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The effects of literacy and livelihood programs on female learners' participation in literacy were examined through case studies of groups of women who participated in four literacy and income-earning projects in Kenya. Data were collected through focus group discussions and a questionnaire. The four programs were started between 1968 and 1999 and included between 24 and 300 participants. All four programs offered different mixes of literacy components (mathematics, Kiswahili, mother tongue,...

Focuses on the educational development in Kenya. Decline of the educational standards; Decrease in the number of enrollments and completions in both primary and secondary education; Disparities in the regional basic education of the country.

What are the most efficient means to ensure basic learning competencies for a high number of children? This question is analyzed on the basis of the exceptionally rich data set provided by the "Program on the Analysis of Education Systems" (PASEC), standardized and comparable for the five countries Burkina Faso, Cameroon, Cote d'Ivoire, Madagascar and Senegal. A Hierarchical Linear Model (HLM) is used to assess the individual, school level, and national characteristics determining...

This article reports on a study of classroom interaction in Kenyan primary schools carried out as part of a national baseline study for the Ministry of Education and Human Resource Development in 1998. The baseline was designed to provide a comprehensive picture of the quality of primary education so as to allow the Kenyan Government to prioritise expenditure on resources to improve education in the republic and to assess the impact of any interventions. Video recordings of 102 lessons in...

Reports on a study of classroom interaction in Kenyan primary schools. Analyzes video recordings of 102 lessons in English, mathematics, and science using systematic observation, discourse analysis, and a time-line analysis. Reveals the preponderance of teacher dominated lessons with little opportunity for student interaction. Considers educational needs of Kenyan teachers. (CAJ)

Chapters in this volume include the following: "Co-Constructing School Safetime: Safetalk Practices in Peruvian and South African Classrooms" (Nancy H. Hornberger, J. Keith Chick); "Codeswitching and Collusion: Classroom Interaction in Botswana Primary Schools" (Jo Arthur); "Language and Educational Inequality in Primary Classrooms in Kenya" (Grace Bunyi); "The Contradictions of Teaching Bilingually in Postcolonial Burundi: From Nyakatsi to Maisons en Etages" (Lin Ndayipfukamiye);...

The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of ministries of education in southern Africa. This bound report--one of seven--presents the research results and policy suggestions that emerged from implementation of SACMEQ's initial educational policy research project. The report looks broadly at five areas of policy concern: (1) baseline data for selected inputs to primary schools; (2) how conditions of primary schooling compare with the Ministry...

These four issues include the following articles: "Cheke Holo Orthography: Local Tradition Clashes with a Linguist's Concerns" (Freddy Boswell); "Avoiding Tone Marks: A Remnant of English Education?" (Mike Cahill); "Nontraditional Education among the Iranun, a Malaysian Ethnic Minority" (Karla Smith); "Learning Well: The Socioliteracy of Some Incipient Literate Women in a Ghanaian Community" (Merieta Johnson); "Training National Partners for Leadership: Priorities for Training as Capacity...

A study examined how primary school quality influenced school dropout rates among girls and boys in Kenya. The data were gathered through school and household visits in rural areas of three districts in the country. Results revealed that girls' retention is discouraged in schools in which boys are provided with a more supportive environment than girls in terms of advice, in which boys are free to harass girls, in which teachers take the importance of difficult subjects like math less...

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, intended for primary students, is designed to facilitate students' understandings of access to...

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, intended for primary grade students, is designed to facilitate students' understandings of the...

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, intended for primary grade students, is designed to facilitate students' understandings of daily...

This document contains 21 papers examining the state of adult and continuing education in Africa. The following papers are included: "Introduction: An Overview of the State of Adult and Continuing Education in Africa" (Akpovire Oduaran); "Setting the Tone of Adult and Continuing Education in Africa" (Michael A. Omolewa); "Significant Post Independence Developments in Adult and Continuing Education in Africa" (Tai Afrik); "Research and Scholarship in Adult and Continuing Education in Africa"...

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. Intended for third to fifth grade students, this unit uses children's interactions with water to help them...

The paper examines the linguistic situation in Kenya and the teaching of Kiswahili in its schools. While there is widespread support for the school programme, the paper concludes that there are major problems to be overcome, particularly in the areas of attitudes, teacher training and course materials. General expressions of support for Kiswahili are of little value without effective interventions in these areas.

The writer discusses four important lessons learned while using the World Wide Web to locate a student's grandmother in Kenya. These lessons are that Web material has the potential to support global understanding, that the knowledge encoded in the Web results in serendipitous learning, that there is a need to critically investigate the Web's store of knowledge, and that the Web is far from worldwide. The writer describes InfoNation, an easy-to-use two-step database that allows the user to...

This book examines literacy for sustainable development in the age of information. It begins by discussing the relationship between literacy and hegemony, social policy, national language policy, colonial relations, and postcolonial realities. Also discussed in the introduction are views and definitions of literacy and considerations in mapping a typology of literacy. Part 1 explores the theoretical frameworks of literacy and the disparate ways literacy has featured in academic discourse....