Building Child Friendly Cities in the MENA region

The notion of Child Friendly Cities (CFCs) was first developed during the Second United Nations Conference on Human Settlements (HABITAT II), held in Istanbul in 1996. The concept is based on four general principles of the United Nations Convention on the rights of the child: (1) fair treatment of every child, regardless of ethnicity, gender, religion, socioeconomic background etc.; (2) top priority of the best interests of the child; (3) the child’s right to a better life and development; and (4) respect of children’s views. In a CFC, children are encouraged to take part in the decision making processes that affect their lives. Instead of starting yet another programme for children, the development of a CFC mobilises and connects existing agencies and actors. Giving examples of some cities in the Middle East and North Africa (MENA) region, this paper demonstrates that building CFCs has induced the development of mechanisms and structures which have enabled cities to address children’s issues in a systematic manner. These mechanisms and structures include: a municipal child-friendly legal framework, local development councils and NGO networks and local municipal development offices. The author argues that in building CFCs, the role of municipal authorities is indispensable in responding to the needs of children and young people within the municipalities’ mandates.     

Effect of Intermittent Kangaroo Mother Care on Weight Gain of Low Birth Weight Neonates With Delayed Weight Gain

Objective: To evaluate intermittent Kangaroo Mother Care (KMC) with additional opportunities to breastfeed on weight gain of low birth weight (LBW) neonates with delayed weight gain. Methods: 40 LBW neonates were followed to see whether KMC with additional opportunities to breastfeed improved weight gain. Results: In the KMC group, the mean age of regaining birth weight was significantly less (15.68 vs. 24.56 days) and the average daily weight gain was significantly higher (22.09 vs. 10.39 g, p < .001) than controls. Conclusion: KMC with additional opportunities to breastfeed was found to be an effective intervention for LBWs with delayed weight gain and should be considered to be an effective strategy.     

Children of the sug: a study of the daily lives of street children in Khartoum, Sudan, with intervention recommendations

OBJECTIVES: The study examines street children's daily lives in Khartoum, Sudan to recommend ways to improve their conditions and to successfully assist them off the streets. METHODS: In 2000-2001, eight researchers conducted participant observation for 7 weeks; 20 groups of children engaged in role-plays and drawing activities; over 500 children participated in qualitative group and individual interviews; and 872 current and former street children were surveyed. RESULTS: Approximately half of children were 14 years old or younger. Daily life focused on eating, sucking glue-soaked rags, obtaining money, and sometimes movies or games; many children valued their freedom and relatively abundant food on the streets. Boys engaged in odd jobs, and sometimes theft, begging, or sex work. Girls had fewer work opportunities and primarily obtained money through begging and sex work. Almost half of children saw their families weekly. Children belonged to same-sex groups of common geographic origin, which shared food, shelter, and care when sick; boys' group leaders could be both protectors and aggressors. Most girls had a boyfriend who financially assisted and protected her. Girls frequently were raped by street boys, police, or other men. Children feared routine capture, beating and incarceration by authorities. Former street children were housed in large camps where abuse was common, or costly small residencies. CONCLUSIONS: Street-based services to improve children's health and safety are urgently needed. Re-integration programs may help large numbers of children voluntarily and permanently leave the streets. Advocacy campaigns and collaborative efforts with the police, judiciary and legislature should be intensified. PRACTICE IMPLICATIONS: The paper highlights important challenges facing street children in Khartoum, and provides specific recommendations for how they might be better assisted while on the streets and successfully helped off of the streets through community re-integration, rather than current (1) large-scale beating and incarceration by government authorities, or (2) small-scale and costly residential housing by NGOs. The findings have already been used in a sustained advocacy campaign that has resulted in a number of positive legislative changes for street children, such as parliamentary endorsement of a new bill that improves street children's legal status.     

Factors affecting girls' learning of mathematics in Sudan

The effects of a modern mathematics programme and of a self learning project on girls' attainment is described, and an interpretation offered.     

The impact of professional development training on teachers’ performance in Abu Dhabi Cycle Two and Three schools

This research study examined the impact of professional development on teachers’ performance in Abu Dhabi in the United Arab Emirates (UAE) Cycle Two and Three private schools. The study employed a mixed-method research design developed in two phases which considered professional development (PD) for teachers from the combined perspectives of Adult Learning Theory and Desimone’s PD features. The quantitative findings of the research suggest that teachers improved their lesson planning, teaching methods, teaching tools, classroom management, and cooperation after the PD. However, the qualitative findings suggest that teachers had many concerns regarding the current PD program; thus, two features are added to Desimone’s framework especially if it is to be used in a country like the UAE.     

Initiatives et resistances dans les etats arabes

Sans résumé     

Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science

This study investigated the influence of an explicit and reflective inquiry‐oriented compared with an implicit inquiry‐oriented instructional approach on sixth graders' understandings of nature of science (NOS). The study emphasized the tentative, empirical, inferential, and imaginative and creative NOS. Participants were 62 sixth‐grade students in two intact groups. The intervention or explicit group was engaged in inquiry activities followed by reflective discussions of the target NOS aspects. The comparison or implicit group was engaged in the same inquiry activities. However, these latter activities included no explicit references to or discussion of any NOS aspects. Engagement time was balanced for both groups. An open‐ended questionnaire in conjunction with semistructured interviews was used to assess participants' NOS views before and at the conclusion of the intervention, which spanned 2.5 months. Before the intervention, the majority of participants in both groups held naive views of the target NOS aspects. The views of the implicit group participants were not different at the conclusion of the study. By comparison, substantially more participants in the explicit group articulated more informed views of one or more of the target NOS aspects. Thus, an explicit and reflective inquiry‐oriented approach was more effective than an implicit inquiry‐oriented approach in promoting participants' NOS conceptions. These results do not support the intuitively appealing assumption that students would automatically learn about NOS through engagement in science‐based inquiry activities. Developing informed conceptions of NOS is a cognitive instructional outcome that requires an explicit and reflective instructional approach. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 551–578, 2002     

Validation and development of norms for the Test for Auditory Comprehension of Language‐Revised (TACL‐R) in Lebanon

Assessment of auditory comprehension is necessary for therapeutic clinical intervention as well as remedial and special education services. In this study, the Test for Auditory Comprehension of Language‐Revised (TACL‐R), developed by Elizabeth Carrow‐Woolfolk in 1985 Carrow‐Woolfolk, E. 1985. Test for Auditory Comprehension of Language‐Revised, Allen, TX: DLM Teaching Resources.  [Google Scholar], was translated and adapted for use in the Lebanese culture. The adapted test was administered to 350 Lebanese children aged 3:0–9:11 selected on the basis of grade and school type. Norms were reported for each age and grade level. Reliability analysis showed that the adapted test provides consistent, stable and precise estimates of auditory comprehension ability. The test's construct validity was examined using several indices. In addition, evidence for concurrent validity was provided by examining the relationship between scores on the adapted test and teachers' ratings of students' language abilities. Obtained results were compared with those on the TACL‐R and were discussed in terms of their practical implications. Recommendations for further research were proposed.