A study of 352 randomly selected secondary school girls in an urban population in Southern Western Nigeria revealed a mean menarcheal age of 13.94 +/- 1.31 years and that 76.8% of girls attained menarche between ages 13 and 15 years. Age-matched pre- and post-menarcheal girls did not differ significantly in biophysical measurements, however, nutritional status was strongly and positively associated with attainment of menarche. School girls from the upper socio-economic class reached menarche 11 months earlier than the lower socio-economic counterparts. A significant finding of this study is that the declaration rate in age at menarche was slowest in girls from high socio-economic households. This deceleration was not influenced by body mass suggesting that socio-economic factors play a unique role in the secular trend widely reported in menarcheal age.

Background:  Deficient amplitude of accommodation is the most frequently used criteria in an optometric practice in diagnosing whether a patient has accommodative insufficiency. This deficiency is determined based on an age‐related expected finding calculated using Hofstetter's equation derived from Donder's and Duane's data. The aim of the present study was to investigate the amplitude of accommodation among Ghanaian school children and to compare the findings with age‐expected norms predicted by Hofstetter's equation. Methods:  The amplitude of accommodation was measured using the push‐up method in a random sample of 435 school children from the Cape Coast Municipality. The mean amplitude of accommodation was compared with the age‐expected amplitude of accommodation as predicted by Hofstetter's equation for average amplitude of accommodation. Results:  The mean amplitude of accommodation was 16.86 ± 3.07 D (95% CI = 16.57, 17.15). This is significantly higher than age‐expected norms calculated using Hofstetter's equation. The amplitude of accommodation showed the characteristic decline with age. Conclusion:  From the results, we conclude that the age‐expected norms for amplitude of accommodation using Hofstetter's equation might not be accurate for Ghanaian children.

Many authors have reported on the evolution and trends of optometric education in Africa. Amongst these are articles on Optometry and optometric education in Africa, West Africa, Nigeria, South Africa, Ghana, and Ethiopia. This article reports the historical perspectives of optometric education in Ghana and the developments that have been made in the last 20 years. It also attempts to relate the stride made towards legal recognition of optometry in Ghana. In presenting this historical account, it is hoped that sometime in the future, one should be able to look back at the beginning of optometry training in Ghana and be able to measure the advancement or otherwise that have been made since its inception. (S Afr Optom 2011 70(3) 136-141)

The African continent, with a population of more than one billion and 55 recognized developing countries, is still grappling in some countries with socioeconomic and other challenges inherent in developing countries. The continent is working toward a single political entity known as the African Union, and development is taking place faster than ever in most countries. The continent is known to have high levels of health problems, including visual impairment and blindness. Most nations in the continent are making efforts to reduce the scourge of health problems including visual impairment and blindness. Visual impairment in the continent is mostly caused by refractive errors. Consequently, optometry can help reduce the prevalence of visual impairment on the continent. The educational programs currently offered by the different institutions include Diploma in Optometry (DipOptom), Bachelor of Optometry (BOptom), and Doctor of Optometry (OD). There are 17 established institutions offering optometry degree programs on the continent, of which 14 are fully accredited. Considering the optometric manpower needed in the continent, more optometry institutions need to be established. Staffing and infrastructural and training facilities are major challenges facing the majority of the existing institutions. There is also a need to place greater emphasis on postgraduate education to meet the institutional, national, and international professional training standards and to ensure sustainability of optometry education. This article addresses the historical development, educational issues, challenges, and needs, as well as recommendations, for improving the standard and sustainability of optometric education.

BackgroundCongenital colour vision defects are x-linked inherited, non-progressive and untreatable disorders that describe poor colour discrimination.ObjectiveTo determine the prevalence of congenital colour vision deficiency among students in Lagos, Nigeria.MethodsA school-based cross-sectional, cluster sample study was conducted to test the colour vision of 2326 primary and high school students. Inclusion criteria were Snellen VA 20/20 or better and absence of known ocular pathologies. Colour vision deficiency (CVD) was evaluated with the Richmond-HRR colour vision test plates.ResultsThere were 1014 (43.6%) males and 1312 (56.4%) females with a mean age of 13.40 ± 2.40 years (range = 7–22 years). The prevalence of CVD was 58 (2.5%), which was higher in males 49 (4.8%) than females 9 (0.7%). The prevalence of congenital CVD was significantly associated with males (p = 0.00), but not with females (p = 0.22). Of the 58 cases of CVD, 17 (0.7%) had protan deficiency, 38 (1.6%) had deutan deficiency and three (0.1%) were unclassified.ConclusionThe prevalence of congenital CVD among students in Lagos is comparable to findings in other parts of Nigeria but differs from other parts of the country. These results strengthen the need to establish school vision screening.