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Author: Christine Farwer
Publisher:
ISBN:
Category : Education
Languages : de
Pages : 342
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Book Description
Author: Christine Farwer
Publisher:
ISBN:
Category : Education
Languages : de
Pages : 342
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Book Description
Author: Shoko Yamada
Publisher: African Books Collective
ISBN: 9956553158
Category : Social Science
Languages : en
Pages : 367
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Book Description
In searching for the potential that lies in African societies, the chapters of this volume consider relationships between knowledge, education and social structure from multiple angles, from a macro-continental scale to national education systems, schools and local communities. The themes that cut across the chapters include education as a mode of transmitting values, the contrasting effects of school credentials and knowledge for use, politics and interactions among people surrounding a school and knowledge acquisition as a subjective process. The rich empirical analyses suggest that the subjective commitment of, and mutuality among, people will make the acquired knowledge a powerful 'tool for conviviality' to realize a stable life, even given the turmoil created by rapid institutional and environmental changes that confront African societies.
Author: Vereinigung von Afrikanisten in Deutschland. Jahrestagung
Publisher:
ISBN:
Category : Africa
Languages : en
Pages : 540
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Book Description
Author: British Library
Publisher: Walter de Gruyter
ISBN: 3111725944
Category : Reference
Languages : en
Pages : 528
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Book Description
Author: Rainer Tetzlaff
Publisher: Springer Nature
ISBN: 3658349824
Category : Political Science
Languages : en
Pages : 341
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Book Description
The textbook provides an in-depth overview of African history and politics from the Atlantic slave trade, through the phases of colonialism and decolonization, to the development problems of the present. Various development theories are used to explain successful and failed development paths of individual countries after 1960. Thematic foci include Europe's colonial legacy, state formation and state failure, democratization, the curse of raw materials, population growth, hunger and poverty, ethnic conflicts, and the roles of the World Bank, EU, and China as external actors in Africa.
Author: Edward Shizha
Publisher: Springer
ISBN: 9463009620
Category : Education
Languages : en
Pages : 268
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Book Description
What have postcolonial Sub-Saharan African countries achieved in their education policies and programmes? How far have they contributed to successful attainment of the targeted 2015 Millennium Development Goals (MDGs) on education? What were the constraints and barriers for developing an education system that appeals to the needs of the sub-region? Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post-Millennium Development Goals is an attempt to demonstrate that Sub-Saharan Africa has the potential and capability to provide solutions to challenges facing its desire and ability to provide sustainable education to its people. To that end, the contributors are academics with an African vision attempting to come up with African home-grown perspectives to fill the gap created by the lapse of the MDGs as the guiding vision and framework for educational provision in Africa and beyond. The book seeks to articulate and address African issues from an informed as well as objective African perspective. The book is also intended to provide insights to scholars who are interested in studying and understanding the nature of postcolonial education in the Sub-Saharan African region. Given the objectives and themes of this book, it is intended for academic scholars, undergraduate and graduate students, human rights scholars, curriculum developers, college and university academics, teachers, education policy makers, international organisations, and local and international non-governmental organisations that are interested in African education policies and programmes. “Rethinking Postcolonial Education in Sub-Saharan Africa in the 21st Century provides contemporary reflections from multiple perspectives and re-positions the issue of education at the forefront of the debates on African development.” – Lamine Diallo, Associate Professor, Wilfrid Laurier University, Canada “The book is a welcome addition to discourses and analyses on education in sub-Saharan Africa with reference to a postcolonial critique and the Millennium Development Goals framework on education in Africa.” – Michael Tonderai Kariwo, PhD, Instructor and Research Fellow, University of Alberta, Canada
Author: Tar Halvorsen
Publisher: African Books Collective
ISBN: 0620557885
Category : Education
Languages : en
Pages : 314
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Book Description
Various forms of academic co-operation criss-cross the modern university system in a bewildering number of ways, from the open exchange of ideas and knowledge, to the sharing of research results, and frank discussions about research challenges. Embedded in these scholarly networks is the question of whether a global template for the management of both higher education and national research organisations is necessary, and if so, must institutions slavishly follow the high-flown language of the global knowledge society or risk falling behind in the ubiquitous university ranking system? Or are there alternatives that can achieve a better, more ethically inclined, world? Basing their observations on their own experiences, an interesting mix of seasoned scholars and new voices from southern Africa and the Nordic region offer critical perspectives on issues of inter- and cross-regional academic co-operation. Several of the chapters also touch on the evolution of the higher education sector in the two regions. An absorbing and intelligent study, this book will be invaluable for anyone interested in the strategies scholars are using to adapt to the interconnectedness of the modern world. It offers fresh insights into how academics are attempting to protect the spaces in which they can freely and openly debate the challenges they face, while aiming to transform higher education, and foster scholarly collaboration. The Southern African-Nordic Centre (SANORD) is a partnership of higher education institutions from Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. SANORDs primary aim is to promote multilateral research co-operation on matters of importance to the development of both regions. Our activities are based on the values of democracy, equity, and mutually beneficial academic engagement.
Author: Elizabeth J. Erling
Publisher: Routledge
ISBN: 1000379477
Category : Education
Languages : en
Pages : 287
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Book Description
This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language. The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond. Chapter 3 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.
Author: Birger Fredriksen
Publisher: World Bank Publications
ISBN: 0821373722
Category : Education
Languages : en
Pages : 402
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Book Description
This book aims to promote a better understanding of the education policy choices and implementation modalities that have enabled many East Asian countries over the last 30-40 years to move from education and economic conditions similar to those of many Sub-Saharan Africa countries to attain the level of development they enjoy today.
Author: Emefa Amoako
Publisher:
ISBN: 9781472593443
Category : Education
Languages : en
Pages :
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Book Description
"Education in West Africa is a comprehensive critical reference guide to education in the region. Written by regional experts, the book explores the education systems of Benin, Burkina Faso, Cameroon, Cape Verde, Chad, The Gambia, Ghana, Guinea, Guinea-Bissau, Ivory Coast, Liberia, Mali, Mauritania, Niger, Nigeria, Senegal, Sierra Leone and Togo. It critically examines the development of education provision in each country, whilst exploring both local and global contexts. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this handbook is an essential reference for researchers, scholars, international agencies and policy-makers at all levels."--
