No Teacher Guide, No Textbooks, No Chairs: Contending with Crisis in African Education.

Autor/in	Samoff, Joel
Titel	No Teacher Guide, No Textbooks, No Chairs: Contending with Crisis in African Education.
Quelle	(1999), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Education; Developing Nations; Educational Change; Educational Policy; Educational Practices; Educational Research; Elementary Secondary Education; Foreign Countries; Futures (of Society); Higher Education; Student Needs; Africa + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Developing country; Developing countries; Entwicklungsland; Bildungsreform; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Ausland; Future; Society; Zukunft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Afrika
Abstract	As the 20th century closes, the general consensus is that education in Africa is in crisis. The challenge is to revitalize education in Africa and to do so in ways that enable African countries not only to close the development gap but also to leap ahead. Pointing out the rich diversity and considering carefully the bounding conditions for each general comment, this paper explores major issues and themes in education in contemporary Africa. The paper states that, as the general crisis has unfolded, external aid agencies increasingly have come to provide development advice as well as finance, and that, consequently, their influence may be far greater than the absolute value of their aid suggests. It reviews the trajectory, from education as social transformation, broad development engine, and foundation for self-reliance to aid dependence and education as targeted skills formation. The paper finds that: (1) in Africa, although education for all remains a distant goal, the commitment is still to expanded access; (2) another commitment of Africa's post-colonial leadership was to desegregate the schools and the curriculum; and (3) a third commitment of the leadership was to use the education system to address inequality. It discusses in detail the difficulties of fulfilling those commitments. The paper concludes that notwithstanding the rhetoric of liberation and empowerment, the commonly held view is that education must enable Africa to run faster as it tries to catch up with those who are ahead rather than to forge new paths or to transform the international economy and Africa's role in it. Contains 10 tables of data, 35 notes, and 59 references. (BT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC