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2. Understanding Children's Rights: Collected Papers Presented at the International Interdisciplinary Course on Children's Rights (5th, Ghent, Belgium, December 8-15, 2000). Ghent Papers on Children's Rights No. 6.
- Author
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Ghent Univ. (Belgium). Children's Rights Centre., Verhellen, Eugeen, Verhellen, Eugeen, and Ghent Univ. (Belgium). Children's Rights Centre.
- Abstract
Papers compiled in this sixth annual conference collection deal with views and theories on children's rights and provide extensive information on background, motivation, strategies, and main trends in the field of children's rights. Following the welcome addresses to the conference, the 43 papers cover a variety of relevant topics, including: (1) implementation of the U.N. Convention on the Rights of the Child; (2) childhood development and competence; (3) human rights education; (4) views of childhood from various disciplines; (5) children's participation; (6) nongovernmental organizations; (7) UNICEF and children's rights; (8) economic issues and children's rights; (9) child labor; (10) children's rights in Europe; (11) children's rights in Africa; (12) protection and care of refugee children; (13) human rights monitoring; (14) international law related to children; and (15) UNESCO and children's rights. Most of the papers contain references. (KB)
- Published
- 2001
3. Insecure Identities: Unaccompanied Minors as Refugees in Hamburg
- Author
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Schroeder, Joachim
- Abstract
This paper analyses the financial circumstances and social income of nearly one hundred unaccompanied minors who have come to Hamburg as refugees from various regions of Africa. It is based on extensive qualitative surveys, analysing their objective conditions of life and in particular their legal situation. A wide range of interview material and participative observations were used to obtain information on biographic courses and school and vocational careers of the young refugees over a period which extended to ten years in some cases, giving very detailed insights into their "hidden lives". [For complete volume, see ED567040.]
- Published
- 2012
4. Education and Skills Development in China-Africa Cooperation
- Author
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Ehizuelen, Michael Mitchell Omoruyi
- Abstract
Education, skills, and the development of an African workforce are at a critical moment. While it is recognized that Chinese firms hire local people, the focus of the debate is more on the position and opportunities for training and advancement. As such, the paper tries to answer the following questions. Does China really contribute to skills development in Africa? Does China employment, education, and skills transfer pattern contribute to Africa's own structural transformation and benefit African workforce? In attempting to answer these questions, this paper first lays out the current magnitude of demand for skills in Africa and the priorities for education and skills transfer that can successfully address Africa's skills shortage. Significantly, this will enable researchers and non-researchers to understand the diversity of Chinese firms' skills transfer patterns and the reasons behind these patterns. In order to present a comprehensive and precise picture as well as understand the context for China and Africa education and skills transfer development, the paper draws from various data collected from diverse sources, including government statistics, firm reports, second-hand academic literature, local and international news media, official government reports, and research studies. The paper suggests that the assessment of skills transfer pattern should not only consider employees' and employers' direct interests, but also in the short run, skills transfer should focus on offering short, practical courses to secondary and higher education graduates involving primarily on-the-job training. In the long run, there is a need to change the way employees and students are trained, including curriculum reforms that favor science, technology, engineering, and mathematics. Emphasis should also be placed on critical thinking, problem-solving, discovery, and experiential training.
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- 2018
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5. AED and Education in Contexts of Fragility: Providing Support to Education over the Long Haul
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Academy for Educational Development and Alvarado, Felix
- Abstract
The purpose of this document is to describe AED's extensive experience in six countries that have undergone periods of violent conflict or natural disaster followed by extended and complex periods of increasing resilience, and if possible extract lessons learned from it. The focus is on what we have learned about effectively and sustainably restoring education in a context of development. This paper is timely for two reasons. First, the number of low-income countries experiencing crises, especially war, continues to escalate (Collier 2009). Second, there is a growing consensus among countries and donors that restoring education systems should begin as soon as the security of teachers and students can be assured and not wait until the termination of relief efforts. Education should be part of the solution from the beginning of the rebuilding process. It is hoped that this paper will facilitate that work in the future. This paper begins by reviewing AED's work over the last two decades in six countries on two continents (El Salvador,Guatemala, Honduras, and Nicaragua in Latin America, and Ethiopia and Namibia in sub-Saharan Africa), considering their history and education sector as they move from fragility and attempt to consolidate education reform. This section seeks to extract lessons concerning the actual relationship between the education sector and fragility or resilience and what this has meant for AED's role promoting change in the education sector through its interactions with governments and donors. A second section takes the findings and underlines the interaction between donor, recipient, and implementer. A final section suggests paths for conceptual and operational development to better integrate assistance in crises with assistance for development in the education sector, and considers how this may be related to the degree of fragility or resilience, and how this may be further examined. (Contains 9 tables, 7 figures, 43 footnotes, and 25 additional resources. An annex presents trends in education, assistance and investment in six countries.)
- Published
- 2010
6. Tradition and Modernization: Siting Philosophy for Children within the African Outlook
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Ndofirepi, Amasa Philip and Cross, Michael
- Abstract
In this philosophical paper, we investigate the project of doing philosophy with children in Africa. While the philosophy for children program has its roots in the Anglo-Saxon world, we contend that it can sit well in Africa if given an African outlook. We challenge Eurocentric specialists, who are attempting a wholesale introduction of the Matthew Lipman model of philosophy for children in schools in Africa, to realign their perspective. This paper takes a critical look at the currency of the post-colonial and Africanization agendas in education by exploring the plausibility of a uniquely African philosophy for children program. We argue that for any philosophy to be African, it should be an amalgamation of the traditional and the modern in order to epitomize the twenty-first century African existential conditions that ameliorate educational practices previously subject to Eurocentric hegemony.
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- 2016
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7. Reaction Paper: The Challenge of the Psychology of Poverty in Africa.
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Mwamwenda, Tuntufye S.
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POVERTY & psychology , *CONTENT (Psychology) , *EDUCATION , *EMPLOYMENT , *WOMEN'S employment - Abstract
The content of this abstract is a reaction to the various articles appearing in this special section of the Journal of Psychology in Africa with a focus on the Psychology of Poverty in African countries. The articles deal with the psychology of poverty from different perspectives, as they impact on African children, men and women. Some of the topics covered are focussed on poverty and education, poverty and employment, poverty and marital relationship, poverty in relationship to men and women who are friends on intimate basis. What is clear from the various presentations is that poverty is obviously affecting Africans adversely and presents a serious challenge to men and women. Such a serious challenge must be addressed by all those concerned so that Africans can lead a better life than that which they have been sentenced by poverty. [ABSTRACT FROM AUTHOR]
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- 2010
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8. Forging Cultural Integration in Africa via Education: The Emphatic Templates.
- Author
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NYEWUSIRA, Benjamin N. and NYEWUSIRA, Chituru
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ACCULTURATION ,INTERNATIONAL relations ,SOCIOECONOMICS ,CULTURAL transmission - Abstract
The quests and advocacies for co-operations, alliances, integration and unity amongst African countries are quite historical, and are ever resonating in discourses on international relations. It is such advocacies that birthed the idea for the formation of the Organization of African Unity (OAU), Economic Community of West African States (ECOWAS), Southern African Development Community (SADC), etc. Unfortunately, not even the rationale for the metamorphosis from OAU to the African Union (AU) has been able to entrench the much desired unity of purpose amongst African states. This paper posits that the conversations on strategies for a closer and sustainable integration in Africa should not only be centred on socio-economic and political paradigms, but should deeply reflect cultural cum educational matrixes. The paper hypothesizes that cultural transmission, which is a fundamental goal of any educational system, has to be emphatically explored in the drive for integration and unity in Africa. It therefore conceptually highlighted the link between culture and education in regional integration, with reminiscences of such linkages in Africa. The paper however observes that, beyond the affirmations and declarations arising from Treaties and Charters by some regional fora in Africa, the varied uses of education for the purposes of cultural transmission, promotion of African history and languages, in addition to the merits of intellectual exchanges, are to be further surveyed as the plausible templates that would encourage integration in Africa. Consequently, the paper suggests that socio-political institutions, governments, sub-regional blocs and other agents of diplomacy and development in Africa should carefully reconsider the multi-dimensional values of education in the realization of the dreams of African nationalists for a well-integrated and united Africa. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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9. Pan-African - Mediterranean Migrations: Implications for Education and Society
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Napier, Diane Brook
- Abstract
The purpose of this study was to examine features of the contemporary migrant and refugee flows across Africa northward to the Mediterranean and then to European countries (sometimes called the "new mass migration" and also migrant flows southward to South Africa. In addition, the purpose was to examine dimensions of response and adaptation in receiving countries, also the interconnections between sending- and receiving countries. In the post-colonial era, a variety of political, economic, and other societal forces combined to generate increased and more frequent flows of people seeking a better life, worldwide. Migrations of Africans are part of this global phenomenon, with manifold implications for source countries in Africa and for receiving countries in Africa and Europe. This consideration of issues is framed in the context of contemporary globalization theory and migration theories including social capital theory and push-pull theory. Implications and challenges for education and society in receiving countries such as France and South Africa, and in African sending countries, are summarized, drawing on contemporary research and debate on the issues in education and other sectors of society and on policy-practice research. Prominent themes in the research literature are highlighted, including language issues, policy responses, demographic shifts and trends, transnational family relationships, labor market issues, and educational ramifications. The impacts of refugee influxes on intermediate destinations such as the Canary Islands, Ceuta and Melilla, and Istanbul are also considered. The study results indicate that Pan-African -- Mediterranean migrations have generated a significant new landscape of interconnectedness across the macro-region and that the challenges and responses in European countries--the target destinations of the northward migrations--have counterparts in South Africa--the south-end target destination for many desperate migrants and refugees. Current recommendations are for multiple levels of response to tackle crucial issues in education and wider society, including in-country improvement of conditions but also joint responsibility between sending- and receiving countries in Africa and across the Mediterranean to Europe. There is a need for more research on the specific experiences of desperate migrants in the macro-region to expand understanding of the full extent of this contemporary migration phenomenon and its ramifications. (Contains 2 figures.) [The original version of this paper was presented at the IV Mediterranean Society of Comparative Education (MESCE) Conference, Rabat, Morocco, 8 -10, November 2009.]
- Published
- 2011
10. International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 25-26, 2010). Volume 2010, Issue 1
- Author
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Russell, William Benedict, III
- Abstract
The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]
- Published
- 2010
11. QUANTIFIER LA LANGUE FRANÇAISE DU NORD AU SUD: UN ACTE ET UN OUTIL DE NEUTRALISATION DES TENSIONS.
- Author
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Humbert, Philippe N.
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FRENCH language ,DISCOURSE analysis ,STATISTICS ,TWENTY-first century ,EDUCATION statistics ,OBJECTIVITY - Abstract
Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
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12. Our Common Home: Climate Shocks, Educational Outcomes, and Education for Sustainable Development in Africa.
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Elmallakh, Nelly and Wodon, Quentin
- Subjects
SUSTAINABLE development ,EMIGRATION & immigration ,IMMIGRANTS ,FOOD security - Abstract
Pope Francis has made the protection of our common home a central theme of his Papacy. This may be nowhere more important than in Africa, a continent that is already today highly vulnerable to climate shocks due in part to high levels of water stress in many countries, food insecurity, and forced displacement, among others. In this paper, we use household surveys from West African countries to explore the impact of covariate shocks (most of which are weather-related) and international migration as a potential response to shocks on educational outcomes for children of primary school age. The results suggest that shocks affect educational outcomes substantially, but that international migration may generate benefits for children of migrants. The paper also briefly discusses policy prescriptions on how to tackle climate change, arguing that education to sustainable development should be a priority. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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13. Entrenching internationalisation in African Higher Education Institutions.
- Author
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Oparinde, Kunle M., Govender, Vaneshree, and Moyo, Sibusiso
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UNIVERSITIES & colleges ,RACIAL differences ,CULTURAL pluralism ,INTERNATIONAL relations ,RACE ,LITERARY sources ,INFERENCE (Logic) - Abstract
In this paper, an attempt was made to locate the role of internationalisation in African Higher Education Institutions (HEIs). It is argued that comprehensive international, intercultural, and global dimensions in the affairs of African tertiary institutions provide for a more nuanced and diversified higher education landscape. Through a desk study approach, dwelling mainly on existing literature, the paper examines the issues of internationalisation from the perspectives of diversity and inclusion, as well as the roles of the relevant key players within those institutions to practically deliver internationalisation strategies that will put the institution on a global pedestal while remaining locally and regionally relevant. More importantly, strategies for achieving comprehensive internationalisation are discussed drawing inferences from literature and documentary sources. The interrogation of these sources in relation to the expectations of the current and future HEIs to remain socially relevant and sustainable is carried out. HEIs in Africa must contribute to socio-economic change and engage with their quad-helix and eco-system partners to ensure that high end skills training, knowledge production, entrepreneurship and innovation are accelerated. In so doing, African HEIs must embrace diversity in its fullness including welcoming differences in gender, race, culture, nationality and providing platforms of engagement that allow for inclusion, and breaking silos to allow for a nuanced agenda of internationalisation. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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14. Demographic training and research in Africa.
- Author
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Igun AA
- Subjects
- Africa, Developing Countries, Economics, Social Sciences, Congresses as Topic, Data Collection, Demography, Education, Health Services Needs and Demand, Philosophy, Research
- Published
- 1976
15. Training traditional birth attendants reduces maternal mortality and morbidity.
- Author
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Brennan M
- Subjects
- Africa, Africa South of the Sahara, Africa, Western, Delivery of Health Care, Demography, Developing Countries, Health, Health Personnel, Health Planning, Health Services, Immunization, Maternal Health Services, Medicine, Mortality, Nigeria, Organization and Administration, Population, Population Dynamics, Pregnancy, Pregnancy Outcome, Reproduction, Cause of Death, Delivery, Obstetric, Education, Health Services, Indigenous, Health Surveys, Maternal Mortality, Maternal-Child Health Centers, Midwifery, Prenatal Care, Preventive Medicine, Primary Health Care, Program Evaluation, Referral and Consultation, Vaccination
- Published
- 1988
16. The lawyer, legal education and population policies in Africa.
- Author
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Uche UU
- Subjects
- Africa, Education, Legislation as Topic, Philosophy, Public Policy
- Published
- 1976
17. HIV prevention strategies in Africa.
- Author
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Menting A
- Subjects
- Africa, Developing Countries, Disease, Organization and Administration, Virus Diseases, Acquired Immunodeficiency Syndrome, Education, Government Programs, HIV Infections, Organizations, Research
- Published
- 2000
18. Promoting women's participation in Kenya's governance.
- Author
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Crawley M
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- Africa, Africa South of the Sahara, Africa, Eastern, Demography, Developing Countries, Economics, Kenya, Population, Population Characteristics, Socioeconomic Factors, Women's Rights, Education, Politics, Research, Rural Population, Women
- Published
- 1999
19. Community mobilization as an HIV prevention strategy: challenges and obstacles (South Africa).
- Author
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Williams B and Campbell C
- Subjects
- Africa, Africa South of the Sahara, Africa, Southern, Behavior, Contraception, Demography, Developing Countries, Disease, Family Planning Services, Geography, Health, Health Planning, Health Services, Infections, Organization and Administration, Population, Primary Health Care, South Africa, Community Health Services, Community Participation, Condoms, Delivery of Health Care, Education, Research, Residence Characteristics, Sexual Behavior, Sexually Transmitted Diseases
- Published
- 1999
20. Identifying Effective Education Interventions in Sub-Saharan Africa: A Meta-Analysis of Rigorous Impact Evaluations
- Author
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Conn, Katharine
- Abstract
The aim of this dissertation is to identify effective educational interventions in Sub-Saharan African with an impact on student learning. This is the first meta-analysis in the field of education conducted for Sub-Saharan Africa. This paper takes an in-depth look at twelve different types of education interventions or programs and attempts to not only present analytics on their relative effectiveness, but to also explore why certain interventions seem to be more effective than others. After a systematic literature review, I combine 56 articles (containing 66 separate experiments, 83 treatment arms, and 420 effect size estimates), and I use random-effects meta-analytic techniques to both a.) evaluate the relative impact of different types of interventions and b.) explain variation in effect sizes within and across intervention types. When I examine the relative pooled effect sizes of all twelve intervention areas, I find that interventions in pedagogical methods (changes in instructional techniques) have a higher pooled effect size on achievement outcomes than all other eleven intervention types in the full sample (e.g., school management programs, school supplies interventions, or interventions that change the class size or composition). The pooled effect size associated with these pedagogical interventions is 0.918 standard deviations in the full sample (SE = 0.314, df = 15.1, p = 0.01), 0.566 in the sample excluding outliers and including only randomized controlled trials (SE = 0.194, df = 11, p = 0.01), and 0.228 in a sample that includes only the highest quality studies (SE = 0.078, df = 5.2, p = 0.03). These findings are robust to a number of moderating factors. Using meta-regression, I find that on average, interventions in pedagogical methods have an effect size over 0.30 standard deviations (significant at the 5% level) greater than all other intervention areas combined, even after controlling for multiple study-level and intervention-level variables. Beyond this average effect, I show that studies that employ adaptive instruction and teacher coaching techniques are particularly effective. Further, while studies that provide health treatments or school meals have on average the lowest pooled effect size, I show that if these studies are analyzed using cognitive assessments (tests of memory and attention), health treatments actually produce a relatively large pooled effect size of 0.176 standard deviations (SE = 0.028, df = 2.18); this is particularly true of studies that either prevent or treat malaria. In addition, this meta-analysis examines the state of current education impact evaluation research in Sub-Saharan Africa and highlights both research gaps as well as differences in study design, methodology, and reporting of metrics by academic field. I find that the bulk of the research in this area comes from the field of economics (62%), followed by the fields of education (23%) and public health (15%). Further, the majority of this research has been conducted in a set of six countries: Kenya, Nigeria, South Africa, Uganda, Burkina Faso, and Madagascar, while rigorous evaluations of education programs have never taken place in others. Moreover, topics currently under rigorous study are not necessarily representative of the major issues facing many Sub-Saharan African school systems today. For example, there are no impact evaluations of multi-grade or multi-shift teaching and only one evaluation of a bilingual education program. This meta-analysis thus recommends a shift in the impact evaluation research agenda to include both a broader geographic and topical focus, as well as an increased emphasis on improvements in pedagogical methods, without which other interventions may not reach their maximum potential impact. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2014
21. Does the village still raise the child? A collaborative study of changing child-rearing and community mobilization in Kenya.
- Author
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Swadener EB, Kabiru M, and Njenga A
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- Africa, Africa South of the Sahara, Africa, Eastern, Behavior, Demography, Developing Countries, Geography, Kenya, Population, Child Rearing, Economics, Education, Family Characteristics, Residence Characteristics, Social Change
- Published
- 1997
- Full Text
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22. Fighting FGM in Dodoma, Tanzania.
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- Africa, Africa South of the Sahara, Africa, Eastern, Developing Countries, Organization and Administration, Tanzania, Communication, Education, Health Planning, Research
- Published
- 1996
23. Rethinking Media Arts Instruction in Nigerian Universities.
- Author
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Olayiwola, Abiodun
- Subjects
MASS media ,UNIVERSITIES & colleges ,HIGHER education ,MOTION pictures ,SOCIAL media - Abstract
This paper explores the pedagogical challenges and dilemmas surrounding film and media arts education within Nigerian tertiary institutions against deficient teaching facilities and infrastructure. Teaching film and media arts has rapidly developed in recent years. Many Nigerian universities now recognise the necessity of robust film/media pedagogy to complement and respond to the escalating growth of the country's indigenous film and entertainment industry. The onus is increasingly placed on Nigeria's tertiary institutions to spearhead the advancement of film and media arts education, premised on disseminating adequate practical knowledge, skills acquisition, and integrating international best practices. However, a pivotal issue emerges regarding whether Nigerian tertiary institutions possess the requisite facilities to fulfil and drive this pedagogical mandate. This paper argues that most Nigerian universities continue to emphasise theoretical instruction over practical application, constrained by the unavailability of resources required to execute a technologically immersive media pedagogy tailored to the needs of the nation's thriving creative industries. Drawing insights from a recent experimental pedagogical model undertaken at Obafemi Awolowo University, Ile-Ife, this paper highlights how an integrated pedagogical methodology combining conventional teaching formats with social media tools and platforms may potentially mitigate the difficulties imposed by insufficient practical teaching facilities for film education in most African tertiary institutions. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
24. Family planning quality improvement initiatives in Niger.
- Subjects
- Africa, Africa South of the Sahara, Africa, Northern, Africa, Western, Developing Countries, Family Planning Services, Health Services Research, Niger, Organization and Administration, Program Evaluation, Education, Health Planning, Quality Control, Quality of Health Care, Research
- Published
- 1992
25. Education and Language: A Human Right for Sustainable Development in Africa
- Author
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Babaci-Wilhite, Zehlia, Geo-JaJa, Macleans A., and Lou, Shizhou
- Abstract
Pre-colonial Africa was neither an educationally nor a technologically unsophisticated continent. While education was an integral part of the culture, issues of language identification and standardisation which are subject to contentious debate today were insignificant. Children learned community knowledge and history by asking questions instead of being taught in a hegemonic alien language. This article argues that education and development should take place in a broader context of human rights, and explores the links between three areas often dealt with separately, namely: language, education and development. The authors of this paper demonstrate that changing the face of the multi-dimensionalities of poverty within societies is possible only when education is constructed in a rights perspective over the favoured colonial languages, which are not an integral part of the culture and resources of a community. The authors make a distinction between the "right to education" and "rights in education," the latter of which are found to be more significant for the challenges Africa faces. It is argued here that the elements of Amartya Sen's "threshold" conditions for inclusion in human rights and self-development in education are essential, and that a more promising architecture of education would include what the authors term meta-narrative frameworks, i.e. interrelated policies. The authors contend that the neoliberal commodification of the knowledge sector has only exacerbated human rights and capabilities deprivation--which encompasses both human and income poverty.
- Published
- 2012
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26. The colonial struggle over polygamy: Consequences for educational expansion in sub-Saharan Africa.
- Author
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Becker, Bastian
- Subjects
POLYGAMY ,CHRISTIAN missions ,MONOGAMOUS relationships ,STRUGGLE ,EDUCATIONAL outcomes - Abstract
Christian missions in colonial Africa have contributed significantly to the expansion of formal education and thereby shaped the continent's long-term economic and political development. This paper breaks new ground by showing that this process depended on local demand for education. It is argued that disagreements over norms, and in particular the struggle over polygamy, which resulted from missions' insistence on monogamy in traditionally polygamous areas, lowered African demand for education. Analyses of geocoded data from historical and contemporary sources, covering most of sub-Saharan Africa, show that the struggle is associated with worse educational outcomes today. Effects are not limited to formal attainments but carry over to informal outcomes, in particular literacy. The findings attest to considerable heterogeneity in missionary legacies and suggest that local conditions should be given greater consideration in future studies on the long-term consequences of colonial-era interventions. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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27. BOOKS RECEIVED.
- Subjects
BIBLIOGRAPHICAL citations ,EDUCATION - Abstract
References for the articles published in the December 2010 issue of "African Studies Review," are presented.
- Published
- 2010
- Full Text
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28. Pediatric speech-language pathology in East Africa: educational opportunities and availability of speech-language services.
- Author
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Alighieri, Cassandra, De Bock, Marlies, Galiwango, George, Sseremba, Daniel, and Van Lierde, Kristiane
- Subjects
- *
CULTURE , *ONLINE information services , *SPEECH therapy , *HEALTH services accessibility , *MEDICAL information storage & retrieval systems , *SYSTEMATIC reviews , *LABOR supply , *COMMUNICATIVE disorders , *SPEECH therapy education , *DESCRIPTIVE statistics , *RESEARCH funding , *MEDLINE - Abstract
This paper describes the current situation of the provision of speech-language services in East Africa. An overview of the educational opportunities, workforce density, communication rehabilitation planning, caseload, and ethical and/or cultural challenges is provided. A narrative review was performed. All papers referring to communication disorders in East African countries were identified from EMBASE, PubMed, ISI Web of Science: Science Citation Index Expanded, and ISI Web of Science: Conference Proceedings Citation Index-Science using the following search terms: speech therapy, speech pathology, speech-language pathology, speech-language rehabilitation, speech-language therapy, logopedics, East Africa, communication disorders, communication difficulties. Two concepts were combined with a Boolean operator 'AND'. At present, there is an alarming shortage of speech-language pathologists in East Africa. This issue is mainly related to the limited availability of educational programs in speech-language pathology. Although more and more universities are beginning to offer such educational programs, the number of available speech-language pathologists is still too low to meet the needs of all children with communication disorders. In addition, speech-language pathologists are often faced with different cultural and ethical obstacles when they provide intervention to East African children with communication disorders. These speech-language pathologists are therefore challenged to take a broader view of their role as a therapist. These alternative roles often include training of other individuals in the context of community-based rehabilitation. In the future, it will be important to carefully consider the development of sustainable learning opportunities in East African contexts. Initiatives, for example, "train-the-trainer" workshops, are needed to support the speechlanguage pathologists. Existing models like the communication disability model can aid to create holistic frameworks for the development of sustainable speech-language services in the East African countries. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
29. Regional Meeting of Experts on Environmental Education in Africa, Brazzaville, People's Republic of the Congo, 11-16 September 1976. Final Report.
- Author
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United Nations Educational, Scientific, and Cultural Organization, Paris (France). Environmental Education Section.
- Abstract
This is the final report on the background and proceedings of the Regional Meeting of Experts on Environmental Education in Africa, convened by UNESCO with the collaboration of the University of Brazzaville. This meeting was one of five similar ones held throughout the world as a follow-up to the UNESCO Conference held in Belgrade, Yugoslavia. This African Regional Meeting aimed at defining specific aspects of the environmental problems particular to the region and specific aspects of environmental education appropriate to the region. Environmental education within formal and nonformal systems were discussed along with cooperation strategies to improve environmental education in African member states. Recommendations of the conference were included in the report. (MA)
- Published
- 1977
30. Revisiting China's Africa policies and educational promises: towards a global convergence of development in the post-2015 era?
- Author
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Yuan, Tingting
- Subjects
INTERNATIONAL relations ,PRACTICAL politics ,EDUCATION policy - Abstract
Comparing China's 2006 and 2015 Africa policies, this article reveals how China's political discourse has become more confident, practical, and depoliticised. In particular, this paper shows how education is allocated, promised, and embedded in China's 'shared' agenda, which is centred on development co-operation and mutual learning. It then reflects on the extent to which China may move towards traditional donors. This paper concludes that, despite fragmented convergences in the discourse and an increased recognition of a Chinese model, China maintains its distinctive role and position in the post-2015 era. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
31. The long run impact of early childhood deworming on numeracy and literacy: Evidence from Uganda.
- Author
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Croke, Kevin and Atun, Rifat
- Subjects
LONGITUDINAL method ,PRESCHOOL children ,LITERACY ,CHILDREN ,HELMINTHIASIS - Abstract
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]
- Published
- 2019
- Full Text
- View/download PDF
32. Taking education for all goals in sub-Saharan Africa to task.
- Author
-
Nudzor, Hope Pius
- Subjects
EDUCATIONAL objectives ,LOW-income countries ,AIMS & objectives of primary education ,LOW-income students ,EDUCATION policy ,EDUCATION - Abstract
In many sub-Saharan African countries, the endorsement of the 1990 Education for All (EFA) and the 2000 Millennium Development Goals agreements have resulted in the introduction of ‘fee-free’ education policies in recent time. Yet, in 2015 it is becoming unlikely that education for all will be attained, as it has not been achieved through previous pledges. Using a ‘processual analytical approach’, this paper examines literature from disparate sources to exemplify challenges faced by countries in the sub-region in their attempt at getting children from disadvantaged communities to enrol in primary education. In the process, the paper contends that ‘new’ research is needed to examine how political imperatives and democratic processes impinge on implementation of EFA policy initiatives in the sub-region. This endeavour, the paper argues, is necessary to unearth the commitment, progress and constraints of sub-Saharan African governments (as well as commitment of international donor countries and agencies to helping the sub-region) towards meeting the EFA goals. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
33. What about the race between education and technology in the Global South? Comparing skill premiums in colonial Africa and Asia.
- Author
-
Frankema, Ewout and van Waijenburg, Marlous
- Subjects
SKILLED labor ,LABOR market ,WAGE differentials ,TECHNOLOGY ,EDUCATION ,HISTORICAL research - Abstract
Historical research on the race between education and technology has focused on the West but barely touched upon 'the rest'. A new occupational wage database for 50 African and Asian economies allows us to compare long‐run patterns in skill premiums across the colonial and post‐colonial eras (c. 1870–2010). Our data reveal three major patterns. First, skilled labour was considerably more expensive in colonial Africa and Asia than in pre‐industrial Europe. Second, skill premiums were distinctly higher in Africa than in Asia. Third, in both regions, skill premiums fell dramatically over the course of the twentieth century, ultimately converging to levels long observed in the West. Our paper takes a first step to explain both the origins of the Africa–Asia gap and the drivers of global skill premium convergence, paying special attention to the colonial context that shaped demand, supply, and labour market institutions. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
34. From Streets to Developing Aspirations: How Does Collective Agency for Education Change Marginalised Migrant Youths' Lives?
- Author
-
Mkwananzi, Faith and Melis Cin, F.
- Subjects
EDUCATIONAL change ,COLLECTIVE action ,IMMIGRANTS ,PUBLIC goods ,RIGHT to education ,PUBLIC spaces - Abstract
This paper provides an account of migrant youths' experiences of access to education through a social initiative-driven school and highlights how these youths developed pathways of aspirations to work for the good of the community. In doing so, the paper also provides a lens to the issues of migration in Southern Africa and a context in which to understand how collective action (agency) for education can deeply transform marginalised migrants' aspirations and offer spaces of equality and agency for change. Drawing on data collected over a span of three years, the paper aims to illustrate how Albert Street School (Authority obtained to use original school name), established as a part of grass-root collective action, supports and impacts on migrants' capabilities and how these capabilities lead to aspirations for public good. The narrative methodology used to understand migrant youths' lives and experiences illustrates that collective capabilities have the potential to address different forms of disadvantage and distribute diverse and incommensurable good to local communities. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
35. The role of lifelong learning on political stability and non violence: evidence from Africa.
- Author
-
Asongu, Simplice A. and Nwachukwu, Jacinta C.
- Subjects
POLITICAL stability ,NONVIOLENCE ,EDUCATION ,INFORMATION economy ,PRINCIPAL components analysis ,POLITICAL indicators - Abstract
Purpose – Education as a weapon in the fight against conflict and violence remains widely debated in policy and academic circles. Against the background of growing political instability in Africa and the central role of the knowledge economy in twenty-first century development, this paper provides three contributions to existing literature. The purpose of this paper is to assess how political stability/non-violence is linked to the incremental, synergy and lifelong learning effects of education. Design/methodology/approach – The authors define lifelong learning as the combined knowledge acquired during primary, secondary and tertiary education. Principal component analysis is used to reduce the dimensions of educational and political indicators. An endogeneity robust dynamic system Generalized Methods of Moments is used for the estimations. Findings – The authors establish three main findings. First, education is a useful weapon in the fight against political instability. Second, there is an incremental effect of education in the transition from secondary to tertiary schools. Third, lifelong learning also has positive and synergy effects. This means that the impact of lifelong learning is higher than the combined independent effects of various educational levels. The empirical evidence is based on 53 African countries for the period 1996-2010. Practical implications – A plethora of policy implications are discussed, inter alia: how the drive towards increasing the knowledge economy through lifelong learning can be an effective tool in the fight against violence and political insurgency in Africa. Originality/value – As the continent is nursing knowledge economy ambitions, the paper is original in investigating the determinants of political stability/non-violence from three dimensions of education attainment: the incremental, the lifelong learning and a synergy effect. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
36. Contribution of scaling up nutrition Academic Platforms to nutrition capacity strengthening in Africa: local efforts, continental prospects and challenges.
- Author
-
Laar, Amos K., Aryeetey, Richmond N. O., Annan, Reginald, Aryee, Paul A., Amagloh, Francis K., Akparibo, Robert, Laar, Matilda E., Amuna, Paul, and Zotor, Francis B.
- Subjects
EDUCATION ,HEALTH planning ,NUTRITION policy ,ORGANIZATIONAL change ,KNOWLEDGE management - Abstract
Addressing contemporary nutrition problems often requires application of knowledge from multiple disciplines. The scaling up nutrition (SUN) movement harnesses multiple sectors for effective global and in-country planning and implementation. Although the role of knowledge networks (academia and research institutions) is recognised, the how of engaging knowledge networks in the current SUN architecture is only now becoming apparent. For relevant sectors to play their roles effectively, observed capacity gaps, particularly in developing country settings, need to be addressed. The present paper presents the work being undertaken by the Ghana SUN Academic Platform (AP), a local knowledge network, towards strengthening nutrition capacity in Ghana. The AP presently provides technical support, evidence and capacity towards scaling up effective nutrition interventions in Ghana and beyond. The data presented draws heavily on the observations and collective experiences of the authors in practice, complemented by a review of relevant literature. The ultimate goal of the AP is to build capacity of professionals from nutrition and cognate sectors (including planning, agriculture, health, economics, research and academia). This is an essential ingredient for effective and durable SUN efforts. The paper recognises that both disciplinary and interdisciplinary capacity is required for effective SUN efforts in Africa, and offers an approach that utilises cross-sector/inter-professional, peer-learning and experiential learning initiatives. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
37. R&D Spillovers through Student Flows, Institutions, and Economic Growth: What can we Learn from African Countries?
- Author
-
Le, Thanh
- Subjects
TECHNOLOGY transfer ,EDUCATION ,FOREIGN students ,ECONOMIC development ,INDUSTRIAL productivity ,COINTEGRATION - Abstract
Using modern panel cointegration estimation techniques, this paper examines whether tertiary student flows can effectively transmit technological knowledge from industrialized countries to African countries. The results obtained lend strong support to this hypothesis. In addition, this paper extends the analysis to include institutional variables such as the ease of doing business, legal origins, and religious majority to see if institutional characteristics have any impact on the way knowledge diffusion affecting total factor productivity (TFP). However, it is not clear that institutional differences are important factors that influence the degree of R&D spillovers and, hence, the TFP of African countries. [ABSTRACT FROM AUTHOR]
- Published
- 2012
- Full Text
- View/download PDF
38. Nutrition and the fertility of younger women in Kinshasa, Zaire.
- Author
-
Anderson BA and Mccabe JL
- Subjects
- Africa, Africa South of the Sahara, Africa, Northern, Amenorrhea, Body Weight, Democratic Republic of the Congo, Demography, Developing Countries, Health, Lactation, Marriage, Maternal Age, Mortality, Nutrition Disorders, Population, Population Characteristics, Population Dynamics, Probability, Public Policy, Regression Analysis, Research, Sampling Studies, Age Factors, Birth Intervals, Birth Rate, Data Collection, Education, Fertility, Infant Mortality, Marital Status, Nutritional Physiological Phenomena, Reproduction
- Published
- 1977
- Full Text
- View/download PDF
39. Training needs in population education in Africa.
- Author
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Ukaegbu A
- Subjects
- Africa, Africa South of the Sahara, Developing Countries, Faculty, Health Planning, Organization and Administration, Schools, Education, Information Services, Programmed Instructions as Topic, Sex Education, Teaching, Teaching Materials
- Published
- 1985
40. Assessment of the experience in the production of messages and programmes for rural communication systems: the case of the Wonsuom Project in Ghana.
- Author
-
Obeng-quaidoo I
- Subjects
- Africa, Africa South of the Sahara, Africa, Western, Demography, Economics, Ghana, International Agencies, Organizations, Population, Population Characteristics, Social Class, Socioeconomic Factors, Communication, Developing Countries, Education, Educational Status, Health Education, Mass Media, Newspapers as Topic, Radio, Rural Population, Social Planning, United Nations
- Published
- 1988
- Full Text
- View/download PDF
41. Opening addresses.
- Author
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Chukudebelu WO, Lucas AO, Ransome-kuti O, Akinla O, and Obayi GU
- Subjects
- Africa, Africa South of the Sahara, Africa, Western, Delivery of Health Care, Demography, Developing Countries, Economics, Health, Health Services, Maternal-Child Health Centers, Mortality, Nigeria, Population, Population Dynamics, Primary Health Care, Congresses as Topic, Education, Family Planning Services, Health Planning Guidelines, Health Services Needs and Demand, Maternal Health Services, Maternal Mortality, Maternal Welfare
- Published
- 1988
42. The role of traditional birth attendants (TBAS) in health care delivery--Karachuonyo experience.
- Author
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Orinda VA, Asiyo PM, and Ochola T
- Subjects
- Africa, Africa South of the Sahara, Africa, Eastern, Delivery of Health Care, Developing Countries, Health, Health Personnel, Health Services, Kenya, Organization and Administration, Prenatal Care, Primary Health Care, Sex Education, Community Health Services, Community Health Workers, Education, Health Planning, Health Services Accessibility, Health Services, Indigenous, Maternal-Child Health Centers, Midwifery, Program Development, Program Evaluation, Research, Volunteers
- Published
- 1983
43. The use of technologies in African programmes of population education.
- Author
-
Krystall A and Johnston T
- Subjects
- Africa, Africa South of the Sahara, Culture, Developing Countries, Health Planning, Health Services Needs and Demand, Organization and Administration, Audiovisual Aids, Curriculum, Education, Information Services, Sex Education, Teaching
- Published
- 1985
44. Awakening in Sudan: women seek to bridge the gap between traditional customs and modern needs.
- Author
-
Chernush K
- Subjects
- Africa, Africa, Northern, Behavior, Developing Countries, Economics, Middle East, Psychology, Socioeconomic Factors, Sudan, Attitude, Education, Women, Women's Rights
- Published
- 1979
45. Training needs to support population education/communication activities in sub-Saharan African countries.
- Author
-
Mlay W
- Subjects
- Africa, Africa South of the Sahara, Developing Countries, Economics, Health, Organization and Administration, Social Change, Social Planning, Social Welfare, Socioeconomic Factors, Delivery of Health Care, Education, Health Planning, Health Services, Information Services, Medicine, Sex Education, Teaching
- Published
- 1985
46. Historical African ethnic class stratification systems and intergenerational transmission of education.
- Author
-
Funjika, Patricia
- Subjects
ETHNIC groups ,INTERGENERATIONAL mobility ,HOUSEHOLD surveys ,ETHNOLOGY ,ABILITY grouping (Education) - Abstract
This paper examines the role of precolonial class inequality systems in the intergenerational transmission of education processes amongst ethnic groups in Africa. Using ethnographic and household survey data from six African countries and grouping ethnic groups by the historical class system that existed within them, I observe variations in intergenerational persistence between them with varying levels of significance in the different countries included. The findings suggest that understanding intergenerational mobility within African countries should take into account the different historical ethnic group characteristics, although the mobility process does not evolve uniformly across countries. Country-specific colonial administrative systems and the immediate post-independence education policies are critical factors that also need to be taken into account to understand the changes in education-based intergenerational persistence from the precolonial to the contemporary period. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
47. Making a new South African learner: An analysis of the South African schools act.
- Author
-
Soudien, Crain
- Subjects
EDUCATION policy ,EDUCATIONAL law & legislation ,EDUCATION ,APARTHEID ,RACISM in education ,EDUCATIONAL change - Abstract
This paper interrogates the relationship between South Africa's most important piece of educational policy, the South African Schools Act (SASA) (Republic of South Africa, 1996b), and learner identity. It seeks to understand how this central piece of South African educational legislation foreshadows, intersects with, foregrounds, prescribes and/or disturbs dominant notions of South African learner identity. What does the SASA say about the South African learner and particularly about what it expects the learner to be? The perspective used in this paper is that identity is constructed from history, memory, social and cultural institutions and power apparatuses. The specific interest of the paper is not to look so much at the mediation of identity in its practical forms, as in actual interchanges between subjects in the classroom, but to develop an understanding of the symbols and signifiers that are privileged in the formal and legal prescripts that surround the process of mediation. What significance this holds for the achievement of equality and justice in South Africa is what is explored here. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
48. Sexual and gender diversity in schools: Belonging, in/exclusion and the African child.
- Author
-
Reygan, Finn
- Subjects
DIVERSITY in education ,SEXUAL diversity ,GENDER inequality ,INCLUSIVE education ,SOCIAL justice ,EDUCATION ,CHILDREN ,RACISM in education - Abstract
The school system in South Africa has only in recent years begun to more deeply grapple with issues of power and privilege along a number of axes of oppression including race, gender, class and recently, sexual and gender diversity. As a result, learners who embody sexual and gender diversity experiences spaces of belonging and exclusion in school settings. As a result, this paper asks: What needs to be done in the school system to reconstruct the "African child" to include sexual and gender diversity? Possibilities include inclusive policy implementation; inclusive learning and teaching resource materials; teacher preparedness to teach about and affirm sexual and gender diversity in the classroom and a clear rejection of homophobic and transphobic violence. The lessons learnt through the process of challenging racism in the school system - such as around essentialising, othering and systemic violence - have yet to be fully applied to sexual and gender diversity in schools. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
49. Examinations as an instrument for strengthening pedagogy: lessons from three decades of experience in Kenya.
- Author
-
Wasanga, Paul and Somerset, Anthony
- Subjects
EDUCATION policy ,EDUCATION ,PSYCHOLOGICAL feedback ,EDUCATIONAL tests & measurements ,EDUCATIONAL change ,EDUCATIONAL quality ,GOVERNMENT policy - Abstract
This paper starts with an analysis of the twin purposes of an examination reform programme originally launched in Kenya during the 1970s: first, to broaden the spectrum of cognitive skills being tested; and second, to set up a feedback system based on the performance profiles, providing schools and teachers with guidance as to how pedagogy and learning might be strengthened. Then, in a change of time perspective, the paper looks back over 30 years of implementation experience, examining the reasons why some components of the original programme have proved more sustainable than others. A final section discusses three key issues which have emerged in recent years, and considers their implications for policy. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
- View/download PDF
50. Editorial.
- Author
-
Morris, Paul, Rao, Nitya, and Sayed, Yusuf
- Subjects
COMPARATIVE education ,EDUCATION ,ADULTS ,SCHOOL children ,ELEMENTARY education ,SECONDARY education ,HIGHER education - Abstract
An introduction is presented for the featured articles within the March 2014 issue, focusing on schooling in African countries, including contributions by Shoko Yamada, Christine Smith Ellison, and Roger Jeffery.
- Published
- 2014
- Full Text
- View/download PDF
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