DOCSLIB.ORG

Article on Deaf Education in Zambia

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Article on Deaf Education in Zambia UNESWA Journal of Education, Volume 2, Number 1 2019 UNESWA JOURNAL OF EDUCATION (UJOE) An Online Journal of the Faculty of Education University of Eswatini Kwaluseni Campus ======================= VOLUME 2 NUMBER 1 JULY 2019 ISSN: 2616-3012 UNESWA Journal of Education, Volume 2, Number 1 2019 EDITOR-IN-CHIEF Prof. O. I. Oloyede Dean Education EDITOR Prof. C. I. O. Okeke MANAGING EDITORS Prof. I. Oloyede Prof. C. I. O. Okeke Dr. R. Mafumbate Dr. K. Ntinda Dr. S.S.K. Thwala EDITORIAL BOARD MEMBERS Prof. K.G. Karras (Education Studies), Faculty of Education, University of Crete, Gallos University Campus, Rethymno 74100, Crete, Greece. Prof. I. Oloyede (Science Education), Dept. of Curriculum & Teaching, Faculty of Education, University of Eswatini, Kwaluseni Campus, Eswatini. Prof. Z. Zhang (Teaching and Learning), College of Education and P-16 Integration, The University of Texas, Rio Grange Valley, Brownsville, United States of America. Prof. C. I. O. Okeke (Sociology of Education), Dept. of Educational Foundations & Management, Faculty of Education, University of Eswatini, Kwaluseni Campus, Eswatini. Prof. J.W. Badenhorst (Educational Psychology), Department of Postgraduate Studies, Central University of Technology, Welkom Campus, South Africa. Dr. T. Moodley (Child psychology), University of the West Cape, South Africa. Prof. B.D. Bantwini (Education Sciences), North-West University, Potchefstroom Campus, South Africa. Prof. M.M. van Wyk (Curriculum and Instructional Studies), School of Teacher Education, College of Education, University of South Africa. Prof. E. O. Adu (Curriculum & Teaching), School of General & Continuing Education, Faculty of Education, University of Fort Hare, East London Campus. Prof. M.T. Gumbo (Technology Education), Department of Science & Technology Education, College of Education, University of South Africa, South Africa. Prof. M.C.C. Musingafi (Zimbabwe Open University), Public Management and Governance, Masvingo Regional Campus, Zimbabwe. Prof. N.P. Mudzielwana (Early Childhood Education), University of Venda, Thohoyandou, South Africa. Prof. T.D. Mushoriwa (Educational Psychology), School of Further and Continuing Education, Faculty of Education, University of Fort Hare, Alice, South Africa. Dr. A.P. Ndofirepi (Philosophy of Education), Education & Curriculum Studies Dept., Faculty of Education, University of Johannesburg, Auckland Park Campus, South Africa. Dr M.J. Sethusha (Early Childhood Education & Teaching Practice), College of Education, Sunnyside, University of South Africa, Pretoria, South Africa. Prof. E. Ganga (Educational Psychology), Robert Mugabe School of Education, Great Zimbabwe University, Masvingo, Zimbabwe. i UNESWA Journal of Education, Volume 2, Number 1 2019 PRODUCTION EDITORS Prof. C. I. O. Okeke Dr. C.B. Silvane Dr. R. Mafumbate LANGUAGE EDITORS Dr. P. Mthethwa (English language Education), Department of Curriculum & Teaching, Faculty of Education, University of Eswatini, Kwaluseni Campus M201, Eswatini Dr. J. Mkhize (English language), Department of English, University of Fort Hare, South Africa, E-mail: [email protected] Copyright © Faculty of Education, University of Eswatini ISSN: 2616-3012 ii UNESWA Journal of Education, Volume 2, Number 1 2019 Articles School leaders’ self-assessment of their dominant leadership styles in Eswatini public high schools – Joel B. Babalola, Njabuliso Nsibande & Oluwatosin Babalola……………………………………………………………………………….246-263 Teacher trainees’ perception of the challenges of teaching practice at an Open and Distance Learning Institution in Nigeria - Fatimayin Foluke……………………………………………..………………………264-272 Teachers’ pedagogical content knowledge, curriculum designing, and Students’ comprehension of secondary school ordinary level physics in Lusaka, Zambia – Jacqueline Zulu & Innocent Mutale Mulenga……………………………………………………………………………………………………………273-288 Deaf education in Zambia: Lessons from the 2013 revised curriculum - Kenneth Kapalu Muzata & Dikeledi Mahlo……………………………………………………………………..……..289-305 Investigating the exclusionary dynamics of girls with disabilities in primary schools in Akwa Ibom State, Nigeria - Louis Okon Akpan……………………………………………………………………..…306-318 An appraisal of the nexus between education and national development strategies in Nigeria - Ihuoma Chinwe Patience…………………………………………………………………………………319-332 Exploiting the dividends of Nigeria’s cultural and ethnic diversities in National Development - Solomon Olanrewaju Makinde & Oluwatobi Pemede……………………………………….…………333-345 Barriers to Implementation of Research Findings in Mathematics Education among Secondary School Mathematics Teachers - Samson Sunday Afolabi..........................................346-355 Enhancing students’ learning experiences and development through facilitation approach in open and distance learning - Maryrose C. Mbanefo……………………………………………356-367 Effect of two cooperative learning strategies on secondary school students’ achievement in and attitude to English grammar - Francis O. Ezeokoli, Kehinde Pedro Amore & L. J. Orisadare…………………..………368-380 Effects of rational emotive behaviour therapy on reducing bullying behaviour among senior secondary school students and the counselling implications - Ezeribe Scholastica Ngozi……………………………………………………………………………………………………………………………………………381-391 The comparative effects of two electronic instructional media on students’ academic achievement in senior secondary economics – Christian A. Nwankwo & Bernedeth N. Ezegbe………………………………………………………………………………………………….……392-402 Child adoption and the reduction of juvenile delinquencies in Lagos State, Nigeria - Oyekunle Oyelami………………………………………………………………………………………………………………………………………………………….403-414 Gender variations in adolescents’ social and moral development via social networking sites: The more I surf, the less moral and social I become - Bibire, Abdulkareem Hussein, Suraju Adewale Ramoni, Oluwafemi, O. Odunayo & Igboanusi-Ossai Onyinye…………………………………………………………………………………………..……415-427 iii UNESWA Journal of Education, Volume 2, Number 1 2019 Assessment of the coping strategies of new economics teachers for instructional effectiveness - Maxwell O. Ede………………………………………………………………………………………………………………428-437 Confluence of Pornography, Peer Pressure and Home Environment on Senior Secondary School Students’ Sexual Behaviour: Counselling Implications - Hammed Adeoye & Kamilu Muraina………………………………………………………………………………………………………………………..…438-446 Impact of training and students industrial work experience scheme on students’ attitude and dressing in colleges in Lagos State - Adekemi Olasumbo Awojobi……………………………………………………………………………………….……447-454 Learning management systems at National Open University of Nigeria: Experience of postgraduate students – Ismail Adesina Raji, John Olayemi Okunlola & Mutahir Oluwafemi Abanikannda…………………………………...…………………..………455-465 Predictors of learning quality in the teaching and learning of fashion and fabrics - Dumisa Celumusa Mabuza………………..…466-478 iv UNESWA Journal of Education, Volume 2, Number 1 2019 Deaf education in Zambia: Lessons from the 2013 revised curriculum Kenneth Kapalu Muzata Educational Psychology, Sociology and Special Education University of Zambia Dikeledi Mahlo Department of Inclusive Education University of South Africa Abstract This paper presents findings of a study of experiences of Education Standards‟ Officers (ESOs) and teachers for learners with deafness based on the 2013 revised curriculum implementation in Zambia. The study adopted a qualitative paradigm to study ESOs and teachers‟ experiences in implementing the 2013 revised curriculum. Twelve (12) ESOs and Twelve (12) teachers for learners with deafness were involved in the study. In depth face to face and telephone interviews were conducted. The findings revealed that ESOs and teachers for learners with deafness had varied experiences. For instance, while the curriculum was appreciated as a conduit for widening employment opportunities for learners with deafness, its implementation was characterised with various challenges such as limited sign language vocabulary and lack of adapted teaching and learning materials. The study concluded that the challenges of lack of adapted materials and limited sign language vocabulary, as well as teacher incompetency in sign language had serious effects on the implementation of the curriculum for learners with deafness in Zambia. The study recommends the development of sign language vocabulary to meet the changing demands of modern education and provide access to quality curriculum implementation for learners with deafness. Keywords: Curriculum. Deafness. Implementation. Sign language. Introduction Among the most contentious issues of debate in contemporary education is curriculum. A sound curriculum is a reflection of the practices, values and beliefs of any nation. It reflects the national goals, aims and objectives of an education system. In 2013, Zambia revised the education curriculum. The introduction of the 2013 curriculum framework provided hope especially for learners with special education needs. The old curriculum was revised mainly because it placed more emphasis on theoretical content than on skills (Ministry of Education, Science, Vocational Training and Early Education-(MESVTEE), 2013; Tuchili & Kalirani, 2014). The 2013 revised curriculum introduced early childhood education, instruction through a familiar local language at Grades 1-4, a two-career pathway system of academic and vocational subjects and an integrated subject arrangement (MESVTEE, 2013; Tuchili & Kalirani, 2014).
Load more

Recommended publications
  • Managing Change at Universities. Volume
    Frank Schröder (Hg.) Schröder Frank Managing Change at Universities Volume III edited by Bassey Edem Antia, Peter Mayer, Marc Wilde 4 Higher Education in Africa and Southeast Asia Managing Change at Universities Volume III edited by Bassey Edem Antia, Peter Mayer, Marc Wilde Managing Change at Universities Volume III edited by Bassey Edem Antia, Peter Mayer, Marc Wilde SUPPORTED BY Osnabrück University of Applied Sciences, 2019 Terms of use: Postfach 1940, 49009 Osnabrück This document is made available under a CC BY Licence (Attribution). For more Information see: www.hs-osnabrueck.de https://creativecommons.org/licenses/by/4.0 www.international-deans-course.org [email protected] Concept: wbv Media GmbH & Co. KG, Bielefeld wbv.de Printed in Germany Cover: istockphoto/Pavel_R Order number: 6004703 ISBN: 978-3-7639-6033-0 (Print) DOI: 10.3278/6004703w Inhalt Preface ............................................................. 7 Marc Wilde and Tobias Wolf Innovative, Dynamic and Cooperative – 10 years of the International Deans’ Course Africa/Southeast Asia .......................................... 9 Bassey E. Antia The International Deans’ Course (Africa): Responding to the Challenges and Opportunities of Expansion in the African University Landscape ............. 17 Bello Mukhtar Developing a Research Management Strategy for the Faculty of Engineering, Ahmadu Bello University, Zaria, Nigeria ................................. 31 Johnny Ogunji Developing Sustainable Research Structure and Culture in Alex Ekwueme Federal University, Ndufu Alike Ebonyi State Nigeria ....................... 47 Joseph Sungau A Strategy to Promote Research and Consultancy Assignments in the Faculty .. 59 Enitome Bafor Introduction of an annual research day program in the Faculty of Pharmacy, University of Benin, Nigeria ........................................... 79 Gratien G. Atindogbe Research management in Cameroon Higher Education: Data sharing and reuse as an asset to quality assurance ...................................
    [Show full text]
  • Peace Corps Listing for the Pclive Knowledge Sharing Platform (Digital Knowledge Hub) Showing the Resources Available at Pclive, 2017
    Description of document: Peace Corps listing for the PCLive knowledge sharing platform (digital knowledge hub) showing the resources available at PCLive, 2017 Requested date: July 2017 Release date: 21-December-2017 Posted date: 07-January-2019 Source of document: Freedom of Information Act Request FOIA Officer U.S. Peace Corps 1111 20th Street, NW Washington D.C. 20526 The governmentattic.org web site (“the site”) is noncommercial and free to the public. The site and materials made available on the site, such as this file, are for reference only. The governmentattic.org web site and its principals have made every effort to make this information as complete and as accurate as possible, however, there may be mistakes and omissions, both typographical and in content. The governmentattic.org web site and its principals shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused, or alleged to have been caused, directly or indirectly, by the information provided on the governmentattic.org web site or in this file. The public records published on the site were obtained from government agencies using proper legal channels. Each document is identified as to the source. Any concerns about the contents of the site should be directed to the agency originating the document in question. GovernmentAttic.org is not responsible for the contents of documents published on the website. Since 1961. December 21, 2017 RE: FOIA Request No. 17-0143 This is in response to your Freedom of Information Act (FOIA) request. Specifically, "I request a copy of the table of contents, listing or index for the PCLive knowledge sharing platform ( digital knowledge hub), showing the 1200+ resources available at PCLive." Attached, you have a spreadsheet (1 sheet) listing PCLive resources.
    [Show full text]
  • * Malawi, Tanzania, Zambia, Zimbabwe
    DISABILITY & SOCIAL RESPONSES IN SOME SOUTHERN AFRICAN NATIONS: Angola, Botswana, Burundi, D.R. Congo (ex Zaire), Malawi, Mozambique, Namibia, Tanzania, Rwanda, Zambia, Zimbabwe. A bibliography, with introduction and some historical items. M. MILES (compiler / annotator), Birmingham, UK. [email protected] Copyright 2003 M.Miles / CIRRIE All materials may be reproduced for non-commercial purposes to advance educational or scientific research. * MALAWI, TANZANIA, ZAMBIA, ZIMBABWE AALL-JILEK LM (1965) Epilepsy in the Wapogoro tribe in Tanganyika. Acta Psychiatrica Scandinavica 41: 57-86. ACHOLA, Paul PW (1990) Implementing Educational Policies in Zambia. Discussion paper, Africa Tech. Dept. series 90. Washington DC: World Bank. ADAMOLEKUN B, MIELKE JK & BALL DE (1999) An evaluation of the impact of health and patient education on the care and compliance of patients with epilepsy in Zimbabwe. Epilepsia 40: 507-511. ADDISON, Joan (1986) A Historical Survey of Facilities for Handicapped People in Zimbabwe. Hrr: NASCOH. 36 pp. ADDISON J (1992) Education of the visually-handicapped in Zimbabwe: an overview. IJSE 7: 71-79. AGER, Alastair (1990) The importance of sustainability in the design of culturally appropriate programmes of early intervention. Intl Disab. Studies 12: 89-92. (Based in Malawi). AGER A & AGER W (1989) An investigation of the needs of mentally retarded individuals within Malawi: implications for the provision of community-based rehabilitation. Unpub. Chancellor Coll., Zomba. § AKAMANDISA F [1978] Psychological Research on Child Development in Zambia: an annotated bibliography. Lusaka: UNZA. 25 pp. ALLAIN TJ & WILSON AO (1997) Morbidity and disability in elderly Zimbabweans. Age and Ageing 26: 115-121. ALLISON, Olive (1976) Survey and analysis of patterns of stuttering among Zambian school children.
    [Show full text]
  • Language Resources for Spanish - Spanish Sign Language (LSE) Translation
    Language Resources for Spanish - Spanish Sign Language (LSE) translation Rubén San-Segundo 1, Verónica López 1, Raquel Martín 1, David Sánchez 2, Adolfo García 2 1Grupo de Tecnología del Habla-Universidad Politécnica de Madrid 2Fundación CNSE Abstract This paper describes the development of a Spanish-Spanish Sign Language (LSE) translation system. Firstly, it describes the first Spanish-Spanish Sign Language (LSE) parallel corpus focused on two specific domains: the renewal of the Identity Document and Driver’s License. This corpus includes more than 4,000 Spanish sentences (in these domains), their LSE translation and a video for each LSE sentence with the sign language representation. This corpus also contains more than 700 sign descriptions in several sign-writing specifications. The translation system developed with this corpus consists of two modules: a Spanish into LSE translation module that is composed of a speech recognizer (for decoding the spoken utterance into a word sequence), a natural language translator (for converting a word sequence into a sequence of signs) and a 3D avatar animation module (for playing back the signs). The second module is a Spanish generator from LSE made up of a visual interface (for specifying a sequence of signs in sign-writing), a language translator (for generating the sequence of words in Spanish) and a text to speech converter. For each language translation, the system uses three technologies: an example-based strategy, a rule-based translation method and a statistical translator. collected
    [Show full text]
  • Providing Accessibility to Hearing-Disabled by a Basque to Sign Language Translation System
    Providing Accessibility to Hearing-disabled by a Basque to Sign Language Translation System María del Puy Carretero, Miren Urteaga, Aitor Ardanza, Mikel Eizagirre, Sara García and David Oyarzun Vicomtech-IK4 Research Center, P. Mikeletegi, 57, 20009 San Sebastián, Spain Keywords: Virtual Character, Automatic Translation, Sign Language, LSE, Natural Language Processing. Abstract: Translation between spoken languages and Sign Languages is especially weak regarding minority languages; hence, audiovisual material in these languages is usually out of reach for people with a hearing impairment. This paper presents a domain-specific Basque text to Spanish Sign Language (LSE) translation system. It has a modular architecture with (1) a text-to-Sign Language translation module using a Rule- Based translation approach, (2) a gesture capture system combining two motion capture system to create an internal (3) sign dictionary, (4) an animation engine and a (5) rendering module. The result of the translation is performed by a virtual interpreter that executes the concatenation of the signs according to the grammatical rules in LSE; for a better LSE interpretation, its face and body expressions change according to the emotion to be expressed. A first prototype has been tested by LSE experts with preliminary satisfactory results. 1 INTRODUCTION people are unable to read texts and/or communicate with others by writing. This paper presents a modular platform to translate . Lipreading. Some deaf people can read lips, Basque into LSE. The modularity of the platform but it is not a general ability. Furthermore, allows the input to be audio or text depending on the lipreading alone cannot sufficiently support needs and the available technology of each speech development because visual application case.
    [Show full text]
  • The Deaf of Spain
    Profile Year: Unknown People and Language Detail Report Language Name: Spanish Sign Language ISO Language Code: ssp The Deaf of Spain The Spanish Sign Language Community The Deaf community (capital D) is the group of deaf people who identify and communicate with each other using their own sign language. Spanish Sign Language is a language totally different from simply signing or spelling Spanish. Nearly all Deaf Spaniards can read some written Spanish and communicate to a limited degree by lip reading. Their ability to read Spanish, how- ever, is very limited. Only ten percent of deaf people have deaf parents; few deaf children can communicate adequately with their hearing parents. Instead, deaf people congregate with each other at "associations" in urban centers. These "associations" are open most nights and provide full programs of social, cultural, sporting and support services so that most socialization takes place with other Deaf in these settings. Spanish Deaf are nominally Catholic but most have no interest in Primary Religion: pursuing an understanding of spiritual things. There are no Unknown ________________________________________________________ churches just for Deaf. Two groups of Deaf meet regularly as Disciples (Matt 28:19): part of a hearing church and there are Catholic services with Unknown signing in most of the larger population centers. ________________________________________________________ Churches: 2 _________________________________________________________ Scripture Status (Matt 28:20): No Scripture ________________________________________________________ Population (date): 102,000 ________________________________________________________ The Deaf of Spain______________________________________________________ Have They Heard The Gospel Number of Missionaries Working 2 Number of Churches 2 Any Hindrance to Scripture Distribution? Scripture in video format is extremely expensive and impractical for daily use.
    [Show full text]
  • The Living Heritage of Traditional Names in Postcolonial Zambia
    Osward Chanda PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA MA Thesis in Cultural Heritage Studies: Academic Research, Policy, Management. Central European University Budapest June 2020 CEU eTD Collection PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted to the Department of Medieval Studies, Central European University, Budapest, in partial fulfillment of the requirements of the Master of Arts degree in Cultural Heritage Studies: Academic Research, Policy, Management. Accepted in conformance with the standards of the CEU. ____________________________________________ Chair, Examination Committee ____________________________________________ Thesis Supervisor ____________________________________________ Examiner CEU eTD Collection ____________________________________________ Examiner Budapest June 2020 PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted to the Department of Medieval Studies, Central European University, Budapest, in partial fulfillment of the requirements of the Master of Arts degree in Cultural Heritage Studies: Academic Research, Policy, Management. Accepted in conformance with the standards of the CEU. ____________________________________________ External Reader CEU eTD Collection Budapest June 2020 PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted
    [Show full text]
  • Competition Materials
    Competition Opens: October 7, 2019 Questions due: October 23, 2019 (12:00 pm ET) Closing Date: November 15, 2019 (12:00 pm ET) Begin with Books Prize Competition Document Contents Acronym List 3 Glossary 3 Prize Competition Summary 4 Background 5 Who is seeking solutions? 8 What is the Begin with Books Prize? 9 What are the Solution Requirements? 11 Resources 13 Application Process Overview 13 Submission Requirements 14 Judging Criteria 17 Annexes 19 2 Acronym List ACR GCD All Children Reading: A Grand Challenge for Development EGIDS Expanded Graded Intergenerational Disruption Scale (EGIDS) EPUB Electronic Publication File Format ET Eastern Time GBA Global Book Alliance GDL Global Digital Library HTML Hypertext Markup Language MICS Multiple Indicator Cluster Survey PDF Portable Document Format QA Quality Assurance SL Sign Language STEM Science, Technology, Engineering, Math (STEM) URL Uniform Resource Locator WCAG Web Content Accessibility Guidelines Glossary Cost-Effective The package of books that uses the Eligible Approaches to develop the most economical combination of books for each level (Pre-primary, Kindergarten, Grades 1 & 2) which meet the Solution Requirements. High-Quality Titles that meet the Solution Requirements. Library Materials Decodable and levelled reading resources for children’s independent reading and more complex texts that adults can read aloud for children. 3 Prize Competition Summary A child's path to opportunity begins with literacy, and literacy begins with books. Join this global competition to create books for children in languages they use and understand. Literacy leads to better health, broadens employment opportunities, and creates safer and more stable societies. However, more than 387 million children are not expected to read or do basic math by the end of primary school.1 For the more than 93 million children with disabilities globally, learning outcomes are even lower, as they are less likely to go to school and have access to accessible learning resources.
    [Show full text]
  • WASLI 2011 Conference Proceedings
    WORLD ASSOCIATION OF SIGN LANGUAGE INTERPRETERS 2011 Conference Proceedings Proceedings of the 4th Conference of the World Association of Sign Language Interpreters Durban, South Africa, July 14-16, 2011 Edited by Brendan Costello, Mary Thumann, and Risa Shaw WASLI 2011 Conference Proceedings ISBN 978-0-646-91543-2 WASLI 2011 Conference Proceedings World Association of Sign Language Interpreters Introduction .......................................................................................................... 1! Reflections on Adventures with WASLI .............................................................. 5! Nicole Montagna! Working together to support the Solomon Islands: An emerging Deaf and interpreting community ..................................................................................... 12! Angela Murray! Joneti Rokotuibau! A Glimpse at the development of Sign Language Interpretation in Uganda . 24! Awoii Patrick Micheal! Developing Deaf Interpreting Training and Assessment Frameworks .......... 36! Paul Bartlett! Stuart Anderson! Collaboration Among Interpreters: A Worldwide Communication Network .. 47! Jordi Ferré! Meliton Bustinza! Response from WASLI President ...................................................................... 52! Deb Russell! The “teacher-interpreter paradox”: exploring the roles of post-secondary educational South African Sign Language interpreters .................................. 54! Odette Swift Legal Interpreting: A North American Survey ................................................
    [Show full text]
  • BFA Recipient Organizations in Africa by Country
    BFA Recipient Organizations in Africa by Country Algeria University d’Oran Angola Save the Children Botswana BA ISAGO University College Golden Sun Services Botswana Book Project Cameroon ASEC-NW Cameroon Association of Journalists National Book Development Council The Presbytery of St. Andrew Cape Verde American Embassy of Cape Verde Chad United Nations High Commissioner for Refugees/Chad Congo Association AZUR Developpement Eritrea ACORD Asmara University Eritrian Relief Committee Ethiopia Abay Health College Addis Ababa College of Technology and Commerce Admas University College Amhara Development Association American Embassy Association For Children & Youth Cheha Wudma Devlopment Association CODE-Ethiopia Episcopal Conference Ethiopia Knowledge & Technology Transfer Society (EKTTS) Ethiopian Library & Information Foundation For Education Ethiopian Community Development Council Ethiopia Reads Horn Aid UK NIGAT Rotary Club of Addis Ababa SOS Children’s Fund The Gimbie SDA School The Love for Children Organization The Relief Society of Tigray Tigray Development Association YMCA-Ethiopia The Gambia Ministry of Education Rotary Club of Fajara United Kingdom’s Medical Reasearch Council Laboratories YMCA-The Gambia Ghana Action Child Mobilization Assasan Community Schools BRIDGE, Inc. Ghana Book Trust Ghana Institute of Engineers Ghana Institute of Linguistics Kpamba Scholarship Foundation Michael Lapsley Foundation Musab Aid Organization Namalteng Integrated Development Programme Peace Corps-Ghana Prometra Ghana Regent University College
    [Show full text]
  • Evaluation of Nigeria Universities Websites Using Alexa Internet Tool: a Webometric Study
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln 2020 Evaluation of Nigeria Universities Websites Using Alexa Internet Tool: A Webometric Study Samuel Oluranti Oladipupo Mr University of Ibadan, Ibadan, Nigeria, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac Part of the Library and Information Science Commons Oladipupo, Samuel Oluranti Mr, "Evaluation of Nigeria Universities Websites Using Alexa Internet Tool: A Webometric Study" (2020). Library Philosophy and Practice (e-journal). 4549. https://digitalcommons.unl.edu/libphilprac/4549 Evaluation of Nigeria Universities Websites Using Alexa Internet Tool: A Webometric Study Samuel Oluranti, Oladipupo1 Africa Regional Centre for Information Science, University of Ibadan, Nigeria E-mail:[email protected] Abstract This paper seeks to evaluate the Nigeria Universities websites using the most well-known tool for evaluating websites “Alexa Internet” a subsidiary company of Amazon.com which provides commercial web traffic data. The present study has been done by using webometric methods. The top 20 Nigeria Universities websites were taken for assessment. Each University website was searched in Alexa databank and relevant data including links, pages viewed, speed, bounce percentage, time on site, search percentage, traffic rank, and percentage of Nigerian/foreign users were collected and these data were tabulated and analysed using Microsoft Excel worksheet. The results of this study reveal that Adekunle Ajasin University has the highest number of links and Ladoke Akintola University of Technology with the highest number of average pages viewed by users per day. Covenant University has the highest traffic rank in Nigeria while University of Lagos has the highest traffic rank globally.
    [Show full text]
  • Consortium of Universities for Global Health Annual Report 2017-2019
    Consortium of Universities for Global Health Annual Report 2017-2019 (Courtesy of UK Department for International Development) 1608 Rhode Island Ave., Suite 240 Washington, DC 20036 Page 1 Letter from the Chair of the Board and the Executive Director Dear Colleague, During these tumultuous times, the Consortium of Universities for Global Health (CUGH) continues to grow, diversify, and expand its activities. This may reflect global health’s capacity to be the interdisciplinary and cross-sectoral platform needed to address the complex challenges the world faces. Non-communicable diseases, environmental degradation, climate change, new and old infectious diseases, weak governance, technology, inequality and demographic changes pose deep challenges to achieving a sustainable future for all. Over the last two years we secured four important grants which have strengthened our political engagement and training activities. Our committees and working groups continue to convene experts across the global health enterprise to address numerous challenges. We were very pleased to complete our Capacity Building Platform, an online portal which helps to connect institutions in low resource countries with trainers they may be seeking; we also built an open access, crowd sourcing site that connects research questions with researchers; we created new working groups on Planetary Health-One Health-Environmental Health; Palliative Care; Equity; and Humanities; and we collaborated with our members to hold global health events outside the US (our first was with American University in Beirut). Significantly, we changed our mission statement to reflect our collective efforts to improve the health of people and the planet. Our membership continues to grow, with new members joining CUGH from every region of the world.
    [Show full text]