13,548 results on '"Mauritania"'
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2. Off to Learn: Making Offline Digital Learning Work for Vulnerable Girls in Mauritania. Research Brief
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UNICEF Office of Research – Innocenti (Italy), Valenza, Marco, Despréaux, Elisa, Gadio, Binta Alassane, and Dreesen, Thomas
- Abstract
In Mauritania, many learners struggle with French, one of the official languages of instruction at school. This language barrier hinders student progress with the curriculum, increasing the chances of leaving school. This risk disproportionately affects adolescent girls due to discriminatory social norms undermining their continued education, even in urban areas of the capital, Nouakchott. To address these challenges, UNICEF Mauritania, in collaboration with the Akelius Foundation and national partners, has initiated a blended course to improve French proficiency for girls in a disadvantaged neighbourhood of Nouakchott. The blended course, which takes place at a community-based facility during afternoons, integrates regular teaching with the offline use of the Akelius Digital Learning app. This research brief presents evidence on how the blended course supported vulnerable girls' learning and other socio-emotional skills. It highlights lessons learnt for practitioners in implementing digital learning in resource-constrained environments, including the reliance on offline solutions and the co-design of digital content with the teachers.
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- 2023
3. Time to Teach: Teacher Attendance and Time on Task in West and Central Africa
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UNICEF Office of Research – Innocenti (Italy), Játiva, Ximena, Karamperidou, Despina, Mills, Michelle, Vindrola, Stefania, Wedajo, Hanna, Dsouza, Andrea, and Bergmann, Jessica
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Teachers are the most important drivers of students' academic achievement and they are at the heart of learning recovery efforts. Finding out the bottlenecks and necessary conditions for ensuring teachers' presence at school and in the classroom is essential. Time to Teach is a mixed methods research initiative that aims to find out the contextual, working conditions and policy factors impeding primary school teacher attendance in 11 West and Central African countries: Co^te d'Ivoire, Gabon, Ghana, Guinea, Guinea Bissau, Liberia, Mauritania, Niger, Nigeria, The Gambia, and Togo. The study considers teacher attendance as multi-dimensional, in four distinct forms. Teachers were asked to about their attendance in relation to: (1) being school; (2) being punctual (arriving and leaving on time); (3) being the classroom; and (4) spending sufficient time on task. Evidence is drawn from national, system-wide qualitative data collection and school observations, and a quantitative survey of 1,673 teachers working in 234 purposively selected primary schools. While primary data were collected prior to the COVID-19 school closures (in the 2018/2019 school year), the study provides important insights on how the pandemic has exacerbated chronic challenges of education systems that impact teacher attendance and is therefore informative for policy, both in the current COVID-19 era and beyond.
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- 2022
4. Time to Teach: Teacher Attendance and Time on Task in West and Central Africa. Report Summary
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UNICEF Office of Research – Innocenti (Italy)
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In sub-Saharan Africa, the loss of teaching hours due to teacher absenteeism corresponds to a waste of approximately 46 cents for every US dollar invested in education, an annual wastage of 1-3% of GDP. This brief summarizes the results of research in 11 countries in West and Central Africa under the Time to Teach study, a project in UNICEF that aims to provide critical insights into the factors that underpin different forms of primary school teacher absenteeism. It explains the frequency of teacher absenteeism in four forms--absence from school, lateness or early departure, absence from the classroom, and reduced time on task--and the reasons teachers give for their absence. But teachers are also motivated by factors such as training, availability of teaching and learning resources, and other non-system factors. More details are available in the country reports.
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- 2021
5. Reopening with Resilience: Lessons from Remote Learning during COVID-19 in West and Central Africa
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UNICEF Office of Research – Innocenti (Italy), Valenza, Marco, Dreesen, Thomas, and Djibo Abdou, Yacouba
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Countries in West and Central Africa strived to implement national responses to continue learning activities during school closures. These responses relied on a mix of channels, including online platforms, broadcast media, mobile phones and printed learning packs. Several barriers, however, still prevented many children and adolescents in the region from taking advantage of these opportunities, resulting in learning loss in a region where almost 50 per cent of children do not achieve minimum reading skills at the end of the primary cycle. This report builds on existing evidence to highlight key lessons learned in continuing education for all at times of mass school closures and provides actionable recommendations to build resilience into national education systems in view of potential future crises.
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- 2021
6. A Dilemma of Primary Schools' Transition: A Stance from Classroom Teachers in Assaba-County, Mauritania
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Abdellahi, Mohamed Leghdaf and Stonier, Francis
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This study aimed to explore factors influencing students' transition from primary to secondary schools, the discrepancy of primary and secondary enrollments. The study used cluster sampling for identifying schools from the district of Assaba. The study aimed to explore the issue from teachers' perspectives. Classical Liberal Theory was adopted as a framework to guide this study. The theory argues that all individuals have the right to access education without any disparity. So, education systems are found to develop human capabilities and enable individuals to further their inherent skills. A qualitative approach was used as a study methodology, using a narrative inquiry approach to explore participants' perceptions about factors influencing the transition from primary to secondary. Interviews were the instrument used to collect data from 12 participants selected randomly from 3 schools. The study found that discontinuity of learning, home distance from schools, gender preference in education, and low income impact the transition from primary to secondary levels. The study recommends that school principals enhance counseling guidelines in schools for students, engaging parents' participation in the education process.
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- 2021
7. TVET Advocacy: Ensuring Multi-Stakeholder Participation. New Qualifications and Competencies for Future-Oriented TVET. Volume 2
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UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany), Federal Institute for Vocational Education and Training (BIBB) (Germany), and Sgarz, Matteo
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This document is organized in three volumes and aims to cater to the diverse needs of Technical and Vocational Education and Training (TVET)-related institutions. From their unique perspectives, the document explores and examines the three I's process: the timely and accurate identification of new qualifications and competencies (NQCs), their integration into appealing and flexible curricula, and their effective implementation through new teaching and learning methods as well as relevant teacher and trainer training. Illustrated with case studies and practical examples, the document proposes solutions to specific challenges, and offers a database of experiences and lessons from across the world. This volume addresses the role of meso-level TVET stakeholders in the process of maintaining and updating TVET systems to ensure they remain fit for purpose. This volume is intended to give meso-level TVET stakeholders a better understanding of their role in the greater TVET ecosystem; potential tools for identifying, integrating and implementing NQCs for a TVET system; and action items for closer collaboration with other stakeholders. The following contents are presented: (1) The 'three-i' approach: identification, integration and implementation of new qualifications and competencies; (2) Identification of NQCs: A meso-level perspective; (3) Integration of NQCs: A meso-level perspective; and (4) Implementation of NQCs: A meso-level perspective. [For volume 1, see ED619361. For volume 3, see ED619363.]
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- 2021
8. Trends in Adult Learning and Education in the Arab States: Findings from the 4th Global Report on Adult Learning and Education
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UNESCO Institute for Lifelong Learning (UIL) (Germany)
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The UNESCO Institute for Lifelong Learning (UIL) prepares the "Global Report on Adult Learning and Education" ("GRALE") every three years in order to strengthen understanding of 'where we stand' as a global community, and to address the growing need for youth and adult education. The present report draws on data from "GRALE 4," published in 2019, to provide a regional snapshot of the progress made in adult learning and education in the Arab States between 2015 and 2018. Drawing on information from 18 Arab countries, it allows for a comparative analysis both among Arab countries and with the rest of the world, and provides insights useful to governments, education experts and policymakers in the Arab States keen to monitor and accelerate progress towards Sustainable Development Goal (SDG) 4 on education and, indeed, the wider sustainable development agenda. The report reveals that adult learning and education in the region is strongly focused on literacy, with less attention given to other areas of adult learning, such as continuing education and professional development, and citizenship education. This suggests that, while further progress is needed in achieving basic education for all, the other dimensions of adult learning need to be given adequate attention to ensure provision that is comprehensive and relevant to the diverse needs of adult and youth learners. Furthermore, the report suggests that good governance, supportive political will and adequate funding are key to fully realizing the potential of adult learning and education for economic, social, technological, and societal transformation.
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- 2020
9. 'We Don't Live in Jungles': Mediating Africa as a Transnational Socio-Spatial Field
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Schmidt, Sandra J.
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Background/Context: Amid rising immigration from the African continent to the United States, researchers have begun to explore the transnational identities and networks of African immigrants. There is a small body of literature about whether educational supports for immigrant youth are differentiated to address the particularities of African immigrant youth. Purpose/Objective/Research Question/Focus of Study: Transnational theories presume that subjects use social networks to connect home and diaspora. They are encountering both perceived and lived social spaces to navigate belonging in and across space. This study asks, "How do youth from the African continent mediate transnational belonging in NYC?" Studying the experiences of youth has implications for the curricular and extracurricular spaces of schools wherein newcomer youth navigate how to belong in the diaspora. Population/Participants/Subjects: Research participants are 19 newcomer African youth from Centrafrique, Cote d'Ivoire, Ethiopia, Guinea, Mauritania, Niger, and Senegal. Most of the youth are multilingual and speak French and English as third or fourth languages. Research Design: This qualitative study draws from participatory action research and visual methods. The study was conducted with Sankofa Club, a weekly afterschool student-led club. In the club, students responded to stereotypes by producing websites about the continent and carrying out research within the club to compare their homes and share their migration stories. Findings/Results: The article presents "Africa" as a Mediated Transnational Space, produced by hegemonic structures, that youth mediate as they connect homes. The study finds that youth wrestled with their identification as African. It reexamines transnationalism and positions Africa as a social field through which youth are produced (come to be) as African subjects, redress their belonging to that field by contributing their own symbols and experiences, and use it as they navigate an Africain-NYC that does not adhere to continental boundaries. Conclusions/Recommendations: Educators can support the belonging to home, Africa, and the United States by representing Africa as a generative space in curriculum and social practices.
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- 2022
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10. Skills for Industrialisation in Sub-Saharan African Countries: Why Is Systemic Reform of Technical and Vocational Systems so Persistently Unsuccessful?
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Allais, Stephanie
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This paper examines three interrelated factors outside of formal provision of technical and vocational education and training (TVET) in sub-Saharan Africa that have undermined TVET systems. The first is the process, pace, and levels of industrialisation, which has had a direct effect on TVET provision: low numbers of well-paying jobs requiring technical expertise. This has an indirect effect, which is the second crucial factor: lack of economic development and change in labour markets. There are very few jobs that would be considered 'middle class' or 'mid-level' in wealthy countries. Most people are in survivalist work. An international consensus since the 2000s on palliative approaches to development which address the effects but not the causes of the lack of economic development in Africa has resulted in mass poor quality provision of education--the third factor. Education systems are rapidly expanding and achievement levels rising, in the context of very little possibility of labour market rewards for most people, and substantial labour market rewards confined mainly to graduates. This reinforces deeply embedded cultural preferences for general education, which originate in the type of education systems established by colonial powers, as well as the relationships between educational credentials and elite jobs.
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- 2022
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11. Exploring the Determinants of School Attendance in Mauritania: A Logistic Regression Analysis
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Mohamedou Nasser Dine
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This study investigated the sociodemographic determinants of school attendance in Mauritania. Data were drawn from the National Household Survey 2019 and a logistic regression econometric model was used to analyse the association between sociodemographic variables and the dependent variable outcome: school attendance. The findings revealed that sociodemographic determinants significantly influence school attendance in Mauritania. The article highlights that males have higher odds of attendance than females, while an increase in age decreases the odds of attendance. Additionally, having a phone and national identification is associated with higher odds of attendance. Living in rural areas decreases the chances of school attendance and being of foreign nationalities has varying effects on attendance. The study provides valuable insights into the challenges of ensuring education access for all in Mauritania and recommends further research and policy interventions to address these challenges.
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- 2022
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12. Disability and Inclusive Education: Stocktake of Education Sector Plans and GPE-Funded Grants. Working Paper #3
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Global Partnership for Education (GPE)
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This report was commissioned by the Global Partnership for Education's Secretariat to take stock of how disability and inclusive education are in included in education sector plans (ESPs) in 51 countries, including GPE-funded programs, such as education sector program implementation grants (ESPIGs), program documents (PADs), implementation progress reports (IPRs) Education Sector Analysis (ESA), if applicable, and other relevant GPE program documents. Moreover, a plethora of key international reports and monitoring reports was reviewed. This report documents progress and highlights the need to step up support to GPE partner countries on disability and inclusive education, to improve consideration of issues around disability and inclusion in education sector analysis and sector planning processes to better promote the achievement of GPE 2020 strategic goal 2, and to fulfill the transformative vision of Agenda 2030. This means ensuring that girls and boys with disabilities are not only able to access their right to a quality education in a nurturing environment, but also, through education, become empowered to participate fully in society, and enjoy full realization of their rights and capabilities. [This report was written with Louise Banham and Eleni Papakosta.]
- Published
- 2018
13. Does Education Represent a Social Protection for Lifetime in Sub-Saharan Africa?
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Checchi, Daniele and Salvi, Angelica
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This study provides evidence on the distribution of school attendance and educational attainment across African countries, focusing on the correlation with literacy rates in the population, level of resources and country institutional features. The study also estimate sample correlations between enrolment and macroaggregates, related to resources (GDP per capita, student/teacher ratio), computing some counterfactuals. The authors then move to micro-data, selecting three African countries as representative examples of low (Mauritania), middle (Uganda) and high (Ghana) educational attainment. Using social surveys conducted in these countries, the authors estimate the returns to education in terms of better quality of employment (for those who are in the labour market) and of higher monetary returns (for the sub-sample of those earning a monetary wage). In addition, the authors collapse the data at household level, in order to study the determinants of individual educational attainment of children aged between 5 and 25, showing the correlation between parental education, availability of schools at community level, external shocks (like drought, famine, war) and the individual probability of being in school.
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- 2017
14. Girls' Education and Gender in Education Sector Plans and GPE-Funded Programs
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Global Partnership for Education (GPE)
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Since the World Education Forum in Dakar in 2000, efforts and commitments at both national and international levels have brought significant progress in education systems with a view to reducing inequity between girls and boys. Among the Global Partnership for Education (GPE) partner developing countries, the primary Gross Enrollment Rate (GER) Gender Parity Index (GPI) increased from 0.82 in 2000 to 0.93 in 2013, and the Primary Completion Rate (PCR) GPI increased from 0.81 to 0.90, for the same period. Despite this progress, gender discrimination continues to keep millions of girls out of classrooms, depriving them of their fundamental right to a quality education. Given the persistence of gender inequalities, the latest 2012-2015 GPE Strategic Plan reaffirmed as a priority goal that "all girls in GPE-endorsed countries successfully complete primary school and go to secondary school in a safe, supportive learning environment." This report was therefore commissioned by the GPE Secretariat to take stock of how girls' education and gender issues are included in education sector plans (ESPs), including their implementation or action plans, in 42 countries, as well as in GPE-funded programs in member developing countries. The objective of the report is to establish an information baseline based on a sector plan formative evaluation to improve consideration of this issue in the future sector plans in order to better promote the achievement of GPE Strategic Objective 2 on gender equality and inclusion. Key findings in this report include: (1) The presentation of gender-disaggregated statistical data in ESPs is a key first step in assessing the extent of gender disparities and identifying at what levels such disparities exist; (2) National statistical data may conceal significant regional disparities; and (3) The lack of female teachers was highlighted in 31% of ESPs as a barrier to girls' education. The following annexes are included: (1) Selected Countries for the Study; (2) Data Availability in ESPs; (3) Barriers to Girls' Education as Mentioned in ESPs; (4) Strategies; (5) Gender-Sensitive ESPs; and (6) Analysis Framework.
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- 2017
15. Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors
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Rowtho, Vikash
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Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students participated in the study conducted in a Mauritian private tertiary academic institution. Results of regression analyses identified the variables having a significant influence on academic performance. These variables were used in a linear discriminant analysis where 74 percent of the students could be correctly classified into three categories: at-risk, pass or fail. In conclusion, this study has proposed a new technique that can be used by institutions to determine significant academic performance predictors and then identify at-risk students upon whom interventions can be implemented prior to exams to address the problem of dropouts.
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- 2017
16. The State of the World's Children 2016: A Fair Chance for Every Child
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United Nations Children's Fund (UNICEF) and Watkins, Kevin
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Every child has the right to health, education and protection, and every society has a stake in expanding children's opportunities in life. Yet, around the world, millions of children are denied a fair chance for no reason other than the country, gender or circumstances into which they are born. The "State of the World's Children 2016" argues that progress for the most disadvantaged children is not only a moral, but also a strategic imperative. Stakeholders have a clear choice to make: invest in accelerated progress for the children being left behind, or face the consequences of a far more divided world by 2030. At the start of a new development agenda, the report concludes with a set of recommendations to help chart the course towards a more equitable world. A Perspectives section offers: (1) A fair chance for girls -- End child marriage (Angélique Kidjo); (2) Give children a chance (Gordon Brown); and (3) What are we waiting for? Sustainable societies begin with children (Kailash Satyarthi).
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- 2016
17. Parents' Perceptions of Raising Children with Autism Spectrum Disorders in the United States and Arab Countries: A Comparative Review
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Al Khateeb, Jamal M., Kaczmarek, Louise, and Al Hadidi, Muna S.
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Four databases were searched to identify studies published by Arab researchers on parents' perceptions of autism spectrum disorder and studies conducted by US researchers and published in systematic reviews of this topic. The electronic search resulted in 14 studies published by Arab researchers and 55 studies published by US researchers. The results showed that autism spectrum disorder has many of the same effects on Arab and American families. Six major areas were identified in the results. Financial difficulties associated with raising children with autism spectrum disorder were mentioned more in Arab studies than in US studies. Arab studies had more emphasis on gender than US studies. The results related to quality of life of parents of children with autism spectrum disorder in Arab studies were equivocal. US studies included comparisons with families without a child with autism spectrum disorder, and addressed factors that were associated with quality of life indicators. More health, educational, and social services were available in United States than in Arab countries, but some frustration was reported by US parents in obtaining appropriate services in some studies. A higher percentage of Arab studies mentioned the role of religious faith than US studies. Finally, social stigma was evidenced in both cultures, but not much research was available.
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- 2019
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18. Training of School Teachers in West Africa: Remediation of Reading Difficulties through Training in Phonological Awareness and Letter Names
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Briquet-Duhazé, Sophie
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The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results.
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- 2014
19. Entrepreneurship Education in the Arab States. Component II: Regional Synthesis Report
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UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany), StratREAL Foundation (United Kingdom), and El-Kiswani, Abeer
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The UNEVOC-UNESCO International Centre in cooperation with the Regional Bureau for Education-Beirut published the regional synthesis report on Component II of the regional project on entrepreneurship education in the Arab States (2009-2012). With support from the StratREAL Foundation, the project aimed at supporting Arab countries in the development of educational policies and programmes to include the concept of entrepreneurship in their formal education systems. The regional synthesis report on Component II of the initiative highlights the results and outcomes of the project in the four participating countries, namely Jordan, Lebanon, Morocco and Oman. The regional experiences reflect a growing importance to target youth competencies in a wider range, covering life skills, personal development, business development, and social entrepreneurial skills development. The report concludes that the four-year project contributed to an increased awareness on the importance of entrepreneurship education in the region as a means for knowledge and skills development related to business, industry, and self-employment through the education system and facilitated regional and national cooperation. Alongside the development of the regional synthesis report, a final evaluation was carried out to assess the outcome and impact of the activities implemented and captured the experiences and lessons learned throughout the project. The evaluation identifies effective methods to realize the integration of entrepreneurship education, with particular reference to concrete recommendations for follow-up action. The project has demonstrated the importance of a holistic approach to the development of a strong and innovative workforce in the Arab States. Two annexes include: (1) Project Coordinators/Focal Points; and (2) Summary of the Experiences and Activities of Entrepreneurship Education in the Educational Systems of Arab States. [For "Entrepreneurship Education in the Arab States. Final Evaluation Report," see ED560500.]
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- 2013
20. Making Aid More Effective by 2010: 2008 Survey on Monitoring the Paris Declaration Indicators in Selected FTI Countries
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World Bank
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This report presents the results of a pilot survey on aid effectiveness indicators in the education sector carried out by the Education for All--Fast Track Initiative (EFA-FTI) Secretariat. The covers 10 FTI-endorsed countries: Burkina Faso, Cambodia, Ethiopia, Ghana, Honduras, Madagascar, Mauritania, Mozambique, Nicaragua, and Rwanda. All selected countries took part in the 2008 OECD-DAC [Development Assistance Committee of the Organisation for Economic Co-operation and Development] survey. The survey confirms the positive impact of the FTI process on strategy and policy in countries with an FTI-endorsed education sector plan. It also shows that stronger efforts are needed on the part of donors and FTI partner countries to achieve the Paris targets set for 2010. To assist in this process, this FTI report measures the progress 10 countries have made toward increasing aid effectiveness. It presents the qualitative and quantitative outcomes of the country-level assessments and, based on those assessments, is seeking to make available a range of country practices for review and further development. More information on the EFA-FTI and aid effectiveness can be found at: http://www.education-fast-track.org/. Six appendices are included: (1) List of Coordinating Agencies; (2) Methodology used to Assess Ind. 1; (3) Determination of Baseline Ratios for Ind. 4, 5a, 5b, 9, 10a, and 10b; (4) Government Questionnaire; (5) Donor Questionnaire; and (6) Questionnaire for Joint Qualitative Assessment. A list of 92 references and other resources is provided. (Contains 85 tables and 2 figures.) [This publication was prepared by the FTI Secretariat of the World Bank.]
- Published
- 2009
21. Cannabis and Amphetamine Use and Associated Factors among School-Going Adolescents in Nine African Countries
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Peltzer, Karl and Pengpid, Supa
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The aim of this study was to assess the prevalence of cannabis and amphetamine use and associated factors among adolescents in nine African countries. We analyzed cross-sectional data from 25,372 adolescents (mean age 14.3 years, SD = 1.6) from nine African countries that participated in the Global School-Based Student Health Survey (GSHS) in 2009-2013. Information was collected with a self-administered structured questionnaire. Overall, past-month cannabis use was 4.1% and lifetime amphetamine use was 5.1% among students. In multivariable unconditional regression analysis older age, personal attributes (suicidal ideation, current smoking, school truancy, and having had two or more sexual partners), smoking status of the father and/or mother, and environmental stressors (having experienced hunger, been bullied, having been in a physical fight and having been attacked) were associated with both past-month cannabis and lifetime amphetamine use. Measures to prevent and control cannabis and amphetamine use should include personal attributes (suicidal ideation, school truancy, and HIV sexual risk behavior) and environmental stressors (food insecurity and violence).
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- 2018
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22. eLearning and Distance Education at Arab Universities
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Reima Al-Jarf
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This study aimed to identify the extent to which Arab universities are keeping pace with modern technological developments in terms of the availability of e-Learning Management Systems and distance education, the extent of their use, and in which courses they are used. The author accessed the websites of 517 Arab universities and institutions on the Internet. The results showed that only 15% of Arab universities have e-learning management systems, including open universities, virtual universities, some universities of science and technology in Arab countries, and universities in the Gulf states, with the exception of religious universities. The number of e-courses offered is relatively small. Since the use of Learning Management Systems will lead to a quantitative and qualitative shift in education, and failure of Arab universities to use them will lead to their technological and scientific backwardness, the current study gave a number of recommendations for activating e-courses and distance education at Arab universities in a simplified, fast and inexpensive way.
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- 2008
23. Availability and Use of Electronic Databases at Arab Universities
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Reima Al-Jarf
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Latest developments in information technology resulted in a revolution in library and information sciences. Acquiring electronic searching skills together with the availability of electronic resources will enable researchers to access a plethora of up-to-date information and will lead to productivity in research. This study tried to investigate the availability of electronic databases at Arab university libraries, whether faculty members can search electronic databases, and the frequency of database usage. The homepages of 202 Arab universities were browsed and a sample of faculty was interviewed. It was found that 80.7% of Arab university libraries are still traditional and lack electronic databases, including some open universities, virtual universities and universities of science and technology. All university libraries in the Gulf States except Shari'aa universities contain electronic databases. It was also found that most databases are in English; Arabic databases are lacking. Foreign universities, such as the University of Columbia in the Sudan and the American Universities of Cairo and Beirut host many more databases than Arabic universities. It was found that all electronic databases at Um Al-Qura University were used 3686 times a year only. On average, a student or faculty member uses all databases once a year. Taking into consideration that the subscription fee for a single database per year can be as high as US$ 24,000, it can be said that database usage at Arab universities with database access is not cost-effective. In addition, 94% of female faculty members and 97% of female graduate students and none of the library employees at King Saud University can search electronic databases. On the basis of these findings, the study recommends that all Arab universities and research centers have a network of electronic resources, and that Arabic specialized electronic databases be created and new documents be indexed and stored on a regular basis. Researchers should be allowed to access available databases on and off-campus. Electronic publishing in Arabic should be also encouraged.
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- 2004
24. Trends in Private Sector Development in World Bank Education Projects. Policy Research Working Paper Series.
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World Bank, Washington, DC. Human Development Network. and Sosale, Shobhana
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The private sector is playing an increasingly important role in financing and providing educational services in many countries. (Often the term "private sector" encompasses households' out-of-pocket expenses rather than describing for-profit or not-for-profit sectors.) Private sector development has not arisen primarily through public policy design but has been affected by the design and limitations of public policy. Analyses of case studies of 11 of 70 World Bank education projects in 1995-97 reveal that the World Bank's interest in private sector development is in capacity-oriented privatization to absorb excess demand for education. This is crucial to the bank's general strategy for education lending: promoting access with equity, focusing on efficiency in resource allocation, promoting quality, and supporting capacity building. Absorbing excess demand tends to involve poorer families, usually much poorer than those that take advantage of other forms of privatized education. The bank emphasizes capacity-oriented privatization, especially of teacher training for primary and secondary schools, as well as institutional capacity building for tertiary and vocational education. The underlying principle is that strengthening the private sector's role in noncompulsory education over time will release public resources for the compulsory (primary) level. (Case studies of World Bank projects in the following countries are appended: Dominican Republic, Maldives, Chile, Mauritania, Argentina, Senegal, Burkina Faso, Mali, Indonesia, El Salvador, and Comoros. Contains 74 references.) (KC)
- Published
- 2000
25. A Sense of Water. Water in Africa.
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Peace Corps, Washington, DC. Office of World Wise Schools. and Abernathy-Tabor, Michelle
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The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. In this unit, intended for use in middle schools, students will learn from descriptive passages in stories written by Peace Corps Volunteers in Mauritania, Morocco, and Cape Verde that illustrate how the ever present need for water can be felt, seen, and heard in the song, voice, craft, religion, and ritual of a culture. Students will organize their findings for each country and then capture this"sense of water" in a narrative poem as a final assessment. The unit can be used in language arts or geography classes. Five 45-minute class periods are suggested. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher and suggests follow-up/enrichment activities. (BT)
- Published
- 2000
26. Research on Social Work Practice in Egypt and the Arab World
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Megahead, Hamido A.
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This article aims at introducing the research on social work practice in Egypt and the Arab World as a thematic topic. It has started with the essence of the current Arab World and its definition. Social work practice and models of social work intervention in this specific region have been described in terms of its specific and topographic nature. Three main contributors and players to research on social work practice have been included namely social work practitioners, academic social work researchers, and doctoral dissertations granted by Western universities to Arabs. The discussions and implications to research on social work practice in Egypt and the Arab World have been addressed.
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- 2017
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27. Desert-Based Muslim Religious Education: Mahdara as a Model
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Ladjal, Tarek and Bensaid, Benaouda
- Abstract
As one of the oldest surviving educational religious models in the history of Muslim education, Mahdara remains a poorly studied desert-based religious institution of traditional learning. In its Bedouin context, the Mahdara produced religious scholars no less competent in the mastery of religious Islamic sciences than graduates of other reputable Islamic learning institutions. This article explores the historical development of the Mahdara, its academic program, social system, and contribution to the Mauritanian community while highlighting the major problems modernity poses to it in its struggle to preserve its sociohistorical position in society.
- Published
- 2017
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28. The Role of Education and Training in Enhancing Labour Productivity in Arab Countries in Africa
- Author
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ElObeidy, Ahmed A.
- Abstract
Labour productivity in Arab countries is low by international standards and this problem occurs in Arab countries both inside and outside Africa. There are 10 Arab countries in Africa: Egypt, Libya, Tunisia, Algeria, Morocco, Mauritania, Sudan, Somalia, Djibouti and Comoros. Enhancing labour productivity is a major challenge for Arab countries. Improving labour productivity should increase competitiveness, economic growth, job availability and living standards. Key factors in low Arab labour productivity include weak education and training systems, a mismatch between training outputs and labour market demands, lack of technology and innovation and poor management of the workforce. This article seeks to put forward innovative education and training policies which can enhance labour productivity. It does so after examining Arab education and training systems and their links with industry. It is concluded that modern governance arrangements need to be applied in Arab universities. Universities need to be re-envisioned so that curricula are market-driven and bridge the gap between education supply and market demand. Entrepreneurial teaching and learning practices need to be emphasized and improved technical and vocational training should be a priority. The Arab countries also have to adopt responsive and practical strategies for research and development and link the research and development institutes to industry.
- Published
- 2016
- Full Text
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29. Koranic Education Centres: A Viable Educational Alternative for the Disadvantaged Learner in Sahel Africa?
- Author
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Bah-Lalya, Ibrahima
- Abstract
Within the international momentum for achieving Education for All (EFA) and the Millennium Development Goals (MDGs), many African countries have made considerable progress during the last decade in terms of access to basic education. However, a significant number of children enrolled in the early grades of primary schools either repeat classes or drop out and never graduate. Moreover, there are currently about 30 million school-age children in sub-Saharan Africa who have never attended any form of schooling. In view of this situation, sub-Saharan African countries have been looking for alternative options to educate those who have not been accounted for in the formal school system. This note considers informal Koranic Education Centres (KECs) which are trying to fill the gap of schooling in the Sahel-Saharan strip. The author looks at the challenges this form of schooling faces and at how to meet them efficiently. He sounds out the possibility of using KECs to cater for those who have been left aside by formal schooling. Based on existing studies, data compiled by educational systems and a study conducted by the Working Group on Non-Formal Education (WGNFE) of the Association for the Development of Education in Africa (ADEA) in four West African countries (Burkina Faso, Mali, Mauritania and Senegal) in 2013, the author of this research note came to the conclusion that a holistic approach, where the two systems (the Koranic and the formal) collaborate and support one another, could effectively contribute to alleviating the dropout predicament and to reducing the number of unschooled children. It could offer a second-chance opportunity to dropout and unschooled children in the Sahel and Saharan zone. However, before this can become a viable alternative, a number of major challenges need to be addressed. Through its WGNFE, ADEA intends to further investigate the holistic approach of combining formal "modern" and informal "Koranic" schooling to come up with tangible recommendations.
- Published
- 2015
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30. Special Education in Arab Countries: Current Challenges
- Author
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Hadidi, Muna S. and Al Khateeb, Jamal M.
- Abstract
Arab countries have undertaken various measures to develop special education programmes and services over the last three decades; nevertheless, major challenges remain regarding the expansion of these programmes and services and improving their quality. "This article provides an update on disability and special education in Arab countries". Reflections on the historical development of special education in Arab societies are briefly presented. Major challenges currently faced by Arab countries in the field of special education are described, and some recommendations for action are offered.
- Published
- 2015
- Full Text
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31. Multiple Paths to Effective National Evaluation Societies: Evidence from 37 Low- and Middle-Income Countries
- Author
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Holvoet, Nathalie and Dewachter, Sara
- Abstract
National Evaluation Societies (NES) are situated at the intersection between Monitoring and Evaluation (M&E) supply and demand. To date, little research has explored NES and their potential for strengthening national M&E. This study addresses this gap, examining perceived NES performance relevant to organizational and policy-oriented goals while identifying factors related to that performance. The study draws upon data from a survey of 40 NES in 37 low- and middle-income countries. Qualitative Comparative Analysis identifies multiple pathways to well-performing NES and focuses on the interplay between the context in which evaluation societies operate and their organizational characteristics. The findings underline the importance of political openness while also demonstrating that some NES manage to perform well even in challenging political environments.
- Published
- 2013
- Full Text
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32. Social and Economic Wellbeing in Europe and the Mediterranean Basin: Building an Enlarged Human Development Indicator
- Author
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Reig-Martinez, Ernest
- Abstract
This paper calculates a human Wellbeing Composite Index (WCI) for 42 countries, belonging to the European Economic Space, North Africa and the Middle East, as an alternative to the shortcomings of other well-known measures of socio-economic development (i.e. Gross Domestic Product per head and Human Development Index). To attain this goal, different data envelopment analysis (DEA) models are used as an aggregation tool for seven selected socio-economic variables which correspond to the following wellbeing dimensions: income per capita, environmental burden of disease, income inequality, gender gap, education, life expectancy at birth and government effectiveness. The use of DEA allows avoiding the subjectivity that would be involved in the exogenous determination of weights for the variables included in WCI. The aim is to establish a complete ranking of all countries in the sample, using a three-step process, with the last step consisting in the use of a model that combines DEA and compromise programming, and permits to obtain a set of common weights for all countries in the analysis. The results highlight the distance that still separates Southern Mediterranean countries from the benchmark levels established by some European countries, and also point to the main weaknesses in individual countries' performance. Nordic countries, plus Switzerland, top the list of best performers, while Mauritania, Libya and Syria appear at the bottom.
- Published
- 2013
- Full Text
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33. Vulnerability to Violence of 'Talibe' Children in Mauritania
- Author
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Ballet, Jerome, Bhukuth, Augendra, and Hamzetta, Bilal
- Abstract
"Talibe" children are children sent to Quranic schools (daaras), where they are completely dependent on a master, known as a marabout. This is a very common system of education in formerly French-speaking countries in West Africa. In the last 10 years or so, numerous cases of violence towards "talibe" children have been reported in the media. This paper presents an analysis of the risk factors involved in the physical violence perpetrated by the marabouts towards these children. It is based on a study carried out in Mauritania. Using a probit model, this study has revealed that there are three main risk factors for this violence: the age of the children, their relationships with their families, and the number of children attending the school. In conclusion, a change in the rules for regulating daaras and criminalising violent marabouts is necessary. (Contains 2 tables.)
- Published
- 2012
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34. Empowering Adaptive Lectures through Activation of Intelligent and Web 2.0 Technologies
- Author
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El-Ghareeb, Haitham and Riad, A.
- Abstract
Different Learning Paradigms can be presented by different educators as a result of utilizing several types of Information and Communication Technologies in the Learning Process. The three abstract Learning Delivery Models are: "Traditional", "Distance", and "Hybrid Learning". Hybrid Learning attempts to maintain the best of Traditional Learning, and provides the hopes and objectives of Distance Learning in a model that maintains the "Learning Process" on the right road. Hybrid Learning shall be making use of different technologies available, exactly as does Distance Learning. Research that has focused on adopting Intelligent Technologies in Classrooms is not widely presented and deployed. Besides, the widespread of Web 2.0 resulted in the appearance of the acronym (e-Learning 2.0). E-Learning 2.0 is supposed to make use of different Web 2.0 capabilities. Web 2.0 is a big resource that changed the way everyone around thinks about and accesses the Internet, and greatly will touch the coming generations, the generations to which we are currently presenting education. This paper presents a proposed pedagogical and technical framework to empower classroom lectures with intelligent and Web 2.0 technologies that hopefully will enhance the learning process in learning institutions. Adaptive Lecture as a concept tends to help instructors providing more personalized lectures through utilizing Intelligent and Web 2.0 technologies. The growing number of students that is hardly met by the growing number of instructors is a challenge. In order not to let this challenge affect the performance of the lecture, it became important to utilize Web 2.0 technologies in the "formative assessments" within classroom. Moreover, in order to powerfully reach students, their data shall be gathered and further analyzed to make them feel more "Lecture Personalization" and get deeply "involved" with the lecture activities. Intelligent features can play an important role in achieving this task. (Contains 9 figures and 1 table.)
- Published
- 2011
35. Virtual Reference Service in Academic Libraries in West Africa
- Author
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Sekyere, Kwabena
- Abstract
As technology continues to advance, libraries in Europe and America continue to improve upon their virtual reference services by employing new Web technologies and applying them to existing services. West African academic libraries have begun providing resources electronically to their users but still typically lag behind in the services they offer. This research investigated virtual reference services offered by 79 academic libraries in ten West African countries. It was found that less than 40% provide any virtual reference service including phone, fax or email, and almost none take advantage of more advanced technologies such as chat or text messaging. (Contains 2 tables.)
- Published
- 2011
- Full Text
- View/download PDF
36. The Transformative Power of Democracy and Human Rights in Nonformal Education: The Case of Tostan
- Author
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Gillespie, Diane and Melching, Molly
- Abstract
This case study analyzes the introduction of democracy and human rights into the educational program of Tostan, a nongovernmental organization working in Africa. The authors show how Tostan's original educational approach created a meaningful context for integrating democracy and human rights into its curriculum, a process that took place from 1995 to 2003. The integration produced unexpected results: a participant-led social movement to end harmful practices such as female genital cutting and child and/or forced marriage. After describing the phases of curricular revision in the case, the authors draw out themes to show how the phases interacted to produce social transformation. A visioning exercise at the beginning of the program created a discursive context for the introduction of democracy and human rights, the democracy and human rights sessions created critical reflection about past practices, and awareness of an international human rights framework emboldened participants to undertake actions that created new social norms.
- Published
- 2010
- Full Text
- View/download PDF
37. Mauritanian Arabic. Grammar Handbook. Peace Corps Language Handbook Series.
- Author
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Experiment in International Living, Brattleboro, VT., Francis, Timothy P., and Hanchey, Stephen
- Abstract
A handbook to the grammar of Mauritanian Arabic (Hassaniya) is intended for Peace Corps volunteers, and is designed to focus attention on proper grammatical forms. Lesson topics include the article, personal pronouns, possessive pronouns, negation of the implied verb "to be," noun gender, adjective gender, number, "there is/are and there was/were," simple sentences, "have/have got," demonstratives, present tense, interrogatives, imperatives, nouns and adjectives, prepositions, the genitive case, verbs and suffix pronouns (direct object), the future, adverbs, the active participle, indirect object, past tense, relative pronouns, comparative and superlative, past continuous tense, and conditional. Some pronunciation exercises are included. Arabic orthography and English are used throughout the guide. (MSE)
- Published
- 1979
38. Mauritanian Arabic. Teacher's Handbook. Peace Corps Language Handbook Series.
- Author
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Experiment in International Living, Brattleboro, VT. and Clark, Raymond C.
- Abstract
The teaching guide is designed to accompany a set of instructional materials in Mauritanian Arabic (Hassaniya) for Peace Corps volunteers. It provides information and techniques for language teaching in three volumes: (1) a literacy handbook--a volume of lessons on the Arabic alphabet and script; (2) a communication and culture handbook; and (3) a grammar handbook. The guide contains an introductory section on the purpose and design of the materials and a section on specific teaching techniques for each component of the three volumes. Lesson plans for the communication and culture handbook and the grammar handbook are also provided in French and Hassaniya. (MSE)
- Published
- 1979
39. Mauritanian Arabic. Literacy (Arabic Version). Peace Corps Language Handbook Series.
- Author
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Experiment in International Living, Brattleboro, VT., Francis, Timothy P., and Hanchey, Stephen
- Abstract
An instructional guide to written Mauritanian Arabic contains 20 lessons, each presenting one or more letters of the Arabic alphabet and script. Graded exercises are included. The course is intended to be taught as the first stage in the Mauritanian Arabic training program for Peace Corps volunteers. The manual is entirely in Arabic. (MSE)
- Published
- 1979
40. Code-Switching as Indexical of Native Language Lexical Deficiency in Mauritania.
- Author
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Sounkalo, Jiddou
- Abstract
Investigates the relationship between French instruction and the phenomena of discontinued lexical development, lexical attrition, and lexical deficiency in the speech of Mauritanians. Findings indicate native-language lexical deficiency was reflected in code switching, and subjects (Ss) with low native-language fluency code switched more than Ss with high native fluency. (38 references) (Author/CK)
- Published
- 1995
41. Les phenomenes migratoires et l'urbanisation comme objet d'enseignement: La Mauritanie (The Phenomena of Migration and Urbanization as Subjects of Instruction: Mauritania).
- Author
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Fahem, Abdel Kader
- Abstract
Outlines the recent social history of Mauritania, focusing on the effects of sedentarization and rapid urbanization on a primarily nomadic people. Offers an instructional approach for teaching young people about these social phenomena, highlighting particular cognitive and attitudinal objectives. (DMM)
- Published
- 1993
42. News of Projects in the Associated Schools.
- Abstract
Countries throughout the world have initiated Associated Schools Projects, intended to promote international understanding and peace at the elementary and secondary school levels. Activities of these projects are described by country. (RM)
- Published
- 1982
43. Women in Mauritania: The Effects of Drought and Migration on Their Economic Status and Implications for Development Programs.
- Author
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Smale, Melinda
- Abstract
In order to indicate potential income-generating programs for women, 67 women in the river region and selected sites in the Assaba and the Guidimakha were interviewed in 1980 to illuminate effects of the 1970s-80s drought and male migration on Mauritanian women. Hypotheses were based on the drought causing unprecedented disruption to Mauritanian society, women (through male migration) either being abandoned or de-facto heads of households, and the desire of Mauritanian women (whose problems could be presented under one common rubric) for income-generating activities. The focus on income generation and current measures of women's status met obstacles in cultural definitions of work, wealth, and other economic indices. Ultimately the fundamental unit of analysis chosen was the household production unit (galle) and camp. Neither drought nor migration is new to Mauritanian society, and each production system has adapted, after its own fashion, to migration. While cultural and social customs inhibit Mauritanian women from advancing rapidly as income producers, a new household division of labor is forming, although women's control over the products of their labor is evolving more slowly. Findings are region-specific and should not be generalized to the whole population; interviews reported at the end of the document went through two stages of translation and should not always be accepted literally. (BRR)
- Published
- 1980
44. A Study of Female Life in Mauritania.
- Author
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Abeille, Barbara
- Abstract
A 3-month pilot study conducted from April-June 1979 with 16 major informants provides information for constructing a preliminary model of female life in Mauritania. An introduction gives definitions for terms used differently in Mauritania (tribe, ethnic group, and class) and discusses examples of each. The study (based mainly on repeated interviews plus some group discussions) examines all aspects of female life in Mauritania, including life cycle, occupations, economic roles and decision-making powers of women, attitudes and values towards themselves and their families, and the role they play in Mauritanian society. Information from 16 women (9 Bidans, 2 Toucouleur, 1 Bidan/Toucouleur, 3 Haratin) reveals a pattern of rural background, entry into the urban labor force as artisans or market sellers, little formal education (except Koranic), emerging but limited decision-making powers, and a desire for daughters and granddaughters to have a better way of life through education. The study suggests that economic changes brought about by prolonged drought are bringing social change, such as a decrease in forced feeding ("gavage"). The study points out that while Mauritanian women are considered among the most independent of traditional Muslim women, they still face problems associated with high divorce rate, polygamy, and lack of decision-making power at governmental levels. (BRR)
- Published
- 1979
45. Selected French Speaking Sub-Saharan African Countries: Burundi, Cameroon (Eastern), Chad, Congo (Brazzaville), Dahomey, Gabon, Ivory Coast, Mali, Mauritania, Niger, Rwanda, Senegal, Togo, Upper Volta, Zaire. A Guide to the Academic Placement of Students from These Countries in Academic Institutions of the United States.
- Author
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American Association of Collegiate Registrars and Admissions Officers, Washington, DC. and Trudeau, Edouard J. C.
- Abstract
The educational systems of 15 Sub-Saharan African countries are described, and guidelines concerning the academic placement of students who wish to study in U.S. institutions are provided. Tables indicate the grades covered by primary education and secondary education (academic and technical). Burundi, Rwanda, and Zaire have followed the Belgian pattern of education. The systems of the following countries are similar to the French system: Cameroon (Eastern), Chad, Congo (Brazzaville), Dahomey, Gabon, Ivory Coast, Mauritania, Niger, Senegal, Togo, Upper Volta. The Mali system differs greatly from those of the other countries. In considering the admission and academic placement of students from these African countries, admissions officers should assess students' English language proficiency, as well as their ability to adapt to a new culture. Placement recommendations cover academic records, grades, advanced placement tests, completion of different educational programs, and the systems in different countries. (SW)
- Published
- 1975
46. Prevalence, clinical and virological characteristics and short‐term prognosis of hepatitis delta infection among patients with HIV/HBV in Nouakchott, Mauritania.
- Author
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Le Guillou‐Guillemette, Hélène, Pivert, Adeline, ElBara, Ahmed, Vall, Mazouz, Sang, Cindy Ng Wing, Veillon, Pascal, Ducancelle, Alexandra, Bollahi, Mohamed Abdallahi, Mohamed, Mohamed Sidi, and Lunel‐Fabiani, Françoise
- Subjects
- *
HIV infections , *PROGNOSIS , *LIVER diseases , *VIRAL load , *GENETIC variation , *HEPATITIS B virus - Abstract
Patients living with HIV infection (PLWH) are at risk of acquiring HBV and HDV. The present study aimed to determine the prevalence and characteristics of HIV–HDV–HBV tri‐infection in comparison with HIV–HBV coinfection and to estimate severities and outcomes of associated liver diseases in Mauritanian PLWH. Two‐hundred‐ninety‐two consecutive HBsAg‐positive PLWH were included (mean age: 37 years). Clinical data were recorded. Anti‐HDV antibodies, HBV and HDV viral loads (VLs) and genotype were determined. APRI, FIB‐4 and FibroScan were performed to evaluate the severity of liver disease. The anti‐HDV antibodies prevalence was 37% and HDV RNA was positive in 40.7% of patients. Genetic diversities were found with HDV genotype 1 (93%) and HBV genotypes D (42.5%) and E (38%). The HBV VL was detectable in 108 patients at inclusion, and mutations associated with HBV resistance were found in 20. For almost all variables studied, including FIB‐4 and APRI scores, no significant differences were found between anti‐HDV‐Ab positive or negative patients. FibroScan examination, which was performed in 110 patients at end‐of‐follow‐up showed higher, but NS values, in HDV positive patients. After a mean follow‐up of 24.55 ± 8.01 months (n = 217 patients), a highly significant worsening of APRI and FIB‐4 scores was found. Moreover, patients with HDV showed more severe liver disease progression despite an efficient therapy. In a substantial Mauritanian cohort of relatively young PLWH, we found high HDV prevalence and worsening liver disease. In high‐risk countries, screening for HDV and providing appropriate follow‐up and treatments are warranted in PLWH. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
47. Is climate change abolishing descent-based slavery in Mauritania?
- Author
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Jones, Darryl L. II
- Subjects
- *
SLAVE trade , *CLIMATE change , *SLAVERY , *ENVIRONMENTAL degradation , *ANTISLAVERY movements , *TWENTY-first century , *HUMAN security , *GENEALOGY - Abstract
Climate change, environmental degradation, and descent-based slavery are prevailing issues in Mauritania. The relationship between the three phenomena has rarely elicited investigation, in part due to the perception that chattel slavery is an institution of the past. Despite being the last country in the world to decree its abolition in 1981, Mauritania is alleged to have one of the highest incidences of slavery in the world today. This study explores the nexus between climate change and slavery in Mauritania. The paper seeks to elucidate how the environmental interactions of the Sahel have transformed slavery’s manifestation in this multiethnic northwest African republic for more than a millennium. The author contributes to the rich literature on slavery in Mauritania by arguing that in the twenty-first century, the nexus converges on the issue of development, and that the prevalence of slavery degrades the country’s precarious environment and contributes to its underdevelopment. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
48. Measurements of Impoverishing and Catastrophic Surgical Health Expenditures in Low- and Middle-Income Countries and Reduction Interventions in the Last 30 Years: A Systematic Review.
- Author
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Klazura, Greg, Wong, Lye-Yeng, Ribeiro, Lucas Loiola Ponte Albuquerque, Kojo Anyomih, Theophilus Teddy, Ooi, Reuben Yih Khai, Berhane Fissha, Aemon, Alam, Syeda Fatema, Daudu, Davina, Nyalundja, Arsene Daniel, Beltrano, Joana, Patil, Poorvaprabha P., Wafford, Q. Eileen, Rapolti, Diana Ioana, Sullivan, Gwyneth A., Graf, Akua, Veras, Perry, Nico, Elsa, Sheth, Monica, Shing, Samuel R., and Mathur, Priyanka
- Subjects
- *
MIDDLE-income countries , *CESAREAN section , *PATIENTS , *PATIENTS' families , *U.S. dollar , *PANCREATICODUODENECTOMY - Abstract
Approximately 33 million people suffer catastrophic health expenditure (CHE) from surgery and/or anesthesia costs. The aim of this systematic review is to evaluate catastrophic and impoverishing expenditure associated with surgery and anesthesia in low- and middle-income countries (LMICs). We performed a systematic review of all studies from 1990 to 2021 that reported CHE in LMICs for treatment of a condition requiring surgical intervention, including cesarean section, trauma care, and other surgery. 77 studies met inclusion criteria. Tertiary facilities (23.4%) were the most frequently studied facility type. Only 11.7% of studies were conducted in exclusively rural health-care settings. Almost 60% of studies were retrospective in nature. The cost of procedures ranged widely, from $26 USD for a cesarean section in Mauritania in 2020 to $74,420 for a pancreaticoduodenectomy in India in 2018. GDP per capita had a narrower range from $315 USD in Malawi in 2019 to $9955 USD in Malaysia in 2015 (Median = $1605.50, interquartile range = $1208.74). 35 studies discussed interventions to reduce cost and catastrophic expenditure. Four of those studies stated that their intervention was not successful, 18 had an unknown or equivocal effect on cost and CHE, and 13 concluded that their intervention did help reduce cost and CHE. CHE from surgery is a worldwide problem that most acutely affects vulnerable patients in LMICs. Existing efforts are insufficient to meet the true need for affordable surgical care unless assistance for ancillary costs is given to patients and families most at risk from CHE. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
49. Bridges Between Soil Restoration, Land Management and Community Involvement in the Great Green Wall of Mauritania: A Preliminary Study.
- Author
-
Vieitez-García, Manuel and Roca, Núria
- Subjects
SOIL restoration ,COMMUNITY involvement ,VERTICAL gardening ,LAND management ,SAND dunes ,ENVIRONMENTAL degradation - Abstract
In the Sahel, land ownership is significantly influenced by the complexity of hierarchical, ethnic, and tribal aspects as well as communal, religious, and state rights. This complicates the development of large-scale ecological projects. This study investigates the positive and negative experiences that have changed the method and attitude of agencies in Mauritania to providing a holistic and ecosystemic approach to conservation and restoration. The physical environment and society's perception of applied restoration measures are of great importance for reducing environmental degradation and promoting future actions. Interviews with stakeholders helped understand the social reality and impact of restoration and management measures taken on the communities. The results of this study revealed that measures such as fencing plots, preventing the passage of livestock, and stabilizing sand dunes noticeably improved the vegetative cover of the soil in the Sahel. This improvement in vegetation cover has had direct effects on the improvement of soil quality indicators such as organic carbon content, pH, soil structure, color, and texture. Different stakeholders have shown considerable involvement in projects, positively valuing their implementation and observing improvements in their daily lives. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
50. Ethnobotanical study of some medicinal species of the Mauritanian flora.
- Author
-
Souleymane Sall, Woury Aly, Elemine, Brahim Ould, Mohamed Mahmoud, El Weilla, Abidine, Mohamed Mahmoud, Soulé, Ahmedou, and Vadel, Ahmedou
- Subjects
ADANSONIA digitata ,HERBAL medicine ,TRADITIONAL medicine ,HEALERS ,ETHNIC groups - Abstract
IN MAURITANIA, herbal medicine is an integral part of the culture of the society. However, ethno-medicinal data remain scarce and fragmentary. In this work, the ethno-medicinal knowledge in five regions inhabited mainly by two Mauritanian ethnic groups: the "Maures" and the "Peulhs" was explored. These regions present the climatic stages of the country from hyper-arid to Sahelo-Saharan. This suggests that the use of plants by the population in their health care will depend on their presence in the environment. Our methodology consists of a diagnosis of the current situation of this herbal medicine through an ethno-medical survey of healers in the regions of Tiris Zemmour, Inchiri, Adrar (North), Trarza and Brakna (South West). seventy-six informants were enrolled in this study. Results showed that (93.42%) of the informants belong to the 'Maures' community and that women (64.45%) are more involved in this practice The majority of traditional healers are married (97.38%). The older people and the least educated are the most present in the profession. The ethnobotanical study made it possible to inventory 56 medicinal species, used in phytotherapy, belonging to 25 families. The most cited are Ziziphus lotus, Ziziphus mauritiana, Vachellia tortilis, Adansonia digitata, Gymnosporia senegalensis, and Senegalia senegal. The modes of administration exhibit that the aerial part is the most used (53.50%). The majority of remedies are prepared as infusions (48%) and maceration (22%). The majority of medicines are administered orally (99.77%). Most of medicinal species in the five regions studied are prescribed for diseases of the digestive tract (53.50%). No difference has been observed in the use of this medicine among ethnic groups. these data will serve as a basis for researchers and as a reference for establishing action plans for the conservation of Mauritanian flora in general and traditional medicine in particular. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
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