Curriculum Reform for Educational Development in Africa
Author: Pai Obanya
Publisher:
Published: 1994
Total Pages: 24
ISBN-13:
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Author: Pai Obanya
Publisher:
Published: 1994
Total Pages: 24
ISBN-13:
DOWNLOAD EBOOKAuthor: Ramon Leyendecker
Publisher: World Bank Publications
Published: 2008
Total Pages: 152
ISBN-13:
DOWNLOAD EBOOKCurriculum reforms first and foremost should focus on improving the current teaching and learning processes. As a systemic challenge, these changes need to include re-orientation from secondary education as pre-academic tertiary education to a wider range of options, including vocational education and the world of work. Curriculum reforms in Sub-Saharan Africa (SSA) require comprehensive approaches directed at the complexity of the educational system at large. It requires the acknowledgement of past obstacles and current challenges to reform, as well as the challenges additionally created by the reforms. Human and physical resources, perceptions, experiences with past reforms and current school and classroom practices determine the limits of what educational systems can absorb in terms of development. Many high political ambitions have implications that are beyond current context and conditions. It therefore makes sense to have realistic ambitions and scope of curriculum reform, because these may increase the potential for successful implementation. Sometimes, less could actually be more. It is recommended that curriculum reform and strategies be based on the realities on the ground and much less on political ambitions. Implementation of curricula depends on improved coordination of development efforts with a focus on curriculum. It is recommended to increase the efficiency, clearly define institutional responsibilities, and provide for better cooperation and communication with across existing institutions and departments.
Author: Ken Zeichner
Publisher: Routledge
Published: 2019-06-03
Total Pages: 247
ISBN-13: 0429723857
DOWNLOAD EBOOKAn analysis of teacher education reforms in Namibia in the post-independence era, from the perspective of government personnel, teacher educators, and teachers themselves. This book examines post-independence teacher education reforms in the southern African country of Namibia from the perspective of various actors in the reform process: Ministry
Author: Seminar on the Reform of the Primary School Curriculum in Africa
Publisher:
Published: 1975
Total Pages: 124
ISBN-13:
DOWNLOAD EBOOKAuthor: Ishmael I. Munene
Publisher: Lexington Books
Published: 2016-06-16
Total Pages: 265
ISBN-13: 1498515258
DOWNLOAD EBOOKUsing the Education for All (EFA) global movement as the setting, this book surveys the complex labyrinths of international education policy making, the design and implementation of system-wide educational reform, and the assessment of learning outcomes in the African context. It addresses the following questions: what does it mean for African states to reform their educational systems to meet the global agenda of Education for All and the Millennium Development Goals? Under what structural conditions have African governments implemented universal primary education programs, and with what outcomes? What are the lessons learned and how do these inform the post-2015 agenda for universal primary education in Africa and other developing countries? This book provides answers to these questions and opens the possibilities for new approaches to Education for All in the context of constrained resources, unstable political climates, and the agency of local communities. It is undeniable that African governments responded to the educational goals espoused in EFA and MDG paradigms through their own “education for all” plans and expended vast resources to realize these objectives. However, there remains a serious gap in knowledge about the design of these plans, the influence of local and international forces in their development, the challenges inherent in executing comprehensive and multifaceted reforms to achieve these goals, and the success of the reform measures as evident in student learning outcomes. This book addresses this knowledge gap in three ways. First, it utilizes empirical data collected over a five-year period from six African countries—Kenya, Mali, Senegal, Nigeria, Tanzania, and Uganda—to illuminate how the global agenda on education has been debated, designed, and implemented across the continent, and with what outcomes. Second, it frames the six nation case studies within the wider logic of international educational policy agenda and the continent-wide search for education quality. Finally, the analysis of universal primary education strategies is undertaken from an interdisciplinary perspective thereby allowing a more comprehensive view of the educational reform.
Author: Jaya Earnest
Publisher: Sense Publishers
Published: 2006
Total Pages: 282
ISBN-13: 9077874003
DOWNLOAD EBOOKFramed against the background of educational change, this book proposes to examine the relationship between curriculum change, teacher professional development, policy reform and the processes of educational change. The main aims of the book are to: (1) focus on educational changes and reconstruction in transitional societies that have undergone political, economic and social change in the past two decades, (2) provide a forum for the dissemination of research on education reconstruction and reform in transitional societies, (3) disseminate ideas that enhance both the practical and theoretical aspects of educational changes in these societies, (4) further knowledge and understanding of emerging trends and issues in education in these societies, (5) reflect the realities of educational scenarios in each transitional society. The book presents an in-depth exploration of educational reconstruction in 15 transitional societies. In each chapter, the authors have provided an overview of educational processes in the country, a distillation of education change or reform, and/or reconstruction in each transitional society. Collectively, the chapters in the book have attempted to contribute to a better understanding of the educational system in respective countries by identifying the challenges and obstacles, the policy implications, the teacher professional development needs and curriculum reform efforts.
Author: Pai Obanya
Publisher: UNESCO Regional Office
Published: 1999
Total Pages: 638
ISBN-13:
DOWNLOAD EBOOKAuthor: E. Ayotunde Yoloye
Publisher:
Published: 1986
Total Pages: 64
ISBN-13:
DOWNLOAD EBOOKAuthor: Samira Alayan
Publisher: Berghahn Books
Published: 2012
Total Pages: 286
ISBN-13: 0857454609
DOWNLOAD EBOOKEducation systems and textbooks in selected countries of the Middle East are increasingly the subject of debate. This volume presents and analyzes the major trends as well as the scope and the limits of education reform initiatives undertaken in recent years. In curricula and teaching materials, representations of the "Self" and the "Other" offer insights into the contemporary dynamics of identity politics. By building on a network of scholars working in various countries in the Middle East itself, this book aims to contribute to the evolution of a field of comparative education studies in this region.
Author: Ursula Hoadley
Publisher: Routledge
Published: 2020-02-12
Total Pages: 248
ISBN-13: 9780367204068
DOWNLOAD EBOOKAs South Africa transitioned from apartheid to democracy, changes in the political landscape, as well as educational agendas and discourse on both a national and international level, shaped successive waves of curriculum reform over a relatively short period of time. Using South Africa as a germane example of how curriculum and pedagogy can interact and affect educational outcomes, Pedagogy in Poverty explores the potential of curricula to improve education in developing and emerging economies worldwide, and, ultimately, to reduce inequality. Incorporating detailed, empirical accounts of life inside South African classrooms, this book is a much-needed contribution to international debate surrounding optimal curriculum and pedagogic forms for children in poor schools. Classroom-level responses to curriculum policy reforms reveal some implications of the shifts between a radical, progressive approach and traditional curriculum forms. Hoadley focuses on the crucial role of teachers as mediators between curriculum and pedagogy, and explores key issues related to teacher knowledge by examining the teaching of reading and numeracy at the foundational levels of schooling. Offering a data-rich historical sociology of curriculum and pedagogic change, this book will appeal to academics, researchers and postgraduate students in the fields of education, sociology of education, curriculum studies, educational equality and school reform, and the policy and politics of education.