The Experts below are selected from a list of 228060 Experts worldwide ranked by ideXlab platform
Alzira Manuel - One of the best experts on this subject based on the ideXlab platform.
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beyond literacy non Formal Education programmes for adults in mozambique
Compare, 2011Co-Authors: Josje Van Der Linden, Alzira ManuelAbstract:Thirty-five years after independence the Mozambican illiteracy rate has been reduced from 93% to just over 50% according to official statistics. Although this indicates an enormous achievement in the area of Education, the challenge of today still is to design appropriate adult basic Education programmes including literacy, numeracy and life skills. Studies carried out in the framework of the research programme of the Adult Education Department of Eduardo Mondlane University in Mozambique reveal the dilemmas encountered in designing such programmes. By uncovering these dilemmas this article aims to display critical issues regarding the content and the implementation of literacy and non-Formal Education programmes for adults relevant to their context. As the Mozambican research programme was part of a cooperation with universities in South Africa and the Netherlands, the issues will be discussed against the background of this international cooperation.
Theodore Pincus - One of the best experts on this subject based on the ideXlab platform.
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patient questionnaires and Formal Education level as prospective predictors of mortality over 10 years in 97 of 1416 patients with rheumatoid arthritis from 15 united states private practices
The Journal of Rheumatology, 2004Co-Authors: Theodore Pincus, Julie J Keysor, Tuulikki Sokka, Eswar Krishnan, Leigh F CallahanAbstract:OBJECTIVE: To prospectively analyze patient questionnaire scores concerning functional disability as well as Formal Education level as potential predictors of premature mortality over 10 years in 1416 patients with rheumatoid arthritis (RA) from 15 private practice rheumatology settings in 11 diverse cities in the United States. METHODS: At baseline in 1985 and periodically over 10 years, patients completed mailed self-report multidimensional health assessment questionnaires (MDHAQ) that included functional disability scores, Formal Education level, and other demographic and clinical data. Vital status was determined 10 years after baseline. Potential predictors of 10 year mortality were analyzed using descriptive statistics and Cox proportional hazards models. RESULTS: Vital status was accounted for in 1378 patients, 97.3% of the cohort. The standard mortality ratio was 1.6, similar to most reported series of patients with RA, as 401 patients died versus 251 expected over 10 years. Evidence of "dose-response" relations was seen for age, Formal Education level, functional disability scores, and helplessness scores as predictors of mortality. In Cox proportional hazards models, age, sex, Formal Education level, functional disability, and helplessness scores remained significant independent predictors of 10 year mortality. CONCLUSION: Functional disability and low Formal Education level are significant predictors of premature mortality in people with RA under care in US private practice settings, as in most reported cohorts of patients with RA. This study shows that it is possible to account for more than 95% of patients over 10 years using mailed questionnaires to monitor patient status.
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Formal Education and five year mortality in rheumatoid arthritis mediation by helplessness scale scores
Arthritis & Rheumatism, 1996Co-Authors: Leigh F Callahan, David S Cordray, George A Wells, Theodore PincusAbstract:Objective. To analyze scores on a scale designed to measure helplessness, a cognitive variable, as a possible mediator of the association between Formal Education level and mortality over 5 years in patients with rheumatoid arthritis (RA). Methods. A cohort of 1,416 patients with RA from 15 private practices in 6 states and Washington, DC was monitored for over 5 years. Demographic, socioeconomic, therapy, functional status, and psychological variables were analyzed as possible predictors of mortality in univariable and multivariable Cox Proportional Hazards models. Results. In a 5-year followup, 1,384 patients were accounted for (97.3%), including 174 who died versus 111 expected (standardized mortality ratio = 1.54). Higher mortality was associated significantly with low Formal Education, high age, poor scores for activities of daily living (ADL) on a modified health assessment questionnaire (MHAQ), and poor scores on a helplessness scale (all P < 0.01) in univariable analyses. High age, few years of Formal Education, and poor MHAQ ADL scores were all significant independent predictors of mortality when analyzed simultaneously in a Cox Proportional Hazards model. When helplessness scale scores were included in a model, scores greater than 2.4 (on a scale of 1 to 4), higher age, male gender, and increased MHAQ ADL difficulty scores were all independently significantly predictive of 5-year mortality (P < 0.05), while years of Education was no longer a significant predictor. Conclusion. Scores on a helplessness scale appear to mediate a component of the association between Formal Education level and 5-year mortality in these patients with RA. Health professionals and policy makers might consider interventions directed at modification of helplessness as adjunctive to standard interventions to improve outcomes in RA.
Rabia Hos - One of the best experts on this subject based on the ideXlab platform.
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caring is not enough teachers enactment of ethical care for adolescent students with limited or interrupted Formal Education slife in a newcomer classroom
Education and Urban Society, 2016Co-Authors: Rabia HosAbstract:The Educational landscape for schools in the United States is continuing to shift with the arrival of refugee students with limited or interrupted Formal Education, especially at the secondary scho...
Celestin Mayombe - One of the best experts on this subject based on the ideXlab platform.
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combating adult unemployment through post training support in non Formal Education and training programmes in south africa
Journal of Social Sciences, 2017Co-Authors: Celestin MayombeAbstract:The purpose of this paper is to assess the effectiveness of institutional linkages of adult non-Formal Education and training (NFET) centres in providing post-training support for skills utilisatio...
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an assessment of non Formal Education and training centres linkages with role players for adult employment in south africa
International Journal of Lifelong Education, 2017Co-Authors: Celestin MayombeAbstract:AbstractThis article outlines the results of a qualitative study, which investigated the adult non-Formal Education and Education (NFET) centre linkages with external role-players in providing post-training support for the employment of graduates. The concern that informed this article is that adults who face long-term unemployment remain unemployed after completing the NFET programmes in South Africa. The article reports on an empirical study conducted to investigate what constitutes NFET enabling environments for employment. The findings reveal that most managers did not create institutional centre linkages that could enable graduates having access to essential post-training support, community resources, public goods and services. The author concludes that without linking the NFET programmes to external stakeholders, graduates will continue finding it difficult to be integrated in the labour market which perpetuates unemployment and chronic poverty in South Africa.
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the importance of material resources and qualified trainers in adult non Formal Education and training centres in south africa
International Review of Education, 2016Co-Authors: Celestin Mayombe, Antoinette LombardAbstract:Non-Formal Education and training (NFET) programmes in public and private centres in South Africa aim to meet the training needs of adults who have been deprived of Formal Education which would have fostered skills acquisition and access to employment earlier in their lives. The concern which informs this paper is that adults who face long-term unemployment due to a lack of marketable skills often remain unemployed after completing NFET programmes. The paper assesses the extent to which material and human resources have affected skills acquisition and graduate employment in KwaZulu-Natal, South Africa. The results show that material and human resource challenges in most public and some private centres have led to gaps in skills training. Programmes focus too strongly on academic credits and certificates and not enough on employment as an end goal. The authors argue that the existence of suitable training materials and qualified trainers with practical experience and specific technical skills constitutes favourable conditions (“enabling environments”) for graduate employment. Without improvement in material and human resources, adult trainees will continue to experience difficulties integrating into the labour market, and the cycle of poverty and social exclusion will remain unbroken.
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how useful are skills acquired at adult non Formal Education and training centres for finding employment in south africa
International Review of Education, 2015Co-Authors: Celestin Mayombe, Antoinette LombardAbstract:Non-Formal adult Education and training (NFET) in South Africa is instrumental in breaking the high level of poverty and decreasing the social inequality the country continues to face as a post-apartheid democracy. Public and private NFET centres in South Africa aim to meet the training needs of adults who have been deprived of Formal Education with courses which foster access to opportunities for skills acquisition and employment and bring about social and economic inclusion. However, many adults who were facing long-term unemployment due to a lack of marketable skills remain unemployed after completing NFET programmes. This paper reports on a study which investigated what constitutes favourable conditions (“internal enabling environments”) for skills acquisition inside NFET centres leading to employment and how they can be improved to contribute to coordinated efforts of increasing NFET graduates’ paid and/or self-employment capacities. The authors found that centres focusing on activities suitable for self-employment during training were more likely to create internal enabling environments for skills acquisition and income generation than centres offering courses designed for entering paid employment. The authors conclude that there appears to be a significant correlation between NFET centres’ training programme objectives, financial resources, trainee selection criteria, the process of training needs assessment, and skills acquisition for successful employment outcomes of NFET graduates. Without these internal enabling factors, adult trainees are likely to continue finding it difficult to integrate into the labour market or participate in economic activities and hence break the cycle of poverty and social exclusion.
Josje Van Der Linden - One of the best experts on this subject based on the ideXlab platform.
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beyond literacy non Formal Education programmes for adults in mozambique
Compare, 2011Co-Authors: Josje Van Der Linden, Alzira ManuelAbstract:Thirty-five years after independence the Mozambican illiteracy rate has been reduced from 93% to just over 50% according to official statistics. Although this indicates an enormous achievement in the area of Education, the challenge of today still is to design appropriate adult basic Education programmes including literacy, numeracy and life skills. Studies carried out in the framework of the research programme of the Adult Education Department of Eduardo Mondlane University in Mozambique reveal the dilemmas encountered in designing such programmes. By uncovering these dilemmas this article aims to display critical issues regarding the content and the implementation of literacy and non-Formal Education programmes for adults relevant to their context. As the Mozambican research programme was part of a cooperation with universities in South Africa and the Netherlands, the issues will be discussed against the background of this international cooperation.
