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This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 2013. While the focus was on vocational teacher education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students...
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This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce...
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© 2018 African Federation for Emergency Medicine Introduction: Emergency nurses are usually the first to interact with critically ill patients and victims of violence and injuries, and require advanced skills and knowledge to manage such patients. Inadequate training prevents nurses from providing optimal emergency care, and it is important to investigate if there are any skills and competencies lacking in these emergency nurses. We sought to describe the self-perceived educational needs of...
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© 2017 The Author(s). Background: Anaesthesia nurses form a critical part of the team providing perioperative care to patients, but no accredited training exists for them in South Africa. In this setting, short in-service training interventions are a pragmatic attempt at improving nurse performance and patient outcomes. Traditional didactic teaching formats have limitations, and mLearning (the use of mobile telephones to facilitate education) has proved equivalent or superior to traditional...
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© 2016 The Author(s). Background: Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Methods: Secondary school teachers in Tanzania were trained...
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© 2015, Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine whether the training and development (T&D) of middle-level managers in the financial institutions of a sub-Saharan African country make any difference in the performances of the managers and the institutions in general. Design/methodology/approach – An empirical analysis of managers’ opinions based on a quantitative survey of 140 middle-level managers from four banking institutions in Ghana is...
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The paper employs techniques of multilevel modelling and geographical information systems (GIS) on Malawi’s SACMEQ1 I, II and III data to identify factors affecting pupil performance in primary education of Malawi. The study reveals that in some districts pupils performed much better than others. Whilst in majority of cases the achievement levels of pupils were closely associated with the levels of inputs and services, there were some districts that did not demonstrate a positive correlation....
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Despite the need to improve the quantity and quality of psychiatry training in sub-Saharan Africa (SSA), very little is known about the experiences of psychiatric trainees in the region. This is the first study examining psychiatric trainees in a low-income country in SSA. It was carried out as part of the needs assessment for a unique Medical Education Partnership Initiative (MEPI) programme to find African solutions for medical shortages in Africa. We approached all doctors who had trained...
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This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to...
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