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Dick Fehnel: Lessons from Graver’s School

Dick Fehnel worked as higher education consultant for World Bank, Ford Foundation and the Human Sciences Research Council. He held the positions of acting representative (1998–1999) and programme officer (1993–2000) for the Ford Foundation, Southern Africa, after which he semi-retired to Portland Oregon, and continued to travel and consult until his death in May 2006.

Some Developments in Research in Science and Mathematics in Sub-Saharan Africa

Much attention in late-developing countries is given to providing access to studies which allow school leavers to enter science and technology-related careers. These programmes are driven by the belief that graduates will then substantially contribute to the developmental needs of their countries.

But is providing access to institutions enough? Students in developing countries often come from school environments
lacking in resources – human, physical and financial. This book, in a number of chapters, reviews research related to the crucial dimension of epistemological access to the disciplines of import, which students need as much as institutional access in order to improve their chances of success.

Responding to the Educational Needs of Post-School Youth

Books a la Carte are unbound, three hole punch versions of the textbook. This lower cost option is easy to transport and comes with same access code or media that would be packaged with the bound book.
This no. 1 selling non majors microbiology textbook is praised for its straightforward presentation of complex topics, careful balance of concepts and applications, and proven art that teaches. In its Tenth Edition, Tortora Funke Case responds to the no. 1 challenge of the microbiology course: teaching a wide range of student levels, while still addressing student under preparedness. The Tenth Edition meets students at their respective skill levels.

Higher Education Financing in East and Southern Africa

This nine-country study of higher education financing in Africa includes three East African states (Kenya, Tanzania and Uganda), five countries in southern Africa (Botswana, Lesotho, Mozambique, Namibia and South Africa), and an Indian Ocean island state (Mauritius). Higher Education Financing in East and Southern Africa explores trends in financing policies, paying particular attention to the nature and extent of public sector funding of higher education, the growth of private financing (including both household financing and the growth of private higher education institutions) and the changing mix of financing instruments that these countries are developing in response to public sector financial constraints. This unique collection of African-country case studies draws attention to the remaining challenges around the financing of higher education in Africa, but also identifies good practices, lessons and common themes.

Focus on Fresh Data on the Language of Instruction in Tanzania and South Africa

This is a series of books from the LOITASA (Language of Instruction in Tanzania and South Africa) project. LOITASA is a NUFU-funded (Norwegian University Fund) project which began in January 2002 and continued till the end of 2006. It is, what in donor circles is known as a ‘South-South-North’ cooperation project which, in this case, involves research cooperation between South Africa, Tanzania and Norway. The first book, entitled Language of instruction in Tanzania and South Africa (LOITASA), focused on the current language in education situation in the two countries by providing a description and analysis of existing language policies and practices

Researching the language of instruction in Tanzania and South Africa

This book is the second in a series of books from the LOITSASA (Language of Instruction in Tanzania and South Africa) project and reflects the work done in the second year of the project. LOITSASA is a NUFU-funded (Norwegian University Fund) project which began in January 2002 and continued till the end of 2006. It is, what in donor circles is known as a 'South-South-North' cooperation project which in this case, involves research cooperation between South Africa, Tanzania and Norway. The first book, entitled Language of instruction in Tanzania and South Africa (LOITSASA), focused on the current language in education situation in two countries by providing a description and analysis of existing language policies and practices. This book has as its main focus a discussion of research projects in the two countries focusing on the language of instruction issue. All the chapters in the book were presented at the second LOITSASA Workshop held at the University of the Western Cape in April 2003.