French-speaking universities in sub-Saharan Africa

Prospects ◽  
1991 ◽  
Vol 21 (3) ◽  
pp. 341-350
Author(s):  
François Orivel
Keyword(s):  
Sub Saharan Africa ◽  
French Speaking ◽  
Sub Saharan

scholarly journals La rhétorique de la congolité dans la publicité en RD Congo. Enjeux d’un discours de populisme nationaliste en Afrique francophone

Dialogos ◽  
2021 ◽  
Vol 38/2021 ◽  
Author(s):  
Jean-Claude MAPENDANO BYAMUNGU
Keyword(s):  
Sub Saharan Africa ◽  
Dr Congo ◽  
Melting Pot ◽  
Political Identities ◽  
Social Discourses ◽  
French Speaking ◽  
Advertising Discourse ◽  
Sub Saharan ◽  
Economic Imperialism ◽  
Contemporary Context

The field of advertising is a melting pot of ideologies, that is, of both cultural and political identities. Today, these are built in and through social discourses specific to the contemporary context. In DR Congo, the instrumentation of the Congolese paradigm with a hint of sovereignty has increasingly become a constant in the advertising discourse. It is a media dynamic of expression of a certain autarky against Western and Sino-American economic imperialism, through the promotion of the local industry. It is deployed through the rhetoric of « Congolity » which is understood in terms of a catalyst for the issues of a discourse of nationalist populism in a country of French-speaking sub-Saharan Africa.

scholarly journals The appropriation of policy changes in higher education by students in sub-Saharan Africa: the case of the Bachelor-Master-Doctorate reform in Burkina Faso

2018 ◽  
Vol 4 (3) ◽  
Author(s):  
Pascal Ramd ◽  
Pierre Lapointe ◽  
Martial Demb
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Burkina Faso ◽  
Sub Saharan Africa ◽  
Internationalization Of Higher Education ◽  
Policy Changes ◽  
African Countries ◽  
French Speaking ◽  
Sub Saharan

Faced with the imperative to adapt to an environment marked by the internationalization of higher education and education policy transfers, universities in French-speaking sub-Saharan African countries adopted in 2006 a new policy called

scholarly journals Maternal immigrant status and signs of neurodevelopmental problems in early childhood

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
H Schmengler ◽  
F El-Khoury Lesueur ◽  
A Yermachenko ◽  
M Taine ◽  
D Cohen ◽  
...  
Keyword(s):  
Parent Report ◽  
Population Based ◽  
Sub Saharan Africa ◽  
Immigrant Status ◽  
Region Of Origin ◽  
Immigrant Mothers ◽  
Generation Immigrant ◽  
French Speaking ◽  
Sub Saharan ◽  
Neurodevelopmental Problems

Abstract Background A growing body of evidence suggests that children of immigrants may have increased risks of neurodevelopmental disorders. However, evidence based on parent report and on very young children is lacking. We therefore investigated the association between maternal immigrant status and early signs of neurodevelopmental problems in a population-based sample of two-year-old children using standardized parent-report instruments. Methods We used data from the French representative ELFE birth cohort, initiated in 2011. The study sample included 9,900 children of non-immigrant French, 1,403 children of 2nd, and 1,171 children of 1st generation immigrant women followed-up to age two years. Neurodevelopment was assessed using the Modified Checklist for Autism in Toddlers (M-CHAT) and an adaptation of the MacArthur-Bates Communicative Development Inventories (MB-CDI). Results In fully adjusted linear regression models, maternal immigrant status was positively associated with M-CHAT scores, with stronger associations in children of 1st (β-coefficient: 0.19; 95% CI 0.08-0.29) than 2nd generation immigrants (0.09; 0.01-0.17). This association was especially strong among children of 1st generation immigrant mothers native of North Africa (vs. non-immigrant French: 0.33; 0.16-0.49) or French-speaking Sub-Saharan Africa (0.26; 0.07-0.45). MB-CDI scores were lowest among children of 1st generation immigrant mothers, particularly from mostly non-francophone regions. Children of 1st generation immigrant mothers were most likely to have simultaneously low MB-CDI and high M-CHAT scores. Conclusions Our findings suggest that maternal immigrant status is associated with higher risks of early signs of neurodevelopmental difficulties, with strong variations according to maternal region of origin. Standardized screening instruments may aid the early detection and treatment of these difficulties, helping to address inequalities in neurodevelopmental health in children of immigrants. Key messages Children of immigrant mothers in a population-based sample appear to have elevated neurodevelopmental risks, as assessed by maternal report. This is in line with evidence from clinical samples. We found strong variations according to maternal region of origin, with the highest risks in children of 1st generation immigrant mothers from North Africa and French-speaking Sub-Saharan Africa.

scholarly journals Open and Distance Learning in French-Speaking Sub-Saharan Africa: A Literature Review

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Emmanuel Béché
Keyword(s):  
Literature Review ◽  
Teaching And Learning ◽  
Sub Saharan Africa ◽  
Third Generation ◽  
Learning Practices ◽  
French Speaking ◽  
Open And Distance Learning ◽  
Sub Saharan ◽  
State Of Research ◽  
Hybrid Forms

This article is a literature review on open distance learnings (ODL) in Francophone Sub-Saharan Africa (FSSA). The state of research on this question highlights many topics, such as the supporting reasons for the creation of ODL systems and their potentials. Success, difficulties, and issues linked to their implementation also hold a crucial place in this research. Besides, this literature review shows that studies on ODLs in FSSA emphasize the representations, motivations, and identities of students and university managers, including the historical and cooperative aspects of these third-generation learnings. While most of the research in this field are descriptive or exploratory, others are critical. Beyond these results, research must further explore many perspectives, mainly those related to teaching and learning practices, evaluation, social and university transformations, and the hybrid forms of learning.

scholarly journals Evaluation of the practicability and virological performance of finger-stick whole-blood HIV self-testing in French-speaking sub-Saharan Africa

PLoS ONE ◽  
2018 ◽  
Vol 13 (1) ◽  
pp. e0189475 ◽  
Author(s):  
Serge Tonen-Wolyec ◽  
Salomon Batina-Agasa ◽  
Jérémie Muwonga ◽  
Franck Fwamba N’kulu ◽  
Ralph-Sydney Mboumba Bouassa ◽  
...  
Keyword(s):  
Whole Blood ◽  
Sub Saharan Africa ◽  
Self Testing ◽  
French Speaking ◽  
Sub Saharan ◽  
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