PREVALENCE AND FACTORS ASSOCIATED WITH URINARY SCHISTOSOMIASIS AMONG INFANTS AND PRESCHOOL-AGED CHILDREN IN SETTLEMENTS AROUND OYAN RESERVOIR IN OGUN STATE, NIGERIA

The need for more information on the risk factors for schistosomiasis among infants and preschool-aged children as become important for the development of health education programme since this age group is currently excluded in preventive chemotherapy programmes.  Therefore, the prevalence and intensity of, and risk factors for, infant and preschool-aged children infection with Schistosoma haematobium were explored in two endemic settlements around Oyan Reservior in Ogun State, Nigeria. Mothers and caregivers’ knowledge of the disease, water contact activities of their preschooler, age at first exposure and control measures were recorded using a structured questionnaire. Of the 86 preschooler screened from the two settlements 46 (53.5%) were infected, with an overall geometric mean intensity of 0.36 eggs/10 ml urine. The prevalence of egg-patent S. haematobium infection was 27.8% in Ibaro and 72.0% in Imala-Odo respectively. There were significant differences in prevalence (P=0.0005) and intensity (P=0.0006) of infection between the two communities, however, these did not increase significantly with age in both communities.  Interviews revealed that preschoolers were exposed to infected reservoir water as early as after birth, while older preschoolers frequently visited water bodies on their own to play, bath and wash cloth. There was significant reduction in prevalence of schistosomiasis among preschool-aged children in Ibaro community compared to Imala-Odo community; this could be attributed to awareness about the disease, and its mode of transmission.  Intensive health education still remains the alternative for reducing transmission in preschoolers in the absence of standardized treatment dosage for them.Â

Imagining an Imperial Modernity: Universities and the West African Roots of Colonial Development

© 2016 Informa UK Limited, trading as Taylor & Francis GroupThis article takes the formation and work of the ‘Elliot’ Commission on Higher Education in West Africa (1943–45) to reconsider the roots of British colonial development. Late colonial universities were major development projects, although they have rarely been considered as such. Focusing particularly on the Nigerian experience and the controversy over Yaba Higher College (founded 1934), the article contends that late colonial plans for universities were not produced in Britain and then exported to West African colonies. Rather, they were formed through interactions between agendas and ideas with roots in West Africa, Britain and elsewhere. These debates exhibited asymmetries of power but produced some consensus about university development. African and British actors conceptualised modern education by combining their local concerns with a variety of supra-local geographical frames for development, which included the British Empire and the individual colony. The British Empire did not in this case forestall development, but shaped the ways in which development was conceived

A history of Nigerian higher education /

Bibliography: p. 349-353