Reflecting on Five Decades of Teacher Professional Development in Tanzania: The Missing Dimensions - Dachi, Hillary (Papers in Education and Development, 2016)
The importance of teacher development need not be over stated. This is adducible by the fact that transformations, innovations and diffusions in education make it imperative that teachers have to continually change and adopt. This paper takes stock of the trajectory of teacher professional development in Tanzania by locating related initiatives in the macro-policies and education transformations spanning a period of nearly five decades. It identifies the missing dimensions for robust in-service continuous professional development programmes (CPD) for primary and secondary school teachers. The paper proposes the need to support a cost effective in-service CPD model, which is school based designed around a reflective practitioner approach, for which teaching is an interactive problem solving professional undertaking requiring continuous updating of key competences that teachers require for classroom practices. Key words: teachers’ professionalism; teachers’ continuous professional development; macro-policies; education transformations
KerkoCite.ItemAlsoKnownAs: 2129771:3DAXHV2W 2129771:FA2SH9AA
Keywords: _C:Canada CAN; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Malaysia MYS; _C:Namibia NAM; _C:Sweden SWE; _C:Tanzania TZA; _C:Uganda UGA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Theme 3: Talk for Learning (Coordinators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:9XIQFZ7A
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 3: Talk for Learning (Tutors) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:JQNSU649
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Readiness of Pre-Service Business Education Teachers for Web-Based E-Learning in Colleges of Education in North-East Nigeria. - Enemali, Victoria Amelia; Aliyu, Mustapha; Bulama, K.H. (Journal of Education and Practice, 2016)
This study examined the level of preparedness or readiness for use of e-learning amongst pre-service business education teachers in Colleges of Education in North East Nigeria. One research question and one hypothesis guided this study. This study was a sample survey, in which a 51-item structured questionnaire was used to collect data. The researcher developed questionnaire was validated and pilot tested and the internal consistency using Cronbach alpha was 0.81. The participants were 1,003 final year pre-service business education teachers from five Colleges of Education in five states in North East Nigeria that were selected for the study. A sample of 546 pre-service business education teachers was selected using cluster sampling technique. Data were collected with the help of trained research assistants. Data obtained were analysed using frequency counts and percentages, mean, and t-test statistic. The results indicated that the pre-service business education teachers’ perceived level of preparedness or readiness for the use of web based e-learning is low. Based on the findings, it was recommended among others that the pre-service business education teachers should be encouraged to engage in hands-on IT training wherever they are available; and that emphasis of IT training for pre-service business education teachers should be placed on web-based instruction (use of internet and World Wide Web), instructional slides and tutorials (Compact Disk- CD based), and virtual teaching (video conferencing technique). Keywords: Teacher readiness, Teacher preparedness, e- learning, IT-Information technology, ICT-Information and communication technology, Business education, Pre-service business education, Teacher education.
openalex: W2511603164 mag: 2511603164 id: openalex:W2511603164 keywords: , , , , , KerkoCite.ItemAlsoKnownAs: 2129771:GUMATCMJ 2486141:SNISRX35
Keywords: openalex:import

The Influence of In-Service Training, Seminars and Workshops Attendance by Social Studies Teachers on Academic Performance of Students in Junior Secondary Schools Incross River State, Nigeria - Essien, Ekpenyong Essien; Akpan, Okon Edem; Obo, Imo Martin (Journal of Education and Practice, 2016)
This research examined the influence of in-service training, seminar and workshop attendance by social studies teachers on students academic performance in Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to direct the study. Ex-post facto research design was adopted for the study. A sample of five hunded Social Studies teachers (500) and students were selected for the study. The instruments for data collection were a set of questionnaire to measure Social Studies teachers in-service training, seminar and workshop training and Social Studies Performance Test (SOSPT) to measure students academic performance. The reliability estimate of the instruments were established through the split-half reliability method and it associate Spearman Brown prophesy formula. Pearson product moment correlation analysis was adopted to test the hypothesis at .05 level of significance. The result of the analysis revealed that there exists a positive and small relationship between the frequency of teachers’ attendance at in-service training, seminars and workshops and students’ academic performance in social studies. It was recommended that government should make it mandatory for all teachers in both primary and post primary to undergo professional training. As it is the case with other professions like law and medicine among others.
openalex: W2512628619 mag: 2512628619 id: openalex:W2512628619 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:7K3JPAC7 2486141:RNVDN7W9
Keywords: openalex:import

Reconstructing education in post-conflict Sierra Leone - Pai, Grace (Security, Education and Development in Contemporary Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:WJPJDQJK 2405685:83TRVQZR
Keywords: _C:Sierra Leone SLE

Youth unemployment in resource-rich Sub-Saharan Africa: A critical review - Ackah-Baidoo, Patricia (The Extractive Industries and Society, 2016)
This paper critically reviews the youth unemployment crisis in resource-rich Sub-Saharan Africa. Although the region has experienced continuous and a seemingly limitless ﬂow of investment in all types of extractive industries in recent decades, this growth has not directly translated into signiﬁcant poverty reduction. Its overdependence on natural resources economically seems to have had a negative impact on socioeconomic development overall, generating very few jobs for youth and exacerbating existing unemployment crises. The paper uses Ghana, one the region’s top mineral-rich countries, as a case study to explore these issues further.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.exis.2015.11.010 10/gf62j7 2129771:5IQB689N 2317526:V2TDX9MD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; _C:Ghana GHA; __C:filed:1; publicImportV1

From counting women to ensuring women count: A qualitative study of university and early career experiences of women secondary school teachers in Addis Ababa, Ethiopia from a capabilities perspective - Abay, Negar Ashtari (2016)
At the heart of this study is a concern with moving from counting women—from a quantitative focus on gender parity—to having women count—ensuring conditions exist that allow women teachers to fully participate in quality teaching and the positive transformation of the teaching profession. Women comprise less than 20% of secondary school teachers in Ethiopia (MoE, 2014), reflecting similar patterns of under-representation elsewhere in Sub-Saharan Africa. This study uses in-depth interviews and field observations over a period of 15 months in Addis Ababa to shed light on why many women in Ethiopia who enter university do not make it into secondary school teaching and why many of those who enter teaching, in urban areas where most teachers are concentrated, do not stay in the profession. Drawing on a capabilities perspective, the study goes further to examine the cumulative disadvantage—in terms of well-being and agency—that women experience during the process of their university (undergraduate and teacher) training and in their early years of working in urban secondary schools, as well as the ways in which women contend with disadvantage. This study shows that such disadvantage and the responses to it have implications not only for whether women enter and stay in teaching but also for how they engage in their work. Utilizing the rich qualitative data collected and the analysis afforded by using the capability approach, the study concludes by recommending how different actors, including government, universities and schools, can foster institutional conditions of possibility (Walker, 2006a) and educational arrangements that enhance rather than limit full and equal participation in the teaching profession. Foregrounded throughout this study are the voices and experiences of young women, offering a perspective which disrupts the presumed norm of the single male teacher and highlights some of the limits of gender-neutral teacher policies.
KerkoCite.ItemAlsoKnownAs: 2129771:Z4ISYM3H 2317526:5S7STSEQ LOCAL-PQ-1873007472
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:gender; F:policy; F:teaching; F:women; P:measurement; P:school teacher; P:teacher education; P:teachers; Q:higher education; R:interview; R:observation; R:qualitative; R:quantitative; T:Ausbildung; T:career; Z:Higher education; Z:Teacher education; publicImportV1; ⛔ No DOI found

One Laptop per Child Rwanda: Enabling Factors and Barriers - Adam, Taskeen; Haßler, Björn; Cruickshank, Heather (Empowering the 21st Century Learner, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:PZE5L9QW 2129771:WDGI2A2F 2486141:PZQAFS2P
Keywords: Author:Haßler; Author:OpenDevEd; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Canada CAN; _C:China CHN; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Denmark DNK; _C:Egypt EGY; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Malaysia MYS; _C:Mexico MEX; _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:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _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:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Influence of Mobile Learning Training on Pre-Service Social Studies Teachers' Technology and Mobile Phone Self-Efficacies - Adedoja, Gloria; Oluwadara, Abimbade (Journal of Education and Practice, 2016)
Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.
KerkoCite.ItemAlsoKnownAs: 2129771:6PDEGCPL 2317526:QMB7LST9 2405685:2B3XKEGJ 2534378:GD8S4UHN 2534378:KAL73UF6 2534378:SDN92DUR
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; Age Differences; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; ERIC; Current Index to Journals in Education (CIJE); Electronic Learning; F:attitude; F:learning; F:pedagogy; Foreign Countries; Higher Education; Instructional Effectiveness; Likert Scales; Nigeria; P:electro; P:services; P:social; P:teachers; P:technology; Postsecondary Education; Predictor Variables; Preservice Teachers; Pretests Posttests; Q:mobile learning; Questionnaires; R:questionnaire; Self Efficacy; Social Studies; Student Teacher Attitudes; T:Training; Technological Literacy; Technology Education; Z:Age Differences; Z:Electronic Learning; Z:Foreign Countries; Z:Instructional Effectiveness; Z:Likert Scales; Z:Predictor Variables; Z:Preservice Teachers; Z:Pretests Posttests; Z:Questionnaires; Z:Self Efficacy; Z:Social Studies; Z:Student Teacher Attitudes; Z:Technological Literacy; Z:Technology Education; __:import:01; __:match:final; __:matched; __:study_id:2096188; __C:filed:1; ___working_potential_duplicate; __finaldtb; publicImportV1; ⛔ No DOI found

The professional development of teachers in Higher Education in Oman: a case study of English teachers in the Colleges of Applied Sciences - Al-Ghatrifi, Yaqoob (University of Reading, 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:58BS4RY3
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahrain BHR; _C:Benin BEN; _C:Canada CAN; _C:China CHN; _C:Egypt EGY; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Kuwait KWT; _C:Malaysia MYS; _C:Malta MLT; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Oman OMN; _C:Pakistan PAK; _C:Portugal PRT; _C:Qatar QAT; _C:Saudi Arabia SAU; _C:Somalia SOM; _C:Sweden SWE; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Improving Secondary School Teacher Quality in Sub-Saharan Africa - Bainton, Dave; Barrett, Angeline Mbogo; Tikly, Leon (University of Bristol, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:X5Z7RU4N 2405685:CLHEDE9L
Keywords: C:sub-Saharan Africa; _C:Benin BEN; _C:Botswana BWA; _C:Burundi BDI; _C:Cameroon CMR; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Congo; Republic COG; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Ivory Coast CIV; _C:Kenya KEN; _C:Malawi MWI; _C:Mali MLI; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Rwanda RWA; _C:South Africa ZAF; _C:South Sudan SSD; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Open Data Readiness Assessment: Prepared for the Government of Sierra Leone - Chrzanowski, Pierre; Holm, Jeanne; Manley, Laura; Dodds, Elizabeth; Baker, Rob (World Bank Group; Open Aid Partnership, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:ZWH5D8DC 2405685:83I8VUFY
Keywords: _C:Sierra Leone SLE

Challenges in the Informal Construction Artisan Training System in the Ghanaian Construction Industry - Damasah, SK (College of Art and Built Environment, 2016)
This research sought to find out the challenges confronting the informal artisan training system in the Ghanaian construction industry and provide available opportunities to help improve the system. The study was limited to two regions namely Greater Accra and Volta regions of Ghana. In all, two hundred and thirty-three (233) artisans comprising of one hundred and thirteen (113) apprentices and one hundred and twenty (120) master artisans were used for the study. Questionnaires were the main research instrument but personal observation was also used by the researcher. The sample of three hundred (300) was used in the data analysis. Qualitative research approach was used, employing the descriptive approach. Data from the field was analysed using percentages. From the findings, it was realized that two main modes of skill acquisition were in play pertaining to the informal sector, these are the traditional method (75%) and the attachment method (25%). Another finding was that, one shortcoming of the informal system appears to be a lack of consistency and adequate content in the training that apprentice receive. The study concludes that there is little external motivation or capability for the system’s trainees to progress in performance or in improving their methods. More than 55% of the master artisans apply experimentation or trial and error in their work. It is recommended that, it will be essential to involve the master artisans in a reform process including efforts to provide them with opportunities to upgrade their own knowledge of construction skills.
KerkoCite.ItemAlsoKnownAs: 2129771:9ZD86LA7 2317526:C4X3KFCN UTI-44D05C99-3FFA-30A1-91F8-C18A23CBCCA7
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:P; CT:T; P:artist; P:construction; T:Formal apprenticeship; T:Training; _C:Ghana GHA; publicImportV1

National Credit and Qualifications Framework - Government of Botswana (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:7RZIN9I4 2317526:SXN7LTXV
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; Qualification Framework; publicImportV1

Guidelines for Registration of Training Providers - Government of Kenya (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:74AGI8EH 2317526:R5RUMKJQ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

Gender in Education Policy - Government of Uganda (2016)
UA-9e3445e4-27e0-4bb3-8fc9-87582a923f5c KerkoCite.ItemAlsoKnownAs: 2129771:SB7VVPSG 2317526:AVECW5AI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

E-Learning in nursing education in Rwanda: benefits and challenges. An exploration of participants' perspectives - Harerimana, A; Mtshali, NG; Hewing, H (Journal of Nursing and Health Science, 2016)
E-learning is a commonplace in nursing and healthcare professional education, and generally the importance of Information and Communication Technology (ICT) and the Internet in tertiary education is recognized. The entry visa for e-learning is a computer and an Internet connection [1]. The aim of this paper is to analyse the utilisation of e-learning in selected nursing campus in Rwanda. A convergence parallel mixed method was use as recommended by Creswell[2]. For quantitative survey, a total of 275 participants responded to the questionnaires, and for qualitative approach, a total number of 40 participants were purposively selected. Quantitative data was analysed using SPSS 23, and for qualitative data, thematic analysis was used. The finding from this study indicated that participants were ready and eager to embrace e-learning in nursing education due to a number of benefits they reported such e-learning being a student centred approach, being a blended learning method, and fast track for the production of nursing workforce taking into consideration the history of Rwanda. However it was found that a number of challenges were hindering a proper implementation such as: resource constraints, insufficient teachers and students training in ICT, language barrier, lack of policies regarding e-learning, resistance to change, issues related to Moodle accessibility.
KerkoCite.ItemAlsoKnownAs: 2129771:ZR2CG5P7 2317526:5J65FI2H
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:nurse; Q:e-learning; T:Training; T:continuing education; publicImportV1; ⛔ No DOI found

Tablet use in schools: a critical review of the evidence for learning outcomes - Haßler, Björn; Major, Louis; Hennessy, Sara (Journal of Computer Assisted Learning, 2016)
The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.
EdTechHub.Source: <this> EdTechHub.Source: 2129771:9IYKEUKJ KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12123 10/f8f6mc 2129771:67CB8FHE 2129771:6YGVDBXS 2129771:9IYKEUKJ 2129771:BFWTG2BG 2129771:HX6DBG7W 2129771:XBQV2NGQ 2129771:XWGFIH7Y 2129771:Z688UKBU 2292090:7ASI5XLU 2317526:3V7LV2NP 2339240:C6LDZSDW 2339240:GNBA7ZJI 2339240:WPK23R37 2405685:7552P2EL 2405685:9I6F956M 2405685:SZ2DB7K2 503888:U6FRZHMB
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; Android; Australia AUS; Author:Haßler; Author:OpenDevEd; Belgium BEL; Björn-CV-OECS; Canada CAN; Chile CHL; DL4D cited; Malawi MWI; Monday; New Zealand NZL; Spain ESP; TL:Arabic; TL:English; TL:Translated; Thailand THA; TranslationGoingAhead; Turkey TUR; _C:Brazil BRA; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Kenya KEN; _C:Norway NOR; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; iPad; learning outcomes; publicImportV1; school; systematic reviews; tablets

Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia - Hennessy, Sara; Haßler, Björn; Mwewa, G (2016)
This chapter describes a study which explored the feasibility of using information and communications technologies (ICTs) to support more interactive forms of subject teaching and learning in Sub-Saharan Africa. Specifically, we: • provided open educational resources (OER) to three ICT-and Internetequipped primary schools in Zambia, all serving disadvantaged communities; • worked with partners to identify the needs of school-based continuing professional development (CPD) adapted to the local context; • responded to those needs by designing an appropriate intervention – focusing on participatory, collaborative and interactive pedagogies supported by ICTs and OER, both within the classroom and for teacher development.
KerkoCite.ItemAlsoKnownAs: 2129771:QG8ESI5B 2317526:CWBQU3Q9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:Zambia; 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:teacher education; P:teachers; Q:ICT; Q:OER; Q:digital technology; Q:interactive; Q:interactive pedagogy; Q:open educational resources; Q:primary education; R:evaluation; T:Classroom teaching; Z:ICT in education; Z:Intervention evaluation; Z:Primary education; Z:Teacher education; publicImportV1

Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone - Kamanda, Mamusu; Madise, Nyovani; Schnepf, Sylke (International Journal of Educational Development, 2016)
In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.09.008 2129771:24DRB739 2129771:QXGQZQLQ 2405685:YPUYEULY
Keywords: Girls’ education; Mothers’ education; School attendance; Sierra Leone; _C:Sierra Leone SLE

VLIV POUŽITÍ MOBILNÍHO DOTYKOVÉHO ZAŘÍZENÍ PŘI PROCVIČOVÁNÍ UČIVA - Klubal, Libor (Klára Rybenská Experimentální ověření efektivity vỳuky anglického jazyka s využitím myenglishlab........... 128 Danuše Vymetálková, 2016)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:EI2AHPC3
Keywords: _C:Australia AUS; _C:Bulgaria BGR; _C:Chile CHL; _C:China CHN; _C:Czech Republic CZE; _C:Ethiopia ETH; _C:Greece GRC; _C:Luxembourg LUX; _C:Norway NOR; _C:Poland POL; _C:Romania ROU; _C:Singapore SGP; _C:Spain ESP; _C:Sweden SWE; _C:Tunisia TUN; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Do youth employment programs improve labor market outcomes? A systematic review - Kluve, Jochen; Puerto, Susana; Robalino, David A.; Romero, Jose Manuel; Rother, Friederike; Stöterau, Jonathan; Weidenkaff, Felix; Witte, Marc (RWI - Leibniz-Institut für Wirtschaftsforschung, 2016)
This study reviews the evidence on the labor market impact of youth employment programs. We analyze the effectiveness of interventions, and factors that influence program performance including country context, target beneficiaries, program design, implementation, and evaluation type. We identify 113 impact evaluations covering a wide range of methodologies, interventions, and countries. The meta-analysis synthesizes the evidence based on 2,259 effect sizes (Standardized Mean Differences) and the statistical significance of 3,105 impact estimates (Positive and Statistically Significant). Just more than one-third of youth employment program evaluations worldwide show a significant positive impact on labor market outcomes - either employment rates or earnings. In general, programs have been more successful in middle- and low-income countries; this may be because programs' investments are especially helpful for the most vulnerable population groups that they target. We conjecture that recent programs might have benefited from innovations in design and implementation. In middle-low income countries, skills training and entrepreneurship programs have had a higher impact. In high-income countries, the role of intervention type is less decisive - much depends on context and how services are chosen and delivered, a result that holds across country types. We find evidence that programs integrating multiple interventions more likely succeed because they respond better to different needs of beneficiaries. Results also point to the importance of profiling and follow-up systems in determining program performance, as well as to incentive systems for services provider
KerkoCite.ItemAlsoKnownAs: 2129771:B58KPPYI 2317526:2F7UE67W
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Ethiopia; C:Kenya; C:Liberia; C:Malawi; C:South Africa; CLL:en; Employment; _C:Uganda UGA; publicImportV1

A school mental health literacy curriculum resource training approach: Effects on Tanzanian teachers' mental health knowledge, stigma and help-seeking efficacy - Kutcher, Stan; Wei, Yifeng; Gilberds, Heather; Ubuguyu, Omary; Njau, Tasiana; Brown, Adena; Sabuni, Norman; Magimba, Ayoub; Perkins, Kevin (International Journal of Mental Health Systems, 2016)
© 2016 The Author(s). Background: Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Methods: Secondary school teachers in Tanzania were trained on the African Guide (AG) a school MHL curriculum resource culturally adapted from a Canadian MHL resource (The Guide) for use in Africa. Teacher training workshops on the classroom application of the AG were used to evaluate its impact on mental health literacy in a sample of Tanzanian Secondary school teachers. Pre-post training assessment of participant knowledge and attitudes was conducted. Help-seeking efficacy for teachers themselves and their interventions for students, friends, family members and peers were determined. Results: Paired t test (n = 37) results demonstrate highly significant improvements in teacher's overall knowledge (p < 0.001; d = 1.14), including mental health knowledge, (p < 0.001; d = 1.14) and curriculum specific knowledge (p < 0.01; d = 0.63). Teachers' stigma against mental illness decreased significantly following the training (p < 0.001; d = 0.61). Independent t tests comparing the paired sample against unpaired sample also demonstrated significant differences between the groups for teacher's overall knowledge (p < 0.001). Teachers also reported high rates (greater than 3/4 of the sample) of positive help-seeking efficacy for themselves as well as for their students, friends, family members and peers. As a result of the training, the number of students teachers identified for potential mental health care totaled over 200. Conclusions: These positive results, when taken together with other research, suggest that the use of a classroom-based resource (the AG) that integrates MHL into existing school curriculum through training teachers may be an effective and sustainable way to increase the MHL (improved knowledge, decreased stigma and positive help-seeking efficacy) of teachers in Tanzania. As this study replicated the results of a previous intervention in Malawi, consideration could be given to scaling up this intervention in both countries and applying this resource and approach in other countries in East Africa.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13033-016-0082-6 10/gf62ks 2129771:NME6EHAD 2317526:CXCUPU8E
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; AA:Africa; C:Malawi; 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:attitude; F:curriculum; F:outcomes; P:culture; P:health; P:teachers; R:impact; T:Ausbildung; T:Lehrwerkstatt; T:Training; T:trainee; Z:Adolescents; Z:Knowledge; Z:Mental health; Z:Mental health literacy; Z:School-based intervention; Z:Stigma; Z:Teachers; _C:Canada CAN; _C:Malawi MWI; _C:South Africa ZAF; _C:Tanzania TZA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; publicImportV1

Achieving teaching quality in sub-Saharan Africa: Empirical results from cascade training - Lange, Sarah; Benavot, Aaron (Springer VS, Wiesbaden, 2016)
© Springer Fachmedien Wiesbaden 2016. Sarah Lange examines the effectiveness of cascade training, which constitutes a cost-effective training model in teacher training. In development cooperation countries, teaching quality is expected to improve with teacher professional development; for this purpose, she explores the effectiveness of training multipliers in schools in Cameroon. This research question is analysed with a design, which encompasses a questionnaire survey provided to teachers, students and principals as well as a teacher video survey and a student achievement test. The empirical results show the effects of cascade training on the learner-oriented teaching practice, if the trained teachers are supported in their role as change agents. Among the conditions for the conceptual quality and the implementation of cascade training, the continuity of school-based professional development is particularly emphasized in light of the results.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-14683-2 10/gfw34w 2129771:EUDVDL6V 2129771:PRAA33FP 2317526:99594LBY 2317526:R5572EY6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Cameroon; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:achievement; F:teaching; P:measurement; P:teacher training; P:teachers; R:questionnaire; R:survey; T:Training; T:trainee; publicImportV1; type:book

ICT and the Education of Refugees - Lewis, Kent; Thacker, Simon (2016)
00000 KerkoCite.ItemAlsoKnownAs: 10.1596/26522 10/gdm2tq 2129771:2C83JMHH
Keywords: _C:Afghanistan AFG; _C:Algeria DZA; _C:Armenia ARM; _C:Australia AUS; _C:Canada CAN; _C:Chile CHL; _C:Congo XCO; _C:Costa Rica CRI; _C:Egypt EGY; _C:Ethiopia ETH; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Kuwait KWT; _C:Lebanon LBN; _C:Libya LBY; _C:Luxembourg LUX; _C:Malawi MWI; _C:Malaysia MYS; _C:Morocco MAR; _C:Netherlands NLD; _C:Norway NOR; _C:Oman OMN; _C:Pakistan PAK; _C:Philippines PHL; _C:Qatar QAT; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:South Sudan SSD; _C:Spain ESP; _C:State of Palestine PSE; _C:Sudan SDN; _C:Sweden SWE; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Yemen YEM; __C:filed:1; __C:scheme:1

Blended Learning in the Vocational Education and Training System in Tanzania: Understanding Vocational Educators' Perceptions - Machumu, HJ; Zhu, C; Sesabo, JK (International Journal of Multicultural and Multireligious Understanding, 2016)
In a constructivist world of teaching and learning, opportunities to acquire and develop the knowledge and practical skills necessary to design, establish, and deploy blended learning in vocational education and training (VET) programs delivery is a labour-market-driven. The paper examines VET educator’s pleas about the need for the design, adoption and deployment of blended learning in VET programs delivery in Tanzania. A single case study design with an in-depth interview and focus group discussion was conducted with 15 VET educators in three VET colleges in both Morogoro and Dar es Salaam regions. Snowball and purposive sampling were used to obtain sample respondents. For the data analysis, content analysis was employed to condense data obtained from interviews and focus group discussion. It was found that continuous professional development, institutional arrangements, and support should be provided online to facilitate the design, adoption and use of blended learning in VET. We recommend that locally designed blended learning should be relevant to the environment of both students and teachers. In reality, the interplay between blended learning, imparting knowledge and practical skills remain the key focus of future research.
KerkoCite.ItemAlsoKnownAs: 10.18415/ijmmu.v3i2.46 10/gf623b 2129771:FVP787HA 2317526:7SSXUQBF UTI-5C942F65-1513-3AC4-8993-CBC0906C370B
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; 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:learning; F:teaching; HDR25; P:technology; Q:e-learning; Q:mobile learning; Q:open education; T:Ausbildung; T:TVET; publicImportV1

Inclusiveness in the Vocational Education Policy and Legal Frameworks of Kenya and Tanzania - Malle, Abebe Yehualawork (Journal of Education and Learning, 2016)
This study examines the status of inclusiveness in the education and training policies of Ethiopia in comparison to those of selected East African countries. The focus is on vocational education in terms of the special educational and training needs of students with disabilities. Focus group discussions and interviews conducted in Kenya and Tanzania, relevant policy document analysis and the findings of Article 1 of the study were used as primary sources for the research. A total of 18 representatives of DPOs from Kenya and Tanzania participated in two sessions of focus group discussions, and 15 high-profile figures and experts from concerned government bodies of these study countries were interviewed. Most of the study participants agreed that the issue of disability was not adequately addressed in the education and training policies or the legal and implementation instruments of the study countries. The participants also proposed valuable recommendations.
KerkoCite.ItemAlsoKnownAs: 2129771:ELDA7AXH 2317526:WJTYUD3U
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Ethiopia; C:Kenya; C:Tanzania; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:disability; F:inclusion; F:policy; P:measurement; R:focus groups; R:interview; T:TVET; T:Training; T:training needs; Z:Comparative Education; Z:Disabilities; Z:Educational Legislation; Z:Educational Needs; Z:Educational Policy; Z:Focus Groups; Z:Foreign Countries; Z:Inclusion; Z:Interviews; Z:Special Education; Z:Specialists; Z:Vocational Education; publicImportV1; ⛔ No DOI found

Organizational culture and creativity in entrepreneurship education: A study of secondary education in Nigeria - Moses, Chinonye Love; Ayodele, Olokundun Maxwell; Mosunmola, Akinbode; Gbenga, Agboola Mayowa (Research Journal of Applied Sciences, 2016)
© Medwell Journals, 2016. This study was based on an ethnographic research of the culture of entrepreneurship teaching in 2nd Evangelical Church in West Africa (ECWA) Secondary School. Data was collated through the instrument of in depth interview and was analyzed through content analysis. The findings showed that there is positive relationship between organizational culture and creativity in entrepreneurship education. This is an indication that organizational culture impacts heavily on creativity in entrepreneurship teaching. The study concluded with the sections of recommendations for policy implications.
KerkoCite.ItemAlsoKnownAs: 2129771:L7T9E59E 2317526:YCJMLZEP
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Nigeria; CA:AandC; CCZ:Nigeria; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:policy; F:teaching; P:culture; Q:secondary education; R:impact; R:interview; T:entrepreneurship education; Z:Creativity; Z:Entrepreneurship education; Z:Organizational culture; Z:Secondary education; publicImportV1; ⛔ No DOI found

Developing learning diaries for action research on healthcare management in Ghana, Tanzania and Uganda - Mshelia, Comfort; Lê, Gillian; Mirzoev, Tolib; Amon, Samuel; Kessy, Ambrose; Baine, Sebastian Olikira; Huss, Reinhard (Action Research, 2016)
© 2016, © The Author(s) 2016. Action research (AR) can be an effective form of ‘on the job’ training. However, it is critical that AR cycles can be appropriately recorded in order to contribute to reflection and learning. One form of recording is for coresearchers to keep a diary. We found no previous literature describing the use of diaries in AR in sub-Saharan Africa. We therefore use this paper to reflect on how diaries were used by district health management teams in the PERFORM project. We share five lessons from our experience. First, it is important to foster ownership of the diary by the people who are responsible for filling it in. Second, the purpose of keeping a diary needs to be clear and shared between researchers and practitioners from the very beginning. Third, diaries should be allowed to evolve. Fourth, it is a challenge for busy practitioners to record the reflection and learning processes that they go through. Last, diaries on their own are not sufficient to capture reflection and learning. In conclusion, there is no best way for practitioners to keep a diary; rather the focus should be on ensuring that an AR recording process (whether diary or otherwise) is locally owned and complements the specific practice setting.
KerkoCite.ItemAlsoKnownAs: 10.1177/1476750315626780 10/gf62p7 2129771:XUXFIEJA 2317526:M5KRBYFV
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CCZ:Ghana; CCZ:Tanzania; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; P:health; T:Training; Z:Diaries; Z:action research; Z:district health management teams; _C:Ghana GHA; _C:Uganda UGA; publicImportV1

Rethinking the role of teacher education in Zambia: quality curriculum designing as a missing link in explaining teacher's pedagogical content knowledge. - Mulenga, Innocent Mutale (2016)
Publisher: THE AFRICAN FEDERATION OF TEACHING REGULATORY AUTHORITIES (AFTRA …
Keywords: ⛔ No DOI found

Teachers as agents of sustainable peace, social cohesion and development: theory, practice & evidence - Novelli, Mario; Sayed, Yusuf (Education as Change, 2016)
Publisher: University of Johannesburg KerkoCite.ItemAlsoKnownAs: 10.17159/1947-9417/2016/1486 2129771:88PBEAAU
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:India IND; _C:Lebanon LBN; _C:Myanmar MMR; _C:Nepal NPL; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Availability, Access and Utilization of E-Resources among Pre-Service Teacher Trainees by Distance - Olaniran, Sunday O.; Duma, M. A. N.; Nzima, D. R.; Kumar, V; Murthy, S; Kinshuk (IEEE 8TH International Conference on Technology for Education, 2016)
The study investigated accessibility to and utilization of electronic resources among pre-service teachers in the National Open University of Nigeria (NOUN). Survey research design was used to carry out the study. Two hundred and thirty eighty (238) undergraduate students studying to obtain Bachelor of Education (B. Ed.) by distance were purposively sampled from Ibadan Study Centre of the institution. The results from the survey revealed that electronic resources in different forms like radio broadcast, e-journals, e-books, and CD-ROM, among others, are available and accessible to the pre-service teacher trainees by distance. However, limited internet connectivity and inadequate access to electricity were shown as major factors constraining most of the participants from accessing and utilizing the available electronic resources. The study recommends for the distance learning providers in developing nations to partner with telecommunication firms and internet service providers with a view to providing constant and affordable internet services to their learners, especially those that are studying to become classroom teachers.
KerkoCite.ItemAlsoKnownAs: 10.1109/T4E.2016.55 2129771:NRBGSNFD 2317526:YD6P9NHZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA: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:R; CT:T; D:developing nation; F:access; P:electro; P:service industry; P:teachers; Q:ICT; Q:distance learning; Q:e-learning; R:research design; R:survey; T:trainee; Z:E-Learning; Z:E-Resources; Z:ICT; Z:ODL; Z:Pre-Service Teachers; publicImportV1; ⚠️ Invalid DOI

Education Needs Assessment Report - Sierra Leone - Plan International (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:TU5FBQUH 2405685:FPBLY982 2486141:T8M7TVMD
Keywords: _C:Sierra Leone SLE

Planning and governance for blended pedagogies and engagement of knowledge economy for South Africa's national development agenda - Ramoroka, Tlou Millicent (University of Limpopo, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:74WPDFSZ 2129771:PYLG6CVU
Keywords: _C:Algeria DZA; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Congo XCO; _C:Dominican Republic DOM; _C:Egypt EGY; _C:Estonia EST; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Ireland IRL; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Latvia LVA; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:Nigeria NGA; _C:North Macedonia MKD; _C:Norway NOR; _C:Poland POL; _C:Romania ROU; _C:Serbia SRB; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Thailand THA; _C:Turkey TUR; _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

A continuum of teachers'e-learning practices - Sadeck, Osman (International Conference on e-Learning, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:NQYDJCXP
Keywords: _C:South Africa ZAF; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Human Resources for Health Challenges in Nigeria and Nurse Migration - Salami, Bukola; Dada, Foluke O.; Adelakun, Folake E. (Policy, Politics, and Nursing Practice, 2016)
© 2016, © The Author(s) 2016. The emigration of sub-Saharan African health professionals to developed Western nations is an aspect of increasing global mobility. This article focuses on the human resources for health challenges in Nigeria and the emigration of nurses from Nigeria as the country faces mounting human resources for health challenges. Human resources for health issues in Nigeria contribute to poor population health in the country, alongside threats from terrorism, infectious disease outbreaks, and political corruption. Health inequities within Nigeria mirror the geographical disparities in human resources for health distribution and are worsened by the emigration of Nigerian nurses to developed countries such as the United States and the United Kingdom. Nigerian nurses are motivated to emigrate to work in healthier work environments, improve their economic prospects, and advance their careers. Like other migrant African nurses, they experience barriers to integration, including racism and discrimination, in receiving countries. We explore the factors and processes that shape this migration. Given the forces of globalization, source countries and destination countries must implement policies to more responsibly manage migration of nurses. This can be done by implementing measures to retain nurses, promote the return migration of expatriate nurses, and ensure the integration of migrant nurses upon arrival in destination countries.
KerkoCite.ItemAlsoKnownAs: 10.1177/1527154416656942 10/gf62zt 2129771:L9QF72FB 2317526:S78FFQ3Q
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:economy; P:environment; P:health; P:health professionals; P:nurse; T:career; T:trainee; Z:foreign-trained nurses; Z:human resources for health; Z:immigrant nurses; Z:internationally educated nurses; Z:migration; publicImportV1

Teacher governance reforms and social cohesion in South Africa: from intention to reality - Salmon, Thomas; Sayed, Yusuf (Education as Change, 2016)
Publisher: University of Johannesburg
Keywords: _C:Netherlands NLD; _C:Rwanda RWA; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sudan SDN; __C:filed:1; __C:scheme:1

Factors affecting youth entrepreneurship development within Kibera, Kenya: The perspective of entrepreneurship education - Sambo, Wise (Problems and Perspectives in Management, 2016)
© Wise Sambo, 2016. All over the world there has been an increased interest in entrepreneurship education and the society in general. Kenya was among the first countries in Africa to introduce aspects of entrepreneurship education in its education and training systems. Entrepreneurship and business creation are a growing alternative for young people in different economies whose age group often faces a labor market with double digit unemployment rates. This study seeks to investigate and report on the factors affecting youth entrepreneurship development with specific reference to entrepreneurship education in Kibera, a district of Kenya. Two objectives are identified, namely (i) to determine the government's provision and access to the entrepreneurship education and training among the Kenyan youth, and (ii) to determine whether there is a relationship between the level of education, training and development of youth entrepreneurship. A sample of three hundred entrepreneurs (aged 18-35) within the Kibera district in Kenya is drawn to participate in this study. Structured survey questionnaires are used to collect primary data from business owners in the Kibera district. Findings revealed a strong positive correlation between the provision of entrepreneurship education and development of youth entrepreneurship and the level of education has a very weak positive correlation to youth entrepreneurship development. This study concludes with recommendations on how youth entrepreneurship can be improved in Kibera and the rest of Kenya. A total of 300 questionnaires were administered via emails with a total response rate of 83.3% (250) returned for analysis.
KerkoCite.ItemAlsoKnownAs: 10.21511/ppm.14(2-2).2016.09 2129771:9CEXBYJS 2129771:S2TWSBPJ 2317526:9UTQC4YM 2317526:P3X659PV
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; P:economy; R:questionnaire; R:survey; T:Training; T:entrepreneurship education; Z:Entrepreneurship education; Z:Kibera; Z:Unemployment; Z:Youth entrepreneurship; publicImportV1; ❓ Multiple DOI

Context-driven entrepreneurial education in vocational schools - Sandirasegarane, S; Sutermaster, S; Gill, A (International Journal for Research in Vocational Education and Training, 2016)
Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.
KerkoCite.ItemAlsoKnownAs: 10.13152/IJRVET.3.2.3 10.13152/ijrvet.3.2.3 2129771:ECRXUQXI 2129771:HXBEX8S3 2317526:5KPNRHLP 2317526:I4TIDQ6U
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Botswana; C:Guinea; C:Kenya; C:Mozambique; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:achievement; T:Lehrlingsausbildung; T:TVET; T:dual TVET; T:vocational school; _C:Uganda UGA; publicImportV1

Mobile learning bridging the gap in agricultural extension service delivery: Experiences from Sokoine University of Agriculture, Tanzania - Sanga, C; Mlozi, M; Haug, R; Tumbo, S (International Journal of Education and Development using Information and Communication Technology, 2016)
The ubiquitous nature of mobile phones offers a noble environment where farmers can learn informally anywhere, anytime and at any location. This is an innovative way to address some of the weakness of conventional agricultural extension service. Few empirical studies have reported on the development of mobile phone application to support blended learning for smallholder farming communities in developing countries. This study adopted a participatory action research method to develop innovative communication pathways in dissemination of agricultural information, agricultural knowledge and proven agricultural technologies from either extension agents or agricultural research centres or universities to farmers. The respondents who tested the system were selected random from 19 villages in Kilosa District, Tanzania. The developed systems support blended learning using mobile learning (m-learning) and electronic learning (e-learning). The findings from this study show that the systems can provide innovative mobile agricultural extension service to more than 380 smallholder farmers via web- and mobile-phone-based farmers’ advisory information systems.
KerkoCite.ItemAlsoKnownAs: 2129771:8ITNR724 2317526:QJP4S2HT UTI-58288E2E-A7C1-3BBC-8FF2-B93729779CF7
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:agricultural; P:agriculture; P:economy; P:services; Q:ICT; Q:mobile learning; T:Training; T:continuing education; publicImportV1; ⛔ No DOI found

Psychological Framework for Quality Technical and Vocational Education and Training in the Twenty-First Century - Sarfo, FK (Learning, Design, and Technology, 2016)
To cope with the rapid changes in the real world of work and to prepare the workforce to enter the twenty-first century, there is a paradigm shift in the modern Technical and Vocational Education and Training (TVET) toward competency-based training (CBT) or vocational pedagogy. However, there is the lack of literature/research in TVET education that reveals the fundamental understanding and roles of contemporary learning theories in instructional psychology for creating successful competency-based learning environments for quality TVET teaching and learning. To contribute to the solution, this paper argues that there are significant relationships between (1) knowledge and skills and their associated learning processes required of modern TVET and (2) learning outcomes and their associated learning processes of the contemporary learning theories. In accordance with this assertion, an integrated learning theories for quality TVET education is proposed. The logic is that, supported by consistent empirical evidence as discussed in this paper, the conditions and instructional methods of the learning theories could be successfully used to design powerful competency-based learning environments to promote the development of technical and vocational expertise in TVET teaching and learning for the twenty-first century.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-17727-4_65-1 10/gf622m 2129771:PFKXJ28J 2317526:2X7AQQ3N UTI-61077B51-DB52-3D8E-A2D1-A8D7C4EFFC99
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:T; T:TVET; T:Training; _C:Ghana GHA; publicImportV1

Recent research on geometry education: an ICME-13 survey team report - Sinclair, Nathalie; Bussi, Maria G. Bartolini; de Villiers, Michael; Jones, Keith; Kortenkamp, Ulrich; Leung, Allen; Owens, Kay (ZDM, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-016-0796-6 10/gf49zc 2129771:KBL2L4KL 2129771:VUAH22CM
Keywords: _C:Argentina ARG; _C:Australia AUS; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Ethiopia ETH; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:Guinea GIN; _C:India IND; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Mauritius MUS; _C:Mexico MEX; _C:Nepal NPL; _C:Netherlands NLD; _C:Nigeria NGA; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Towards competence-based technical-vocational education and training in Ethiopia - Solomon, GH (2016)
In the human development effort, different countries are underscoring the role of TVET in providing relevant knowledge and skills to improve productivity, increase access to employment opportunities and raise the standard of living. It is in recognition of this that, in all Ethiopian educational development endeavors, TVET has been considered to play a key role to tackle the country’s socioeconomic underdevelopment through knowledgeable and skillful manpower. Since its introduction in 1941, TVET has been guided by different policies and strategies adopted by successive governments who came to power at different times. This thesis investigates how TVET has reached the current stage of its development in Ethiopia and the challenges encountered in implementing a competence-based system aimed at improving present and future TVET practices. This introduction opens with the general state of affairs in Ethiopia as a basis for considering TVET to be a pivotal component of its socio-economic development. Describing the context in which the different studies in this thesis were conducted, this introduction closes with an introduction of the research questions that guided the different studies presented as separate chapters
KerkoCite.ItemAlsoKnownAs: 2129771:TVBKF98J 2317526:BCUWA5W6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:T; F:outcomes; F:standards; T:TVET; T:company-based training; publicImportV1; ⛔ No DOI found

Factors Influencing The Adoption Of Flexible Teaching Approaches In Technical Training Institutions In Kenya - Tiony, AK; Ferej, A; Kitainge, K (2016)
The goal of training in technical training institutions is to produce highly skilled graduates with competencies to handle various challenges in technology oriented fields. The continuing need to improve the quality of education in Technical Vocational Education and Training (TVET) is ever present. Therefore, effective teaching at these institutions is important to enhance quality of its graduates. This paper highlights the factors influencing the adoption of flexible approaches to teaching in technical training institutions in Kenya. Two specific objectives; establish how the syllabus content influences the adoption of flexible approaches to teaching; evaluate how institutional factors influence the adoption flexible approaches to teaching. The study was guided by a conceptual framework developed by the author. This study was conducted through descriptive research design. Data were collected from seven technical training colleges in Western Kenya. The method of data collection was through open and closed-ended structured questionnaires, and interview schedules. Collected data were coded in SPSS 17.0, (2008) and analysed using descriptive statistics. The study established that institutional managers had no authority to develop their own courses tailor made to suit specific needs in the market. The teaching resources that influence the adoption of flexible learning and teaching were also found to be unavailable in classrooms. Most institutions however had put in place strategic objectives to improve the quality of learning and teaching. Outputs from this study are expected to enhance the adoption of flexible learning in technical training institutions. In light of the findings of the study, it was recommended that the government of Kenya should establish a clear policy aimed at greater adaptability to flexibility. Institutions need to be granted authority to develop or reorganise syllabi for provision of industry specific solutions while being regulated to meet set international standards.
KerkoCite.ItemAlsoKnownAs: 2129771:WGXD2WGI 2317526:SV2CLWAI
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:inclusion; F:teaching approach; Q:ICT; Q:e-learning; Q:flexible; T:TVET; publicImportV1; ⛔ No DOI found

UNEVOC World TVET Database: Tanzania - UNESCO-UNEVOC (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:RD3Z2W99 2317526:MTLEG9I9
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Tanzania; publicImportV1

Sistemas internacionais de aprendizagem profissional: uma análise comparativa em alguns países desenvolvidos e emergentes - Veloso, José Rodrigo Paprotzki; Rodrigues, Marta M Assumpção (Universidade de Aveiro, 2016)
Este trabalho examina as políticas públicas que articulam educa- ção e trabalho para a juventude, de uma perspectiva comparada, contrapondo as trajetórias de países desenvolvidos e em desenvolvimento. Mais especificamente, focaliza a política de formação de aprendizes (Aprendizagem) nos casos de Alemanha, Inglaterra, França, Estados Unidos, Brasil, África do Sul e Índia. O objetivo é revelar que há algo que antecede os formatos atuais que, ao formar imagens políticas específicas, ilumina os cenários dos sistemas de Aprendizagem dos países analisados. Lança mão do enfoque da trajetória histórica (path dependence) para analisar as particularidades de cada caso.
KerkoCite.ItemAlsoKnownAs: 2129771:7AR9W9PH 2317526:U7GDHZN3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Angola; CLL:pt; publicImportV1; skills

A Study of Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries - Walker, K; Hofstetter, S (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:JHIQJH3P 2317526:HMBJNTIK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Benin; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing country; F:gender; F:women; P:agricultural; P:agriculture; P:production; R:case study; T:Ausbildung; T:TVET; T:informal VET; publicImportV1; ⛔ No DOI found

Teacher Management 2.0: Improving Teacher Deployment in Malawi - World Bank (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:F2I5PI5L
Keywords: _C:Malawi MWI; __C:filed:1; __C:scheme:1

Successes and challenges of implementing a teacher education project in rural Sierra Leone - Mcdermott, Peter; Allen, Nancy (International Journal of Educational Research, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2015.02.001 2129771:BMFE5WPR 2405685:8F6MKJP5
Keywords: _C:Sierra Leone SLE

Ethnographic Study of the Applied Scholastic Training for School Teachers in Ekiti State, South West of Nigeria - Adeosun-Familoni, Olajumoke (Journal of Business and Economics, 2015)
The research was conducted in the western part of Nigeria. The schools were selected from the local governments areas and some of them tagged the experimental group, those schools where the teachers were selected for training. The control group, were made up of those schools which were not exposed to the training. 377 teachers were exposed to the training intervention which was to teach them how to break the barriers to learning, how to encourage students to grasp subject matter in any subject. The results of students in the experimental group were later compared to those whose teachers were not exposed to the training and significant result was noted. Also considerably impact was felt among the students whose teachers were exposed to the training. The result showed a remarkable improved performance in the grades of the students whose teachers were exposed to the training intervention than those whose teachers were not exposed to the training intervention.
openalex: W2326129777 mag: 2326129777 id: openalex:W2326129777 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.15341/jbe(2155-7950)/12.06.2015/015 2129771:3YUKQ4IX 2486141:4TGNNR7X
Keywords: openalex:import

The study of the initial training of French teachers in colleges of education in Nigeria - Kim, Iliya John (2015)
openalex: W4392223232 id: openalex:W4392223232 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:PBAWY4UW 2486141:AHQ6GVW2
Keywords: openalex:import

Entrepreneurial Motivational and Personal Effectiveness Training Techniques Needed by Teachers of Electrical Installation and Maintenance Work Trade in North East, Nigeria - James, Onuh; kwami, Umar Adamu (ATBU Journal of Science, Technology & Education, 2015)
This study was designed to determine the entrepreneurial motivational and personal effectiveness training needed by teachers of Electrical Installation and Maintenance Work Trade in Science and Technical colleges in North East Geo-political zone, Nigeria. The entire population of 155 was used, as no sampling was done. The population was made up of 80 teachers of Electrical Installation and Maintenance work trade in 24 science and technical colleges and 75 entrepreneurs in seventy eight private and public industries in the North East Geo-political zone, Nigeria. The instrument used for data collection was 5 points Likert scale questionnaire. Two research questions and hypotheses guided the study. The methods of data analysis used were mean, standard deviation and t-test of difference between two means. Finding indicated among others that there is need to train teachers in the entrepreneurial motivational and personal effectiveness training techniques to be able to make the teachers fit into the current trends of entrepreneurship. Recommendations include among others, the training of electrical installation and maintenance work trade teachers through seminars, conferences, workshops, formal education in order to have good knowledge of entrepreneurial skills to enable them manage small and medium scale enterprises.
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Keywords: openalex:import

Theme 2: Questioning (Coordinators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
EdTechHub.ItemAlsoKnownAs: 2129771:GSVI5ARP
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 2: Questioning (Tutors) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:AUZXH72U 2129771:ELQ2SUES
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Competency Improvement Needs of Metalwork Teachers in the Use of Computer Numerically Controlled Machine Tools in Technical Colleges in Oyo State Nigeria - Ede, Emmanuel Okafor; O, Ariyo Samson (Journal of Educational Policy and Entrepreneurial Research, 2015)
The purpose of the study is to determine the Competency Improvement Needs of metalwork teachers in the use of computer numerically controlled machine tools in technical colleges in Oyo State, Nigeria. Two specific purposes and research questions guided this study. A survey research design was adopted for the study. The study was carried out in Oyo State, which is located in the southwestern part of Nigeria. The population for the study comprised of all the 35 metalwork teachers in the technical colleges in Oyo State. A 44 competency item questionnaire was developed and used to collect data. The questionnaire had two types of scale responses of required and performance. The questionnaire was validated by three experts in technical education. Cronbach’s Alpha was used to determine the reliability co-efficient of the instrument, which yielded a co-efficience of 0.86. Data obtained were analyzed using mean and Improvement Needed Index (INI) to answer the research questions. It was found out by the study that the teachers needed improvement in 18 competencies identified by the study. It was therefore recommended that the findings of this study be utilized to organize in-service training programmes for the teachers to enable then use CNC machines effectively. Keywords: Competency Improvement Needs; Computer Numerically Controlled Machine Tools; Teacher Training; Technical Colleges; Technical and Vocational Education
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Keywords: openalex:import

Role of Educational Technology in Teacher Education in Nigeria. a Case Study of Shehu Shagari College of Education Sokoto - Bawa, Aisha Abubakar; Moyijo, Salamatu Abdullahi (2015)
openalex: W3088981803 mag: 3088981803 id: openalex:W3088981803 keywords: KerkoCite.ItemAlsoKnownAs: 2129771:5BRVZSXP 2486141:WGG6MRKB
Keywords: openalex:import

Theme 1: Creative Approaches (Coordinators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
EdTechHub.ItemAlsoKnownAs: 2129771:8NQR4EYA
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 1: Creative approaches (Tutors) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:BXC77H6P 2129771:ZSIEDWMH
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Student-Teachers’ Perception of Incivility: The Case of a College of Education in North-Central Nigeria - Jere, Ndazhaga (European Scientific Journal ESJ, 2015)
Incivility has been reported to be on the rise in higher education but little is known about its occurrence in teacher education. Therefore this study explored the manifestations of classroom incivility in pre-service teachers by using survey. It was found that like other higher institutions, incivility is an issue in teacher education. This study creates awareness about incivility in teacher education and it may be a step towards tackling it and or paving way for further research.
openalex: W2166383130 mag: 2166383130 id: openalex:W2166383130 keywords: , , , KerkoCite.ItemAlsoKnownAs: 2129771:V75XG3UH 2486141:TBNRFUH8
Keywords: openalex:import

The Effect of School-Based Teacher Development Training Programme on Teachers’ Competencies in Bayelsa State of Niger Delta, Nigeria - Akporehwe, Nateinyin Joy; Offor, T. Ibebietei; Akporehwe, Nosa A. (International Journal of Sciences: Basic and Applied Research, 2015)
The researchers investigated the effect of a two-week training programme on teachers’ acquisition of School-based Teachers Development (SbTD) concepts. The concepts considered were active learning, reflective teaching, activity-based learning and individual differences. The one shot pretest-posttest control group design was adopted. The sample consisted of eighty four (84) Universal Basic Education (UBE) teachers drawn from a population of one hundred and fifty (150) teachers from three Local Government Areas in Bayelsa State. A 15-item test tagged Teachers’ Competency Test (TCT) prepared by the Department for International Development (DFID) and United Nations International Children Education Fund (UNICEF) serves as the instrument for data collection and was therefore considered valid and reliable. The four research questions raised were analyzed using means and standard deviations while the corresponding hypotheses were tested using t-test at P<.05 level of significance. Result showed that training impacted positively on teachers’ acquisition of SbTD concepts, the effect of teachers’ qualification on acquisition of SbTD concepts was significant while there was a non-significant effect of gender on teachers’ acquisition of the concepts. It was recommended that teachers should be exposed to regular professional development training programmes to enhance their professional competencies, both male and female teachers should be encouraged to participate in the SbTD programme eliminating gender disparity and the extension of the programme to other local government areas to have an even spread.
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Keywords: openalex:import

Teaching Practice Anxiety Sources as Correlates of Teaching Performance Among Student Teachers in Federal Colleges of Education in Southwestern Nigeria - Nnenna, Emerole Elizabeth; Olanrewaju, Muraina Kamilu (European Scientific Journal ESJ, 2015)
The purpose of this study was to investigate the teaching practice anxiety sources as correlates of teaching performance among student teachers in federal colleges of education in Southwestern Nigeria. Descriptive research design of ex-post-facto was used in the study. One thousand four hundred and sixteen (1,416) respondents were selected from student teachers in federal colleges of education in Southwestern Nigeria. The respondents were measured with self developed scales and the data obtained was analyzed using Pearson Product Moment Correlation (PPMC) and Multiple Regression Statistical analysis of (SPSS). Three research Questions were raised and answered in the study. The result showed that teaching performance among student teachers was significantly correlated with teaching confidence (r = .783; p<.05), supervision anxiety (r = .613; p<.05), content mastery (r = .801; p<.05), relating with other student teachers (r = .832; p<.05), relating with students (r = .713; p<.05), classroom control (r = .681; p<.05), lesson preparation (r = .913; p<.05) and lesson presentation (r= .837; p<.05), independent variables when pulled together had significant effect on the teaching productivity among secondary school teachers (R (adjusted) =.617 & R2 (adjusted) =.674) and each of the independent variables made significant contribution to the prediction of teaching performance among student teachers in federal colleges of education. In view of these findings, the study stressed and advocated that the staff and the students prior to the period of teaching practice should be prepared for the task ahead with a good frame of mind and school counselors should intensify
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Keywords: openalex:import

Employability Skills in TVET Curriculum in Nigeria Federal Universities of Technology - Ismail, Sarimah; Mohammed, Dahiru Sale (Procedia - Social and Behavioral Sciences, 2015)
In the 21st century, employability skill is the most required skill besides technical knowledge in an attempt to compete for employment and sustain job at the industrial global market. However, Nigerian TVET graduates are not equipped with the employability skills needed by the industries and as a result, they are not ready to enter into workforce. This concept paper is written to discuss how the curriculum of one of TVET programmes at the Federal Universities of Technology in Nigeria, which is Electrical Technology Education has contributed to this issue. Analytical review on Electrical Technology Education programme curriculum showed that the curriculum gave less attention to practice based courses that provide skills of the programme than theory based courses and no course in the programme curriculum that directly teaches good attitudes and traits. As a result, there is lack of incorporation of employability skills such as Problem solving and decision making, Lifelong learning and Competencies amongst the graduates. Other issues discussed are the need of employability skills in TVET curriculum of Nigeria, employability skills, Electrical Technology Education in Nigeria, and the analysis of Electrical Technology Education curriculum in Nigeria The last part of this paper is recommendation for the curriculum of Electrical Technology Education to be designed with equal number of theory and practice courses by giving emphasize on all eleven generic skills, good traits and attitudes.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2015.08.111 10/gf62zv 2129771:YWWJS6SA 2317526:NFVGKN6Q
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; Analysis; C:Nigeria; CC:Nigeria; CLL:en; Electrical Technology Education; curriculum; employability skills; integrations; needs; publicImportV1

Maintaining academic quality assurance for teacher preparation in the Nigerian Colleges of Education - Arikawei, AR; Torubeli, VA (Journal of Research in National Development, 2015)
The essence of academic quality is to bring about totality of an improved classroom teacher for effective service delivery in the school system. Colleges of Education whose mandate is concerned with teacher preparation for basic education must consider students admission policy, funding, facilities and the entire curricula programme as major factors to put in place to ensure the administration of academic quality. This paper examined the imperatives of maintaining academic quality assurance as a minimum bench mark in the overall aim of teacher preparation. The paper advocated the institutionalization of quality assurance units (QAU) in Colleges and compliance with minimum guidelines in the accreditation of programmes to attain quality in teacher preparation in Colleges of Education in Nigeria. Keywords: Quality, teacher, education, maintenance, students
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Keywords: openalex:import

Organizing Astronomy Popularization and Teacher Training Workshops in Nigeria: A paradigm shift in Sourcing funds - Okpala, Kingsley Chukwudi; Okere, Bonaventure Iheanyi (IAU General Assembly, 2015)
openalex: W3047942711 mag: 3047942711 id: openalex:W3047942711 keywords: , KerkoCite.ItemAlsoKnownAs: 2129771:JSEW6X79 2486141:IJ7GZTNQ
Keywords: openalex:import

Predictive modeling of ICT usage among business education teachers in Tertiary Colleges of Northwestern Nigeria - Isiyaku, Dansarki Dauda (2015)
The purpose of this study was to propose a structural model to explain and predict teachers’ ICT usage behaviour based on the interrelationships among subjective norm, job relevance, computer self-efficacy, perceptions of facilitating conditions, perceived enjoyment and perceived ease of use, perceived usefulness, attitude towards technology, behavioural intention and ICT usage (as endogenous variables). The theoretical underpinning of the study was established from the Theory of Reasoned Action, Theory of Planned Behaviour and the Technology Acceptance Model (TAM). Almost two decades since the initiation of Nigeria’s information technology policy,the country is still being ranked backward in ICT adoption and use (around Africa and across the world) especially for education. The country’s education sector has been characterized by lack of adequate ICT facilities and lack of skilled ICTmanpower,with most teachers using obsolete tools in the classroom and only a few -buying and using ICTs out of their own volition. Overall, teachers’ use of ICTs in tertiary schools’ classrooms is presently very low in Nigeria and research initiatives on usage of ICTs are rare and predominantly descriptive in nature. This study was a survey research design, conducted in the Northwestern zone of Nigeria, which comprises of seven States, namely: Kano, Jigawa, Katsina, Kaduna,Sokoto, Kebbi and Zamfara. The instrument of data collection was a structured questionnaire, titled ICTUS, adopted from previously validated studies. A pilot study was conducted on a sample of 30 business education teachers whereby an averageCronbach alpha reliability of .75 was obtained on the instrument. During the final study, conducted on a sample of 212 business education teachers, the reliability coefficient ranged from .819 to .956. The study data was analyzed using SPSS 21 for descriptive statistics and AMOS 21 for structural equation modeling. The structural model of the study with 11 paths was tested and found fitting as per the set criteria. Out of the 11 paths in the model five paths have shown significant effects in the interrelationships explained by the model, while six paths have not. The paths that reflected significant effects were as follows: teachers‘ perception of the relevance of ICTs to their jobs influences their perceived usefulness of ICTs ( =.327, p<.001); teachers‘ computer self-efficacy influences their perceived usefulness of ICTs ( = .488, p<.001); teachers‘ perceived enjoyment of ICTs influences their intention to use the ICTs for classroom purpose ( = .724, p<.001); teachers‘ perceived usefulness of ICTs influences their ICT attitude ( = .709, p .05);teachers‘ computer self-efficacy does not influence their perception of the ease of use of ICTs for classroom purpose ( = .135, p>.05); teachers‘ perception of facilitating conditions does not influence their perception of the ease of use of ICTs for classroom purpose ( = -.064, p>.05); teachers‘ perceived ease of use of ICTs does not influence their perception of the usefulness of ICTs for classroom purpose ( = - .109, p>.05); teachers perceived ease of use of ICTs does not influence their attitude towards using ICTs for classroom purpose ( = .017, p>.05) and teachers‘ intention to use ICTs does not influence their usage of ICTs for classroom purpose ( = .078,p>.05). In addition to the significant paths in the proposed study model, the modification indices for the proposed model have revealed five new paths with significant effects in the interrelationships among the variables investigated in the study. The new paths were as follows teachers‘ subjective norm influences their attitude towards ICTs, ( =.156, p<. 05); teachers‘ perceived enjoyment of ICTs influences their attitude towards ICTs, ( = .318, p<. 05); teachers‘ computer self-efficacy influences their ICT usage behaviour, ( = .447, p<.001); teachers‘ perception of facilitating conditions influences their ICT usage behaviour, ( = .151, p<.05) and teachers‘ attitude towards technology influences their ICT usage behaviour, ( = .303, p<.001). Overall, the modified structural model of the study with 16 paths has explained about 40% of the variance in the ICT usage behaviour of business education teachers in tertiary colleges of Northwestern Nigeria.
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Keywords: openalex:import

Relationship of Job Satisfaction and Turnover Intention of Private Secondary School Teachers - Shah, Nazir Haider; Jumani, Nabi Bux (Mediterranean Journal of Social Sciences, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:2IQWSF4E 2129771:XV4URHIR
Keywords: Lebanon_event_2021; _C:Australia AUS; _C:Cameroon CMR; _C:Canada CAN; _C:China CHN; _C:Cyprus CYP; _C:Greece GRC; _C:India IND; _C:Italy ITA; _C:Korea XKOR; _C:Malaysia MYS; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

The Effects of Teacher Constructed Furnace on Students’ Performance in Heat Treatment in Technical Colleges in Rivers State, Nigeria - Ogundu, Isaac; Amadi, Stephen W.; Igrubia, Victor (European Scientific Journal ESJ, 2015)
The purpose of this research was to determine the effect of an improvised furnace on students’ performance in heat treatment in technical colleges in Rivers State. The study adopted research and development incorporating quasi-experimental design. It involved the use of control group, pre-test – post test design. The population of 194 students from four technical colleges in Rivers State was used for the study. The instrument for data collection was made up of Heat Treatment Achievement Test (HTAT) developed by the researchers. The achievement test consists of 50-multiple choice items with four options of A-D. The test items were identified and selected from the content of (NABTEB) syllabus on metal work technology. Test re-test method was used to establish the reliability of the instrument; the tests yielded 0.70, 073 and 0.72, 0.74 for the first and second tests respectively. Four experts in metal work technology were involved in both face and content validity of the instrument. The results obtained from the test scores were compiled and analyzed using statistical tools such as; percentage, mean, and analysis of covariance (ANCOVA) in answering the research question and testing the hypothesis at 0.05 level of significance. Improvised furnace had positive effects on students’ performance in heat treatment with a mean gain of 4.61. The difference in performance between those taught using improvised furnace and those taught using conventional teaching aids was found to be significant at 0.05 levels of significance. Based on the findings of the study, the researcher recommended that government, technical college principals and the different agencies should provide fund to procure the materials and component for designing and constructing furnace by the teacher for teaching heat treatment in technical colleges in Rivers State. Also, constant power supply, generators, accumulators, anvil, steel vessel, pipes and electric blower should be provided and distributed by the ministry of education to the technical colleges for construction of furnace for effective teaching of in Rivers State. The industries, government, nongovernmental agencies and private enterprises and communities should provide components, consumable materials necessary for teaching heat treatment and supply the materials directly to the individual technical colleges in Rivers State.
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Keywords: openalex:import

Capacity building practices in secondary schools : implication for teachers' professional development in Cross River State, Nigeria - Uchendu, C. C. (Journal of Emerging Trends in Educational Research and Policy Studies, 2015)
This study investigated capacity building practices and its implication for teachers' professional development in secondary schools in Cross River State, Nigeria. It focuses on the level of provision of capacity building practices in respect to seminar, workshop, conferences, in-service training, ICT training, coaching/monitoring. Survey research design was adopted for the study. One research question and one hypothesis were isolated to guide direction to the study. Simple random sampling technique was used to draw two hundred schools for sample out of the population of two hundred and thirty four (234) schools in Cross River State. Data collection was done with the researchers constructed instrument called Capacity Building Practices Questionnaire(CBPQ). Data collected were subjected to statistical analysis with the use of descriptive statistics and population t-test. Results of the findings revealed that the most provided capacity building practices in secondary schools is coaching, monitoring following by workshop, ICT training, conferences, seminars and in-service training the last. The level of provision of capacity building practices in terms of seminar, workshop, conferences, in-service training, ICT training, coaching/mentoring is significantly low. It was recommended that school managers should provide more capacity building practices in secondary schools for teachers. When they are organized the management should motivate the teachers to attend by providing the finance for it.
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Keywords: openalex:import

Outcome of Training Intervention on Teachers' Knowledge, Perception and Self-Efficacy for Preventing Childhood Lead Poisoning in Ido Local Government Area, Ibadan Nigeria - Karunwi, AO; Oshiname, Frederick O. (African Journal of Biomedical Research, 2015)
Exposure of school children to lead from various sources, including the school environment, is perilous to their health. Teachers constitute an important channel for reaching pupils and their parents with Lead Poisoning (LP) prevention messages. In Nigeria, there is inadequate information about teachers’ knowledge of LP and the effects of training intervention (TI) on their knowledge and perceptions regarding LP. The study therefore assessed teachers’ knowledge of LP and determined the effects, of training on their knowledge, perceptions and self-efficacy for preventing childhood LP in Ido Local Government Area (LGA), Oyo state. The quasi-experimental study involved an Experimental Group (EG) of 27 teachers nominated by 15 purposively selected schools in Ido LGA and a Control Group (CG) of 30 teachers from 15 schools in Egbeda LGA. The two groups completed a pre-test using a validated questionnaire and the results were used to design a 4-day TI for the EG. A post-test was conducted among the two groups using the same questionnaire. Data were analyzed using descriptive, Chi-square, ANOVA and t-test statistics. The EG and CG mean knowledge (MK) scores at pre-test using a 74-point knowledge scale were 20.2±16.3 and 14.6±14.4 respectively. Mean scores at post-test for the EG and CG were 71.8±3.1 and 19.2±17.8 respectively (p 0.05). Training intervention was effective in improving teachers’ knowledge and influenced their perception and self-efficacy relating to the control of LP. Teachers can be used to upgrade their peers’ knowledge.
openalex: W2132509819 mag: 2132509819 id: openalex:W2132509819 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:6BY55EWH 2486141:WVQ9PC5B
Keywords: openalex:import

Utilization of E-Learning Facilities by Science Teacher Educators for Teaching Pre-Service Teachers in Nigerian Colleges of Education - Osuafor, Abigail M.; Emeji, Emmanuel O. (Asian Journal of Education and e-Learning, 2015)
E-learning facilities are necessary to meet the challenges of the contemporary world education competitiveness in scientific and technological advancement. This study investigated the availability and utilization of e-learning facilities by science teacher educators in teaching pre-service teachers in South-East Nigerian Colleges of Education. One hundred and sixty-seven (167) science teacher educators participated in the study. A researcher-developed fifty five-item questionnaire with reliability co-efficient of 0.87 was used to collect data. Four research questions guided the conduct of the study. Data were analyzed using mean and standard deviation. Results show that some of the listed e-learning facilities were available for teaching science in Nigerian Colleges of Education to a high extent. Some of these include computer, printer, computer laboratory and public address system. On the average however, most e-learning facilities were available to a moderate extent. Results also revealed that science teacher educators use e-learning facilities to a moderate extent. High cost of computer units, lack of prior knowledge on the part of the students on usage of computers, low browsing speed resulting to wastage of payer’s money and unavailability of some e-learning facilities due to poor funding are some of the factors that contribute to poor usage of e-learning facilities. The researchers recommended (among others) that schools should be provided with e-teaching and e-learning facilities and science teacher educators should undergo regular in-service training and re-training programs.
openalex: W1920020304 mag: 1920020304 id: openalex:W1920020304 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.24203/ajeel.v3i2.2400 2129771:W4X6LICE 2486141:N8JISWPG
Keywords: openalex:import

Reconceptualizing the Music Teacher Education Curriculum for the Colleges of Education in Nigeria - Adeogun, Adebowale Oluranti (SAGE Open, 2015)
The Federal Government of Nigeria has realized that low educational quality has negative implications for sustainable national development, hence her commitment to develop national policies and national curriculum for teacher education to improve the quality of education (including music education). This article observes improvement in the preparation of musician-teachers as absolutely imperative to move modern music education as a field in the direction for continued growth. It traces out a historical past and explores present-day circumstances by analyzing and critiquing the National Commission for Colleges of Education’s document—Approved Minimum Academic Standards for Music. As the document is based on exogenous paradigms, it is argued that it cannot produce the change agent in the Nigerian musician-teacher. A reconceptualization of music teacher curriculum that is socioculturally sensitive is suggested for colleges of education in Nigeria as a way of moving it toward developing sound, effective, and creative musician-teachers.
openalex: W2178754775 mag: 2178754775 id: openalex:W2178754775 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.1177/2158244015585608 2129771:QTWE2WFH 2486141:C46QR68G
Keywords: openalex:import

Teaching Practice Anxiety and Performance of Student-Teachers in Federal Colleges of Education in South-West Nigeria - Emerole, Elizabeth Nnenna (2015)
A THESIS IN THE DEPARTMENT OF EDUCATIONAL MANAGEMENT, SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY, UNIVERSITY OF IBADAN.
openalex: W2982078137 mag: 2982078137 id: openalex:W2982078137 keywords: , , , KerkoCite.ItemAlsoKnownAs: 2129771:GU8J3NJ4 2486141:XVSGIAZ4
Keywords: openalex:import

Teacher coaching in Kenya: Examining instructional support in public and nonformal schools - Piper, Benjamin; Zuilkowski, Stephanie Simmons (Teaching and Teacher Education, 2015)
Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.01.001 10/f63z7b 2129771:NYI8CY62 2129771:PI8G7IIF 2129771:ZVRS99BQ 2339240:76EQG2NV 2405685:LM7EYD5E 2405685:WU59KPEH 261495:QBFNURGR
Keywords: AWP2; C:Kenya; CitedIn:AKFC; CitedIn:OER4Schools-HHH3-B; Coaching; Instruction; Kenya; Literacy; PRIMR; _C:Canada CAN; _C:Ethiopia ETH; _C:Kenya KEN; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Thailand THA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; professional development

Instructional Strategies, Mathematical Ability, Mode of Entry, and Gender as Correlates of Pre-Service Teachers' Performance in Integrated Science in Nigerian Colleges of Education. - Agoro, Aminat Aderonke (Journal of the International Society for Teacher Education, 2015)
openalex: W2883572003 mag: 2883572003 id: openalex:W2883572003 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:QMXIBYYX 2486141:55U4SG8X
Keywords: openalex:import

The effects of teacher constructed furnace on students' performance in heat treatment in technical colleges in rivers state, nigeria - Ajuru, Ignatius; Jasper, Isaac (2015)
The purpose of this research was to determine the effect of an improvised furnace on students’ performance in heat treatment in technical colleges in Rivers State. The study adopted research and development incorporating quasi-experimental design. It involved the use of control group, pre-test – post test design. The population of 194 students from four technical colleges in Rivers State was used for the study. The instrument for data collection was made up of Heat Treatment Achievement Test (HTAT) developed by the researchers. The achievement test consists of 50-multiple choice items with four options of A-D. The test items were identified and selected from the content of (NABTEB) syllabus on metal work technology. Test re-test method was used to establish the reliability of the instrument; the tests yielded 0.70, 073 and 0.72, 0.74 for the first and second tests respectively. Four experts in metal work technology were involved in both face and content validity of the instrument. The results obtained from the test scores were compiled and analyzed using statistical tools such as; percentage, mean, and analysis of covariance (ANCOVA) in answering the research question and testing the hypothesis at 0.05 level of significance. Improvised furnace had positive effects on students’ performance in heat treatment with a mean gain of 4.61. The difference in performance between those taught using improvised furnace and those taught using conventional teaching aids was found to be significant at 0.05 levels of significance. Based on the findings of the study, the researcher recommended that government, technical college principals and the different agencies should provide fund to procure the materials and component for designing and constructing furnace
openalex: W2292825222 mag: 2292825222 id: openalex:W2292825222 keywords: , , , KerkoCite.ItemAlsoKnownAs: 2129771:9PNIDNZE 2486141:N6H9WVS3
Keywords: openalex:import

Appraisal of Student-Teacher’s Attitude Toward Teaching Profession Across Teacher Training Institutions in Lagos State, Nigeria - Alade, Oluwatomi M.; Aletan, Sola M.; Kuku, Olaotan Oladele (Lwati A Journal of Contemporary Research, 2015)
The disposition of teachers within and outside the school will in no little amount positively affect the academic achievement of students. Thus, this paper is a descriptive survey which sought to appraise the attitude of student-teacher’s relationship across teacher training institutes in Lagos State, Nigeria. This study was conducted among; two Colleges of Education in Nigeria awarding Nigerian Certificate in Education; two Faculties of Education in Universities awarding Bachelor of Education; and two Post Graduate Schools in Universities offering Post Graduate Diplomas and Masters in Education, all in Lagos State. Simple Random Sampling was used in selecting six teacher training institutions across the three categories identified. Two research hypotheses guided the study. Student-Teacher Attitude Questionnaire (STAQ) was developed by the researchers and used for data collection. The instrument developed by the researcher has a reliability coefficient of 0.79. Data were analyzed using Analysis of Variance (ANOVA). The two hypotheses raised were accepted. The findings revealed that (i) there is no significant difference in the attitude of teachers in training in the three categories of teacher training institutes; (ii) there exist no significant gender difference in the attitude of student teachers towards teaching in the three categories of teacher training institutes towards teaching profession. It was recommended that emphasis should be placed on positive training attitude of student teachers while in training in their respective teacher training institutions among other.Keywords: Attitude, Training, Teaching, Educational Institution.
openalex: W2729715620 mag: 2729715620 id: openalex:W2729715620 keywords: , , , , , , , KerkoCite.ItemAlsoKnownAs: 2129771:BK4B8HMU 2486141:VCRPAG4X
Keywords: openalex:import

Effects of 'Cluster School Based' Teacher Professional Development Model on the performances of Primary School Social Studies teachers and their pupils in Plateau State, Nigeria - Jacob, Sunday (2015)
The study examined the impact of cluster school based teacher professional development model on the performances of primary school Social Studies teachers and their pupils. Simple random sampling technique was used to select teachers from the 25 clusters. Two hypotheses were formulated and tested using t-test statistics to find out if any differences exist in the performances of the teachers and their pupils during the intervention. The study revealed that a significant difference exists between the performance of both the teachers and their pupils at the preintervention and post intervention levels. That the programme should continue to be spearheaded by UBEC and be sustained by SUBEB so that all the teachers in the primary schools in the state benefit from it and also, teachers that participated be encouraged to meet at least 3 times per term according to their clusters to plan, strategize and evaluate different aspect of teaching.
openalex: W2560050985 mag: 2560050985 id: openalex:W2560050985 keywords: , KerkoCite.ItemAlsoKnownAs: 2129771:BFWNRDNR 2486141:3DNQ5FTV
Keywords: openalex:import

Extent of ICT software availability and teacher trainers' ICT literacy level in vocational education department: A case study of two federal colleges of education in Nigeria - Okpara, Michael (2015)
openalex: W2184193779 mag: 2184193779 id: openalex:W2184193779 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:ZLZZ7SEF 2486141:XHHQIDGK
Keywords: openalex:import

Nigerian College of Education Pre-service Chemistry Teachers’ Understanding of Sustainability and Education for Sustainable Development - Owoyemi, T. E (2015)
openalex: W3086175839 mag: 3086175839 id: openalex:W3086175839 keywords: , , , KerkoCite.ItemAlsoKnownAs: 2129771:NZKNAZ72 2486141:D5STVI2U
Keywords: openalex:import

Training teachers and gender equality in Nigeria: Reflections on measurement and policy - Unterhalter, Elaine; Ezegwu, Chidi; Shercliff, Emma; Heslop, Jo; North, Amy (2015)
openalex: W2177221424 mag: 2177221424 id: openalex:W2177221424 keywords: , , , KerkoCite.ItemAlsoKnownAs: 2129771:CX8NG6A2 2486141:6SGUSV8T
Keywords: openalex:import

An examination of training and development of middle level managers in emerging economies: Evidence from financial institutions in Ghana - Abugre, James B.; Adebola, Kester (International Journal of Organizational Analysis, 2015)
© 2015, Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine whether the training and development (T&D) of middle-level managers in the financial institutions of a sub-Saharan African country make any difference in the performances of the managers and the institutions in general. Design/methodology/approach – An empirical analysis of managers’ opinions based on a quantitative survey of 140 middle-level managers from four banking institutions in Ghana is conducted. Findings – Findings showed that there is a significant relationship between T&D of middle-level managers and their performance and, consequently, performance of the banks. The findings also showed that managers become savvier in personal initiatives and responsive to customer care leading to enhanced service delivery. The paper proposes that T&D should focus on the significant relationship between the outcomes and programme objectives of organisations in emerging economies if these organisations want to be counted in this competitive global world. Practical implications – The paper provides valuable information on the important role of middle-level managers as custodians of “tacit knowledge” that can turn around organisations, particularly in developing economies, if the needed T&D are given to them. Originality/value – Empirical literature on T&D and on middle-level managers’ development in developing countries is limited. The contribution of this paper identifies the roles that middle management can play in the performances of organisations and especially in emerging economies.
KerkoCite.ItemAlsoKnownAs: 10.1108/ijoa-10-2011-0521 10/gf62pz 2129771:LL6D3NE8 2317526:EEZJGX8G
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing country; D:emerging economies; F:outcomes; P:economy; P:measurement; P:services; R:quantitative; R:survey; T:Training; Z:Banks; Z:Mid-level managers; Z:Performance; Z:Training and development; _C:Australia AUS; _C:China CHN; _C:Ghana GHA; _C:Greece GRC; _C:Japan JPN; _C:Kuwait KWT; _C:Nigeria NGA; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

Technical-Vocational Education and Language Policy in Ghana - Adogpa, James Nsoh (International Journal of Educational Administration and Policy Studies, 2015)
Technical and vocational graduates in Ghana are often ill-equipped to become self-reliant or well-fitted into the demands of the job market. This pattern can be examined in terms of the educational language policy implementation that disregards regional linguistic needs. This seems to arise as a result of the medium of instruction that is implemented in wholesale. This paper illustrates the need for the adoption of predominant regional Ghanaian languages to be used as medium of instruction in our various technical and vocational institutions in Ghana to enable learners grasp the desired skills and concepts that are relevant to preparing graduates of technical and vocational institutions for the job market. Such changes would better facilitate the technological and national advancement that we need.
KerkoCite.ItemAlsoKnownAs: 2129771:ECSAWI9J 2317526:3WGC7F2Y
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:measurement; P:media; P:technology; Policy analysis; T:TVET; Z:African Languages; Z:Change Strategies; Z:Educational Change; Z:Educational Needs; Z:Educational Policy; Z:Foreign Countries; Z:Job Skills; Z:Language of Instruction; Z:Vocational Education; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

Assessment of perceived attributes and instructional use of information communication technology by lecturers in technical training institutions in Kenya - Agufana, PB (Moi University, 2015)
In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of ICT but rather a prerequisite for academic qualifications. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Attributes and instructional use of ICT by Lecturers in Technical Training institutions in Kenya. The specific objectives of this study were, to establish the relationship between Perceived Attributes (ease of use, usefulness, cultural relevance, and government policy) and instructional use of ICT. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training institutions in Kenya. The sampling frame was obtained from a list provided by the Ministry of Education Science and Technology 2013. Data was collected using questionnaires. Piloting of the research tools was conducted and the sample obtained was subjected to the Cronbach‟s alpha. The quantitative data obtained from the administrated questionnaires was analyzed using descriptive statistics and inferential statistics. The study determined that ICT use has created a new platform for instruction. The findings also indicated that use of ICT by lecturers‟ greatly improved instruction. The study found out that; use of ICT improved ones relationship with others, and was fashionable. The study further found out that ICT policies enhanced use of ICT. The study concludes that perceived attributes are critical in instructional use of ICT. The study recommends that higher education qualifications are to be preferred for lecturers as it enables skilled use of available ICT technology. The study recommends the provision of Cisco Networking Academy Programme to provide more ICT exposure to students and staff. The study recommends that lecturers be encouraged to use ICT to access current and upto date information resources. The study recommends that the government should operationalize, the ICT lecturers competencies framework to enable lecturers have policy direction when planning for competence training. Lecturers are encouraged to use ICT for instructional purposes because it is the trend in modern communication, and has globalized the world. Lastly, the study recommends use of ICT for instruction as it greatly improves the instruction.
KerkoCite.ItemAlsoKnownAs: 2129771:XJCD389Q 2317526:SSQE8UDY
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:assessment; P:media; P:school teacher; P:technology; Q:ICT; R:survey; T:TVET; publicImportV1

Effects of Three Categories of Manpower on Undergraduate Students' Learning Outcomes in Technical Education and Their Implications for the Curriculum Implementation - Alade, Ibiwumi Abiodun (JISTE, 2015)
The implementation of technical education curriculum has been besieged with dearth of qualified teaching personnel over the years in Nigeria and some other African countries. Similarly, the available higher institutions where vocational and technical education experts are prepared have not been able to meet this demand of the manpower. This calls for possible intervention strategies which could perhaps address this lingering problem. It is on this observation that this study examines the effects of three categories of manpower on undergraduate students' learning outcomes in technical education and their implications for the curriculum implementation. The pretest, posttest control group, quasi experimental research design with a 4x3x2 factorial matrix was adopted for the study. Sixty technical education undergraduate students from a Nigerian university were purposively sampled for the study. Seven null hypotheses are generated and tested at 0.05 level of significance. Three research instruments were developed, validated, and used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA) while Scheffe's post-hoc test was used to explain significant main and interaction effects respectively. Results showed that there is significant main effect of treatment on students' learning outcomes in technical education (F[subscript 3], 57 = 132.314; P<0.05). The students taught by vocational educator performed best in basic vocational knowledge acquisition (X = 16.38) while those taught by literate artisans had the highest means score on vocational skills acquisition (x = 42.82), then those taught by higher technician group had a mean score of x = 38.27 in vocational skills acquisition, while the control group performed least (x = 31.60). It was concluded that the three categories of manpower are effective at enhancing students' learning outcomes in technical education in various dimensions. To this end, it was recommended that literate artisans should be integrated to the teaching of vocational skills in the tertiary institutions.
KerkoCite.ItemAlsoKnownAs: 2129771:7LAZ9RCB 2317526:5S7Q7V45
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:R; CT:T; F:curriculum; F:gender; F:learning; F:outcomes; F:teaching; P:artist; P:measurement; P:technician; R:observation; R:research design; T:TVET; T:vocational skills; Z:Academic Ability; Z:Control Groups; Z:Curriculum Implementation; Z:Data Collection; Z:Foreign Countries; Z:Gender Differences; Z:Hypothesis Testing; Z:Job Skills; Z:Labor Force; Z:Outcomes of Education; Z:Pretests Posttests; Z:Quasiexperimental Design; Z:Statistical Analysis; Z:Technical Education; Z:Undergraduate Students; Z:Vocational Education; __C:filed:1; publicImportV1; ⛔ No DOI found

Characteristics of micro, small and medium enterprises in Ghana: Gender and implications for economic growth - Asare, Roland; Akuffobea, Mavis; Quaye, Wilhelmina; Atta-Antwi, Kwasi (African Journal of Science, Technology, Innovation and Development, 2015)
© 2015 African Journal of Science, Technology, Innovation and Development. This paper sought to investigate the characteristics of MSMEs and to suggest ways of improving performance, particularly tackling constraints faced by women and youth entrepreneurs in Ghana. A total of 4 433 MSME operators were interviewed in all the ten regions of Ghana using a structured questionnaire. The study revealed that apprenticeship was the most common form of training received by the MSME operators interviewed. Disaggregating data by gender, it was observed that more men had received training in their business operations than women. Close to 90% of the MSMEs were under sole proprietorship. There was significant correlation between gender and scale of enterprises, with increasing numbers of men as scale of operations increased. Women, who dominated the agro-processing, agro-industrial and services sectors, were constrained by ineffective marketing strategies, lack of capital, inadequate equipment and machinery, lack of improved technology, inadequate training and low skill development. Marketing strategies employed by the majority of women were limited, mostly patronising markets within their respective districts of business operations. The study recommended support for women to access sizeable business credit with flexible payment plans, tailor-made skill development training and improved access to institutional markets with quality and well-packaged products.
KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2014.979651 10/gd9bc3 2129771:9V7XC358 2317526:Q8Q2KP2R LOCAL-SCOPUS_ID:85006409797
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:access; F:gender; F:payment; F:women; P:economy; P:media; P:services; P:technology; Q:flexible; R:interview; R:questionnaire; T:Lehrlingsausbildung; T:Training; Z:Businesses; Z:Constraints; Z:Development; Z:Gender; Z:Practices; _C:Ghana GHA; __C:filed:1; publicImportV1

Ebola, Education And Innovation In Sierra Leone - Berry, Chris (DFID bloggers, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:WE6ZTJGI 2339240:Y4SENBBT 2405685:CYLG6GK7 2405685:DD7BMIBU
Keywords: _C:Sierra Leone SLE; ___working_potential_duplicate

Technology for professional development: access, interest and opportunity for teachers of English in South Asia - British Council (British Council, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:7UWQ68SG 2405685:UE23QGKH
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Brazil BRA; _C:China CHN; _C:India IND; _C:Italy ITA; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Nepal NPL; _C:Pakistan PAK; _C:Sri Lanka LKA; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

Where it's needed most: Quality professional development for all teachers - Burns, M.; Lawrie, J. (Inter-Agency Network for Education in Emergencies, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:7944FCFC 2129771:T2JI2EYX 2405685:XABT3JHM
Keywords: C:Fragile contexts; _C:Afghanistan AFG; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Central African Republic CAF; _C:Chile CHL; _C:Colombia COL; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:Guatemala GTM; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iraq IRQ; _C:Japan JPN; _C:Kenya KEN; _C:Lebanon LBN; _C:Liberia LBR; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mexico MEX; _C:Myanmar MMR; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:Singapore SGP; _C:Somalia SOM; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:South Sudan SSD; _C:State of Palestine PSE; _C:Sudan SDN; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:Thailand THA; _C:Tunisia TUN; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Políticas públicas em educação: um apanhado histórico - Cá, Lourenço Ocuni; Ocuni Cá, Cristina Mandu (2015)
Este trabalho pretende documentar e analisar as estruturas educacionais da Guiné-Bissau, a falta de infraestrutura deixada pelo colonialismo português e a implementação do novo sistema educacional pelo Partido Africano para Independência da Guiné e Cabo Verde (PAIGC). A análise é feita por meio de avaliação do desempenho de sucessivos períodos que fizeram parte da história educacional do país. Nesta análise, destaca-se, em primeiro momento, a ausência de instituições escolares na sociedade linhageira africana, não que isto significasse a inexistência de ensino-aprendizagem, pois se tratava de uma cultura oral que veio a ser sobreposta pela cultura escrita europeia. Nesse sentido, no ensino colonial, a Igreja Católica desempenhou o papel fundamental na docilização dos guineenses. A igreja não só ajudou na implantação da política educacional, como também participou na legitimação do colonialismo português, sancionando e santificando a missão civilizadora e função histórica de Portugal. Paralelamente a essa educação, o movimento de libertação nacional da Guiné e Cabo Verde (PAIGC) idealizou e instaurou a educação nas Zonas Libertadas (1963-1973) esta educação era mais aberta e mais dinâmica em relação ao mundo exterior. Ela não tinha mais como objetivo principal produzir uma situação de equilíbrio e de estagnação e sim procurava apoiar-se e favorecer o processo geral da luta de libertação nacional em que se inseria.
KerkoCite.ItemAlsoKnownAs: 10.20396/etd.v17i1.8634820 10/gf6224 2129771:8BQFNJDG 2317526:Z2ASVCI4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Cape Verde; C:Guinea; C:Guinea-Bissau; CA:AandC; CL:en; CL:fr; CL:pt; CLL:pt; CLS:en; CT:A; CT:C; CT:P; CT:T; P:culture; P:health; T:apprenticeship; publicImportV1

EFFECTS OF A THINKING CONCEPTUAL TRAINING PROGRAMME ON PRIMARY FIVE TEACHERS, UN-PRODUCTIVE QUESTIONING BEHAVIOURS AND PUPILS’BASIC SCIENCE ACHIEVEMENT IN PLATEAU STATE, NIGERIA - Chollom, Grace Azumi; Akinmade, Christopher Tony O. (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:XNESXQRP 2486141:4U3RE7RF

Teaching Group Counseling in Botswana: Two U.S.-Trained Counselors Discuss Experiences and Share Cultural Considerations for Practice - Coker, Angela D.; Majuta, Aaron R. (Journal for Specialists in Group Work, 2015)
There is a paucity of research in the area of teaching group counseling within an African context. In this article we describe and reflect on our experiences teaching group counseling at an institution of higher learning in the country of Botswana. We discuss cultural traditions and strengths that support an environment of group work in Botswana, describe cross-cultural challenges we experienced along the way as we implemented Western-derived didactic and experiential components of group counseling training, and discuss the ways in which we addressed the cultural differences we encountered. Implications for future cross-cultural research and training are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1080/01933922.2014.992506 10/gf62j6 2129771:77YNA8B5 2317526:9N5I6ELM
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Botswana; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:attitude; F:learning; F:pedagogy; F:teaching; P:culture; P:environment; P:social; Q:higher education; T:Training; T:trainee; Z:Acquired Immunodeficiency Syndrome (AIDS); Z:Colleges; Z:Counselor Training; Z:Cross Cultural Training; Z:Cultural Awareness; Z:Cultural Differences; Z:Foreign Countries; Z:Group Counseling; Z:Group Dynamics; Z:Higher Education; Z:Interpersonal Communication; Z:Prosocial Behavior; Z:Social Attitudes; publicImportV1

The RAIFFET, a network for support and development of TVET in teacher training institutions in Africa - Ginestié, J (2015)
The countries' development depends largely of the development and the effectiveness of their education systems, both to promote education for all (EFA) and technology and vocational education and training (TVET) for each of them. The situation is particularly difficult in sub-Saharan Africa (SSA) and it is very difficult for many countries to provide a school that offers all children the opportunity to attend school beyond some basics. The access to primary education is not guaranteed for all, and few of them have the opportunity to receive vocational training enabling them to obtain a recognized professional qualification. The lack of qualified and competent teachers is another manifestation of the problems. Many institutional actors, including UNESCO, help foster the development of educational policies to overcome these institutional, structural and functional weaknesses. The RAIFFET was formed to make a modest contribution to this momentum by supporting the development and structuring of teacher training and education research in SSA. This paper presents some elements of understanding of the situation and the orientations of the network's contribution to this dynamic.
KerkoCite.ItemAlsoKnownAs: 2129771:U9XKEJTC 2317526:U2UIH77L UTI-57E96D1C-2C3C-37DC-90C5-38A465CDBEF1
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Central Africa; C:Gabon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:teacher training; P:technology; Q:ICT; T:Ausbildung; T:TVET; publicImportV1; ⛔ No DOI found

ETSSP 2015-2020 - Education & Training Sector Strategic Plan - Government of Botswana (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:MBJNYRR6 2317526:N36I6HE7
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

National Industrial Training Standards - Government of Kenya (2015)
UA-7a3601b7-cd04-42c0-8a72-3405e7a31140 KerkoCite.ItemAlsoKnownAs: 2129771:KVKDBW9A 2317526:HYXNDWY2
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

National Education Standards - primary and secondary education - Government of Malawi (2015)
UA-a102ca97-c919-4c5e-8762-6d9522ed1b77 KerkoCite.ItemAlsoKnownAs: 2129771:8E5PPF7X 2317526:PRMLTNFC
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Malawi; Qualification Framework; publicImportV1

National Policy on Community Education and Training Colleges - Government of South Africa (2015)
UA-c934d266-f205-45a0-a9e3-e144ec21abcf KerkoCite.ItemAlsoKnownAs: 2129771:S5XPV9GQ 2317526:SLS2TTI3
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; publicImportV1

TVET teacher education in Africa - Grijpstra, Douwe (2015)
This study has three broad objectives. Firstly, it seeks to compare experiences on the education and training of Technical and Vocational Education and Training (TVET) teachers in South Africa, Egypt, Ghana, Tanzania, and Cameroon. Secondly, it seeks to get input from inspiring practices from European Member States. Lastly, policy pointers should be proposed for further action. This study was commissioned as part of the South Africa - EU Strategic Partnership sectoral policy dialogue in education. Data was collected between December 2014 and September 2015. The study serves as input to that policy dialogue, in particular in relation to the education and training of upper secondary and higher TVET teachers working in institution-based TVET providers in the formal public education system. Teachers are the most important in-school factor influencing the quality of student learning and the training of teachers is the key issue in this report. However, able practitioners do not necessarily reach their potential without appropriate support nor without being sufficiently professionally challenged and rewarded. The quality of TVET teaching also depends on other factors, such as the teacher's persona; the TVET organisation (at school or college level) and the wider TVET system (national structures related to TVET of which TVET teacher education is an important element). The main research activities consisted of desk research; interviews; country studies; and comparative analysis and reporting. To validate the findings and ensure a practical link to further dissemination of the results, policy workshops were organised with policymakers in the participating countries. In this summary, key conclusions are discussed per topic. For each topic, policy pointers are presented.
KerkoCite.ItemAlsoKnownAs: 2129771:S3TWILSU 2317526:E5TP2GEZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Cameroon; C:Egypt; C:South Africa; C:Tanzania; CLL:en; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Introduction to Professional Development (Coordinators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
EdTechHub.ItemAlsoKnownAs: 2129771:BTAVK4XM
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Introduction to Professional Development (Tutors) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
EdTechHub.ItemAlsoKnownAs: 2129771:5TJPNZXE
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Open Content - Haßler, Björn; Mays, Tony (International Encyclopedia of Digital Communication and Society, 2015)
HMOC EdTechHub.Copy: 2405685:UP7P7L2D KerkoCite.ItemAlsoKnownAs: 2129771:DWC5YGAD 2129771:FY5V62YE 2129771:W9Q5K32L 2405685:UP7P7L2D 2486141:C7AQI94R 261495:NHM4H2R9
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Canada CAN; _C:France FRA; _C:South Africa ZAF; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

Challenges and opportunities for teacher professional development in interactive use of technology in African schools - Hennessy, Sara; Haßler, Björn; Hofmann, Riikka (Technology, Pedagogy and Education, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1092466 10.1080/1475939x.2015.1092466 10/gfv5xz 2129771:5VQYH38X 2129771:AMZ6ZM6C 2129771:J9GHN7C4 2129771:L2HUHYLN 2129771:Z6IRJ6Y4 2129771:ZCU7ZNTG 257089:GN2B3JX9 261495:HSFJGS9C
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Bangladesh BGD; _C:France FRA; _C:Japan JPN; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:b

Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year - Hennessy, Sara; Haßler, Björn; Hofmann, Riikka (Research Papers in Education, 2015)
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.
EdTechHub.Source: <this> EdTechHub.Source: <this> EdTechHub.Source: 2129771:QGHFB3QL KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2015.1073343 10/gftr46 2129771:2RSUFZXK 2129771:4DDI7MD4 2129771:5P2TUQQC 2129771:CPWUEHPK 2129771:DLXY6Q8J 2129771:QGHFB3QL 2129771:TG8DGQ3P 2129771:WHB6UUT9 2339240:UTDG7DWR 2405685:CSCFPKV2 2405685:NAJLZ3FE 2405685:R5KQR27A 2405685:S9FRC57W 2534378:4NJUGCID 2534378:E2PEHWQT 2534378:GGBWWEIN 2534378:HQ26LIRW 2534378:QVE8VZAZ 2534378:Z7EEHWT2 257089:AGK9WB3X 257089:FXEJEAA9 261451:ENUVRNA2 261495:4NPFWURU 261495:YIZHH9Z5
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:sub-Saharan Africa; CAREER development; EDUCATION – Study & teaching; GRADUATE education; PROFESSIONAL education; TEACHER training; ZAMBIA; Zambia; _C:Australia AUS; _C:India IND; _C:Iran IRN; _C:Japan JPN; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tonga TON; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __:import:01; __:match:final; __:matched; __:study_id:2099887; __C:filed:1; __C:scheme:1; ___working_potential_duplicate; __finaldtb; _r:ImportedToMyEducationEvidence; _yl:a; digital technology; docs.opendeved.net; interactive pedagogy; open educational resources; sub-Saharan Africa; teacher professional development

Review of national education policies: Teacher quality and learning outcomes - Hunt, Frances (PROSPECTS, 2015)
This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of speciﬁc questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-015-9356-z 2129771:VCQK6BQP
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Belize BLZ; _C:Bhutan BTN; _C:Cambodia KHM; _C:Colombia COL; _C:Ecuador ECU; _C:Egypt EGY; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Guyana GUY; _C:India IND; _C:Indonesia IDN; _C:Jamaica JAM; _C:Kenya KEN; _C:Laos LAO; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Papua New Guinea PNG; _C:Paraguay PRY; _C:Peru PER; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

Effectiveness and viability of revenue diversification in sub-saharan africa’s higher education: examining Zambia’s public universities. - Masaiti, Gift (2015)
Publisher: International Journal of Humanities Social Sciences and Education
Keywords: ⛔ No DOI found

Shifting from government bursaries to a loan scheme in higher education: Exploring the Zambian experience in student financial Aid - Masaiti, Gift; Mwelwa, Kapambwe; Mwale, Nelly (International Journal of African Higher Education, 2015)
Keywords: ⛔ No DOI found

Teachers' Perceptions and Students' Lived Experiences in Vocational-Technical Subjects in a Rural High School in Zimbabwe - Masinire, Alfred (Gender and Education, 2015)
This paper explores the construction of dominant models of gender among students in the Vocational-Technical. In the backdrop of dominant narratives that structure gender policies and practices in schooling in Zimbabwe, the paper elaborates upon how students' daily experiences in workrooms perpetuate the feminisation and masculinisation of fields of study such as DT and HESs in ways that inhibit the learning and achievement of boys and girls in these subjects. The argument in this paper is that in order to understand gender inequality in the Voc-Tech curriculum, educators need to understand how sociocultural perceptions of gender are constructed and embodied at the level of classroom interaction among students and teachers. Such insights provide a deeper understanding for addressing gender inequality in Voc-Tech subjects that moves beyond current structural and institutional barriers within a rural African context.
KerkoCite.ItemAlsoKnownAs: 10.1080/09540253.2015.1079357 10/gf62kx 2129771:7DPG8XQP 2317526:44W8UQC7 DOI-10.1080/09540253.2015.1079357
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:achievement; F:attitude; F:curriculum; F:gender; F:girl; F:learning; F:policy; P:construction; P:environment; P:metal; P:teachers; R:evaluation; R:interview; R:observation; T:TVET; Z:Barriers; Z:Classroom Environment; Z:Critical Theory; Z:Curriculum Evaluation; Z:Educational Practices; Z:Feminism; Z:Foods Instruction; Z:Foreign Countries; Z:Gender Differences; Z:Gender Issues; Z:High School Students; Z:Institutional Characteristics; Z:Interviews; Z:Masculinity; Z:Metallurgy; Z:Nutrition Instruction; Z:Observation; Z:Rural Schools; Z:Sex Fairness; Z:Sex Role; Z:Student Attitudes; Z:Student Experience; Z:Teacher Attitudes; Z:Teacher Student Relationship; Z:Vocational Education; gender; publicImportV1

Continuing technology professional development: A technology learning preferences instrument to support teacher educators’ workplace learning - Maurice Schols, B. A. (Roehampton University, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:FUGDS44Y
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:Ireland IRL; _C:Luxembourg LUX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Portugal PRT; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Alternatives towards achieving Education For All (EFA): a case of the informal sector business institute (ISBI), Nairobi, Kenya - Momanyi, C (2015)
In 1948 the United Nations declared that everyone has a right to education in the universal declaration of human rights. Education for All (EFA) is an international initiative first launched in Jomtien, Thailand, in 1990 to bring the benefits of education to “every citizen in every society’. To realize this aim, governments, civil society groups, and development agencies such as UNESCO and the World Bank have joined hands to achieve the EFA goals. Kenya is signatory to education for all initiative. Achieving the Education for All goals is critical for simultaneously attaining all 8 Millennium Development Goals (MDGs). The EFA strategies include the establishment of a policy on the re-entry of school-age mothers into the education system and the establishment of a non-formal education unit in the Ministry of Education Science and Technology. The recent implementation of free primary and secondary education is an effort by the government of Kenya to attain Universal primary Education (UPE) and the final attainment of EFA and MDGs. There are many suggestions both at the local and international levels on how to achieve this goal. Non-formal education and Technical and vocational education are some of the alternatives towards EFA, they lead participants to acquire practical skills in a particular occupation. Non formal education is flexible as more people who are out of the formal education system acquire skills. Strathmore Educational Trust (SET), a Public Charitable Trust incorporated in Kenya, established to promote educational initiatives started the Informal Sector Business Institute (ISBI) in 2004; a Non-formal education initiative to train jua kali artisans in ICT and business skills. Since its inception, more than 10,000 people have been trained in various skills. Data collected from artisans who have undergone the ISBI training showed that the artisans trained at ISBI are better than those form the same area that have not undergone the same training.
KerkoCite.ItemAlsoKnownAs: 2129771:5AMSN3QY 2317526:EIWGGY2S
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:Q; CT:T; F:access; HDR25; Q:community education; Q:degree; Q:open learning; Q:secondary education; T:Educação profissionalizante; T:Lehrlingsausbildung; T:TVET; T:continuing education; T:work-based learning; publicImportV1

English teacher education curriculum designing: A mixed methods analysis of the programme at the University of Zambia - Mulenga, Innocent (The University of Zambia, 2015)

Curriculum design in contemporary teacher education: what makes job analysis a vital preliminary ingredient?. - Mulenga, Innocent Mutale (2015)
Publisher: International Journal of Humanities Social Sciences and Education (IJHSSE)
Keywords: ⛔ No DOI found

Evaluation of artisan training in metal silo construction for grain storage in Africa: Impact on uptake, entrepreneurship and income - Ndegwa, M.K.; de Groote, Hugo; Gitonga, Z.M. (International Journal of Educational Development, 2015)
This study assesses the impact of training sheet metal workers in Kenya on their uptake of learned skills and their income. Fifty-eight artisans trained in the construction of metal silos for hermetic grain storage were compared to a random sample of 123 untrained artisans. Results show that two-thirds of the trained artisans were making the silos, half of these in their own workshops and half as employees. The probability of using the skills learned declined with age but increased with previous experience in technical work. The training did not significantly increase the income of employed artisans, but increased the annual income of those who made the silos in their own workshops by KSh315,173 (about US$3,600). The overall impact could be improved by better targeting of trainees, by using apprenticeships as an alternative mode of training, and by encouraging entrepreneurship through business training and provision of credit.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.04.012 10/f7q8g8 2129771:5AI7LX8E 2317526:FI7GMN2J
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:artist; P:construction; P:metal; R:evaluation; R:impact; T:Lehrlingsausbildung; T:TVET; T:Training; T:trainee; Z:Adult education; Z:Benefits of education; Z:Employment skills; Z:Engineering education; Z:Intervention evaluation; Z:Vocational education and training; publicImportV1

OECD Reviews of Vocational Education and Training - Key Messages and Country Summaries - OECD (2015)
Full country policy reviews have been conducted, as part of the two OECD studies on VET, in Australia, Austria, Chile, China, Costa Rica, Czech Republic, Denmark, Egypt, Germany, Hungary, Ireland, Israel, Kazakhstan, Korea, Mexico, the Netherlands, Norway, South Africa, Sweden, Switzerland, the United Kingdom (England and Wales), and the United States (with case studies of Florida, Maryland and Washington State) and also the U.S states of South Carolina and Texas.
KerkoCite.ItemAlsoKnownAs: 2129771:STK8I4G3 2317526:9NUHFVZM UA-0E8E2366-8886-43BB-850D-1BFBA9676A04
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; CC:Australia; CC:Austria; CC:Chile; CC:China; CC:Costa Rica; CC:Czech Republic; CC:Denmark; CC:Egypt; CC:Germany; CC:Kazakhstan; CC:Korea; CC:Mexico; CC:Netherlands; CC:Norway; CC:South Africa; CC:Sweden; CC:Switzerland; CC:UK; CC:United States; CLL:en; Hungary; publicImportV1

Governance and Change in Educational Policy Systems in Technical Vocational Education - Oluwafemi, CO; Martins, OR; Adebiaye, HO (2015)
From time immemorial, people have been controlled (ruled) by others in order to maintain law and order. This process is what is called governance. Governance is the act of exercising power and making decisions for a group of people by a selected few granted the authority to do so. Different human era called for different ‘curricular’ of teaching since it is believed that the needs of the society are one of the major determinants of the content of the curriculum. The authorities at each of such times only help to articulate the curriculum and provide the environment for teaching and learning to take place. In this pursuit, the Nigerian government has not been an exception. Over the years, the Governments have brought in one change or the other to the educational sector all with the utmost aim of making the nation better through her educational processes. This paper through the methodology of literature review and the authors’ observations focuses on some of the changes brought into the sector particularly in Technical Vocational Education. It looked at how these changes have benefited or otherwise affected the country and makes suggestions based on the findings.
KerkoCite.ItemAlsoKnownAs: 2129771:XWDKZE4R 2317526:ZYPADVAW
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:policy; P:administration; Q:distance learning; T:TVET; publicImportV1; ⛔ No DOI found

Supporting teacher development: literature review. - Reid, Kate; Kleinhenz, Elizabeth; Australia; Department of Foreign Affairs and Trade (2015)
This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of practices in educational policy and teacher development focused on enhancing teacher quality. It identifies policies that support teacher development as well as the characteristics of effective pre-service teacher education programs and of high-quality professional learning programs for teachers. It acknowledges the need to modify and adapt intervention approaches to suit particular country contexts. [Executive summary].
OCLC: 930576865
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Belgium BEL; _C:Burundi BDI; _C:Cambodia KHM; _C:Canada CAN; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Egypt EGY; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:Guinea GIN; _C:Guyana GUY; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Israel ISR; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Laos LAO; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mauritius MUS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Namibia NAM; _C:Nauru NRU; _C:Nepal NPL; _C:Netherlands NLD; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Peru PER; _C:Philippines PHL; _C:Senegal SEN; _C:Singapore SGP; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Vanuatu VUT; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Teacher retention in refugee and emergency settings: The state of the literature - Ring, Hannah Reeves; West, M Y (The International Education Journal: Comparative Perspectives, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:3GXIVSSW 2129771:GN4QC67U 2129771:M5HVE7L7 2486141:9QST5RRI
Keywords: _C:Afghanistan AFG; _C:Belgium BEL; _C:Bhutan BTN; _C:Cambodia KHM; _C:Chad TCD; _C:China CHN; _C:Ethiopia ETH; _C:France FRA; _C:India IND; _C:Kenya KEN; _C:Lebanon LBN; _C:Nepal NPL; _C:Nicaragua NIC; _C:Papua New Guinea PNG; _C:Sierra Leone SLE; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Leadership development for technical and vocational education and training college leaders in South Africa: A post-graduate curriculum framework - Robertson, Catherine A; Du Plessis, CA (2015)
ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014). AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt & McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.
KerkoCite.ItemAlsoKnownAs: 2129771:HQTXPUGS 2317526:DKF7G2VI UTI-CACA454E-39E3-3CEB-BAB8-A2EFFDF58548
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:T; F:curriculum; F:leadership; T:TVET; publicImportV1; ⛔ No DOI found

Baseline Study for Distance Technical and Professional Education in Mozambique - Romiszowski, A (2015)
This baseline study has been undertaken to describe and analyse the current situation with respect to TVET, in order to evaluate the needs and the viability of employing open and distance Learning (ODL), and in particular eLearning in a flexible and blended approach. The main focus of the study is directed to that part of the system that is under the responsibility of the National Directorate for Technical and Professional Education (DINET) – namely the pre-tertiary level public-sector TVET institutions. These institutions are classified into three levels, equivalent to the subdivisions of the general education system: elementary, basic and medium, the last being equivalent to high school – the 11th and 12th grades. Elementary level courses are offered in 36 technical schools, 28 offer basic level courses and 19 offer courses at the medium level, a total of 85.
KerkoCite.ItemAlsoKnownAs: 2129771:EI9BPEQX 2317526:UK28UYUK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Mozambique; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:manufacture; P:teachers; P:technology; Q:ICT; Q:ODEL; Q:distance education; Q:open education; T:Ausbildung; T:Educação Profissional Técnica de Nível Médio; T:TVET; T:competency-based training; T:professional and vocational education; T:trainee; publicImportV1

“If I can be a helper, one day I be a boss”–A case study of informal apprenticeship in Lusaka - Ryan, S (2015)
Despite recent high levels of economic growth, many young people in Zambia are trapped by poverty, unemployment or underemployment, and lack of access to skills development opportunities. Vocational training institutions cannot accommodate the vast numbers of school leavers every year, and often charge fees that are prohibitive to young people from poorer families. Young people remain significantly overrepresented in Zambia’s unemployment statistics. For those that do manage to secure work, it is predominantly in the informal economy, which currently accommodates over 90 of employed Zambians. Zambia faces a clear challenge to translate the economic gains of the past few years into improved livelihood conditions and decent work outcomes. With over 46 per cent of the population being under the age of 15, there is an urgent need for programs that provide young people in particular with skills development and employment opportunities. In this climate, informal apprenticeships may offer young people access to both affordable training and future employment. Informal apprenticeship, as defined by the International Labour Organization (ILO), is a written or oral training agreement under which a master craftsperson (MC) provides an apprentice (a young person) with training in all skills relevant to a trade. An apprentice gains tacit skills by working alongside a master craftsperson in a micro or small enterprise in the informal economy. Informal apprenticeships are anchored in the norms and traditions of a society, which shape the obligations and incentives for MCs to train others, and for apprentices to seek this kind of training. Costs and benefits are shared between the apprentice and master craftsperson (ILO, 2012). This study seeks to identify the norms and characteristics of informal apprenticeship in Zambia’s capital city, Lusaka. The study aims to provide guidance on how informal apprenticeships in Zambia can be supported and strengthened within the ILO’s mandate to improve the quality of apprenticeships within the informal economy. The study also aims to contribute to ILO’s body of knowledge on informal apprenticeship, describing both the local specificities of informal apprenticeship in urban Zambia, and how the training relates to ILO’s broader findings on informal apprenticeship in Africa. This study found that training within the informal economy is widely undertaken in the Lusaka region. However, the informal institutional framework for apprenticeships in Lusaka’s informal economy is currently less well established, compared to informal apprenticeships in West Africa. Written contracts were found to be non-existent, and verbal training agreements were considerably undefined. There is no specific term used for apprentices within the informal economy – young people join businesses as othandiza (helpers), but this term may apply both to those in an apprenticeship role, and casual workers brought in for temporary work. This study also determined a variety of training arrangements within the informal economy including fluid models of group-based learning, whereby a young person may learn from several experienced craftspeople in a ‘cluster’ of selfemployed operators. Despite these issues, vast numbers of Zambian young people still gain skills through working and learning in informal economy enterprises. The majority of apprentices reported that they join businesses with the key objective of acquiring all relevant trade skills - training within an informal enterprise was also found to be the primary source of skills development for MCs. While the lack of clear norms surrounding informal apprenticeship may be seen as problematic, many MCs and apprentices felt that the flexibility of terms supported, rather than hindered the apprentice - for instance, by the apprentice being able to progress quickly through the learning process. Incentive and obligation operate as strong binding mechanisms for both MCs and apprentices to complete the training in the absence of fixed institutional frameworks. Furthermore, the fluid nature of Zambian informal apprenticeships may mean that any future targeted interventions may be incorporated more easily. There is currently an enabling institutional environment for upgrading informal apprenticeship in Zambia. With the 2011 election of the Patriotic Front (PF) party to government, there is a renewed focus on the issues of youth, job creation, skills training, self-employment opportunities and the quality of jobs. The PF government has stated that they seek to involve youths in national development by ‘expanding educational facilities and vocational training to absorb all school leavers’, ‘collaborating with industry to provide learnership/apprenticeship practical training’, and ‘facilitating access to finance and to markets’ for young people (The Patriotic Front, 2011). Considering informal apprenticeship as a mode of vocational training in Zambia would clearly support government’s aim of creating a vocational training system capable of absorbing all school leavers. Recognition of informal training is further supported by reforms in TEVET policy, which call for a greater focus on training within and for the informal sector, and seek to diversify the modes in which training is delivered. Key interventions are required to upgrade informal apprenticeship to a robust mode of vocational training leading to gainful and decent employment for young people in Zambia. This report argues that TEVET policy needs to become more responsive to the informal economy, with the Apprenticeship Act revitalized, trade testing promoted more effectively, and informally acquired skills recognized. The quality of training needs to be improved, such as through providing MCs with skills development opportunities, introducing competency assessment measures, and strengthening training agreements. Decent work outcomes also need to be strengthened through supporting trade associations, providing greater access to finance for MCs and graduating apprentices, improving health and safety outcomes, and creating greater links between the formal and informal training and employment sectors.
KerkoCite.ItemAlsoKnownAs: 2129771:28YFYBHE 2317526:AESRQWBS
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; A:West Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; F:policy; HDR25; P:economy; R:case study; T:Ausbildung; T:Formal apprenticeship; T:Lehrlingsausbildung; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

Sierra Leone research and knowledge systems: a rapid literature review - Tarawallie, Mamoud Idriss (INASP, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:YBNPSUAZ 2339240:83QNDI62 2405685:8PAQ6CIE
Keywords: _C:Sierra Leone SLE

Open Data Readiness Assessment: Sierra Leone - World Bank (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:RZH9ACII 2339240:GHD8WBJM 2405685:5GLY6KEA
Keywords: _C:Sierra Leone SLE

Exploring the readiness of Nigerian Colleges of Education toward Pre-service Teacher Preparation for Technology Integration - Garba, Sani Alhaji; Alademerin, Christy Ayi (International Journal of Technology and Inclusive Education, 2014)
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 Century.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.
openalex: W2471364510 mag: 2471364510 id: openalex:W2471364510 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.20533/ijtie.2047.0533.2014.0043 2129771:Y9PUY2YS 2486141:HC9ZS2AP
Keywords: openalex:import

Pre-Service Teachers’ Internet Usage a Function of Demographic Factors: The Case of a Nigerian College of Education - Onwuagboke, Bede Blaise Chukwunyere; Singh, Termit Kaur Ranjit; Fong, Soon Fook (Journal of Education and Learning (EduLearn), 2014)
With the overreaching acceptance of ICT in education and access to Internet occasioned by advancement in technology, this paper investigates pre-service teachers’ use of Internet in a college of education. The study was a descriptive survey. Data was collected using a researcher designed instrument tagged “Student Internet Use Scale” (SIUS). The population comprised of all NCE pre-service teachers in Alvan Ikoku Federal College of Education Owerri Nigeria. Findings show that mobile phones remains the most widely used mode of internet access with social networking, searching for information on school assignments, chatting forming the major reasons why they surf the net. Social networking is the major purpose for Internet use by female pre-service teachers while school related activities are of priority to males. The difference in purpose of internet use according to gender is however not statistically significant; similarly, there is no statically significant difference between male and female pre-service teachers in the frequency of Internet usage. The result has far reaching implication for provision and use of Internet facilities to enhance teaching and learning in the College and colleges of education in Nigeria.
openalex: W2067434412 mag: 2067434412 id: openalex:W2067434412 keywords: , KerkoCite.ItemAlsoKnownAs: 10.11591/edulearn.v8i4.141 2129771:CFGTXPJX 2486141:KJF24IAJ
Keywords: openalex:import

Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria - Tao, Sharon (International Journal of Educational Development, 2014)
This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.08.011 2129771:X48NF6KT
Keywords: Lebanon_event_2021; _C:Bangladesh BGD; _C:Canada CAN; _C:Ethiopia ETH; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Norway NOR; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

PS-010a Effect Of Training Programme On High School Teachers’ Knowledge And Attitude Towards Adolescent Reproductive Health Education In Rural Schools In Ile-ife, Sw Nigeria - Adegbenro, Caleb A.; Adeniyi, Joshua D.; Ajuwon, AJ (Archives of Disease in Childhood, 2014)
Aims Adolescents in Nigeria as in other Countries of the world are facing many reproductive Health problems nowadays which includes high rate of risky sexual activities, unintended pregnancy, abortion and STIs/HIV/AIDS. To address these problems, constant suggestions and recommendations have been made for the introduction of compulsory adolescent reproductive health education (ARHE) at all levels of educational institutions in Nigeria. Previous studies in Nigeria showed that teachers themselves had poor knowledge of and negative attitude towards ARHE. This study assessed the effect of training programme on teachers’ knowledge and attitude towards ARHE in five randomly selected rural schools in Ife- North local government area (IFLGA), SW Nigeria. Methods All the 84 teachers in the selected schools in the LGA were voluntarily recruited for the study. They (84 Teachers) were all given training in ARHE for one month. Their knowledge and attitude towards ARHE was assessed pre- and post- training programme. Results The results showed a significant increase in percentage of those who had good knowledge in general areas of ARHE at post- training assessment compared with pre- training assessment (from 14.3% to 53.6%, p = 0.0001). Also, pre-post attitudinal disposition assessments showed that there was an increase in percentage of those who were favourably disposed to the teaching of ARHE in Nigeria Schools at post- training assessment (from 17.9% to 45.2%, p = 0011). Conclusions The study suggests that teachers should be equipped in handling the teaching of ARHE in Nigeria schools.
openalex: W2070202763 mag: 2070202763 id: openalex:W2070202763 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.1136/archdischild-2014-307384.306 2129771:9GMMJSS8 2486141:9DFWZAJ4
Keywords: openalex:import

ASSESSING TECHNICAL TEACHERS’ PROFESSIONAL DEVELOPMENT IN INFORMATION AND COMMUNICATION TECHNOLOGY FOR TEACHING IN POLYTECHNICS IN THE NORTH EASTERN STATES OF NIGERIA - Tumba, Ishaya; Michika, Mohammed Usman (2014)
This study was designed to assess the level of preparedness of technical teachers to use information and communication technology facilities for teaching in Polytechnics in the North Eastern States of Nigeria. The study adopted descriptive survey research design to collect opinions of technical teachers on their professional development in information and communication technology and their exposure to information and communication technology facilities used for teaching. A 5-point researcher made questionnaire was used for data collection. The instrument was validated by two experts in information and communication technology and it was also pilot tested on nine polytechnic teachers after which a reliability coefficient of 0.98 was estimated. Two research questions were raised and one hypothesis propounded. The study revealed that technical teachers teaching in polytechnics in the North Eastern States of Nigeria possess moderate professional development and exposure to information and communication technology facilities. This implies that the teachers need further training on information and communication technology facilities used in the classroom. It was then recommended that employers of the teachers should send them on in-service training in information and communication technology and to also put in place adequate information and communication technology facilities for instructional purpose. The study suggested further studies to investigate the teachers’ level of competency in using information and communication technology in the classroom.
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Keywords: openalex:import

Inequitable Dispersion: Mapping the Distribution of Highly Qualified Teachers in St. Louis Metropolitan Elementary Schools - Schultz, Lyndsie Marie (Education Policy Analysis Archives, 2014)
The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, & Vidgor, 2005, 2006; Hill & Lubienski, 2007; Lankford, Loeb, & Wyckoff, 2002). This study examines the distribution, location, and exceptions to highly qualified teachers in St. Louis metropolitan elementary schools. Using Geographic Information Systems (GIS), this study demonstrates how the distribution of highly qualified teachers remains relevant to urban education policy discussions.
Publisher: Colleges of Education at Arizona State University and the University of South Florida
Keywords: Educational Legislation; Elementary School Teachers; Elementary Schools; Federal Legislation; Lebanon_event_2021; Minority Group Students; Poverty; Predictor Variables; Socioeconomic Status; Teacher Certification; Teacher Effectiveness; Teacher Qualifications; Urban Education; Urban Schools; _C:Argentina ARG; _C:Bolivia BOL; _C:Brazil BRA; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:India IND; _C:Mexico MEX; _C:Peru PER; _C:Portugal PRT; _C:Spain ESP; _C:United States USA; _C:Venezuela VEN; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Pre-Service Teachers' Perceived Technological Pedagogical Content Knowledge at Selected Colleges of Education in Lagos State, Nigeria. - Adeoye, Blessing F.; Ojo, Babatunde Y. (2014)
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Keywords: openalex:import

Antecedents and consequences of active procrastination and mediation effect of self-regulation strategies among pre-service teachers in colleges of education in Nigeria - Taura, Ali Abdullahi (2014)
This study examined motivational beliefs (self-efficacy, intrinsic goal orientation, extrinsic goal orientation, task value, and test anxiety), perfectionism and selfregulation as predictors of active procrastination among pre-service teachers in colleges of education in Nigeria. In addition, the study investigated the mediating role of self-regulation in the relationship between motivational beliefs, perfectionism and active procrastination. A total of 426 pre-service teachers (223 males, 203 females) participated in the study. A set of self-report questionnaire was used to measure the participants’ levels of procrastination, motivational beliefs, perfectionism and self-regulation. Structural equation modelling (SEM) using AMOS and SPSS software was employed as statistical technique for data analysis of the study. The findings of the study based on the output structural model, which overall goodness-of-fit indices indicate good model fit, revealed that motivational beliefs and perfectionism were not direct significant predictors of active procrastination, and active procrastination, in turn, was not found to be a significant predictor of academic achievement. However, mediation analysis, conducted in the active procrastination model of pre-service teachers, indicated that there was an evidence of indirect effects of the motivational beliefs variables and perfectionism on active procrastination through self-regulation strategies. Test of mediation by bootstrapping method established significant mediating role of self-regulation in the relationship between self-efficacy, extrinsic goal orientation, task value, test anxiety, perfectionism and active procrastination. In conclusion, the findings of the study underscore the importance of self-regulation in procrastination research. This is for the fact that self-regulation strategies were found to have considerable influence in the relationships between the predictor (self-efficacy, extrinsic goal orientation, task value, test anxiety, perfectionism) and the outcome (active procrastination) variables as well as the academic achievement of active procrastinators. In other words, active procrastination fails to explain academic achievement except through self-regulation strategies as mediator. This suggests that the reason active procrastinators can obtain satisfactory outcomes might be derived not from active procrastination itself but from their ability to apply self-regulation strategies. Thus, the findings lend a strong support to one of the general assumptions of the theory of self-regulated learning that self-regulatory activities serve as mediators between personal and contextual characteristics and actual achievement or performance. Theoretical and practical implications of the study, in addition to recommendation for future research, have been offered. For instance, as the findings of this study revealed, self-regulation is a key to understanding procrastination. Hence, the focus of future research should be on examining students’ ability to self-regulate and, therefore, procrastinate actively for successful learning and better performance.
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Keywords: openalex:import

Learner orientation through professional development of teachers? Empirical results from cascade training in Anglophone Cameroon - Lange, Sarah (Compare: A Journal of Comparative and International Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2013.841027 10/gfvv7x 2129771:95VP3EV5 2129771:E4373A25 2317526:8DZUAC7R
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Cameroon; CA:AandC; CCZ:Cameroon; CL:en; CL:fr; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:low-income country; F:attitude; F:learning; F:teaching; P:measurement; P:service industry; P:teacher training; P:teachers; R:quantitative; T:Ausbildung; T:trainee; T:work-based learning; Z:cascade training; Z:learner orientation; Z:professional development; Z:sub-Saharan Africa; Z:teachers; publicImportV1

The Perception of Electrical Engineering Trade Teachers on the Use of Information and Communication Technology for Teaching in Technical Colleges in Adamawa and Gombe States of Nigeria - Duhu, P. C.; Mbaga, E.V.; Quahha, D.W; Danzaria, L. (European Scientific Journal ESJ, 2014)
This study was conducted to determine the perception of electrical engineering trade teachers on the role of information and communication technology (ICT) for classroom instructions in Technical Colleges in Adamawa and Gombe States of Nigeria. A forty item structured Questionnaire was distributed to twenty-six electrical engineering trade teachers from Adamawa and Gombe States technical colleges for collection of data. The questionnaire was face validated and trial tested on five electrical engineering trade teachers from Taraba state. Test- re-test method of establishing reliability was used and cronbanch Alpha formula was used to calculate a reliability index of 0.78. Mean and standard deviation were used to answer the research questions. Student’s t-test was used to test the three hypotheses formulated to guide the study. The study revealed that electrical engineering trade teachers lack some basic ICT skills like skills in database and spreadsheet. The findings revealed among others the following: electrical engineering teachers perceived themselves as having inadequate skills required to use the ICT for classroom instructions. It also revealed that teachers were not comfortable with regards to the role of ICT vis-a-vis their in classroom management/control and loyalty from students. Recommendations based on the findings included among others that electrical engineering trade teachers should be given sufficient retraining on how to use ICT for teaching and learning processes. Teachers should acquire the requisites knowledge and skills for integrating the ICT into education for instructional delivery.
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Keywords: openalex:import

A conceptual framework for examining HRD and NHRD linkages and outcomes: Review of TVET literature - Kim, Sehoon; Kotamraju, Pradeep; Alagaraja, Meera (European Journal of Training and Development, 2014)
This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed.
KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-01-2013-0009 10/gf62qc 2129771:CSVKCHI6 2317526:JQWJZUQY
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; _C:Australia AUS; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Israel ISR; _C:Kenya KEN; _C:Korea XKOR; _C:Netherlands NLD; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:South Africa ZAF; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; publicImportV1

Enhancing the Instructional Delivery of Primary School Teachers through In-Service Training in Nigeria - Olorunsola, E. O. (Literacy Information and Computer Education Journal, 2014)
This paper investigated the need to enhance instructional delivery of primary school teachers through in-service training for quality instructional delivery in Nigerian primary schools.The paper also examined the status of primary education and highlighted the various strategies by which the government could help in enhancing instructional delivery through in-service training of primary school teachers in order to update their knowledge on the job.It critically examined the status of inservice education of teachers in Nigeria with particular focus on Ekiti State.In Ekiti State, education is highly treasured and given high priority above all things.Parents regard education as an investment and therefore expend their earnings to secure quality education for their children.There is therefore the need to enhance the in-service training needs of teachers at this level to lay a sound foundation for the pupils, and other higher levels of education.It is therefore recommended that if inservice education should be enhanced by the government through seminars, workshops, conferences, resource fellows, lectures, training and re-training programmes, to engender improvement in teacher quality, competence, performance, knowledge and skill updating, methods of teaching as well as innovative ability, particularly in this age of technology.
openalex: W2511466027 mag: 2511466027 id: openalex:W2511466027 keywords: , , , , , , KerkoCite.ItemAlsoKnownAs: 10.20533/licej.2040.2589.2014.0231 2129771:TDE8FL25 2486141:Z7WI7TUA
Keywords: openalex:import

Educational Practices for Optimization of Pre-service Training of Quality Agricultural Teachers in Nigeria - Ben, Camilus Bassey (British Journal of Education Society & Behavioural Science, 2014)
This study was aimed at determining the trainers’ perception on the educational practices for optimization of pre-service training of quality agricultural teachers in Nigeria. Two null hypotheses were formulated to guide the study. The target population for this study was 2040 respondents comprising 1800 lecturers from universities and 260 from colleges of education. A total of 204 university lecturers and 26 college lecturers were selected for the study using simple random sampling technique. Educational Practices for optimization of pre-service Teacher Education Questionnaire (EPOPTEQ) was the structured instrument used to elicit the needed information from the respondents. The data collected were analyzed using mean, standard deviation and independent t-test statistical tools to test the hypotheses of the study. From the analyses, it was found out that educational practice that could optimize pre-service training of quality agricultural teachers in Nigeria included among others the adoption of quality content and methodology, efficient administrative and management control. These however were not effectively utilized in pre-service teacher education training programme in Nigerian Universities and Colleges of Education in Nigeria. Based on these findings, it was recommended that all these educational practices Original Research Article British Journal of Education, Society & Behavioural Science, 4(7): 1006-1020, 2014 1007 should be fully integrated into pre-service training programmes of agricultural teachers in Nigeria for optimum productivity.
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Keywords: openalex:import

A comparative study of teachers’ continuing professional development (CPD) in Nigeria and England: a study of primary schools in Abuja and Portsmouth. - Adagiri, Stella O. (2014)
This thesis provides a comparative theoretical analysis and empirical description of teachers' Continuing Professional Development (CPD) in Abuja and Portsmouth. The theoretical sections comprise a comprehensive review of literature that examines teaching as a profession and key developments and the contribution of CPD towards teacher professionalization in both countries. The empirical aspect investigates and discusses the findings relating to teacher professional development, providing a comparative analysis of teacher profile and CPD in both countries. The aim of this research is to identify, compare and evaluate teachers' CPD in English and Nigerian primary schools, in order to explore any transferable best practices that can enhance the quality of teachers in an urban district of Abuja. It draws upon literature on comparative education research as an underpinning concept, and examines the peculiarities between the public and private primary schools foregrounding the unique context of urban Abuja. The study uses qualitative research design and a combination of mixed methods including interviews, questionnaires and a comprehensive review of literature and documents over the last two decades. Field work was carried out between September 2009 and June 2010, and the survey sample consisted of 205 teachers in Abuja, 48 in Portsmouth, and interviews with headteachers and CPD coordinators. Data analysis involved descriptive statistics and cross tabulations using PASW 18 which are presented in tables, figures and charts. Findings suggest that teaching conditions and opportunities for CPD in both countries may differ based on contextual factors; however, there is a common drive towards professionalism and teacher quality. Better opportunity for teacher professional development exists in private schools in Abuja, which is attributable to more autonomy, competitive market and high demand for quality education. The study highlights some transferable practices which include a planning and implementation model, and a SPARC framework for teachers' CPD which constitutes skills, professional training, attitude, and research and collaborative activities. It suggests implications for further research and recommendations for school leaders, researchers and policy makers.
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THE PERCEPTION OF ELECTRICAL ENGINEERING TRADE TEACHERS ON THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY FOR TEACHING IN TECHNICAL COLLEGES IN ADAMAWA AND GOMBE STATES OF NIGERIA - Adama, Modibbo (2014)
This study was conducted to determine the perception of electrical engineering trade teachers on the role of information and communication technology (ICT) for classroom instructions in Technical Colleges in Adamawa and Gombe States of Nigeria. A forty item structured Questionnaire was distributed to twenty-six electrical engineering trade teachers from Adamawa and Gombe States technical colleges for collection of data. The questionnaire was face validated and trial tested on five electrical engineering trade teachers from Taraba state. Test- re-test method of establishing reliability was used and cronbanch Alpha formula was used to calculate a reliability index of 0.78. Mean and standard deviation were used to answer the research questions. Student’s t-test was used to test the three hypotheses formulated to guide the study. The study revealed that electrical engineering trade teachers lack some basic ICT skills like skills in database and spreadsheet. The findings revealed among others the following: electrical engineering teachers perceived themselves as having inadequate skills required to use the ICT for classroom instructions. It also revealed that teachers were not comfortable with regards to the role of ICT vis-a-vis their in classroom management/control and loyalty from students. Recommendations based on the findings included among others that electrical engineering trade teachers should be given sufficient retraining on how to use ICT for teaching and learning processes. Teachers should acquire
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Teacher Training and Teacher Labour Sustainability in Nigeria - Arikpo, Rose-Arikpo Abam; Inaja, Anthonia E.; Arikpo, Ikpi Abam (IOSR Journal of Humanities and Social Science, 2014)
This paper discusses teacher education programme in Nigeria with emphasis on the fact that teachers are the life wires of any educational system, and as such they are indispensible factors in the development and advancement of any country.It has also been stressed that teachers have great influence in the life of the learning child and that a successful learning at all levels depends on the classroom teacher.It is against such background that it calls for assessing of the state of teacher education in Nigeria.That is what it has been, what it is now and where it will be tomorrow.To this end, this paper analyses the historical background, the necessity of teacher preparation, the content programme, the quality of teacher and trainers/educators, problems militating teacher education, infrastructural facilities and conclusion with some suggestions on how to improve on teacher education programme in line with the present technological advancement in Nigeria.
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Keywords: openalex:import

Digital Literacy Initiative as a Transformational Tool for the Delivery of Teacher Education Programs for Professional Development in Nigeria - Asebiomo, Ayodele M. (Information and Knowledge Management, 2014)
To make teaching creative and effective in the 21 st century, the role of teacher as an organizer cannot be overemphasized. Digital literacy has blossomed in the nation with its popularity among the youth. However, sweeping and abrupt the changes are, most teachers have absorbed them with dispatch. The information tsunamis have made the teachers to have hard time monitoring the student to use the technology to promote teaching and learning. Without digital literacy, our teachers will be at a major disadvantage, both economically. The population of the study consisted of Basic and Post Basic School Teachers in Ekiti State of Nigeria. Data was collected with the aid of a Digital Literacy and Web Based Instruction Analysis (DLWBIA). Instrument was analyzed with Correlation and Regression Statistics. It was found that digital literacy is a necessity for all stakeholders in education and teachers in particular should be giving adequate computer training to facilitate teaching in schools. Therefore, it was recommended that government, and education stakeholders should empower teachers, for effective delivery of education programmes in schools. Key w ords: Digital Literacy, Basic and Post Basic Education, Web Based Instruction, stakeholders.
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Keywords: openalex:import

School Based Computer/Internet Training Needs for Primary School Teachers on Skill Acquisition in Akwa Ibom State of Nigeria - Edoho, Emmanuel Asuquo; Umoh, Joseph B. (Journal of Education and Practice, 2014)
The study was concerned with school based training needs of primary school teachers on computer/internet facilities usage and attainment of educational goals in primary schools in Uyo Local Government Area. A total of ten qualified mathematics teachers were drawn from the five primary schools and a total of hundred primary six pupils in the 2011/2012 session formed the study sample. The instrument used in gathering the data was the primary school teachers’ questionnaire (PSTQ) which contains 20 items finding out the influence of internet services on mathematics and teachers’ effective utilization of the facilities. Two statistical tools used in testing the two hypotheses were t-test of difference between two means and Pearson product moment correlation coefficient at 0.05 significance level. The result showed that there is no significant difference in mathematics development/ achievement between pupils who are taught by teachers that receive training in internet but denied post training access to computer/internet tools and pupil taught by teachers without internet training. It was found out that there is a significant relationship between the availability of internet facilities in schools and teachers’ effective utilization of the facilities. It was recommended amongst others that government should provide computers and internet facilities in schools so as to enhance effective teaching and learning of science and mathematics. Keywords: Computer, Internet, Training, Teachers, Skills Acquisition
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Teacher Training and Teacher Labour Sustainability in Nigeria - Journals, Iosr; Arikpo, A (2014)
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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 - Journals, Iosr; Eleri, N. O. E Dr. (2014)
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Keywords: openalex:import

Assessment of Secondary School Teachers Professional Development in the Use of Information Communication Technology for Teaching Mathematics in Ejigbo, Nigeria - Journals, Iosr; Phd, Oyeronke Olufunmilola Ogunlade Phd Medinat Folorunso Salman (2014)
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Keywords: openalex:import

Pre-Service Science Teachers’ Training: The Case of Colleges of Education in Nigeria - Kola, Aina Jacob (OALib, 2014)
Colleges of Education are teacher training institutions established to train teachers for primary and junior secondary schools in Nigeria.Research shows that science teachers trained in these colleges are not performing well in classrooms after their graduation.This is due to problems associated with Colleges of Education such as lack of science equipment, bad leadership, lack of committed lecturers and bad admission policy.These problems make teachers trained in these colleges to be incompetent in teaching science.The resultant effect of this is poor students' academic performances in science subjects both in primary and secondary schools.The paper suggested some recommendations for
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Keywords: openalex:import

Technical teachers' perception of factors affecting practical skill acquisition among technical college graduates in Adamawa State Nigeria - Kumazhege, Stephen Z. (2014)
The purpose of this study was to investigate technical teachers’ perception of factions affecting practical skill acquisition among technical college graduates in Adamawa state, Nigeria. The study was guided by four research questions. The population for the study was 41 trade course technical teachers from three technical colleges in the state. Whole population was used for the study. A structured questionnaire was used for data collection. The data for the study was analyzed using Mean and Standard Deviation. The findings were: technical teachers agreed that their schools lacked infrastructures such as workshops, classrooms, libraries, power supply and workshop tools and equipment for practical instructions. They also agreed that they can handle the practical aspect of their lessons effectively. The teachers were also not satisfied with their students’ disposition to practical lessons in the various trades. It was recommended that government should take a bold step towards providing classrooms, libraries and functional workshops with standby generators for all the trades in the technical colleges. The government should come up with a development of teacher trainer programme whereby teachers of technical vocational education can be trained more in their specific skill areas practically.
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Organizing Science Popularization and Teacher Training Workshops : A Nigerian Experience - Okpala, Kingsley Chukwudi; Okere, Bonaventure Iheanyi (cosp, 2014)
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College lecturers' perspectives on the role of Nigerian Creole in teacher education - Ukwuoma, Collins U. (2014)
openalex: W2470326212 mag: 2470326212 id: openalex:W2470326212 keywords: KerkoCite.ItemAlsoKnownAs: 2129771:A7Z63F53 2486141:MDJ28DGK
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Building mental health workforce capacity through training and retention of psychiatrists in Zimbabwe - Abas, Melanie A.; Nhiwatiwa, Sekai M.; Mangezi, Walter; Jack, Helen; Piette, Angharad; Cowan, Frances M.; Barley, Elizabeth; Chingono, Alfred; Iversen, Amy; Chibanda, Dixon; Barley, Elizabeth; Barley, Elizabeth; et al. (International Review of Psychiatry, 2014)
Despite the need to improve the quantity and quality of psychiatry training in sub-Saharan Africa (SSA), very little is known about the experiences of psychiatric trainees in the region. This is the first study examining psychiatric trainees in a low-income country in SSA. It was carried out as part of the needs assessment for a unique Medical Education Partnership Initiative (MEPI) programme to find African solutions for medical shortages in Africa. We approached all doctors who had trained in post-graduate psychiatry in Zimbabwe in 2010 and conducted in-depth qualitative interviews with all except one (n = 6). We analysed the data using constant comparison and thematic analysis. Trainees described the apprenticeship model as the programme's primary strength, through providing clinical exposure and role models. Programme weaknesses included shortages in information sources, trainee salaries, trainers, public health education, and in the mental health service. Most respondents were, however, eager to continue practising psychiatry in Zimbabwe, motivated by family ties, national commitment and helping vulnerable, stigmatized individuals. Respondents called for sub-speciality training and for infrastructure and training to do research. Resources need to be made available for psychiatric trainees in more SSA settings to develop public health competencies. However, investment in psychiatry training programmes must balance service provision with trainees' educational needs. Directing investment towards needs identified by trainees may be a cost-effective, context-sensitive way to increase retention and learning outcomes. © 2014 Institute of Psychiatry.
KerkoCite.ItemAlsoKnownAs: 10.3109/09540261.2014.924487 10/gf62pv 2129771:S37KJPZJ 2317526:H7G6FTSU
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Zimbabwe; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:low-income country; F:assessment; F:learning; F:outcomes; F:salary; P:health; P:measurement; P:media; P:services; R:interview; R:qualitative; T:Lehrlingsausbildung; T:Training; T:trainee; _C:Canada CAN; _C:Ghana GHA; _C:Mexico MEX; _C:Nicaragua NIC; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; publicImportV1

What matters most for education management information systems: A framework paper - Abdul-Hamid, Husein (2014)
Publisher: World Bank Group, Washington, DC KerkoCite.ItemAlsoKnownAs: 2129771:C4JC4EQI
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Djibouti DJI; _C:Dominica DMA; _C:Ethiopia ETH; _C:Ghana GHA; _C:Grenada GRD; _C:Guinea GIN; _C:India IND; _C:Indonesia IDN; _C:Japan JPN; _C:Jordan JOR; _C:Liberia LBR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mozambique MOZ; _C:Nicaragua NIC; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Saint Kitts and Nevis KNA; _C:Saint Vincent and the Grenadines VCT; _C:Senegal SEN; _C:State of Palestine PSE; _C:Sudan SDN; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Informing the scale-up of Kenya's nursing workforce: A mixed methods study of factors affecting pre-service training capacity and production - Appiagyei, Ashley A.; Kiriinya, Rose N.; Gross, Jessica M.; Wambua, David N.; Oywer, Elizabeth O.; Kamenju, Andrew K.; Higgins, Melinda K.; Riley, Patricia L.; Rogers, Martha F. (Human Resources for Health, 2014)
© 2014 Appiagyei et al.; licensee BioMed Central Ltd. Background: Given the global nursing shortage and investments to scale-up the workforce, this study evaluated trends in annual student nurse enrolment, pre-service attrition between enrolment and registration, and factors that influence nurse production in Kenya.Methods: This study used a mixed methods approach with data from the Regulatory Human Resources Information System (tracks initial student enrolment through registration) and the Kenya Health Workforce Information System (tracks deployment and demographic information on licensed nurses) for the quantitative analyses and qualitative data from key informant interviews with nurse training institution educators and/or administrators. Trends in annual student nurse enrolment from 1999 to 2010 were analyzed using regulatory and demographic data. To assess pre-service attrition between training enrolment and registration with the nursing council, data for a cohort that enrolled in training from 1999 to 2004 and completed training by 2010 was analyzed. Multivariate logistic regression was used to test for factors that significantly affected attrition. To assess the capacity of nurse training institutions for scale-up, qualitative data was obtained through key informant interviews.Results: From 1999 to 2010, 23,350 students enrolled in nurse training in Kenya. While annual new student enrolment doubled between 1999 (1,493) and 2010 (3,030), training institutions reported challenges in their capacity to accommodate the increased numbers. Key factors identified by the nursing faculty included congestion at clinical placement sites, limited clinical mentorship by qualified nurses, challenges with faculty recruitment and retention, and inadequate student housing, transportation and classroom space. Pre-service attrition among the cohort that enrolled between 1999 and 2004 and completed training by 2010 was found to be low (6%).Conclusion: To scale-up the nursing workforce in Kenya, concurrent investments in expanding the number of student nurse clinical placement sites, utilizing alternate forms of skills training, hiring more faculty and clinical instructors, and expanding the dormitory and classroom space to accommodate new students are needed to ensure that increases in student enrolment are not at the cost of quality nursing education. Student attrition does not appear to be a concern in Kenya compared to other African countries (10 to 40%).
KerkoCite.ItemAlsoKnownAs: 10.1186/1478-4491-12-47 10/f6sjbd 2129771:STXD3RRB 2317526:S85ZAYJD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CCZ:Kenya; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:health; P:logistics; P:nurse; P:production; P:services; R:interview; R:mixed method; R:qualitative; R:quantitative; R:regression; T:Training; Z:Nursing workforce; Z:Scale-up; Z:Training; __C:filed:1; publicImportV1

Development of an emergency nursing training curriculum in Ghana - Bell, Sue Anne; Oteng, Rockefeller; Redman, Richard; Lapham, Jeremy; Bam, Victoria; Dzomecku, Veronica; Yakubu, Jamila; Tagoe, Nadia; Donkor, Peter (International Emergency Nursing, 2014)
Abstract The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: (a) an innovative, interdisciplinary, team-based clinical training model, (b) a unique and low-resource emergency nursing curriculum and (c) a comprehensive and sustainable training program to increase in-country retention of nurses.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ienj.2014.02.002 10/f6vv27 2129771:UFJJIVJS 2317526:5WYR796J
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; F:outcomes; F:teaching; P:health; P:media; P:nurse; Q:diploma; T:Training; Z:Curriculum; Z:Emergency Nursing; Z:Sub-Saharan Africa; Z:Training; _C:Ghana GHA; __C:filed:1; publicImportV1

Training of School Teachers in West Africa: Remediation of Reading Difficulties through Training in Phonological Awareness and Letter Names - Briquet-Duhazé, Sophie (FIRE: Forum for International Research in Education, 2014)
The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results.
KerkoCite.ItemAlsoKnownAs: 2129771:TC75Z8YL 2317526:ZGBCTLGU LOCAL-eric:EJ1133799
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Burkina Faso; C:Cape Verde; C:Gambia; C:Guinea; C:Ivory Coast; C:Mali; C:Mauritania; C:Senegal; CA:AandC; CL:de; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:Improvement; P:teachers; T:TVET; T:Training; T:trainee; Z:Alphabets; Z:Elementary School Students; Z:Faculty Development; Z:Foreign Countries; Z:Longitudinal Studies; Z:Phoneme Grapheme Correspondence; Z:Phonological Awareness; Z:Predictor Variables; Z:Professional Continuing Education; Z:Reading Difficulties; Z:Relevance (Education); Z:Remedial Reading; Z:Teacher Improvement; __C:filed:1; publicImportV1; ⛔ No DOI found

Teacher education in anglophone west Africa: Does policy match practice? - Colley, Kabba E. (International Perspectives on Education and Society, 2014)
© 2014 by Emerald Group Publishing Limited All rights of reproduction in any form reserved. This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are "add-on," meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.
KerkoCite.ItemAlsoKnownAs: 10.1108/s1479-367920140000025015 10/gf62j3 2129771:RTR537TR 2317526:3VLABS4Y
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; AAZ:West Africa; C:Gambia; C:Liberia; C:Nigeria; C:Sierra Leone; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:inclusion; F:outcomes; F:policy; P:services; P:teacher education; P:teacher training; P:teachers; Q:tertiary education; R:qualitative; R:quantitative; R:synthesis; T:Training; Z:Education; Z:Policy; Z:Supply; Z:Teacher; Z:Training; _C:Ghana GHA; _C:Sierra Leone SLE; publicImportV1

21st century learning in Zambia - iSchool.zm and OER4Schools.org - Cook, Peter (2014)
This video features http://ischool.zm and http://www.oer4schools.org. It was produced by Björn Haßler (http://bjohas.de), directed by Peter Cook, and camera by Rich Peart. The video was part-funded by ARM, and part-funded by OER4Schools.
KerkoCite.ItemAlsoKnownAs: 2129771:S8DGM9HE
Keywords: Author:Haßler; Author:OpenDevEd; _bjoern_cv; _r:ImportedToMyEducationEvidence

Knowledge Production in the Knowledge Economy: Higher Education Institutions and the Application of Innovations in ICT for Capacity Development in Africa - Evoh, CJ; Mugimu, Christopher; Chavula, Hopestone (2014)
[FRGMNT] … 16.7 101.6 34.1 6 6.1 0 20 40 60 80 100 120 Pre-primary Primary secondary TVET Tertiary Fig. 1. Education Access in Sub-Saharan Africa (% GER), 2011. Sources: Nsapato, Limbani (2012). Knowledge Production in the Knowledge Economy 295 Page 12 … [...]… RESEARCH METHODOLOGY Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … [...]… Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … 120 Pre-primary Primary secondary TVET Tertiary Fig …
KerkoCite.ItemAlsoKnownAs: 2129771:VZPVMDHI 2317526:52LF3UGR
Keywords: -FullBiblioUHMLgen; -RRQ:LOW; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; 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; P:economy; P:measurement; P:production; Q:ICT; Q:higher education; R:case study; R:qualitative; R:research method; T:TVET; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

Stakeholders' Roles in Prioritizing Technical and Vocational Education and Training in PostConflict Liberia - Forh, Edward S. (Walden University, 2014)
Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.
KerkoCite.ItemAlsoKnownAs: 2129771:I45EDFZ6 2317526:V4Y69WGI
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Liberia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:achievement; F:leadership; F:motivation; F:policy; P:administration; P:social; Q:higher education; R:case study; R:focus groups; R:interview; R:qualitative; T:TVET; T:Training; Z:Education Policy; Z:Higher Education Administration; Z:Higher education; Z:Sub Saharan Africa Studies; Z:Vocational education; publicImportV1; ⛔ No DOI found

Gender Strategy for the Education and Training Sector - Government of Ethiopia (2014)
UA-46cd01a7-d8a9-492d-8b98-a24cd842a26c KerkoCite.ItemAlsoKnownAs: 2129771:7JH29QYT 2317526:PMC5SD9Y
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ethiopia; gender; inclusion; publicImportV1

Kenya National Qualifications Framework Act Nº 22 - Government of Kenya (2014)
AN ACT of Parliament to establish the Kenya National Qualifications Authority; to provide for the development of a Kenya Qualifications Framework and for connected purposes
UA-c7caea3d-31e5-4518-894a-f2a923cf3c88 KerkoCite.ItemAlsoKnownAs: 2129771:YYI2DH67 2317526:L8PU5BJQ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

Guidelines and Procedures for the Establishment of Private Technical and Technological Institutions - Government of Nigeria (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:8WBLVZR9 2317526:GRWQEZKP
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

School-based professional development in a developing context: Lessons learnt from a case study in Zambia - Haßler, Björn; Hennessy, S.; Cross,, A. (Professional Development in Education, 2014)
This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.
00015 EdTechHub.Copy: 2405685:RUTXQFGV KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.938355 10/gfv5xw 2129771:7RVZCL3K 2129771:GA2J43XP 2129771:NAPYJ8MD 2129771:TU868QEN 2129771:Y2CH4MCW 2405685:RUTXQFGV 257089:F5UDH5X5 261495:VMEXDVG4
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Iran IRN; _C:Italy ITA; _C:Malawi MWI; _C:Namibia NAM; _C:Nigeria NGA; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:a

Technical Vocational Education Training (TVET) Brief - Iyengar, R; Shin, HI; Aliyu, B; Menkiti, A (2014)
As Kaura Specialist Development Foundation (KSDF) explores various pathways to support Technical Vocational Education Training (TVET) for the youth in Bauchi state, Nigeria, this brief has been written to provide information on the current status of education and youth in Bauchi state, as well as to document relevant strategies and best practices utilized around the world for TVET. Positioned within the global framework, under Sustainable Development Goals (SDGs), the aim of this brief is to highlight prevalent trends cited in the TVET literature and global examples to support a design of an effective program for Bauchi state’s youth to develop their personal and professional skills to become an integral part of the workforce and engage in lifelong learning.
KerkoCite.ItemAlsoKnownAs: 2129771:UJ2T9H5L 2317526:E57GM6XJ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Guinea; C:Mali; C:Mauritania; C:Nigeria; C:Senegal; 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:gender; F:learning; P:economy; Q:distance learning; Q:mobile learning; T:Ausbildung; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

Zambia: An overview of formal education - Masaiti, Gift; Chita, Joseph (Education in East and Central Africa, 2014)
Publisher: Bloomsbury London
Keywords: ⛔ No DOI found

The relationship between education, economy and employment: is higher education curriculum an ingredient?. - Masaiti, Gift; Mulenga, Innocent Mutale (Keurkopie, 2014)

Ambientes online na profissionalização de professores em Cabo Verde: um projeto de investigação ação - Mendonça, Adriana (Universidade do Minho, 2014)
A introdução de ambientes online nas práticas docentes no ensino superior, tem-se afigurado numa necessidade um pouco por todo o mundo. Nesta investigação apresenta-se uma dessas iniciativas desenvolvidas na universidade de Cabo Verde (Uni-CV), no Departamento de Ciências Sociais e Humanas (DCSH). A Uni-CV conta com oito anos de existência, encontrando-se ainda na caminhada para a inclusão digital, a par do que ocorre no arquipélago cabo-verdiano. Mesmo com limitações, luta-se para alcançar os desafios da infoinclusão, nomeadamente através de programas como o Mundu Novu. É com esta preocupação que se trabalhou com estudantes finalistas em Ciências da Educação – Percurso de Desenvolvimento Pessoal e Social - futuros docentes da disciplina, do ensino secundário, de Formação Pessoal e Social/Educação para os Direitos Humanos e Cidadania. Isto para vivenciarem na sua formação inicial uma experiência inovadora, no período de estágio pedagógico, que enriquecesse a sua vivência e contribuísse para ampliar a sua visão sobre o potencial pedagógico dos ambientes online. Assim, a preocupação central da investigação foi perceber que desafios coloca a integração dos ambientes online nos processos de profissionalização dos docentes do Ensino Secundário em Cabo Verde, bem como compreender o espaço dos ambientes online nesse processo. Para tal, propôs-se compreender como é que as orientações legais e representações dos sujeitos estão a ser compreendidas pela Uni-CV, procurando-se simultaneamente contribuir com a organização de conteúdos formativos destinados aos estagiários e seus orientadores, de forma a contribuir para o aprofundamento das suas competências e simultaneamente criar um referencial indicativo de áreas prioritárias de formação em contexto de profissionalização para os professores de ensino secundário em Cabo Verde. Neste sentido levou-se a cabo um projeto de investigação ação, de natureza descritiva, com caráter eminentemente qualitativo, no âmbito do qual se concebeu e se implementou o b-curso: SuperVisão de estágio. Para a realização, com sucesso, desta investigação, foi necessário recorrer a diversas técnicas de recolha de dados em distintos momentos do processo, designadamente questionários, entrevistas (semi estruturadas e informais na modalidade individual e em focus group), observações participante e não participante, conversas e observações informais. Procedeu-se à análise estatística e de conteúdo com recurso ao Nvivo10 e ao Statistical Package for the Social Sciences (SPSS) garantindo uma triangulação destes que permitiu inferir da vontade dos parte dos participantes em ganharem destrezas no uso das Tecnologias de Informação e Comunicação (TIC) e na exploração dos ambientes online, revelando-se altamente motivados para a formação nos domínios, por eles, identificados como prioritários, a saber: TIC e ambientes online, planificação em educação, designadamente formulação de objetivos e competências em educação, estratégias e recursos pedagógicas. Tais domínios são percecionados como meio de desenvolvimento das competências científicas, técnicas e transversais no seu processo de profissionalização. Foi possível aferir, a partir dos resultados de investigação, que houve um considerável aumento do acesso à Internet pelos participantes. A par disso, também se verificou que a Uni-CV não dispõe, ainda, de condições técnicas e tecnológicas ideais para o desenvolvimento deste tipo de ações, com recurso a ambientes online. Porém, o recurso à Moodle no estágio pedagógico garantiu mais autonomia e flexibilidade ao estagiário, bem como ajudou-o na partilha quer de informações, quer de ansiedades, pelo que destacaram como atividades preferenciais, fóruns, o acesso a informações em diversos formatos, livro interativo e glossários. Como principais ganhos identificou-se o maior acesso a conteúdos específicos para trabalho na disciplina dinamizada pelos estagiários, bem como o feedback imediato facultado pela docente/investigadora e alguns colegas de estágio. As principais limitações relacionam-se com a duração do estágio (apenas quatro meses), o que limitou, nas atividades online, o envolvimento dos estagiários e seus orientadores, impossibilitando inclusivamente a participação destes últimos, bem como a evolução reflexiva na prática pedagógica. A estas dificuldades acresce a dificuldade de resposta da Uni-CV em facultar as condições ideais para que este b-curso decorresse com menos pressão. Apesar das dificuldades vivenciadas, entende-se que esta experiência contribuiu para que estes estagiários saíssem muito mais enriquecidos da sua formação académica inicial, pois, ainda que por pouco tempo, tiveram a possibilidade de “mergulharem no mundo digital”, de uma forma em que não o poderiam fazer sem que esta experiência ocorresse. Estes futuros professores interiorizam a necessidade de integração das TIC e dos ambientes online nas suas rotinas diárias e a necessária aprendizagem destas nas suas aprendizagens profissionais na perspetiva de formação ao longo da vida. Foi possível comprovar que, não obstante as dificuldades, é possível realizar uma prática pedagógica mediada por ambientes online na Uni-CV, desde que profissionais e gestores estejam cientes do seu potencial e procurem desenvolver as condições ideais para a sua exploração e desenvolvimento na Instituição, procurando envolver todas as forças ativas de modo a reunir sinergias e contribuir para o seu sucesso. A infoinclusão assumiria, aqui, um papel relevante na prossecução dos objetivos dos participantes neste processo da prática pedagógica, tornando-o ainda mais desafiador, para uns e para outros no âmbito das políticas e práticas da profissionalização docente em Cabo Verde.
KerkoCite.ItemAlsoKnownAs: 2129771:R9BYMURD 2317526:ARB3PRT4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Cape Verde; CLL:pt; publicImportV1

An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania - Muganyizi, Projestine S; Ishengoma, Joyce; Kanama, Joseph; Kikumbih, Nassoro; Mwanga, Feddy; Killian, Richard; McGinn, Erin (BMC medical education, 2014)
Doc number: 142 Abstract Background: Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Methods: Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. Results: A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Conclusions: Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills. Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills.
KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6920-14-142 10/f6bm6p 2129771:L3TWRW5G 2317526:I5R28FG3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; 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:teaching; P:economy; P:health; P:media; P:medical officers; P:nurse; P:service industry; P:services; P:teachers; Q:degree; R:evaluation; R:interview; R:observation; R:qualitative; R:quantitative; R:questionnaire; T:Ausbildung; T:TVET; publicImportV1

Strategies That Enhance Students Access to Public Technical Training Institutions in Kenya - Nganyi, JE; Odebero, SO; Onderi, H; Musera, G (International Journal of Academic Research in Business and Social Sciences, 2014)
Stakeholders in the education sector in Kenya are concerned about low students’ participation in Technical Training Institutions. Despite the Government of Kenya’s efforts to upgrade infrastructure in these institutions, students’ participation has remained low yet the realisation of Vision 2030 depends on middle level training. Therefore this study was conceptualised to establish strategies adopted by Technical Training Institutions to support students access in these institutions. This study was conducted in Western Region of Kenya. Western Region comprise of the former Western, Nyanza and rift valley Provinces. The sample constituted of 200 lecturers (principals, deputy principals, heads of departments and registrars) and 400 students from 30 Technical Training Institutions. Data was collected using questionnaires. The results show that the strategies used to attract students are bursaries, provision of competitive courses and opening more centres. However these strategies do not attract students to these Technical Training Institutions because of weak administration and implementation by the institutions. It was recommended that in an effort to promote enrolment in Technical Training Institutions, the Kenyan Government should fully fund students enrolled in Technical Training Institutions. Besides Technical Training Institutions should enhance advertisement of the courses offered; strengthen distance/e-learning; and review courses offered to meet the market demand.
KerkoCite.ItemAlsoKnownAs: 2129771:RKH467V7 2317526:MK8JHFSX UTI-716A363B-23C2-361F-B8C1-391AED460CFC
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Ethiopia; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; Q:open learning; T:TVET; publicImportV1; ⛔ No DOI found

Revitalizing Technical and Vocational Education in Nigeria for Youths and National Development - Ogbondah, Livinus; Wobi, KK (Journal of Education and Practice, 2014)
Nigeria as a developing nation cannot but strive to meet with the fast speed of technological advancement and the challenges in a globalize world nowadays. If she must address the numerous technological and job challenges, the issue of technology, skills and vocation acquisition must be tackled with all sincerity in the country’s education system. Highly industrialized nations have at one time or the other identified technical and vocational education as a transformational and development key index policy trust for technological growth, economic performance and development in general. Technical and vocational education lays emphasis on learning, skills acquisition; job creation and development that would enable individual engaged in it adjust to the changes in the ever dynamic society of today. This paper therefore, tends to examine this aspect of education in the country’s education system and the need to revitalize it to promote the technological growth in particular and development in general. It suggests among others; adequate funding, improvement of the status of technical and vocational education and training of needed manpower to impart the requisite skills and competencies the youths required in the technology world of today.
KerkoCite.ItemAlsoKnownAs: 2129771:Y2CX5IBY 2317526:XXZHYLIM UTI-8AB811C3-40A0-3034-BA8C-72A1082F4B5A
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Q:educational technology; T:Educação profissionalizante; T:TVET; publicImportV1; ⛔ No DOI found

Technical Vocational Education and Training (TVET) as intervention mechanism for global competitiveness: perspectives from Nigeria - Okoye, KRE; Okwelle, PC (Developing Country Studies, 2014)
At national and international platforms, it has been maintained that TVET provides the needed employable skills and attitudes necessary for effective performance in the workplace. In many nations across the globe, some reform strategies to build on the inherent strength of TVET systems has been vigorously adopted, Nigeria not left behind. This paper explores the national TVET system in response to the emergent global issues on economic productivity. The following outlines provided a guide in the discourse; TVET defined, TVET reform standard and adaptability, TVET and the state of the art in Nigeria, unemployment level and the causes in Nigeria, concept transformation as mechanism for skill acquisition and why few enrolment in TVET Programs. Based on the analysis made in this paper, some recommendations were made on ways of strengthening TVET system in Nigeria for global competitiveness.
KerkoCite.ItemAlsoKnownAs: 2129771:75FTDNBM 2317526:XM7BTMXF
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:F; CT:P; CT:Q; CT:T; F:access; P:mechanic; P:service industry; P:social; Q:open learning; T:Educação profissionalizante; T:TVET; publicImportV1; ⛔ No DOI found

Forging New Partnerships: Lessons from the Dissemination of Agricultural Training Videos in Benin - Okry, Florent; Van Mele, Paul; Houinsou, Felix (The Journal of Agricultural Education and Extension, 2014)
Purpose: This article evaluates the dissemination and use of rice training videos by radio stations, farmers, farmer associations and extension services in Benin. It pays attention to positive deviants and process innovation within a 'hands-off experiment'. Design/methodology/approach: Using questionnaires and checklists we interviewed leaders of radio stations, extension services of nine municipalities and organized focus discussions with 13 farmer associations. Interviews focused on the processes of video dissemination/acquirement and the use and usefulness of the video. Findings: The commercial radio of Glazoué developed persuasive adverts and sold most of the 240 VCDs to farmers and extension services, whereas the community radios distributed most VCDs free of charge. About 20% of all the VCDs were sold, suggesting that farmers are eager to invest in acquiring knowledge. Extension services acquired the rice videos in various ways, indicating the need to inject videos via multiple pathways into the agricultural innovation system. Watching the farmer-to-farmer videos during staff meetings gave extension agents more confidence to interact with farmers. Practical implications: Videos do not need to be distributed to all farmer associations in the same village, as dissemination may take place between different associations. Farmers appreciate watching videos with their families if they are available in their local language. When suitable language versions are not available, group viewing is more appropriate. Originality/value: The farmer-to-farmer rice videos have created a momentum in Benin and across Africa, especially in the current context of rapid changes in the agricultural systems. The newly established non-governmental organization Access Agriculture aims at further supporting video-mediated learning in developing countries. [PUBLICATION ABSTRACT]
KerkoCite.ItemAlsoKnownAs: 10.1080/1389224x.2013.783495 10/gf62k7 2129771:HKPGFNHX 2317526:3SKW69JC
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Benin; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing country; F:access; F:learning; F:pay; P:agricultural; P:agriculture; P:media; P:service industry; P:technology; R:focus groups; R:interview; R:questionnaire; T:Ausbildung; T:Training; publicImportV1

Challenges and Prospects of Information Communication Technology (ICT) in Teaching Technical Education towards Globalisation - Olabiyi, OS (Effects of Information Capitalism and Globalization on Teaching and Learning, 2014)
The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be overemphasised in the knowledge-based and globalised society. The world of works is in as continuous a state of change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Therefore, this chapter discusses the challenges and prospects of ICT in teaching TVE towards globalisation. The chapter points out clearly the meaning, philosophy, and objectives of TVET, concept and types of ICT, the need for effective utilisation of ICTs and its role in TVET, the challenges and solutions to the effective utilisation of ICTs in TVET, and the prospect of using ICT in teaching TVET. The chapter concludes by suggesting solutions for proper planning, management, and effective utilisation of ICTs resources in TVET.
KerkoCite.ItemAlsoKnownAs: 2129771:VI7QUHLL 2317526:2R3T6FAS
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:T; F:teaching; P:technology; Q:ICT; T:TVET; publicImportV1

Blended learning methods in introduction to teaching and sociology of education courses at a university of education - Ololube, Nwachukwu Prince (Advancing technology and educational development through blended learning in emerging economies, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:TFI2MYEF
Keywords: _C:Nigeria NGA; __C:filed:1; __C:scheme:1

Re-Integrating Vocational Technical Skill Acquisition into the Educational Curriculum: Capacity Building for Future Professionals - Olukanni, David O.; Aderonmu, Peter A.; Ogbiye, Adebanji S.; Akinwumi, Isaac I.; Chova, LG; Martinez, AL; Torres, IC (ICERI 2014, 2014)
One of the observable problems facing most developing nations today is the non-availability of adequately trained and well-motivated professionals with the capacity to solving problems of national development. Many University graduate professionals complain of unemployment. However, there exist substantial employment opportunities in Africa and other developing nations but the major challenge being that, the skills to match up with imminent challenges are missing. There is, therefore a need to re-integrate vocational technical skill acquisition into the Educational Curriculum for young professionals with proper mental orientation and practical skills for solving societal problems. This paper underlined the necessity of re-integrating vocational technical education (VTE) courses with special targets on sustainability and capacity building aspect of citizenry lives with a view to ascertain the empowerment of students for self employment after graduation. In a bid to achieve this, the current pedagogical approach and curriculum dynamics employed at the Architecture and Civil Engineering Department of Covenant University Ota, Nigeria was evaluated. Specific reference was made in terms of knowledge application from fabrication, construction in timber, reinforced concrete and steel to the main architectural design project. As regards the capacity building development aspect within the architectural and civil engineering education, the application of the respective vocational technical knowledge, obtained through lectures, site works and work shop practices were of major essence in collaborative design projects. It is expected that the indispensability of VTE courses for a successfully-integrated design would bind every element of the design together in different scales. In this way, the sustainability component of the designs in the studio, engineering workshop practice and energy-efficient design would be put to use. The study recommended the investigation and application of all critical elements of VTE-based curriculum development for a sustainable capacity development of emerging future professionals.
KerkoCite.ItemAlsoKnownAs: 2129771:KJHLPP9Q 2317526:GQUWIYUQ
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:D; CT:F; CT:P; CT:T; D:developing nation; F:curriculum; F:pedagogy; P:architecture; P:construction; T:TVET; T:trainee; Z:Capacity Building; Z:Educational Curriculum; Z:Future Professionals; Z:Sustainability; Z:Vocational Technical Skill; publicImportV1; ⛔ No DOI found

Pharmacists, Pharmacy Training and Mental Health Care Provision in Ghana - Owusu-Daaku, Frances (Pharmacy Education, 2014)
Background: Generally, mental health care seeking in Ghana, a small, very religious West African nation of about 25 million people, is a pluralistic phenomenon, fraught with stigma. The advent of biomedical medicines, with pharmacists involved in providing medicines for mental health care, has somewhat lessened this stigma. Context: Has the pharmacy curriculum in Ghana adequately prepared students to be part of a mental health team? What is the attitude of pharmacy students and pharmacists towards mental health provision? Will the passage of the Mental Health Bill make any impact on pharmacists' role in mental health? Answers to these questions are explored by examining literature and relevant institutional documents Evaluation: Minimal attention has been paid to the training of pharmacists in the provision of mental health care, especially in Ghana. It is recommended that pharmacists themselves and related bodies collaborate to make effective use of this neglected potential.
KerkoCite.ItemAlsoKnownAs: 2129771:QHNMBMY8 2317526:F7FDC49G
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:attitude; F:curriculum; P:health; P:measurement; P:media; R:impact; T:Ausbildung; Z:Pharmacists; Z:mental health; Z:pharmacy training; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Educational Technology Topic Guide - Power, Tom (2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:8WY3UUCX 2129771:CM5HB782 2129771:U82KRZAA 257089:BQNAW6PN 261495:H7X3RNJG
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Chile CHL; _C:Congo XCO; _C:Egypt EGY; _C:Ethiopia ETH; _C:Ghana GHA; _C:Guinea GIN; _C:Haiti HTI; _C:India IND; _C:Jamaica JAM; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Malawi MWI; _C:Mali MLI; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Qatar QAT; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:Somalia SOM; _C:South Africa ZAF; _C:South Sudan SSD; _C:State of Palestine PSE; _C:Sudan SDN; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone - Sabarwal, Shwetlena; Evans, David K.; Marshak, Anastasia (Washington, DC : World Bank, Education Global Practice Group & Africa Region, Office of the Chief Economist, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:MVW7YCWN 2405685:QFBK2Z4L
Keywords: _C:Sierra Leone SLE

Supporting Change in Literacy Instruction in Malawi - Sailors, Misty; Hoffman, James V.; Pearson, P. David; McClung, Nicola; Shin, Jaran; Phiri, Liveness Mwale; Saka, Tionge (Reading Research Quarterly, 2014)
In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes.
shortDOI: 10/ggvk3t KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.70 10/ggvk3t 2129771:7UI2KR9V 2339240:FPRQN6RV 2405685:IVTVDACJ
Keywords: Adult; C:Malawi; Childhood; Coaching; Decoding; Discussion; Early childhood; English as a second language; English for speakers of other languages; English language learners; English learners; Experimental; Fairy tales; Family literacy; Home language; Home-school connections; In-service; Instructional models; Language learners; Literature; Literature-based instruction; Oral language; Parental involvement; Phonics; Program evaluation; Reading strategies; Research methodology; School based; Sight words; Sociocultural; Socioeconomic factors; Strategies; Supplementary resources; Teacher education; Textbooks; _C:Botswana BWA; _C:Fiji FJI; _C:France FRA; _C:Israel ISR; _C:Kenya KEN; _C:Malawi MWI; _C:Singapore SGP; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; and materials; folk tales; methods; phonemic awareness; phonological awareness; professional development; quasi-experimental; word recognition

Empowering Individuals to Empower the Nation Nigeria - Sharehu, A; Achor, E (National Association for Science, Humanities & Education Research Journal, 2014)
This paper examined strategies of empowering individuals to empower the nation with focus on Technical and Vocational Education Training (TVET), Entrepreneurship Education (EE) and Information Communication Technology (ICT). It is established that from history TVE was not given its prominent place and that may have accounted for the slow and lagging nature of advancement in TVE. Consequently, future progress will be determined by the level of empowerment given to individuals in schools which is predicated upon level of empowerment of TVE teachers themselves. A number of strategies were identified as possible options for empowering learners and youths in Nigeria. Some of them include combining TVE with academic work till end of secondary education, vocationalisation, and work experience programmes (eg SIWES, youth apprenticeship and school based experience) and adjusting to effects of advance technology among others. With government’s political will and schools and teachers prepared for change, much could be achieved in empowering the nation.
KerkoCite.ItemAlsoKnownAs: 2129771:7WQEPFKI 2317526:YBZRX3IR
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:Q; CT:T; Q:ICT; T:TVET; T:apprenticeship training; T:entrepreneurship education; publicImportV1; ⛔ No DOI found

Promotion of PV Uptake and Sector Growth in Kenya through Value Added Training in PV Sizing, Installation and Maintenance - Simiyu, Justus; Waita, Sebastian; Musembi, Robinson; Ogacho, Alex; Aduda, Bernard (Energy Procedia, 2014)
Abstract Sub-Saharan Africa, and more specifically the East African region, has the lowest rates of access to electricity in the world. On average, at most 15% of the rural population has access to electricity. Rural households and remote institutions use traditional energy sources such as charcoal, firewood, kerosene and diesel for generator sets, batteries and dry cell batteries. On the other hand, the region is one of the most promising in the world in economic development with growth levels being high and market saturation is a far away future problem. This growth has however been hampered by several factors with lack of energy being one of them. Kenya being one of the countries in the region faces a similar problem with the traditional sources of hydro facing weather related challenges. The situation is more wanting in the rural setting having only achieved electrification rates of between 5 and 10%. The rural being where the majority of low-income earning groups reside is further compounded with large geographical imbalance in electricity demand and supply. The main challenge to adopting pv utilization however, is lack of local capacity to handle the uptake all the way from solar home systems to grid connected and hybrid systems. According to Kenya Renewable Energy Association (KEREA), it is estimated that between 800 and 1000 pv technicians have been in practice since this sector started in Kenya in the late eighties, majority of them having the basic skills but no formal training to provide the service. They however have been offering necessary service to end-users and are hence an important aspect in the pv sector as a whole. Currently the pv (mainly SHS) comprise an over the counter trade system which provides loopholes when it comes to quality of products and installation. To safeguard the quality and safety of installations, formal training has to be incorporated in the system.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.egypro.2014.10.290 10/gf62p8 2129771:VFFH9ZCF 2317526:W57PZ89F
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; A:Sub-Saharan Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:access; P:culture; P:economy; P:electro; P:services; P:technician; T:Training; Z:Pv training; Z:cultural acceptance; Z:value addition; publicImportV1

Public Administration Training and Development in Africa: The Case of the Republic of South Africa - Subban, Mogie; Vyas-Doorgapersad, Shikha (Journal of Public Affairs Education, 2014)
South Africa is a developmental state that suffers from a lack of management capacity in the public service. Hence, a national imperative focuses on addressing talent management and building a cohort of qualified and competent public servants. The synergistic link between public sector management and the content of public administration can be associated with and contribute to addressing critical skills shortages in the public service. Training in this regard with the demand for and supply of competent managers raises some serious consideration. Given that academicians and scholars often criticize the history and evolution of education and training in public administration as being overly administrative and outdated, how has the need for a transformative management-governance context advanced in South Africa? In this regard, a range of "soft skills" deemed necessary for the developmental agenda in South Africa is a focal point of contemporary public administration. From a training perspective, methodologies include problem-based learning, performance-oriented and situation-emergent training, project management approach to managerial problems, and emphasis placed on indigenous management knowledge in a developmental context. We hope that these innovative approaches would address the wide managerial gap in the public administration environment.
KerkoCite.ItemAlsoKnownAs: 10.1080/15236803.2014.12001804 10/gf622g 2129771:U9QT565G 2317526:JN7MMLM7 LOCAL-WOS:000410029600006
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; P:administration; P:environment; P:service industry; T:Ausbildung; Z:action learning; Z:capacity; Z:developmental state; Z:new public governance; publicImportV1

Teaching and learning: achieving quality for all - UNESCO (UNESCO Publishing, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:L7BYMPGX 2129771:VSDHHN2M 2317526:84RYDD8Q 2317526:ANC99CQF 261495:N6VKK8WW
Keywords: AWP2; AWP2-actual; CitedIn:AKFC; CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-2012-HHH1; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; EfA; GMR; RPF-May-2016; _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Andorra AND; _C:Angola AGO; _C:Antigua and Barbuda ATG; _C:Argentina ARG; _C:Armenia ARM; _C:Artsakh XARTH; _C:Australia AUS; _C:Austria AUT; _C:Azerbaijan AZE; _C:Bahamas BHS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belarus BLR; _C:Belgium BEL; _C:Belize BLZ; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Bosnia and Herzegovina BIH; _C:Botswana BWA; _C:Brazil BRA; _C:Brunei Darussalam BRN; _C:Bulgaria BGR; _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:Congo; Republic COG; _C:Costa Rica CRI; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Czech Republic CZE; _C:Denmark DNK; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Equatorial Guinea GNQ; _C:Eritrea ERI; _C:Estonia EST; _C:Ethiopia ETH; _C:Federated States of Micronesia FSM; _C:Fiji FJI; _C:Finland FIN; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Grenada GRD; _C:Guatemala GTM; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Guyana GUY; _C:Haiti HTI; _C:Honduras HND; _C:Hungary HUN; _C:Iceland ISL; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Ivory Coast CIV

UNEVOC World TVET Database: Uganda - UNESCO-UNEVOC (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:UQ6LJ4WG 2317526:EMWFCMYD
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobile phones in Bangladesh - Woodward, Clare; Griffiths, Malcolm; Solly, Mike (Innovations In The Continuing Professional Development Of English Language Teachers, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:PR4JTY27 2405685:VLPHGQ5H
Keywords: C:Bangladesh; _C:Afghanistan AFG; _C:Argentina ARG; _C:Australia AUS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Brazil BRA; _C:Bulgaria BGR; _C:Cameroon CMR; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Croatia HRV; _C:Czech Republic CZE; _C:Djibouti DJI; _C:Dominican Republic DOM; _C:Ethiopia ETH; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Italy ITA; _C:Japan JPN; _C:Kazakhstan KAZ; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Lithuania LTU; _C:Malaysia MYS; _C:Mali MLI; _C:Mexico MEX; _C:Mongolia MNG; _C:Montenegro MNE; _C:Namibia NAM; _C:Oman OMN; _C:Pakistan PAK; _C:Poland POL; _C:Romania ROU; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:Ukraine UKR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Uzbekistan UZB; _C:Yemen YEM; __C:filed:1; __C:scheme:1

Revitalizing Education Development in Sierra Leone (REDISL) Project - World Bank (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:GFXZQ5YD 2405685:8ISYUKP9
Keywords: _C:Sierra Leone SLE

Career challenges in construction craft training in technical vocational education and training in Ghana - Yangben, PN; Seniwoliba, JA (2014)
The study examined the challenges of the Pilot Training Centre (PTC) at the National Vocational Training Institute (NVTI) at Kokomlemle, a suburb of Accra in the training of tradesmen for the construction industry. A descriptive survey design was used for the study. The population consists of tutors, current students and past students of the PTC/NVTI and contractors within the Accra Metropolis. The sample comprised ten tutors, fifteen past students, one hundred and ten currents and ten contractors were randomly selected from the PTC and contractors. A set of questionnaire was prepared and used for collecting data for the study. The data were analyzed using the descriptive statistics from the Statistical Package for Social Scientist (SPSS 16 version).For many years, technical and vocational education in Africa has been considered as a career path for the less academically endowed. This perception has been fuelled by the low academic requirements for admission into TVET programmes and the limited prospects for further education and professional development. Worse of all, the impression is sometimes created by governments that the primary objective of the vocational education track is to keep dropouts from the basic and senior high school system off the streets, rather than project this type of training as an effective strategy to train skilled workers for the employment market. However, 84.3% of the respondents refuted the assertion and only 15.7% supported the assertion. Based on these findings on the career challenges TVET trainees face, it was recommended that training institutions should be well resourced by the collective efforts of government and all other stakeholders so that training programmes can achieve their set objectives. Training providers should liaise with those in the industry so that in-service training activities could be organized which would enrich students with the right skills for the job market. There should be a clear cut for technical students climbing the academic ladder without bottlenecks.
KerkoCite.ItemAlsoKnownAs: 2129771:3G4FCKWH 2317526:6SPWM8TL UTI-BB8248E6-3B00-36D8-B42C-02FDB191916A
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:construction; P:crafts; P:nature; Q:masters; T:Educação profissionalizante; T:TVET; T:Training; T:career; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Gender and Internet Use Pattern of Pre-Service Teachers in Nigerian College of Education - Adediran, Elizabeth Morenikeji Titilayo; Kehinde, Albert Oluyomi (International Letters of Social and Humanistic Sciences, 2013)
The gender gap is a critical challenge that threatens to leave millions of women and girls behind in an increasingly globally connected world. This study sets out to investigate Internet Use Patterns among Student Teachers in a Nigeria College of Education with a view to determine the type of use made of the Internet by the student teachers and investigate the effect of gender on the use of the Internet by the student teachers. The questionnaire known as Internet Use questionnaire was administered to final year students of Federal College of Education, Abeokuta. The results indicate that getting information for school work, communication, chatting and social networking are the major use to which the participants put the internet. It also indicates that gender affects both use and feeling of pre-service teachers about the internet. This implies that gender is a major factor to be considered in use of as well as feeling about the internet.
openalex: W2207636540 mag: 2207636540 id: openalex:W2207636540 keywords: , KerkoCite.ItemAlsoKnownAs: 10.18052/www.scipress.com/ilshs.19.66 2129771:PH5XR378 2486141:ENZ9D7NR
Keywords: openalex:import

Exploring technical vocational education and training systems in emerging markets: A case study on Ghana - Alagaraja, Meera; Arthur-Mensah, Nana (European Journal of Training and Development, 2013)
Purpose - The purpose of this study was to explore trends and changes in technical vocational education and training (TVET) in emerging economies as a national human resource development (NHRD) approach and its practical applications using Ghana as an example. Design/methodology/approach - A case study approach was used to develop an in-depth analysis of TVET practices in Ghana. The study utilizes a targeted review of literature, analysis of government documents and interviews with key informants as illustrative sources of evidence for developing the case study. Findings - TVET has been identified as a major contributor to skills development in Ghana. Capitalizing on the potential of TVET requires addressing the challenges of increasing employer participation in TVET, improving TVET curriculum to enhance student's employability and reflect labor market needs. Additionally, informal TVET plays a major role in skills development therefore it is recognized as part of the TVET planning process. Research limitations/implications - Data for this research were gathered from key informant interviews and archival records. Additional methods such as observations would further enhance this study. Further research of trends in Ghana to validate implications drawn from this research is recommended. Practical implications - This research provides an overview for HRD professionals to understand the potential of TVET as an approach to human capital development within emerging markets. This is because developing comprehensive plans that address national and employer needs regarding talent acquisition, development and retention will re-emerge as a critical objective for TVET system as nations compete in the global market place. Originality/value - This study provides a unique perspective of current TVET practices in Ghana and its implications for human resource development (HRD). Furthermore, it adds to the small but growing literature on HRD in Ghana and in the African context.
KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-04-2013-0037 10/gfc4m2 2129771:KWC5DXAK 2317526:BX9DKE3Z
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:emerging economies; F:curriculum; P:economy; P:human resources manager; P:measurement; R:case study; R:interview; R:observation; T:TVET; Z:Case studies; Z:Economic development; Z:Economic growth; Z:Emerging markets; Z:Globalization; Z:Human capital; Z:Human resource management; Z:Theory; Z:Workforce; _C:Ghana GHA; __C:filed:1; publicImportV1

Gender and Internet Use Pattern of Pre-Service Teachers in a Nigerian College of Education - Adediran, Elizabeth Morenikeji Titilayo; Kehinde, Albert Oluyomi (Mediterranean Journal of Social Sciences, 2013)
The gender gap is a critical challenge that threatens to leave millions of women and girls behind in an increasingly globally connected world. This study sets out to investigate Internet Use Patterns among Student Teachers in a Nigeria College of Education with a view to determine the type of use made of the Internet by the student teachers and investigate the effect of gender on the use of the Internet by the student teachers. The questionnaire known as Internet Use questionnaire was administered to final year students of Federal College of Education, Abeokuta. The results indicate that getting information for school work, communication, chatting and social networking are the major use to which the participants put the internet. It also indicates that gender affects both use and feeling of pre-service teachers about the internet. This implies that gender is a major factor to be considered in use of as well as feeling about the internet. DOI: 10.5901/mjss.2013.v4n15p151
openalex: W2115252550 mag: 2115252550 id: openalex:W2115252550 keywords: , KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2013.v4n15p151 2129771:2ICK8JS8 2486141:VGB5AGD4
Keywords: openalex:import

Open Education Resources and Teacher Professional Development in Nigeria: Prospects and Challenges - Fadokun, J.B.; Ayankunle, Seun (2013)
Recently, Open Educational Resources (OER) have gained increased attention for their potential and promise to obviate demographic, economic, and geographic educational boundaries and to promote lifelong learning and personalized learning. The rapid growth of OER provides new opportunities for teaching and learning, at the same time, they challenge established views about teaching and learning practices in higher education. The challenge is to ensure a well-prepared, engaged, and committed corps of teachers in sufficient numbers, whilst working within budgetary and infrastructure constraints. In developing countries this challenge is amplified by the significant numbers of un and under-qualified teachers; these teachers urgently need access to professional development opportunities. Across sub-Saharan Africa the minimum level of qualification required for teachers varies, but these standards are generally lower in sub-Saharan Africa than in other regions. Even so only four countries report all teachers meeting their requirements (UNESCO, 2006).This paper provides the background to the current development of and future trends around OER aimed at adding to our understanding. The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development designed and produced a bank of open educational resources (OERs) to guide teachers’ classroom practices in school-based teacher education. The paper concludes by outlining success factors for the integration of OERs: accessibility, adequate resources, support for teachers, accommodation of local cultural and institutional practices, and sustainable funding.
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Keywords: openalex:import

Improving First Aid Management of Epilepsy by Trainee Teachers of the Federal College of Education (Technical), Akoka - Lagos, South West Nigeria–Can Health Education have an Effect? - Eze, Christian; Ebuehi, O M (PubMed, 2013)
lt is estimated that epilepsy affects approximately 50 million people worldwide and about 40 million of them live in developing countries. Studies have indicated high rates of poor knowledge, negative attitude and poor first aid management skills of students with epilepsy among practicing teachers. However, there is paucity of such studies on trainee teachers to ascertain any similarities or differences (if any) and the effect of educational interventions.To determine the effect of a health education intervention on trainee teachers' knowledge, attitude and first aid management of epilepsy.The effect of a health education intervention in first aid management of epilepsy was assessed among 226 trainee teachers, attending the Federal College of Education (Technical), Akoka. This was done using a quasi-experimental study design. Data were analyzed using the SPSS version 15.The respondents had a median age of 22 years with a range of 18 to 56 years. The majority of them were females (68.6%), single (79.2%), Christians (81.9%), Yoruba (70.4%) and in first year (100 level) of their study (69.9%). The highest proportion was from the Accounting department (46.0%). A consistent increase in responses to items on knowledge, attitude and first aid management of epileptic seizure items from baseline to post-intervention was observed. For instance, the proportion of responses that epileptic seizures originate from the brain significantly (p = 0.025) increased from 62.5% at baseline to 74.1% after intervention. Generally, slightly more than two-fifths (44.2%) and about two thirds (61.9%) of the respondents were observed to have poor knowledge and negative attitude to epilepsy respectively at baseline. Overall, giving health education on epilepsy led to a reduction in the proportion of respondents with poor knowledge by 15.5% (increase of good knowledge by 29.6%), decrease of negative attitude by 16.4% and increase of good first aid management skill by 25.0%. The knowledge scores were significantly associated with age (p = 0.001), marital status (p = 0.003) and department (p = 0.004) while the attitude scores were significantly associated with teaching duration (p = 0.020). The knowledge was predicted by department (p = 0.001) while the attitude was predicted by teaching duration (p = 0.036).This study reveals that health education could improve the knowledge, attitude. and first aid management of students with epilepsy among trainee teachers. It is therefore proposed that an intervention programme on baseline knowledge of epilepsy and its first aid management be incorporated into the teacher-training curriculum, particularly those in health-related programmes, to address their deficiencies in knowledge, attitude and first aid management of students with epilepsy.
openalex: W655418238 mag: 655418238 id: openalex:W655418238 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:7UIX7HF8 2486141:8P9GTNKN
Keywords: openalex:import

“Audiovision” for training teachers of nigerian nomadic children - Koumi, Jack (2013)
According to reliable online sources for Africa, access to the Internet in 2011 was 16%, and there were 600 million Africans without access to electricity. Yet there are very few low-tech initiatives aimed at bridging this e-learning divide. One such initiative, for Nigeria, was funded by the Commonwealth of Learning in 2011/12: the use of audiovision for in-service teacher training. Audiovision (a term coined by the UK Open University in 1970) is a composite medium in which visual materials, in a booklet, are customised to integrate with audio commentary. Six audiovision packages were designed and produced in 2011, and delivered to in-service teachers in six workshops in Feb-Mar 2012. In each of the six audio recordings, the Audio Teacher (the Narrator in the recording) introduces recorded parts of a Primary school lesson conducted by a master school teacher. Listeners are directed to view visual materials related to each recorded part of the lesson. These materials consist of individual Frames (similar to PowerPoint slides), of three types: 1. Copies of the master school teacher's teaching aids. 2. The master school teacher's teaching techniques. 3. How the techniques help the pupils learn. The Audio Teacher invites the in-service teachers to reflect on the rationale for each teaching technique, as outlined in Frames of type 2, then gives his/her own opinion of the rationale, outlined in the Frames of type 3. The audiovision packages are truly composite, consisting of audio and visual materials, reinforcing each other. For such packages to be pedagogically effective, many innovative design principles need to be utilised. The paper elaborates such principles.
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Keywords: openalex:import

Teachers' perception of humor and laughter as pedagogical tools for promoting learning in Kogi State College of Education, Ankpa, Nigeria - Omede, Jacob; Daku, Noah Jimba (Journal of Emerging Trends in Educational Research and Policy Studies, 2013)
This paper examined the knowledge of teachers of Kogi State College of Education, Ankpa, about the pedagogical relevance of humor and laughter in view of their consequentiality to teaching and learning and how they could be used to encourage classroom attendance for learners' who misunderstand academic freedom to be truancy, absenteeism and lateness to classes. Areas of close examinations were the educational relevance of humor and laughter and how they could impact on learning, the various types of humor available to the teacher for use, the forms that humor could take to make it effective and possible hindrances to effective use of humor in achieving desired goals. Five research questions were drawn from the five purposes established for the study. The data for the study were collected from 120 teachers in the college through accidental sampling procedure using 42 item designed questionnaires by the researchers. The questionnaires were of a four-point likert type. The acceptable mean score was 2.50, meaning that any item with a mean score of 2.50 and above is accepted as positive while scores below 2.50, were termed negative and rejected. The data were analyzed using tables, means and standard deviations. The findings of the study included that teachers are aware about the educational benefits of laughter, that humor and laughter could make teaching and learning to be fun, improves relationships between the teacher and students as well as between the students themselves. Recommendations were that teachers should have senses of humor and should not be afraid to use them, should use humor and laughter to contribute to class unity and that humor should not be used to run any student down; it should not be on disability and should not be delivered through insults and sarcasm among others.
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Keywords: openalex:import

Sierra Leone: Education Country Status Report: An analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:BQXDV8SC 2405685:FWX5GT4H
Keywords: _C:Sierra Leone SLE

Relationship between the utilization of internet based information by secretarial teachers in the Nigerian Colleges of Education and the effectiveness of their lesson delivery - Adeshina, Tunde Joel; Udoh, Abasido; Ndomi, Benjamin; Aliyu, Muhibeedeen (Vocational and Technical Education, 2013)
This study assessed the relationship between the utilization of internet based information by secretarial teachers in the Nigerian Colleges of Education and the effectiveness of their lesson delivery. 250 secretarial teachers drawn from 58 accredited Nigerian Colleges of Education responded to the questionnaire that was divided into 4 parts. The questionnaire was used to obtain information on the respondents’ bio-data and computer use background, Teacher Information Technology Skill Acquisition Competence (TITSC), Teacher Information Technology Skills Usage (TITSU), Teacher Information Technology Internet Knowledge (TITIK), and the extent of usage of internet information to teach the secretarial courses. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation Coefficient. The null hypothesis tested significant at 0.01 level of significance. The result of the study showed lack of some basic learning experiences that are needed to adequately equip these teachers with ability to download and upload quality information. Owing to the lack of these IT skills therefore, the teachers were not able to access internet and use some IT facilities to move the frontiers of classroom lesson delivery to an enviable greater height. There was, although, a significant relationship between the IT skills of Secretarial Teachers and their awareness to use internet for lesson delivery, and their ability to use the internet to access information for lesson delivery, though the strength of these relationships were not strong enough. It was discovered that Secretarial teachers in the Nigerian Colleges of Education do not access Internet to obtain information to teach the courses available under the programme except office practice. The reason is because the requisite IT skills that will enable the secretarial teachers to search extensively for learning materials to teach effectively other courses with internet based information, outside office practice were lacking. It was therefore recommended that, the Ministries of Education should seek more collaboration with Education Trust Fund (ETF) to enable them develop integrated broad based model or strategy for applied Information Technology to secretarial education with a definite timeline for completion. Key words: Information Technology (IT) skills, internet utilization, lecture delivery
openalex: W2111580071 mag: 2111580071 id: openalex:W2111580071 keywords: KerkoCite.ItemAlsoKnownAs: 10.5897/ijvte2013.0126 2129771:5BGGGMQI 2486141:BMPMSGG7
Keywords: openalex:import

GIS in Education Planning: The Kenyan School Mapping Project - Mulaku, G. C.; Nyadimo, E. (Survey Review, 2013)
School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision...
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1179/003962611X13117748892155 2129771:D7LGKELW 2129771:EG8QF9R9
Keywords: _C:Ethiopia ETH; _C:France FRA; _C:India IND; _C:Ireland IRL; _C:Kenya KEN; _C:State of Palestine PSE; _C:Thailand THA; _C:Uganda UGA; __C:filed:1; __C:scheme:1

Appraising Work-Based Learning Experiences of Technical and Vocational (Teacher) Educationand Training (TVTET) Programmes In Nigeria - Amadi, Ugochukwu P.N. (Mediterranean Journal of Social Sciences, 2013)
The skill emphasis in the implementation of technical and vocational education and training (TVET) programmes demands that conscious and concerted effort are made to put in place strategies that would guarantee hand – on learning experiences. Basically, a sure way of realizing these critical objectives is by the instrument of work – based learning (WBL) which implies the establishment of a synergistic relationship between TVET institution, business and industry as well as community – based resources inventory. This study has attempted to appraise the extent to which this synergy has worked in the Nigeria TVET system, using the seven (7) Federal Colleges of Education (Technical) in the South-Eastern geo-political zone of the country as study area. A total of 200 TVET instructors served as study sample while a structured questionnaire was used in generating data relevant to the study. Data analysis was based on the statistical tools of frequency, mean and percentage. Findings indicated among other things that, all emphasis so far is on the Student Industrial Work Experience Scheme (SIWES) leaving other avenues or strategies almost unexploited. Such other strategies identified by the study included: cooperative work experience Programme, job shadowing, clinical work experience, youth apprenticeship programme, school-based enterprises, internships, to list a few. Factors responsible for this anomalous situation were indicated to include poor policy frame-work, curricular defects, and inexperience on the part of administrators of TVET programmes. Recommended important strategies emphasized awareness creation through government-industry forum, curriculum restructuring and regular retraining of TVET instructors and teacher -trainers. DOI: 10.5901/mjss.2013.v4n5p137
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Keywords: openalex:import

Impact of Information Technology Skills on Old and New Generation Secretarial Teachers in Nigeria Colleges of Education to Utilize Internet for Classroom Delivery - Adeshina, Tunde Joel; Udoh, Abasido; Ndomi, Benjamin; Aliyu, Muhibeedeen (European Journal of Sustainable Development, 2013)
This study established the difference between the old generation and new generation secretarial Teachers in Nigerian Colleges of Education and their ability to utilize Information Technology skills to access information from the internet for classroom delivery.250 Secretarial Teachers drawn from 58 Accredited Nigerian Colleges of Education responded to the questionnaire that was divided into 4 parts.The questionnaire was used to obtained information on the respondents' Bio-data and computer use background, Teacher Information Technology Skill Acquisition Competence (TITSC), Teacher Information Technology Skills Usage (TITSU), Teacher Information Technology Internet Knowledge (TITIK), and The extent of usage of Internet information to teach the Secretarial courses.Data were analyzed using descriptive statistics and Student t-test at 0.05 level of significance.Results showed that there was no significant difference between the Old and New generation Secretarial Teachers in the utilization of their IT skills to access information from the Internet for classroom delivery.The result also revealed that there was a gap between the old and the new generation Secretarial teachers.The new were more proficient in the use of IT than the old because they were products of the revised Nigerian Certificate of Education ( 2002) which was enriched with Information Technology learning materials.Although there were some basic IT skills needed that were lacking in both the old and new generation Secretarial Teachers, hence were handicapped in their ability to download and upload quality information and teach students how to do that.Owing to the lack of these IT skills therefore, the teachers were not capable in accessing Internet by using some Information Technology facilities to get vital information for effective classroom delivery.it was therefore recommended that, Secretarial Teachers in Colleges of Education should avail themselves with the opportunity of staff development programme of their respective institutions or through self sponsorship to learn and acquire those IT skills they are lacking, because the more the Information Technology skills they possess, the greater their ability to use Internet for effective classroom delivery.
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Keywords: openalex:import

The Influence of Gender, Age, Training and Experience on Teachers’ Motivation in Ado and Efon Local Government Areas, Ekiti State, Nigeria - Afolabi, Comfort Yemisi (Greener Journal of Educational Research, 2013)
The study examined the influence of gender, age, training and experience of secondary school teachers on their motivation.The descriptive research design of the survey type was used for study.The population consisted of all the teachers in Ado and Efon Local Government Areas in Ekiti State.The sample comprises 500 teachers from 18 secondary schools in the two local government areas.Stratified proportional random sampling was used to select the sample for the study.A self-designed questionnaire tagged "Questionnaire on Teachers' Gender, Age, Training and Experience and Conditions of Service" (QTGATECS) was used to collect the data for the study.The instrument was validated by research experts in Educational Management and Tests and Measurement Departments of Ekiti State University.The data were analysed using frequency counts, percentage scores, t-test.The hypotheses were tested at 0.05 level of significance.The result shows that there was no significant difference in the motivation of male and female, untrained and trained, experienced and inexperienced teachers.However, there was a significant difference between young and old teachers in their motivation.It was concluded that teachers in Ado and Efon Local Government Areas had poor motivation and was recommended that teachers' motivation on the job should be improved by principals and government who should ensure that teachers' welfare, training, salary, loans and teaching aid requirements and other needs are adequately met.
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Keywords: openalex:import

The impact and reach of MOOCs: A developing countries’ perspective - Liyanagunawardena, Tharindu; Williams, Shirley; Adams, Andrew (eLearning Papers, 2013)
Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.
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Keywords: C:Low- and middle-income countries; MOOCs; NOTdocs.opendeved.net; _C:Afghanistan AFG; _C:Australia AUS; _C:Burundi BDI; _C:China CHN; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Italy ITA; _C:Jordan JOR; _C:Mexico MEX; _C:Nepal NPL; _C:Norway NOR; _C:Rwanda RWA; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Switzerland CHE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Private-Public Partnership and Technical Vocational Education and Training (TVET) in a Developing Economy - Okoye, KRE; Chijioke, Okwelle P. (Arabian Journal of Business and Management Review (Oman Chapter); Sohar, 2013)
Technical Vocational Education and Training (TVET) system is widely recognised as education system expected to produce a competent workforce who can compete and excel in a rapidly changing environment and improves a country's economy. That TVET system in Nigeria and many other countries are in crisis or in immediate need for intervention, are often heard. Private Public Partnership (PPP) is viewed as an alternative strategy put forward to address the challenges confronting this all-important education system. Therefore, this paper attempts to add to the available literature on PPP in TVET by examining; conceptualizing PPP and its relative importance in economic growth, revamping TVET for technological advancement and economic growth in Nigeria through PPP collaboration. Constraints on TVET as a measure for economic development in Nigeria were also highlighted. The paper concludes by recommending for a proper PPP involvement in TVET system in Nigeria to enhance its economic potentiality. [PUBLICATION ABSTRACT]
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Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; Business And Economics–Management; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Economic growth; P:economy; Public private partnerships; Q:Private Public Partnership; Studies; T:TVET; Vocational education; publicImportV1

The Relationship between the Information Technology Skills Acquired by Secretarial Teachers in Nigeria Colleges of Education and Their Utilization of Internet for Effective Teaching - Adeshina, Tunde Joel; Udoh, Abasido; Ndomi, Benjamin; Aliyu, Muhibeedeen (World Journal of Education, 2013)
This study established the relationship between the Information Technology skills acquired by Secretarial Teachersin Nigerian Colleges of Education and their utilization of Internet for effective teaching. 250 Secretarial Teachersdrawn from 58 Accredited Nigerian Colleges of Education responded to the questionnaire that was divided into 4parts. The questionnaire was used to obtained information on the respondents’ Bio-data and computer usebackground, Teacher Information Technology Skill Acquisition Competence (TITSC), Teacher InformationTechnology Skills Usage (TITSU), Teacher Information Technology Internet Knowledge (TITIK), and The extent ofusage of Internet information to teach the Secretarial courses. Data were analyzed using descriptive statistics andPearson Product Moment Correlation Coefficientat 0.01 level of significance. Using Choudhury’s Range, there was amoderate positive correlation or relationship between the IT skills of Secretarial Teachers and the ability to useinternet to access information for effective teaching. The implication of this result is that, if the secretarial teachers aremore competent in their IT skills, then the more will they be enabled to access information from the Internet foreffective teaching. In this study it was found that the secretarial teachers were not knowledgeable in the use of somevital and important Internet instructional delivery tools. Secretarial Teachers in the Nigeria Colleges of Educationlacked some vital Information Technology skills such as, ability to operate data base, ability to extract relevantinformation using integrated software packages, ability to extract information using electronic mails and applicationsoftware, ability to use voice recognition system and ability to operate other different technologies and appreciatetheir benefits. It was therefore recommended that, National Commission of Colleges of Education should bringtogether all the secretarial education stakeholders: curriculum experts, the teachers, representatives of ministries andindustries; to revisit the existing curriculum. The integration of latest Information Technology practices and therequisite Internet skills which the Secretarial Teachers lack, will reposition Secretarial Studies programme to meetthe challenges of an IT driven classroom.
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Keywords: openalex:import

The Impact of Information and Communication Technology (ICT) on Teacher Education and its Implication for Professional Development in Nigeria - Osakwe, Regina N. (International Journal of Learning and Development, 2013)
This study was designed to investigate the impact of Information and Communication Technology (ICT) on teacher education programme and professional development in Nigeria. The population comprised 825 lecturers of colleges of education. The sample of 206 lecturers were randomly selected using stratified sampling technique. Four research questions and four hypotheses were raised and tested at alpha level of 0.05 significance using Pearson Product Moment Correlation Statistics. Results of the research questions revealed that there is a relationship between ICT and research, effective student learning, access to information materials for teaching and professional development. This was because the mean ratings of lecturers responses were above 2.50 decision rule. The results of the hypotheses revealed that there is a significant relationship between ICT and lesson presentation, access to information on teaching materials, students’ effective learning and professional development. It was therefore recommended that government should provide adequate ICT accessories and infrastructures in all colleges of education, fund and proper electricity. Refresher courses should also be organized for teacher trainers and trainees on the operation and usage of ICT. Keywords: Information, Communication, Technology, Teacher Education, Lecturers, Teacher Trainees, ICT Accessories, ICT Infrastructures
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Keywords: openalex:import