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This comprehensive, critical examination of Africa’s future–written by a diverse group of Africans and Africanists–raises many questions and challenges concerning the development and unity of the African continent. Eclectic in range and method, but cohesive in concern, the book identifies and analyzes alternative probabilities in the political, economic, and social spheres and on the national, regional, and international levels. Many of the contributors point toward an unpromising future for Africa unless its development strategy is changed and its inheritance of dependence on the world system overcome.
Using the Ghanian schooling experience as a case study, this book explores how research can contribute to the development of a body of knowledge for educational change in Africa. Education in Africa is often said to be in a crisis' caused in part by the colonial legacy, but also due to inappropriate and uncontextualised current educational policies in relation to local human conditions and African realities. This book offers a critical analysis of current educational reform strategies and the actual practice of reform in an African context.'
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According to UNESCO's statistics, the number of illiterates in the world is verging on one million. A conservative estimate of the number of children who have no access to schooling brings that figure to more than one hundred million. School failure, brought about by overcrowding, poor facilities, unqualified teachers, and lack of materials only adds to the problem. The authors in this volume cover the many facets of the fight for literacy.
By all measures, poverty in Africa as a whole has increased and deepened. But in fact, Africa contains a number of undocumented success stories of poverty reduction. This book presents case studies of thirteen of these success stories, giving grounds for some real hope, and providing useful learning for all ? policymakers, governments, businesses, service providers, NGOs, and donors.
Among the world's myriad cultures and their associated calendars, the idea of a "New Year" is relative and hardly specifies a universal celebration or even a universal point in time. Ways of celebrating the New Year range from the observances of religious rituals and superstitions to social gatherings featuring particular foods, music, dancing, noisemaking, fireworks and drinking. This first encyclopedia devoted exclusively to the New Year includes 320 entries that give a global perspective on the New Year, beyond its traditional Western associations with Christmas. National or regional entries detail the principal traditions and customs of 130 countries, while 27 entries discuss major calendar systems in current use or of significant historical interest. The remaining entries cover a wide variety of subjects including literary works, movies, and television specials; the customs of specific ethnic groups; universal customs such as toasting and drinking; football bowl games and parades; and the New Year celebrations at the White House and the Vatican.
The dominant global discourse in higher education now focuses on world-class universities inevitably located predominantly in North America, Europe and, increasingly, East Asia. The rest of the world, including Africa, is left to play catch-up. But that discourse should focus rather on the tensions, even contradictions, between excellence and engagement with which all universities must grapple. Here the African experience has much to offer the high-participation and generously resourced systems of the so-called developed world. This book offers a critical review of that experience, and so makes a major contribution to our understanding of higher education.
This report is an integration of the seven reports which emerged from the research, and pulls together the findings arising from it. What emerges is that the resignation, death and ageing of the present educator force is likely to have a significant effect on replacement demand for educators over the next four years.