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In developing countries the need for providing opportunities for all forms of adult learning is a first priority, since all basic development must be associated with learning. At present, most emphasis is placed on subject matter--ideas, information, skills, and techniques. It is often not realized that as far as education is concerned, the way knowledge is arranged and delivered is as important as the knowledge itself. The three sections of this book cover the relationship between adult...
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THIS REPORT ON THE SALIENT FEATURES AND CONCERNS OF CORRESPONDENCE INSTRUCTION IN ETHIOPIA, KENYA, TANZANIA, MALAWI, ZAMBIA, AND UGANDA--(1) DISCUSSES ADVANTAGES, DISADVANTAGES, AND REQUIREMENTS OF THE CORRESPONDENCE METHOD IN AN AFRICAN CONTEXT, (2) SURVEYS CONDITIONS AND FACILITIES (POSTAL SERVICES, ROADS, INSTRUCTIONAL RADIO AND TELEVISION, CORRESPONDENCE SCHOOLS AND COLLEGES, AND RESOURCES FOR PRODUCING INSTRUCTIONAL MATERIALS), (3) SUGGESTS NATIONAL TASKS FOR CORRESPONDENCE TEACHING,...
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This two-part study is an outgrowth of the explosive expansion in English-medium instruction which has taken place in the primary schools of Kenya since 1957. "Part I: The Prator Statement," which concentrates on the linguistic, methodological, and teacher-training aspects of the overall problem, presents first a description of the linguistic background of Kenya, the rationale underlying the use of English as a medium of instruction, and the role of Swahili and the vernaculars. Also...
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This study investigated girls’ attitudes towards science in Kenya. It was carried out with 120 girls from four secondary schools in the Eastern province of Kenya. These were an urban single-sex (SS) and co-educational (Co-Ed) school and a rural SS and Co-Ed school. Different schools were chosen in order to explore whether there are any differences in attitudes in SS and Co-Ed schools and in schools in rural and urban areas. The methodology included the use of both questionnaires and focus...
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This paper reports on an ethnographic case study which was carried out in a Kenyan first-grade classroom. The classroom had 89 students with their 2 teachers who taught at different times. The classroom was very crowded and had a high paucity of literacy materials. The study was guided by sociocultural and dialogic frameworks which maintain that social and dialogic interactions have important roles to play in a child's literacy and language development. Thus, the social life of the observed...
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