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"Emerging from the pioneering work of the African Association for History Education (AHE-Afrika), Teaching African History in Schools offers an original Africa-centred contribution to international history education research. Edited by AHE-Afrika's founders and directors, the volume thus addresses a notable gap in this field by showcasing otherwise marginalised scholarship from and about Africa. Teaching African History in Schools constitutes a unique collection of nine empirical studies, interrogating curriculum and textbook contents, and teachers' and learners' voices and experiences as they relate to teaching and learning African history across the continent and beyond. Case studies include South Africa, Kenya, Rwanda, Zimbabwe, Malawi, Cameroon and Tanzania, as well as the UK and Canada. Contributors are: Denise Bentrovato, Carol Bertram, Jean-Leonard Buhigiro, Annie Fatsereni Chiponda, Raymond Nkwenti Fru, Marshall Tamuka Maposa, Abdul Mohamud, Sabrina Moisan, Reville Nussey, Nancy Rushohora, Johan Wassermann, and Robin Whitburn"--
Emerging from the pioneering work of the African Association for History Education (AHE-Afrika), Teaching African History in Schools offers an original Africa-centred contribution to existing research and debates in the international field of history education.
'The Education System in Malawi', an Education Country Status Report (CSR), is a detailed analysis of the current status of the education sector in Malawi, the results of which have been validated by the government of Malawi. Its main purpose is to enable decision makers to orient national policy on the basis of a factual diagnosis of the overall education sector and to provide relevant analytical information for the dialogue between the government and development partners. The analysis incorporates data and information from multiple sources, such as school administrative surveys by the Ministry of Education, household surveys, and a tracer survey created especially for this study. This CSR, developed by a multi-ministerial national team supported by UNESCO P le de Dakar, the World Bank, and GTZ specialists, updates the previous one drawn up in 2003 and consists of eight chapters, including a chapter on higher education. The analysis provides key monitoring and evaluation inputs for the overall education sector, particularly under the framework of the implementation of the National Education Sector Plan.
This book outlines the contribution of the Missionary Sisters of the Immaculate Conception (MIC Sisters) towards girl child education in Malawi with particular focus on the establishment, growth and development of Marymount Girls' Secondary School in Mzuzu., from 1963 to 2010. The appraisal by former students of Marymount, reveals the courage of the pioneering Sisters towards the empowerment of fellow women in places where they were sent to evangelize in spite of numerous challenges that they encountered in the process. The history of Marymount shows that education of the girl child provides a viable means to development and improvement of life at family, nation and world level.
This study explored the problem of poor performance in science among students who are provided secondary school places on merit in Malawi. Exisiting studies of the problem are inconsistent suggesting that these studies may have shed light on some parts of a comlex problem. Relevant documents found in the Malawi National Archives were analyzed to determine the origin of the problem.
Malawi, established as the British protectorate of Nyasaland in 1891, gained its independence in 1964 and moved immediately into three decades of one-party rule. Since the mid-1990s, however, the country has held multi-party elections, as directed by its constitution, and President Bingu wa Mutharika is currently serving his second term. The fourth edition of the Historical Dictionary of Malawi, now newly expanded and updated, covers a wide range of areas in Malawi history, including the rise and fall of state systems, religious and socio-political movements, the economy, environment, transportation, war, disease, and natural sciences. Author Owen J. M. Kalinga charts developments from pre-history to the post-Banda Malawi, from Tom Bokwito to James Sangala, and from the UMCA mission at Magomero to the second term of Bingu wa Mutharika's presidency, paying particular attention to the individuals, groups, communities, and forces that have molded this South African country. The dictionary itself contains over 1,000 cross-referenced entries on crucial aspects of Malawi history, and it is the most extensive single-volume reference work on Malawi available. In addition to the dictionary entries, Kalinga provides a chronology containing important dates and events and an informative bibliographical section organized by subject. The final part of the bibliography gives the reader a list of current and obsolete newspapers and periodicals related to Malawi, an ideal resource for further research. This newly updated edition is an excellent access point for students, researchers, and anyone wanting to know more about Malawi.
This title features a general history of Malawi, focusing mainly on the colonial period, when it was know as Nyassaland, but placing that period in the context of the pre-colonial past.
Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.