Developing and Promoting Multi-lateral South - South Higher Education Institute Research in Africa

The African Unions’ (AU) vision for African HEIs to become ‘a dynamic force in the international arena’ under the harmonisation of higher education programmes in Africa, fits in directly with the objectives of the Africa Academy for Environmental Health. The AU seeks to identify innovative forms of collaboration, to facilitate mobilisation of students, graduates and academic staff across Africa, and to ensure that this is an African driven process, among other areas. One of the key areas in the development of the African continent is the establishment of research based policy development. Historically, many policy makers have tended to rely on external experts and institutions to undertake much of this research, and African HEIs have sought partnerships with European and North American institutions rather than those within the continent. This has led to a significant decline in both the quality and quantity of research outputs from African Universities due to lack of belief, time, funding and resources. As such, instead of African led research, many academics undertake consultancies which are often driven by external donors. This also means that, in many cases, research does not address the African context of the work, or more pressing issues which need to be addressed and effectively utilised in policy development

Academic orientation and mentoring - tackling the gender disparities and higher education limitations in Africa

Most universities in the developed world have instigated orientation and mentoring programmes for probationary academic members of staff to allow them to reach their full potential as teachers and researchers. Orientation and mentoring programmes in most African Universities are lacking, not functional and/or not implemented which places new academics at a disadvantage and can be career threatening. Based on extensive consultation and questionnaire with environmental health (EH) academics indicated that up to 63% faced problems when beginning their careers in academia. The most common problem related to a lack of orientation and being appointed to a position for which they had no prior experience or support. Mentoring from more experienced academics in their department and faculty, particularly for female academics was absent or not properly applied in the majority of institutions. The disparities between men and women in their professional academic careers must also be taken into consideration in terms of mentoring and support to enable all academics to develop successful teaching and learning careers. With the lack of institutional experience held in some Universities, such mentoring schemes can be strengthened through the use of regional and pan African networks to allow academics to gain access to a wealth of experience and advice in their fields. The Africa Academy for Environmental Health (AAEH) recommends the following actions on the part of Higher Education Institutions (HEIs) and associated networks to address these challenges as piloted by the AAEH: (1) Development of standard orientation package for all new members of academic staff; (2) initiation of mentoring schemes for academic staff using traditional and innovative methods both institutionally and regionally similar to that achieved in environmental health

Levelling the playing field for female academics to access scholarships and research funds

Although the balance of male to female academics in environmental health in Africa has improved over the years, there is still inequity between the academic genders. Recent evidence suggests that female academics are often found on a lower grade and salary on the University hierarchical scale compared with their male and slightly younger counterparts. To achieve equity in research and knowledge management of female environmental health issues in Africa, it is imperative that gender balance is achieved within academic practice. Lifestyle and work patterns of male and female academics require to be taken cognisance of by donor agencies when determining the eligibility criteria to apply for scholarships to study for higher degrees. Female academics often have to withdraw from the academic field for childbirth, child rearing in the first few years. In addition to fulfilling their role as mothers they are also the care givers within the family they are still expected to undertake the usual domestic chores of a wife and care for elderly relatives, unlike their male counterparts in comparison. All of which places female academics at a disadvantage in status upon return to work. After extensive consultation with both male and female academics working in the field of environmental health in Africa, the Africa Academy for Environmental Health (AAEH) advocate three recommendations for funding bodies and higher education institutions to adopt in their policies: (1) Increase age restrictions in donor scholarship and funding applications for female academics to accommodate their maternal and domestic responsibilities; (2) Scholarship awarding bodies should actively promote funding of split site and home based postgraduate studies. This would provide an equal opportunity for female academics to attain quality qualifications irrespective of their maternal and domestic commitments and ensure research is gender balanced and specific to the African context; and (3) Universities should implement effective mentoring schemes in place to support the needs of junior academics and develop their research and teaching skills

Towards effective diarrhoea disease control in Malawi : Assessment of current programmes and challenges

This report assesses the current programmes and challenges of diarrhoea disease control in Malawi and looks at increasing the effectiveness of these programme

Recruitment and orientation of students studying environmental health in African Higher education institutions

For many students attending African Higher Education Institutions (HEIs), the course and subsequent career they follow may not be their first choice due to limited places and school/ placement results. This is also compounded with the transition from government school systems to higher education where expectations are different and self discipline and study are essential. A survey of environmental health students in seven HEIs in six African countries indicated that only 68% received orientation when starting their university careers. Two out of every five students indicated that environmental health (EH) was not their first choice of course and just over half of those reported that they did not know what environmental health was when they began the course. Induction and orientation of new students has been shown to assist academic integration and enhance student outcomes. However, many EH departments in HEIs do not currently have a standard orientation and induction process for new students, often relying on institutional systems to undertake this task which can overburden students with information and systems. Subsequently, students are unaware of academic expectations, are unfamiliar with facilities and departmental staff and cannot see where their studies are taking them in terms of a career. To overcome these obstacles the Africa Academy for Environmental Health (AAEH) has developed a guidance note for student recruitment and orientation which contains generic packages departments can adapt as necessary. These systems have been piloted and adapted as necessary. The AAEH therefore advocate the following recommendations: (1) that all EH departments in HEIs follow the guidance document to assist in the adaptation and socialisation of students into the higher education system, (2) that further research be undertaken in HEIs to identify suitable innovative and interactive methods to achieve student orientation in both school and HEI level

Gap Analysis of Environmental Health Research in Malawi : Report to the National Commission of Science and Technology

The aim of this consultancy was to assess the current gaps in research for the environmental health sector in Malawi, and to recommend research priorities and an effective action plan to address these gap

Ecological sanitation - Implementation, opportunities and challenges in Chikwawa

Ecological sanitation (EcoSan) in not a new technology but rather a recognition that human excreta is a valuable natural resource (not a waste to be disposed of), containing plant nutrients which after containment and sanitization can be recycled in agriculture to enhance food production, with minimal risk of pollution of the environment and with minimal threat to human health. Various organizations are implementing EcoSan technologies in Malawi. Chikwawa is a rural district that is currently implementing EcoSan initiatives with resources from the Scotland Chikwawa Health Initiative and the US Ambassador’s Self Help Fund. The benefits from EcoSan are clear. For example, EcoSan systems help reduce the risk of spreading diseases by containing and treating human excreta before collecting it; minimising surface and groundwater contamination and recylcing the nutrients found in excreta and returning them to soil to enhance food production. However, EcoSan poses some challenges in its implementation such as a correct utilization, acceptability and sustainability of the concept

Epidemiology of cryptosporidiosis in rural Malawi

A hospital and community based study was conducted in Malawi, within a rural population over a 23 month period, to identify the incidence, causative species and possible determinants for cryptosporidiosis in under fives. 5.9% (25/423) of samples collected were positive for Cryptosporidium oocysts of which 18 amplified by PCR-RFLP indicating the following species: C. hominis, C. parvum, C. meleagridis and C. andersoni. Consenting positive cases were included in a case control study. 96 home interviews were conducted in 24 communities (cases n=24; unmatched controls n=72). A total of 61 risk factors were investigated with a questionnaire, and combined with quantitative data from samples of domesticated animal stools and drinking water. Oocysts were not isolated from domesticated animals or water samples. Multivariate logistic regression of questionnaire data revealed an increased risk of cryptosporidiosis associated with ownership of pigs (OR 7.2, 95%CI 1.9–27.5, p=0.004), presence of diarrhoea in the household (OR 8.8, 95%CI 1.8–53.4, p=0.008), bathing in the river (OR 76.7, 95%CI 1.1–23.8, p=0.037) and no education within the household (OR 3.6, 95%CI 1.1–11.8, p=0.038). Bacteriological results indicating faecal contamination of both drinking water stored within the home (76%), and the surface of guardians’ hands (75%) were indicative of poor hygienic practices and potential sources of infection

Does mainstreaming positively influence academic achievement and self-concept at the elementary level?

Within the past decade and a half, considerable discussion has occurred regarding the most appropriate setting within which to educate students with disabilities. This study looks at classified students in two different settings. It will compare the academic achievement levels and self-concept of students who are classified P.I. and receive instruction in a regular class with in-class support to those students who are classified P.I. and receive instruction in a self-contained classroom. There are 12 participants in this study. Seven of the participants are in a self-contained classroom. All are of 3rd or 4th grade level. Two participants are in a regular 3rd grade class and three are in a regular 4th grade class with in-class support. Academic achievement levels were assessed by a pre-test and post-test using the reading and math subtests of the Woodcock-Johnson Psycho-Educational Battery Revised. Self-concept levels were measured by a pre-test and post-test by using a modified version of the Piers Harris Self-Concept Inventory. Between group comparisons were conducted using 2-tailed t-tests. Also, within group comparisons were conducted using paired t-tests. Overall, neither group showed a significant difference in academic achievement levels or self-concept levels. Results suggest that there were no significant differences between or within groups in either achievement or self-concept

Community knowledge variation, bed-net coverage, the role of a district health care system and their implications for malaria control in Southern Malawi

This paper presents data on the pattern of knowledge of caregivers, bed-net coverage and the role of a rural district healthcare system, and their implications for malaria transmission, treatment, prevention and control in Chikhwawa, southern Malawi, using multi-level logistic regression modelling with Bayesian estimation. The majority of caregivers could identify the main symptoms of malaria, that the mosquito was the vector, and that insecticide-treated nets (ITN) could be used to cover beds as an effective preventative measure, although cost was a prohibitive factor. Use of bed nets displayed significant variation between communities. Groups that were more knowledgeable on malaria prevention and symptoms included young mothers, people who had attended school, wealthy individuals, those residing closest to government hospitals and health posts, and communities that had access to a health surveillance assistant (HSA). HSAs should be trained on malaria intervention programmes, and tasked with the responsibility of working with village health committees to develop community-based malaria intervention programmes. These programmes should include appropriate and affordable household improvement methods, identification of high-risk groups, distribution of ITNs and the incorporation of larval control measures, to reduce exposure to the vector and parasite. This would reduce the transmission and prevalence of malaria at community level