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Background: While school-aged children in low- and middle-income countries remain highly exposed to acute infections, programs targeting this age group remain limited in scale and scope. In this paper, we evaluate the impact of a new and comprehensive primary school-based health intervention program on student-reported morbidity and anthropometric outcomes in Lusaka, Zambia. Methods: A prospective matched control study identified 12 classes in 7 schools for the intervention and 12 classes in 7 matched schools as controls. Teachers in intervention schools were trained to deliver health lessons and to refer sick students to care. In addition, vitamin A and deworming medication were biannually administered to intervention students. The primary study outcome was student-reported morbidity. Secondary outcomes were weight, height, health knowledge, and absenteeism. Multivariable linear and logistic regression models were used to estimate program impact. Results: 380 students ages 4–16 were enrolled in the study in 2015, and 97% were followed up at endline in 2016. The intervention decreased the adjusted odds of self-reported acute illnesses by 38% (95% CI: 0.48, 0.77) and the adjusted odds of stunting by 52% (95% CI: 0.26, 0.87). It also increased health knowledge by 0.53 standard deviations (95% CI: 0.24, 0.81). No impact was found on weight (adjusted mean difference β = 0.17, 95% CI: - 1.11, 1.44) and student absenteeism (adjusted odds ratio (aOR) = 0.89, 95% CI: 0.60, 1.33). Conclusion: The results presented in this paper suggest that comprehensive school-based health programs may offer a highly effective way to improve students’ health knowledge as well as their health status. Given their low cost, a more general adoption and implementation of such programs seems recommendable. Trial registration: ClinicalTrials.gov Identifier: . [ABSTRACT FROM AUTHOR]

Background: Up to 1.45 billion people currently suffer from soil transmitted helminth infection, with the largest burden occurring in Africa and Asia. Safe and cost effective deworming treatment exists, but there is a debate about mass distribution of this treatment in high prevalence settings. While the World Health Organization recommends mass administration of anthelmintic drugs for preschool and school-aged children in high (>20%) prevalence settings, and several long run follow up studies of an influential trial have suggested large benefits that persist over time, recent systematic reviews have called this recommendation into question. Methods and findings: This paper analyzes the long-term impact of a cluster-randomized trial in eastern Uganda that provided mass deworming treatment to preschool aged children from 2000 to 2003 on the numeracy and literacy skills of children and young adults living in those villages in 2010-2015. This study uses numeracy and literacy data collected seven to twelve years after the end of the deworming trial in a randomly selected subset of communities from the original trial, by an education-focused survey that had no relationship to the deworming study. Building on an earlier working paper which used data from 2010 and 2011 survey rounds, this paper uses an additional four years of numeracy and literacy data (2012, 2013, 2014, and 2015). Aggregating data from all survey rounds, the difference between numeracy scores in treatment versus control communities is 0.07 standard deviations (SD) (95% CI -0.10, 0.24, p = 0.40), the difference in literacy scores is 0.05 SD (95% CI -0.16, 0.27, p = 0.62), and the difference in total scores is 0.07 SD (95% CI -0.11, 0.25, p = 0.44). There are significant differences in program impact by gender, with numeracy and literacy differentially positively affected for girls, and by age, with treatment effects larger for the primary school aged subsample. There are also significant treatment interactions for those living in households with more treatment-eligible children. There is no evidence of differential treatment effects on age at program eligibility or number of years of program eligibility. Conclusions: Mass deworming of preschool aged children in high prevalence communities in Uganda resulted in no statistically significant gains in numeracy or literacy 7-12 years after program completion. Point estimates were positive but imprecise; the study lacked sufficient power to rule out substantial positive effects or more modest negative effects. However, there is suggestive evidence that deworming was relatively more beneficial for girls, primary school aged children, and children living in households with other treated children. Research approval: As this analysis was conducted on secondary data which is publicly available, no research approval was sought or received. All individual records were anonymized by the data provider prior to public release. [ABSTRACT FROM AUTHOR]

The field of pacing in Africa has evolved in an uncoordinated way across the continent with significant variation in local expertise, cost, and utilization. There are many countries where pacemaker services do not meet one-hundredth of the national demand. Regional, national, and institutional standards for pacemaker qualification and credentials are lacking. This paper reviews the current needs for bradycardia pacing and evaluates what standards should be set to develop pacemaker services in a resource-constrained continent, including the challenges and opportunities of capacity building and training as well as standards for training programs (training prerequisites, case volumes, program content, and evaluation). [ABSTRACT FROM AUTHOR]

Introduction: The Global Strategy to Eliminate Lymphatic Filiariasis (GFELF) through Mass Drug Administration (MDA) has been implemented in Ghana since the year 2000 and transmission has been interrupted in 76 of 98 endemic districts. To improve the MDA in the remaining districts with microfilaria (MF) prevalence above the 1% threshold for the interruption of transmission, there is a need to identify and implement appropriate quality improvement (QI) strategies. This paper describes the use of intervention mapping to select QI strategies to improve an existing evidence-based MDA program in Northern Ghana. Methods: Due to the complexities associated with implementing evidence-based programs (EBP) such as the lymphatic filariasis MDA and variability in the context, an initial assessment to identify implementation bottlenecks associated with the quality of implementation of lymphatic filariasis MDA in the Bole District of Ghana was conducted using a mixed methods approach. Based on the findings of the initial assessment, a context specific QI strategy was designed and operationalized using intervention mapping strategy in terms of seven domains: actor, the action, action targets, temporality, dose, implementation outcomes addressed, and theoretical justification. Results: The initial needs assessment shows that the persistent transmission of lymphatic filariasis in the Bole District is characterized by high levels of refusal to ingest the drug, high levels of reported adverse drug reactions, low MDA coverage at community level, poor adherence to the MDA protocol and non-participants’ responsiveness. Conclusion: This study has shown that it is feasible to develop a context specific QI strategy for an existing evidence-based intervention based on an initial needs assessment through stakeholder participation using the IM approach. However, working (towards) QI requires more time than is usually available in public health service. Sufficient theoretical knowledge of implementation research and experience with technical IM experts must be available. [ABSTRACT FROM AUTHOR]

While the practice of inclusive education has recently been widely embraced as an ideal model for education, the acceptance of inclusive education practices has not translated into reality in most mainstream classrooms. Despite the fact that education policies in South Africa stipulate that all learners should be provided with the opportunities to participate as far as possible in all classroom activities, the implementation of inclusive education is still hampered by a combination of a lack of resources and the attitudes and actions of the teachers in the classroom. The main purpose of this paper was to develop a deeper understanding of a group of South African teachers' personal understanding about barriers to learning and how their understanding relates to their consequent actions to implement inclusive education in their classrooms. A qualitative research approach placed within a cultural-historical and bio-ecological theoretical framework was used. The findings, in this paper, indicate that the way in which teachers understand a diversity of learning needs is based on the training that they initially received as teachers, which focused on a deficit, individualised approach to barriers to learning and development, as well as contextual challenges, and that both have direct and substantial effects on teachers' classroom practices. As a result, they engage in practices in their classrooms that are less inclusive, by creating dual learning opportunities that are not sufficiently made available for everyone, with the result that every learner is not able to participate fully as an accepted member of their peer group in all classroom activities. [ABSTRACT FROM AUTHOR]

To provide an expose of digital-age library and information science (LIS) education for an African agenda, this paper adopts an emergent qualitative research design by drawing on the literature on LIS education in Africa. It also draws on data gleaned from a survey of heads of schools of LIS in South Africa, and from content analyses of LIS school websites in South Africa and selected parts of the continent. The paper locates its narrative within Abbott's chaos of disciplines theory and concludes that the LIS discipline's "interstitial nature," its "fractal distinctions in time," and the resulting chaos of disciplines should not be seen as a crisis for LIS education in Africa and globally, but as an opportunity for a paradigm shift to broaden the LIS disciplinary domain and to stake an intellectual claim on this extended domain--and so contribute to the growth and development of LIS services in Africa within the context of an African development agenda. [ABSTRACT FROM AUTHOR]

Background: Crime and violence causes massive disruptions to the health, survival and development of populations. In South Africa, incredibly high rates of crime and violence are noted. The country also has a very large youth population whose health, survival and development are key to economic growth. Among other efforts to encourage healthy youth development and the promotion of social activities such as sports, youth groups, choirs and so forth. This study examines the relationship between perceived community safety and the uptake of social activities among youth in South Africa. Data and methods: This paper uses data from the National Youth Lifestyle Survey (2008) with an unweighted sample of 4,391 youth (age12-22 years old). Using chi-square and logistic regression analysis the association between perceived community safety and social activity participation are tested. Findings: The results indicate that youth participation in social activities in South Africa is high (55% of males and 45% of females). Among males, the most prominent activity is sports (51.8%), while for females there is high participation in choir and singing groups (55.68%). More than 50% of males perceive their communities as risky while less than half of females feel the same. Male youth are more likely to participate in social activities if they perceive their communities as risky (OR = 1.04). Females (OR = 0.83), youth have a negative view of their future (OR = 0.43) are less likely to participate in social activities. Conclusions: There exists an association between youth’s perception of community safety and their participation in social activities. Whether sports and groups are protective or enabling environments for youth from unsafe communities is moot. More in-depth research is needed on why youth participate in these clubs and groups to truly understand the role of social activities in South African societies. [ABSTRACT FROM AUTHOR]

Indigenous knowledge points to the fact that Africa has been able to generate, test and apply knowledge through its own methodologies and approaches. This knowledge sustained communities for years prior to colonialism which somehow downplayed the value of indigenous knowledge and promoted western knowledge systems. Colonialism created dependence on western knowledge systems and Africa has over the years neglected its own rich indigenous knowledge. This paper sought to highlight challenges faced in the quest to incorporate IK into developmental goals and projects. Furthermore, the study also sought to recommend ways through which Africans can promote IK in its developmental projects. A desk research was carried out to show the challenges faced in African indigenous knowledge. The results of the study showed that there was a need for policies, legislation, standards, research capacitation, investment and local inclusion in indigenous knowledge research, documentation and use. The study also pointed to the fact that indigenous knowledge could be tapped into for developmental goals and projects. [ABSTRACT FROM AUTHOR]

Background: The population of Ghana is increasingly becoming urbanized with about 70% of the estimated 27 million people living in urban and peri-urban areas. Nonetheless, eight out of the ten regions in Ghana remain predominantly rural where only 32% of the national health sector workforce works. Moreover, the rural-urban disparities in the density of health tutors (staff responsible for pre-service training of health professionals) are enormous. This paper explores perceived needs of health tutors in rural and urban health training institutions in Ghana. Methods: This is a descriptive qualitative study conducted in the Greater Accra and Northern regions of Ghana. The Study used the deductive thematic and sub-thematic analysis approaches. Five health training institutions were randomly sampled, and 72 tutors engaged in separate focus group discussions with an average size of 14 participants per group in each training institution. Results: Perceived rural-urban disparities among health tutors were found in the payment of extra duty allowances; school infrastructure including libraries and internet connectivity; staff accommodation; and opportunities for scholarships and higher education. Health tutors in rural areas generally expressed more frustration with these work conditions than those in urban areas. Conclusions: There is the need to initiate and sustain work incentives that promote motivation of rural health tutors to control ongoing rural-urban migration of qualified staff. It is recommended the following incentives be prioritized to promote retention of qualified health tutors in rural health training schools: payment of research, book and rural allowances; early promotion of rural staff; prioritizing rural tutors for scholarships, and introduction of national best health tutor awards. [ABSTRACT FROM AUTHOR]

This paper is about why and how African-centered Mathematics can be a driving force in Africa's development efforts. That Africa was the center of Mathematics history for tens of thousands of years is hardly a matter of dispute. From the civilizations across the continent emerged contributions which would enrich both ancient and modern understandings of nature through Mathematics. Yet, today, scholars and other professionals working in the field of Mathematics Education in Africa have identified a plethora of problematic issues in the endeavor. In this paper, I argue that a major reason for these problems is that the African mother tongue has been greatly neglected in the teaching of Mathematics in Africa. This situation must be changed if the continent is to benefit from the tremendous opportunities Mathematics offers. While a great deal of work exists on the connections between Linguistics and Mathematics in general, few can be found on the nexus between African languages and Mathematics in particular, and these latter works are not linguistics-theoretically grounded. Thus, this essay begins by identifying the objects to the study of Linguistics and Mathematics and delineates which ones they study in common. Next, since the object of the study of Linguistics is language, the nine design features of language are employed to examine each of the objects as it pertains to African languages. After that, Mathematics of Sustainability and Mathematics of Tipping Points are suggested as a means to help Africa's development efforts. [ABSTRACT FROM AUTHOR]

African languages have suffered from a double handicap: from the colonial strike, on the one hand, and, on the other, these languages have been undermined by African people themselves. Of all the colonial myths, none seem to have been more disadvantageous to African people than that of their languages. The idea that European languages are analytical as opposed to the emotional African languages created an unnecessary hierarchy between languages. This paper aims primarily at challenging such misconceptions. It argues that the study of African languages requires proper policies and planning and that until these languages take their central place in the educational system talks about curriculum change that dominate African academic circles will remain but a dead letter. [ABSTRACT FROM AUTHOR]

The debate as to whether philosophy is suitable for children is an ancient one and the discussion of philosophical issues has been withheld from the young since Plato's time. This paper seeks to examine the possibility of a Philosophy for Children programme in Africa. This presentation is a critical discourse on the concept of Philosophy for Children in the context of Africa through African-centred criteria. The paper attempts to recover aspects of the traditional African education and ways of philosophizing that may have been effective for earlier purposes but now need to be reconceptualised in new ways to serve today's purposes. This document discussion shows the need to hybridize traditional African ways of doing philosophy with children within the 21st century African milieu. [ABSTRACT FROM AUTHOR]

In a globalized neo-colonial world, an insidious and often debilitating crisis of knowledge construction and legitimation does not only continue to undermine the local and indigenous knowledge systems, but it also perpetuates a neo-colonial and oppressive socio-cultural science educational system that debilitates the social and cultural identity of the indigenous African student. As Schissel and Wotherspoon (2003: vii) argue, "Educational relations are critical elements of our humanity and sociability." This paper explores the homogenizing effects of globalization and the oppressive forces of neo-colonialism that continue to work together to privilege "western-based scientific knowledge" at the expense of indigenous knowledge systems. As a result, valuable indigenous African scientific knowledge is in danger of being lost to indigenous communities, and students are not learning bodies of knowledge representative of their community knowledge, resulting in a diminished identity formation. The paper argues and concludes that indigenous knowledges/sciences have a role to play in identity formations of indigenous African learners and the students need to become knowledgeable in both African indigenous knowledge and Western dominant scientific knowledge through critical pedagogies and pedagogy of place. [ABSTRACT FROM AUTHOR]

On the basis of the Nigerian experience, this article argues that the structural adjustment programs of the World Bank and the International Monetary Fund, when misapplied, can have a devastating effect on the educational systems that are essential to human resource development. The paper considers how the objectives of structural adjustment might have been accomplished without harming education, and recommends an outcomes-based educational policy for Nigeria which could serve equally well in other developing nations. The key message of the paper is that the ongoing austerity programs have been secured at excessively high human cost, and that it is time for a policy redirection that reaffirms education as the essential tool of all development. [ABSTRACT FROM AUTHOR]

Background: Tanzania, like other African countries, faces significant health workforce shortages. With advisory and partnership from Columbia University, the Ifakara Health Institute and the Tanzanian Training Centre for International Health (TTCIH) developed and implemented the Connect Project as a randomized cluster experimental trial of the childhood survival impact of recruiting, training, and deploying of a new cadre of paid community health workers (CHW), named "Wawazesha wa afya ya Jamii" (WAJA). This paper presents an estimation of the cost of training and deploying WAJA in three rural districts of Tanzania.Methods: Costing data were collected by tracking project activity expenditure records and conducting in-depth interviews of TTCIH staff who have led the training and deployment of WAJA, as well as their counterparts at Public Clinical Training Centres who have responsibility for scaling up the WAJA training program. The trial is registered with the International Standard Randomized Controlled Trial Register number ( ISRCTN96819844 ).Results: The Connect training cost was US$ 2,489.3 per WAJA, of which 40.1 % was for meals, 20.2 % for accommodation 10.2 % for tuition fees and the remaining 29.5 % for other costs including instruction and training facilities and field allowance. A comparable training program estimated unit cost for scaling-up this training via regional/district clinical training centres would be US$ 833.5 per WAJA. Of this unit cost, 50.3 % would involve the cost of meals, 27.4 % training fees, 13.7 % for field allowances, 9 % for accommodation and medical insurance. The annual running cost of WAJA in a village will cost US$ 1.16 per capita.Conclusion: Costs estimated by this study are likely to be sustainable on a large scale, particularly if existing regional/district institutions are utilized for this program. [ABSTRACT FROM AUTHOR]

This paper uses microdata for 19 African countries to examine the gender difference in maths test scores amongst primary school children. There is a significant difference in maths test scores in favour of boys, similar to that previously observed in developed countries. This difference cannot be explained by gender differences in school quality, home environment, or within-school gender discrimination in access to schooling inputs. However, the gender gap varies widely with characteristics of the regions in which the pupils live, and these regional characteristics are more predictive of the gender gap than parental education and school characteristics, including teacher gender. At the cross-country level, differences in fertility rates account for nearly half the variation in the gender gap, and this relationship is not due to the correlation between fertility and GDP. [ABSTRACT FROM AUTHOR]

The discipline of bioinformatics has developed rapidly since the complete sequencing of the first genomes in the 1990s. The development of many high-throughput techniques during the last decades has ensured that bioinformatics has grown into a discipline that overlaps with, and is required for, the modern practice of virtually every field in the life sciences. This has placed a scientific premium on the availability of skilled bioinformaticians, a qualification that is extremely scarce on the African continent. The reasons for this are numerous, although the absence of a skilled bioinformatician at academic institutions to initiate a training process and build sustained capacity seems to be a common African shortcoming. This dearth of bioinformatics expertise has had a knock-on effect on the establishment of many modern high-throughput projects at African institutes, including the comprehensive and systematic analysis of genomes from African populations, which are among the most genetically diverse anywhere on the planet. Recent funding initiatives from the National Institutes of Health and the Wellcome rust are aimed at ameliorating this shortcoming. In this paper, we discuss the problems that have limited the establishment of the bioinformatics field in Africa, as well as propose specific actions that will help with the education and training of bioinformaticians on the continent. This is an absolute requirement in anticipation of a boom in high-throughput approaches to human health issues unique to data from African populations. [ABSTRACT FROM AUTHOR]

This article explores the problems of education which result in the establishment of Independent Schools in Ngugi wa Thiong'o's The River Between and A Grain of Wheat; and considers the diverse factors related to the daily lives of people in adoption of educative systems. The Independent Schools are initiatives of nationalists who are aware of the great influences missionaries' schools have on Kenyan children, and therefore they decided to found their own schools, designated to confront the oppressive and alienating education system imposed by British colonialism through missionary schools. Hence, their main objective was to put emphasis on the education of African youth as a way to urge them to participate in nation building activities. Hence, this paper highlights the role Independent Schools played in the struggle against cultural oppression, and underscores the place of the Independent Schools in contributing to the inclusion of a sense of identity consciousness, and how it paved the way for liberation. [ABSTRACT FROM AUTHOR]

This article reviews existing literature on nomenclatural debates within the discipline of Africology and African American Studies. It highlights key issues in the debate, such as subject- matter approaches to the definition of the discipline, disciplinary permeability, epistemological perspective or worldview approaches to the definition of the discipline, the centrality of the African American experience, diasporic visions of the discipline, global visions of the discipline, outsiders' versus insiders' perceptions of the scope of the discipline, and disciplinary marketability or viability as a gate-way to both intellectual development and job opportunities. The paper also summarizes the case-study of the Department of Africology and African American Studies at Eastern Michigan University that went through a recent name change from "African American Studies" to "Africology and African American Studies." [ABSTRACT FROM AUTHOR]

As we approach 2015 the question of what, if anything, should replace the MDGs becomes increasingly important. This paper presents findings from studies on the implementation of the poverty, education and gender MDGs in Kenya and South Africa. These show how top-down processes associated with meeting the MDG targets led by government or large NGOs are disassociated from bottom-up engagements with gender, education and poverty by households or communities. A missing middle linked with professional action by teachers or civil servants and enhanced information flow means that groups from the top and the bottom talk past each other. We therefore argue that these experiences with implementing the MDGs, coupled with a variety of global changes since 2000s, mean that a major concern in developing a set of post 2015 goals is the need to address the disarticulation between 'top down' and 'bottom up' approaches in international development. We link this challenge with five principles put forward for post 2015 goals and indicators: holism, equity, sustainability, ownership and global obligation. The application of this approach to work on goals and targets is illustrated in relation to nutrition/food security and secondary education. [ABSTRACT FROM AUTHOR]

The society we live in is in constant need of information to solve its problems. The library serves as the agency responsible for the collecting, processing, managing and disseminating of this information in various formats to meet the varying needs of the users. Information may be needed for education, entertainment, socio-cultural development etc. It is therefore the duty of the librarian to ensure that there is availability and accessibility to the required information whenever it is needed. This paper looks at the nature of libraries, the structures of libraries, the literature of libraries and common problems plaguing the delivery of library services in Africa. In order for the library to take its place in information management in Africa, several solutions were suggested. These solutions include: increased funding, ICT skill acquisition, resource sharing and networking etc. [ABSTRACT FROM AUTHOR]

Taking its subtitle from a theological college course description, this paper examines the intersections of theological and anthropological ideas of culture, as seen through the eyes of Kenyan evangelists and American missionaries. One of the key concepts developed in the course, and in the broader program of this U.S.-funded nondenominational church in East Africa, is that understanding culture is key to learning and unlocking the spiritual 'personalities' (both godly and satanic) involved in spiritual warfare. Both Kenyans and Americans conceive of warfare as the struggle between secular and Christian worldviews and consider education to be one of the strongest weapons needed to win the battle. However, where U.S. teachers focus on animism and world-religious conflict as evidence of lingering immorality and ungodliness, Kenyans focus on American ethnocentrism and xenophobia as evidence of ongoing cultural misunderstandings and injustice. Analysis is based on examination of mission records and on field research conducted in Nairobi and western Kenya. [ABSTRACT FROM AUTHOR]

Background: In the present paper, we consider the impact of HIV/AIDS on human development in African countries, showing that, beyond health issues, this disease should and must be seen as a global development concern, affecting all components of human development. Consequently, we stress the necessity of multidisciplinary approaches that model, estimate and predict the real impact of HIV/AIDS on human development of African countries in order to optimise the strategies proposed by national countries, international institutions and their partners. Methods: In our search strategy, we relied on secondary information, mainly through National Human Development Reports of some African countries and regular publications released by the United Nations (UN), United Nations Development Programme (UNDP), World Health Organization (WHO) and the World Bank. We restricted ourselves to reports dealing explicitly with the impact of HIV/AIDS on human development in African countries. Results and discussion: HIV/AIDS is affecting the global human development of African countries through its devastating impact on health and demographic indicators such as life expectancy at birth, healthcare assistance, age and sex distribution, economic indicators like income, work force, and economic growth, education and knowledge acquisition and other indicators like governance, gender inequality and human rights. Conclusion: On the basis of the national reports reviewed, it appears clearly that HIV/AIDS is no longer a crisis only for the healthcare sector, but presents a challenge to all sectors. Consequently, HIV/AIDS is a development question and should be viewed as such. The disease is impeding development by imposing a steady decline in the key indicators of human development and hence reversing the social and economic gains that African countries are striving to attain. Being at the same time a cause and consequence of poverty and underdevelopment, it constitutes a challenge to human security and human development by diminishing the chances of alleviating poverty and hunger, achieving universal primary education, promoting gender equality, reducing child and maternal mortality, and ensuring environmental sustainability. [ABSTRACT FROM AUTHOR]

This paper examines the question of why Africa has made such slow progress towards the goal of eradicating illiteracy, and why it remains an exceptionally disadvantaged region in this respect. The article surveys the history of the development of literacy in Africa from colonial times to the present day, focusing on the role of adult education in pursuing the goal of universal literacy. The author seeks to identify both the “push” factors (those favouring the pursuit of this goal) and the “pull” factors (the obstacles and hindrances), examining these factors at the local, national and international levels. The author concludes that, while the literacy challenge in Africa remains a formidable one, there are examples of successful initiatives that give hope for the future. [ABSTRACT FROM AUTHOR]

Pan-Africanism is a political doctrine, as well as a movement, with the aim of unifying and uplifting African nations and the African Diaspora as a universal African community. In that sense, Marcus Garvey, founder of the Universal Negro Improvement Association (UNIA), founder of the Black Star Line and pioneer of the back-to-Africa movement can certainly be considered a Pan-Africanist. But is not the concept of Pan-Africanism supposed to include the notion of African pride too? I believe so. Nevertheless, when we take a closer look at Garvey's life and ideologies, the notion of African pride is barely perceptible at times. Indeed, we sometimes get the impression that he tended to put Western culture/ civilization on a pedestal. For example, it would appear that he tended to idolize Western leaders such as Napoleon and Hitler - though they were extremely racist. It also seems that he tended to prefer Christianity over African religions, Western music such as classical music over African music, and Western uniforms rather than African clothing, and so on. All these points, which seem to be the fruits of intellectual colonization, make Garvey a controversial figure in the history of Pan-Africanism. Besides trying to analyze objectively the complex personality of Garvey, this paper is aimed at questioning the notion of Pan-Africanism and raising the issue of intellectual colonization. [ABSTRACT FROM AUTHOR]

The cultural validity of a psychological or educational theory is a function of its sensitizing and heuristic power for a given task addressed by a given community. African universities have inherited from the West a number of institutionalized arrangements for learning that tend to decontextualize the learning process by extracting learners from everyday life. The challenge of adapting university education to the needs and aspirations of an African, postcolonial state is approached in this paper from a theoretical perspective on situated learning and participatory appropriation. A pedagogical rationale is advanced for student project-based learning, as affording students unique opportunities to test formal theories against reality; preparing them for practical challenges in the world of work; and inviting them to confront indigenous interpretations of experience. In addition, some projects incorporate a dimension of community service that facilitates public appraisal of universities as engaged and valuable resources for the wider society. [ABSTRACT FROM AUTHOR]

YOUTH LITERATURE IN THE CONTEXT OF PEDAGOGIC AND LITERARY NORMS: THE FRENCH-SPEAKING COUNTRIES OF AFRICA – There are two approaches to children’s and youth literature, one didactic, the other aesthetic. This gives rise to the following question: taking into account the fact that children’s literature aspires to be a literary form in its own right, should more weight be attibuted to its aesthetic value when evaluating it? This paper examines this question – which has in the past been the subject of highly controversial discussions in the German-speaking regions – by focusing on youth literature in the French-speaking coutries of Africa. The pedagogic dimension cannot be ignored when considering this literary context because it is so much a part of the post-colonial dynamic. Youth literature in the French-speaking countries of Africa echoes current realities. Examples are used to demonstrate how literature can deal with vital questions without neglecting the literary aspect. [ABSTRACT FROM AUTHOR]

The article argues that the salvation for Africans hinges upon employing indigenous African educational paradigms which can be subsumed under the rubric of ubuntugogy, which the author defines as the art and science of teaching and learning undergirded by humanity towards others. The paper also discusses the debilitating effects of western education and African cultural resilience. It explores the distinctions between pedagogy, andragogy, ergonagy, heutagogy and ubuntugogy.

Some proponents of Africanism argue that African traditional education and the principles of ubuntu should provide the framework for citizenship education. While conceding that understandable concerns lie behind defences of ubuntu as underpinning African democracy, we argue that the Africanist perspective faces various problems and makes substantial errors: political, moral, epistemic and educational. While democracy and democratic citizenship necessarily involve sensitivity to local context, their fundamental principles and tenets are universal. Failure to acknowledge this comes at a substantial price. Taking as its initial focus an analysis and critical evaluation of Malegapuru William Makgoba's critique of liberal democracy, the paper questions the purported uniqueness of ubuntu and its value and efficiency as a practical guide to action and policy, as well as its capacity to indicate how conflict between its associate principles and values might be resolved, insofar as these principles and values are indeed morally worthy. [ABSTRACT FROM AUTHOR]

(Learning, Culture, Spirituality and Local Knowedge: Implications for African Schooling) – Using a Ghanaian case study, this paper looks at the relevance and implications of local knowledge, culture and spirituality for understanding and implementing educational change in Africa. It examines how teachers, educators, and students use local cultural knowledge about self, personhood and community. Among the critical issues raised are: How do subjects understand the nature, impact and implications of spirituality for schooling and education? What is the role of spirituality, culture, language and social politics in knowledge production? What contribution does the local cultural knowledge base make to the search for genuine educational options in Africa? [ABSTRACT FROM AUTHOR]

The article examines the influence of the West and the latter's activities in Africa. Coming out of colonial subjugation, many Africans looked to the U.S. for help in rebuilding their societies along democratic lines. Africa's post-independence relationships with its former colonizers were characterized by respect, hospitality, gratitude, resentment and admiration. Many Africans, in the last several years, have called for scholars to develop a new research agenda that would seek to examine the continent and its problems from an African perspective. This paper will examine the many ways in which the West continues to influence Africa, especially in the fields of education and culture, economy and politics and provide suggestions for helping Africa minimize Western influence and turn this one-sided dependency into a mutually beneficial relationship. As Africans prepare for the new century, they must reconstruct their educational systems and make certain that education is designed to meet the needs of the people.

In Africa, there is growing knowledge regarding the use of data obtained by remote sensing and analysed while using Geographic Information Systems for solving myriad problems. The awareness has largely arisen through the efforts of the Programme on Space Applications (PSA) of the United Nations Office for Outer Space Affairs (UNOOSA), and the subsequent UN resolutions for the establishment of Regional Centres for Space Science and Technology Education, to train scientists and researchers in different thematic areas of space, including Remote Sensing/Geographic Information Systems (RS/GIS). The African Regional Centre for Space Science and Technology Education in English (ARCSSTE-E) is one of these regional centres. The Centre has successfully trained 474 professionals from 18 countries since its inception in 1998; about 14% of these trainees have been female. This paper highlights the training programmes of ARCSSTE-E from its inception, and discusses the potential areas of improvement with a focus on the RS/GIS area. In 2019, a survey was conducted on alumni of the Postgraduate Diploma (PGD) programme of ARCSSTE-E. Based on the analysis of their responses and the progression of the PGD programme to a new Masters programme in RS/GIS at the university, there is clear evidence regarding the impact of the UNOOSA-assisted capacity building programme on the work and career of alumni, which has already produced an appreciable number of trained personnel in developing countries in Africa. [ABSTRACT FROM AUTHOR]