Looks at the role of formal schooling in sustaining democratic political institutions in Africa, focusing on the place of education in forming young people's political values and attitudes. Evidence from various African countries demonstrates that currently schools are an obstacle to education for democracy, yet some programs suggest that the importance of education for democracy has been recognized. Countries discussed include Tanzania, Eritrea, and South Africa. Distributed by ISBS. Annotation copyrighted by Book News, Inc., Portland, OR
Despite three decades of preoccupation with development in Africa, the economies of most African nations are still stagnating or regressing. For most Africans, incomes are lower than they were two decades ago, health prospects are poorer, malnourishment is widespread, and infrastructures and social institutions are breaking down. An array of factors have been offered to explain the apparent failure of development in Africa, including the colonial legacy, social pluralism, corruption, poor planning and incompetent management, limited in-flow of foreign capital, and low levels of saving and investment. Alone or in combination, these factors are serious impediments to development, but Claude Ake contends that the problem is not that development has failed, but that it was never really on the agenda. He maintains that political conditions in Africa are the greatest impediment to development. In this book, Ake traces the evolution and failure of development policies, including the IMF stabilization programs that have dominated international efforts. He identifies the root causes of the problem in the authoritarian political structure of the African states derived from the previous colonial entities. Ake sketches the alternatives that are struggling to emerge from calamitous failure--economic development based on traditional agriculture, political development based on the decentralization of power, and reliance on indigenous communities that have been providing some measure of refuge from the coercive power of the central state. Ake's argument may become a new paradigm for development in Africa.
This book argues that the structure of the policy-making process in Nigeria explains variations in government performance better than other commonly cited factors.
Questions surrounding democracy, governance, and development especially in the view of Africa have provoked acrimonious debates in the past few years. It remains a perennial question why some decades after political independence in Africa the continent continues experiencing bad governance, lagging behind socioeconomically, and its democracy questionable. We admit that a plethora of theories and reasons, including iniquitous and malicious ones, have been conjured in an attempt to explain and answer the questions as to why Africa seems to be lagging behind other continents in issues pertaining to good governance, democracy and socio-economic development. Yet, none of the theories and reasons proffered so far seems to have provided enduring solutions to Africa’s diverse complex problems and predicaments. This book dissects and critically examines the matrix of Africa’s multifaceted problems on governance, democracy and development in an attempt to proffer enduring solutions to the continent’s long-standing political and socio-economic dilemmas and setbacks.
This book provides the first comprehensive overview of the history of democracy in Africa and explains why the continent's democratic experiments have so often failed, as well as how they could succeed. Nic Cheeseman grapples with some of the most important questions facing Africa and democracy today, including whether international actors should try and promote democracy abroad, how to design political systems that manage ethnic diversity, and why democratic governments often make bad policy decisions. Beginning in the colonial period with the introduction of multi-party elections and ending in 2013 with the collapse of democracy in Mali and South Sudan, the book describes the rise of authoritarian states in the 1970s; the attempts of trade unions and some religious groups to check the abuse of power in the 1980s; the remarkable return of multiparty politics in the 1990s; and finally, the tragic tendency for elections to exacerbate corruption and violence.
Education is often seen as the key agency in international development and poverty reduction. Frequently the emphasis is on the economic and social role of education in development. This book, on the other hand, is unusual in explicitly examining the political role of education in development. In particular, it sets out the theories, evidence and arguments concerning the potential and actual relationships between education and democracy and critically explores the contradictory role of formal education in both supporting and hindering democratic political development. A key theme of the book is the importance of considering the type and nature of the education actually provided and experienced – what goes on inside the ‘black box’ of education? Currently in developing countries and elsewhere this is often at odds with democratic principles but the book also provides many examples of successful democratic practice in schools in developing countries as well as discussing a detailed case study of South Africa where democratic change in education is a key aspect of the policy agenda.
What is the state of governance in sub-Saharan Africa? Is it possible to identify the best practices and approaches to establishing political systems that promote accountability, transparency, peace, and civic space for all? These are the questions addressed in this book. While the concept of governance is considered to be central to political science, our understanding of it is still imprecise, with extant studies focused primarily either on think-tank indicators, economic management, or political studies of democratization. This book critically examines the record on democratization in Africa thus far, and seeks a new, integrated, focused approach to the study of governance. Such an approach requires revisiting the concept of governance itself, with emphasis on certain decisive components and critical issues. Considered in a democratic framework, the concept of governance can be employed to cast light on accountability issues in several arenas, four of which are considered in detail in this volume: institutions and the rule of law; constitution-making, elections, and political conflict settlement; distribution of power and citizenship; and political economy and corruption. Each contribution offers particular insights in one of these arenas. With a huge and varied continent in rapid flux to study, the sheer amount and variety of interesting new research is enormous. It is expected that the discussions contained herein and the various challenges, achievements, and lessons outlined will contribute to research, inform teaching, and lead to a greater understanding of the issues of democratic consolidation and economic development in Africa.
This book focuses on the history, key industry and policy actors, and political economic outcomes in oil-producing African states, filling a gap in the literature on resource-abundant countries by providing an optimistic assessment of circumstances in contemporary Africa.
The Namibian constitution makes full provision for education as a fundamental human right and freedom. Three years into independence, as part of the governments educational policy, the Education for All Policy was launched as a stepping stone to free quality education. However, inequities have become widely pronounced within the Namibian educational system. Democracy and Education in Namibia and beyond debates the educationdemocracy nexus in Namibia and the southern African context. It defines and explores the meaning of democracy and related concepts. It also looks at what democracy means in the context of human rights and access to education. The ten chapters in this collection interrogate the strengths and limitations of education as an instrument of social change and question whether or not the Namibian educational objectives and practices do develop and help to sustain a democratic culture in Namibia. The authors in the collection have drawn material from their own teaching and research experience across the fields of education and social science in Namibia and beyond, and present their findings in a pedagogical framework suitable as a challenging text for tertiary students. At a time when education is in crisis, especially in South Africa where strident calls for free tertiary education and Africanisation of the curriculum are spreading like wildfire, this book gives scholarly insight into the history and social conditions that gave rise to our current predicament.
