Most (67.5%) of the teachers indicated that they have never been exposed to children with NIHL in a school setting. It was also found that the majority (84%) of the schools included in the study do not implement hearing screening and conservation programmes.Conclusion: Although the sample size was limited, the results correlate with other research in this field indicating a need for planning and implementation of hearing conservation programmes in schools, including training of teachers in order for these programmes to be effective.

Orientation: Invitational leadership (IL) is consistent with current leadership trends and, because South African schools are in need of sound leadership, it is necessary to have a framework that can guide principals to act in accordance with the expectations of their educators.Research purpose: This study challenges the internationally accepted ‘Four Corner Press’ of Purkey and Novak (1984) as a framework for IL in the South African school context.Motivation for the study: IL appears to be a comprehensive model for successful school leadership. This necessitated an investigation to determine whether the ‘Four Corner Press’ reflects the expectations of teachers and, if so, whether it could serve as a valuable leadership tool.Research design, approach and method: A questionnaire containing 31 Likert-scale items, underpinned by the principles of IL, was disseminated to 600 educators conveniently drawn from the population of 88 828 teachers in Free State and Eastern Cape schools.Main findings: The data obtained from the survey enabled the researchers to perform a factor analysis, which revealed that South African educators’ expectations of leadership aligned with the ‘Four Corner Press’.Managerial implications: The ‘Four Corner Press’ can be used as a plausible framework for IL in South African schools, which has implications for the development and training of principals.Contribution/value-add: The ‘Four Corner Press’ can be regarded as a reliable prototype of IL expectations within the South African context, which contributes to extending the body of knowledge of education leadership in South Africa.

This non-experimental, exploratory and descriptive study, using a qualitative case study approach, aims to investigate whether there is evidence of variance in the quality of school-based assessment (SBA) in Grade 9 mathematics. Participants were purposefully selected from five schools in a district in the Northern Cape in South Africa. After questionnaires were completed, individual face-to-face semi-structured interviews were conducted with participants from the participating schools. Documents were collected and analysed to corroborate or contradict data from the questionnaires and interviews. Lack of adherence to policy, variation in classroom practice and inconsistent monitoring and moderation practices were identified as themes of possible sources of variation in SBA. An analysis of the interviews and document analysis revealed that most of the Heads of Department and principals lacked in-depth knowledge and understanding of their roles and functions in making SBA reliable, credible and valid. This was not only due to a lack of capacity to perform such functions, but was also due to a lack of effective induction and training by the district and provincial offices. Findings from the current study point to the necessary role that a periodic evaluation of SBA may play to ensure its effectiveness, credibility and reliability as part of successful assessment practices in a mostly developing context.

We assessed the status of pig farming and its contribution to the livelihoods of rural households in the study area. Snowball sampling was used to sample respondents (n=533), and data was collected using a structured questionnaire. Data was analysed using descriptive statistics and ANOVA. The majority (62%) of respondents were females over 46 years of age. Most respondents (62%) had no schooling or had only attended primary school. Male respondents reared significantly (p < 0.05) larger herds. Respondents who had secondary school education tended to rear significantly (p < 0.05) larger herds. The few respondents (1%) who held formal jobs tended to rear significantly (p < 0.05) larger herds. Livestock contributed less (10%) to household income compared to government grants that contributed 47.3%. More than half of respondents (63%) kept pigs for household consumption, while only 33% reared pigs as a source of income. Respondents still reared local pig breeds, and fed their pigs predominantly on swill (81%). Very few respondents had been exposed to training on pig rearing. Most pigs are slaughtered locally and sold mainly at social grant pay points on days when grants are paid out. The potential of pigs to support rural households has not been fully exploited in the study area. There is a need for skills transfer to limit the risks associated with feeding swill and poor animal husbandry practices. Meat inspection services are needed to limit the risk of diseases like cysticercosis.

Background: Recent analysis of the management of information and communications technologies in South African education suggests strongly that there is only limited strategic thinking that might guide policy-makers, school principals, teachers, learners and suppliers of educational technologies. It is clear that here in South Africa, as elsewhere, the actual practice of technology-mediated education is driven more by the available technologies than by actual learner needs, good management principles and the wider national imperative. There might be lessons to be learned from experience elsewhere.Objectives: This article reports and analyses conversation with eight international educators in Europe, Canada, the United States, New Zealand and Australia. All are managing the impact of technology in different ways (reactive and pro-active), at different levels (pre-primary through to senior citizen), in different roles (teachers, administrators and senior managers) and in different contexts (schools and universities).Method: Open-ended conversations with educators and educational administrators in developed countries were recorded, transcribed and analysed. The qualitative analysis of the content was done in the style of ‘open coding’ and ‘selective coding’ using a qualitative content analysis tool.Results: Whilst technology is still seen to drive much thinking, it is found that that success is not derived from the technology, but from a full and proper understanding of the needs and aspirations of those who are directly involved in educational processes, and by means of a managerial focus that properly recognises the context within which an institution exists.Conclusion: Whilst this result might be expected, the detailed analysis of the findings further reveals the need to manage investments in educational technologies at different levels and in different ways.

In South Africa the main focus is on primary health care. This affects the education and training of nurses, and training schools must respond by developing appropriate teaching modules. A school of nursing developed, implemented and revised a problem- and community- based learning module over a period of three years (1996-1998). This student-centered module focuses on students’ needs, active participation, collaboration, accountability, self-assessment, self-study, life-long learning and appropriate skills. In the formal clinical teaching environment PBL was the main approach. However, this approach was also supported by a variety of strategies, for example group discussions and scenarios. The knowledge, attitudes and professional development skills acquired in the PBL approach were then applied informally in the community setting (CBE). The purpose of the study was to evaluate a first year clinical teaching module as part of an extensive programme. A quantitative research method, a descriptive design, and a variety of data collection techniques were used. Conclusions were that clinical teaching was effective within the problem- (PBL) and community-based (CBE) approaches; 78% of respondents were positive about the clinical learning environment; 61 % stated that expectations were met; 81% preferred group activities, and 67% indicated that they had developed professional skills. Facilitators agreed that clinical teaching met the requirements of PBL & CBE. The pass rate also improved.

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Resources currently available to the scientific community that may be of interest for endocrinology research are described briefly here. More information is available through The Endocrine Society Home Page (http://www.endo-society.org) or the information provided below. HUMAN TISSUE AND BIOLOGIC SPECIMEN RESOURCES NCI - Cooperative Human Tissue Network (CHTN) The NCI Cooperative Human Tissue Network (CHTN) provides normal, benign, precancerous, and cancerous human tissue to the scientific community for biomedical research. Specimens are collected according to the investigator’s individual protocol. Information provided with the specimens includes routine histopathologic and demographic data. The CHTN can also provide a variety of tissue microarrays. Contact the CHTN Web site at http://www-chtn.ims.nci.nih.gov, or 1-866-GO2-CHTN (1-866-462-2486). NCI - Cooperative Breast Cancer Tissue Resource (CBCTR) The NCI Cooperative Breast Cancer Tissue Resource (CBCTR) can provide researchers with access to formalin-fixed, paraffin-embedded primary breast cancer specimens, with associated pathologic, clinical, and outcome data. All specimens are evaluated for pathologic diagnosis by CBCTR pathologists using standard diagnostic criteria. The collection is particularly well suited for validation studies of diagnostic and prognostic markers. The CBCTR also makes available breast cancer tissue microarrays designed by NCI statisticians to provide high statistical power for studies of stage-specific markers of breast cancer. Contact CBCTR’s Web site at http://cbctr.nci.nih.gov, or contact Steve Marroulis at Information Management Services, Inc.: telephone: (301) 680-9770; e-mail: marrouliss@imsweb.com NCI - Cooperative Prostate Cancer Tissue Resource (CPCTR) The NCI Cooperative Prostate Cancer Tissue Resource (CPCTR) can provide access to over 4,000 cases of formalin-fixed, paraffin-embedded primary prostate cancer specimens, with associated pathology and clinical data. Fresh-frozen tissue is also available with limited clinical follow-up information. In addition, slides from prostate cancer tissue microarrays with associated pathology and clinical data are now available. Contact the CPCTR Web site at http://www.prostatetissues.org, or contact Steve Marroulis at Information Management Services, Inc.: telephone: (301) 680-9770; e-mail: marrouliss@imsweb.com NCI - AIDS and Cancer Specimen Resource (ACSR) The AIDS and Cancer Specimen Resource (ACSR) provides qualified researchers with tissue, cell, blood, and fluid specimens, as well as clinical data from patients with AIDS and cancer. The specimens and clinical data are available for research studies, particularly those that translate basic research findings to clinical application. Contact the ACSR Web site (http://acsr.ucsf.edu/) or Dr. Kishor Bhatia, (301) 496-7147; e-mail: bhatiak@mail.nih.gov NCI - Breast and Ovarian Cancer Family Registries (CFRs) The Breast and Ovarian CFRs facilitate and support interdisciplinary and population-based research on the identification and characterization of breast and ovarian cancer susceptibility genes, with particular emphasis on gene-gene and gene-environment interaction research. Available from the registries are: a) family history, epidemiologic and clinical data, b) updates on cancer recurrence, morbidity and mortality in participating families, and c) biospecimens, including plasma, lymphocytes, serum, DNA, Guthrie cards or buccal smears, and paraffin blocks of tumor tissue. For further information on these registries, contact the CFR Web site (http://epi.grants.cancer.gov/BCFR) or (301) 496-9600. NCI - Specimen Resource Locator The NCI Specimen Resource Locator (http://cancer.gov/specimens) is a database that helps researchers locate specimens for research. The database includes resources such as tissue banks and tissue procurement systems with access to normal, benign, precancerous, and/or cancerous human tissue covering a wide variety of organ sites. Researchers specify the types of specimens, number of cases, preservation methods, and associated data they require. The Locator will search the database and return a list of tissue resources most likely to meet their requirements. When no match is obtained, the researcher is referred to the NCI Tissue Expediter [(301) 496-7147; e-mail: tissexp@mail.nih.gov]. The Tissue Expediter is a scientist who can help match researchers with appropriate resources or identify appropriate collaborators when those are necessary. NIDDK - Biologic Samples from Diabetic Study Foundation A portion (1/3) of all stored nonrenewable samples (plasma, serum, urine) from subjects enrolled in the Diabetes Control and Complications Trial (DCCT) is available for use by the scientific community to address questions for which these samples may be invaluable. Announcements for using this resource appear in the NIH Guide for Grants and Contracts periodically. Inquiries may be addressed to: Catherine C. Cowie, Ph.D., Director, Diabetes Epidemiology Program, NIDDK, 6707 Democracy Blvd., Room 691, MSC 5460, National Institute of Diabetes and Digestive and Kidney Diseases, Bethesda, MD 20892-5460. Phone: (301) 594-8804; fax: (301) 480-3503; e-mail: cowiec@extra.niddk.nih.gov NIDDK - NIDDK Central Repositories (Diabetes Prevention Study) The NIDDK Central Repositories have selected biosamples from the DPT-1 (The Diabetes Prevention Type 1) study that are available to qualified investigators through an application process. These samples are supplied for research purposes only, not for therapeutic, diagnostic, or commercial uses. Information about how to apply for these materials can be obtained from the NIDDK Central Repositories by contacting Ms. Helen Ray of RTI, 1-919-316-3418, or hmp@rti.org. Direct scientific-technical inquiry to the Project Officer of the NIDDK Central Repositories, Dr. Rebekah Rasooly, at phone: (301) 594-6007; e-mail: rr185i@nih.gov Visit the Repositories Web site at http://www.niddkrepository.org. NICHD - Brain and Tissue Bank for Developmental Disorders The purpose of the Bank is to collect, preserve, and distribute human tissues to investigators interested in autism and developmental disorders; normal tissues may be available for other research purposes. Further information can be obtained at www.btbank.org. The contact persons are H. Ron Zielke or Sally Wisniewsky, University of Maryland (1-800-847-1539), and Carol Petito or Stephanie Lojko, University of Miami (1-800-592-7246). NICHD - Reproductive Tissue Sample Repository (RTSaR) The Reproductive Tissue Sample Repository (RTSaR) is a virtual repository with online tissue sample acquisition capabilities. The RTSaR provides investigators with real-time access to human and nonhuman primate tissue and fluid inventories from four tissue bank facilities that are supported through the Specialized Cooperative Centers Program in Reproduction Research. The tissue banks are located at the University of California, San Diego (human ovary bank), Stanford University (human endometrium and DNA bank), Johns Hopkins University (male reproductive tissues and fluids), and the Oregon National Primate Research Center (nonhuman primate tissues). The web site for the RTSaR is https://rtsar.nichd.nih.gov/rtsar/login. If you wish to access the RTSaR, you can request an id and password to access the system by contacting the network administrator at RTSaR@mail.nih.gov Once you access the system, contact information for each bank is provided. Access is open to all investigators living in North America who are supported by research and research training grants from the NIH. One id and password will be provided to each principal investigator that can be utilized by any person working in the P.I.’s laboratory, or, in the case of institutional training grants (T32) and institutional career development award programs (K12), any person supported by the aforementioned awards. NCRR - Human Tissues and Organs Resource (HTOR) The Human Tissues and Organs Resource (HTOR) cooperative agreement supports a procurement network developed by the National Disease Research Interchange (NDRI), a not-for-profit organization. By collaborating with various medical centers, hospitals, pathology services, eye banks, tissue banks, and organ procurement organizations, HTOR provides a wide variety of human tissues and organs—both diseased and normal—to researchers for laboratory studies. Such samples include tissues from the central nervous system and brain, cardiovascular system, endocrine system, eyes, bone, and cartilage. For further information, consult the NDRI Web site (www.ndri.com) or contact Dr. John T. Lonsdale at NDRI, 8 Penn Center, 8th Floor, 1628 JFK Boulevard, Philadelphia, PA 19103. Phone: (800) 222-6374, ext. 271; fax: (215) 557-7154; e-mail: jlonsdale@ndriresource.org The NDRI Web site is http://www.ndri.com. NCRR - Islet Cell Resource (ICR) With support from NCRR, 10 Islet Cell Resource (ICR) centers isolate, purify, and characterize human pancreatic islets for subsequent transplantation into patients with type I diabetes. The ICR centers procure whole pancreata and acquire relevant data about donors; improve islet isolation and purification techniques; distribute islets for use in approved clinical protocols; and perfect the methods of storage and shipping. In this way, the centers optimize the viability, function, and availability of islets and help clinical researchers capitalize on the recently reported successes in islet transplantation. Information on submitting requests for islet cells can be obtained from Mr. John Kaddis, ICR Coordinating Center Project Manager, City of Hope National Medical Center, 1500 E. Duarte Road, Duarte, California 91010. Phone (626) 359-8111, ext. 63377; fax: (626) 471-7106; e-mail: jkaddis@coh.org The Coordinating Center hosts a Web site at http://icr.coh.org. NIA - SWAN Repository (longitudinal, multiethnic study of women at midlife including the menopausal transition) The SWAN Repository is a biologic specimen bank of the Study of Women’s Health Across the Nation (SWAN). The SWAN cohort was recruited in 1996/1997 and consists of 3302 African-American, Caucasian, Chinese, Hispanic, and Japanese women. The SWAN Repository contains more than 350,000 blood and urine specimens generated from the study participants’ annual visits (8 visits to date), at which time medical and health history, psychosocial measures, biological measures, and anthropometric data were and are being collected. In addition, a subset of the participants are providing urine samples, collected daily over the length of one menstrual cycle, each year. More than 900,000 of these samples are in the SWAN Repository and are available to researchers who wish to study the midlife and menopausal transition. Additionally, a DNA sample repository is also available and includes DNA as well as transformed B-lymphoblastoid cell lines from more than 1800 of the participants. To learn more about the SWAN Repository and how to apply to use SWAN Repository specimens, contact the Web site at http://www. swanrepository.com or Dr. MaryFran Sowers, University of Michigan, School of Public Health, Epidemiology Dept., (734) 936-3892; e-mail: mfsowers@umich.edu HUMAN AND ANIMAL CELL AND BIOLOGIC REAGENT RESOURCES NIDDK - National Hormone and Peptide Program The National Hormone and Peptide Program (NHPP) offers peptide hormones and their antisera, tissues (rat hypothalami), and miscellaneous reagents to qualified investigators. These reagents are supplied for research purposes only, not for therapeutic, diagnostic, or commercial uses. These materials can be obtained from Dr. A. F. Parlow of the Harbor-UCLA Medical Center, Research and Education Institute, Torrance, CA. A more complete description of resources within this program is provided in The Endocrine Society journals. Direct scientific-technical inquiry to NHPP Scientific Director, Dr. Al Parlow, at phone: (310) 222-3537; fax: (310) 222-3432; e-mail: parlow@humc.edu Visit the NHPP Web site at http://www.humc.edu/hormones. NICHD - National Hormone and Pituitary Program (see NIDDK listing) Following is a list of reagents currently available through the resources of NICHD: Androgen receptor and peptide antigen Recombinant monkey (cynomolgus) and baboon luteinizing hormone and follicle-stimulating hormone and antisera. NIA - Aging Cell Bank To facilitate aging research on cells in culture, the NIA provides support for the Aging Cell Bank located at the Coriell Institute for Medical Research in Camden, NJ. The Aged Cell Bank provides fibroblast, lymphoblastoid, and differentiated cell lines from a wide range of human age-related conditions and other mammalian species, as well as DNA from a limited subset of cell lines. For further information, the Aged Cell Bank catalog can be accessed at http://locus.umdnj.edu/nia or contact Dr. Donald Coppock at 1-800-752-3805. NCRR - Various Cell Repositories NCRR maintains the following cell repository resources: National Cell Culture Center, National Stem Cell Resource, and the Yeast Genetic Stock Center. Further information regarding these resources may be obtained through the NCRR Web site at: www.ncrr.nih.gov/ncrrprog/cmpdir/BIOLOG.asp. ANIMAL RESOURCES NIA - Aging Rodent Resources NIA maintains both rat and mouse colonies for use by the scientific community. The animals available range in age from 1 to 36 months. A repository of fresh-frozen tissue from the NIA aged rodent colonies is stocked with tissue from mouse and rat strains, including caloric-restricted BALB/c mice. The NIA also maintains a colony of calorically restricted rodents of selected genotypes, which are available to the scientific community. For further information, please refer to the Aged Rodent information handbook at http://www.nia.nih.gov/ResearchInformation/ScientificResources/AgedRodentColoniesHandbook/ or contact the Office of Biological Resources and Resource Development order desk. Phone: (301) 496-0181; fax: (301) 402-5597; e-mail: rodents@nia.nih.gov NIA - Aged Rodent Tissue Bank The rodent tissue bank contains flash-frozen tissues from rodents in the NIA aged rodent colonies. Tissue is collected from rodents at 4 or 5 age points throughout the lifespan. Tissue arrays are also available. Information is available at http://www.nia.nih.gov/ResearchInformation/ScientificResources/AgedRodentTissueBankHandbook/. NCRR - Mutant Mouse Regional Resource Centers (MMRRC) The Mutant Mouse Regional Resource Center (MMRRC) Program consists of centers that collectively operate as a one-stop shop to serve the biomedical research community. Investigators who have created select mutant mouse models may donate their models to an MMRRC for broad dissemination to other investigators who request them for noncommercial research investigations related to human health, disease, and treatments. The NCRR Division of Comparative Medicine (DCM) supports the MMRRCs, which are electronically linked through the MMRRC Informatics Coordinating Center (ICC) to function as one facility. The ICC, located at The Jackson Laboratory in Bar Harbor, ME, provides database and other informatics support to the MMRRC to give the research community a single entry point to the program. Further information can be obtained from the Web site at http://www.mmrrc.org, or from Franziska Grieder, D.V.M., Ph.D., Division of Comparative Medicine, NCRR. Phone (301) 435-0744; fax: (301) 480-3819; e-mail: griederf@ncrr.nih.gov NCRR - Induced Mutant Mouse Resource (IMR) The Induced Mutant Mouse Resource (IMR) at The Jackson Laboratory provides researchers with genetically engineered mice (transgenic, targeted mutant, retroviral insertional mutant, and chemically induced mutant mice). The function of the IMR is to select, import, cryopreserve, maintain, and distribute these important strains of mice to the research community. To improve their value for research, the IMR also undertakes genetic development of stocks, such as transferring mutant genes or transgenes to defined genetic backgrounds and combining transgenes and/or targeted mutations to create new mouse models for research. Over 800 mutant stocks have been accepted by the IMR. Current holdings include models for research on cancer, immunological and inflammatory diseases, neurological diseases and behavioral disorders, cardiovascular diseases, developmental disorders, metabolic and other diseases, reporter (e.g. GFP) and recombinase (e.g. cre/loxP) strains. About 8 strains a month are being added to the IMR holdings. A list of all strains may be obtained from the IMR Web site: www.jax.org/resources/documents/imr/. Online submission forms are also available on that site. All mice can be ordered by calling The Jackson Laboratory’s Customer Service Department at 1-800-422-MICE or (207) 288-5845 or by faxing (207) 288-6150. NIDDK - Mouse Metabolic Phenotyping Centers The mission of the Mouse Metabolic Phenotyping Centers is to provide the scientific community with standardized, high-quality metabolic and physiologic phenotyping services for mouse models of diabetes, diabetic complications, obesity, and related disorders. Researchers can ship mice to one of the four Centers (University of Cincinnati, University of Texas Southwestern Medical Center, Vanderbilt University, and Yale University) and obtain on a fee-for-service basis a range of complex exams used to characterize mouse metabolism, blood composition, energy balance, eating and exercise, organ function and morphology, physiology, and histology. Many tests are done in living animals and are designed to elucidate the subtle hallmarks of metabolic disease. Information, including a complete list of available tests, can be found at www.mmpc.org, or contact Dr. Maren R. Laughlin, NIDDK, at (301) 594-8802; e-mail: Maren.Laughlin@nih.gov; or Dr. Kristin Abraham, NIDDK, at (301) 451-8048; e-mail: abrahamk@extra.niddk.nih.gov NCRR - National Primate Research Centers (NPRCs) National Primate Research Centers (NPRCs) are a network of eight highly specialized facilities for nonhuman primates (NHP) research. Funded by grants through NCRR’s Division of Comparative Medicine (DCM), each center, staffed with experienced research and support staff, provides the appropriate research environment to foster the development of NHP models of human health and disease for biomedical investigations. The NPRCs are affiliated with academic institutions and are accessible to eligible biomedical and behavioral investigators supported by research project grants from the National Institutes of Health and other sources. Further information may be obtained from the notice, Procedures for Accessing Regional Primate Research Centers, published in the NIH Guide for Grants and Contracts at http://grants2.nih.gov/grants/guide/notice-files/not97-014.html, or from John Harding, Ph.D., National Primate Research Centers and AIDS Animal Models Program, Division of Comparative Medicine, NCRR. Phone: (301) 435-0744; fax: (301) 480-3819; e-mail: hardingj@mail.nih.gov NIA - Nonhuman Primates, Aging Set-Aside Colony NIA maintains approximately 200 nonhuman primates (M. mulatta) at four National Primate Research Centers (see above) for conducting research on aging. These animals range in age from 18 to 35 years. While these animals are predominantly reserved for non-invasive research, exceptions can be made to this policy. For further information, please contact Dr. Nancy Nadon, Office of Biological Resources and Resource Development, NIA. Phone: (301) 402-7744; fax: (301) 402-0010; e-mail: nadonn@nia.nih.gov NIA - Nonhuman Primate (NHP) Tissue Bank and Aging Database The NIA developed two new resources to facilitate research in the NHP model. The NHP tissue bank contains fresh-frozen and fixed tissue donated by primate centers around the country. Information is available at http://www.nia.nih.gov/ResearchInformation/ScientificResources/NHPTissueBankHandbook.htm. The Primate Aging Database provides an internet accessible database with data from thousands of primates around the country. It can be used to investigate the effect of age on a variety of parameters, predominantly blood chemistry and husbandry measurements. The site is password protected. The URL is http://ipad.primate.wisc.edu. NIA - Obesity, Diabetes and Aging Animal Resource (USF-ODARC) The NIA supports a colony of aged rhesus macaques, many of which are obese and/or diabetic. This is a long-term colony of monkeys housed at the University of South Florida’s Obesity, Diabetes and Aging Research Center. They have been extensively and longitudinally characterized for general health variables, blood chemistry, food intake, and body weight. Diabetic monkeys are tested daily for urine glucose and ketone levels, and prediabetic monkeys are tested weekly. Data for some of the monkeys extend as far back as 15 years. This unique resource is available for collaborative studies. ODARC has a significant amount of stored tissue collected at necropsy and stored blood/plasma collected longitudinally. Serial blood collection or tissue collection at necropsy can also be performed prospectively. Testing and imaging can also be performed on the monkeys. Inquiries regarding collaborative studies using the ODARC colony should be directed to: Barbara C. Hansen, Ph.D., Director, Obesity, Diabetes and Aging Research Center, University of South Florida, All Children’s Hospital, 801 6th Street South #9340, St. Petersburg, FL 33701. Phone: (727) 767-6993; fax: (727) 767-7443; e-mail: bchansen@aol.com NCRR - Various Animal Resources NCRR maintains the following animal resources: Animal Models and Genetic Stocks, Chimpanzee Biomedical Research Program, NIH Animal Genetic Resource, and the Specific Pathogen Free Macaque Breeding and Research Program. Further information regarding these and other resources may be obtained through the NCRR Web site at www.ncrr.nih.gov/comparative_med.asp. MISCELLANEOUS RESOURCES NCRR - National Gene Vector Laboratories (NGVLs) The National Gene Vector Laboratories (NGVLs), with core funding from NCRR, serve as a resource for researchers to obtain adequate quantities of clinical-grade vectors for human gene transfer protocols. The vector types include retrovirus, lentivirus, adenovirus, adeno-associated virus, herpes-virus, and DNA plasmids. The NGVLs consist of three vector production centers at: Baylor College of Medicine; City of Hope National Medical Center and Beckman Research Institute; and Indiana University, which also serves as the Coordinating Center for all the laboratories. Two additional laboratories conduct toxicology studies for NGVL-approved investigators. These laboratories are located at the Southern Research Institute and the University of Florida. Additional information about the process for requesting vector production and/or pharmacology/toxicology support should be directed to Ms. Lorraine Matheson, NGVL Project Coordinator, Indiana University School of Medicine. Phone: (317) 274-4519; fax: (317) 278-4518; e-mail: lrubin@iupui.edu The NGVL Coordinating Center at Indiana University also hosts a Web site at http://www.ngvl.org. NCRR - General Clinical Research Centers (GCRCs) The General Clinical Research Centers (GCRCs) are a national network of 82 centers that provide optimal settings for medical investigators to conduct safe, controlled, state-of-the-art in-patient and out-patient studies of both children and adults. GCRCs also provide infrastructure and resources that support several career development opportunities. Investigators who have research project funding from the National Institutes of Health (NIH) and other peer-reviewed sources may apply to use GCRCs. Because the GCRCs support a full spectrum of patient-oriented scientific inquiry, researchers who use these centers can benefit from collaborative, multidisciplinary research opportunities. To request access to a GCRC facility, eligible investigators should initially contact a GCRC program director, listed in the National Center for Research Resources (NCRR) Clinical Research Resources Directory (www.ncrr.nih.gov/ncrrprog/clindir/crdirectory.asp). Further information can be obtained from Anthony R. Hayward, M.D., Director, Division for Clinical Research Resources, National Center for Research Resources at NIH. Phone: (301) 435-0790; e-mail: haywarda@ncrr.nih.gov

Abstract Resources currently available to the scientific community that may be of interest for endocrinology research are described briefly here. More information is available through The Endocrine Society Home Page (http://www.endo-society.org) or the information provided below. HUMAN TISSUE AND BIOLOGIC SPECIMEN RESOURCES NCI - Cooperative Human Tissue Network (CHTN) The NCI Cooperative Human Tissue Network (CHTN) provides normal, benign, precancerous, and cancerous human tissue to the scientific community for biomedical research. Specimens are collected according to the investigator’s individual protocol. Information provided with the specimens includes routine histopathologic and demographic data. The CHTN can also provide a variety of tissue microarrays. Contact the CHTN Web site at http://www-chtn.ims.nci.nih.gov, or 1-866-GO2-CHTN (1-866-462-2486). NCI - Cooperative Breast Cancer Tissue Resource (CBCTR) The NCI Cooperative Breast Cancer Tissue Resource (CBCTR) can provide researchers with access to formalin-fixed, paraffin-embedded primary breast cancer specimens, with associated pathologic, clinical, and outcome data. All specimens are evaluated for pathologic diagnosis by CBCTR pathologists using standard diagnostic criteria. The collection is particularly well suited for validation studies of diagnostic and prognostic markers. The CBCTR also makes available breast cancer tissue microarrays designed by NCI statisticians to provide high statistical power for studies of stage-specific markers of breast cancer. Contact CBCTR’s Web site at http://cbctr.nci.nih.gov, or contact Steve Marroulis at Information Management Services, Inc.: telephone: (301) 680-9770; e-mail: marrouliss@imsweb.com. NCI - Cooperative Prostate Cancer Tissue Resource (CPCTR) The NCI Cooperative Prostate Cancer Tissue Resource (CPCTR) can provide access to over 4,000 cases of formalin-fixed, paraffin-embedded primary prostate cancer specimens, with associated pathology and clinical data. Fresh-frozen tissue is also available with limited clinical follow-up information. In addition, slides from prostate cancer tissue microarrays with associated pathology and clinical data are now available. Contact the CPCTR Web site at http://www.prostatetissues.org, or contact Steve Marroulis at Information Management Services, Inc.: telephone: (301) 680-9770; e-mail: marrouliss@imsweb.com. NCI - AIDS and Cancer Specimen Resource (ACSR) The AIDS and Cancer Specimen Resource (ACSR) provides qualified researchers with tissue, cell, blood, and fluid specimens, as well as clinical data from patients with AIDS and cancer. The specimens and clinical data are available for research studies, particularly those that translate basic research findings to clinical application. Contact the ACSR Web site (http://acsr.ucsf.edu/) or Dr. Kishor Bhatia, (301) 496-7147; e-mail: bhatiak@mail.nih.gov. NCI - Breast and Ovarian Cancer Family Registries (CFRs) The Breast and Ovarian CFRs facilitate and support interdisciplinary and population-based research on the identification and characterization of breast and ovarian cancer susceptibility genes, with particular emphasis on gene-gene and gene-environment interaction research. Available from the registries are: a) family history, epidemiologic and clinical data, b) updates on cancer recurrence, morbidity and mortality in participating families, and c) biospecimens, including plasma, lymphocytes, serum, DNA, Guthrie cards or buccal smears, and paraffin blocks of tumor tissue. For further information on these registries, contact the CFR Web site (http://epi.grants.cancer.gov/BCFR) or (301) 496-9600. NCI - Specimen Resource Locator The NCI Specimen Resource Locator (http://cancer.gov/specimens) is a database that helps researchers locate specimens for research. The database includes resources such as tissue banks and tissue procurement systems with access to normal, benign, precancerous, and/or cancerous human tissue covering a wide variety of organ sites. Researchers specify the types of specimens, number of cases, preservation methods, and associated data they require. The Locator will search the database and return a list of tissue resources most likely to meet their requirements. When no match is obtained, the researcher is referred to the NCI Tissue Expediter [(301) 496-7147; e-mail: tissexp@mail.nih.gov]. The Tissue Expediter is a scientist who can help match researchers with appropriate resources or identify appropriate collaborators when those are necessary. NIDDK - Biologic Samples from Diabetic Study Foundation A portion (1/3) of all stored nonrenewable samples (plasma, serum, urine) from subjects enrolled in the Diabetes Control and Complications Trial (DCCT) is available for use by the scientific community to address questions for which these samples may be invaluable. Announcements for using this resource appear in the NIH Guide for Grants and Contracts periodically. Inquiries may be addressed to: Catherine C. Cowie, Ph.D., Director, Diabetes Epidemiology Program, NIDDK, 6707 Democracy Blvd., Room 691, MSC 5460, National Institute of Diabetes and Digestive and Kidney Diseases, Bethesda, MD 20892-5460. Phone: (301) 594-8804; fax: (301) 480-3503; e-mail: cowiec@extra.niddk.nih.gov. NIDDK - NIDDK Central Repositories (Diabetes Prevention Study) The NIDDK Central Repositories have selected biosamples from the DPT-1 (The Diabetes Prevention Type 1) study that are available to qualified investigators through an application process. These samples are supplied for research purposes only, not for therapeutic, diagnostic, or commercial uses. Information about how to apply for these materials can be obtained from the NIDDK Central Repositories by contacting Ms. Helen Ray of RTI, 1-919-316-3418, or hmp@rti.org. Direct scientific-technical inquiry to the Project Officer of the NIDDK Central Repositories, Dr. Rebekah Rasooly, at phone: (301) 594-6007; e-mail: rr185i@nih.gov. Visit the Repositories Web site at http://www.niddkrepository.org. NICHD - Brain and Tissue Bank for Developmental Disorders The purpose of the Bank is to collect, preserve, and distribute human tissues to investigators interested in autism and developmental disorders; normal tissues may be available for other research purposes. Further information can be obtained at www.btbank.org. The contact persons are H. Ron Zielke or Sally Wisniewsky, University of Maryland (1-800-847-1539), and Carol Petito or Stephanie Lojko, University of Miami (1-800-592-7246). NICHD - Reproductive Tissue Sample Repository (RTSaR) The Reproductive Tissue Sample Repository (RTSaR) is a virtual repository with online tissue sample acquisition capabilities. The RTSaR provides investigators with real-time access to human and nonhuman primate tissue and fluid inventories from four tissue bank facilities that are supported through the Specialized Cooperative Centers Program in Reproduction Research. The tissue banks are located at the University of California, San Diego (human ovary bank), Stanford University (human endometrium and DNA bank), Johns Hopkins University (male reproductive tissues and fluids), and the Oregon National Primate Research Center (nonhuman primate tissues). The web site for the RTSaR is https://rtsar.nichd.nih.gov/rtsar/login. If you wish to access the RTSaR, you can request an id and password to access the system by contacting the network administrator at RTSaR@mail.nih.gov. Once you access the system, contact information for each bank is provided. Access is open to all investigators living in North America who are supported by research and research training grants from the NIH. One id and password will be provided to each principal investigator that can be utilized by any person working in the P.I.’s laboratory, or, in the case of institutional training grants (T32) and institutional career development award programs (K12), any person supported by the aforementioned awards. NCRR - Human Tissues and Organs Resource (HTOR) The Human Tissues and Organs Resource (HTOR) cooperative agreement supports a procurement network developed by the National Disease Research Interchange (NDRI), a not-for-profit organization. By collaborating with various medical centers, hospitals, pathology services, eye banks, tissue banks, and organ procurement organizations, HTOR provides a wide variety of human tissues and organs—both diseased and normal—to researchers for laboratory studies. Such samples include tissues from the central nervous system and brain, cardiovascular system, endocrine system, eyes, bone, and cartilage. For further information, consult the NDRI Web site (www.ndri.com) or contact Dr. John T. Lonsdale at NDRI, 8 Penn Center, 8th Floor, 1628 JFK Boulevard, Philadelphia, PA 19103. Phone: (800) 222-6374, ext. 271; fax: (215) 557-7154; e-mail: jlonsdale@ndriresource.org. The NDRI Web site is http://www.ndri.com. NCRR - Islet Cell Resource (ICR) With support from NCRR, 10 Islet Cell Resource (ICR) centers isolate, purify, and characterize human pancreatic islets for subsequent transplantation into patients with type I diabetes. The ICR centers procure whole pancreata and acquire relevant data about donors; improve islet isolation and purification techniques; distribute islets for use in approved clinical protocols; and perfect the methods of storage and shipping. In this way, the centers optimize the viability, function, and availability of islets and help clinical researchers capitalize on the recently reported successes in islet transplantation. Information on submitting requests for islet cells can be obtained from Mr. John Kaddis, ICR Coordinating Center Project Manager, City of Hope National Medical Center, 1500 E. Duarte Road, Duarte, California 91010. Phone (626) 359-8111, ext. 63377; fax: (626) 471-7106; e-mail: jkaddis@coh.org. The Coordinating Center hosts a Web site at http://icr.coh.org. NIA - SWAN Repository (longitudinal, multiethnic study of women at midlife including the menopausal transition) The SWAN Repository is a biologic specimen bank of the Study of Women’s Health Across the Nation (SWAN). The SWAN cohort was recruited in 1996/1997 and consists of 3302 African-American, Caucasian, Chinese, Hispanic, and Japanese women. The SWAN Repository contains more than 350,000 blood and urine specimens generated from the study participants’ annual visits (8 visits to date), at which time medical and health history, psychosocial measures, biological measures, and anthropometric data were and are being collected. In addition, a subset of the participants are providing urine samples, collected daily over the length of one menstrual cycle, each year. More than 900,000 of these samples are in the SWAN Repository and are available to researchers who wish to study the midlife and menopausal transition. Additionally, a DNA sample repository is also available and includes DNA as well as transformed B-lymphoblastoid cell lines from more than 1800 of the participants. To learn more about the SWAN Repository and how to apply to use SWAN Repository specimens, contact the Web site at http://www.swanrepository.com or Dr. MaryFran Sowers, University of Michigan, School of Public Health, Epidemiology Dept., (734) 936-3892; e-mail: mfsowers@umich.edu. HUMAN AND ANIMAL CELL AND BIOLOGIC REAGENT RESOURCES NIDDK - National Hormone and Peptide Program The National Hormone and Peptide Program (NHPP) offers peptide hormones and their antisera, tissues (rat hypothalami), and miscellaneous reagents to qualified investigators. These reagents are supplied for research purposes only, not for therapeutic, diagnostic, or commercial uses. These materials can be obtained from Dr. A. F. Parlow of the Harbor-UCLA Medical Center, Research and Education Institute, Torrance, CA. A more complete description of resources within this program is provided in The Endocrine Society journals. Direct scientific-technical inquiry to NHPP Scientific Director, Dr. Al Parlow, at phone: (310) 222-3537; fax: (310) 222-3432; e-mail: parlow@humc.edu. Visit the NHPP Web site at http://www.humc.edu/hormones. NICHD - National Hormone and Pituitary Program (see NIDDK listing) Following is a list of reagents currently available through the resources of NICHD: Androgen receptor and peptide antigen Recombinant monkey (cynomolgus) and baboon luteinizing hormone and follicle-stimulating hormone and antisera. NIA - Aging Cell Bank To facilitate aging research on cells in culture, the NIA provides support for the Aging Cell Bank located at the Coriell Institute for Medical Research in Camden, NJ. The Aged Cell Bank provides fibroblast, lymphoblastoid, and differentiated cell lines from a wide range of human age-related conditions and other mammalian species, as well as DNA from a limited subset of cell lines. For further information, the Aged Cell Bank catalog can be accessed at http://locus.umdnj.edu/nia or contact Dr. Donald Coppock at 1-800-752-3805. NCRR - Various Cell Repositories NCRR maintains the following cell repository resources: National Cell Culture Center, National Stem Cell Resource, and the Yeast Genetic Stock Center. Further information regarding these resources may be obtained through the NCRR Web site at: www.ncrr.nih.gov/ncrrprog/cmpdir/BIOLOG.asp. ANIMAL RESOURCES NIA - Aging Rodent Resources NIA maintains both rat and mouse colonies for use by the scientific community. The animals available range in age from 1 to 36 months. A repository of fresh-frozen tissue from the NIA aged rodent colonies is stocked with tissue from mouse and rat strains, including caloric-restricted BALB/c mice. The NIA also maintains a colony of calorically restricted rodents of selected genotypes, which are available to the scientific community. For further information, please refer to the Aged Rodent information handbook at http://www.nia.nih.gov/ResearchInformation/ScientificResources/AgedRodentColoniesHandbook/ or contact the Office of Biological Resources and Resource Development order desk. Phone: (301) 496-0181; fax: (301) 402-5597; e-mail: rodents@nia.nih.gov. NIA - Aged Rodent Tissue Bank The rodent tissue bank contains flash-frozen tissues from rodents in the NIA aged rodent colonies. Tissue is collected from rodents at 4 or 5 age points throughout the lifespan. Tissue arrays are also available. Information is available at http://www.nia.nih.gov/ResearchInformation/ScientificResources/AgedRodentTissueBankHandbook/. NCRR - Mutant Mouse Regional Resource Centers (MMRRC) The Mutant Mouse Regional Resource Center (MMRRC) Program consists of centers that collectively operate as a one-stop shop to serve the biomedical research community. Investigators who have created select mutant mouse models may donate their models to an MMRRC for broad dissemination to other investigators who request them for noncommercial research investigations related to human health, disease, and treatments. The NCRR Division of Comparative Medicine (DCM) supports the MMRRCs, which are electronically linked through the MMRRC Informatics Coordinating Center (ICC) to function as one facility. The ICC, located at The Jackson Laboratory in Bar Harbor, ME, provides database and other informatics support to the MMRRC to give the research community a single entry point to the program. Further information can be obtained from the Web site at http://www.mmrrc.org, or from Franziska Grieder, D.V.M., Ph.D., Division of Comparative Medicine, NCRR. Phone (301) 435-0744; fax: (301) 480-3819; e-mail: griederf@ncrr.nih.gov. NCRR - Induced Mutant Mouse Resource (IMR) The Induced Mutant Mouse Resource (IMR) at The Jackson Laboratory provides researchers with genetically engineered mice (transgenic, targeted mutant, retroviral insertional mutant, and chemically induced mutant mice). The function of the IMR is to select, import, cryopreserve, maintain, and distribute these important strains of mice to the research community. To improve their value for research, the IMR also undertakes genetic development of stocks, such as transferring mutant genes or transgenes to defined genetic backgrounds and combining transgenes and/or targeted mutations to create new mouse models for research. Over 800 mutant stocks have been accepted by the IMR. Current holdings include models for research on cancer, immunological and inflammatory diseases, neurological diseases and behavioral disorders, cardiovascular diseases, developmental disorders, metabolic and other diseases, reporter (e.g. GFP) and recombinase (e.g. cre/loxP) strains. About 8 strains a month are being added to the IMR holdings. A list of all strains may be obtained from the IMR Web site: www.jax.org/resources/documents/imr/. Online submission forms are also available on that site. All mice can be ordered by calling The Jackson Laboratory’s Customer Service Department at 1-800-422-MICE or (207) 288-5845 or by faxing (207) 288-6150. NIDDK - Mouse Metabolic Phenotyping Centers The mission of the Mouse Metabolic Phenotyping Centers is to provide the scientific community with standardized, high-quality metabolic and physiologic phenotyping services for mouse models of diabetes, diabetic complications, obesity, and related disorders. Researchers can ship mice to one of the four Centers (University of Cincinnati, University of Texas Southwestern Medical Center, Vanderbilt University, and Yale University) and obtain on a fee-for-service basis a range of complex exams used to characterize mouse metabolism, blood composition, energy balance, eating and exercise, organ function and morphology, physiology, and histology. Many tests are done in living animals and are designed to elucidate the subtle hallmarks of metabolic disease. Information, including a complete list of available tests, can be found at www.mmpc.org, or contact Dr. Maren R. Laughlin, NIDDK, at (301) 594-8802; e-mail: Maren.Laughlin@nih.gov; or Dr. Kristin Abraham, NIDDK, at (301) 451-8048; e-mail: abrahamk@extra.niddk.nih.gov. NCRR - National Primate Research Centers (NPRCs) National Primate Research Centers (NPRCs) are a network of eight highly specialized facilities for nonhuman primates (NHP) research. Funded by grants through NCRR’s Division of Comparative Medicine (DCM), each center, staffed with experienced research and support staff, provides the appropriate research environment to foster the development of NHP models of human health and disease for biomedical investigations. The NPRCs are affiliated with academic institutions and are accessible to eligible biomedical and behavioral investigators supported by research project grants from the National Institutes of Health and other sources. Further information may be obtained from the notice, Procedures for Accessing Regional Primate Research Centers, published in the NIH Guide for Grants and Contracts at http://grants2.nih.gov/grants/guide/notice-files/not97-014.html, or from John Harding, Ph.D., National Primate Research Centers and AIDS Animal Models Program, Division of Comparative Medicine, NCRR. Phone: (301) 435-0744; fax: (301) 480-3819; e-mail: hardingj@mail.nih.gov. NIA - Nonhuman Primates, Aging Set-Aside Colony NIA maintains approximately 200 nonhuman primates (M. mulatta) at four National Primate Research Centers (see above) for conducting research on aging. These animals range in age from 18 to 35 years. While these animals are predominantly reserved for non-invasive research, exceptions can be made to this policy. For further information, please contact Dr. Nancy Nadon, Office of Biological Resources and Resource Development, NIA. Phone: (301) 402-7744; fax: (301) 402-0010; e-mail: nadonn@nia.nih.gov. NIA - Nonhuman Primate (NHP) Tissue Bank and Aging Database The NIA developed two new resources to facilitate research in the NHP model. The NHP tissue bank contains fresh-frozen and fixed tissue donated by primate centers around the country. Information is available at http://www.nia.nih.gov/ResearchInformation/ScientificResources/NHPTissueBankHandbook.htm. The Primate Aging Database provides an internet accessible database with data from thousands of primates around the country. It can be used to investigate the effect of age on a variety of parameters, predominantly blood chemistry and husbandry measurements. The site is password protected. The URL is http://ipad.primate.wisc.edu. NIA - Obesity, Diabetes and Aging Animal Resource (USF-ODARC) The NIA supports a colony of aged rhesus macaques, many of which are obese and/or diabetic. This is a long-term colony of monkeys housed at the University of South Florida’s Obesity, Diabetes and Aging Research Center. They have been extensively and longitudinally characterized for general health variables, blood chemistry, food intake, and body weight. Diabetic monkeys are tested daily for urine glucose and ketone levels, and prediabetic monkeys are tested weekly. Data for some of the monkeys extend as far back as 15 years. This unique resource is available for collaborative studies. ODARC has a significant amount of stored tissue collected at necropsy and stored blood/plasma collected longitudinally. Serial blood collection or tissue collection at necropsy can also be performed prospectively. Testing and imaging can also be performed on the monkeys. Inquiries regarding collaborative studies using the ODARC colony should be directed to: Barbara C. Hansen, Ph.D., Director, Obesity, Diabetes and Aging Research Center, University of South Florida, All Children’s Hospital, 801 6th Street South #9340, St. Petersburg, FL 33701. Phone: (727) 767-6993; fax: (727) 767-7443; e-mail: bchansen@aol.com. NCRR - Various Animal Resources NCRR maintains the following animal resources: Animal Models and Genetic Stocks, Chimpanzee Biomedical Research Program, NIH Animal Genetic Resource, and the Specific Pathogen Free Macaque Breeding and Research Program. Further information regarding these and other resources may be obtained through the NCRR Web site at www.ncrr.nih.gov/comparative_med.asp. MISCELLANEOUS RESOURCES NCRR - National Gene Vector Laboratories (NGVLs) The National Gene Vector Laboratories (NGVLs), with core funding from NCRR, serve as a resource for researchers to obtain adequate quantities of clinical-grade vectors for human gene transfer protocols. The vector types include retrovirus, lentivirus, adenovirus, adeno-associated virus, herpes-virus, and DNA plasmids. The NGVLs consist of three vector production centers at: Baylor College of Medicine; City of Hope National Medical Center and Beckman Research Institute; and Indiana University, which also serves as the Coordinating Center for all the laboratories. Two additional laboratories conduct toxicology studies for NGVL-approved investigators. These laboratories are located at the Southern Research Institute and the University of Florida. Additional information about the process for requesting vector production and/or pharmacology/toxicology support should be directed to Ms. Lorraine Matheson, NGVL Project Coordinator, Indiana University School of Medicine. Phone: (317) 274-4519; fax: (317) 278-4518; e-mail: lrubin@iupui.edu. The NGVL Coordinating Center at Indiana University also hosts a Web site at http://www.ngvl.org. NCRR - General Clinical Research Centers (GCRCs) The General Clinical Research Centers (GCRCs) are a national network of 82 centers that provide optimal settings for medical investigators to conduct safe, controlled, state-of-the-art in-patient and out-patient studies of both children and adults. GCRCs also provide infrastructure and resources that support several career development opportunities. Investigators who have research project funding from the National Institutes of Health (NIH) and other peer-reviewed sources may apply to use GCRCs. Because the GCRCs support a full spectrum of patient-oriented scientific inquiry, researchers who use these centers can benefit from collaborative, multidisciplinary research opportunities. To request access to a GCRC facility, eligible investigators should initially contact a GCRC program director, listed in the National Center for Research Resources (NCRR) Clinical Research Resources Directory (www.ncrr.nih.gov/ncrrprog/clindir/crdirectory.asp). Further information can be obtained from Anthony R. Hayward, M.D., Director, Division for Clinical Research Resources, National Center for Research Resources at NIH. Phone: (301) 435-0790; e-mail: haywarda@ncrr.nih.gov.