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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...

The Sudanese civil war that began 15 years ago has resulted in famine and a disruption of education. An information officer at Operation Lifeline Sudan headquarters in Nairobi, Kenya, has said that continued support for education in the region is vital so that people can learn basic skills and help rebuild the country. Education can also help to restore hope and security for thousands of children.

Part of a special section on development education in Great Britain. Some activities that are being used to introduce students to human rights issues are discussed. A lecturer at the University of Brighton is working with 12 secondary schools in a project to introduce human rights through dance work, six- and seven-year-olds in London's Tower Hamlets have undertaken a project on Kenya, and students at a primary school in Rochdale write letters on behalf of prisoners of conscience and participate in multicultural math.

Intended to provide a natural and positive way to introduce young children to the stories told by different ethnic groups, this paper suggests a series of language activities that adapt folktales from around the world for classroom use to enable young children to read the stories for themselves. The paper notes that these activities are particularly appropriate for children of minority groups whose feelings of self-worth can be increased as they find themselves reflected in the stories they...

The two parts of this book consider two main facets of nonformal curriculum development: theory and practice. Part I on nonformal curriculum theory has four chapters. Chapter 1 addresses the origins, meaning, purpose, and scope of nonformal education. Chapter 2 examines three major themes in discussions on nonformal education: nonformal education as an instrument of positive change, as a social control mechanism, and the context. Chapter 3 explores the rationale. Chapter 4 examines the...

Presents the author's assessment of the educational system in Kenya. Difference between private and public schools in the country; Efforts of authorities in education to establish the Kenya Reading Association; Aim of promoting literacy in the country; Publishing efforts.

Women comprise more than seventy per cent of those enrolled in the Kenya literacy programme. The reasons for this include: the limited formal educational opportunities available to females; the demands of a changing economy which have forced women to acquire extra responsibilities outside the home; the socializing opportunity made possible by literacy class attendance; flexible work schedules; and cultural beliefs which in some Kenyan communities discourage men from enrolling in the same...

This book is a briefer, simpler popular edition of "Militarism and Peace Education in Africa." It is intended to interest the African peoples in the problems of peace and allow them to discuss and debate the issues of militarism and peace for Africa and to suggest solutions. It is also intended to interest leading organizations and people working at the grassroots level in urban and rural areas in problems of militarism and peace education. The first two chapters show how, in former times,...

Examines reasons for high representation of women and factors influencing their persistence in Kenya's literacy programs. Considers the limited formal learning opportunities available, economic demands, women's multiple social roles, inadequate learning environments, unqualified literacy teachers, and the impact of a male-centered society. Provides suggestions for sustaining women's motivation in literacy programs. (18 references) (CA)

Around the world, women suffer oppression to various degrees. In the United States, they have a difficult time rising in corporations or having their ideas taken seriously. In some other countries, they are abused and overworked. Some women in Norway are concerned that their country's entrance into the European Community will mean an end to the humanitarian and egalitarian nature of their country. Women in the former East Germany feel they have lost more than they have gained in some cases,...

Questions Kenyan language instructional policy, arguing exclusive use of English for science instruction confuses students and impedes learning. Offers examples the authors observed in elementary classrooms in Kisii and Kwale districts when teacher use of English synonyms rather than Kiswahili words led to confusion, misunderstanding, and ineffective teaching. (CH)

Describes three projects funded by the U.S. Agency for International Development that used new methodologies for educational radio with elementary students: (1) the Radio Mathematics Project of Nicaragua; (2) the Radio Language Arts Project of Kenya; and (3) the Radio Science Project of Papua New Guinea. (LRW)

Developed from a series of workshops in Kenya, this handbook offers practical guidance for those creating printed distance education materials for African students. The introduction describes the workshops and a short section explains how to use the handbook. Twelve units appear on the following topics: (1) overview of distance education; (2) distance education systems and subsystems; (3) learner characteristics; (4) writing objectives; (5) writing to be read and understood; (6) active...

This document contains a collection of literacy program evaluation instruments from developing countries, as well as several papers describing how to use evaluation instruments to assess various types of systems. The following titles (with author or country of origin) are contained in this collection: "Designing a System of Evaluation and Monitoring for Literacy and Post-Literacy Programmes" (by R. H. Dave); "Problem Study Questionnaire: Work-Oriented Adult Literacy Project" (Iran); "Initial...

Discusses achievement motivation among distance education students, and describes a study of Kenyan primary school teachers enrolled in an in-service training course taught primarily through correspondence. A modified Thematic Apperception Test will be used to determine the correlation between achievement motive and performance score in written assignments. (LRW)

The purpose of this manual is to make available to adult educators and field extension workers in Kenya resource material that may be used in formal and nonformal training programs for the environmental education of a wide range of target groups. The document begins with a 26-item glossary, an introduction, a section on the document's use, background and context material, a philosophy and rationale section, and a section on perspectives on adult education. Thereafter come four sections that...

This report contains one man's impressions of the state of adult literacy education in several countries of Africa and in India. The first country reported on is Ethiopia, where signs of a capitalist society were evident in that officially Marxist country, where literacy education was still a priority in the midst of a waning famine. Ethiopia had conducted continuous "campaigns for literacy" that had succeeded despite lack of resources. Next, the planning for a literacy broadcasting system...

Focusing on the education of young children in Kenya, this brief paper contains excerpts from a question and answer interview between two early childhood educators from the United States and Kenya. Both similarities and differences of the Kenyan and the U.S. system of education are revealed. Interview topics covered include the following: socially respected professions; educational theories and philosophy; beginning reading instruction; teacher/pupil ratios in classrooms; compulsory school...