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Mathematics has always been a difficult issue, especially in the African countries. Mozambique is not an exception. This country had been colonized by Portugal until 1975. When the independence was obtained, a socialist regime was adopted (1977). The learning of mathematics entered the struggle against colonial and imperialistic ideas. Its best ally was Paulus Gerdes, one of the most relevant ethnomatematicians of the world, who carried out an intense promotion of this approach to mathematics in Mozambican school system. Albeit the great international impact of Gerdes' ideas, Mozambique never implemented his methodology. When, at the end of the 80s, the country changed from socialism to liberalism, voting a democratic Constitution in 1990, its school system was aligned to the measures of International Monetary Fund (IMF) and World Bank (WB). The most recent ones are represented by the Millennium Development Goals. Despite the various reforms of Mozambican school system, the results of Mozambican children in mathematics are among the worst in Africa. The reasons of such a failure are here explained, through a historical approach based on national documents. The most recent experiences of school reform carried out by international agencies together with national institutions are stressed. The negative results obtained by the Mozambican learners as to mathematics are due to several reasons: 1) a lack of consideration of the Mozambican cultural substrate; 2) an improper massification of the school system, where the quality of instruction has been neglected; 3) the specific choice to marginalize mathematics education. ; info:eu-repo/semantics/publishedVersion

AbstractEducation and family planning can both be influenced by policy and are thought to accelerate fertility decline. However, questions remain about the nature of these effects. Does the effect of education operate through increasing educational attainment of women or educational enrollment of children? At which educational level is the effect strongest? Does the effect of family planning operate through increasing contraceptive prevalence or reducing unmet need? Is education or family planning more important?We assessed the quantitative impact of education and family planning in high‐fertility settings using a regression framework inspired by Granger causality. We found that women's attainment of lower secondary education is key to accelerating fertility decline and found an accelerating effect of contraceptive prevalence for modern methods. We found the impact of contraceptive prevalence to be substantially larger than that of education. These accelerating effects hold in sub‐Saharan Africa, but with smaller effect sizes there than elsewhere.

The study examined the utilization of farm waste among farmers in Irepodun Local Government Area of Kwara State, Nigeria. Structured interview schedule was used to elicit data from 120 farmers in the study area. Results revealed that more than half (58.4%) of the respondents were crop farmers who grow majorly maize and cassava on a subsistence scale. The major farm wastes generated in the area were maize cobs, husk and stalk (62.5%) and cassava stalk and peels (60%). Majority of the farmers got rid of their farm waste through burning while more than half of the respondents do not utilize the waste they generate from their farms. The major constraints militating against farm waste utilization includes inadequate access to extension services, inadequate awareness of benefits of farm waste, inadequate facilities for processing of farm wastes to other products and low knowledge on usage of farm waste. Logistic regression modelling results revealed that farmers who are more likely to utilize their farm waste efficiently are those with higher level of education and more years of experience in farming. It was therefore recommended that extension agencies should embark on enlightenment campaigns and trainings of farmers on various innovative ways of farm wastes utilization in order to facilitate more efficient and environmental friendly farm waste utilization initiatives in the area.Keywords. Assessment, Farmers, Farm Waste, Kwara State, Utilization.

This study examined the ICT resources situation and academic achievement of business education students. It was conducted in the Department of Business Education, Adeyemi College of Education, Ondo, Nigeria. Descriptive survey research design was used. The population and samples used for the study were 2009/2010, 2010/2011, 2011/2012, 2012/2013 and 2014/2015 set of business education students. Three research questions and two hypotheses were raised to guide the study. Primary data collected from the Department of Business Education of the college which is ICT resources data and students' academic performance obtained from the final year results of the sessions under study were used for the study. The data were analyzed using simple percentage and mean. Findings revealed that ICT resources were grossly short- supplied and the available ones have become obsolete. It was also revealed that the students' academic achievement were very low as a result of dearth of resources required for effective teaching and learning. There is no significant difference between the academic achievements of the students but there is significant relationship between resource allocation and students' academic achievement in the sampled college. Government and other stakeholders in education were encouraged to come together to salvage the resource situation and the poor academic condition obtained from the programme.