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Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all children in quality education, including children with various types of disabilities or other learning challenges--has proven particularly effective in helping all children learn, including those with disabilities. This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.

Early years are a critical period for skill development. In this sense, the Early Childhood Education and Care (ECEC) programmes have an important role in promoting children's learning during this period. This study aimed to explore the effectiveness of ECEC programmes by analysing the relationship between students' ECEC attendance and their later academic proficiency using PISA 2015 data. PISA results show that across the OECD countries, students who had attended ECEC tend to have higher scores in academic proficiencies at the age of 15. However, these differences in academic proficiencies between those who attended ECEC versus those who did not attend are almost nil when students' socio-economic status (SES) is considered. This relationship reflects differential access to learning opportunities for children from deprived contexts. Furthermore, results show that entering ECEC programmes earlier than the typical time is associated with lower proficiencies at the age of 15. Therefore, earlier entry to ECEC is not necessarily beneficial. Learning benefits of ECEC provision vary considerably across PISA countries illustrating the importance of a country-specific policy context and the quality of their ECEC provision. The analyses of several quality indicators point out that the improved quality of ECEC programmes is associated with higher academic skills at later stages. These results highlight that mere attendance to ECEC programmes is not enough to ensure better academic performance. The quality of the educational provision, especially concerning those students from disadvantaged backgrounds, should be ensured.

Expanding and rethinking the nature of secondary education in Sub-Saharan African countries, traditionally reserved for elites and few others, are becoming crucial to successful individual and national participation in the global economy. As governments and donors turn their attention increasingly to secondary education, policies are being established to create more widely accessible, more relevant, and higher quality secondary education. This presents a particular challenge, since secondary education sub-systems are unlikely to be infused with large amounts of additional funding in the near future. Improving the quality of secondary education, therefore, must include policies that use current resources creatively and more effectively. Teachers and principals are the most expensive and, possibly, the most critical components in establishing quality in education systems. New and more effective approaches to the preparation, deployment, utilization, compensation, and conditions of service for teachers, accompanied by more effective school leadership, are therefore needed to achieve higher standards of secondary education in Africa. This study used an extensive literature review and subsequent field studies in Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda to identify current trends, challenges, and opportunities in the recruitment, retention, and retraining of secondary teachers and principals in Sub-Saharan Africa. The study also suggests ways of attracting teachers to the profession, retaining teachers and principals in the profession, and providing support to strengthen teachers' and principals' effectiveness. Insufficient data and information that differentiate lower and upper secondary education is a limitation of the study, especially in the context of the present growing interest in the lower or junior secondary level. There is a similar dearth of information in the literature on secondary principals and on gender issues as they relate to secondary teachers and principals. The findings of the study and the recommendations are intended to provide policymakers and other stakeholders with material for policy development and for the development of strategies for increasing the quality and effectiveness of secondary teachers and principals. (Contains 17 tables and 9 figures.) [This paper was written with Elizabeth Leu and Karen Bryner. It was prepared for the World Bank through the Academy for Educational Development and funded by the Irish Trust Fund.]

Helping children outgrow war is an overarching goal of educational reconstruction in post-conflict settings, but responses must be highly adaptive and informed by insights gained from interventions elsewhere. This guidebook offers seven examples of successful interventions in post-conflict settings internationally, situating them within a framework that emphasizes the ecology of children's well-being and learning. To facilitate navigation of the guidebook, cases are organized according to post-conflict phases, including emergency, recovery, rehabilitation, and reconstruction. These phases indicate the stability of government and the health of civil society, important parameters for guiding programmatic choices. The cases illustrate many of the key dimensions of a comprehensive approach to helping children overcome violence and rebuild their lives. Following each case study is a discussion of critical theoretical issues and a set of questions regarding practical considerations for project design. While not intended to serve as a training manual per se, the guidebook contains elements that can be extracted for use in training workshops or policy discussions. Following the Teacher Emergency Packages (kits which enable teachers to begin instructional activities in a war-ravaged context), cases are as follows: (1) Child Soldiers (exploitation of child fighters in Africa); (2) Butterfly Garden (Batticaloa, Sri Lanka, has a garden dedicated to creative play for war-affected children); (3) Children's Participation (illustrates challenges of children's participation in a conflict setting in Sri Lanka); (4) Peace Education (insights from a project in a Kenyan refugee camp); (5) Project DiaCom (in Bosnia, the project allows Serb and Bosniak teachers to enter into a dialogue process); (6) Community Leadership (builds capacity for community in internally displaced people in Azerbaijan); and (7) Human Rights Training (in Peru, a human rights organization conducts workshops that bring together diverse participants to learn about their rights and share experiences). (BT)

The Education Working Paper Series is produced by the Education Unit at the World Bank (HDNED). It provides an avenue for World Bank staff to publish and disseminate preliminary education findings to encourage discussion and exchange ideas within the World Bank and among the broader development community. This Guide seeks to help those who design and manage innovation funds to do a better job. It strives to capture practical lessons and good practice associated with half a dozen World Bank financed innovation funds for higher education in Africa, Asia and Latin America. Staff who manage these innovation funds were brought together for this purpose in a workshop organized by the World Bank and hosted by the Ministry of Education and Culture of Mozambique in October 2005. For readers interested in more extensive exploration of worldwide experience with innovation funds, a list of additional references is provided at the end of this publication. Attached are: (1) World Bank Funded Higher Education Projects Containing Innovation Funds; and (2) Broad Impact Indicators for Innovation Funds. (Contains 5 tables.) [This publication was produced in conjunction with the World Bank's Africa Region Human Development Department (AFTHD) as part of the Africa Region Human Development Working Paper Series (Number 107).]

Parents, educators, government ministers and policymakers in all contexts and countries around the world are concerned with learning and how to improve it. There are many reasons for this, but none is more important than the fact that learning is at the heart of success at the individual, community and global levels. Learning First is the title of this report, with the strong implication that learning should be the foremost goal of education policies worldwide. The present review seeks not only to explain why this is the case but also focuses on what education stakeholders need to know--that is, what research is needed--in order to improve learning in the decades to come, particularly among those children most in need. This question is addressed in the following six sections: (1) Learning Goals and Research; (2) Learning Definitions and Contexts; (3) Global Change and the Contexts of Learning; (4) Five Domains of Research on Learning; (5) Learning: A Proposed Research Agenda; and (6) Conclusions: Learning to Make a Difference. Appended are: (1) Boundary Constraints: Methodological Considerations for Cross-Cultural Research on Learning; (2) Research Proposal Sketches Based on three learning stories; and (3) Abbreviations used. (Contains 16 figures, 3 tables, and 199 endnotes.)

This report offers the first systematic analysis of out-of-school youth populations. In so doing, it estimates the youth bulge worldwide and measures key characteristics of out-of-school youth for sub-Saharan African (SSA) countries. In addition, as examples of how existing data can be used for analysis at the national and subnational levels, the report constructs country statistical profiles for out-of-school youth in Kenya and Ethiopia. These profiles examine indicators related to four sectoral dimensions of out-of-school status: education, employment, livelihood, and health. The analysis pays particular attention to age, gender, and urban versus rural status--all key factors that shape the lives of out-of-school youth. In addition, the study distinguishes patterns between and within countries, challenging the conventional wisdom that youth populations are a monolithic cohort. Understanding the differences as well as the similarities of youth is essential for effective youth policy and programming. This report uses existing data from the Demographic and Health Surveys (DHS). This report is divided into five sections. Section 1 is this introduction and summary. Section 2 provides an overview of youth populations worldwide. Section 3 analyzes out-of-school youth populations in 25 SSA countries according to the main education, age, and gender differences among youth in those countries. Section 4 constructs a more detailed profile of youth in specific countries, using Ethiopia and Kenya as examples. It analyzes what is known about the relationship between education, employment, health, and socioeconomic status among youth at national and subnational levels. Section 5 explores the next steps for research on out-of-school youth based on the main findings of the report. Appended are: (1) Methodology; (2) Statistical Data; (3) Regional Profiles of Out-of-School Youth: Benin and Burkina Faso; (4) Country Profiles for Ethiopia and Kenya; and (5) Objectives of Proposed Youth Survey Research Tool. A bibliography is included. (Contains 19 figures and 25 endnotes.)

This report evaluates the evidence on how migration may promote or hinder development in countries of origin, and explores possible win-win solutions for both sending and receiving countries. The analysis of recent OECD data of foreign-born nationals into Europe documents the presence of multiple migration patterns and reveals that the EU lags significantly behind the United States in attracting highly-skilled migrants who originate mostly from Africa. Reviewing the analytical and empirical evidence on the economic and social costs and benefits of migration and remittances for sending countries reveals that migration can generate substantial direct and indirect gains for sending countries via employment generation, human capital accumulation, remittances, diaspora networks and return migration. Policy coherence across various policies including migration, trade, investment and development cooperation can augment these gains. Major challenges for EU policymaking to maximise the gains from migration for both sending and receiving countries could include better management of migration and human resources, smart visa policies to facilitate circular migration and greater synergies between migration and development assistance programmes in the context of poverty reduction strategy initiatives. (An appendix display referenced census data in charted and table formats. A bibliography is included. Contains 25 footnotes, 8 figures, 3 charts and 10 tables.)

These reports and papers from a training course which brought together information services professionals from Uganda, Tanzania, Kenya, the Sudan, Ethiopia, Malawi, Zambia, Zimbabwe, Lesotho, Botswana, and Swaziland address the following topics: (1) information systems analysis; (2) the state of the art in bibliographic control in Eastern and Southern Africa; (3) collection development; (4) descriptive cataloging; (5) information retrieval systems (with special reference to indexing); (6) abstracts and abstracting; (7) user education; (8) current awareness services and selective dissemination of information; (9) effective communication skills for librarians; (10) user needs analysis; (11) the role of librarians in research; (12) research methodology; (13) library equipment requirements; (14) budgeting and budgetary control; (15) an overview of the National Information Service initiative; and (16) a description of the Kagera Basin Organization (KBO) Documentation Center. Appended are action plans for developing national information systems in Uganda and Tanzania, lists of course participants and resource persons, and the course schedule. (GL)

Distribution of primary school enrollments within and among 15 countries of the Eastern African region was examined by drawing exclusively on routine annual statistics and by emphasizing simple computer-generated indicators. In its first phase, the study made inter-country comparisons that indicated which countries and which areas in the region lagged in terms of educational opportunities. Thereafter, the focus of the investigation shifted to the individual countries: Botswana, Burundi, Ethiopia, Kenya, Lesotho, Madagascar, Malawi, Rwanda, Somalia, Sudan (and, separately, the southern region of the Sudan), Swaziland, Tanzania, Uganda, Zaire, and Zambia. Two basic questions were asked: (1) What is the overall degree of inequality in the distribution of primary school enrollments across the districts and between the sexes within countries? and, (2) Which specific districts, urban versus rural locations, and sex groups within these areas fall below or above the national average, and by how much? The main finding was that the degree of inequality in the distribution of educational opportunities varied enormously from one East African country to another. Two countries, Lesotho and Sudan, representing the full range of relatively equal and unequal cases, were reviewed in more depth. Finally, attempts were made to determine how and where to allocate educational investments in order to reduce inequalities both among and within countries. (Author/RH)

The purpose of this document is to describe AED's extensive experience in six countries that have undergone periods of violent conflict or natural disaster followed by extended and complex periods of increasing resilience, and if possible extract lessons learned from it. The focus is on what we have learned about effectively and sustainably restoring education in a context of development. This paper is timely for two reasons. First, the number of low-income countries experiencing crises, especially war, continues to escalate (Collier 2009). Second, there is a growing consensus among countries and donors that restoring education systems should begin as soon as the security of teachers and students can be assured and not wait until the termination of relief efforts. Education should be part of the solution from the beginning of the rebuilding process. It is hoped that this paper will facilitate that work in the future. This paper begins by reviewing AED's work over the last two decades in six countries on two continents (El Salvador,Guatemala, Honduras, and Nicaragua in Latin America, and Ethiopia and Namibia in sub-Saharan Africa), considering their history and education sector as they move from fragility and attempt to consolidate education reform. This section seeks to extract lessons concerning the actual relationship between the education sector and fragility or resilience and what this has meant for AED's role promoting change in the education sector through its interactions with governments and donors. A second section takes the findings and underlines the interaction between donor, recipient, and implementer. A final section suggests paths for conceptual and operational development to better integrate assistance in crises with assistance for development in the education sector, and considers how this may be related to the degree of fragility or resilience, and how this may be further examined. (Contains 9 tables, 7 figures, 43 footnotes, and 25 additional resources. An annex presents trends in education, assistance and investment in six countries.)

The Program for International Student Assessment (PISA) is a system of international assessments that allows countries to compare outcomes of learning as students near the end of compulsory schooling. PISA core assessments measure the performance of 15-year-old students in mathematics, science, and reading literacy every 3 years. Coordinated by the Organization for Economic Cooperation and Development (OECD), PISA was first implemented in 2000 in 32 countries. It has since grown to 65 education systems in 2012. PISA's goal is to assess students' preparation for the challenges of life as young adults. PISA assesses the application of knowledge in mathematics, science, and reading literacy to problems within a real-life context (OECD 1999). Mathematics was the major subject area in 2012, as it was in 2003, since each subject is a major subject area once every three cycles. In 2012, mathematics, science, and reading literacy were assessed primarily through a paper-and-pencil assessment, and problem solving was administered via a computer-based assessment. In addition to these core assessments, education systems could participate in optional paper-based financial literacy and computer-based mathematics and reading assessments. The United States participated in these optional assessments. This report presents performance on PISA 2012 in mathematics, science, and reading literacy from a U.S. perspective. Results are presented for the 65 education systems, including the United States, that participated in PISA 2012 and for the three U.S. states--Connecticut, Florida, and Massachusetts--that participated as separate education systems. These three states opted to have separate samples of public-schools and students included in PISA in order to obtain state-level results. In this report, results are presented in terms of average scale scores and the percentage of 15-year-old students reaching selected proficiency levels, comparing the United States with other participating education systems. For proficiency levels, results are reported in terms of the percentage reaching level 5 or above and the percentage below level 2. Higher proficiency levels represent the knowledge, skills, and capabilities needed to perform tasks of greater complexity. At levels 5 and 6, students demonstrate higher level skills and may be referred to as "top performers" in the subject. Conversely, students performing below level 2 are below what the OECD calls "a baseline level of proficiency, at which students begin to demonstrate the literacy competencies that will enable them to participate effectively and productively in life" (OECD 2010, p. 154). This report also presents U.S. trends over time in mathematics, science, and reading literacy, and overall results for the computer-based mathematics and reading assessments. Results for the problem-solving and financial literacy assessments will be released in 2014. Appended are: (1) Methodology and Technical Notes; and (2) International and U.S. Data Collection Results. (Contains 9 tables, 3 figures, 9 footnotes, and 3 exhibits.) [This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-10-C-0047 with Westat.]

This paper demonstrates the adaptability of a poet's words to a variety of themes and techniques, and primarily illustrates how the poetic treasures of the African world can be used to create awareness that words are biracial, cross-cultural, and transsexual. The key thesis of the paper is that once an African poet has published a work, the words then become the interpretive property of each reading individual. The main activity outlined and encouraged involves the adaptation of poetry into a dramatic production. Included in the paper are the following: (1) a reasoned defense of the viability of the theoretical basis for the activity; (2) a play, called a "She--He Dialogue," which involves three characters (Narrator, She, He) and is comprised of excerpts from African poetry by various authors; and (3) 34 citations locating the sources of the poetry quotations. Twelve footnotes and 13 references are attached. (HB)

This paper briefly describes a unit of study or program called "Africa Revisited," which gives students an opportunity to read African folktales and take part in making them come alive through sociodramatics, improvisations, puppetry, and creative writing. The paper's five main sections are as follows: (1) Project Overview; (2) Project Goals; (3) Project Activities; (4) Outside Resources; and (5) Suggested Books (a list of 15 resources). (SR)

This paper presents the results from the 2012 Corporate Recruiters Survey conducted by the Graduate Management Admission Council[R] (GMAC[R]). Conducted annually since 2001, this survey examines the job outlook for recent graduate business students as well as employer needs and expectations. The objectives of this study are to obtain a picture of the current employment landscape, gauge the demand for master's-level business graduates, better understand employer needs, and provide insight into hiring practices and trends across industries and world regions. Responses to this 11th annual survey of graduate business student employers were collected from mid-February to mid-March 2012. Data reflect the responses of 1,096 recruiters representing more than 800 companies in 40 countries worldwide. Respondents in the United States represent firms in 37 states plus the District of Columbia. This broad representation of the employer spectrum was possible through the efforts of the 128 business schools in 30 countries that facilitated the survey administration. Key findings include: (1) Not only are more companies planning to hire recent MBAs in 2012 (79%, up from 72% in 2011), but they expect to increase the number of new hires from 13 in 2011 to 17 per firm in 2012, on average; (2) Growth is most notable in the Asia-Pacific region, where 54 percent of companies plan to hire Master of Accounting graduates in 2012, up from 38 percent in 2011; (3) Small companies (fewer than 1,000 employees) account for the largest proportional increase in demand for MBAs; (4) MBA graduates will continue to command higher starting salaries compared with other master's graduates in the United States in 2012; (5) Regional job placement data provide insight into where graduate business students might work beyond company headquarters; (6) When selecting which job candidates to interview from business schools, recruiters most often consider the candidates' previous work experience; and (7) Employers predominantly seek new graduate business hires with leadership skills in 2012. (Contains 8 tables, 21 figures and 19 footnotes.)

Six essays on native language instruction in Africa are presented. "Why Teach in an African Language?" examines the rationale and advantages of teaching in African mother tongues, and "Why Teach an African Language as a School Subject" discusses the need for such instruction. "Do African Languages Have Sufficient Potential To Be Both Media and Subjects of Learning?" looks at the effectiveness of African languages in school syllabuses. "Can We Speak of African Languages? Should We Not Rather Speak of Dialects?" examines the linguistic question from an educational viewpoint. "What Distinctions Should Be Made Between Mother Tongues, National Languages, Literacy Languages, First Languages, etc.?" concerns the status of teachers and pupils in relation to African languages of instruction. "What Can Primary Teachers and Teacher Trainees Actually Do To Promote African Languages Used as Languages of Instruction?" addresses effective participation of teachers in promoting native languages of instruction. The aim of the papers is to inform and sensitize teachers and prospective teachers to positive aspects of this educational reform, and are for use in countries where introduction of these languages is in the early stages. Each paper includes a discussion of the issue, responses to title questions, and suggested exercises for use by teacher trainees. (MSE)

This course of study for college students is about educational development in tropical Africa, or Africa south of the Sahara, excluding North Africa and the Republic of South Africa. The major goals of the course are to help students gain knowledge about the educational policies and practices of African countries under the rule of Belgium, England, France, and Portugal during the early 20th century and to help students understand contemporary trends, issues, and problems of education and development in independent African countries. The course involves students in critiquing, analyzing, and summarizing films, slides, journal articles, books, and national and international documents. Students also write papers and compile annotated bibliographies on pertinent topics. The course consists of seven modules. Each module contains an introduction, a list of student goals, a bibliography of print and nonprint instructional resources, and suggested student activities and projects. Included is a pretest with which to ascertain the student's prior overall knowledge of the African continent. (Author/RM)

In an introductory section by Michael D. Harris, this resource presents a discussion of aspects and problems in the WEstern study of African Art. This is followed by six lesson plans based on art works from the Fred and Rita Richman Collection of Sub-Saharan Art in the High Museum. The handbook follows Georgia's Quality Core Curriculum and the Ten Organizing Principles for the infusion of African Studies into the curriculum. The lessons are designed to be interdisciplinary and sequential. While lessons may be taught individually, if they are implemented sequentially, a culminating activity is possible as the final outcome of the learning unit. Lessons include: (1) "Africa: Where in the World?"; (2) "The Cycles of Life"; (3) "Symbols of Belief"; (4) "Symbols of Power"; (5)"Proverbs Are the Wisdom of Life"; and (6) "Culminating Activity." A slide script is supplied. Pre-test and post-test evaluation materials are provided. Appendices include: "Ten Organizing Principles of African Studies"; "Quality Core Curriculum"; "Glossary"; "Pronunciation Guide"; "Museum Resources"; "Additional Teacher Resources"; and "Credits." (MM)

Afro-American relations with Africa have had significant effects on the identity of Black people in the United States since the Revolutionary period. This paper presents an historical analysis of the linkages between Africa and Afro-Americans in an attempt to clarify the changing self-image of Blacks in the United States. When Africa was partitioned in 1885 and colonized by European powers, numerous missionary endeavors were made by Afro-Americans to redeem and civilize their African brethren through the American culture. Soon afterwards Afro-Americans began to articulate African political grievances in an attempt to deliver Africa from the abuses of European colonialism. Effects of cultural linkages were visible in the 1950s and 1960s as African religious and arts groups were established in some areas of the United States. The idea of establishing a dual American/African citizenship for Afro-Americans living in the United States was considered during the 1960s. In recent years, the African struggle for decolonization has prompted a sense of increased political empathy and feelings of pride in African heritage on the part of Afro-Americans. On ideological, political, and organizational levels, Afro-Americans are becoming more aware of their own identity within American society partly as a result of developments on the African continent. (AV)

Designed to provide a conceptual and workable framework for the development of interdisciplinary information systems in Southern Africa, this handbook focuses on Southern Africa's information needs and addresses the problems between theory and practice in information transfer and utilization. The handbook is divided into two major parts. The four sections in the first part deal with library and information science in higher education in the area, including the need for reserve sections in university libraries to adopt the learning resource concept; strategies for developing an automated university library system; policy and procedures for establishing an interlibrary loan system; and the need to establish a consortium for sharing information on research done in Southern Africa. The five sections in the second part examine vital areas of information needs, including information and referral services in agencies serving adults; the dynamics of information processing and packaging for the area; education and training strategies to contain and manage the impact of refugees; developing a prototype information resource for a Southern African Center for Appropriate Technology; and how to conduct a seminar to educate professionals in information sharing. Selected bibliographic references on the topics discussed are provided for each section. A glossary of computer and information science terms and several exhibits of related materials are attached. (CGD)

This book, second in a series of six dealing with African culture and intended for secondary level students, deals with the processes of industrialization and urbanization that are transforming the traditional way of life in Africa. Almost all of the selections in this volume were written by Africans, and they come from a variety of sources including autobiographies, novels, newspapers, and studies by social scientists. The basic purpose of the book is to capture some of the feelings, aspirations, and experiences of black Africans and, by so doing, help the reader develop a sense of empathy and a feeling of identity with human beings everywhere, recognizing the common humanity that all men share. Discussion questions are provided for the selections. The first selection is a short but insightful profile of a middle-aged cook, Kobla, who has made a remarkable adjustment to the modern world. The second selection tells the story of a young man who leaves the bush and goes to Dar es Salaam, the capital of Tanzania, in search of the good life. Students learn about some of the problems that African men who moved to the city face by reading excerpts from "Tell Me, Josephine," a "Dear Abbey" newspaper column in a Zambia weekly paper. Other selections explore a relationship between father and son, examine ways for Africans to satisfy the demands of the older generation while striking out on their own, and deal with the theme of a young man returning home to his village after spending time in the city. Life in the copperbelt of Zambia is described and results of a study of what Zambians listen to on the radio are presented. Discrimination in South Africa is the topic of two selections. (Author/RM)

Six hundred and sixty-two listings of instructional materials for teaching about Africa are presented in this annotated bibliography to help teachers identify materials that will assist them in developing courses and units of study. Materials are identified that can be used by precollegiate teachers of all subject areas. This handbook is arranged by grade levels--preschool to grade three, grades 4-6, and grades 7-12. Within each section materials are divided by geographic region and listed alphabetically according to their instructional formats. The region divisions include Africa (general), Western, Eastern/Central, and Southern. Types of materials include multimedia, books, filmstrips and slides, records and tapes, maps and transparencies, duplicating masters, and pictures and charts. Entries include title, price, publisher and description. A list of publishers and distributors is included for ordering materials. The handbook concludes with two evaluation forms which may assist teachers in selecting materials on the basis of their cross-cultural value and for purposes of general assessments. (JR)

This 6th grade social studies unit delves into the belief systems and external religious, cultural practices of Black Africans. It is part of a series of guides developed by the Public Education Religion Studies Center at Wright State University. Study is focused upon the Ashanti tribe of Ghana knowing that although the multiplicity of tribes have individual beliefs and practices, there is a likeness that transcends all. For example, each tribe must adjust to a changing world and most tribes at this time are facing similar problems. Students are given some general ideas of the spread of Christianity and Islam into Africa and their relationships with indigenous religions. The unit emphasizes how these two religions entered Africa, what impact they had on the people they touched, and what is happening to these religions today. Unit generalizations, concepts, and subject matter are briefly outlined. Much of the document is an outline of Black Tribal Religion in Africa with such headings as: Belief in God; How does man approach God; and Christianity in Africa. Cognitive, affective, and psychomotor objectives are stated as well as initiatory, developmental, and culminating activities. The document concludes with evaluation suggestions and instructional resources. (Author/BC)

Two social studies units for sixth grade provide information and learning activities about Africa and Russia. Both units contain lists of concepts to be learned, skills, objectives, learning activities, common misconceptions, vocabulary, maps, objective and essay tests, and bibliographies. The unit on Africa helps students understand the wide variety of cultures within the continent as well as realize the similarities in man's basic physical needs and universal outgrowths of society such as religion and government. By making geological relief maps, independently researching individual countries, or analyzing folk tales, students develop map and research skills while learning about the forces that have shaped the continent's history. Student reading material and teachers' lectures cover topics such as apartheid and tribalism. The unit on Russia emphasizes its cultures, geography, historical development, and role in the 20th century. Teachers are encouraged to select from 70 learning activities including field trips, role-playing historical characters, and comparing pollution problems of Lake Baikal and Lake Erie. Identification of the political and economic characteristics of Communism is one of the unit's objectives. Teachers should be able to incorporate part or all of both units into existing social studies course plans. (AV)

This booklet touches upon many aspects of the Maasai tribe of Tanzania and Kenya. Topics covered include an historical background examining Maasai origins and contact with Europeans and a survey of their economic system detailing community life, daily routine, diet, the importance of and ideas about raising livestock, food, technology, and inheritance customs. The chapter on social structure describes the Maasai custom of male dominance, male and female circumcision ceremonies, the life of the warrior including warrior taboos, and becoming an elder. Male-female relationships are explored, covering courtship, marriage, extra-marital relationships, and Maasai customs during pregnancy, childbirth, infancy, and childhood. The author defines social controls and surveys how the Maasai deal with the unknown, discussing medicine men, treatment of illness and injury, death, creation stories, superstitions, and proverbs. He describes the towns, as opposed to the villages, and summarizes by noting trends and possibilities in the future. He concludes the booklet by noting some of his own personal experiences while visiting the Maasai. (CK)