Quality Assurance of Teachers in the Implementation of the Curriculum of Technical and Vocational Education in Colleges of Education (Technical) in North Cental Nigeria - Attaochu, Egbita Ugbalu (International Journal of Adult Vocational Education and Technology, 2013)
This study was carried out to ascertain the quality assurance of teachers (lecturers) in the implementation of the curriculum of Technical and Vocational Education (TVE) in Colleges of Education (Technical) in North Central Nigeria. Two research questions were formulated and answered in this study. Survey research and evaluation designs were involved. The sample for the study was 60. A 18 cluster item questionnaire and 35 psycho-productive multiple choice test items were developed and utilized to collect data. The data collected were analysed using percentages, means and performance gap analysis to answer the research questions. Based on the result of the study, it was recommended that improvement programs such as reviewing of TVE curriculum, supervisory committee for TVE be set up, qualified TVE teachers, Pruning down of curriculum of TVE to relevant content areas, small scale business management and entrepreneurial training should constitute TVE curriculum, accreditation of TVE courses should be based on well equipped workshop for skills development, short courses, seminars and workshops be organised to improve the quality of the teachers.
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An Overview of ICT Integration in Nigerian Colleges of Education and the Implications on Social Studies Pre-Service Teacher Training Programme: A Review of the Literature - Garba, Sani Alhaji; Singh, Termit Kaur Ranjit; Yusuf, Najeemah Binti Mohammad; Ziden, Azidah Abu (2013)
The influence of digital technology in society has made ICT literacy a basic requirement needed by all to survive the challenge of living in the 21 st . The education industry is now faced with the challenge of helping learners to acquire this literacy. Coping with this challenge requires breeding teachers’ with high level of proficiency in ICT literacy and competence. This study investigates the readiness of Nigerian Colleges of Education toward breeding social studies teachers with ICT literacy and competence. It is an exploratory conceptual study that is literature-based (document-based qualitative study approach). The study therefore explore literature to find out the benefit of ICT integration in social studies teacher education; the preparedness of Nigerian Colleges of Education for ICT integration; and the implications of the current state of technology integration on social studies objectives. Findings from this study indicated that, Colleges of education in Nigeria are not readily prepared for effective technology integration; much is still needed in terms of infrastructure and manpower development.
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Professional Development of Teachers, Action Planning and Utilizing 21st Century Skills in Nigerian Schools - Ajoku, L.I. (Journal of Education and Practice, 2013)
Professional development is essential for every individual irrespective of the profession. It should be noted that knowledge is not immutable in a world of change. The dynamic nature of the society demands that every human being will continue to improve and adjust himself or herself to the changing times in order to remain relevant. Teacher’s professional and personal development becomes a necessary proposition. Undoubtedly, teachers straight from training are clumsy and do not perform well on the job. They have simply learnt the elements of a very complex skill that with time, helped by professional and personal development, will make them experts. This paper, therefore, focuses on the need for continuous professional development of Nigerian teachers to enable them plan and utilize 21 st Century skills in teaching children at different levels of education. The renewed concern for the quality rather than the quantity of teachers stems from the fact that the training college/university programmes do not completely make one an effective teacher. A teacher who, therefore, does not strive to improve himself is falling behind... Key words: Professional development, Teachers, Action planning, Utilizing skills
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In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education. - Amadi, Martha Nkechinyere (Bulgarian Comparative Education Society, 2013)
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The Challenges of Pre-Service Training of Teachers in Colleges of Education in Nigeria: A Case Study of Federal College of Education Eha - Amufu - Anih, H. (ICERI2013 Proceedings, 2013)
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Impact of Decol Thinking Conceptual Training Model on Teachers' Wait-Time Management and Pupils' Length of Self Expression in the Classroom, in Jos South Local Goernment Plateau State, Nigeria - Chollom, Azumi Grace; Akinmade, Christopher (2013)
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TECHNOLOGY An Assessment of the Effectiveness of Technical Teacher Training Programme (TTTP) in Katsina State, Nigeria - Clement, CheKum (2013)
TVET is key solution to poverty eradication, job c reation, reducing unemployment, economic expansion, and improve social and economic well-being of a nation. For years TVET programme in Nigeria has been confronting with unresolved problems such as, misconception of the TVET by the public, low status of T VET teachers, less concern by the government. Thus, thi s study present “An Assessment of The Effectiveness of Technical Teacher Training Programme in Katsina State, Nigeria” the specific objectives were to find o ut the problems confronting TTTP and to suggest necessary measures for improvement on the basis of the assess ment. The population of the study comprised of a total number of 57 instructional staff used for the study. 38 s amples were chosen from this population using stratified random sampling techniques. The findings of this study re vealed that, there have no enough instructional/workshop attenda nts, women have underrepresented in instructional s taff, no constant supply of electricity to the instructional spaces, lack of awareness for youth about the TVET programme etc. Base on the findings the study recommends to c reate the provision of in-service training, and to construction of alternative source of electricity establishing educ ational guidance offices in secondary schools among other.
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Assessment of Trainee Teachers’ Literacy Level in Information and Communication Technology in Kwara State Colleges of Education, Nigeria - Daramola, Florence Olutunu; Olumorin, Charles Olubode (2013)
This paper reports an investigation on the literacy level of trainee teachers in Information and Communication Technology. The population for the study comprised every student three colleges of Education located Ilorin, Lafiaji or Oro towns. The random sampling technique was used to select a sample of 360 students across the schools of Art, School of Natural Sciences in the three colleges. The sampled students were further stratified on the basis of fields of study and gender. A researcher designed instrument (test) tagged Test of ICT Knowledge (TIK) was used for data collection. The test has 100 items. The data collected were analysed using percentages and chi-square statistics. Findings revealed that level of ICT literacy was lowest among trainee teachers offering arts oriented courses than among students of other fields. Considering gender as a variable, the hypotheses tested revealed that the differences in the levels of ICT literacy found among male and female trainee teachers were significant. However, such differences were not found to be significant on the basis of the trainee teachers’ course/field of study. Based on these findings, recommendations were made, particularly for the area of improving provision and utilization of ICT facilities in Nigerian teacher education programmes.
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Constraints to Effective Implementation of Elements of Special Education Curriculum in Teacher Preparation Programme in Nigeria: A Case Study of Colleges of Education - Eleri, N. O. E. (IOSR Journal of Research & Method in Education (IOSRJRME), 2013)
The need to empower pre-service teachers with knowledge and skills for teaching exceptional learners in regular classrooms led to the introduction of element of special education curriculum into the Nigerian teacher preparation programmes.The extent to which the curriculum is being implemented towards the achievement of its objectives has however, continued to raise concerns among educators.One of the problems is the fact that this curriculum is being implemented by unqualified lecturers.This study therefore, examined the constraints to effective implementation of elements of special education curriculum in colleges of education in Nigeria.The study adopted the expost-facto type of the descriptive survey design.Out of the 99 NCE awarding institutions in Nigeria, 98 institutions were purposively selected based on the single criteria that they do not offer special education as a major discipline.217 lecturers teaching contents of element of special education were purposively selected for the study.One instrument was used in this study, that is: questionnaire on the problems of curriculum implementation (QOPCI) with a reliability index as 0.88.Each of the institutions had an average of four experienced lecturers who were academically but not professionally qualified to teach elements of special education.Most of the required facilities were not available ( <1.50), not adequate ( =<1.50) and not utilized ( =<2.00).Most lecturers (54.5 to 96.3%) did not teach some of the specified content areas.Findings also showed that various aspects of classroom were ineffective (means range from 2.08 to 2.63).The weakness in the implementation of the elements of special education curriculum has been identified for the purpose of improvement.Towards effective special education teacher preparation in Nigeria, government should employ professionally qualified personnel and provide adequate facilities towards achievements of the objectives of the curriculum.
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Professional Development of Teachers in Africa: A Case Study of Nigeria - Fareo, Dorcas Oluremi (2013)
There is now a serious public outcry concerning the crisis in Nigerian education. National Conferences, Seminars and Workshops have bemoaned the multifaceted cause of this “falling standards” of education. There has been frantic search for solutions to the poor standard of teaching schools in the country. Some stakeholders have continued to blame teachers for the appalling performance of students in examinations. Across some states of the federation, where education summits were organized, experts strongly recommended re-training programs for both public and private school teachers. It is in recognition of this, that the Federal Government has directed the National Teachers Institute (NTI) to re-train teachers in Nigeria. In this era of globalization, it is imperative that teachers are adequately prepared to function effectively in a challenging global environment. The challenges of globalization demands teachers who are competent, effective, and dynamic in their orientation. This paper examined the concepts of teachers’ education; establishment of Teachers Registration Council of Nigeria (TRCN); models of continuing professional development; The National Teachers Institute (NTI) and retraining of teachers under the Millennium Development Goals Projects (MDGs). The study concluded that continuous professional development of teachers would definitely bring a positive change into Nigerian educational system that would produce good, well seasoned and great leaders of tomorrow.
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Assessment of Secondary School Teachers’ Professional Development in the Use of Information Communication Technology for Teaching Mathematics in Ejigbo, Nigeria - Folorunso, Medinat (IOSR Journal of Research & Method in Education (IOSRJRME), 2013)
The study sought information on teacher professional development in the use of Information Communication Technology in teaching Mathematics.The population comprised secondary school teachers and r students in the study area.The sample consisted eight (8) secondary schools (three private and five public schools) using random sampling technique.Ten (10) teachers were purposively sampled from each school, which made up 80 Mathematics teachers while 122 students were randomly selected.The data collected were analyzed using frequency count, percentage and t-test statistics.The results revealed amongst others, that there was awareness among teachers and students on the use of Information Communication Technology (ICT) in teaching Mathematics at the secondary schools.There was no significant difference between the students mathematics achievement in both private and public secondary schools.Based on the findings, it was recommended that mathematics laboratory should be provided in the secondary schools to enable teachers and students improvise instructional materials that may not be readily available.
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NATIONAL EDUCATION RESTRUCTURING AND SCIENCE, TECHNOLOGY ENGINEERING AND MATHEMATICS EDUCATION: IMPLICATION FOR TEACHER EDUCATION IN COLLEGES OF EDUCATION IN NIGERIA - Ilabor, S. C.; Obasi, G. C.; Nkeshita, F. O. (2013)
Following the Federal Government’s plans in 2008 and 2009 to restructure Nigeria Certificate in Education (NCE) teacher education programme in Nigeria in which the following objectives were stated: to evolve a responsive Nigeria Certificate in Education (NCE) Minimum Standards that will take cognizance of the 9 year Basic Education Curriculum, to produce high quality Nigeria Certificate in Education (NCE) graduates for effective delivery of the Universal Basic Education programme and to develop new structure, content and strategies of the programme implementation, stakeholders were consulted on how to actualise the plan. Documents were released on the guideline for the restructuring of the teacher education programmes. However, the author wishes in this paper to X – ray some grey areas that need urgent national attention in the area Science, Technology, Engineering and Mathematics (STEM) education, most particularly in Basic Science and Technology Curriculum for Nigeria Certificate in Education (NCE) programme. Thus, this paper shall lay emphasis on the meaning of Restructuring in Science, Technology, Engineering and Mathematics (STEM) education and what must be done to make the restructuring in education a permanent reality in Nigeria.
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Development of Social Studies Based Webquests for Pre-Service Teachers in Colleges of Education in Southwestern, Nigeria - Morakinyo, D. A. (2013)
openalex: W3128467820 mag: 3128467820 id: openalex:W3128467820 keywords: KerkoCite.ItemAlsoKnownAs: 2129771:WXGHPXM3 2486141:RIZDN5UI
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Effectiveness of Two Modes of Distance Learning on Nigerian College Teachers’ Meaningful Understanding of Chemistry Concepts - Okafor, Ngozi (Journal of Education and Practice, 2013)
This study has assessed meaningful understanding of chemistry concepts by College teachers using Live and Video Modes of distance Learning. It has examined if gender could influence college teachers understanding of chemistry concepts meaningfully. It was a quasi-experimental study with a sample size of Ninety-Four (94) college teachers drawn from Forty-Seven (47) State Colleges of Education in Nigeria. The instrument used for data collection was a Multiple-choice Objective Chemistry Test (MOCT). Data was analyzed using t-test based on the standard alpha level of p<0.05 and simple percentages. The findings showed that the live mode was more effective than the video mode such that, teachers in the interactive television that used personal cell phones (GSM technology) on the live mode of distance learning performed better on MOCT than those in the video mode. A significant gender influence was observed such that males in the live mode out-performed the females on the live mode and video mode in the MOCT respectively. The study therefore has recommended that college teachers who are not biased in chemistry and females in particular should strive for excellence in attending live mode distance learning programmes with adequate commitment. This would promote meaningful understanding of some perceived difficult Chemistry concepts and thus enhance quality lesson delivery for performance improvement in chemistry. It concludes that adequate incentives and flexibility on the use of live-mode distance learning could help in building up a desired collaborative professional network especially for those college teachers who are not chemistry specialists and ultimately could improve the teaching of chemistry meaningfully in Nigeria Colleges of education. Keywords: College Teachers, Chemistry Concepts, Live and Video Modes of Distance Learning.
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Perception of Adult Chemistry Teachers' on Re-Training Through Open and Distance Learning in Nigeria - Okafor, Ngozi; Anyikwa, E.B (2013)
The study examined the level of perception of adult chemistry teachers on re-training through Open and Distance Learning (ODL) programme in Nigeria. The study adopted a descriptive survey research design. The population of the study covered all Adult chemistry teachers in National Open University of Nigeria (NOUN). Five research hypothesis were formulated to guide the study. The sample covered 300 adult chemistry teachers selected through purposive random sampling. The research instrument for the study was a questionnaire designed by the researchers. The reliability coefficient of the instrument was determined using Cronbach alpha and this yielded index of r=0.73. Data was analysed using percentage, mean and standard deviation while all hypothesis were tested at 0.05 significant levels. The findings revealed a significant difference in the perception (Positive and Negative) of adults chemistry teachers in their retraining programme through ODL. Also the study showed that there is a positive significant relationship between the perception of adult chemistry teachers and their interest in the program. The study also revealed that positive perception of effectiveness of the programme to a large extent influenced the interest of adult chemistry teachers in the programme. Furthermore, the study revealed that there is a significant influence of adult chemistry teachers’ involvement in the retraining through ODL for their professional development. Finally, the study showed a significant gender difference in the perception of adult chemistry teachers on the programme. Based on the findings, it was recommended among other thing, that Institutional base Chemistry teachers’ development (IBCTD) approach for continuing professional development of Adult chemistry teachers at the senior secondary school level should be adopted to give teachers access to retraining.. To achieve this, ODL institutions should create a department to handle and organise such training and retraining programme according to their capacity and competency for more efficiency
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Classroom Design and Learning Environment as Predictors of Pre-Service Teachers’ Performance in Fine And Applied Arts in Colleges of Education in Southwestern Nigeria - Olaleye, E. O. (2013)
A Thesis in the Department of Teacher Education, Submitted to the Faculty of Education, in Partial Fulfilment of the Requirements for the Award of Degree of Doctor of Philosophy of University of Ibadan
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Revitalizing Teacher Training Colleges in Nigeria. Issues and Challenges - Patrick, Oladunjoye; Felix, Omenu (Journal of Education and Practice, 2013)
This study is concerned with methods of revitalizing teacher training colleges in Nigeria. Three research questions guided the study. A questionnaire on ‘Revitalizing Teacher Training Colleges’ (RTTC) was used to collect data which was analysed using the simple descriptive statistics. The instrument was administered to 1,244 respondents, which include 480 university lecturers, 782 teachers in the colleges of education and 84 Teachers’ Grade Two holders. The result shows that a greater percentage of the respondents are of the opinion that the Teachers Grade Two Programme should be revived and revitatised. The colleges of education are not attractive enough to meet up with the manpower needs in Nigeria. The university students are not concentised to look at teaching as a noble profession. Several recommendations were made such as the provision of adequate infrastructures, payment of allowances and special incentives to deserving students. Revitalizing the teacher training colleges to be attractive to all students.
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Sierra Leone: education country status report; an analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone; 2013 (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:FV47UIZ5 2405685:JAEVJQUR
Keywords: _C:Sierra Leone SLE

Lessons learnt from informal apprenticeship initiatives in Southern and Eastern Africa - Aggarwal, A (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2NAGN4HC 2317526:AEINLRYL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:eastern Africa; C:Malawi; C:Tanzania; C:Zambia; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; HDR25; T:Lehrlingsausbildung; publicImportV1; ⛔ No DOI found

Challenges facing technical and vocational education in Ghana - Amedorme, SK; Fiagbe, YAK (International Journal of Scientific & Technology Research, 2013)
Abstract : Technical and vocational education and training (TVET) in Ghana is facing a number of challenges. The problems ranging from the limited number of technical institutes available in the country, lack of facilities and materials for training students, inadequate technical teachers or facilitators, limited number of training institutions for technical teachers and difficulty in career progression to the negative public attitudes and perceptions towards technical and vocational education and training in Ghana. In this paper, these challenges confronting TVET and the pertinent issues are discussed with the aim of recommending ways of addressing them.
KerkoCite.ItemAlsoKnownAs: 2129771:UZEN6WB2 2317526:GCVCK6TS
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:TVET; T:training needs; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

E-Learning for Teacher Training in Tanzania - Baker, D; Bliss, A; Chung, R (2013)
Rural Tanzania is struggling to provide an adequate number of qualified teachers to keep up with increased primary and secondary school enrollment rates. Teachers enter classrooms with minimal teaching experience and education, sometimes having never studied the subject they are teaching. As a result of this under-qualification, teachers struggle in critical topics such as math, science, and English, exacerbating the trend of low academic performance. A lack of well-qualified teachers means the country is producing students whose education is cut short, as they are not passing national exams for graduation. This result is a great disappointment and an unacceptable outcome for students who represent years of investment and hope for the future. Primary and secondary school teachers must have sufficient knowledge and skills in the classroom. Teacher training will need to employ a variety of tools, among them education of and with Information and Communications Technologies (ICTs). This project has two components. First, it provides a landscape review of national and international policies and initiatives that affect education in Tanzania, clarifying how Asante Africa’s programs can best fit into the country’s established systems. Second, it identifies best practices for using e-learning ICTs to train teachers and improve the country’s education system. The report identifies four prospective e-learning models, and recommends that Asante Africa consider aspects of two: mobile learning and massive open online courses (MOOCs). Through our model evaluation, we found that these two models ranked best for Tanzania in effectiveness, cost, rural feasibility, scalability, and sustainability. Once a delivery method is in place and Asante Africa ensures technical support for the teachers utilizing the training materials, Asante Africa can strategize a plan for content and curriculum that leverages its Khan Academy videos. By implementing the recommended ICTs for learning and teacher training, Asante Africa will deliver increased access of quality training to teachers in the rural districts of Tanzania, improving the academic environment and performance of students throughout the country.
KerkoCite.ItemAlsoKnownAs: 2129771:I53KBPC4 2317526:2QHUGPLF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:learning; F:ministry; P:teacher training; Q:e-learning; Q:mobile learning; T:TVET; publicImportV1; ⛔ No DOI found

Effectiveness of Technical and Vocational Education and Training (TVET) Insights from Ethiopia's reform - Baraki, Atakilt Hagos; van Kemenade, Everard (TQM, 2013)
Purpose - This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach - Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings - Ethiopia's TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications - Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications - Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVETelsewhere in Africa. Originality/value - A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh. © Emerald Group Publishing Limited.
KerkoCite.ItemAlsoKnownAs: 10.1108/tqm-11-2012-0099 10/gf62pf 2129771:XWCMFHMK 2317526:PUQ8JVC2
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; F:achievement; F:assessment; F:learning; F:outcomes; F:policy; P:culture; P:mechanic; Q:certificate; R:case study; R:evaluation; T:TVET; Z:Developing countries; Z:Ethiopia; Z:Internal effectiveness; Z:Realistic evaluation; Z:TVET quality; Z:TVET reform; Z:Total quality management; __C:filed:1; publicImportV1

Non-formal vocational education in Uganda: Practical empowerment through a workable alternative - Blaak, M.; Zeelen, J.; Openjuru, , G.L. (International Journal of Educational Development, 2013)
This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing development theorists Sen, Freire and Nyerere, together with two case studies, practical empowerment is described as a desirable outcome of education for development. Practical empowerment includes acquiring marketable skills as well as capabilities to critically give direction to one's life. Although education leading to this outcome is desirable for all, non-formal vocational education can reach those currently excluded from formal education, thus enhancing their empowerment by equipping them with useful skills and knowledge. © 2012 Elsevier Ltd.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.02.002 10/gf62mt 2129771:8TXYAWXU 2317526:QFZ3G83W DOI-10.1016/j.ijedudev.2012.02.002
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:outcomes; HDR25; R:case study; T:TVET; Z:Alternative provision; Z:Drop-out; Z:Employment skills; Z:Poverty; Z:Vocational education and training; _C:Uganda UGA; __C:filed:1; publicImportV1

The challenges and prospects of ICTs in teaching and learning in Sunyani Polytechnic, Ghana - Bonsu, KA; Duodu, A; Bonsu, K; Duodu, K (Capa Scientific Journal, 2013)
Globally, the impact of Information and Communication Technology (ICT) in the past decades has been enormous. ICT plays a crucial role in socio-economic development and in bringing the world together as a global village. Indeed, in today‟s knowledge based economy, a completely new set of skills are required. Developing countries need to respond to demand for strategies to prepare the youth for the competitive opportunities driven by information and communication technology. The role of ICT tools in education should be more emphasized despite the heavy investment on ICT infrastructure, equipment and professional development for improved education. However, the adoption of ICT and its integration in teaching and learning have met challenges. This study reports the state of ICT usage in teaching and learning at Sunyani Polytechnic, Ghana. The study highlights factors that influence effective integration of ICT in teaching and learning. The findings revealed minimal adoption of ICT in teaching and learning at Sunyani Polytechnic, Ghana. The study makes recommendations that would enhance ICT uptake and adoption when implemented.
KerkoCite.ItemAlsoKnownAs: 2129771:IBZFIJST 2317526:SDK35I7X
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:teaching; P:economy; P:teacher education; Q:ICT; Q:educational technology; R:case study; T:TVET; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

Narrowing the Digital Divide a case study of “learning by doing” approach to narrowing the Digital Divide in East Africa (Kenya) by Dubai Women's College students - Butt, Z; Chaudhri, AA; Nassiri, N (2013)
It is globally assumed that improvements in Information Communication Technology (ICT) will enforce a better global communication; improve business processes and commercial activities, thereby leading to superior standards of living for individuals while benefitting society. This paper narrates the experiences of fifteen HCT students who visited Kenya in an attempt to narrow the existing “Digital Divide” by building computer networking labs in some of the vocational institutes in remote East Africa. This paper encapsulates key reflections of the study tour participants who embraced a “learning by doing” model in order to gain valuable international work experience and narrow the digital divide in four educational institutes in Kenya. The success of this initiative mandates that we document the learning from this experience in order to ensure success and sustainability of future projects of similar calibre. We believe the process of conducting “international field-trips” followed by reflections formulating lessons learnt from these trips will be useful for future volunteers.
KerkoCite.ItemAlsoKnownAs: 2129771:UA9KC9S9 2317526:ALC3S6WJ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:access; F:learning; F:women; P:economy; Q:digital divide; Q:digital technology; R:case study; T:TVET; publicImportV1; ⛔ No DOI found

Harmonisation of curricula and qualifications in higher education in africa: challenges and prospects. - Chishimba, P. Chanda; Kalimaposo, Kalisto; Mulenga, Innocent Mutale (2013)
Publisher: Zambia Journal of Education
Keywords: ⛔ No DOI found

Information and communication technology: The pivot of teaching and learning of skills in electrical and electronics technology programme in Nigeria - Chukwuedo (International Journal of Vocational and Technical Education, 2013)
The polymorphous nature of teaching and learning has contributed to the quest for skills delivery and acquisition at any place and pace. Teaching and learning of skills in electrical and electronics programme cannot be restricted to the traditional classroom settings, but should adopt favourable and acceptable technological dynamism. The inadequacy in the supply of facilities and qualified manpower perhaps has contributed to the need for skills delivery and acquisition in electrical and electronics programme through other technological means. One of such means found achievable is information and communication technologies (ICTs). This paper therefore reviewed ICTs as the pivot of globalizing teaching and learning of skills in electrical and electronics technology programme. The paper identified some of the skills in this programme, and ICTs that can be used to teach and learn the skills, by both normal and impaired teachers and learners. The findings from the survey questioning revealed that learners unavoidably support their teaching-learning situation with ICTs. It was therefore concluded that ICTs are pivot of teaching and learning of electrical and electronic skills.
KerkoCite.ItemAlsoKnownAs: 2129771:5MJMBBBF 2317526:Z8TBHDAA
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:teaching; P:electro; P:technology; Q:ICT; Q:distance learning; T:Educação profissionalizante; T:TVET; publicImportV1

Traditional eye medicine practice in Benin-City, Nigeria - Ebeigbe, JA (Southern African Optometrist, 2013)
The use of traditional eye medicines as a form of eye care in Africa is very common. However, there is concern about the harmful effects of some traditional medicines on the eyes. This study was a cross-sectional survey conducted in Benin-City, Edo state, Nigeria. Sixty-eight traditional medicine practitioners (TMPs) who treated eye conditions participated in this study. Most (87%) were males and 13% were females. Their age ranged between 25 to 65 years with a mean age of 42.25 ± 2.14 years. Information was obtained through one-on-one oral interviews and a structured questionnaire consisting of open-ended questions. The most common method of training (46%) was by father-to-son tutelage. Conjunctivitis, itching and poor vision were the most common conditions treated by all practitioners. The majority of the TMPs (62%), practiced full time while 38% practiced part time. Forty six percent considered patients’ case histories as more important than physical examination of the eye while 54% felt both history and examination were equally important. Thirty-six percent of practitioners reported inverting the upper eyelids as part of their examination. Couching of cataracts was done by 38%. While 49% had referred ‘difficult’ or ‘stubborn’ cases to orthodox hospitals, 51% had never referred a case. Traditional healers are well accepted in their communities and will continue to be consulted by the people. Health education programs with emphasis on safe eye care practices need to be established for traditional healers. Working with healers and training them to recognize cases needing urgent referral and encouraging the use of non-harmful practices may provide a more sustainable health care structure in the community. Cooperation between these two aspects of medicine is extremely important for the provision of primary eye care services in rural Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:9CDQAVRA 2317526:GEI8RZF9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; F:payment; P:healers; P:media; T:Formal apprenticeship; T:Lehrlingsausbildung; T:Training; publicImportV1; ⛔ No DOI found

BQA Act - Botswana Qualifications Authority Act Nº 24 - Government of Botswana (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:7Y8WZPDB 2317526:6ISIESAH
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

TVET Act, nº29 of 2013 - Technical and Vocational Education and Training Act (Kenya) - L.N. 95/2013, L.N. 57/2014 - Government of Kenya (2013)
An Act of Parliament to provide for the establishment of a technical and vocational education and training system; to provide for the governance and management of institutions offering technical and vocational education and training; to provide for coordinated assessment, examination and certification; to institute a mechanism for promoting access and equity in training; to assure standards, quality and relevance; and for connected purposes
UA-fb89b6bc-0740-414a-82e2-54cf9a036c63 KerkoCite.ItemAlsoKnownAs: 2129771:LKHJI62C 2317526:PTGH7PN5
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

The Agenda for Prosperity: Road to Middle Income Status - Government of Sierra Leone (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:8MVPQD5Y 2339240:FHMH4G7H 2405685:7DIVY6PP
Keywords: ⛔ No DOI found

Regulation on the Assessment Process and Procedures for Adult Education and Training (AET) - NQF Level 1 - Government of South Africa (2013)
UA-7a419a3c-dc3e-4636-855a-a3892e5a20b8 KerkoCite.ItemAlsoKnownAs: 2129771:IFI3Y6WR 2317526:9H4IERYD
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Qualification Framework; publicImportV1

Guidelines for licensing and regulating private schools - Government of Uganda (2013)
UA-7f7feb58-efb3-4047-b1b6-14c51747534d KerkoCite.ItemAlsoKnownAs: 2129771:968D6A4X 2317526:AP3KURJ7
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Wnioski z międzynarodowych doświadczeń w wykorzystywaniu tablic interaktywnych - rola doskonalenia zawodowego we wprowadzaniu nowych technologii do szkół - Hennessy, Sara; London, Laura; Dzierzgowski, Jan (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:ES3KSIUM
Keywords: _C:Australia AUS; _C:Mexico MEX; _C:Tanzania TZA; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Evaluation of the vocational education orientation programme (VEOP) at a university in South Africa - Jacobs, L; Wet, C De (The International Review of Research in Open and Distributed Learning, 2013)
To address the training needs of Further Education and Training college (FETC) lecturers, and in the absence of a full professional education qualification, several higher education institutions, FETCs, and other bodies in South Africa formed an alliance to develop a short programme towards a possible future full qualification. In 2010 a Vocational Education Orientation Programme (VEOP) was piloted. In line with the responsibility for quality assurance, and the need to inform further developments in the training of FETC lecturers, the aim of this research was to evaluate the VEOP presented by the University of the Free State (UFS). To reach the stated aim, a two phase evaluative study was undertaken (1) to assess the individual modules, and (2) to holistically investigate the quality of the programme. Two questionnaires were used to gather data. The first set of data was collected at the completion of each of the six modules. For the second phase of the study, 48 lecturer-students were randomly selected more than a year after completion of the VEOP. The study identified a number of strengths and weaknesses of the VEOP. The results emphasise the need to carefully select tutors and train them to have an understanding of the FETC milieu, rethink the methodology employed in the education training of FETC lecturers, and redesign the modules’ contents to better reflect the FETC sector. The need to enhance student support and improve administration is also highlighted by the study. The results of the study may inform the development of a full qualification for FETC lecturers.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v14i4.1568 10/gf623n 2129771:ZEMMK3KE 2317526:MEYCNUIZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; P:media; Q:distance education; Q:open education; Q:open learning; R:evaluation; T:Ausbildung; T:TVET; publicImportV1

Using Open and Educational Resources (OERs) and Wiki’s to Support Entrepreneurship Training in Technical and Vocational Education and Training (TVET) Institutions in Zambia - Konayuma, G (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:EVAW675M 2317526:6BWLASND
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:Improvement; F:access; F:bandwidth; F:policy; Q:ICT; Q:ODEL; Q:OER; Q:digital technology; Q:educational technology; Q:open education; Q:open educational resources; Q:open learning; T:Ausbildung; T:TVET; T:Training; T:trainee; publicImportV1

Technical and vocational Education and Training in Ethiopia - Krishnan, P; Shaorshadze, I (2013)
This report presents a background study of the state of Technical and Vocational Education and Training in Ethiopia. We discuss the state of TVET in Ethiopia, as well as the contextual information on education system and economic indicators in Ethiopia as they relate to the TVET implementation and policy. We argue that given the supply-driven nature of the TVET system in Ethiopia, it is important to improve its efficiency, and we propose two ways to doing this: (1) Improve efficiency and equity of the centrallydriven allocation mechanism drawing on the recent advances in matching algorithms and their application to the school choice; (2) Impact evaluation of the final labour market outcomes of the graduates has to be integral part of the TVET system, and we discuss various ways such evaluation could be conducted.
KerkoCite.ItemAlsoKnownAs: 2129771:6BTP2ZMG 2129771:VSPWZKH6 2317526:IKLU5I39 2317526:V6KZKE23
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:Ausbildung; T:TVET; publicImportV1; ⛔ No DOI found

Entrepreneurial skills in technical vocational education and training as a strategic approach for achieving youth empowerment in Nigeria - Maigida, JF; Saba, TM (International Journal of Humanities and Social Science, 2013)
Entrepreneurial studies are inter-displinary training that focuses on the tools needed to start a new business or vocation. Because Nigeria is fast becoming a predominantly youthful society with high rate of unemployment requires training the youth in entrepreneurial skills in Technical Vocational Education and Training to tackle the unemployment which has reached alarming proportions. This is because the youth represents a tremendous potentials development of human capital which the society cannot afford to neglect. Young people’s situation and future prospects are of vital concern to all. Many youth face high unemployment, joblessness and difficulties in getting a firm foothold into the labour market. These have led to problem of unemployment especially among youth leaving various educational institutions. The youth graduate from school without the needed skills or competencies that would enable them function in today’s emerging society. Therefore, this paper examined how entrepreneurial skills in Technical Vocational Education and Training (TVET) can be used as a strategic approach for achieving youth empowerment in Nigeria.
KerkoCite.ItemAlsoKnownAs: 2129771:Y7937GDQ 2317526:7XMIRUEB UTI-07487CB8-9983-3320-9CBB-FF1466B43253
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:assessment; P:measurement; T:Ausbildung; T:TVET; publicImportV1; ⛔ No DOI found

Students’ Perceptions of Financing Public Universities in Zambia: Toward a More Sustainable and Inclusive Policy Strategy - Masaiti, Gift (Funding Higher Education in Sub-Saharan Africa, 2013)

Teacher Education and the Challenge of Development: a global analysis - Moon, B.; Dladla, N; Bird, A. Nordstrum, L. Hanbing, Y. McCormick, B. Banks, F. Dheram, P. Ibn Junaid, M. Wolfenden, F. Buckler, A. Gafar, A. Tao, S., L. Storey; Kirk, J.; Azlam, M.; Kingdon, G.; Dembele, M.; Miaro-II, J. Power, T., B. Anamuah-Mensah; Umar, A. (Routledge, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:9ZEGYMQF 2129771:XIRMR2Y4 2317526:JLSR2KAW 261495:GV5J6KI4
Keywords: AWP2; AWP2-actual; CitedIn:AKFC; CitedIn:OER4Schools-2012-HHH1; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Brazil BRA; _C:Canada CAN; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Congo XCO; _C:France FRA; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Iraq IRQ; _C:Kenya KEN; _C:Lesotho LSO; _C:Mali MLI; _C:Nigeria NGA; _C:Pakistan PAK; _C:South Africa ZAF; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Challenges in the training of teachers through open and distance learning: Implications for quality - Mubika, KA; Bukaliya, R (Asian Journal of Social Sciences & Humanities, 2013)
This study aimed at establishing the challenges that may have affected the training of teachers through ODL at the Zimbabwe Open University. The study was carried out in order to put in place a model that may be implemented to improve the quality teacher training programme. The study adopted the case study design for the gathering the in-depth perceptions held by the given population. Questionnaires, telephone interviews and documentary analysis were adopted for data collection. The population of the study consisted of the National Programme Leader, Regional Programme Coordinators and graduate diploma students and their former school heads. Thirty-three members of the population constituted the sample for this study. Among other findings, results of the study show that while the training of teachers was a very viable undertaking at ZOU, existing collaboration between the schools and the training institution was very informal. Teaching practice faced numerous problems such as inadequate funding and unavailability of teaching practice vehicles. The study recommended that there be collaboration among all the stakeholders. There is also need for the setting up of a Teaching Practice Department which should be fully equipped with to enable the smooth flow of teaching practice supervisory activities.
KerkoCite.ItemAlsoKnownAs: 2129771:7Y69A25Z 2317526:936H4XCC UTI-BCF2239B-F7FC-3E8D-A3BE-8B8B5C6D7A5D
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:teachers; Q:ODEL; T:Lehrlingsausbildung; T:Training; publicImportV1; ⛔ No DOI found

Review of agricultural technical vocational education and training (ATVET) in Africa : best practices from Benin, Ethiopia, Namibia and Sierra Leone - NEPAD (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:MRLFQA2A 2317526:UXBUFKAU
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Benin; C:Ethiopia; C:Namibia; C:Sierra Leone; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agricultural; T:TVET; _C:Sierra Leone SLE; publicImportV1

Exploring the mismatch between teacher demand-supply in sub-Saharan Africa: Ghana as case study - Ntim, , S. (Mediterranean Center of Social and Educational Research, 2013)
This study presents an analysis of the factors affecting the supply and demand of school teachers in Ghana. The findings suggest that the major pull causing the mismatch in teacher supply-demand equation can be summed up under: a) economic demand, b) demographic factors and c) market forces. Sixty percent of those sampled constituting 162 of the respondents were of the view that there was a significant correlation between remuneration and supply while the other 40% (108) not attributing it to remuneration per se, nevertheless saw a link between supply and other economic issues such as end of service benefit. Ninety five percent of respondents were of the view that teacher upgrading in higher market premium courses in institutions of higher learning exacerbate teacher attrition into other better paid jobs: an indication of non-incentives pulling teachers from the teaching profession. The objective of the study is to contribute to advocacy on teacher issues, especially increased resources as well as innovative funding for the employment of sufficient number of teachers.
KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2013.v4n1p273 2129771:UFJXNNYW 2317526:G97GX7S6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:incentives; F:learning; F:motivation; F:remuneration; F:teaching; P:economy; P:services; P:teacher education; P:teachers; Q:higher education; R:case study; T:career; Z:Higher education; Z:Teacher career; Z:Teacher deployment; Z:Teacher education; Z:Teacher motivation; _C:Ghana GHA; publicImportV1; ⚠️ Invalid DOI

Linking informal apprenticeship and formal education in South-Eastern Nigeria through market/mechanic village schools - Ogwo, Benjamin (2013)
The Nigerian government as well as international agencies have implemented several informal apprenticeship intervention programmes aimed at improving productivity, trade union leadership and literacy/numeracy of practitioners. One of such interventions is the Education Trust Fund (ETF) intervention in boy-child education within south-eastern Nigeria established by UNICEF. This paper highlights the process, nature, and scope of the ETF intervention in relation to informal apprenticeships. As research meth9odology, the research & development (R&D) design was used for the study. Among other outcomes, the UNICEF market/mechanic village school curriculum was modified using open-learning principles by informal apprenticeship. School is taken to the apprentices rather than the apprentices to school by incorporating formal education into informal apprenticeship thus ensuring certification and enhanced social status for informal apprenticeship graduates.
KerkoCite.ItemAlsoKnownAs: 2129771:UTQZWLF3 2317526:P4HA5X54
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:curriculum; P:mechanic; P:social; Q:certificate; Q:e-learning; R:survey; T:Formal apprenticeship; T:Lehrlingsausbildung; publicImportV1

Technical and vocational education and training (TVET) in Nigeria and energy development, marketing and national transformation - Okoye, KRE; Chijioke, Okwelle P. (Journal of Education and Practice, 2013)
Education is considered by many as an agent of human development, social mobility and socio-economic development of any society. However, it is arguable that the type and quality of education a nation offers to its citizens is a function of the level of progression of that nation. In this context, technical and vocational education and training (TVET) has been recognized as the wide-diversified education system instrumental in making the remarkable contribution to economic growth of a country by a way of suitable manpower production relevant to the needs of industry, society and changing technological work environment. This paper explores the TVET situation for Nigeria for its transformation agenda with highlights on such factors as trends on TVET policies for human resource development, capacity building, energy development and professional marketing in the national transformation agenda.
KerkoCite.ItemAlsoKnownAs: 2129771:JVP62MTJ 2317526:PAEALDAN
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:attitude; P:electro; P:technology; T:Educação profissionalizante; T:TVET; publicImportV1; ⛔ No DOI found

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?: systematic review - Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine; others (EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:9YW97PKU 2129771:F4Q5DIY8 2129771:LZYDA4UF 2405685:YAT9NL4R 2486141:LAE22MA6 261495:XSK2293Z
Keywords: C:Low- and middle-income countries; STC-TLC; _C:Afghanistan AFG; _C:Algeria DZA; _C:Angola AGO; _C:Antigua and Barbuda ATG; _C:Argentina ARG; _C:Armenia ARM; _C:Australia AUS; _C:Azerbaijan AZE; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belize BLZ; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Central African Republic CAF; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Costa Rica CRI; _C:Cuba CUB; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Federated States of Micronesia FSM; _C:Fiji FJI; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Grenada GRD; _C:Guatemala GTM; _C:Guinea GIN; _C:Guyana GUY; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Ivory Coast CIV; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kazakhstan KAZ; _C:Kenya KEN; _C:Kiribati KIR; _C:Korea XKOR; _C:Kosovo XKSVO; _C:Kyrgyzstan KGZ; _C:Laos LAO; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Libya LBY; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Marshall Islands MHL; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mexico MEX; _C:Mongolia MNG; _C:Montenegro MNE; _C:Morocco MAR; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Namibia NAM; _C:Nepal NPL; _C:Netherlands NLD; _C:Nicaragua NIC; _C:Niger NER; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Palau PLW

“Give courage to the ladies”: Expansive apprenticeship for women in rural Malawi - Safford, K.; Cooper, D.; Wolfenden, F.; Chitsulo, J. (Journal of Vocational Education & Training, 2013)
Apprenticeship in developed and industrialised nations is increasingly understood and practised as learning which connects workplace activity and formal study. The concept of 'expansive apprenticeship' defines frameworks for workforce development where participants acquire knowledge and skills which will help them in the future as well as in their current roles; 'restrictive' apprenticeships limit opportunities for wider, lifelong learning. In developing world economies, apprenticeships are a traditional route to learning and employment, but tend to reflect a restrictive approach characterised by narrowly defined roles and weak educational outcomes. This paper examines the apprenticeship opportunities in a large scale Access to Teaching Scholarship in Malawi. The programme's study materials and support structures are designed to move participants from restrictive to expansive contexts for learning and to develop hybrid roles as students, community workers and apprentice teachers. The authors examine data from the first cohort of participants and consider the extent to which the Scholarship offers an innovative model of expansive apprenticeship to address barriers to female continuing education and chronic teacher shortages in Sub-Saharan Africa. © 2013 Copyright The Vocational Aspect of Education Ltd.
KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2012.755213 10/gf62pr 2129771:W7A3AETF 2317526:J9QU3SAQ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Malawi; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing world; F:access; F:gender; F:learning; F:motivation; F:outcomes; F:teaching; F:women; P:economy; P:measurement; P:teacher education; P:teacher training; P:teachers; Q:certificate; Q:distance education; Q:lifelong learning; T:Lehrlingsausbildung; T:TVET; T:Training; T:apprentice; T:career; T:continuing education; T:workplace education; Z:Access to Education; Z:Adult Education; Z:Apprenticeships; Z:Barriers; Z:Career aspirations; Z:Continuing Education; Z:Distance Education; Z:Distance education; Z:Donors and NGOs; Z:Economic Development; Z:Elementary Schools; Z:Female empowerment; Z:Females; Z:Foreign Countries; Z:Gender Issues; Z:Mentors; Z:Rural Areas; Z:Teacher Certification; Z:Teacher Education; Z:Teacher Shortage; Z:Teacher education; Z:Teacher motivation; Z:VET and development; Z:VET and economic development; Z:Vocational Education; Z:Vocational education and training; Z:Women Faculty; Z:Workplace Learning; Z:adult learning; Z:gender and learning; Z:learning in life &; Z:philosophy of VET; Z:teacher training; Z:training; Z:vocational education &; Z:work transitions; Z:workplace learning; publicImportV1

Training Teachers at a Distance: Perceptions and Challenges of Open and Distance Learning (ODL) in Teacher Education the Zimbabwean Experience - Samkange, Wellington (Turkish Online Journal of Distance Education, 2013)
Zimbabwe like most developing countries continues to experience shortages in skills. One such area that has experienced skills shortages is education. This has resulted in governments and education institutions coming up with innovative ways to improve the training of of teachers. Such innovative models include the Open & Distance Learning (ODL) model in the development of skills. In some instances, there has been a combination of the conventional model and the ODL model. The purpose of the study was to examine the different methods used in the training of teachers and the role of ODL in addressing skills shortages. The study used the qualitative methodology and the case study design. The respondents were purposively selected. Data was collected through lesson observations, document analysis and open-ended questionnaires that were administered to senior teachers, deputy school heads and school heads. These gave a total of twenty respondents from different schools. At the same time twenty trainee teachers in different programmes with the Zimbabwe Open University (ZOU) were observed teaching and were assessed. The study also examined views, attitudes and perceptions about the training of teachers. From the data it could be concluded that the model being used by teachers' colleges (2-5-2) was more inclined to ODL than the 'conventional' model, thus demonstrating that indeed teachers can be trained through ODL. Whilst there were mixed feelings about the role of universities in the training of pre-service teachers, it could be concluded that universities had a role in the training of teachers regardless of the mode of delivery they used. The study noted that the lack of resources and lack of understanding between different stakeholders was negatively affecting the success of the ODL model of training teachers at the Zimbabwe Open University (ZOU).
KerkoCite.ItemAlsoKnownAs: 2129771:7V79AP65 2317526:56BUMTPF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Zimbabwe; CA:AandC; CL:en; CL:fr; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; F:attitude; F:teaching; P:measurement; P:service industry; P:teacher education; P:teacher training; P:teachers; Q:ODEL; Q:distance education; Q:distance learning; R:case study; R:observation; R:qualitative; R:questionnaire; T:Ausbildung; T:trainee; Z:Zimbabwe Open University (ZOU); Z:distance education; Z:teacher training; publicImportV1; ⛔ No DOI found

The Lifeline Program: A Case Study of Workforce Education Combating Poverty for Females in Ghana - Smith, Bettye P; Lowe, Tony; Hunt-Hurst, Patricia; Okech, David; Blalock, Emily; Dery, Alexis (International Education, 2013)
This case study research examined the contributions of the Lifeline Program in Ghana, West Africa to the preparation of young women for the workforce; this preparation is an effort to combat poverty. In this research report, a succinct overview of Ghana was provided, the economic status of the country was delineated, and the history of the Lifeline Program from its inception was given. The research provided an explanation of each of the three vocational skills training programs offered by Lifeline: catering, dressmaking, and hairdressing. The vocational skills training programs in Ghana are likened to workforce education programs in the United States. Conclusions were drawn for the Lifeline Program and the vocational skills training programs based on the Human Capital Theory, a major economic framework. Also, recommendations were suggested based on the findings and the theory that undergirded this case study. [PUBLICATION ABSTRACT]
KerkoCite.ItemAlsoKnownAs: 2129771:A4EV4G7T 2317526:EWVREBQW LOCAL-PQ-1467994353
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:women; P:economy; P:measurement; R:case study; T:Ausbildung; T:vocational skills; T:workplace education; Z:Accelerated death benefits; Z:Case studies; Z:Education; Z:Females; Z:Workforce; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis - Tripney, Janice S; Hombrados, Jorge G (Empirical Research in Vocational Education and Training, 2013)
The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1186/1877-6345-5-3 10/gf62zx 2129771:J9NNI3R6 2249382:8Z39TPIP 2317526:ZDA23HGH UA-ef9e8a77-a2ae-48e7-aee2-7ad36c907bed
Keywords: -AB-Review; -AB-Review-SSA; -RQAsummary; -codedOrSummarised; -review; C:Kenya; CLL:en; FF1.1/3; FF2.2; FF2.7.a; keyReview en; onLongList; retain_obsolete; revofrevSummarisedSeptember2018; summarised

Status of TVET in the SADC region: assessment and review of technical and vocational education and training (TVET) in the Southern African Development Community Region and of the development of a regional strategy for the revitalisation of TVET - UNESCO (UNESCO, 2013)
in spite of the importance of TVET for development and a range of national reform initiatives to support TVET over the past two decades, major concerns remain regarding the state of TVET in the Southern African region. These led SADC and UNESCO to intervene through the commissioning of a pilot TVET monitoring tool and a regional review of the state of TVET, with a view to developing a new strategic programme of action for regional cooperation in TVET. As is made clear throughout this report, the evidence gathering process for these activities demonstrated the very weak current knowledge base for TVET in the region. This means that the report has to be seen as a first step towards better knowledge for better policies and practices. The limitations of the data mean that the findings are often the best currently possible rather than meeting the highest standards of rigour. Equally, the comparative analysis cannot be as sophisticated as may be possible in future years when the data are more robust. Nonetheless, the report represents an important step forward in building an evidence-driven picture of the state of TVET in Southern Africa that provides a valuable basis for future strategic interventions.
KerkoCite.ItemAlsoKnownAs: 2129771:4FTD8LQC 2317526:4QU25BEI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; CC:Congo; CC:Lesotho; CC:Malawi; CC:Mauritius; CC:Mozambique; CC:Namibia; CC:Seychelles; CC:South Africa; CC:Tanzania; CC:Zambia; CC:Zanzibar (tz); CC:Zimbabwe; CC:eSwatini (Swaziland); CLL:en; publicImportV1

A Review of Community Extension Approaches to Innovation for Improved Livelihoods in Ghana, Uganda and Malawi - Wellard, Kate; Rafanomezana, Jenny; Nyirenda, Mahara; Okotel, Misaki; Subbey, Vincent (The Journal of Agricultural Education and Extension, 2013)
Purpose: Farmer-to-farmer extension offers a potentially low-cost and wide-reach alternative in supporting agricultural innovation. Various approaches are being promoted but information on their impact and sustainability is sparse. This study examines experiences of Self Help Africa and partners in Ghana, Uganda and Malawi. It asks: What is good practice in community extension for agriculture? What has been the impact of community extension on food security for smallholder farmers? What is the potential for scale-up and policy influence? Design/methodology/approach: Findings are based on a three-country mixed methods study of 240 households, farmer groups and community, government and NGO extensionists. Findings: Models of good practice include: community selection of extensionists, a twin technical and community development focus, and mutual learning. Impact of community based extension approaches on uptake of technologies, food security and livelihoods of poor groups was found to be broadly positive. Practical implications: Community based approaches appear sustainable where: communities provide support for their extensionists; community extensionists have marketable skills; communities and extensionists are developing Community Based Organisations (CBOs); and linkages are maintained with research and extension bodies. Community based extension approaches are being scaled-up in Malawi and elsewhere. To achieve sustainable pro-poor impacts, support will be needed for continued technical and community development training and back-stopping for community extensionists, and evaluation of different approaches. Originality/value: The study provides important evidence that community extensionists can help facilitate innovation in sustainable agriculture and reach the poor in a cost-effective way. They should be seen by policy-makers as part of pluralistic demand-driven extension, complementing over-stretched extension services. (Contains 6 tables.)
KerkoCite.ItemAlsoKnownAs: 10.1080/1389224x.2012.714712 10/gf62k8 2129771:3TBPH3VN 2317526:63P23WRI
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Malawi; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; F:policy; F:pro-poor; P:agricultural; P:agriculture; P:economy; P:measurement; P:services; P:technology; R:evaluation; R:impact; R:mixed method; T:Training; Z:Agricultural Occupations; Z:Agriculture; Z:Community Development; Z:Community Support; Z:Economically Disadvantaged; Z:Evidence; Z:Food; Z:Foreign Countries; Z:Innovation; Z:Poverty; Z:Rural Education; Z:Rural Extension; Z:Security (Psychology); Z:Sustainability; _C:Benin BEN; _C:Ghana GHA; _C:Malawi MWI; _C:Morocco MAR; _C:Norway NOR; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:95P2UK7M 2339240:ANFH2ALH 2405685:QAFBTUE9
Keywords: _C:Sierra Leone SLE

Influence of job satisfaction and demographic factors on organizational commitment among of teachers of federal government girls’ college, zaria, nigeria - Kura, Kabiru Maitama; Abubakar, Ramatu Abdulkareem; Abdullahi, Sani Alhaji; Akpan, Anniete Benson (Journal of Management and Science, 2012)
One of the major concerns of many employers and human resource management practitioners(HRMPs) is to make their employees highly satisfied in order to retain them as well as to make themproductive and committed to their organization. Unfortunately, many cases of turnover and poor attitudes towork have been frequently reported by many surveys and news media. One significant reason that the cost ofturnover in the secondary school remains high are due to the poor pay, limited promotion opportunities, poorsupervision, poor communication among others. The objective of the study was to investigate the influence ofjob satisfaction and demographic characteristics on organizational commitment among teachers of FederalGovernment Girls‟ College, Zaria, Nigeria. A cross-sectional survey was conducted on a sample of 52teaching staff of Federal Government Girls College, Zaria. Correlational and regression analyses techniqueswere used to analyze the data collected. The study .revealed that (1) there significant positive relationshipbetween job satisfaction and organizational commitment (2) there was a significant positive positiverelationship between age and organizational commitment; and (3) there was significant negative relationshipbetween education and organizational commitment Based on the findings, it is recommended that in order toensure a high level of job satisfaction of teachers there is a need to enhance their salary. This is needed tosatisfy the pay need of the teachers and also improve the public image and self esteem of teachers. Teachers‟working conditions should also be improved also in order to ensure that highly qualified and very experiencedteachers are retained in the schools.
openalex: W3011842809 mag: 3011842809 id: openalex:W3011842809 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.26524/jms.2012.38 2129771:25TKNX7M 2486141:87CR8BSQ
Keywords: openalex:import

Expanding Access For Training Of Science Teachers Through ODL: A Case Study Of University Of Lagos, Nigeria - Okunuga, A.O.; Olaoluniyi, Olatunde; Opara, Athanasius I. (Journal of International Education Research (JIER), 2012)
openalex: W2106489345 mag: 2106489345 id: openalex:W2106489345 keywords: , , , , , , KerkoCite.ItemAlsoKnownAs: 10.19030/jier.v9i1.7501 2129771:66NCXEUZ 2486141:UGJP7AEZ
Keywords: openalex:import

The Mobile Teacher Training Programme in Nigeria: David Kolawole - Hoyle, Eric; Megarry, Jacquetta (2012)
openalex: W3030982832 mag: 3030982832 id: openalex:W3030982832 keywords: , KerkoCite.ItemAlsoKnownAs: 10.4324/9780203080511-26 2129771:JWFBVMQL 2486141:4BXKXJ4B
Keywords: openalex:import

A Skills Gap Analysis for Private Sector Development in Sierra Leone 2012 Economic Sector Work - Mannah, Emmanuel; Ngadi Gibril, Yvonne (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:VZ2VN2UA 2405685:RFM2MVCL
Keywords: _C:Sierra Leone SLE

The Effects of Training on Pre-school Teachers Practices in Oyo State, Nigeria - Oduolowu, Esther; Oyesomi, Fatimah Ayodele (International Journal of Learning and Development, 2012)
The survey of daycare and nursery schools in Nigeria conducted by National Commission for Colleges of Education in 2004 revealed that teachers are not trained for this level of education and most early years programmes are managed by people who have never been in the classroom. Because of this, Federation of Muslim Women’s Associations in Nigeria (FOMWAN), organized series of training for teachers of pre-schools to improve their quality on child development curriculum interpretation, teaching method and evaluation techniques. This study therefore investigated the teaching practices of those preschool teachers exposed to the training in Ibarapa East Local Government Area of Oyo State. It adopted the descriptive survey research design. Thirty two pre-school teachers participated in the study. Two instruments titled “Pre-school Teachers Teaching Practices Questionnaire” (PTTPQ) and “Pre-school Teachers Observation Schedule” (PTOS) were used to gather relevant data. Findings of the study revealed the pre-school teachers used teacher-centred method of teaching with few materials provided. It was also revealed that the pre-school teachers used the new curriculum but did not encourage hands-on activities in learning the content of the curriculum. Among others, it was recommended that trained pre-school teachers should be recruited to teach in the pre-schools and workshops should be organized to train and re-train those on the job regularly on pedagogy.
openalex: W2115675174 mag: 2115675174 id: openalex:W2115675174 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v2i5.2333 2129771:WDVXE84W 2486141:375Q5X5G
Keywords: openalex:import

Vocational education and training for development: A policy in need of a theory? - McGrath, Simon (International Journal of Educational Development, 2012)
The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education–development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance. In this article, I argue that the current approach to VET is grounded in an outmoded model of development, whilst the academic critique of VET in developing countries is clearly long outdated. In contrast, I examine the implications for VET of recent trends in thinking about development through the exploration of three particular theoretical approaches: human rights, capabilities and integrated human development. I conclude by considering the purposes, natures and possibilities of VET as a means of human development.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.12.001 10/fzsb6q 2129771:3MJ4MM34 2317526:RP7TJBIY
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:Q; CT:T; Development theory; F:learning; F:policy; Human development; Q:distance learning; Q:mobile learning; T:Educação profissionalizante; T:TVET; Vocational education and development; publicImportV1

Capacity Building For Entrepreneurship Education: The Challenge For The Developing Nations - Eze, John F.; Nwali, Anthony C. (American Journal of Business Education (AJBE), 2012)
Number: 4 KerkoCite.ItemAlsoKnownAs: 10.19030/ajbe.v5i4.7117 10/gf62m8 2129771:3N36VEHG 2129771:9HU76LE7 2317526:7ISBHD6T 2317526:H2PQ8BHW
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; Capacity Building; D:developing country; D:developing nation; D:developing world; Economic Development; Entrepreneurship; Entrepreneurship Education; F:curriculum; F:inclusion; F:learning; F:policy; P:economy; P:service industry; P:social; Q:certificate; Q:degree; Q:diploma; Q:higher education; T:Ausbildung; T:entrepreneurship education; Z:Business education; Z:Business schools; Z:Curriculum development; Z:Developing countries–LDCs; Z:Economic development; Z:Entrepreneurship; Z:Higher education; Z:Studies; publicImportV1

Examining Pre-service Training of Early Childhood Teachers and Policy Implementation in Northern Nigeria - Haggai, Mary Plangnan; Sambo, Aminu (2012)
openalex: W2335039712 mag: 2335039712 id: openalex:W2335039712 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:4SX84EWP 2486141:6W5Z4DR6
Keywords: openalex:import; ⛔ No DOI found

The Need for Integration of Information and Communication Technology (ICT) into Teacher Training Programmes in Nigeria - Edu, DO; Edu, G. O.; Adah, Stephen Akomaye (African Research Review, 2012)
Information and Communication Technology (ICT) is a major factor in shaping a new global economy and producing rapid changes in society. In order to function in this new world economy, students and their teachers have to learn to deal with large amount of information. This entails the analysis of such information and making decisions based on the result of the analysis. In order to help students achieve these capabilities, the classroom teacher must be knowledgeable in the use of ICT tools. The teacher is responsible for creating a conducive classroom environment and preparing the learning opportunities that facilitate students‟ use of technology to learn, communicate and develop knowledge product. It is therefore, critical that all classroom teachers are prepared to provide their students with these opportunities. This paper therefore, sets out to highlight the importance of ICT and the need to integrate same into the teacher training programmes in Nigeria.Keywords: Information and Communication Technology (ICT), Integration, Teacher training programmes and Classroom environment.
openalex: W2063833774 mag: 2063833774 id: openalex:W2063833774 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.4314/afrrev.v6i2.27 2129771:I2EEFW8V 2486141:D926MHEE
Keywords: openalex:import

Assessment of teacher professional development by upper basic mathematics teachers in kwara state, nigeria - Salman, M. F.; Ogunlade, O. O.; Ogundele, L. O. (European Scientific Journal ESJ, 2012)
The study examined Upper Basic Mathematics teachers‟ assessmentof Teacher Professional Development (TPD) components, which isunder Teacher Quality Improvement programme, a sub-component of Education Reform Agenda of Kwara state education sector. The key aspects of Teacher Professional Development include: Learner-centered approach;learning for all and from each other; Learning Management; Assessment; Facilitating the professional development of mentor teachers among others. The assessment was carried out at the Teacher Professional Development workshopsorganized for Upper Basic Mathematics and Scienceteachers in Kwara State. The study is a descriptive survey method. A purposive sampling technique was employed to select 300(58females and 242males) Mathematics teachers from eight local government areas of Kwara state that participated in the workshops. Researchers-designed questionnaire, validated by two experts in Mathematics education and two in Science education was used for data collection. The data were analyzed using frequency counts, percentages, and graphical illustrations. The analysis on teachers‟ assessment revealed that 281(93.3%) of the respondents agreed that knowing about the learners, involving learners in classroom activities, and providing opportunity for learners to brainstorm among others are important in teaching and learning Mathematics. It is recommended that all teachers should be given adequate training on the components identified as important.
openalex: W2109721508 mag: 2109721508 id: openalex:W2109721508 keywords: , , , , , , KerkoCite.ItemAlsoKnownAs: 2129771:CA8HVZ37 2486141:ZPCSK7P9
Keywords: openalex:import; ⛔ No DOI found

Improving adult learning and professional development in a post-conflict area: The case of Cambodia - Berkvens, Jan; Kalyanpur, Maya; Kuiper, Wilmad; Akker, Jan (International Journal of Educational Development, 2012)
All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory could be applied in order to improve learning and support transfer. When local experience and the cultural influence on learning are acknowledged, learning outcomes are found to improve.Highlights► Professional development activities should be adapted to local culture. ► Extra attention should be paid to creating trust and a safe learning environment. ► Acknowledging local expertise increases ownership and professionalism. ► Time is a crucial factor for understanding the influence of local culture on adult learning. ► Staff motivation and support of superiors are key factors in successful professional learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.008 2129771:KWUU9EMN
Keywords: _C:Cambodia KHM; _C:Ghana GHA; _C:Laos LAO; _C:Netherlands NLD; _C:Thailand THA; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

Training of teacher-librarians in multi-media methods and materials production in Delta state, Nigeria - Enakrire, Rexwhite Tega (Journal of Media and Communication Studies, 2012)
This paper tends to unveil the need to train teacher-librarians with multi-media methods since most of the schools lack teacher-librarians to take the mantle of rendering effective service to students and at the same time embarking in teaching other subjects in their own area of specialization. A descriptive research method was employed in this research on the need to acquaint teacher-librarians with multi-media application in their daily routines. The findings revealed that students are the result of the establishment of schools and the service of teaching. The teaching learning process to students is in the hand of teachers with quality resource, skills, knowledge ability and application of multi-media in their activities. A befitting library with current material resources and multi-media/information and communication technology (ICT) infrastructure brings about good atmospheric learning condition if skillfully discharged by the teacher-librarians. It was indicated that the roles of teacher-librarians in this modern era would be questionable in the absence of good multi-media knowledge as an embodiment of ICT. This research and its findings will assist policy makers in Nigeria to plan and incorporate adequate funding of school libraries in order to acquire modern multi-media technologies/ICT infrastructure to enhance their operations. It will also help private organization/institutions to decide on the need to include multi-media/ICT infrastructure into their strategic plans. Key words: Teacher-librarian, multi-media, information and communication technology(ICT), Nigeria.
openalex: W2156582466 mag: 2156582466 id: openalex:W2156582466 keywords: , KerkoCite.ItemAlsoKnownAs: 10.5897/jmcs11.23 2129771:7ZLUHW6A 2486141:QXUPVM2X
Keywords: openalex:import

School Program of In-service Training for the Term (SPRINT) Programme in Zambia -A Case of Collaboration Towards Self-Reliant Education Development - Mubanga, Ruth (Collaboration toward Greater Autonomy in Educational Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BN7RXG6G 261495:Q5AN7HX8

Relationship between Universal Basic Education Training and Teachers' Quality in Public Primary Schools in Nigeria - Afolabi, Stephen Olufemi; Olorisade, Olayiwola Gafar; Oguntunde, David Adebola (2012)
The study is a correlation study that unveiled the relationship between UBE training and teachers’ quality in , Nigerian Public primary schools using Kwara State as a case study. It was the State that championed education reform in the country. All the 24 members of State School Improvement Team (SSIT) and 50 members of Quality Assurance Bureau (QAB) constituted by the Kwara State Government were used as samples..The Questionnaire tagged UBE Training and Teachers Quality Questionnaire (UTTQ) was used. Three (3) research hypotheses raised were analyzed using Pearson Product Moment Correlation and chi-square statistics. The findings of the study were: that there was a significant relationship between SUBEB training workshop and teachers’ quality; a significant relationship between training resources and quality of workshop training organized by State Universal Education Board (SUBEB), but there was no significant difference between the perceptions of SSIT and QAB on teachers’ quality in Kwara State. However, the programme was not without its attendant challenges which include: delayed and inadequate supply of the training materials and poor remuneration of the trainers and trainees. It was suggested that more funds should be committed to the training programme, training materials supplied promptly and adequately. Indeed, training and re-training of teachers is a sine qua non for quality teaching in schools.
openalex: W425096099 mag: 425096099 id: openalex:W425096099 keywords: , , , KerkoCite.ItemAlsoKnownAs: 2129771:3YFZEESF 2486141:GF2ECGE3
Keywords: openalex:import

Effect of Training in Lip Reading on Speech Reception of Children with Hearing Impairment in Inclusive Education Classroom in Nigeria: Implication for Regular Teachers. - Leonard, T Ugwuanyi; Eskay, Michael; Onu, V. C.; Adani, Rev. Fr. Anthony; Josephine, Udaya (Journal of Education and Practice, 2012)
The study investigated the effect of training in lip reading on speech reception of children with hearing impairment in inclusive classroom in Nigeria and its implication for regular teachers. Quasi-experimental design of pretest-post-test design with two experimental groups receiving equal treatment on lip reading training (LRT) was used for the study. The population of the study was thirty six (36) children with hearing impairment in primary five in primary school for the deaf in Enugu Nigeria. The instrument for data collection was researchers’ made test called Lip-Reading Test (LRT) drawn from everyday sentences of IOWA- Keaster forms A and B. Mean and standard deviation was used to analyse the data and ANCOVA to test the hypotheses. The findings revealed that the use of amplification (hearing aid) facilitated the reception of speech by children with hearing impairment (CWHI). The study then recommended that training in lip reading should be given to children with hearing impairment (CWHI) and teachers to be equipped to participate and interact effectively in the inclusive education classroom CWHI. Keywords: Inclusion, impairment, images, perception, reception
openalex: W1569097232 mag: 1569097232 id: openalex:W1569097232 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:W8K82QKA 2486141:4QD3SKHI
Keywords: openalex:import; ⛔ No DOI found

Attitude of Teachers-in-training to Teaching Profession in the Nigerian Tertiary Institutions - Makinde, J. O. (2012)
This study was a survey of the attitude of teachers-in-training to teaching profession in the Nigerian tertiary institutions taking College of Education, Ikere-Ekiti and the Faculty of Education, Ekiti State University, Ado-Ekiti as a case study. The primary aim of this study was to evaluate the quality of intending teaching personnel and their dispositions to the teaching profession. The participants were stratified into two and random sample was used to draw one hundred students in the College of Education, Ikere Ekiti and fifty students in the Faculty of Education, Ekiti State University. A set of validated questionnaire entitled: Attitude of Teachers-in-Training to Teaching Profession [ATTTP] was used to measure their attitude to job roles in the teaching profession. Simple percentage and t-test statistics were sued in analyzing the data obtained for the study. Findings revealed among others a deep negative attitude and non committance of the teachers-in-training towards teaching profession. To revert this unacceptable development, the culture of discipline, integrity, hardwork and dedication should be entrenched at the training level of teachers-in-training. Also, government and other stakeholders in education must ensure that they improve upon the welfare of teachers so that other people will be interest in joining the profession.
openalex: W2182481287 mag: 2182481287 id: openalex:W2182481287 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:ZMCKFQ7E 2486141:WZ9NE8EC
Keywords: openalex:import

Colleges of Education Graduates- A Panacea to Middle Level Manpower (Teachers) Supply in Schools in Nigeria - Olusola, Olokede Nathaniel (Journal of Education and Practice, 2012)
This study investigated the prominent place of colleges of education graduates in relation to teachers’ supply in Nigerian schools. Five hundred respondents were involved in the study. Researcher’s self-developed questionnaire was the instrument used for data collection. Percentages were used to analyze the data collected. The results of the study revealed that the colleges of education graduates were preferred to other teachers from other tertiary institutions due to their orientation in discipline and dedication to duty. The result further indicated that the job performance of colleges of education graduates were of outstanding quality considering their pedagogical skill(s). Recommendations made include: expansion of facilities in colleges of education by the government, extension of the internship of the colleges of education trainees from present one academic semester to two semesters and periodic overhauling of colleges of education curriculum Key words : Middle-level teachers, teachers’ supply, education curriculum
openalex: W1581644415 mag: 1581644415 id: openalex:W1581644415 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:7JKALALS 2486141:HGS2QEHA
Keywords: openalex:import; ⛔ No DOI found

Policy and Practice of Pre-Service and In-Service Teacher Training Programmes and Facilities in Nigeria. - Oyebade, Stephen Adebanjo (Bulgarian Comparative Education Society, 2012)
openalex: W2573623459 mag: 2573623459 id: openalex:W2573623459 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:F5BZITIL 2486141:J74SI3RH
Keywords: openalex:import; ⛔ No DOI found

A educação e aprendizagem de jovens e adultos na África Austral: visão geral de um estudo para cinco nações - Aitchison, John (Open Society Initiative for Southern Africa (OSISA), 2012)
A pesquisa para este relatório foi realizada em 2010 e 2011 em cinco países da África Austral e, em seguida, foi conferido e editado pelo professor John Aitchison, da Universidade de KwaZulu-Natal.
KerkoCite.ItemAlsoKnownAs: 2129771:Q4UV6D63 2317526:DKKQTBZ3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Angola; C:Lesotho; C:Mozambique; C:Namibia; C:Swaziland; CLL:pt; publicImportV1

La recherche sur les competences techniques et professionnelles permettant l'insertion - etat des lieux, contraintes et perspectives dans trois pays de l'afrique de l'ouest - Azoh, François-Joseph; Weyer, Frédérique; Carton, Michel (NORRAG; ROCARE, 2012)
[FRGMNT] On assiste en Afrique à un regain d'intérêt pour la question du développement des compétences techniques et professionnelles (DCTP). L'existence de données et d'analyses fiables sur ce thème représente néanmoins un préalable indispensable à la définition et à la …[...]… CAP Certificat d'Aptitude Professionnelle CBL Competency Based Learning CBT Competency Based Training CCI Chambre de Commerce et d'Industrie CEBNF Centre d'Education de Base Non Formelle CEPE Certificat d'Etude Primaire Elémentaire … [...]… COTVET Council for Technical and Vocational Education and Training CPAF Centre Permanent d'Alphabétisation Fonctionnelle … NACVET National Coordinating Committee on Technical and Vocational Education and Training … [...]Page 1. LA RECHERCHE SUR LES COMPETENCES TECHNIQUES ET PROFESSIONNELLES PERMETTANT L'INSERTION ETAT DES LIEUX, CONTRAINTES ET PERSPECTIVES DANS TROIS PAYS DE L'AFRIQUE DE L'OUEST (Burkina Faso, Côte d'Ivoire et Ghana) …
KerkoCite.ItemAlsoKnownAs: 2129771:RSBEIDQR 2317526:AVQL6L32 2317526:JLIAVL84
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQv:f2-H-fr; A:Africa; A:West Africa; C:Burkina Faso; C:Ivory Coast; CA:AandC; CC:Burkina Faso; CC:Ghana; CC:Ivory Coast; CL:en; CL:fr; CLL:fr; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:pay; Q:certificate; T:Ausbildung; T:TVET; _C:Ghana GHA; publicImportV1

Restructuring vocational and technical education in Ghana: The role of leadership development - Boateng, C (International Journal of Humanities and Social Science, 2012)
Vocational technical education and training in Ghana is currently undergoing restructuring. Many reforms are in place to improve the quality of provision and learning outcomes to make it more accessible and attractive to all, and to ensure it is relevant and connected to the world of work. The potential success of these reforms will depend largely on the administrators and managers who are responsible for generating ideas and formulating policies ,as well as those responsible for transforming policies into practice. In this regard, effective leadership becomes an important variable that must be considered in the new vocational education environment. There is the need for Ghana to pay attention to providing leadership programs and guidance to current leaders and new and aspiring administrators and managers of vocational technical education. Such leadership development programs should attempt to cultivate in individuals key attributes and characteristics that can predispose successful leadership performance. The availability of leadership development programs and the possibility of being able to acquire certain leadership behaviours and enhance and use certain leadership attributes holds great promise for those participating in and leading vocational educational programs, reform efforts, and the change process in the country.
KerkoCite.ItemAlsoKnownAs: 2129771:M5PF2WFZ 2317526:5ZL9IKEU
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:leadership; F:policy; T:TVET; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

AMREF's Stand Up For African Mothers Campaign: Training Midwives to Reduce Maternal Mortality in Africa - Cabridens, M; Tolve, S (The Journal of Field Actions: Field Actions Science Reports, 2012)
Abstract. AMREF is the African Medical and Research Foundation, a uniquely African organization, created in 1957 which runs 145 health programmes a year to help around 7 million people in Africa. Headquartered in Nairobi and with offices around the world, AMREF ensures access to health care for the most vulnerable and marginalized people in Africa, with a focus on women and children. AMREF works within the communities, and works with and for women as they are the heart of the communities. Indeed, by focusing on midwives training in the Stand Up For African Mothers campaign, AMREF is able to talk about the key role of women and mothers for a healthy Africa and the needs of health workers to reduce mortality rates for mothers but also for children. Keywords. Health care, Africa, women, children, poverty, social work, midwifes, pregnancy.
KerkoCite.ItemAlsoKnownAs: 2129771:6PYYPYX6 2317526:Y2FGVEU7 UTI-1A7853B5-3161-3827-A9DE-182958302341
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:West Africa; C:Ethiopia; C:South Sudan; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:ICT; Q:e-learning; T:Ausbildung; T:TVET; T:Training; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

A Roadmap to Vocational Education and Training Systems Around the World - Eichhorst, Werner; Rodríguez-Planas, Núria; Schmidl, Ricarda; Zimmermann, Klaus F (Institute of Labor Economics (IZA), 2012)
With young people among the big losers of the recent financial crisis, vocational education and training (VET) is often seen as the silver bullet to the problem of youth joblessness. This paper provides a better understanding of VET around the world, dealing with three types of vocational systems: school-based education, a dual system in which school-based education is combined with firm-based training, and informal training. We first explore the motivation for these different types of training, before summarizing the institutional evidence, highlighting the key elements of each training system and discussing its main implementation strengths and challenges. We subsequently review the evidence on the effectiveness of VET versus general education and between the three VET systems. There are clear indications that VET is a valued alternative beyond the core of general education, while the dual system tends to be more effective than school-based VET. Informal training is effective, however relatively little is known of its relative strengths compared with other forms of vocational education.
KerkoCite.ItemAlsoKnownAs: 2129771:Z6HUUQJF 2317526:HFS4J5GC
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Botswana; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:R; CT:T; P:social; Q:flexible; R:quantitative; T:Ausbildung; T:TVET; T:dual TVET; T:firm-based training; T:informal training; T:school-based VET; T:vocational school; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

L’EFTP en Afrique subsaharienne: où en est-on? - Ginestié, Jacques; Huot-Marchand, Hervé; Delahaies, Laetitia (Éducation technologique, Formation professionnelle et égalité des chances, 2012)
The adoption of the Millennium Development Goals (MDGs) and the importance attached to Education for all (EFA) mark an important turning point in the elaboration of a common initiative, which aims to improve living conditions of people worldwide. Its ambition is to eliminate misery and to increase wealth. The means to achieve this goal focus essentially on education, which has become a goal in itself: reduce illiteracy, ensure global access to basic schooling and promote equal opportunities for all. Through education other objectives can be targeted, such as promoting poverty reduction through gainful employment, gender equality, and sustainable development and partnerships for development. This paper aims to present the situation in subSaharan Africa (SSA) since the end of the 1990s and the international focus on these great programs.
KerkoCite.ItemAlsoKnownAs: 2129771:SZZY8H6R 2317526:5UCZSLLA 2317526:G7T7NRYJ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; -RRQv:f2-H-fr; AA:SSA; C:Central African Republic; C:Gabon; C:Ivory Coast; C:Senegal; C:Tunisia; CLL:fr; publicImportV1; ⛔ No DOI found

Evaluating and improving the quality of education - Part 6: How we inspect. A guide to external evaluation - Government of Uganda (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:V5NC2VCC 2317526:BTCJ68NK
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; National Standards; publicImportV1

Uganda Vocational Qualifications Framework (UVQF) Summary of Generic Level Descriptors - Government of Uganda (Directorate of Industrial Training, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:AS2NGQU8 2317526:NCF9TRC7
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Reforming teacher education in Tanzania - Hardman, F; Abd-Kadir, J; Tibuhinda, A (International Journal of Educational Development, 2012)
It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.01.002 10/f37fn5 2129771:GK5LZYEH 2317526:AD2UXXH5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing country; F:pedagogy; F:teaching method; P:services; P:teacher education; P:teacher training; P:teachers; Q:college education; Q:primary education; T:Training; T:training needs; Z:African languages; Z:College education; Z:English language; Z:Mathematics education; Z:Primary education; Z:Teacher education; Z:Teaching methods; publicImportV1

ORBIT and OER4Schools: supporting effective primary and secondary school practice through OER - Haßler, Björn; Hennessy, Sara; Jestaz, Caroline (Proceedings of Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:6JDPUE7P 2129771:QFW8NS5E
Keywords: Author:Haßler; Author:OpenDevEd; _C:Australia AUS; _C:Belgium BEL; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Costa Rica CRI; _C:Cuba CUB; _C:Czech Republic CZE; _C:Denmark DNK; _C:Ecuador ECU; _C:Estonia EST; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Ivory Coast CIV; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mauritius MUS; _C:Mexico MEX; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:Slovenia SVN; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa. - Hennessy, S.; Haßler, Björn (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:FULY4AFY
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia - Hennessy, Sara; Haßler, Björn; Mwewa, G. (Millennium Goals Revisited: A Common Wealth of Learning, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:UQKD4B63 2129771:ZTJE5WPC 261495:HNV94NFU
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

An assessment of employability skills among technical and vocational education students in Nigeria - Idris, A; Rajuddin, MR (Archives Des Science, 2012)
The research was conducted to investigate the level of importance as well as the competence among the students of technical and vocational education in terms of employability skills in Nigeria. There are 233 final year students that constituted the sample for the study in Kano State. The respondents were picked from mechanical, electronic, electrical installation and automobile departments in technical colleges in the state. The data was collected using questionnaire which was adapted from Employability skills for Australian small and medium sized enterprises. The analysis was done using descriptive statistics such as mean and standard deviation. The findings of the study showed that all the respondents perceived the employability skills components as high and rated their competency as low. A significant difference was found among the students in terms of their ages while no significant difference was found between the respondents in the area of competency. The study concludes that there is still an opportunity for technical and vocational institution in Nigeria to focus and redouble efforts towards equipping the students’ employability skills. Quality education and training enhances productivity, therefore, students of technical and vocational education in Nigeria need a better education that will help in accomplish the national goals.
KerkoCite.ItemAlsoKnownAs: 2129771:7DIXQXFQ 2317526:DGLU6N9H
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; A:West Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:assessment; F:women; T:TVET; publicImportV1; ⛔ No DOI found

A situational analysis on the teaching of governance issues in the primary and junior secondary school curriculum in Zambia. - Kalimaposo, Kalisto; Kandondo, S. Chileshe; Matafwali, Beatrice; Mulenga, Innocent Mutale; Muleya, Gistered; Chakufyali, Peggy Nsama (2012)
Publisher: Zambia Journal of Education
Keywords: ⛔ No DOI found

Assessing the Impact of Training on Lowland Rice Productivity in an African Setting: Evidence from Uganda - Kijima, Yoko; Ito, Yukinori; Otsuka, Keijiro (World Development, 2012)
Summary This study attempts to assess the impacts of a training program on the adoption of improved cultivation practices, the productivity of rice farming, and the income and profit from rice production by using ex-post non-experimental data in Uganda. We found that participation in the training program increased the adoption of the improved cultivation practices. Furthermore, the profit from rice production was also found to have increased by the training program. These findings support the hypothesis that one of the major constraints on the growth in productivity of rice farming in sub-Saharan Africa is the absence of effective extension systems.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2012.04.008 10/gf62mn 2129771:6TCK7VHB 2317526:VYZHZQWE
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; CA:AandC; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:production; P:technology; R:impact; T:Training; Z:diffusion of technology; Z:improved cultivation practices; Z:lowland rice; Z:yield enhancement; _C:Uganda UGA; publicImportV1

Children's Work and Apprenticeship - Lancy, DF (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BQL6WTEL 2317526:L8VWPZD5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; A:East Africa; C:Burkina Faso; C:Guinea; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; P:crafts; R:survey; T:Formal apprenticeship; T:Lehrlingsausbildung; publicImportV1

How Can Micro and Small Enterprises in Sub-Saharan Africa Become More Productive? The Impacts of Experimental Basic Managerial Training - Mano, Yukichi; Iddrisu, Alhassan; Yoshino, Yutaka; Sonobe, Tetsushi (World Development, 2012)
Summary The vast majority of micro and small enterprises (MSEs) in developing countries are located in industrial clusters, and the majority of such clusters have yet to see their growth take off. The performance of MSE clusters is especially low in Sub-Saharan Africa. While existing studies often attribute the poor performance to factors outside firms, problems within firms are seldom scrutinized. In fact, entrepreneurs in these clusters are unfamiliar with standard business practices. Based on a randomized experiment in Ghana, this study demonstrates that basic-level management training improves business practices and performance.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2011.09.013 10/cxgkj2 2129771:JQM5BFMC 2317526:68LWWGVE
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; AA:Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:R; CT:T; D:developing country; F:standards; R:impact; T:Training; Z:industrial development; Z:management training; Z:randomized experiment; Z:survival clusters; _C:Ghana GHA; publicImportV1

Social isolation and aging in Zambia: examining the possible predictors - Mapoma, Christopher Chabila; Masaiti, Gift (Journal of Aging Research, 2012)
Publisher: Hindawi

Advances in clinical education: a model for infectious disease training for mid-level practitioners in Uganda - Miceli, Antonina; Sebuyira, Lydia Mpanga; Crozier, Ian; Cooke, Molly; Naikoba, Sarah; Omwangangye, Aquilla Priscilla; Rayko-Farrar, Lisa; Ronald, Allan; Tumwebaze, Margaret; Willis, Kelly S.; Weaver, Marcia R. (International Journal of Infectious Diseases, 2012)
Summary Advances in health professional education have been slow to materialize in many developing countries over the past half-century, contributing to a widening gap in quality of care compared to developed countries. Recent calls for reform in global health professional education have stressed, among other priorities, the need for approaches that strengthen clinical reasoning skills. While the development of these skills is critical to enhance health systems, little research has been carried out on the effectiveness of applying these strategies in the context of severe human resource shortages and complex disease presentations. Integrated Infectious Disease Capacity Building Evaluation (IDCAP) based at the Infectious Diseases Institute at Makerere University created a training program using current best practices in clinical education to support the development of complex reasoning skills among clinicians in rural Uganda. Over a period of 9 months, the program integrated classroom and clinic-based training approaches and measured indicators of success with particular reference to common infectious diseases. This article describes in detail the IDCAP approach to integrating advances in health professional education theory in the context of an overburdened, inadequately resourced primary health care system; results from the evaluation are expected in 2012.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijid.2012.07.003 10/f2fz47 2129771:Q9VBXXDP 2317526:RNKFJVNL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AAZ:Africa South of the Sahara; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:P; CT:R; CT:T; D:developing country; P:health; P:media; P:nurse; R:evaluation; T:TVET; T:Training; T:work-based learning; Z:Clinical competence; Z:Education; distance; Z:Education; medical; continuing; Z:Education; nursing; continuing; Z:In-service training; _C:Uganda UGA; publicImportV1

A Critical Review of Vocational Education and Training Research in 2012 and Suggestions for the Research Agenda - Mulder, Martin; Roelofs, Eline (2012)
This paper is a follow-up of the paper ECER-presented in 2012, ‘A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda’ (Author & Co-author, 2012). This paper gave a description of research in the field of Vocational Education and Training (VET) in 2011. This new paper gives an overview of the field of VET research in 2012. In this article the VET research presented at the European Conference of Educational Research 2012 (Cádiz) is reviewed, as well as the articles of a number of VET research journals of publication year 2012. A total of 173 articles are reviewed and after a qualitative interpretation divided into seven different research themes. The conclusions of the review are quite similar to last year. 1. There is a lot of VET research and this research is quite diverse and fragmented. 2. The quality of the articles is not always very high, also because a lot of conference proceedings are included. 3. There are many important topics for further research.
KerkoCite.ItemAlsoKnownAs: 2129771:UQUK4HXG 2317526:FBJ74PAL 2317526:PCHAS6F4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:social; T:TVET; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Critical knowledge, skills and qualifications for accelerated and sustainable development in Africa - Ndoye, M; Walther, R (2012)
The major challenge of the 2012 ADEA Triennale will be to help African countries design and develop suitable and effective education and training systems that can help move the continent away from the struggle for subsistence and the spiral of poverty towards a process of sustainable transformation that reconciles economic growth with the pursuit of equity and the conservation of natural resources. In short, the aim is to enable Africa to “run while others walk”, while avoiding causing the same damage others caused when they were running. To achieve such a goal, the Synthesis Report recommends that a number of prerequisites should be met before the required reforms can be possible. They will succeed only if they look back at Africa’s past identity in order to take greater control over future choices, if they are based on a common vision of the future determined with all concerned stakeholders, and if they make education, training and employment central to current and future policies. The report then discusses the unprecedented efforts of public and private, African and international officials and stakeholders in order to formulate appropriate, concrete responses to the challenge of the Triennale, which is to “promote critical knowledge, skills and qualifications for Africa’s sustainable development”. These responses, categorized by sub-theme, may be summed up as follows. Sub-theme 1: building a common core of skills for all The education system should give people of all ages access to a common core of basic skills (cognitive, communication and learning-to-learn skills, personal and social development skills, etc.) to enable them to control their human, social and economic environment and develop responsible and active African citizenship. Sub-theme 2: mass development of technical and vocational skills Massive investment to raise training and qualification levels is urgently required in order to wage an effective war against unemployment and massive underemployment of youth and the low productivity of a largely informal economy. It is also necessary to invest in high-level qualifications in order to support and, if possible, anticipate changes and technological innovation and promote the badly-needed industrialization of the African economy. Sub-theme 3: building knowledge and innovation-based economies and societies in Africa R&D, knowledge and innovation have become the key drivers of output, economic competitiveness and development generally. Africa needs to catch up in this respect and, to this end, it must build its scientific development on indigenous African knowledge, use science and technology to strengthen education and exploit the current surge in information and communication technology as a driver of development. All this will be possible only if all African countries work towards the adoption of a continental pact for sustainable development.
KerkoCite.ItemAlsoKnownAs: 2129771:UD7XFDU6 2317526:NBSBQZMH
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; A:Central Africa; C:Burkina Faso; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:qualification; Q:lifelong learning; T:Ausbildung; T:Lehrlingsausbildung; T:TVET; T:journeyman; T:vocational skills; publicImportV1; ⛔ No DOI found

Public-private partnership for skill acquisition and vocational technical education development in Nigeria - Okpor, I; Najimu, H (Mediterranean Journal of Social Sciences, 2012)
This paper discusses the Private Sector Partnership with Education for Skill Acquisition and Vocational Technical Education Development. The relevance of the partnership on bringing skilled and trained manpower in their area of specialization is for the purpose of national development and self actualization. Strategies were identified for the effectiveness of the programme.
KerkoCite.ItemAlsoKnownAs: 2129771:CI83ZTKH 2317526:CKZC5QTG
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; T:Ausbildung; T:TVET; T:occupational education; publicImportV1; ⛔ No DOI found

The role and status of forced migrant teachers in education in emergencies - Penson, Jonathan (Commonwealth education partnerships, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:2AEUD2WL 2129771:AP5BHQD8 2129771:D99ESD2Q 2486141:PDRUBWDA
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Botswana BWA; _C:Canada CAN; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Grenada GRD; _C:Kenya KEN; _C:Malta MLT; _C:Myanmar MMR; _C:Nepal NPL; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Seychelles SYC; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Thailand THA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Feasibility of training Zambian nurse–midwives to perform postplacental and postpartum insertions of intrauterine devices - Prager, Sarah; Gupta, Pratima; Chilambwe, Jully; Vwalika, Bellington; Neukom, Josselyn; Siamwanza, Nomsa; Eber, Maxine; Blumenthal, Paul D. (International Journal of Gynecology & Obstetrics, 2012)
Abstract ObjectiveTo explore the feasibility of competency-based training of Zambian nurse–midwives in postplacental and postpartum intrauterine device (PPIUD) insertion and to estimate learning curves for this procedure. MethodsA pilot service-delivery project was conducted, involving 9 nurse–midwives who participated in a 10-day PPIUD insertion training course at the University Teaching Hospital, Lusaka, Zambia. US and Zambian clinicians taught the didactic and practical curriculum. Checklists were used for standardization and a pelvic model was developed to achieve PPIUD insertion competency in the classroom before moving to clinical practice. Patients were recruited during prenatal visits, in early labor, and postpartum. Informed, voluntary consent was obtained. All clinical PPIUD insertions were supervised or performed by experienced trainers. ResultsAll 9 nurse–midwives achieved competency on the pelvic model after 3 attempts. During the training period, 38 PPIUDs were inserted in postpartum women; no complications occurred. By the end of training, 4 of the nurse–midwives were deemed competent to independently insert PPIUDs. On average, 4 PPIUD insertions were needed to achieve clinical competency. ConclusionsConcentrated, competency-based training in PPIUD insertion is feasible in an African setting. Replication of such training could increase the popularity and prevalence of PPIUD use among African women.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijgo.2012.01.013 10/f2hgm7 2129771:PV67NDUD 2317526:22IE8B28
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:curriculum; F:learning; F:pedagogy; F:standards; F:teaching; F:women; P:nurse; P:services; T:Training; T:competency-based training; T:trainee; Z:Competency-based training; Z:Contraception; Z:Family planning; Z:Postpartum intrauterine device; Z:Postplacental intrauterine device; Z:Training model; publicImportV1

Professionalisierung von Bildungs- und Berufsberatung in Nigeria – Analyse der nationalen und internationalen theoriebegründeten Konzeptentwicklung und der Vernetzung der Akteure - Raji, Moromoke Nimota (Technische Universität Dresden, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:VMRLDQP2 2317526:WZQQAWNR
Keywords: C:Nigeria

Traditional apprenticeship in Ghana and Senegal: Skills development for youth for the informal sector - Sonnenberg, K (Journal of International Cooperation in Education, 2012)
The demographic youth bulge, representing large cohorts of youth, coupled with lack of pathways to education and employment and therefore social mobility, have become issues of great concern. As a result, youth employment and technical and vocational skills development have grown in prominence on international and national agendas in recent years. However, skills development strategies often overlook the informal sector despite the fact that in developing countries, income-generating activities in the informal sector often far exceed those of the formal sector. UNESCO’s 2012 EFA Global Monitoring Report on youth skills development states that traditional apprenticeships are an important way of acquiring transferable and job-specific skills, particularly for the informal sector. An extensive review of the literature of Ghana and Senegal reveals that these two countries have long histories of traditional apprenticeship and that these forms of skills training reach more youth than formal technical and vocational training. This paper examines the approaches these two countries’ governments have taken to increase access to and quality of non-formal skills training opportunities. Despite a lack of data on the long-term outcomes of these initiatives, programs and reforms, several important implications arise from these countries’ experiences. These implications are discussed as well as areas for future research.
KerkoCite.ItemAlsoKnownAs: 2129771:R6VJJ3WT 2317526:PNGX2ZNF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Senegal; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; HDR25; P:agriculture; P:measurement; Q:ICT; T:Ausbildung; T:Formal apprenticeship; T:Lehrlingsausbildung; T:apprentice; T:education and skills training; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Hospitality and Tourism Education in Uganda: An Integrative Analysis of Students' Motivations and Industry Perceptions - Tukamushaba, Eddy Kurobuza; Xiao, Honggen (Journal of Teaching in Travel & Tourism, 2012)
This article presents an integrative analysis of students' motivations in choosing hospitality and tourism programs as well as industry perceptions of graduates' qualifications for employment in Uganda, A mixed-method approach is used for data collection, analysis, and reporting. Quantitatively, the study replicates a motivational scale of choosing educational programs and identifies six factors that collectively explain about 60% of the variance in students choosing hospitality and tourism programs in this African developing economy. Industry perceptions of graduates' qualifications for employment are reported on the basis of qualitative interviews. Implications of the study are discussed in light of curriculum and program refinement to better prepare future graduates for the industry.
KerkoCite.ItemAlsoKnownAs: 10.1080/15313220.2012.729457 10/gf62kz 2129771:Z4QMF3PS 2317526:28LGQ7QE
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:motivation; F:qualification; P:economy; P:tourism; R:interview; R:qualitative; R:quantitative; T:career; Z:career choice; Z:employer perception; Z:hospitality and tourism education; Z:study motivation; _C:Uganda UGA; publicImportV1

The teacher salary system in Sierra Leone - Turrent, Victoria (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:57MI994B 2129771:EDZ7UPYF 2339240:HPKYUKLY 2405685:JYDRFRHV 4556019:2UB9U5R4
Keywords: C:Sierra Leone; _C:Sierra Leone SLE; ⛔ No DOI found

UNEVOC World TVET Database: Botswana - UNESCO-UNEVOC (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:WLP56L3H 2317526:A5LT8Q49
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

UNEVOC World TVET Database: Nigeria - UNESCO-UNEVOC (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:NAMI6L7Y 2317526:3M2K379W
Keywords: -FullBiblioUHMLgen; -GeneralCitations; C:Nigeria; CC:Nigeria; publicImportV1

Sustainable green energy production from agricultural and poultry operations-A renewable energy project for community empowerment and vocational training in remote villages in South Africa - Ushimaru, Kenji (INEE Global Humanitarian Technology Conference, 2012)
The development of an innovative waste-to-energy plant in rural South Africa is now underway. A plan to construct a test unit that uses chicken droppings from a nearby chicken farm as a fuel source is presented. This waste-to-energy plant offers an opportunity to provide economic development and community empowerment. The system is based on two critical components: (1) a power generation plant which uses chicken droppings as a fuel source, and (2) a waste processing unit that is based on magnetic induction heating technology. The ultimate goal of the power plant is to utilize it as a vocational training tool to teach young people of the community to become power plant technicians, a vocational option that has never been available in rural African communities until now. © 2012 IEEE.
KerkoCite.ItemAlsoKnownAs: 10.1109/ghtc.2012.80 10/gf62nf 2129771:TX6XC4WV 2317526:THP2WYWK LOCAL-SCOPUS_ID:84873114957
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agricultural; P:economy; P:production; P:technician; P:technology; T:TVET; Z:agricultural waste; Z:economicdevelopment; Z:induction heating; Z:job creation; Z:power plant; Z:renewableenergy; Z:steam extraction; publicImportV1

Global economic crisis: A challenge to the entrepreneurship development of technical vocational education and training in oil and gas sector of the Nigerian Economy - Wodi, SW (International Journal of Academic Research in Business and Social Sciences, 2012)
The paper attempts to evaluate the Global economic crisis and the challenges to entrepreneurship development of technical vocational education and training in oil and Gas sector of the Nigerian economy. Effects of the global melt down in the economies of developed countries of the world and its chain-link action has gradually enveloped the entire world economy. This development impacted negatively on the Nigerian economy coupled with the Niger delta crisis that has drastically affected oil and gas production and development of new fields with its attendant consequences. Accordingly, vocational and technical education institutions that undertake training of technicians in such enterprise as welders, electricians, pipe fitters including safety experts were affected as a result of global melt down, constraining the oil and gas companies from engaging the services of Technical Vocational Education and Training Professionals (TVET) in the energy sector.
KerkoCite.ItemAlsoKnownAs: 2129771:WV2ZQM7U 2317526:6SUVI26U UTI-621EF8ED-FC0B-37B7-8B86-05C15BA2D5E4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:economy; T:TVET; publicImportV1; ⛔ No DOI found

Technical College Teachers in Nigeria: Issues, Problems and Challenges - Abassah, Miller (Mediterranean Journal of Social Sciences, 2011)
This paper is centered on the problems and prospects of the technical college teacher in Nigeria it explicates therelevance of technical education programme The paper recognizes the implications of the National Policy on Education (NPE)for technical (technological) education, the new curriculum development by the National Board for Technical Education (NBTE),the changing business and technology environment, the personal, professional and public image of the technical teachers. theteachers of technology have certain peculiarities which must be taken care of. before they can effectively carry out theirprofessional roles. the paper craves the indulgence of federal and state governments as well as private organizations to supportthe technical programmes at all levels of educational system, that is, the aspect of funding, provision of infrastructure, trainingmaterials, motivation, in-service training and knowledge update among other things.
openalex: W3045375585 mag: 3045375585 id: openalex:W3045375585 keywords: , KerkoCite.ItemAlsoKnownAs: 2129771:74E9BK63 2486141:G4EVSCRJ
Keywords: openalex:import; ⛔ No DOI found

Training Music Teachers in Nigerian Colleges of Education - Adeoye, Julius; Daramola, Yomi (2011)
openalex: W2886060183 mag: 2886060183 id: openalex:W2886060183 keywords: , , , KerkoCite.ItemAlsoKnownAs: 2129771:3B9MZ8W6 2486141:BTFR98CU
Keywords: openalex:import

Teachers’ Professional Development and Quality Assurance in Nigerian Secondary Schools - Ayeni, Adeolu Joshua (World Journal of Education, 2011)
This study examined the relationship between teachers’ instructional tasks and their qualifications and teaching experience. The descriptive survey design was used in the study. Respondents included 60 principals and 540 teachers randomly selected from 60 secondary schools. Selection of the secondary schools was based on stratified random sampling method. Data were collected using Teachers’ Instructional Task Performance Rating Scale (TITPRS), Interview Guide for Principals (IGP) and Teachers’ Focus Group Discussion Guide (TFGDG). Data collcted were analysed using Pearson product moment correlation statistics. There were significant relationships between teachers’ qualifications and instructional task performance (r = 0.681 at p < 0.05), and between teachers’ teaching experience and instructional task performance (r = 0.742 at p <0.05). The study concluded that teachers’ instructional task performance can be enhanced with a good qualification and experience in teaching, while the challenges that teachers face in the tasks of instructional inputs and curriculum delivery require effective capacity development during service, so as to improve the quality of teaching in secondary schools and the overall quality of the education system.
openalex: W2161106647 mag: 2161106647 id: openalex:W2161106647 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.5430/wje.v1n2p143 2129771:XI5I4IXQ 2486141:BZKW7FBR
Keywords: openalex:import

Information and communication technology awareness among technical college teachers in Benue State, Nigeria - Robert, Okwori O. (Vocational and Technical Education, 2011)
The study focused on information and communication technology awareness among technical college teachers in Benue State, Nigeria. Four research questions were asked to guide the study. A sample survey research design was adopted for the study. A structured questionnaire was used to gather data from the population of 106 respondents in the eight technical colleges in Benue State, that is, all the technical colleges in the state were used for the study. Frequency count and percentage were used to analyze the data. The major findings of the study include personal collection as their source of information for teaching technical trades/subjects and most of the technical colleges were not connected to the internet. Four recommendations were made based on the findings of the study. Key words: Communication, computer, information, technical, technology.
openalex: W2152836431 mag: 2152836431 id: openalex:W2152836431 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.5897/ijvte.9000018 2129771:EGQDCH9U 2486141:SS2JKMT6
Keywords: openalex:import

Teachers' Continuing Professional Development as Correlates of Sustainable Universal Basic Education in Bayelsa State, Nigeria - Iyunade, OT (African Research Review, 2011)
The study examined the correlates of teachers' continuing professionaldevelopment on universal basic education in Bayelsa State, Nigeria. Using descriptive survey, a sample of 500 teachers was randomly selected from twenty (20) Basic Junior Secondary Schools and Primary Schools used for the study. The instrument used for data collection was a questionnaire titled "Correlates of Teachers Continuing Professional Development Questionnaire (CCPDO) (r=.67)) four research questions were raised for study. Data collected were analyzed using frequency distribution and percentages. Findings revealed that the level of teacher preparation for the universal basic education was relatively low. It was also established that teachers were not adequately prepared for the universal basic education scheme. It was concluded that Bayelsa State, has not been fully prepared for the sustenance of universal basic education., It was recommended that the state government should recruit more qualified teachers into the primary and junior secondary schools in the state. Teachers should also be given equal opportunity to attend regular seminars, workshops and service training to enable them to acquire more skills and competence in their job performance.
openalex: W2008554384 mag: 2008554384 id: openalex:W2008554384 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.4314/afrrev.v5i4.69274 2129771:ZAG466PJ 2486141:QJ5A2QAG
Keywords: openalex:import

Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda - Hardman, Frank; Ackers, Jim; Abrishamian, Niki; O’Sullivan, Margo (Compare: A Journal of Comparative and International Education, 2011)
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.
00073 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2011.581014 10/gftr63 2129771:HFSLX6UE 2129771:NCXUKWK4 2129771:Q5IYQCTD 2317526:JIARV2LH 2339240:7KFNHLPK 2405685:J57J3RGT 2405685:QWHDI7ZH 2534378:L9VFMLYK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; C:Kenya / Uganda / Tanzania; C:Tanzania; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:Improvement; F:ministry; F:pedagogy; F:policy; F:teaching; P:teacher education; P:teachers; Q:distance education; Q:open learning; R:survey; T:TVET; T:Training; T:work-based learning; Z:Cost Effectiveness; Z:Educational Change; Z:Educational Development; Z:Educational Improvement; Z:Educational Policy; Z:Educational Quality; Z:Equal Education; Z:Foreign Countries; Z:Systems Approach; Z:Teacher Education; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Ghana GHA; _C:Ireland IRL; _C:Kenya KEN; _C:Myanmar MMR; _C:Nigeria NGA; _C:Peru PER; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ___working_potential_duplicate; publicImportV1

Learner-centred education in developing country contexts: From solution to problem? - Schweisfurth, Michele (International Journal of Educational Development, 2011)
Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations. However, the history of the implementation of LCE in different contexts is riddled with stories of failures grand and small. In coming to understand how LCE has been conceived, researched, and reported in relation to developing country contexts, a good starting point is the International Journal of Educational Development (IJED), where a wide range of articles on this theme has been published over the years. In all, 72 relevant articles were identified among the issues available on-line, comprising a weighty body of evidence concerning the nature and implementation of LCE. The vast majority are studies exploring the issues – and problems – of implementation of LCE-based programmes in particular settings. Emerging from these investigations is a variety of explanations for this perennial challenge: problems with the nature of reform and its implementation; barriers of material and human resources; interactions of divergent cultures; and the all-important questions of power and agency in the process. After a descriptive breakdown of the 72 articles, each of these implementation issues is explored in turn. The article considers the implications of this for future initiatives, research and scholarship in this area. The begged questions are: why do the same problems recur repeatedly, and how do we move beyond the normative ‘shoulds’ and the practical ‘can’ts’?
EdTechHub.Source: 261495:XXWTECRZ KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.005 10/cnfz43 2129771:EC9IQLP9 2129771:MRVKFR4A 2405685:LDEHPJCR 261495:MFFSFUSR 261495:XXWTECRZ
Keywords: _C:Barbados BRB; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Canada CAN; _C:China CHN; _C:Eritrea ERI; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea-Bissau GNB; _C:India IND; _C:Indonesia IDN; _C:Jordan JOR; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Mexico MEX; _C:Namibia NAM; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Peru PER; _C:Poland POL; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Sierra Leone SLE; _C:Solomon Islands SLB; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

An Appraisal of a Computer-Based Continuing Professional Development (CPD) Course for Nigerian English Teachers and Teacher-trainers - Ayoola, Kehinde A. (2011)
This chapter is a presentation of a continuing professional development (CPD) programme for English teachers and teacher-trainers in Nigeria using one of the states in Nigeria as a case study. It evaluates the effectiveness of the computer assisted programme, which was part sponsored by the British Council, and concludes that it did not achieve its desired objectives due to a number of reasons. For instance, it was observed that the course content was too loaded for a part-time course. Other reasons for the failure of the programme include absence of internet connectivity, low level of computer literacy, poor power supply and lack of commitment on the parts of both the trainees and the institutions they worked for. The chapter ends with suggestions on how the anomalies observed could be corrected so that computer resources could be used more effectively in the design and implementation of continuing professional development (CPD) programmes for English Language teachers and teacher-trainers in developing countries.
openalex: W2490287310 mag: 2490287310 id: openalex:W2490287310 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-61520-773-2.ch041 2129771:32R9ZLUN 2486141:H8ASRR2X
Keywords: openalex:import

The place of interest in pre-service English teachers’ choice of occupation: A study of selected Nigerian College of Education Students - Faniran, AO; Olatunji, SO (IFE PsychologIA, 2011)
The study was carried out on the basis of the fact established in extant literature that the impact of well motivated teachers right from the Universal Basic Education level can stop to the evil of perennial mass failure of Nigerian candidates in English language examinations. Two hundred pre-service English language teachers were randomly sampled from four colleges of education in southwestern Nigeria. A self-constructed thirteen-item questionnaire was validated and used to collect data. The analysis of the data revealed that (i) a much greater percentage of the pre-service teachers in the colleges of education in the southwestern part of Nigeria do not see teaching as a profession (ii) most Nigerian pre-service English teachers in colleges of education found themselves in teacher preparation programmes as a result of frustration rather than interest (iii) majority of the English language teachers would opt out of the profession at the next available opportunity (iv) the pre-service teachers do not believe in their prospective students (v) most of the pre-service teachers do not have adequate interest in teaching English language. These imply that when such people get into actual classroom practice, they cannot effect the much-needed positive change.
openalex: W2060410527 mag: 2060410527 id: openalex:W2060410527 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.4314/ifep.v19i1.64593 2129771:7X4TAL4A 2486141:V7HRCV92
Keywords: openalex:import

Analysis of the Problems and Prospect of the Technical College Teachers in Nigeria - Abassah, Miller (2011)
This paper is centered on the problems and prospects of the technical college teacher in Nigeria it explicates the relevance of technical education programme The paper recognizes the implications of the National Policy on Education (NPE) for technical (technological) education, the new curriculum development by the National Board for Technical Education (NBTE), the changing business and technology environment, the personal, professional and public image of the technical teachers. the teachers of technology have certain peculiarities which must be taken care of. before they can effectively carry out their professional roles. the paper craves the indulgence of federal and state governments as well as private organizations to support the technical programmes at all levels of educational system, that is, the aspect of funding, provision of infrastructure, training materials, motivation, in-service training and knowledge update among other things.
openalex: W2182837924 mag: 2182837924 id: openalex:W2182837924 keywords: , KerkoCite.ItemAlsoKnownAs: 2129771:NEFVCXLI 2486141:4WQ53GBD
Keywords: openalex:import; ⛔ No DOI found

Teacher Training Implications of Gender and Computer Self Efficacy for Technology Integration in Nigerian Schools. - Aremu, Ayotola; Fasan, Olaide (2011)
This paper argues for planned, research based and systematic training of teachers for technology use in Nigerian schools to ensure effective training that would translate into appropriate use. Systematic and research based planning involves investigating factors that could affect technology use and by teachers. This study investigated two of such factorsgender and self efficacy. Five hundred and eighty nine teachers were asked to indicate their belief in their capability in the use of computers. T –test statistics analysis showed that the computer self efficacy was average for most of the teachers though female teachers have higher Computer self efficacy than male teachers.
openalex: W2290887314 mag: 2290887314 id: openalex:W2290887314 keywords: , , , , , , KerkoCite.ItemAlsoKnownAs: 2129771:FIE532RY 2486141:8ZEHP8UJ 2486141:RH5EMX8P
Keywords: openalex:import; ⛔ No DOI found

Impact of Training and Retraining on Teachers' Productivity: An Empirical Analysis of Public Schools in Calabar South, Nigeria - Bassey, Umo A; Bassey, Antigha Okon; Ojua, Takim Asu; Ottong, J. G (2011)
This study was carried out to determine the effect of training and retraining on teachers’ productivity in public secondary schools in Calabar South Local Government Area in Cross River State. A survey research was conducted and questionnaire administered to 99 subjects drawn from six public secondary schools in proportion to the numbers of teachers per school. Pearson Product Moment Correlation statistical analysis was utilized to test the four hypotheses guiding the study. The findings reveal significant relationship between training and retraining and productivity of teachers in terms of punctuality to school, organizing extra-lessons for students, timely submission of examination grades and participation in extra-curricula activities. The study recommended adequate budgetary allocation for training and retraining of teachers, ensuring frequent training and retraining programmes are conducted and redesigning of existing programmes among others as catalysts for improvement of standard of education, through increased teachers’ productivity in school organization.
openalex: W2247722405 mag: 2247722405 id: openalex:W2247722405 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:TVRZL5EV 2486141:ZTCVKK8B
Keywords: openalex:import

Attitude of student-teachers toward teaching practice in Nigerian colleges of education - Muraina, MB; Saidu, Abdulrahman; Sheu, A. A.; Sheu, AA (Nigerian Journal of Guidance and Counselling, 2011)
This paper investigated the attitudes of student-teachers toward teaching practice exercise in Nigerian Colleges of Education. The study employed expofacto method. A total number of 600 students from three colleges of education drawn from Western, Eastern and Northern parts of Nigeria served as the sample for this study. An instrument titled “Attitudes Toward Teaching Practice Questionnaire (ATTPQ)” was designed to elicit information from the respondents. The three formulated research questions were answered using descriptive statistics. The results of the analysis showed that student-teachers displayed positive attitude towards teaching practice but found that there were some challenges. In view of this,it was recommended that teaching practice students should also be given financial support as it is done to students on industrial attachment at other institution of learning.
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Keywords: openalex:import; ⛔ No DOI found

Gender Inequalities in the Training of Teachers at Tai Solarin University of Education in Ogun State of Nigeria - Odunaike, K.O.; Amoda, M B; Arigbabu, Abayomi A.; null, null (Academic Leadership The Online Journal, 2011)
The presence of women in leadership roles at the secondary school level and above contributes tosensitivity within schools for the well-being of adolescent girls and provides girls beginning to considercareer choices with role models of women decision-makers and leaders. It is also imperative thatwomen be actively involved in leading educational change given the vital role that the educationalsystem of a country plays in both national development and the development of a gender equal societyfor women to be active participants in the change and development process. They must be equippedand be provided with necessary skills and understanding needed to participate effectively ineducational leadership and policy-making at both school and national levels.
openalex: W2261578517 mag: 2261578517 id: openalex:W2261578517 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.58809/xepl2819 2129771:R57D6C4Y 2486141:DC7KQKSG
Keywords: openalex:import

Translation challenges in the training of teachers through Arabic medium in Nigeria - Otunuyi, Abdul Kabeer Tihamiyu (2011)
openalex: W1579215970 mag: 1579215970 id: openalex:W1579215970 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:8CLETQQG 2486141:TGFQ86NW
Keywords: openalex:import

The Sierra Leone Teachers Union: Labor in a Post-Conflict Society - Amman, John; O'Donnell, James (WorkingUSA, 2011)
The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1743-4580.2011.00320.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2129771:63MSS39D 2405685:K8W49AUJ
Keywords: _C:Sierra Leone SLE

THE SIERRA LEONE TEACHERS UNION: LABOR IN A POST-CONFLICT SOCIETY: AMMAN AND O'DONNELL: THE SIERRA LEONE TEACHERS UNION - Amman, John; O'Donnell, James (WorkingUSA, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2129771:CAMP2L5T
Keywords: _C:Sierra Leone SLE

Industrial training in Ghana: perceptions of the undergraduate construction student - Ayarkwa, J; Adinyira, E; Agyekum, K (2011)
The recent oil discovery and processing in Ghana is expected to result in growth of infrastructural development and increased chances of construction graduates to secure jobs. Universities hold the responsibility of producing graduates with sufficient background and excellent qualification to meet the expectations of the construction industry. Although universities‘ curricula have provisions for industrial training (IT), such programmes have not made the expected impact and need quick redress. This paper assesses the perceptions of undergraduate construction students of the College of Architecture and Planning of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, on IT, and identifies challenges and possible measures to overcome such challenges. A structured questionnaire survey of 185 final year Building Technology and Architecture students was conducted. Data obtained were analyzed based on mean scores of factors evaluated and also t-test to assess the significance of the differences between students‘ performance before and after undertaking IT. Students are of the view that IT exposes them to real work environment and increase their job prospects among others. Students‘ satisfaction level with their performance on personal attitude, communication and work attitude significantly improved after undergoing IT. They are, however, not satisfied with their departments‘ involvement, particularly, with regards to placement and monitoring. Stressful placement processes and financial strain on students are some of the challenges identified. Educational institutions are to collaborate with industry to secure suitable placement for all students and to monitor IT activities in order to enhance the effectiveness of training programmes.
KerkoCite.ItemAlsoKnownAs: 2129771:2GWSGUHU 2317526:QC26FE86
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:construction; P:environment; Q:educational technology; T:TVET; T:Training; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

The withdraw of european missionaries from St. Anthony's Catholic secondary school: what are the implications?. - Cheyeka, Austin; Masaiti, Gift; Mulenga, Innocent Mutale (2011)
Publisher: The Journal of Humanities-The University of Zambia
Keywords: ⛔ No DOI found

Teachers' views about technical education: implications for reforms towards a broad based technology curriculum in Malawi - Chikasanda, VK; K Otrel-Cass, K; Jones, A (International Journal of Technology and Design Education, 2011)
Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10798-010-9125-5 10/cqjzj5 2129771:JIJIU75V 2317526:W2LRL8U3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Malawi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; P:teachers; P:technology; Q:educational technology; T:TVET; publicImportV1

Video as a tool for agricultural extension in Africa: a case study from Ghana - David, Soniia; Asamoah, Christopher (International Journal of Education and Development using ICT, 2011)
The paper explores the effectiveness of video viewing clubs (VVCs) as a training method based on a formal survey of 32 Ghanaian women farmers who were trained on cocoa integrated crop and pest management (ICPM) using this method. Results suggests that the video viewing club is effective as a relatively low cost, interactive training method for providing low literacy populations with skills, information and knowledge on complex technical topics. While there was no significant difference between VVC participants and a control group in cocoa yields and implementation of selected ICPM practices, the study demonstrated that VVC training significantly improved farmers' knowledge of most topics covered. Farmers' perception of changes in their practices provided further evidence of the positive impact of the training, as did their high rate of knowledge diffusion. The use of local facilitators in the VVCs, which created a sense of ownership and added to the credibility of the technical messages, contributed to farmers' appreciation of the method. The paper concludes by discussing the challenges of scaling up VVCs and identifying issues for further research. [PUBLICATION ABSTRACT]
KerkoCite.ItemAlsoKnownAs: 2129771:XZ5EUUA2 2317526:GWMBRM44
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:women; HDR25; P:agricultural; Q:distance learning; Q:educational technology; Q:interactive; R:case study; R:impact; R:survey; T:Training; T:trainee; Z:Agricultural education; Z:Cocoa; Z:Distance learning; Z:Educational technology; Z:Farmers; Z:Video; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Open and distance learning for health: supporting health workers through education and training - Dodds, T (Open Learning: The Journal of Open, Distance and e-Learning, 2011)
This case study surveys the growing use of open and distance learning approaches to the provision of support, education and training to health workers over the past few decades. It classifies such uses under four headings, providing brief descriptions from the literature of a few examples of each group. In conclusion, it identifies key lessons from the experience of open and distance learning generally that could be of benefit in health education and training at a distance.
KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2011.567757 10/gf6225 2129771:JPSIX5HQ 2317526:J9WSZLRZ UTI-5ACC3104-9BB4-3C7F-8B7B-FFDE5E23EA04
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Gambia; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:health; P:measurement; Q:ODEL; Q:distance learning; Q:e-learning; Q:open educational resources; Q:open learning; T:Ausbildung; T:Training; T:continuing education; publicImportV1

Policy Review on Adult Learning: The Adult Non-formal Education Policy of Mali, West Africa - Gadio, Moussa (Adult Learning, 2011)
The shift to democracy was manifested in a constitution voted in 1992 that declared education a fundamental civil right and granted citizens the freedom of organizing themselves around their own needs. [...]new actors emerged in the education sector like the civil society and the private sector. Rapid changes in all societies today are creating new needs in relation with lifelong learning that the policy document doesn't cover sufficiently. [...]the policy document should be amended and completed with enforcement laws to provide adult education professionals and practitioners with instruments that would help to effectively recognize and reorganize the field to adapt it to the changing needs of modern Mali.
KerkoCite.ItemAlsoKnownAs: 10.1177/104515951102200303 10/gf623j 2129771:3ETCYCY8 2317526:9NUH92WE LOCAL-PQ-1430243183
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Mali; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:policy; Q:adult education; Q:lifelong learning; T:continuing education; Z:Adult education; Z:Adult learning; Z:Continuing education; Z:Decentralization; Z:Democracy; Z:Education policy; Z:Lifelong learning; publicImportV1

Alignment of higher professional education with the needs of the local labour market: the case of Ghana - Gondwe, Mtinkheni; Walenkamp, Jos (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:EG3DK3SW 2249382:PHA6F7KQ 2317526:AF48W9NJ
Keywords: GS_en; _C:Ghana GHA; ⛔ No DOI found

Education Statistics Annual Abstract - Government of Ethiopia (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:9UCN9LNT 2317526:RAVWXKPC
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ethiopia; publicImportV1

Integrated strategic planning framework for teacher education and development in South Africa, 2011-2025 - Government of South Africa (Department of Basic Education, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:33373HWY 2317526:GEB5KEP4
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Education; Education and state; Teachers; Training of; publicImportV1

An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID. - Haßler, Björn; Hennessy, S.; Lord, T.; Cross, A.; Jackson, A.; Simpson, M. (Aptivate and University of Cambridge, 2011)
0007 EdTechHub.Copy: 2405685:3TABTBW7 KerkoCite.ItemAlsoKnownAs: 2129771:KZZRYUI2 2129771:QTDNPHWH 2129771:Y9FGADHH 2129771:ZATDIRKP 2405685:3TABTBW7 257089:5JDHV98J 261495:6J76DW54
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:a; ⛔ No DOI found

Changing classroom practice using a school-based professional development approach to introducing digital resources in Zambia - Haßler, Björn; Hennessy, S.; Lubasi, B. (Itupale Online Journal of African Studies, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:97RP78VU 2129771:AIM8NQRH 261495:CF6Z9BP2
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:b; ⛔ No DOI found

Lessons for developing countries from experience with technical and vocational education and training - Kingombe, Christian (Economic Challenges and Policy Issues in Early Twenty-First-Century Sierra Leone, 2011)
The literacy requirements of both globalization and technological change necessitate enhancement of literacy education and training to keep pace with these phenomena. Sierra Leone‘s An Agenda for Change – Second Poverty Reduction Strategy (PRSPII) 2008-2012 has mainstreamed youth employment and the government has developed a National Action Plan on Youth Employment. Moreover, TVET in Sierra Leone needs a new focus and new direction to strongly respond to the PRSP. In fact a national harmonized policy for TVET is required for a national curriculum. Hitherto, the development and implementation of TVET reform programmes has been severely hampered by budgetary constraints in all 16 countries in the ECOWAS. Based on frontier research on the lessons learned from recent TVET reforms in other developing countries, this paper aims to inform the future comprehensive design and implementation of strategies for TVET in Sierra Leone . The paper makes suggestions for how to address future challenges and opportunities to ensure that the good performance of TVET reforms contribute to the promotion of sustainable growth through private sector development. The paper is structured as follows. Section 2 provides a stock taking of the available quantitative evidence on the impact of TVET. Section 3 presents and discusses different institutional and strategic TVET frameworks. Section 4 discusses the importance of a demand-oriented TVET system. Section 5 discusses the various existing and potential sources for the financing of the TVET system. Section 6 pres ents various examples of successful external cooperation on TVET projects in Africa and Asia. Finally, section 7 concludes and presents policy options.
KerkoCite.ItemAlsoKnownAs: 2129771:P729X3LJ 2317526:ZGB6R7BP
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Sierra Leone; CA:AandC; CC:Sierra Leone; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing country; Education / Educational Policy & Reform / General; F:learning; F:policy; P:economy; P:measurement; P:teachers; Q:certificate; Q:community education; Q:distance learning; Q:primary education; Q:secondary education; T:Lehrlingsausbildung; T:TVET; _C:Sierra Leone SLE; publicImportV1; ⛔ No DOI found

Pushing the child centred approach in Myanmar: the role of cross national policy networks and the effects in the classroom - Lall, Marie (Critical Studies in Education, 2011)
shortDOI: 10/ffvjm9 KerkoCite.ItemAlsoKnownAs: 10.1080/17508487.2011.604072 10/ffvjm9 2129771:HTJAIJ8S 2405685:R89YSEAB
Keywords: C:Myanmar; _C:Australia AUS; _C:Canada CAN; _C:Germany DEU; _C:India IND; _C:Japan JPN; _C:Mongolia MNG; _C:Myanmar MMR; _C:Pakistan PAK; _C:South Africa ZAF; _C:Thailand THA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Study on the feasibility of provision of distance learning programmes in surgery to Malawi - Mains, Edward A.A.; Blackmur, James P.; Dewhurst, David; Ward, Ross M.; Garden, O. James; Wigmore, Stephen J. (The Surgeon, 2011)
Abstract Medical educational opportunities and resources are considerably limited in the developing world. The expansion of computing and Internet access means that there exists a potential to provide education to students through distance learning programmes.This study investigated the feasibility of providing distance learning course in surgery in Malawi. The study investigated the user requirements, technical requirements and Internet connections in two teaching hospitals in Malawi. In addition the appropriateness of current course material from the Edinburgh Surgical Sciences Qualification to Malawi trainees was assessed.The study found a high degree of interest from Malawian trainees in distance learning. The provision of basic science modules such as anatomy and physiology and the ability to access journals were considered highly desirable. The current ESSQ course would require extensive re-modelling to make it suitable to an African trainee’s requirements. Internet speeds remain slow and access is currently expensive.There is considerable interest in distance learning programmes in Malawi but access to them is limited partly because of slow and expensive Internet access.Understanding the needs of trainees in countries such as Malawi will allow better direction of educational aid and resources to support surgical training.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.surge.2010.11.032 10/dkdgxg 2129771:L6UR8FLG 2317526:DE9ENG9G
Keywords: -FullBiblioUHMLgen; -RRQ:M:final; A:Africa; C:Malawi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing world; F:access; F:qualification; F:teaching; P:media; Q:degree; Q:distance learning; T:Training; T:distance learning program; T:trainee; Z:Education; Distance [I02.195]; Z:Education; Medical; Graduate [I02.358.399.350]; Z:Malawi [Z01.058.290.175.500]; publicImportV1

THE UNIVERSITY OF ZAMBIA PRE-SERVICE TEACHER EDUCATION PROGRAMME: IS IT RESPONSIVE TO SCHOOLS AND COMMUNITIES’ASPIRATIONS? - Masaiti, Gift; Manchishi, Peter Chomba (European Journal of Educational Studies, 2011)
Keywords: ⛔ No DOI found

Strategies to retain and motivate employees in Africa: Examining the case of the ministry of education in Zambia - Masaiti, Gift; Naluyele, Pamela Nachona (African Journal of Political Science and International Relations, 2011)
Publisher: Academic Journals
Keywords: ⛔ No DOI found

Human Resource Development (HRD) through Technical and Vocational Education and Training (TVET) during Independence Days in Kenya - Mosoti, Z (International Journal of Social and Policy Issues, 2011)
I have traced the history and evolution of HRD through IVET during independence days. I relied on Kenya's NDPs and the education commissions appointed by political leaderships (Kenya's two past presidents) to look at the development and processes of education and ways that have been suggested to improve education. I have discussed these through the NDPs and the commissions appointed by the presidents of the time. The information has been presented using a chronological, thematic and, again chronological method. Additional information includes changes in curriculum during the same period. The first part considers the period from independence in 1963 to 1987 and the second part 1988 to 2005.
KerkoCite.ItemAlsoKnownAs: 2129771:K9LJWRZB 2317526:RTA2RDLL UTI-4BE1C78C-9730-3BB9-80B7-D07E9D344652
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Q:degree; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda - Mulder, Martin; Roelofs, Eline (2011)
This paper gives a description of research in the field of Vocational Education and Training (VET). The field of VET research is quite scattered, so giving a full overview is hardly possible. Nevertheless, the VET research presented at the European Conference of Educational Research 2011 (Berlin) is reviewed, as well as the content of a number of VET research journals of publication year 2011. Research themes and topics are defined, and according to the categories the research is reviewed. The conclusions of the review are: 1. there is a large amount of research on VET which is quite diverse and fragmented; 2. much VET research lacks theoretical and empirical foundation; the dominant research methods are case and desk studies and explorative and analytical studies. There are hardly any experiments and intervention and design-based research studies; 3. there are various urgent topics for further research, which are elaborated in the paper.
KerkoCite.ItemAlsoKnownAs: 2129771:WHGWHSRH 2317526:QY3L2P53
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CLL:en; _C:Australia AUS; _C:Austria AUT; _C:Canada CAN; _C:China CHN; _C:Czech Republic CZE; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Indonesia IDN; _C:Italy ITA; _C:Latvia LVA; _C:Luxembourg LUX; _C:Netherlands NLD; _C:Saudi Arabia SAU; _C:Spain ESP; _C:Sweden SWE; _C:Switzerland CHE; _C:Turkey TUR; _C:Ukraine UKR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1; ⛔ No DOI found

Teaching with and Learning through ICTs in Zimbabwe's Teacher Education Colleges. - Musarurwa, C (US-China Education Review, 2011)
The use of ICTs (information and communication technologies) in Zimbabwe’s teacher education colleges is of paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this has not been matched with an equal effort by teacher education colleges and hence teacher trainees have been less exposed and trained in using such technologies. Evidently, this has created a mismatch between the need for teachers who are conversant with ICTs and e-learning and their availability. This paper stems from a pilot programme in which the author was an active participant. It reflects on efforts made to integrate ICTs into the teacher education curriculum and evaluates the impact that this programme will have on teacher education in Zimbabwe.
KerkoCite.ItemAlsoKnownAs: 2129771:SUIBMCP9 2317526:CRPHCLQS
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Mozambique; C:Zimbabwe; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; F:learning; F:teaching; P:measurement; P:teacher education; P:teacher training; Q:ICT; Q:ODEL; Q:open learning; T:TVET; meta; publicImportV1; ⛔ No DOI found

Employers' perceptions regarding the quality of technical education and training in Southern Africa : a case of the Botswana Technical Education Programme - Odora, RJ (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:SHVTNY2L 2317526:83BN2WMC LOCAL-jolis:1045432917
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Botswana; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:TVET; publicImportV1; ⛔ No DOI found

The Context of Training Teachers to Implement a Socially Relevant Science Education in Africa - Ogunniyi, Meshach B. (African Journal of Research in Mathematics, Science and Technology Education, 2011)
The underlying assumption to this paper is that learners' ability to appreciate the relevance of school science and its importance to socio-economic development of their communities to a large extent depends on the quality of instruction they receive from their teachers. A popular conundrum is that no country is greater than the calibre of its teachers. However, a sort of Mathew's principle of the "haves" having more and the "have-nots" losing even what they do have tends to hold. Hence, learners of well-trained teachers tend to outperform those of poorly trained teachers on most tasks. A vivid example here in South Africa is the usual wide chasm between the matriculation results of learners from the former well-resourced Model C schools and those (with few exceptions due to massive support) from the previously disadvantaged schools. In pursuit of relevance many African political leaders and policy makers have called on teacher training institutions to produce teachers who are capable of making school science relevant to learners' home environment. This paper reports an attempt that has been made to equip teachers in such a way that makes science accessible, interesting and complementary to learners' indigenous knowledge and life worlds in general.
KerkoCite.ItemAlsoKnownAs: 10.1080/10288457.2011.10740721 10/gf62k6 2129771:E4TZHI8E 2317526:ZTRC6VUX DOI-10.1080/10288457.2011.10740721
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; F:attitude; F:policy; F:teaching method; P:culture; P:economy; P:environment; P:measurement; P:social; P:teacher education; P:teacher training; P:teachers; R:case study; T:Training; T:trainee; Z:African Culture; Z:Case Studies; Z:Course Content; Z:Cultural Context; Z:Culturally Relevant Education; Z:Disadvantaged Schools; Z:Educational Change; Z:Educational Quality; Z:Foreign Countries; Z:Indigenous Knowledge; Z:Interdisciplinary Approach; Z:Relevance (Education); Z:Science Education; Z:Science Instruction; Z:Scientific Principles; Z:Social Problems; Z:Teacher Attitudes; Z:Teacher Education; Z:Teacher Effectiveness; Z:Teaching Methods; Z:Western Civilization; publicImportV1

Lifelong learning, lifelong education and adult education in higher institutions of learning in Eastern Africa: The case of Makerere University Institute of Adult and Continuing Education - Openjuru, , G.L. (International Journal of Lifelong Education, 2011)
This paper advocates for policy recognition of lifelong learning by institutions of higher learning and governments in Eastern Africa. Lifelong learning and lifelong education are two concepts that aim at widening access to and the participation of adult learners in the acquisition of new knowledge, skills, values and attitudes. There are many reasons for advocating for lifelong learning and education in higher institutions of learning in Eastern Africa. Firstly, the demand for higher education in Eastern Africa has increased phenomenally. Secondly, the need to cope with this fast-changing world calls for a continuous acquisition of new knowledge, skills and attitude. This paper looks at the concepts of lifelong learning (LLL) and lifelong education (LLE) in relation to the changes that are affecting the provision of universitybased learning opportunities for non-traditional students in Eastern Africa, with examples from Makerere University Institute of Adult and Continuing Education in Uganda. In looking at the concepts of LLL and LLE, other concepts of lifewide learning and the learning society are also discussed. Adult learning and adult education are discussed as concepts that are used by adult educators in Eastern Africa with very limited understanding of what they really mean. The confusion in the use of these emerging and popular concepts in Eastern Africa is discussed. The paper presents some recommendations for higher institutions of learning in Eastern Africa to develop a clear understanding of and embrace lifelong learning. © 2011 Taylor & Francis.
KerkoCite.ItemAlsoKnownAs: 10.1080/02601370.2011.538182 10/cfzbzf 2129771:KVUATX45 2317526:GKNW4U5H
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:eastern Africa; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:access; F:attitude; F:learning; F:policy; F:teaching; P:measurement; P:teachers; Q:adult education; Q:distance education; Q:higher education; Q:lifelong learning; R:case study; T:continuing education; Z:Adult Education; Z:Adult Educators; Z:Adult Learning; Z:Adult Students; Z:Adult education; Z:African Studies; Z:Case Studies; Z:Concept Teaching; Z:Continuing Education; Z:Continuing education; Z:Definitions; Z:Distance Education; Z:Distance education; Z:Educational Opportunities; Z:Expansion of provision; Z:Foreign Countries; Z:Higher education; Z:Institutional Characteristics; Z:Knowledge; Z:Lifelong Learning; Z:Lifelong learning; Z:Nontraditional Students; Z:Teachers; _C:Uganda UGA; publicImportV1

Pedagogical renewal in sub‐Saharan Africa: the case of Uganda - Altinyelken, Hülya K. (Comparative Education, 2010)
shortDOI: 10/cns9bx KerkoCite.ItemAlsoKnownAs: 10.1080/03050061003775454 10/cns9bx 2129771:SK5ZYYKU 2405685:LE8JDQQF
Keywords: C:sub-Saharan Africa; _C:Australia AUS; _C:Botswana BWA; _C:Cuba CUB; _C:Egypt EGY; _C:Ethiopia ETH; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Ghana GHA; _C:Kenya KEN; _C:Mali MLI; _C:Mauritius MUS; _C:Namibia NAM; _C:Netherlands NLD; _C:South Africa ZAF; _C:Tanzania TZA; _C:Tibet XTIBT; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Challenges of Curtin-AVU-AAU Distance Learning Program in Ethiopia: A Case Study - Belwal, Rakesh; Dawit Ayalew Kassa; Medhanie Gaim Asgedom (MERLOT Journal of Online Learning and Teaching, 2010)
Distance education programs are emerging globally in the form of joint ventures among higher educational institutions. This paper describes the research undertaken to explore one such joint venture program in business between Australian and African universities. This study utilizes both primary and secondary data gathered through a review of the literature, consultations with program administrators, interviews with faculty members, direct observations, and questionnaires administered to sample students. This case study explores factors affecting the program. Using quantitative and qualitative analytical tools, this study discusses the outcomes of the analyses to facilitate experiential learning. It finds that for students originating mainly from remote regions of Ethiopia, distance learning can offer good opportunities of receiving cost-effective, quality-education on their doorsteps. This experience could contribute immensely to the extension of such programs to other regions of the country. Although the joint venture reveals the potential of coordinated educational efforts, internal weaknesses and inefficiencies need serious attention to ensure the success of such initiatives in the future.
KerkoCite.ItemAlsoKnownAs: 2129771:9ZJBUJR4 2317526:4T9GN28B
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:outcomes; P:technology; Q:distance learning; Q:higher education; R:case study; R:interview; R:observation; R:qualitative; R:quantitative; R:questionnaire; T:distance learning program; Z:Alliances; Z:Distance learning; Z:Education reform; Z:Market entry; Z:Qualitative research; Z:Technological change; __C:filed:1; publicImportV1; ⛔ No DOI found

Driving the process or driven by the process? The transformation of Nkrumah college of education into Nkrumah university college. - Cheyeka, Austin; Mulenga, Innocent Mutale; Masaiti, Gift (2010)
Publisher: ZANGO-Journal of Contemporary Issues
Keywords: ⛔ No DOI found

Sustainable tourism industry development in sub-Saharan Africa: Consequences of foreign hotels for local employment - Fortanier, Fabienne; Wijk, Jeroen van (International Business Review, 2010)
Abstract While foreign investment in the tourism industry is often considered important in stimulating sustainable development in least developed countries, empirical evidence is still scarce and ambiguous. Focusing on the social (employment) dimension of sustainable development, this paper analyses how foreign firms in the hotel industry influence the quantity of local employment (number of jobs) and its quality (skills). Using interview data with managers of 123 foreign and locally owned hotels in Mozambique, Tanzania and Ethiopia, we find that the simple scale effects of foreign hotels in least developed countries are positive. However, rather than contributing to local human capital via training, foreign firms instead prefer to hire well-trained employees from local hotels. We explore the implications of such reverse knowledge transfer for policy makers in least developed countries.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ibusrev.2009.11.007 10/fr7twp 2129771:246R5SBJ 2317526:WVC4V7D3 LOCAL-DOI:10.1016/j.ibusrev.2009.11.007
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; AA:Africa; C:Ethiopia; C:Mozambique; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:policy; F:pro-poor; P:services; P:social; P:tourism; R:interview; T:Training; T:trainee; Z:Employment; Z:Foreign direct investment; Z:International hotel industry; Z:Knowledge transfer; Z:Pro-poor tourism; Z:Services; Z:Sustainable development; publicImportV1

Revised National Youth Policy - Government of Botswana (2010)
UA-10998dbb-5050-4624-951a-223039ab87a1 KerkoCite.ItemAlsoKnownAs: 2129771:HEMKTILZ 2317526:BKRPWCAB
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

Bridging the Bandwidth Gap: Open Educational Resources and the Digital Divide - Haßler, Björn; Jackson, Alan McNeil (IEEE Transactions on Learning Technologies, 2010)
http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8
00008 EdTechHub.Copy: 2405685:VCQFS2J9 KerkoCite.ItemAlsoKnownAs: 10.1109/tlt.2010.8 10/dxgcg5 2129771:9ZBX559Q 2129771:AL3P4CV5 2129771:WU5VWEPS 2405685:VCQFS2J9 257089:2XRARJMC
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Brazil BRA; _C:Guatemala GTM; _C:Mexico MEX; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sudan SDN; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

China's cooperation in education and training with Kenya: A different model? - King, Kenneth (International Journal of Educational Development, 2010)
Abstract This is the first detailed study of the character and particularity of China's rapidly growing education and training cooperation with Kenya. Set against the 50-year history of Kenya's engagement with China, it pays special attention to the human resources targets of the Forum for China–Africa Cooperation (FOCAC) from 2000. It argues that the growing popularity of China as a destination for both short- and long-term training for Kenyans, and the increasing interest by Kenyans in learning Chinese, cannot be separated from the wider involvement of China in Kenya's infrastructure development, the growth of Chinese business and foreign direct investment, and Chinese migration to East Africa.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.03.014 10/fczrfd 2129771:N3FZ3A25 2317526:ZNRL39CJ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; F:pay; T:Training; Z:African training in China; Z:China's education targets; Z:China–Africa; Z:China–Kenya; Z:Chinese aid; Z:Confucius Institutes; Z:Forum for China–Africa Cooperation; publicImportV1

Partnerships with industry for efficient and effective implementation of TVET - Lee, J (International Journal of Vocational Education and Training, 2010)
This article focuses on partnership with industry as a means to efficiently and effectively implement technical and vocational education and training (TVET). Specifically, this article examines the situation in Africa, which is suffering from a chronic lack of skilled workforces both quantitatively and qualitatively. It outlines applicable six strategies to strengthen partnerships in TVET: (1) the industry’s involvement in the development and expansion of TVET, (2) a 60+40 training system to increase efficiency and productivity, (3) introducing national technology qualification (NTQ) system, (4) systemizing lifelong TVET, (5) TVET’s strategic transition, and (6) establishing regulatory and systemic framework. In addition, it displays an overview of partnership-based TVET system, which is a combination of the six strategies.
KerkoCite.ItemAlsoKnownAs: 2129771:GRLB4Y43 2317526:AVZ9A8SE UTI-6ADD4FC1-2383-305A-A941-0CBC2A5A6CC8
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:policy; Q:distance learning; R:evaluation; T:Ausbildung; T:Educação profissionalizante; T:TVET; T:firm-based training; publicImportV1; ⛔ No DOI found

National Education Policy - Ministry of Education, Youth and Sports (Sierra Leone) (2010)
KerkoCite.ItemAlsoKnownAs: 2129771:VDJZCK59 2405685:YLXI3EW2

Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania - Nartker, AJ; Stevens, L (Human Resources for Health, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1186/1478-4491-8-30 10/cjvg5z 2129771:FM2TGKY8 2317526:2P6XH38Y
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:motivation; P:health; Q:distance learning; T:Training; T:career; T:continuing education; publicImportV1

'Distance learning' or 'learning at a distance'? Case study of an education initiative to deliver an in‐service bachelors degree in Zambia - Smith, CJ (Innovations in Education and Teaching International, 2010)
In 1998, as part of what was then Zambia’s Department of Technical Education and Vocational Training’s (DTEVT) human resources capacity building initiative, under the Ministry of Science, Technology and Vocational Training (MSTVT), donor funding was secured to provide degree-level training for key teachers and managers within the technical education and vocational education and training (TEVET) system. However, the lack of degree-level courses designed for TEVET personnel at both of Zambia’s universities prevented progress. This situation has disadvantaged TEVET staff and for years has limited their professional development. To address this, a pilot project involving a British Higher Education Institution delivering a degree programme, in-country and in-service (part-time), was proposed by senior DTEVT staff. Some seven years after the commencement of this programme and with three cohorts having successfully been completed, this paper examines some of the key issues in delivery of the programme over the years and reflects on significant events that have influenced the programme’s development and are likely to continue to impact on its future direction. Keywords: blended learning; distance learning; e-learning; international development; professional development; TVET (technical and vocational education and training)
KerkoCite.ItemAlsoKnownAs: 10.1080/14703291003718950 10/bcfqp9 2129771:XXF7GLXP 2317526:AFAZ37Q6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; P:service industry; Q:degree; Q:distance learning; Q:open learning; R:case study; T:TVET; publicImportV1

National ICT Policy of Sierra Leone - Ministry of Information and Communications (Government of Sierra Leone, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:ZGPWB7P4 2339240:GI5IQFVY 2405685:BVA56A3C
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

Exploring Blended Learning for Science Teacher Professional Development in an African Context - Boitshwarelo, Bopelo (The International Review of Research in Open and Distributed Learning, 2009)
This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.687 2129771:8BY4IISL 2405685:RP3KMTVU 2405685:THJLBADH 2534378:5C3ILQ5H 2534378:LSG5BCAP 2534378:PTQCJYNQ
Keywords: C:Botswana; _C:Botswana BWA; _C:Cuba CUB; _C:Senegal SEN; _C:South Africa ZAF; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ___working_potential_duplicate

Sierra Leone Demographic and Health Survey 2008 - Statistics Sierra Leone (Ministry of Health and Sanitation, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:VN9SZBLW 2405685:XJLGGACD
Keywords: _C:Sierra Leone SLE

International Handbook of Education for the Changing World of Work: Bridging Academic and Vocational Learning - Maclean, Rupert; Wilson, David (Springer Science & Business Media, 2009)
The aim of this Handbook is to review the developments that have occurred in Technical and vocational education and training (TVET) and that may help improve the field. The Handbook provides information on TVET models that occur in different parts of the world; reflects best and innovative practice; and, wherever possible, uses case studies as examples. The 220 authors are representative of the various regions of the world and major international organisations involved in TVET. This volume presents the work of established researchers as well as the work of promising young researchers. Intended as the universally-accepted resource for the field, the Handbook provides a comprehensive coverage of cutting edge developments in research, policy and practice in TVET within a single source. It will assist those involved in TVET at any level in making informed decisions and further advance and improve the field and to bridge the gap between vocational and academic education in the 21st century.
KerkoCite.ItemAlsoKnownAs: 2129771:A8GV4XU8 2317526:PQDLDLV5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:SSA; A:West Africa; C:South Africa; CLL:en; Education / Adult & Continuing Education; Education / Counseling / Career Development; Education / Vocational; _C:Ghana GHA; publicImportV1

Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training - Hardman, Frank; Abd‐Kadir, Jan; Agg, Catherine; Migwi, James; Ndambuku, Jacinta; Smith, Fay (Comparative Education, 2009)
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 elicit their views on the impact of the school‐based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole‐class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in‐service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered.
00083 KerkoCite.ItemAlsoKnownAs: 10.1080/03050060802661402 10/d4pwg6 2129771:QUUGMC69 2129771:TUTLCRRE 2405685:YDTY3JCV 261495:A32BNMRX
Keywords: C:Kenya; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Ghana GHA; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Nigeria NGA; _C:South Africa ZAF; _C:Tanzania TZA; __C:filed:1; __C:scheme:1

A transição escola-trabalho em Cabo Verde: os sentidos da formação profissional para os jovens de baixa renda - Andrade, Maria Odete dos Reis de; others (Universidade de São Paulo, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:WZYIC97I 2317526:WTKVWRR4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Cape Verde; CLL:pt; publicImportV1

NQF Act nº67, 2008 - National Qualifications Framework - Government of South Africa (2009)
To provide for the National Qualifications Framework; to provide for the responsibilities of the Minister of Education and the Minister of Labour; to provide for the South African Qualifications Authority; to provide for Quality Councils; to provide for transitional arrangements; to repeal the South African Qualifications Authority Act, 1995; and to provide for matters connected therewith.
UA-d4ff8ae5-bccd-42b5-9b9d-185af4304c87 KerkoCite.ItemAlsoKnownAs: 2129771:4H3DWEXY 2317526:RJ6IDATN
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Qualification Framework; publicImportV1

Technical and vocational education and training (TVET) and skills development for poverty reduction – do rural women benefit? - Hartl, Maria (International Fund for Agricultural Development, Italy, 2009)
This paper discusses technical and vocational education and training (TVET) as well as skills development in rural areas, mainly pertaining to agriculture and related activities and explores existing gender differences. TVET has suffered from a focus on basic, and especially primary education, which led to the neglect of post-basic education and training and their non-inclusion in the UN Millennium Development Goals. Recently, there has been a renewed interest in training and skills development because of increased evidence that a minimalist approach to microfinance for poverty reduction and enterprise development did not lead to sustainable growth. The paper argues that many training interventions do not cater for the specific needs of women who are under-represented in formal training programmes and often directed towards typical female occupations. It reviews vocational and skills training in several IFAD supported programmes and explores how these target the poor and most vulnerable and to what extend gender differences in training provision, methodology, training content and transition to labour markets have been taken into account.
KerkoCite.ItemAlsoKnownAs: 2129771:7G6G9RSM 2317526:NYMGZ267
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Botswana; C:Senegal; C:Seychelles; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:gender; F:policy; F:women; Q:primary education; T:Ausbildung; T:TVET; T:trainee; _C:Ghana GHA; gender; publicImportV1

Social Work in Ghana: A Participatory Action Research Project Looking at Culturally Appropriate Training and Practice - Kreitzer, Linda; Abukari, Ziblim; Antonio, Patience; Mensah, Johanna; Kwaku, Afram (Social Work Education, 2009)
Social work emerged in the western world, particularly in the USA and the United Kingdom, at the turn of the twentieth century. Western social welfare systems were introduced to other countries through the colonial empires of the nineteenth and twentieth centuries and social work training reflected these systems. However, many of these countries have revised their curricula to make them more culturally appropriate while others are still in this process. This article highlights issues concerning social work education and training in Ghana, West Africa through a Participatory Action Research project. Themes emerging concerning the present curriculum, the professional association and social work in Ghana are presented. Action plans instigated from this project are described, ending with a future challenge for social work in Africa.
KerkoCite.ItemAlsoKnownAs: 10.1080/02615470802109973 10/cr52q8 2129771:TFSF8YSL 2317526:TCEBIBJZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:West Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:curriculum; P:culture; P:social; T:Ausbildung; Z:Localization; Z:Participatory Action Research; Z:Social Work; Z:Social Work Curriculum; _C:Ghana GHA; publicImportV1

Vocational Education and Training for Sustainability in South Africa: The Role of Public and Private Provision - McGrath, Simon; Akoojee, Salim (International Journal of Educational Development, 2009)
Written in the twilight of the Mbeki Presidency, this paper considers the role that skills development has in the sustainability of the South African political-economic project. It explores some of the disarticulations of public policy and argues that these both undermine public sector delivery and open up opportunities for private provision to be, under certain circumstances, more responsive to the challenges of national development. We argue that there is a possibility that the state could work more smartly with both sets of providers. Crucially, however, this would necessitate working more smartly within itself. This was a major plank of the Mbeki strategy but it has failed conspicuously with regard to the Education-Labour relationship. Whether a new President can achieve a radical reworking of this relationship may be an important indicator of the viability of any new development project. (Contains 1 table.)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2008.09.008 10/bnnh2c 2129771:L24MHEVT 2317526:PHJKJ53J
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:attitude; F:pay; F:policy; P:economy; P:social; T:TVET; Z:Economic Development; Z:Educational Development; Z:Foreign Countries; Z:Political Attitudes; Z:Politics; Z:Presidents; Z:Public Policy; Z:Public Sector; Z:Role; Z:Skill Development; Z:Sustainable Development; Z:Vocational Education; publicImportV1

TVET and community reintegration: exploring the connections in Sierra Leone's DDR process - Paulson, J. (International handbook of education for the changing world of work: bridging academic and vocational learning, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:BMIYWWKM 2405685:SI333Z4W
Keywords: _C:Sierra Leone SLE

Sierra Leone : Poverty Reduction Strategy Paper-Progress Report (2005-2007) - International Monetary Fund (2008)
This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided.
KerkoCite.ItemAlsoKnownAs: 2129771:AQK3JHM4 2405685:WDN7YDZH
Keywords: _C:Sierra Leone SLE

The level of Internet access and ICT training for health information professionals in sub‐Saharan Africa - Ajuwon, A A; Rhine, L (Health Information & Libraries Journal, 2008)
Background: Information and Communication Technologies (ICTs) are important tools for development. Despite its significant growth on a global scale, Internet access is limited in sub‐Saharan Africa (SSA). Few studies have explored Internet access, use of electronic resources and ICT training among health information professionals in Africa. Objective: The study assessed Internet access, use of electronic resources and ICT training among health information professionals in SSA. Methods: A 26‐item self‐administered questionnaire in English and French was used for data collection. The questionnaire was completed by health information professionals from five Listservs and delegates at the 10th biannual Congress of the Association of Health Information and Libraries in Africa (AHILA). Results: A total of 121 respondents participated in the study and, of those, 68% lived in their countries’ capital. The majority (85.1%) had Internet access at work and 40.8% used cybercafes as alternative access points. Slightly less than two‐thirds (61.2%) first learned to use ICT through self‐teaching, whilst 70.2% had not received any formal training in the previous year. Eighty‐eight per cent of respondents required further ICT training. Conclusions and recommendations: In SSA, freely available digital information resources are underutilized by health information professionals. ICT training is recommended to optimize use of digital resources. To harness these resources, intergovernmental and non‐governmental organizations must play a key role.
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2007.00758.x 10/cqtp85 2129771:WT4HUTHS 2317526:2XSPMRJE
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Central Africa; A:East Africa; A:Sub-Saharan Africa; A:West Africa; C:Kenya; C:South Africa; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; P:electro; P:health; P:service industry; Q:ICT; Q:distance learning; T:Ausbildung; T:Training; __C:filed:1; publicImportV1

Mapping Non-formal Education at Post-primary Educational Level in Uganda - Bananuka, T; Katahoire, AR (2008)
1. This paper explores various cases of non-formal education at post-primary education level in Uganda with special focus on the analysis of the context of NFE provision and the curriculum. Other issues explored included educator training, materials development, teaching and learning methods, policy development and implementation, the relationship with formal education, linkages with work and employment and issues of sustainability and continuity. 2. The study findings suggest that Non-formal Education at post-primary education level is run on a rather ad hoc basis without clearly defined structures save for the recent initiatives in Community Polytechnics. Much as various policy documents and statements advocate for the integration of Non-Formal Education into the PPE level and the education system as a whole, the policy statements lack proper follow up and coherence. This is a contrast to government’s commitment to international protocols and proclamations on EFA – a position that would have seen NFE clearly streamlined in the entire education system. 3. Despite the lack of a policy framework to direct Non-Formal Education at PPE level, a number of advancements in terms of policies have been made. These include the draft Education Bill for educationally disadvantaged children at primary level and the adoption of a modularized curriculum for Community Polytechnics. These advancements however have not come easy as government has over time backtracked on the issue of Non-Formal Education particularly at PPE level. 4. Notable challenges still facing Non-Formal Education in Uganda include lack of specialized training for trainers, limited funding for the education sector which renders NFE a none priority and lack of policy framework to regulate and inform NFE as an alternative route to PPE in the country among others.
KerkoCite.ItemAlsoKnownAs: 2129771:EA9BUVQ7 2317526:UGSJKI92
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Q:PhD; Q:community education; Q:primary education; T:TVET; T:company-based training; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

Assessing the impact of the trauma team training program in Tanzania - Bergman, Simon; Deckelbaum, Dan; Lett, Ronald; Haas, Barbara; Demyttenaere, Sebastian; Munthali, Victoria; Mbembati, Naboth; Museru, Lawrence; Razek, Tarek; Razek, Tarek (Journal of Trauma - Injury, Infection and Critical Care, 2008)
BACKGROUND:: In sub-Saharan Africa, injury is responsible for more deaths and disability-adjusted life years than AIDS and malaria combined. The trauma team training (TTT) program is a low-cost course designed to teach a multidisciplinary team approach to trauma evaluation and resuscitation. The purpose of this study was to assess the impact of TTT on trauma knowledge and performance of Tanzanian physicians and nurses; and to demonstrate the validity of a questionnaire assessing trauma knowledge. METHODS:: This is a prospective study of physicians and nurses from Dar es Salaam undergoing TTT (n ≤ 20). Subjects received a precourse test and, after the course, an alternate postcourse test. The equivalence and construct validity of these 15-item multiple-choice questionnaires was previously demonstrated. After the course, subjects were divided into four teams and underwent a multiple injuries simulation, which was scored with a trauma resuscitation simulation assessment checklist. A satisfaction questionnaire was then administered. Test data are expressed as median score (interquartile ratio) and were analyzed with the Wilcoxon's signed rank test. RESULTS:: After the TTT course, subjects improved their scores from 9 (5-12) to 13 (9-13), p ≤ 0.0004. Team performance scores for the simulation were all >80%. Seventy-five percent of subjects were very satisfied with TTT and 90% would strongly recommend it to others and would agree to teach future courses. CONCLUSIONS:: After completion of TTT, there was a significant improvement in trauma resuscitation knowledge, based on results from a validated questionnaire. Trauma team performance was excellent when assessed with a novel trauma simulation assessment tool. Participants were very supportive of the course. © 2008 by Lippincott Williams & Wilkins.
KerkoCite.ItemAlsoKnownAs: 10.1097/ta.0b013e318184a9fe 10/bzcnz5 2129771:4RXGG6YM 2317526:3CVSJFSZ
Keywords: -FullBiblioUHMLgen; -RRQ:M:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:Improvement; F:assessment; F:disability; P:media; P:nurse; R:evaluation; R:impact; R:questionnaire; T:Training; Z:Education; Z:Team assessment; Z:Trauma team training; __C:filed:1; publicImportV1

Gender Issues in Technical and Vocational Education and Training - Gaidzanwa, RB (2008)
This paper argues that post primary education in Africa is uneven, biased by gender, location, class and region, resulting in the illiteracy of the majority of girls and women in Africa. A minority of African adolescents undertakes secondary schooling. The majority have little foundation for building on technical, vocational education and training, making technical, vocational education and training the preserve of a few, usually elite students. The rest of adolescents drop out of school and join the informal sector or work on family farms, enterprises and domestic domains with little systematic training. Girls and poor boys start working as early as age five and their schooling has to be undertaken together with unpaid family labour. Boys’ mobility allows them to earn better incomes while girls usually marry early, fall pregnant and have children, resulting in their occupational immobility. Educated adolescents acquire skilled and better-paid jobs with bright career prospects while poorly educated and illiterate adolescents secure poorly paid, easy entry easy exit jobs usually in the informal sector. The global sex industry has emerged a source of employment for young female adolescents who may be trafficked or recruited voluntarily for sex work in Europe, Australia, the United States and Canada. HIV and AIDS are threats to adolescents especially in Southern Africa where they may head households after being orphaned. Orphaned and other poor and vulnerable adolescents are at risk of infection with HIV, dropping out of school, entering the labour force too early and falling sick with overwork in poor quality jobs with meager wages. The paper argues for provision of good quality formal and non-formal primary and some secondary and TVET for adolescents in Africa, especially for girls and poor boys in countries where barriers to schooling are high. The paper cites specific types of TVET which have been implemented in various countries, suggesting that secondary schooling, both formal and informal, be placed on a continuum and restructured to incorporated both formal and non-formal education, be made more accessible to poor, female, vulnerable and other adolescents and enable all students to choose any route to education and to ensure that there is equivalence, comparability and satisfactory quality in all types of education. The content of such TVET must suit the interests and life situations of the adolescents to make it relevant, effective and appropriate for generating decent levels of income and livelihoods for different types of adolescents.
KerkoCite.ItemAlsoKnownAs: 2129771:CWR9J8Z4 2317526:6GINJEJR
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:gender; F:girl; F:pay; F:women; P:culture; P:nature; Q:distance learning; Q:primary education; T:Educação profissionalizante; T:TVET; T:vocational school; _C:Ghana GHA; publicImportV1

BTVET Act - Business, Technical, Vocational Education Act and Training Act - Government of Uganda (2008)
UA-3bb9182e-8e45-4a62-accc-6e180fb22c9f KerkoCite.ItemAlsoKnownAs: 2129771:3TVXXDG8 2317526:EL3XYKS7
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

The returns to vocational training and academic education: Evidence from Tanzania - Kahyarara, Godius; Teal, Francis (World Development, 2008)
In this paper we ask what can account for the continuing strong preference for academic education in Africa where the level of development is so low and there are few wage jobs and which form of educational investment, the academic or vocational, is most profitable. We argue that the answers to these questions are linked through the shape of the earnings function and the importance of firm effects. High levels of academic education have far higher returns than those available either from vocational or lower levels of academic. However at lower levels the vocational return can exceed the academic.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2007.11.011 10/dv4nwz 2129771:89TV2XR9 2317526:A9PEUINX
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CC:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:manufacture; T:TVET; T:Training; Z:Benefits of education; Z:Employment skills; Z:Vocational education and training; publicImportV1

In-Service Training Needs in an African Context: A Study of Headteacher and Teacher Perspectives in the Gucha District of Kenya - Onderi, Henry; Croll, Paul (Journal of in‐service education, 2008)
Improving the quality of teaching is an educational priority in Kenya, as in many developing countries. The present paper considers various aspects on in-service education, including views on the effectiveness of in-service, teacher and headteacher priorities in determining in-service needs and the constraints on providing in-service courses. These issues are examined though an empirical study of 30 secondary headteachers and 109 teachers in a district of Kenya. The results show a strong felt need for in-service provision together with a firm belief in the efficacy of in-service in raising pupil achievement. Headteachers had a stronger belief in the need for in-service for their teachers than did the teachers themselves. The priorities of both headteachers and teachers were dominated by the external pressures of the schools, in particular the pressures for curriculum innovation and examination success. The resource constraints on supporting attendance at in-service courses were the major problems facing headteachers. The results reflect the difficulties that responding to an externally driven in-service agenda creates in a context of scarce resources. (Contains 6 tables.)
KerkoCite.ItemAlsoKnownAs: 10.1080/13674580801950832 10/d94hch 2129771:64AUDAL8 2317526:RYK8LPLC
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:T; D:developing country; F:achievement; F:attitude; F:curriculum; F:teaching; P:measurement; P:services; P:teacher education; P:teachers; T:TVET; T:work-based learning; Z:Academic Achievement; Z:Administrator Attitudes; Z:Educational Innovation; Z:Educational Needs; Z:Faculty Development; Z:Foreign Countries; Z:Inservice Teacher Education; Z:Principals; Z:Secondary School Teachers; Z:Secondary Schools; Z:Teacher Attitudes; Z:Teacher Influence; Z:Vocational Education; publicImportV1

Three (Post-Secondary Agricultural Education and Training) Challenges and the Concept of "Workforce Education Systems" - Rivera, William M. (Journal of agricultural education and extension, 2008)
The Comprehensive Africa Agriculture Development Program (CAADP) of the Africa Union's New Partnership for Africa's Development (AU/NEPAD), the International Food Policy Research Institute (IFPRI), in collaboration with the University of KwaZulu-Natal, held in January 2008, a conference on the subject of "Convergence between Social Service Provision and Productivity Enhancing Investments in Development Strategies" with a view to improving the complementaries between investments in social sciences and those aimed directly at raising agricultural productivity. The present paper is intended as part of a seminar series in this regard to be held at IFPRI, 9 October 2007, and serves as the basis for a paper to be presented at the CAADP/IFPRI conference in January 2008 in Durban, South Africa. (Contains 7 notes and 4 figures.)
KerkoCite.ItemAlsoKnownAs: 10.1080/13892240701820546 10/c8cf6b 2129771:6IAGKSU7 2317526:T8IRDFH8 LOCAL-PQ-61962525
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:agricultural; P:agriculture; P:economy; P:services; P:social; T:Training; T:workplace education; Z:Agricultural Education; Z:Conference Papers; Z:Economic Development; Z:Foreign Countries; Z:Labor Force Development; Z:Productivity; Z:Social Sciences; publicImportV1

Apprenticeship Strategies Among Dii Potters from Cameroon, West Africa - Wallaert, H (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:WYDEVZ8A 2317526:94N5NTT3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Cameroon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:Lehrlingsausbildung; T:apprentice; publicImportV1

Towards a renewal of apprenticeship in West Africa - Walther, R (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:N4NES3ZB 2317526:IF875PF8
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Central Africa; A:East Africa; A:Sub-Saharan Africa; A:West Africa; C:Angola; C:Benin; C:Cameroon; C:Ethiopia; C:Mali; C:Senegal; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:inclusion; F:pedagogy; P:crafts; P:economy; P:nature; Q:certificate; Q:higher education; Q:secondary education; T:Ausbildung; T:Lehrlingsausbildung; T:TVET; T:apprentice; T:trainee; publicImportV1

Nouvelles formes d’apprentissage en Afrique de l’Ouest: Vers une meilleure insertion professionnelle des jeunes - Walther, Richard (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:59I3LR3U 2317526:USLKC67W
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; C:Benin; C:Mali; C:Senegal; C:Togo; CLL:fr; publicImportV1; ⛔ No DOI found

Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa - Mulkeen, Aidan; Chapman, David; DeJaeghere, Joan; Leu, Elizabeth (The World Bank, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7066-7 2129771:5HWPXNVN
Keywords: _C:Angola AGO; _C:Benin BEN; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Central African Republic CAF; _C:Chad TCD; _C:China CHN; _C:Comoros COM; _C:Congo XCO; _C:Djibouti DJI; _C:Dominican Republic DOM; _C:Equatorial Guinea GNQ; _C:Eritrea ERI; _C:Ethiopia ETH; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:India IND; _C:Ireland IRL; _C:Kenya KEN; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Madagascar MDG; _C:Malawi MWI; _C:Mali MLI; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Rwanda RWA; _C:Senegal SEN; _C:Seychelles SYC; _C:Sierra Leone SLE; _C:Somalia SOM; _C:South Africa ZAF; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

Strategy to revitalize technical and vocational education and training (TVET) in Africa - African Union (2007)
KerkoCite.ItemAlsoKnownAs: 2129771:FE4FQGSH 2317526:RMKS3KEU
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Benin; C:Burkina Faso; C:Congo; Democratic Republic COD; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:curriculum; F:leadership; F:learning; F:ministry; F:policy; F:teaching; P:agricultural; P:artist; P:construction; P:crafts; P:economy; P:environment; P:health; P:technology; Q:ICT; Q:masters; R:survey; T:Ausbildung; T:Educação profissionalizante; T:Lehrlingsausbildung; T:TVET; T:apprentice; T:apprenticeship training; T:informal training; T:vocational school; _C:Ghana GHA; publicImportV1

Teacher Motivation in Sub-Saharan Africa and South Asia - Bennell, Paul; Akyeampong, Kwame (DfID London, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:242EHRP6 2129771:5XS5KY3U 2129771:N5KTN9CE 2339240:4YDHY6PL 2405685:25GLFYDL 4556019:J65GX7JX
Keywords: C:sub-Saharan Africa and South Asia; _C:Afghanistan AFG; _C:Argentina ARG; _C:Australia AUS; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Chad TCD; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Madagascar MDG; _C:Malawi MWI; _C:Mali MLI; _C:Mauritania MRT; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:New Zealand NZL; _C:Nicaragua NIC; _C:Niger NER; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Technical and Vocational Education in Cameroon and Critical Avenues for Development - Che, S. Megan (Research in Comparative and International Education, 2007)
Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the possibilities and perceived necessity for increased TVE avenues in Cameroon. Relationships between TVE, the problem of educated unemployed, the public and private sectors, and development are explored. This article views teachers' discussions from a lens of critical theory.
KerkoCite.ItemAlsoKnownAs: 10.2304/rcie.2007.2.4.333 10/fhg7ds 2129771:RTRHDLV2 2317526:4UEBKKQ7
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Cameroon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing nation; F:access; F:attitude; F:curriculum; P:economy; P:teachers; R:qualitative; T:TVET; Z:Critical Theory; Z:Curriculum Development; Z:Developing Nations; Z:Economic Development; Z:Economic Progress; Z:Foreign Countries; Z:Job Skills; Z:Labor Force Development; Z:Labor Market; Z:Mathematics Teachers; Z:Secondary School Mathematics; Z:Secondary School Teachers; Z:Teacher Attitudes; Z:Technical Education; Z:Unemployment; Z:Vocational Education; publicImportV1

Standars and Creteria for Approval of Programmes in Vocational Enterprise Institutions (VEI) & Innovation Enterprise Institutions (IEI) Programmes (Nigeria) - Government: Nigeria (2007)
UA-ccdd094f-8691-400d-81b5-67356ec2dc3d KerkoCite.ItemAlsoKnownAs: 2129771:U5MLSFKX 2317526:WNM39HHP
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

Polytechnic Law - Government of Ghana (2007)
KerkoCite.ItemAlsoKnownAs: 2129771:U7I7API9 2317526:UBUZL5GW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ghana; publicImportV1

Systems approach to tourism training and education: The Kenyan case study - Mayaka, Melphon; Akama, John S. (Tourism Management, 2007)
Abstract Kenya's tourism industry is relatively well developed (with first class hospitality establishments and tourist facilities that are juxtaposed in close proximity to pristine glistering tropical sand beaches and world renowned wildlife attractions in protected parks and reserves). Hence the country, in recent years, has become a popular destination for international visitors, especially European and North American tourists, haggling for safari tourism experience combined with relaxation in pristine glistering tropical sand beaches. Thus, Kenya provides a good case study in the examination of deficiencies in tourism training that characterises many countries in Africa and other emerging tourist destinations in different regions of the world. As this study shows Kenya, as the case is with many other Third World countries, lacks a well-coordinated tourism training strategy and educational institutions capable of providing much needed human resource training and capacity building, especially at supervisory and managerial level. This paper identifies existing deficiencies in tourism education and training in Kenya, and provides a framework that can be applied in the development of a well-coordinated national tourism training strategy and initiation of education programmes. Indeed, systems approach can be replicated elsewhere in Africa and other Third World countries where tourism is increasingly gaining momentum as a major socio-economic phenomenon.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tourman.2005.12.023 10/dq2df7 2129771:UPVEVBA3 2317526:5W9V5DR3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CCZ:Kenya; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:P; CT:R; CT:T; D:developing country; P:economy; P:measurement; P:tourism; R:case study; T:Training; Z:Developing countries; Z:Staff training; Z:Tourism education; publicImportV1

LIS curriculum in French-speaking West Africa in the age of ICTs: The case of Benin and Senegal - Mêgnigbêto, Eustache (The International Information & Library Review, 2007)
Summary LIS training programme in Africa date from early independence period. In French-speaking West African area, few countries have an LIS school. The existing schools have been created in partnership with either an international organization or a northern country. The curriculum delivered is not always updated as in developed countries. The main objective of this article is to measure the gap between LIS curriculum as actually delivered in developed and developing countries in the age of the information and communication technologies (ICTs). A couple of schools were chosen—English and French-speaking area—from Northern America and Western Europe; their curriculum served as basis for evaluating those in West African French-speaking countries. The conclusion that can be drawn from the study is that LIS curriculum in Africa has changed less since the schools’ first creation and ICTs are not present as in Western countries. This trend brings out the problem of the curriculum pertinence and the competitiveness of the graduate students in the international employment market.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.iilr.2007.02.007 10/d26vb2 2129771:E4284BH5 2317526:8MLC73K9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:West Africa; C:Benin; C:Senegal; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:Q; CT:T; D:developing country; F:curriculum; Q:ICT; SpecialTopic:Library; T:Training; publicImportV1

Rehabilitation in Seven Sub-Saharan African Countries: Personnel Education and Training - Mpofu, Elias; Jelsma, Jennifer; Maart, Soraya; Levers, Lisa Lopez; Montsi, Mercy M R; Tlabiwe, Pinkie; Mupawose, Anniah; Mwamwenda, Tuntufye; Ngoma, Mary Shilalukey; Tchombe, Therese Mungah S (Rehabilitation Education, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1891/088970107805059562 10/gf623d 2129771:XNNGBTDH 2317526:DRQNSP23 LOCAL-PQ-224986316
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Botswana; C:Cameroon; C:Rwanda; C:South Africa; C:Tanzania; C:Zambia; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:curriculum; F:disability; P:culture; P:health; P:services; P:technician; T:TVET; T:Training; publicImportV1

To vocationalise or not to vocationalise? Perspectives on current trends and issues in technical and vocational education and training (TVET) in Africa - Oketch, Moses O. (International Journal of Educational Development, 2007)
In recent years, there has been a renewed interest in the dichotomy of vocational education versus general education. This is more so as political pronouncements in many countries across the globe have taken on knowledge and skills as the key aim of the desire to improve access to education at all levels. Nowhere is this debate more tested, fiercely debated and gained controversy as in Africa. However, given recent developments in which knowledge and skills have become more acceptable terms in economically more developed nations, in which both are seen to go hand in hand, what is happening in Africa where development is highly sought but has proven to be more elusive? This has brought back to the forefront one of the dilemmas which has pre-occupied many African countries for a long time: whether to concentrate investment in general education or in vocational education. In this paper, I reflect on current trends and issues in TVET in Africa.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2006.07.004 10/bwcb97 2129771:5BA8YC3B 2317526:XHIZPKCS
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; Education; F:learning; F:policy; P:administration; P:nature; Q:secondary education; R:interview; Skills; T:Educação profissionalizante; T:TVET; T:occupational education; T:vocational training scheme; Technical and vocational education; publicImportV1

La formation professionnelle en secteur informel - ou Comment dynamiser l’économie des pays en développement? Les conclusions d’une enquête terrain dans sept pays africains. - Walther, Richard; Filipiak, Ewa (Agence Française de Développmement, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:2RLDNXMH 2317526:DEESIG58
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQv:f2-H-fr; C:Angola; C:Benin; C:Cameroun; C:Ethiopia; C:Morocco; C:Senegal; CLL:fr; publicImportV1

A Comparative Analysis of Firm Based Training in East African Manufacturing Sector: Does Level of Education Matter? - Ndlovu, Tchaka; Kajiba, John; Aiko, Rose; Kessy, Flora; Mkenda, Beatrice K.; Kweka, Josaphat; Kabelwa, George (2006)
Using World Bank's (2003) firm-level Investment Climate Survey (ICS) data for Kenya, Tanzania and Uganda, this paper examines extent in which education and skill levels are important determinants of Firm-based Training (FBT) in the East African manufacturing sector. The findings show weak evidence on complementary hypothesis between education and FBT but one which differs significantly across (perhaps depending on educational and training capacity of) different countries. Although other determinants of FBT apply differently to specific countries, size and technology characteristics are common determinants across the three countries. Furthermore, firms that care about HIV epidemic train more as a means to abate the negative effects of the epidemic on their human resources. Since FBT has potential to contribute to skill development, the findings imply that enterprise training should receive similar policy emphasis as education in the bid to enhance human resource development for growth and poverty reduction.
Accepted: 2016-07-08T12:19:36Z KerkoCite.ItemAlsoKnownAs: 10/2905 2129771:3FAL2TJF 2129771:VZ78IMDZ 2317526:JNZAK2I3 2317526:NQXBAGZX
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; C:Tanzania; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:outcomes; F:policy; P:manufacture; P:measurement; P:technology; Q:degree; Q:distance learning; Q:tertiary education; R:impact; T:Ausbildung; T:Lehrlingsausbildung; T:TVET; T:firm-based training; _C:Ghana GHA; _C:Uganda UGA; publicImportV1; ⚠️ Invalid DOI; ⛔ No DOI found

Artisan training and employment outcomes in Tanzania - Bennell, Paul; Mukyanuzi, Faustin; Kasogela, Maurice; Mutashubirwa, Francis; Klim, Mikkel (Compare: A Journal of Comparative and International Education, 2006)
Studies have shown that artisan training courses in Africa are not cost-effective, and do not improve quality of life. The studies on artisanship education and their effects are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1080/03057920500382358 10/cq4xfd 2129771:7QPDWE5E 2317526:YYFGAN4J
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:outcomes; P:artist; P:crafts; Survey; T:Training; Z:Craftsmen; Z:Feasibility studies; Z:Occupational training; Z:Quality of life; __C:filed:1; publicImportV1

Teacher Education at a Distance: Impact on Development in the Community - Binns, Felicity; Wrightson, Tony (DFID, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:YC4QXI68 2405685:3IPM5K7Y
Keywords: C:Low- and middle-income countries; _C:Canada CAN; _C:Egypt EGY; _C:Ghana GHA; _C:Guyana GUY; _C:Jamaica JAM; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Mexico MEX; _C:New Zealand NZL; _C:Nigeria NGA; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Learning the master's trade: Apprenticeship and human capital in Ghana - Frazer, Garth; Frazer, Garth (Journal of Development Economics, 2006)
This paper explores the institution of apprenticeship in Ghana. A model is presented where apprenticeship training is idiosyncratic, increasing an individual's productivity in the current firm, but not in any other firm. Still, individuals are willing to fund apprenticeships as they can reap the returns to the specific training of apprenticeship if they manage to acquire the capital required to start their own firms, and replicate the technology and business practice of the apprenticeship firm. Predictions of the model for the productivity and remuneration of different workers are developed and tested using both a linked employer-employee survey of manufacturing firms and a national household survey. © 2006 Elsevier B.V. All rights reserved.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2005.06.006 10/dmcqmr 2129771:3SI4ZNWZ 2317526:FE8I5WXW
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:remuneration; P:manufacture; P:technology; Q:masters; R:survey; T:Lehrlingsausbildung; T:Training; T:apprenticeship training; Z:Apprenticeship; Z:Human capital; _C:Ghana GHA; publicImportV1

COTVET Act nº 718, 2006 - The Council for Technical and Vocational Education and Training Act - Government of Ghana (2006)
KerkoCite.ItemAlsoKnownAs: 2129771:77QFAKGT 2317526:RW9FWN7C
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ghana; publicImportV1

Guidelines for Establishment and Operation of Production Unit in Technical College - Government of Nigeria (2006)
KerkoCite.ItemAlsoKnownAs: 2129771:G5YIKFHX 2317526:Q8UPWPZS
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

Further Education and Training Act nº16, 2006 - Government of South Africa (2006)
Also known as Continuing Education and Training Act.
UA-12d0a561-668e-4da9-9506-2693c36aeb96 KerkoCite.ItemAlsoKnownAs: 2129771:3HJSUHG7 2317526:H2K8DC4E
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; publicImportV1

Overview of funding for construction craft skills training in Sub-Saharan Africa: A case study of Zambia - Muya, Mundia; Price, A. D F; Edum-Fotwe, F. T. (Construction Management and Economics, 2006)
The wealth of any nation is ultimately based on its human resource or social capital. Education and training are the primary vehicles of developing this resource. Funding of formal construction craft skills training at trade institutions in Sub-Saharan Africa (SSA) is examined, using Zambia as a country case study. The data in the research were collected via semi-structured questionnaire interviews directed at government financed trades training schools offering construction programmes in Zambia. Results of the research show that formal construction craft skills training in Zambia has not been adequately funded over the years resulting in: ill-qualified low numbers of poorly remunerated teaching staff; poorly maintained infrastructure and workshop facilities not well equipped for teaching purposes; and out-dated curricula of construction craft programmes. A wide range of measures is required to improve funding for construction craft skills training. These include: increased training regulation and co-ordination by government, development of efficient and effective funding mechanisms that involve employers of crafts-persons, and training provision frameworks that encourage increased involvement of private training providers. © 2006 Taylor & Francis.
KerkoCite.ItemAlsoKnownAs: 10.1080/01446190500310585 10/cpx4fh 2129771:RVA4VZ6S 2317526:BDGHSBTQ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CCZ:Zambia; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:regulation; F:teaching; P:construction; P:crafts; P:measurement; P:mechanic; P:social; R:case study; R:interview; R:questionnaire; T:Training; Z:Construction craft skills; Z:Sub-Saharan Africa; Z:Training; publicImportV1

Construction craft skills requirements in sub-Saharan Africa: A focus on Zambia - Muya, Mundia; Price, Andrew D.f.; Edum-Fotwe, Francis T. (Engineering, Construction and Architectural Management, 2006)
Purpose – As the development agenda for sub-Sahara Africa (SSA) gains momentum, it has become necessary to refocus attention on effective and sustainable human resource development strategies for the construction sector in the region that include craft skills. Aims to provide insight into the availability and quality of construction craft skills in Zambia, and the SSA region in general. Design/methodology/approach – Using Zambia as a country case study, results of a survey that was designed to assess the construction industry's perceptions of the quality and availability of construction craft skills in Zambia are presented. The surveyed contractors' support for the introduction of a sector-specific training levy in Zambia was also investigated and is reported. Findings – Findings point to both poor quality and shortage of construction craft skills in Zambia. Results suggest that construction sector-specific training levy would be the most viable, sustainable and industry-wide supported option for supplementing government funding in the training of construction craft skills in Zambia, and probably in the SSA region. Research limitations/implications – The survey was exploratory in nature and depth, and SSA is a vast and diverse region. The results of the case study may not correctly reflect construction skills exigencies across the whole SSA region. Originality/value – The results provide information and advice for both policy makers and contractors concerned with construction crafts skills issues in Zambia, and SSA in general. © 2006, Emerald Group Publishing Limited
KerkoCite.ItemAlsoKnownAs: 10.1108/09699980610669660 10/bzvww9 2129771:4BWX6MG3 2317526:HR9BPMJT
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CCZ:Zambia; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:policy; P:construction; P:crafts; P:nature; R:case study; R:survey; T:Training; Z:Construction industry; Z:Skills; Z:Sub Saharan Africa; Z:Training; publicImportV1

The Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone - Paracka, Daniel J. (2006)
This book is about Fourah Bay College (FBC) and its role as an institution of higher learning in both its African and international context. The study traces the College's development through periods of missionary education (1816-1876), colonial education (1876-1938), and development education (1938-2001).
KerkoCite.ItemAlsoKnownAs: 2129771:LL63YKLE 2339240:993UCWCL 2405685:3CTGQYRP
Keywords: _C:Sierra Leone SLE

Post-primary agricultural education and training in sub-Saharan Africa: Adapting supply to changing demand - Vandenbosch, T (2006)
KerkoCite.ItemAlsoKnownAs: 2129771:PT4WBLLL 2317526:KYFPAVSC
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Benin; C:Burkina Faso; C:Ethiopia; CA:AandC; CL:de; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:ministry; P:agricultural; P:agriculture; P:economy; P:environment; Q:ICT; Q:certificate; Q:secondary education; R:impact; T:Ausbildung; T:Educação profissionalizante; T:TVET; T:Training; T:apprenticeship training; T:trainee; _C:Ghana GHA; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

Document de Travail - La formation en secteur informel: Note de problématique - Walther, Richard (Agence Française de Développement, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:9XLP2DNC 2317526:N4U8VVCW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; C:Benin; C:Cameroon; C:Morocco; C:Senegal; C:South Africa; CLL:fr; publicImportV1

Vocational education and training in southern Africa: a comparative study - Akoojee, Salim; Gewer, Anthony; McGrath, Simon A. (2005)
Introduction This volume is intended to develop and share knowledge within the southern African region regarding the challenges faced by vocational education and training (VET) systems and the responses to these challenges. Some of these challenges arise out of the history of VET in the region, whilst others relate to current international discourses about VET. The field of VET in southern Africa has been badly neglected. It is very difficult to find an article in the international journals on the topic, and it is even less likely that it will have been written by a national of the region, based at one of its research institutions. VET has also attracted little attention in the policy community for more than a decade, given the donor fascination with basic education since the World Conference on Education for All in 1990 (McGrath 2002). However, VET can play an important role in supporting social and economic development goals, and major VET policy reforms and the creation of new institutions are either underway or planned in all seven countries under study in this book. Therefore, it is my intention in this introduction to illuminate the nature of some of these changes, their origins and their likelihood of success. In so doing, I will show how VET is an important policy nexus – located as it is between economic and educational policy, between the state and the market, and between concerns with poverty and growth. Before this volume turns to examine this complexity through an exploration of the experiences of seven countries (Botswana, Lesotho, Mauritius, Mozambique, Namibia, South Africa and Swaziland), it is important to locate these national and contemporary debates in the historical evolution of ideas about VET. In so doing, I will look at both internal trends within Africa and the impact of external ideas.
KerkoCite.ItemAlsoKnownAs: 2129771:PRN4YC58 2317526:2ETPJUUU
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; AA:Africa; Southern; C:Botswana; C:Lesotho; C:Mauritius; C:Mozambique; C:Namibia; C:South Africa; C:eSwatini; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:ICT; T:TVET; Vocational education; publicImportV1