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Journal articles on the topic 'Teaching in Central Africa'

Author: Grafiati

Published: 7 July 2024

Last updated: 31 July 2025

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1

Wa-Mbaleka, Safary. "Teaching in extreme conditions: a study of refugee teachers in Central Africa." International Forum Journal 15, no. 1 (2012): 59. https://doi.org/10.63201/rtir8193.

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This paper briefly synthesizes the literature on refugee education around the world and especially in Central Africa. It then focuses on preliminary results of a recent study in a refugee camp in Central Africa. Based on the findings, the presentation introduces some practical recommendations needed to increase sustainable educational access and quality in refugee camps. Recommendations are given for the international community in general and specifically to people who believe in promoting human rights through education for the Central African region. The paper also presents additional researc

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Gichure, Christine Wanjiru. "Teaching Business Ethics in Africa: What Ethical Orientation? The Case of East and Central Africa." Journal of Business Ethics 63, no. 1 (2006): 39–52. http://dx.doi.org/10.1007/s10551-005-1129-9.

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Esimaje, Alexandra. "Challenges of Doing Corpus Linguistics in Africa." CLAREP Journal of English and Linguistics 6 (December 21, 2024): 23–48. https://doi.org/10.56907/gmwb1oz6.

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Corpus linguistics, although a relatively new field of research endeavour, has made great strides in language research and teaching. Yet, it is relatively unknown in particularly African linguistic academies and as such its gains lost to the communities and language teaching-learning contexts where it has made its most significant impacts. The state of corpus linguistics in Africa is therefore the prime interest of this paper. It seeks to define and illustrate the extent of its knowledge, use, outcomes, and impact, and also to examine the challenges facing its growth as a field of study and ad

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Stephens, Carla R. "Complementary Tools for Studying the Cold War in Africa." Journal of Black Studies 43, no. 1 (2011): 95–101. http://dx.doi.org/10.1177/0021934711420259.

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This review of Piero Gleijeses’ monumental historical text, Conflicting Missions: Havana, Washington and Africa, 1959-1976, and Jihan El-Tahri’s award-winning documentary, Cuba: An African Odyssey, not only examines the strengths and weaknesses of these powerful complementary texts regarding Cuban internationalism in Africa but also provides pedagogical guidance for their use in teaching about the Cold War in Africa. These texts demonstrate how central Africa was to the history of the period and provide a means for educators to undermine students’ preconceived notions of the power of the West,

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Maluleke, T. S. "African culture, African intellectuals and the white academy in South Africa - some implications for Christian theology in Africa." Religion and Theology 3, no. 1 (1996): 19–42. http://dx.doi.org/10.1163/157430196x00022.

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AbstractAttitudes towards African culture are central to the crisis of African intellectuals. This crisis is manifest in the issues of African identity, black self-love, black poverty, the stranglehold of the Western academy and white racism. For the debilitating aspects of the crisis to be converted to our advantage, African intellectuals must reconnect to African culture. However, such a reconnection must include not only an analysis and problematisation ofwhatAfrican culture is, but also the question of how best to connect to it. The call for African intellectuals to reconnect to African cu

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Hewlett, Barry S., and Casey J. Roulette. "Teaching in hunter–gatherer infancy." Royal Society Open Science 3, no. 1 (2016): 150403. http://dx.doi.org/10.1098/rsos.150403.

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A debate exists as to whether teaching is part of human nature and central to understanding culture or whether it is a recent invention of Western, Educated, Industrial, Rich, Democratic cultures. Some social–cultural anthropologists and cultural psychologists indicate teaching is rare in small-scale cultures while cognitive psychologists and evolutionary biologists indicate it is universal and key to understanding human culture. This study addresses the following questions: Does teaching of infants exist in hunter–gatherers? If teaching occurs in infancy, what skills or knowledge is transmitt

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McAuslan, Patrick. "Land Policy: A Framework for Analysis and Action." Journal of African Law 31, no. 1-2 (1987): 185–206. http://dx.doi.org/10.1017/s0021855300009323.

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I chose the topic of land and land policy as my contribution to this collection of essays in honour of Tony Allott because it seemed to me that there are certain parallels between the role of land in society and the role of Tony Allott in the development of the study of African Law and indeed of the study of the law of pre-literate societies by lawyers in the United Kingdom. Land is central to the workings of any society, but especially is this so in respect of pre-literate societies and societies subjected to the impact of colonialism. So too has Tony's work been central to the growth of our

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Somba, Anthony Mangoka, and Jean Claude Zigama. "Ethics in Teacher Education: Key to 21st Century African Development Agenda." Journal of Education and Learning (JEL) 4, no. 1 (2025): 27–36. https://doi.org/10.51317/jel.v4i1.688.

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The purpose of this article is to critically examine whether ongoing education reforms in Africa, particularly the implementation of Competency-Based Education (CBE), can establish a robust foundation for sustainable development by transforming the design, delivery, and management of Teacher Education programs. The teaching profession remains central to societal progress, yet it faces numerous systemic challenges that threaten its ability to meet contemporary demands. Despite CBE's alignment with the Sustainable Development Goals (SDGs) and its potential to prepare African nations for meaningf

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Amin, Martin E. "Six Factors of Course and Teaching Evaluation in a Bilingual University in Central Africa." Assessment & Evaluation in Higher Education 27, no. 3 (2002): 281–91. http://dx.doi.org/10.1080/02602930220138633.

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Gibson, Sarah. "Mobilizing Cultural Studies." Transfers 13, no. 1-2 (2023): 32–54. http://dx.doi.org/10.3167/trans.2023.13010204.

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Abstract This article reflects on the practice of teaching and learning cultural studies in the context of South Africa. It reflects on the curriculum design and teaching experiences of the “Cultural Studies in Practice” module of the Bachelor of Social Sciences Honors in Culture, Communication and Media Studies offered at the University of KwaZulu-Natal. The module is centered around a compulsory three-day field trip to the KwaZulu-Natal Battlefields Route in South Africa. While the battlefields visited are commemorations of past military mobilities, this article reflects on how mobilities is

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Richmond, Edmun B. "Language-By-Radio in Sub-Saharan Africa." IALLT Journal of Language Learning Technologies 16, no. 2 (2019): 20–27. http://dx.doi.org/10.17161/iallt.v16i2.9131.

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In the summer of 1981, the author was engaged in pedagogicalresearch in language program development for the governments of Senegaland The Gambia. During that period, he further participated in an eight countrylanguage teaching survey throughout West, Central, and EastAfrica, under the sponsorship of the United States International CommunicationsAgency. Included in that survey was an analysis of the useof radio broadcasts as a means to teach foreign languages. This articlewill describe the language-by-radio programs in four countries, i.e.,Senegal, Burundi, Rwanda, and Kenya. Of special intere

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Sanders, Paul. "Defining a relevant architecture in South Africa." Architectural Research Quarterly 4, no. 1 (2000): 67–80. http://dx.doi.org/10.1017/s1359135500002438.

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Architecture in South Africa is at a crossroads. After years of repression and isolation during which contemporary architecture lost its way, there is now a desperate need for architects to respond to the social and cultural challenges of a society riven by massive material contrasts. Within architecture schools, a student body more representative of society than hitherto is engaged in projects which reflect the very diverse needs of the community. Central to the effectiveness of such teaching programmes is the presence of teachers fully engaged in practice, creating a responsible architecture

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Stiassny, Melanie L. J., S. Elizabeth Alter, Tobit L. D. Liyandja, Myriam Y. Modimo, and Raoul J. C. Monsembula Iyaba. "Fishes of the Mfimi River in the central Congo basin of the Democratic Republic of Congo. Kasai ecoregion or part of the Cuvette Centrale?" Check List 17, no. (6) (2021): 1681–714. https://doi.org/10.15560/17.6.1681.

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Despite the cultural and economic importance of fisheries to communities in the region, the Mfimi is one of the least well-documented river systems in the central Congo basin. Here we present a preliminary listing of species collected during two surveys sampling 35 sites along the main channel, in major tributaries, and in some marginal habitats. A total of 2195 specimens representing 141 species were collected and archived at the American Museum of Natural History, New York, and in the teaching collections of the University of Kinshasa. Five species are considered as potentially new to scienc

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Cox, John L. "An East African safari." Psychiatric Bulletin 13, no. 1 (1989): 25–26. http://dx.doi.org/10.1192/pb.13.1.25.

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To have been external examiner for the Masters Degree in Psychiatry (M Med) of the University of Nairobi for the last three years was an unusually stimulating opportunity, not only for a ‘busman's holiday’ (as my registrar called it) and a ‘good enough’ reason for a return to Africa, but it also enabled me to contribute again to training East African psychiatrists – a task which I first undertook in 1972 when a lecturer at Makerere University in Uganda. Because of the civil wars in Uganda, however, the Department of Psychiatry in neighbouring Kenya has now flourished and become one of the most

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Msabah, Barnabé Anzuruni. "From Crossroads to Holistic Impact: Charting a Praxical Course for Transforming Theological Education in Africa." Religions 15, no. 5 (2024): 614. http://dx.doi.org/10.3390/rel15050614.

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Theological education in Africa is currently at a crossroads and requires a thorough re-evaluation. The framework for teaching and learning introduced by missionaries during colonial times, which often prioritized Western perspectives and ignored indigenous African contexts, does not adequately address the complex issues and needs of African communities today. As a result, the impact of theological practice lacks both relevance and sustainability within grassroots communities. There is therefore a need for a theological framework that is more relevant, contextual, and responsive to the realiti

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Oladejo, Adekunle Ibrahim, Taibat Tejumola Olateju, Peter A. Okebukola, et al. "Breaking Barriers to Meaningful Learning in STEM Subjects in Africa: A Systematic Review of the Culturo-Techno-Contextual Approach." Sustainability 17, no. 5 (2025): 2310. https://doi.org/10.3390/su17052310.

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Meaningful learning is central to every teaching and learning exercise. The attainment of this goal in the face of the cultural diversity of students suggests the use of culturally sensitive approaches. Several studies have shown that teachers are adopting tenets of culturally relevant education to promote meaningful learning of STEM subjects for culturally, linguistically, and socially diverse populations of learners. In Africa, the culturo-techno-contextual approach (CTCA) has witnessed great exploration in Science Technology, Engineering, and Mathematics (STEM) education to ensure students

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Okoli, K. Adele. "Building an Oral Repository of African Immigration Experiences in French: The Griotte Project’s Reparative Historiographic Praxis Through Service-Learning at the University of Central Arkansas." Journal of Community Engagement and Scholarship 17, no. 3 (2025): 8. https://doi.org/10.54656/jces.v17i3.693.

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Central Arkansas and the campus of the University of Central Arkansas are home to a vibrant and growing community of multilingual French speakers of diverse cultural and national identities of West and Central Africa. French serves as an important tool of Black transnational community building, networking, and civic organization in our area. However, Black French speakers in the United States are often erased in official records of the presence and activities of immigrants in Arkansas, as well as from representation in French syllabi. To address and repair these gaps, the author, advanced Fren

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Yallew, Addisalem Tebikew. "Expanding use of the English language for research and its Implications for Higher Education Institutions and Researchers." Journal of Comparative & International Higher Education 11, Winter (2020): 209–12. http://dx.doi.org/10.32674/jcihe.v11iwinter.1556.

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The knowledge era or the knowledge society has made universities one of the central institutions for the production of new knowledge and scholarship. In line with this development, many African universities, that were often regarded as teaching-learning laden, are reorienting their mission and vision embracing research intensiveness as one of their aspirations with the goal of becoming globally or regionally competitive and locally relevant. This qualitiative research focusing on the use of the English language for research in selected African flagship universities in Ethiopia, Mozambique and

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Ngitir, Victor Bayena, and Serge-Michaël Ebwa Ebwa. "Commemorating national cultures at Cameroon’s Museum of Civilizations." Issues of Museology 14, no. 2 (2024): 247–67. http://dx.doi.org/10.21638/spbu27.2023.209.

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Of the 20 private museums recognized by the Cameroon government, the Museum of Civilizations, Dschang (Musee des Civilizations, MDC) stands out as a hub of national cultures, despite its poor visitation and low visibility. Conceived in 1996 and inaugurated in November 2010, MDC was located at the heart of Dschang town in the West Region of Cameroon (Central Africa). Its central theme is man at the heart of his cultural identity for a dialogue of civilizations. Today, MDC faces fierce challenges as it memorializes the cultures of the Fang-Beti-Bulu, Sudano-Sahelian, Grassfields and Sawa peoples

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Steinke, Kellie. "The Role of Dialogue in the Teaching of Reading in South Africa." International Journal of Education 15, no. 1 (2023): 15. http://dx.doi.org/10.5296/ije.v15i1.20784.

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The importance of classroom dialogue in promoting effective literacy skills is well documented. Despite comments in a recent paper that there is scant research on classroom observations around print in South Africa post-1994, there have in fact been several studies that have observed classroom practice around reading. The sum of these studies seems to indicate that teaching styles have changed very little over the past 30 years, and that meaningful classroom interaction between teacher and learner remains largely absent. This paper will focus on how the pedagogical content knowledge (PCK), of

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Ngwa, Emmanuel Shu, Charly Ringyu Nyugap, Chinwe Victoria Ogunji, and Clementine Seh Takob. "The Inclusive Education Nexus for Sustainable Public Higher Education in West-Central Africa." African journal of Inclusive Education 6, no. 1 (2024): 116–27. https://doi.org/10.5281/zenodo.11187933.

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The Inclusive Education (IE) innovation is seen as critical to achieving sustainable development. This is echoed in the Education 2030 Agenda, which provides guidance towards the accomplishment of Sustainable Development Goal 4 (Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all). Within the sphere of Higher Education (HE), this inclusive innovation bears an intense moral burden to sensitize and provide the knowledge, skills, and values required to attain a just, equitable and sustainable society. However, the principles of inclusion and equity

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Otiende, James E. "3 - Institutional Transformations and Implications for Access and Quality in Public and Private Universities in Kenya: A Comparative Study." Journal of Higher Education in Africa 4, no. 1 (2006): 37–44. http://dx.doi.org/10.57054/jhea.v4i1.1659.

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This paper discusses the implications of the rapid expansion and transformations in African universities on access and quality. Using the example of Kenya, it looks at both the transformations that have occurred in the number of institutions of higher learning and also in the structural diversity of programmes and enrolment. With public universities facing economic challenges, public-financed higher education is increasingly perceived to be wasteful economically and restrictive in access, and consequently working against the realization of equity and compromising quality due to dependence on r

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Hewlett, Barry S., Hillary N. Fouts, Adam H. Boyette, and Bonnie L. Hewlett. "Social learning among Congo Basin hunter–gatherers." Philosophical Transactions of the Royal Society B: Biological Sciences 366, no. 1567 (2011): 1168–78. http://dx.doi.org/10.1098/rstb.2010.0373.

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This paper explores childhood social learning among Aka and Bofi hunter–gatherers in Central Africa. Existing literature suggests that hunter–gatherer social learning is primarily vertical (parent-to-child) and that teaching is rare. We use behavioural observations, open-ended and semi-structured interviews, and informal and anecdotal observations to examine the modes (e.g. vertical versus horizontal/oblique) and processes (e.g. teaching versus observation and imitation) of cultural transmission. Cultural and demographic contexts of social learning associated with the modes and processes of cu

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Shava, Elvin. "Reinforcing the Role of ICT in Enhancing Teaching and Learning Post-COVID-19 in Tertiary Institutions in South Africa." Journal of Culture and Values in Education 5, no. 1 (2022): 78–91. http://dx.doi.org/10.46303/jcve.2022.7.

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The use of Information Communication Technology (ICT) in higher education is becoming more and more prevalent with the over-proliferation of technological development we find ourselves in. The educational landscape in South African tertiary institutions has been affected by the COVID-19 pandemic, resulting in increased use of ICT. In turn, this has transformed these institutions' teaching, learning, and research. Central to this transformation has been challenges facing both teachers and administrators, including the need for a great demonstration of the value of ICT through improved output on

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Ratsomana, Sonah, Takalani Mashau, and Nkhangweleni Patrick Mafenya. "Enhancing education: the role and perceptions of assistant teachers in South African secondary schools." International Journal of Research in Business and Social Science (2147- 4478) 13, no. 6 (2024): 282–93. http://dx.doi.org/10.20525/ijrbs.v13i6.3564.

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The concept of Assistant Teachers is new in South Africa. This concept was brought to South Africa during the COVID-19 pandemic. The introduction of assistant teachers in South Africa was an intervention in teaching and learning and in curbing youth unemployment. The assistant teachers are viewed as strangers in a school setting. Teachers and learners need to figure out their roles. South African teachers need assistance in classrooms to provide high standards of education. Using a qualitative research method, the study investigated the perceptions of principals, teachers, and learners of assi

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Alexander, Dinesh, Mike Larvin, Bill Thomas, and Rory McCloy. "The Surgical Skills for Students Course: One Year On." Bulletin of the Royal College of Surgeons of England 94, no. 2 (2012): 56–57. http://dx.doi.org/10.1308/147363512x13189526439232.

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The Intercollegiate Basic Surgical Skills (BSS) course is approaching the end of a second decade of teaching and assessing basic skills for junior surgical trainees.1 BSS has rapidly become part of the fabric of UK and Irish surgical training and has gained wide recognition internationally, with versions being adopted in training schemes across Europe, the Middle East, Africa, Central America and the antipodes.2–5 Trainers see improvements in assisting and operating skills when trainees complete BSS and this has been confirmed by research.6–8

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Young, Taryn, Anke Rohwer, Jimmy Volmink, and Mike Clarke. "Perspectives of undergraduate module convenors at a South African academic institution on medical student training in evidence-based health care: a qualitative study." South African Family Practice 57, no. 6 (2015): 7. http://dx.doi.org/10.4102/safp.v57i6.4317.

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Background: The increasing disease burden in Africa requires medical graduates to have problem-solving abilities. Interviews were conducted to assess module convenors’ perspectives on evidence-based health care (EBHC) teaching and learning.Methods: Qualitative research methods were used. Faculty convening medical undergraduate teaching modules were purposively sampled. Data collection was done using focus-group or individual interviews. Trained interviewers conducted interviews. Investigators conducted data analysis and interpretation.Results: Five focus groups and 10 individual interviews wer

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MLINDENI, CELINHLALO SIYAYA, ENAIFOGHE ANDREW, ULEANYA CHINAZA, and THULANI GAMEDE BONGANI. "The Impact of Information Communication Technology in teaching accounting in South African secondary schools." Social Sciences and Education Research Review 10, no. 2 (2023): 270–79. https://doi.org/10.5281/zenodo.15254287.

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This study examined the impact of Information and Communication Technology (ICT), in teaching accounting subjects in secondary schools, using iLembe District in South Africa as a study area. The study highlighted that the application of ICT in accounting teaching and practices in schools and organisations all over the world has received wide acceptance, not only from business entities but also from accounting educators. Literature shows that accounting subject remains one of the critical subjects in business education, which is designed to equip learners with certain skills, knowledge, aptitud

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Cullinan Cook, Shashi. "Emerging response-abilities: a reflection on the 2019 SOTL in the South conference." Scholarship of Teaching and Learning in the South 4, no. 1 (2020): 69. http://dx.doi.org/10.36615/sotls.v4i1.135.

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The second biennial ‘SOTL in the South’ conference was held at the Central University of Technology (CUT) in Bloemfontein, South Africa, in October 2019. Scholarship of Teaching and Learning (SOTL) is gaining increasing traction in South African universities, and this conference was a collaboration between the Centre for Innovation in Learning and Teaching at CUT, and SOTL in the South. The theme of this conference was ‘Creating space for Southern narratives on Teaching and Learning’ and the keynote speakers were Boaventura de Sousa Santos, Joanne Vorster, Sabelo Ndlovu-Gatsheni and Catherine

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Mbura, Japhet Gabriel. "The rule of traffic forecasting in railway logistics: the case of the central corridor in East Africa." Emerald Emerging Markets Case Studies 2, no. 8 (2012): 1–12. http://dx.doi.org/10.1108/20450621211312938.

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Subject area This case study intends to add knowledge and understanding of supply chain management particularly with respect to international logistics. Study level/applicability The case study can be used in both undergraduate and postgraduate levels. Students pursuing Master of Science in Logistics, Supply Chain Management and those doing bachelor degrees in the same areas can have a better insight and special interest of the case. Professional boards may also use the case to empirically make students understand this area. Case overview The railway sub-sector in East Africa – Tanzania in par

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Bilankulu, Hasani Justice, Awelani Victor Mudau, and Thuli Gladys Ntuli. "Examining Language Barriers in Science Education at the National Zoological Garden." Dirasat: Human and Social Sciences 52, no. 6 (2025): 7058. https://doi.org/10.35516/hum.v52i6.7058.

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Objectives: The study investigates the language-related challenges that arise during interaction and discourse in the context of science education at the National Zoological Garden in Pretoria, South Africa. The central research question guiding this study was as follows: How does the utilization of language impact interaction and discourse within the teaching and learning of science at the National Zoological Garden? Methods: In this qualitative interpretive case study two education officers were purposefully selected as participants. Data collection involved both observation and conducting s

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Chawaremera, Melisa. "Exploring Opportunities and Obstacles in the Decolonisation of South African Higher Education Curriculum." International Conference on Education Research 1, no. 1 (2024): 36–41. http://dx.doi.org/10.34190/icer.1.1.2778.

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This research investigates the intricacies of decolonising the higher education curriculum in South Africa, with the ultimate goal of advancing social justice, a cornerstone of democracy. Drawing on an extensive review of literature and institutional analysis, the study delves into the multifaceted nature of decolonisation efforts within the South African higher education landscape. Central to this inquiry, is the conceptualisation of social justice, encompassing principles of equity, inclusivity, and the warranted recognition of historically marginalised perspectives. Through an exploration o

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Palazzo, Anna. "An Experience of Integrated E-Learning in the Teaching of the Italian Language for Immigrated People." International Journal of Digital Literacy and Digital Competence 8, no. 4 (2017): 1–14. http://dx.doi.org/10.4018/ijdldc.2017100101.

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The article discusses the planning and carrying out of a research project concerning the teaching of the Italian language for immigrated people. First of all, the dimensions of the phenomenon of immigration from non-EU countries in Italy and in Europe is reported (mostly from Northern and Central Africa and the East), and its evolution during last years is described, with a special attention to the change in the policy of reception and hospitality. Secondly, the theoretical framework for the virtual learning environment to be adopted to support the teaching of Italian language is highlighted.

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Murrey, Amber. "Between appropriation and assassination." International Journal of Social Economics 46, no. 11 (2019): 1319–34. http://dx.doi.org/10.1108/ijse-02-2019-0133.

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Purpose Oriented to ongoing student and university momentums for decolonial futures, the purpose of this paper is to interrogate the role and status of mainstream international development curricula and pedagogies by critiquing two absences in the sub-discipline’s teaching formulae: appropriations and assassinations. Design/methodology/approach The author draws from a decade of research on oil extraction in Central Africa, including ethnographic work with two communities in Cameroon along the Chad–Cameroon Oil Pipeline; four years of research (interview-based and unofficial or grey materials)

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Maaba, Brown Bavusile. "Lost and found." Journal of the South African Society of Archivists 53 (December 16, 2020): 80–89. http://dx.doi.org/10.4314/jsasa.v53i1.6.

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In this paper, the author demonstrates that there is a range of primary sources on the Human Sciences Research Council (HSRC), South Africa’s foremost non-teaching social science research body and its predecessor, the South African National Bureau for Educational and Social Research, lodged in the country’s conventional and unconventional archives. The Central Records Department at Wits University is an example of the latter. Initially, scholars believed that the bulk of primary sources on the institution were not available. This has greatly affected the writing of the institution’s history an

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Puni, Albert, Alex Anlesinya, and Patience Dzigbordi Akosua Korsorku. "Entrepreneurial education, self-efficacy and intentions in Sub-Saharan Africa." African Journal of Economic and Management Studies 9, no. 4 (2018): 492–511. http://dx.doi.org/10.1108/ajems-09-2017-0211.

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Purpose The purpose of this paper is to examine the mediating role of entrepreneurial self-efficacy (ESE) in the relationship between entrepreneurship education and intention in Ghana, Africa. Design/methodology/approach In all, 357 questionnaires from final year undergraduate students at a public university in Ghana are analysed using linear multiple regression. Findings The study reveals that entrepreneurship knowledge acquisition and opportunity recognition as dimensions of entrepreneurship education positively affect entrepreneurial intention (EI) and self-efficacy. Also, ESE increases the

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Campbell, Patricia Shehan. "How Musical We Are: John Blacking on Music, Education, and Cultural Understanding." Journal of Research in Music Education 48, no. 4 (2000): 336–59. http://dx.doi.org/10.2307/3345368.

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The distinguished music scholar John Blacking (1928-1990) made the study of music in culture and the nature of musical thought and behavior his lifelong quest. Although an anthropologist by training and an ethnomusicologist in his academic output, he produced a vast quantity of publications on the nature of musicality and musical development in the Venda children of northern Transvaal, South Africa. There are multiple purposes of this research, starting with a profile of the professional career of John Blacking, from his musical beginnings in England to his South African Odyssey of fieldwork a

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Erasmus, Ermin, Uta Lehmann, Irene Akua Agyepong, et al. "Strengthening post-graduate educational capacity for health policy and systems research and analysis: the strategy of the Consortium for Health Policy and Systems Analysis in Africa." Health Research Policy and Systems 14, no. 1 (2016): 29. https://doi.org/10.1186/s12961-016-0097-0.

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<strong>Background: </strong>The last 5–10 years have seen significant international momentum build around the field of health policy and systems research and analysis (HPSR + A). Strengthening post-graduate teaching is seen as central to the further development of this field in low- and middle-income countries. However, thus far, there has been little reflection on and documentation of what is taught in this field, how teaching is carried out, educators’ challenges and what future teaching might look like.<strong>Methods: </strong>Contributing to such reflection and documentation, this paper

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Blayi, Mqondiso, Ndlelehle Skosana, and Samuel Khoza. "Teachers’ Pedagogical Content Knowledge in Technical Schools: The Case of Domestic Installation and Wiring Teaching." Research in Social Sciences and Technology 7, no. 3 (2022): 36–48. http://dx.doi.org/10.46303/ressat.2022.17.

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Domestic installation and wiring are still a concern among the secondary central district schools of Johannesburg. Students reach the to Grades 11 and 12 with signs of inadequate knowledge on the domestic installation and wiring concepts taught in 10. This is a qualitative research study involving six electrical technology teachers from schools within the central district of Johannesburg, South Africa. The teachers were purposively selected to take part in the study. The pedagogical content knowledge construct was used as a theoretical framework to underpin the study. Data were collected using

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Amin, Martin E. "Students' Sociocultural Background as a Discriminating Factor in the Evaluation of Teaching in a Bilingual University in Central Africa." Teaching in Higher Education 5, no. 4 (2000): 435–45. http://dx.doi.org/10.1080/713699181.

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Sinpeng, Nutwipa. "Human Monkeypox: What do we know so far?" International Journal of Science and Healthcare Research 7, no. 3 (2022): 168–76. http://dx.doi.org/10.52403/ijshr.20220724.

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The first known human infection of monkeypox was recorded in 1971. MPXV has been found in a number of human instances in West Africa. The majority of confirmed cases with travel histories indicated travel to Europe and North America rather than West or Central Africa, where the monkeypox virus is endemic. Monkeypox virus (MPXV) is a type of Orthopoxvirus, which also includes camelpox, cowpox, vaccinia, and variola viruses. Two oral drugs, brincidofovir and tecovirimat, have been approved for the treatment of smallpox. MPXV can infect people in areas that were previously known to be free of sma

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Veblen, Kari K., Nathan B. Kruse, Stephen J. Messenger, and Meredith Letain. "Children’s clapping games on the virtual playground." International Journal of Music Education 36, no. 4 (2018): 547–59. http://dx.doi.org/10.1177/0255761418772865.

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This study considers children’s informal musicking and online music teaching, learning, playing, and invention through an analysis of children’s clapping games on YouTube. We examined a body of 184 games from 103 separate YouTube postings drawn from North America, Central and South America, Europe, Africa, Asia, Australia, and New Zealand. Selected videos were analyzed according to video characteristics, participant attributes, purpose, and teaching and learning aspects. The results of this investigation indicated that pairs of little girls aged 3 to 12 constituted a majority of the participan

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Sika, James Ochieng, and Akanga Fredrick Ochieng. "Examining the challenges of availability of Kiswahili teaching and learning resources and strategies for enhancing academic performance in Kiswahili in Alego Usonga Sub County, Kenya." Indonesian Educational Research Journal 1, no. 2 (2023): 42–54. https://doi.org/10.56773/ierj.v1i2.20.

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This study explores the factors behind poor Kiswahili performance in selected schools within the Alego-Usonga Sub-County. Kiswahili is learned globally for diverse purposes, including research, travel in East and Central Africa, meeting foreign academic requirements, connecting with East African diaspora roots, and voluntary work. However, Kiswahili performance in K.C.S.E. has been consistently low, with a five-year mean score of 4.74 (equivalent to D+). The research investigates challenges related to the availability of Kiswahili teaching and learning resources and proposes strategies for aca

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Lukong, Tani Emmanuel. "Africentric Pedagogy: A Methodical Inclusion of African Aboriginal Knowledge Systems in Cameroon’s Formal Education System." International Journal of Psychology and Cognitive Education 4, no. 2 (2025): 1–25. https://doi.org/10.58425/ijpce.v4i2.346.

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Aim: Developing and promoting a culturally relevant school curriculum in the teaching and learning environment is one step to overcoming systemic inequalities and closing the education achievement gap of learners of African descent. This paper proposes methodological approaches for integrating African Indigenous Knowledge Systems (AIKS) into Cameroon's formal education system to promote cultural relevance and educational equity. Methods: This paper is conceptual in nature with contextual narrative analysis of empirical literature. This paper was anchored on the Integrated Theoretical Framework

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Zabsonre, Denlewende Sylvain, Abdoulaye Adamou Babana, Yakouba Haro, et al. "Actual epidemiological profile and management of central nervous system (CNS) malformations in a neurosurgery department in sub-Saharan Africa." Archives of Pediatric Neurosurgery 5, no. 1 (2023): e1732023. http://dx.doi.org/10.46900/apn.v5i1.173.

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Introduction: Central Nervous System (CNS) malformations usually leave the family in disarray and doctors’ staff powerless. In developed countries, the rigorous application of preventive measures has contributed to a significant reduction incidence of these malformations. In African societies, mystical-religious considerations and low socio-economic level contribute to the increased occurrence of these malformations. The purpose of this work was to evaluate the prevalence and management of CNS malformations in our neurosurgical department. Methods: This was a retrospective study conducted in t

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Maree, J. G., J. M. Molepo, J. H. Owen, and R. Ehlers. "Problem-based approach to mathematics in grades 9 and 11 in the Limpopo Province." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 24, no. 4 (2005): 124–33. http://dx.doi.org/10.4102/satnt.v24i4.181.

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Teachers of schools in the central region of the Limpopo Province of South Africa received training in a problem-based approach to the teaching and learning of mathematics and introduced these principles into their classes. Follow-up visits to schools took place on a monthly basis for one year. 800 learners in Grades 9 and 11 completed the Study Orientation Questionnaire in Mathematics (SOM). Mean age in Grade 11 was 17.5 yr. (SD = 1.4), and in Grade 9, 15.1 yr., (SD = 1.2). The differences between the post- and pre-test marks for the two groups were compared. The means for marks in mathematic

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Dunn, Joe. "Using First-Person Sources To Teach The Vietnam War." Teaching History: A Journal of Methods 28, no. 1 (2003): 29–36. http://dx.doi.org/10.33043/th.28.1.29-36.

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As an avid proponent of student-active teaching pedagogy, one of the various methods that I employ is to build an entire course around discussion of a body of readings. First-person sources serve as one of the best media for this approach. Two of my most popular offerings, "Women's Lives in Asia and Africa" and "The Civil Rights Era," focus on a film and the discussion of one or more first-person accounts each week. My course "The Vietnam Experience" is more heavily lecture-oriented, but reading, discussing, and writing about first-person sources is a central component of this course as well.

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Ogbonnaya, Ugorji I. "Opportunity to Learn Euclidean Geometry in Two Mathematics Textbooks of Tenth Grade in South Africa." Edumatika : Jurnal Riset Pendidikan Matematika 4, no. 2 (2021): 112–25. http://dx.doi.org/10.32939/ejrpm.v4i2.976.

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Textbooks play a central role in the teaching and learning of mathematics. In some schools, textbooks serve as the only resource material available to teachers and students. Yet, little is known about the learning opportunities in mathematics textbooks in most countries. This study investigated the opportunities to learn Euclidean Geometry in two textbooks of tenth-grade mathematics in South Africa. It examined the content coverage, content organization, and the type of tasks used in teaching the topic in the textbooks. This study followed a case study research design and a qualitative approac

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Daniel N. Sifuna. "5 - Neoliberalism and the Changing Role of Universities in Sub-Saharan Africa: The Case of Research and Development." Journal of Higher Education in Africa 12, no. 2 (2014): 109–30. http://dx.doi.org/10.57054/jhea.v12i2.1532.

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With some specific examples from Kenyan universities, this article re- views the role of the post-independence African university in research and development, and the effect of neo-liberalism and funding on these activities. It was established that since their inception in the colonial era, the academic purpose of universities in Africa was essentially similar to that of universities the world over; to teach and advance knowledge by disinterested research and to maintain standards of teaching at a level which could be clearly related to those established in other countries. Fol- lowing the ach

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Pruitt, John. "History, Hollywood, and the Hood: Challenging Racial Assumptions in Rural Central Wisconsin." Teaching English in the Two-Year College 35, no. 1 (2007): 46–53. http://dx.doi.org/10.58680/tetyc20076514.

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In light of research on diversity learning and teaching, an introductory course on cinematic depictions of African Americans taught at a predominately white, rural university campus leads students to see the impact of history and Hollywood on their own local and statewide communities.

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