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This paper analyses the financial circumstances and social income of nearly one hundred unaccompanied minors who have come to Hamburg as refugees from various regions of Africa. It is based on extensive qualitative surveys, analysing their objective conditions of life and in particular their legal situation. A wide range of interview material and participative observations were used to obtain information on biographic courses and school and vocational careers of the young refugees over a period which extended to ten years in some cases, giving very detailed insights into their "hidden lives". [For complete volume, see ED567040.]

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]

This is the final report on the background and proceedings of the Regional Meeting of Experts on Environmental Education in Africa, convened by UNESCO with the collaboration of the University of Brazzaville. This meeting was one of five similar ones held throughout the world as a follow-up to the UNESCO Conference held in Belgrade, Yugoslavia. This African Regional Meeting aimed at defining specific aspects of the environmental problems particular to the region and specific aspects of environmental education appropriate to the region. Environmental education within formal and nonformal systems were discussed along with cooperation strategies to improve environmental education in African member states. Recommendations of the conference were included in the report. (MA)

Many developed countries have gone through many transitions in the economic development of their nations. Many of these transitional progresses was greatly in the informal sectors were most informal tradesmen and women in the traditional setup were formalized and absorbed into the formal system. In many developing countries especially in Africa, a large amount of the youth are engaged in these informal roadside artisanal works, many literature exists on the presence of this informal sector but However, little empirical research exists on the formalization of these roadside artisans, especially in Africa. This paper addresses this gap by exploring the idea of formalizing roadside auto-mechanics for national development using the entrepreneurial training approach, from the Ghanaian context. The primary objective is to establish the extent to which, formalizing the role of roadside artisans will acts as an enabler to national development. A hypothesis was tested to ascertain if formalizing roadside artisans has a tendency for national development. Mixed-methods approach was used to collect data from 648 respondents. The approach is justified because it ensures data triangulation, and increases the credibility of research findings. The findings revealed that practical entrepreneurial training is new to students in Ghana. Few students are exposed to practical entrepreneurial training have acquired entrepreneurial skills and knowledge, which resulted in they setting up their own businesses. The findings have implications on growth and development of the economies of the continent by creation new and innovative jobs thereby reducing unemployment. With such huge potentials, the study recommends that tertiary institutions should have entrepreneurial Centre for practical sessions. Additionally, African governments must increase budgetary allocation for practical entrepreneurial training to reduce the number of graduates in search for non-existent jobs. These recommendations could be addressed by the development of policies on education to include the compulsory provision of practical entrepreneurial training to students. This paper should reignite the debate about the lack of governmental support for entrepreneurial training for students across Africa. [ABSTRACT FROM AUTHOR]

The learning outcomes of Game Based Learning are germane to different types of situations and particular needs. It can be a very powerful tool to help people learn and gain knowledge. Statistics show that the mental acumen and cognitive capacity of children who use Game Based Learning is higher to those who did not as this pedagogical approach immerses the students into the academic environment while still accomplishing the fantasy factor. The main aim of this paper is to discuss the maximum possible techniques to enhance the outcome of implementing the Game Based Learning for the Deaf and Dumb illiterates. African countries register the highest number of disabled people owing to multifarious reasons like malnutrition, diseases, civil conflict and war, etc. The disabled are isolated and usually resort to cocooning themselves from the society and thus secluding themselves from the exploits of education. The Deaf and Dumb children are often at a greater disadvantage and have trouble in expressing their needs and ideas. The lack of knowledge of an effective and unified way of communication is a hindrance for them in achieving the social, academic or economic status on par with normal people. If the advantages of the Game Based Learning could be exploited in confronting the hindrances, the deaf and dumb people would be able to support themselves and be independent. Different series of Interactive games depending on the proven learning methods will be developed and deployed into the African Educational Society in general and the Deaf and Dumb in particular. The games differ from user group to user group depending upon the capacity of understanding and competing ability of each user group. The Deaf and Dumb games will be having a multimedia footage in sign language about all the information explaining everything. A Speech Recognition Technology could be incorporated into the system which would automatically render a sign language demonstration and thus helping the students both deaf and dumb to learn things quickly. Each game would have a series of levels that a student has to attain by learning from the game and answering the questions, culminating in mastering the level and attaining the required knowledge. [ABSTRACT FROM AUTHOR]

The geography of gender inequality differs vis-à-vis the gap in male/female education and the sex ratio. Both sub-Saharan Africa and parts of Asia and the Arab world have substantial female disadvantage in enrollment ratios. But with respect to the sex ratio, sub-Saharan Africa, the poorest world region, has 102 females/100 males, whereas in Pakistan, India, China and some Arab countries, ?100 million women are missing?(Sen 1991). This paper combines theory (including Blumberg?s theory of gender stratification) and data to illuminate these differences. Concerning the gender gap in education, most of sub-Saharan Africa and Asia share a possible (and under-explored) common factor ? patrilocal residence. But they differ greatly with respect to females? economic value, which seems to affect the sex ratio. In Africa, the economic value of females is high: women grow up to 80 percent of food crops (Saito & Weidemann 1990) ? and females outnumber males. Conversely, in India, Rosenzweig & Schultz (1982) found that where the economic value of adult women was lowest, female infant mortality was highest. But high gender inequality in both education and life itself, we suggest, requires a convergence of economic, kinship and cultural factors. This paper explores what happens when ?all the ducks are lined up in a row,? vs. situations where at least one factor is ?out of synch.? Data are analyzed from various sources, including comparisons within India. [ABSTRACT FROM AUTHOR]

Contrary to theory and evidence from Western nations, many early studies in Africa found that a large sibship size did not appear to hinder the schooling opportunities of individual children. Whether these milder effects stem from (real) differences in context or from (spurious) limitations in methodology must be understood if planners are to anticipate future trends in educational mobility in Africa. The purpose of this study is to assess (1) whether the effects of family size on schooling have changed over time and (2) whether previous studies might have underestimated these effects by relying on cross-sectional data. Our findings suggest that both methods and context matter. The effects of family size on schooling are underestimated by cross-sectional analyses and they have increased historically in the study setting. Such findings warrant concern for the economic mobility of children from large families, especially during this period of social and demographic change. [ABSTRACT FROM AUTHOR]

The past several years atrocities in Darfur, including mass killings, rape, torture, and displacement, have remained largely silent and below the radar of the world. Regretfully, this seems to be a common fate for African States. In part, this is due to the lack of political, economical, or ideological interests of leading powers within the international arena. Nevertheless, in our global silence we are complicit. Consequentially, as criminologists, we must expand beyond the pervasive ethnocentric agenda of focusing on crimes of the United States to explore and expose state crimes that otherwise remain forgotten, irrelevant, or dubiously and conveniently coined humanitarian crisis' or ethnic conflicts. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Why are HIV rates in Africa high among young women compared to young men? I bring together three perspectives: firstly that the distribution of disease reflects a society's positioning of groups in categories of high risk; secondly that high HIV among young women reflects their uniquely dangerous transition to adulthood and illustrate this looking at education; and finally, by understanding transactional sex among young women not just as risky sexual behavior, but rather as a product of the particular social structures and life course trajectories, and consumerist age in which they are embedded. I use qualitative data from Kenya. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]