Abstract: According to Piaget, formal operations means one’s ability to perform\nmental operations with abstract, intangible concepts such as justice or poverty or\nmankind and be in a position to provide a satisfactory explanation. The focus of this\ninvestigation was formal operations as is attained by university students at\nMakerere, Kampala, Uganda. The sample comprised 203 men and women selected\nfrom Makerere University, who were administered a questionnaire on logical\nreasoning, based on formal operations, comprising proportional and propositional\nreasoning. The results showed that the majority of participants had attained formal\noperations in both propositional and proportional reasoning. The results\nsimultaneously confirmed and contrasted what other researchers have reported\nregarding the attainment of formal operations reasoning.

Abstract: In view of the importance of Education in the development of Africa,\nthe present investigation aimed at examining and tracing the development of\nSecondary School Education for the past thirty years. Fifteen African countries\nrandomly selected from five major geographical regions of Africa; linguistically\nrepresented by French, English and Arabic participated in the study. The results\nshowed that in the decades Secondary School Education has made unprecedented\nachievement, as a number of the participating countries are offering universal\nsecondary school education to eligible adolescents. Such achievement has had\npositive effects on providing workforce and a large supply of students who wish\nto pursue further education at college or university level.

Abstract\nAccording to Piaget, formal operations means one’s ability to perform mental\noperations with abstract, intangible concepts such as justice or poverty or mankind\nand be in a position to provide a satisfactory explanation. The focus of this\ninvestigation was to assess combinatorial reasoning in formal operations as it\nobtains among secondary school students in Tanzania. The sample comprised 120\nboys and girls selected from four secondary schools in Tanzania, who were\nadministered a questionnaire on combinatorial reasoning. The results showed that\nthe majority of participants were still at concrete operations and transitional stage.\nThere were only 17.5% participants who a mastery of combinatorial reasoning, thus\nconfirming the notion that only a small portion of adolescents are capable of\noperating at the formal operations stage. Such finding challenges the universality\nof Piaget’s theory of cognitive development

Abstract: According to Piaget, formal operations means one’s ability to\nperform mental operations with abstract, intangible concepts such as\njustice or poverty or mankind and be in a position to provide a\nsatisfactory explanation. The focus of this investigation was formal\noperations reasoning among American College students in Manhattan,\nNew York. The sample comprised 58 men and women selected from a\nprivate College, who were administered a questionnaire on logical\nreasoning, based on formal operations, comprising proportional and\npropositional reasoning. The results showed that all participants had\nattained formal operations in both propositional and proportional\nreasoning. The results simultaneously confirmed and contrasted what\nother researchers have reported regarding the attainment of formal\noperations reasoning. What was outstanding about the performance of\nthe participants was that all of the scored 100% in each one of the two\nformal operations tasks.

In view of the importance of education in the development of Africa, the present\ninvestigation looked at education at Early Childhood, Primary, Secondary,\nTertiary and University levels, in the past thirty years. The investigation also\nlooked at the goals of education as proposed by African Union Ministers of\nEducation in the last 20 years. Furthermore, the study examined the extent to\nwhich such goals have been achieved to meet the set date of 2015. The sample\ncomprised 15 African Union countries selected from five major geographical\nregions of Africa, linguistically represented by French, English and Arabic.\nParticipating senior officials from the selected countries were administered a\nquestionnaire, in addition to furnishing the research assistants with documents\nfrom the Departments of Education. The results showed that most goals have\nbeen accomplished exceedingly well. In conclusion, African nations have made\nmonumental improvements; that is impressive, spectacular and unique in human\nhistory. In no uncertain terms, it has been excelled by leaps and bounds, in light\nof what has taken place in the Africa World of Education, in the past three\ndecades of education endeavours.

This research aims to test the influence of Fama & French Three Factor Model and CAPM on the stock return of banking companies in Indonesia. The samples used were 29 companies that were registered in banking sector from January 1st, 2010 to December 31st, 2013. The period of research is from January 2010 to December 2013. It used multiple linear regression. The result indicates that banking companies in Indonesia can accept the CAPM in predicting the stock return. On the other hand, the Fama & French Three Factor Model cannot entirely be used in Indonesia. Only excess market return and firm size that can influence the changes in stock return, while book to market equity does not show any significant influence.