Young Children's Symbol‐Making Tools and Factors Influencing Their Availability,Selection and Use: An International Survey

Families and schools play essential roles introducing children to the tools of their culture, including pencils and other symbol‐making instruments. Child development and education specialists from Africa, Asia, Europe, and North and South America confirm these roles and reveal that symbol‐making tools, as cultural artifacts, reflect countries’ levels of human development, including life expectancy, literacy, and purchasing power.

In countries of low and moderate levels of human development children are more likely to use commercial symbol‐making tools first in schools, not homes. The symbol‐making tools most widely available to young children are pencils and crayons. Yet, when commercial tools are unavailable, children create their own, using objects from the natural environment.

The pencils used by most young children are standard adult‐sized while crayons, brushes, and markers are more varied in size. In most countries children use symbol‐making tools freely and with adult direction. Nonetheless, adult‐directed tool use decreases and free use increases as human development levels rise.

Place of residence, socio‐economic status, teacher and parent educational levels, and commercial availability account for often wide within‐country variations in child access to and use of symbol‐making tools. Finally, symbol‐making tool design and use appear to be based on tradition rather than research.

     

BFI EDUCATION,CULTURE AND THE CURRICULUM

Understanding film and television through study is a distinct educational activity, but hardly integrated into the education system. This, it is argued, is due to a separation maintained by narrow institutional definitions of education and culture. In attempting to reconceptualize a relation, a shifting history of education is first described, in which clear links are discernible between changing financial fortunes of the education system and changes in successive political policies in this century. The inheritance of that history, it is argued, is a largely static curriculum.

Secondly, in investigating curriculum issues, the centrality of a subject‐based timetable is seen as inadequate; instead, a curriculum constructed in terms of ‘fields of knowledge’ is suggested, an idea exemplified by broadening the language base of English teaching and refocussing on the study of systems of signification.

Thirdly, in describing a tradition of intellectual and educational debates that underwrites such a shift, BFI Education ‐ an agency whose function in part is to promote education in film and TV studies ‐ is positioned in that tradition, and its policies and practices accounted for.

An annotated bibliography of key texts charts the context of the article, for readers for whom that context is unfamiliar, and as a potential reading list for educational courses.     

Gender Norms and Access to Extension Services and Training among Potato Farmers in Dedza and Ntcheu in Malawi

Purpose: This paper explores the interaction between extension services and gender relations in order to suggest ways and strategies that can be useful in ensuring that extension services are gender-equitable and empowering for women.

Design/Methodology/Approach:In total, 35 sex-disaggregated focus group discussions with farmers, and 4 interviews with extension officers were conducted in Dedza and Ntcheu districts. Data on the type of training offered, training participants recruitment methods, as well as data on barriers to and opportunities for training were collected. A social relations approach, focusing on gender relations, was used to analyse the data.

Findings:Underlying gender norms and cultural norms mediate access to information. For instance, some men regard themselves as representatives of their households during training and, to some extent, extension officers reinforce these views by using biased training recruitment methods. Gender norms related to household decision-making impact on the ability of women to access training opportunities.

Practical implications: Agricultural extension should not be a purely technical programme focusing only on good agricultural practices. It should also embed modules aimed at addressing social practices that disadvantage some people, particularly women, as well as adopt gender sensitive recruitment methods that do not rely on male-biased recruitment channels.

Originality/Value:The social relations approach used, focusing on gender relations, is aimed at trying to come up with the conditions necessary for agricultural training to be empowering for women. This paper is therefore of interest to extension agents and other development practitioners interested in women’s empowerment and the transformation of gender relations.     

Managing Risk and Experiencing Danger: tensions between government AIDS education policy and young women's sexuality

Much of the early panic relating to AIDS has focused on non‐heterosexual sexualities and the identification of high risk groups. It can be argued that fear of the spread of HIV and AIDS into the heterosexual population was the spur for the development of government policy in this area. The protection of the population in general depends on changes in high risk sexual practices, and the part played in these changes by young women has been given scant attention. We argue here that the sexual knowledge and practice of young women are crucial factors in the spread of HIV and AIDS, and that information on these factors is limited and interpreted within a framework of patriarchal ideology which obscures the power relations embedded in sexual relations. These issues are discussed using data from an investigation of young women's sexual beliefs and behaviour (the Women Risk and AIDS Project — WRAP) in relation to government AIDS education campaigns.

     

Spatial concepts and young children

This presentation looks at how young children learn basic geometrical concepts. Piaget's developmental levels will be examined to determine how they fit into the current research project. These will be compared with materials from the Soviet States that have recently become available from the NCTP in the USA.

The research project was constructed in a number of early childhood centres in a variety of socio‐economic areas. All of these centres had an early intervention program in operation so that special needs or ‘exceptional’ children could be observed along with mainstream children.

The researcher is investigating children's learning styles to determine the children's preferred learning styles when exploring spatial concepts. The question of whether exceptional children progress through the same stages and in the same order as the mainstream children is also being considered.

Spatial concepts in early childhood is an area that seems to have been neglected by researchers in favour of the development of number concepts. This research project aims to add to our knowledge of how young children learn spatial concepts.

     

Networked learning for agricultural extension: a framework for analysis and two cases

Purpose: This paper presents economic and pedagogical motivations for adopting information and communications technology (ICT)-mediated learning networks in agricultural education and extension. It proposes a framework for networked learning in agricultural extension and contributes a theoretical and case-based rationale for adopting the networked learning paradigm.

Design/methodology/approach: A review of the literature highlights the economic and pedagogical need for adopting a networked learning approach. Two examples are described to instantiate the language for learning networks: a small community of farmers in India and large Twitter community of Australian farmers.

Findings: This paper reviews evidence that successful networked learning interventions are already occurring within agricultural extension. It provides a framework for describing these interventions and for helping future designers of learning networks in agricultural extension.

Practical implication: Facilitation of learning networks can serve to achieve efficient agricultural extension that connects farmers across distances for constructivist learning. To realize these benefits, designers of learning networks need to consider set design, social design and epistemic design.

Theoretical implication: This paper contributes a theoretical framework for designing, implementing and analysing learning networks in agriculture. It does this by integrating existing ideas from networked learning and applying them to the agricultural context through examples.

Originality/value: This paper contributes an understanding of the value of networked learning for extension in terms of economic and pedagogical benefits. It provides a language for talking about learning networks that is useful for future researchers and for practitioners.     

The mentor role in individualized education at Empire State College

This paper discusses the role of mentors in individualized learning at Empire State College, New York State. The discussion implicitly questions roles and procedures in distance education.

This individualized learning programme is defined and illustrated. The components of the role of mentor are likewise defined and illustrated. Then the implications of being a mentor working with individual students are spelt out as they illuminate the relationships of mentors in academia.

The conclusion is offered that the mentor's commitment to his/her students is an exhibition of his/her fundamental commitment to a philosophical stance in education which surmounts primary loyalty to one's academic faculty.

The final whimsical question is whether or not individualized learning and distance education are compatible or conflicting.     

The drivers of women farmers’ participation in cash crop production: the case of women smallholder farmers in Northern Ghana

Purpose: Participation in labour markets and high-value crops among men and women smallholder farmers has always been an important strategy for poverty alleviation and attainment of food and income security. In contributing to the generation of gender-disaggregated empirical literature, this paper examined determinants of women smallholder farmers’ participation in their households’ decision-making regarding cash crop production.

Methodology: Data for the paper were sourced from a baseline survey conducted by Monitory and Evaluation Technical Support Services, Institute of Statistical, Social and Economic Research and Ghana Statistical Service for the USAID Feed the Future Programme in their Northern Ghana Zone of Influence. The data were analysed using probit regression analysis to identify factors which significantly influence women farmers’ participation in cash crop production.

Findings: The probit analysis identified intra-household power relations such as women participation in household decision-making, control over household productive resources and control over household income as significant determinants of smallholder women farmers’ participation in cash crop production.

Theoretical Implication: Improving women smallholder farmers’ power to participate in household decision-making, access to and control over household productive resources and income are therefore imperative in boosting women farmers’ participation in cash crop production.

Practical Implications: It is therefore recommended that any gender-targeted policy and programme with the aim of women’s economic empowerment must critically examine the sociocultural barriers impeding women’s participation in their household decision-making and control over household productive resources. Women farmers’ participation in their households’ decision-making regarding cash crop production and the use of income generated from it should be encouraged through gender mainstreaming in agricultural service delivery.     

Actor diversity and interactions in the development of banana hybrid varieties in Uganda: implications for technology uptake

Purpose: We examine the nature of networks through which new hybrid banana varieties (HBVs) in Uganda are developed, and how different actors engage in the technology development process.

Design/methodology/approach: We collected the data through 20 key informant interviews and 5 focus group discussions with actors involved in the process. We analysed the data with NVivo and Social Network Analysis software.

Findings: The process of developing HBVs involves many actors with a diversity of roles and interests. The network density was 29.4, implying existence of only 29.4% of the possible direct linkages. Strong ties mainly existed among research-oriented actors, with other actors in the periphery.

Practical implications: The current position of smallholder farmers and other non-research actors inhibits their influence on decisions in the technology development process. We recommend that smallholder farmers should be empowered through better organization so that they can influence the process of developing HBVs. Researchers, supported with appropriate policies, should engage more with actors in the intermediary, enterprise and support service domains for a more vibrant agricultural research system.

Theoretical implications: Application of the systems approach to technology development requires a dynamic process that supports involvement of a diverse range of actors. However, close attention to context is important in dealing with issues of power asymmetries and determining to what extent various actors engage in the process.

Originality/value: This work contributes to literature on systems approaches to agricultural and rural development. The paper demonstrates that actor diversity and interactions are critical in technology development and uptake.     

PARTICIPATION OF WOMEN IN HIGHER EDUCATION

After a brief historical review, the author describes the legal, cultural and economic elements that brought women into US higher education in such big numbers. She also discusses the professional situation of women after graduation and reviews major problems awaiting a solution

Mrs. Nancy Tapper is executive vice‐president of the Centre for Social Redesign, Oakland, California. Trained as a mathematician she is a former professor and college president     

Meat processing company staff as innovation intermediaries: developing a framework from New Zealand’s red meat sector

Purpose: Meat processing companies have the potential to raise farm and sector productivity by directly working with farmers. This study assesses how commercial companies can undertake the roles of innovation intermediaries to increase productivity in New Zealand’s sheep and beef sector.

Design/methodology/approach: This study uses a case study approach from the red meat sector in New Zealand. The case study included the development of a trial agricultural extension system established by staff from meat processing companies acting as innovation intermediaries, providing opportunities for skill development and knowledge transfer for farmers. From the case study, a framework is developed which illustrates how company staff can undertake the role of an innovation intermediary.

Findings: (1) Meat processing company staff are able to successfully undertake the role of an innovation intermediary; (2) flexibility is necessary, as staff undertook each of the functions to different degrees depending on their existing skills and knowledge of agricultural extension and the time available within their current job; and (3) adaptability is important, as staff adapted the project to meet the needs of both farmers and their employer.

Practical implications: Balancing commercial and extension roles is challenging. The framework could assist companies to clarify how individual company staff could successfully undertake specific roles.

Theoretical implications: This paper discusses factors influencing which innovation intermediary roles and functions are optimally undertaken by staff within or outside a meat processing company.

Originality/value: Analysing the role of an innovation intermediary from the perspective of meat processing company staff balancing their extension and commercial role.     

Reconstructing Early Childhood Development Services in South Africa: From apartheid to democracy

A miracle has occurred in South Africa. A country bent on self‐destruction changed course over the past 5 years and achieved an extraordinary reconcilliation amongst its diverse people. The process of democratization and liberation has brought freedom to millions of South Africans previously governed by racial separation. The reconstruction and development of the nation is led by President Nelson Mandela.

Our youngest children have not been untouched by this. For the first time in our history there is a political commitment to serve young children and to provide resources for this.

Supported by intense research and investigation, and a sector deeply committed to improving conditions for young children, their families and communities, a comprehensive national policy and training framework for early childhood education and care has been developed.

This article begins by setting the context for early childhood education and care in South Africa. The article focuses on the principles which direct programme and service delivery, the development of a training framework, the role of lobbying and advocacy networks, strategies for improving the quality and increasing quantity of provision, and the role of non‐governmental organisations in service delivery.     

Agricultural innovation systems and farm technology adoption: findings from a study of the Ghanaian plantain sector

Purpose: We assess farm technology adoption in an integrated analysis of social networks and innovation in plantain production in Ghana. The paper explores the strength of social networks in the agricultural innovation systems (AISs) and the effect of AISs on adoption of improved farm technology.

Methodology/Approach: The paper uses social network analysis (SNA) tools to identify, map and analyze the AISs and the two-stage Heckman selection model. Combining qualitative and quantitative methods allows testing the differential effects of social networks on technology adoption.

Findings: We find weak innovation systems in the study area. Farmers are central in the social networks but have little to no influence in the innovation system perspective. Social network capital plays a critical role in improving adoption of improved farm technology.

Practical implication: Focal farmers are important actors disseminating farm technology. They should be supported by policies to interact more effectively with research and extension agents. Strengthening the role of social networking in the innovation system will enhance adoption of improved farm technology.

Theoretical implications: The inclusion of SNA indicators in the adoption model is a novel approach for quantifying the effect of the innovation system and contributes to understanding the roles of different actors. Further validation of the SNA indicators is needed for a comprehensive analysis of the innovation system.

Originality/value: The innovation system approach is useful for researchers and policy-makers by encouraging them to consider new innovation actors and relationships in technology development and dissemination. Combining quantitative and qualitative methods can help to identify starting points for policies to promote innovations among farmers.     

Some Non‐Academic Developmental Correlates of Ability‐Grouping in Secondary Schools

Using data from the National Child Development Study, the relationship between certain non‐academic aspects of children's development and their school's ability‐grouping policy were examined.

The four areas of non‐academic development considered were: the young people's rating of their own ability in English, mathematics, science and practical subjects, their academic motivation, their plans for further education and occupational aspirations and their behaviour at school. However, in general there were no differences in any of these respects between children in streamed, setted and mixed‐ability schools.

The implications of these findings are discussed, in particular the potential differences which could arise between schools with different policies if more appropriate methods of teaching and organisation were adopted.     

Four years of farmer experimentation on soil fertility in Tigray,northern Ethiopia: trends in research strategies

Purpose: This paper analyses research strategies followed by farmer groups in Tigray, that were involved in participatory experimentation. Understanding choices made by farmers in such experimentation processes is important to understand reasons why farmers in Tigray often hesitated to adopt recommended practices.

Design/Methodology/Approach: A participatory experimentation approach was followed to arrive at recommendations matching with local preferences and context. In total, 16 groups of 5 farmers were monitored during 4 years.

We monitored research strategy of the farmer groups by considering the following: (1) the type of treatments, (2) the inclusion of responsive treatments, (3) the actual responses achieved and (4) the treatments perceived optimal.

Findings: We found that the farmer groups followed a very rational, context-rooted strategy that, e.g. in its focus on straw production and the use of combinations of organic and mineral fertilizers, differed from that of the researchers.

Practical implications: Farmers often follow research strategies different from standard scientific approaches. Consequently, in participatory experimentation, involvement of farmers in defining the actual experimental design is required to deal with local preferences and context.

Theoretical implications: Outcomes of participatory experimentation are directly relevant for further outscaling of the technologies involved. In addition, insights and understanding obtained also might support upscaling in the form of designing rural development policies.

Originality/Value: Participatory experimentation processes are applied in development work for different reasons but often concentrate primarily on direct outputs. For development workers engaged in such processes, it is important to realize that actual involvement of participants in the whole process is equally important.     

Distribution of School Knowledge and Social Reproduction in a Brazilian Urban Setting

The present study was designed to elucidate the ways in which the distribution of school knowledge contributes to processes of cultural and social reproduction. Three schools in the southern Brazilian city of Porto Alegre were studied for this purpose: a private institution serving an upper class clientele; a public school serving children of the middle class; and a public school attended by working‐class children. Two classrooms at each of the three schools were intensively observed during one semester. Teachers and staff were interviewed concerning their pedagogical views.

Patterns of instruction and control observed at the three schools suggest that children from different social classes receive substantially different kinds of schooling. The most obvious distinction in ideological discourse observed among staff members at the three schools concerns the existence of an explicit pedagogy endorsed at the private school and the concomitant absence of any such similar rationale at the other two schools.

The final sections of the paper discuss the implications of these findings for processes of cultural and social reproduction and their relation to relevant literature.