Nematode (Phylum Nematoda) community assemblages : a tool to implement environmentally–sound management strategies for root–knot nematodes (Meloidogyne spp.) in potato–based cropping systems
Engelbrecht, Emil Ettiene
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those special or additional educational needs and goals that would enable students to fulfil their future roles in their communities and beyond. It is also argued that the mini–education systems of non–governmental institutions could make a major contribution to solve these problems. In particular, the analysis and discussion of the mini–education system of the Foundation for Cross–Cultural Education, has demonstrated that the mini–education system of a private educational initiative can make a substantial contribution towards the educational upliftment of a community in a particular rural area. The study provides an instrument to plan and facilitate the mini–education systems of private education initiatives working in developing communities to effect the required transformational development. To confer advice to these private educational initiatives in SSA and to address the current global concern regarding the quality of formal education, the study adapted Steyn et al.’s (2002) framework for strategic education system planning. The adapted framework guidelines can be used to increase the efficiency of all the components and elements of the particular mini–education systems functioning in developing communities. The particular strategic framework was also applied to identify and describe the needs and determinants influencing quality education in developing communities in Sub–Saharan Africa in general. It was also found that the specific framework for strategic planning was applicable to position the mini–education system, of a particular education private initiative, in such a way that it can effectively provide in the real education needs of a particular developing community. The framework also provides valuable guidelines to educational investors, as private initiatives, and national governments that wish to integrate their education provisioning in order to improve the quality of formal education provision in SSA.