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- Date Created:
- 1887-01-01T00:00:00Z
- Data Provider:
- Capital Area District Library (Lansing, MI). Forest Parke Library and Archives
- Collection:
- Caterino Photograph Collection
- Description:
- Located at 1012 Walnut Street North. The original building was constructed in the 1890s and opened in conjunction with Kilborn Street School in 1891. Additions were made in 1905 and 1925. In 1930 it became a school for children with physical disabilities. Kilborn School was replaced in 1924 and in 1937 a new building was constructed. This building was equipped to handle children with orthopedic, hearing, speech, and occupational problems. Contents include: records, correspondence
- Data Provider:
- Capital Area District Library (Lansing, MI). Forest Parke Library and Archives
- Collection:
- Lansing School District Collection
- Description:
- See second image for names.
- Date Created:
- 1963-01-01T00:00:00Z
- Data Provider:
- Capital Area District Library (Lansing, MI). Forest Parke Library and Archives
- Collection:
- Caterino Photograph Collection
- Description:
- Allen Street school was located at the southeast corner of Allen and Kalamazoo Streets at 1614 Kalamazoo Street East. The space was purchased in May 1909 and construction on the ten room school occured in February 1913. The building was expanded in April 1914 with the north half facing Kalamazoo Street and the east facing Shepard Street. Two more wings were added in October 1925 making it one of the two largest schools in Lansing with a capacity of 600-700. Contents include: School and class photographs.
- Date Created:
- [1940 TO 2005]
- Data Provider:
- Capital Area District Library (Lansing, MI). Forest Parke Library and Archives
- Collection:
- Lansing School District Collection
- Description:
- This is an incisive scientific evaluation of the existing curricula in journalism and communication training institutions in East Africa. The study pays close attention to most of the crucial elements of a good curricula, including the aims and objectives of the courses, the teaching methods adopted, the assessment methods of the courses and the flexibility of the courses to accomodate community, national, regional, continental and international needs. The aims of the study were five-fold: To provide emphirical evidence on the orientations, objectives and scope of the existing curricula in journalism and communication training in East Africa; to suggest variousways of re-modelling the curricula; to access the quality of training offered to journalists so as to find out if they are being adequately funded and teachers well remunerated and; to generate fresh data on journalism and communication training in the region which can be used by policy makers and implementors in shaping future training needs. Field survey research design was used to collect data from stations, newspapers, training institutions and governmental departments. A total of 19, 21 and 22 respondents from Uganda, Tanzania and Kenya respectively were interviewed. The study raises concern over two pertinent issues: the fact that the training institutions have less teaching staff and that the curricula used are relatively old with the newest having been drawn in 1994. The author suggests that there ought to be regular review of the curricula to make them responsive to the ever-changing media demands. Three track approach to the review of the curricula are recommended. They invite Unesco and other stakeholders to commission further studies aimed at a comprehensive improvement of the curricula so that the beneficiaries may be able to face the various complex communication challenges facing their communities and countries; the region, continent and the world.
- Date Issued:
- 1997-01-01T00:00:00Z
- Data Provider:
- Michigan State University. Libraries
- Collection:
- Africa Media Review
- Description:
- This article is a response to the quest for more relevant strategies for communication training in Africa. It reviews the liberal social theories upon which Third World studies have been anchored and rejects them for having led to the current crisis of theory in communication training. Opting for a Marxian political economy approach, it suggests, inter alia, the study of imperialism in all its manifestations as a way of understanding the current reality in Africa; the need to relate theory and practice (through field work) in communication training; and the incorporation of sufficient social science theories and applications thereof into communication syllabi of African training institutions.
- Date Issued:
- 1990-01-01T00:00:00Z
- Data Provider:
- Michigan State University. Libraries
- Collection:
- Africa Media Review
- Description:
- Paulo Freire's ideas on the contents, methods and purposes of education are relevant in any serious consideration of the African development dilemma. Not only because he worked in and experimented with African societies, but also because of the universal flavour of his pedagogy, Paulo Freire brings some refreshing insights into strategies for responsible development through culturally-sensitive direct and mass-mediated education.
- Date Issued:
- 1996-01-01T00:00:00Z
- Data Provider:
- Michigan State University. Libraries
- Collection:
- Africa Media Review
- Description:
- This paper highlights the need fora new ideology of professionalism in the face of the social and political realities of the Third World. It calls for a reassessment of the role of journalists, and the function of journalism and journalism education in Africa. It argues that proficiency in the receptive and expressive language skills should be made an integral part of journalism education and neither relegated to the syllabuses of other departments which have a variety of objectives of their own, nor left to develop by chance. Language, the vital tool of journalists, has to be utilized in newer and subtler ways in contemporary communication environments.
- Date Issued:
- 1990-01-01T00:00:00Z
- Data Provider:
- Michigan State University. Libraries
- Collection:
- Africa Media Review
- Description:
- Paulo Freire is a Brazilian educator and philosopher who is best known for his literacy method based on conscientization and dialogue. He has been called "the greatest living educator, a master and a teacher" (Taylor, 1993, p. 1). This article identifies and examines Freire's educational ideas which offer most important contribution to understanding educational practices and discusses their relevance to education and development in contemporary Africa in terms of the extent to which they are still of value. These ideas include Freire's theory of conscientization and dialogue, liberating education, a criticism of banking education, and a criticism of the concept of extension as cultural invasion. The examination of these ideas shows that, given the existing realities in African societies today, particularly in the rural areas, Freire's ideas now appear more relevant to education and development in Africa than ever before.
- Date Issued:
- 1996-01-01T00:00:00Z
- Data Provider:
- Michigan State University. Libraries
- Collection:
- Africa Media Review
- Description:
- This paper presents the results of a study on the relevance of income generating projects as a reinforcement of acquired literacy skills in Zimbabwe. Very little research has been carried out to assess the extent to which participation in income generating projects actually reinforces the students acquired literacy skills, whereas many studies have evaluated the impact of literacy on socio-economic activities. This study sets out to examine what effects socio-economic activities have on students' literacy test achievements. The results presented here tend to show that high participation in income generating projects is positively correlated with higher total mean scores for total literacy and arithmetic scores. However, the study revealed that variables of high and low participation are not the only ones and cannot be considered in isolation: other variables such as age, sex, etc had to be considered also as results show that these, together with high and low participation in projects, affects students' achievements in literacy test scores. It is believed that the results have useful implications for agencies involved in adult literacy work.
- Date Issued:
- 1987-01-01T00:00:00Z
- Data Provider:
- Michigan State University. Libraries
- Collection:
- Journal of Social Development in Africa
