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Socio-cultural aspects of farmers’ perception of the risk of climate change and variability in Central Ethiopia
Strategies for specialty training of healthcare professionals in low-resource settings: a systematic review on evidence from stroke care
Instructional Strategies for Effectively Teaching Mathematics in Grade 1 Classrooms in Rumanyo: A Kavango East Region Case
Contextual factors influencing implementation of a university-based midwifery education programme in Central Africa: A qualitative study
Knowledge and perception about asthma among students in a Nigerian single-sex secondary school
Discursive challenges in Portuguese as a medium of instruction in Natural Science classes in Mozambique [Desafios discursivos em Português como meio de instrução nas aulas de Ciências Naturais em Moçambique]
Socio-cultural aspects of farmers’ perception of the risk of climate change and variability in Central Ethiopia
by Dula Etana
There is a dearth of evidence on the socio-cultural aspects of climate change risk perception in developing countries. This study investigates the variation in farmers’ perception of the risks of climate change and variability by their socio-cultural characteristics. Data were collected from 810 randomly selected households in central Ethiopia using a structured questionnaire. Polling, a maximum likelihood prediction method of multivariate analysis that jointly evaluates the combined roles of different variables, allowing for non-parametric interactions, was used to analyse the data. The results show that households with a high risk perception have high accurate knowledge about climate change, experience of climatic events, value both societal and individual responsibilities to reduce the impact of climate change, and reside in the midland agro-ecological settings. On the other hand, a low descriptive norm, low social capital, lack of access to media, low level of education, and valuing autonomy characterize households with a low risk perception. The findings entail that communication strategies focusing on evidence-based knowledge about causes and consequences of and responses to climate change, past experience of climatic events, as well as fostering self-transcendence and openness-to-change values raise risk perception to engage farmers in adaptation actions. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Strategies for specialty training of healthcare professionals in low-resource settings: a systematic review on evidence from stroke care
by Habibi, Junaid
Background: The greatest mortality and disability from stroke occurs in low- and middle-income countries. A significant barrier to implementation of best stroke care practices in these settings is limited availability of specialized healthcare training. We conducted a systematic review to determine the most effective methods for the provision of speciality stroke care education for hospital-based healthcare professionals in low-resource settings. Methods: We followed the PRISMA guidelines for systematic reviews and searched PubMed, Web of Science and Scopus for original clinical research articles that described or evaluated stroke care education for hospital-based healthcare professionals in low-resource settings. Two reviewers screened titles/abstracts and then full text articles. Three reviewers critically appraised the articles selected for inclusion. Results: A total of 1,182 articles were identified and eight were eligible for inclusion in this review; three were randomized controlled trials, four were non-randomized studies, and one was a descriptive study. Most studies used several approaches to education. A “train-the-trainer” approach to education was found to have the most positive clinical outcomes (lower overall complications, lengths of stay in hospital, and clinical vascular events). When used for quality improvement, the “train-the-trainer” approach increased patient reception of eligible performance measures. When technology was used to provide stroke education there was an increased frequency in diagnosis of stroke and use of antithrombotic treatment, reduced door-to-needle times, and increased support for decision making in medication prescription was reported. Task-shifting workshops for non-neurologists improved knowledge of stroke and patient care. Multidimensional education demonstrated an overall care quality improvement and increased prescriptions for evidence-based therapies, although, there were no significant differences in secondary prevention efforts, stroke reoccurrence or mortality rates. Conclusions: The “train the trainer” approach is likely the most effective strategy for specialist stroke education, while technology is also useful if resources are available to support its development and use. If resources are limited, basic knowledge education should be considered at a minimum and multidimensional training may not be as beneficial. Research into communities of practice, led by those in similar settings, may be helpful to develop educational initiatives with relevance to local contexts. © 2023, The Author(s).
Instructional Strategies for Effectively Teaching Mathematics in Grade 1 Classrooms in Rumanyo: A Kavango East Region Case
by Anna F.S.M.
Fluency in the dominant language of learning, teaching, and evaluation is a critical issue for inclusivity and equity. The present study sought to establish instructional strategies that may be devised by the Rumanyo teachers to effectively teach mathematics for Grade 1 learners in the medium of Rumanyo as a mother tongue in the Namibian context. This study used a mixed-methods research approach and a constructivist theoretical framework. A mixed-method research design was chosen because it is necessary to demonstrate the validity and reliability of the quantitative components when using mixed methods, as well as the integration of qualitative and quantitative findings across the entire study. The sample size was chosen on purpose. In the Kavango East Region (KER), the sample comprises of ten teachers, five management personnel, and three advising teachers. Based on the following standards, purposeful sampling was used: Only Grade 1 teachers with at least one year of teaching experience, graduate from any colleges, the University of Namibia, and other institutions, teachers enrolled in the University of Namibia’s Diploma in Junior Primary Education (DJPE) programme who are teaching in Rumanyo, principals or head of department (HOD) at a school, and teachers undergoing In-Service Educational Training (INSET) and advisory board members. These instructors and advisory educators were chosen because it was believed that they would have information regarding how the mother tongue affects maths performance. A classroom observation checklist and the focus group interview guide were used to collect data. While quantitative data were provided in tables and graphs and employed descriptive analysis to analyse the data, qualitative data were presented verbatim and in themes and were subjected to content analysis. The findings reveal that teaching aids like stones, bottle tops, and any kind of seeds like mahangu seeds, beans, and ground nuts help my students in counting and solving addition and subtraction sums. The study recommends that further study is sought to establish hindering factors of teaching mathematics in the medium of Rumanyo and develop a framework to enhance mathematics instruction in the medium of Rumanyo. Also, an App titled “Shinyanga” should be developed in the language of Rumanyo by adapting it from the existing App of the Oshindonga dialect with the goal of linking Rumanyo-speaking youngsters to their language by allowing them to listen to historic Rumanyo folklore, songs, and poems. As a result, they would be able to supplement their language skills.
Contextual factors influencing implementation of a university-based midwifery education programme in Central Africa: A qualitative study
by Fatuma Kilongo Ngongo
Aim: To investigate contextual factors and their influence on implementing a 90-credit midwifery education programme for nurses at a university in the eastern DRC. Background: To improve maternal and neonatal health, there is a government policy in the Democratic Republic of Congo (DRC) to educate midwives at a higher education level according to international norms. This study investigates contextual factors and their influence on the implementation of a midwifery education programme which is based on national curriculum and has a profile of person-centred care, simulation-based learning pedagogy and information and communication technology. Method: A qualitative study was conducted with data collected through semi-structured interviews with 22 participants who were directly or indirectly involved in establishing the midwifery education programme. Transcribed interviews were analysed using content analysis. Results: The factors influencing the implementation of the new midwifery education programme comprise facilitating and hindering factors. Facilitating factors were: (i) awareness that midwives educated at a higher education level can deliver higher-quality health care, (ii) women are motivated to seek care from well-educated midwives, (iii) the planned programme is attractive and (iv) the university has a stable academic administration and established collaborations. Hindering factors were: (i) Students’ lack of prerequisites for study; (ii) objections to educating midwives at a higher education level; (iii) inadequate teaching resources; and (iv) inadequate working conditions for midwives. Conclusion: The facilitating factors strengthen the belief that it is possible to implement this midwifery education programme, while the hindering factors need to be addressed to run the programme successfully. The findings can guide higher education institutions starting similar midwifery education programmes in the DRC and elsewhere, although it is crucial to conduct a context study in those specific contexts. © 2023 The Authors
Knowledge and perception about asthma among students in a Nigerian single-sex secondary school
by Amorha, KC
Introduction Asthma is prevalent among children and adolescents. Few studies have assessed the knowledge and perceptions of asthma among adolescents. Objectives This study assessed the knowledge and perception about asthma among secondary school students in an all-girls school in Nigeria. Methods This cross-sectional study was conducted in a Nigerian secondary school in Enugu State (February 2020). In Senior Secondary School (SS1, SS2 and SS3), students could be in one of three specialized classes: Sciences, Humanities and Business. A self-administered structured questionnaire was filled by conveniently sampled students in SS1 and SS2. Inferential statistics utilized the Pearson's chi-square test and multiple linear regression with statistical significance set as P < 0.05. Results Three hundred and eighty-eight (388) students participated in the study (mean age = 14.64 +/- 0.93 years). Majority of the students were in Science class (n = 299; 77.1%). There was high awareness about asthma (n = 384; 99.0%). More than half of them had good asthma knowledge (n = 279; 71.9%); close to three-fifths had favourable perception of asthma (n = 222; 57.2%). More students in SS2 had good knowledge of asthma compared to those in SS1 (76.7% vs. 67.2%; xab53;(2) = 4.338; P = 0.037). More students in Science class had favourable perceptions about asthma compared with those in Humanities and Business class (60.5% vs. 48.1% vs. 25.0%; xab53;(2) = 7.458; P = 0.024). Conclusion Majority of the students were aware about asthma and had good knowledge of the disease while close to three-fifths had favourable perceptions about asthma.
Discursive challenges in Portuguese as a medium of instruction in Natural Science classes in Mozambique [Desafios discursivos em Português como meio de instrução nas aulas de Ciências Naturais em Moçambique]
by Chambo G.A.
This study analyzes Portuguese discourse practices (L2) in 4th grade Science classroom of the Mozambican bilingual education program whose curriculum determines language separation pedagogy, maximum Portuguese exposure and mother tongue avoidance on post-transition grades. Basing on the lessons observation taught in mother tongue (L1) before transition and the ones taught in Portuguese (L2) after transition plus interviews to teachers, it was found out in the study that the students' low levels of proficiency in Portuguese hinders or reduce their effective participation and interaction during the lectures for the sake of the discursive patterns Initiation-Response-Feedback (IRF). Alternatively, teachers exploit Safetalk as a discursive pattern to ensure the progress of the class without safeguarding the learning process. The study concludes that teachers teach in the light of curriculum-based pedagogies rather than bilingual pedagogy in which they were not trained. © 2020 Universidade do Vale do Rio dos Sinos. All rights reserved.
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