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The recent global occurrences are in one way or another affecting many individuals, institutions and even governmental structures, particularly in the developing countries of the world. Those who are hard hit within the premise of our article, include the Universities on the continent of Africa, where their hitherto status quo as ivory towers is being challenged by private competitors while this situation has been aggravated by the fast dwindling financial support from their varying...
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This article analyzes the higher educational policies made for Sub-Saharan Africa by the World Bank and portrays its hostile attitude towards higher education development on the sub continent. Though an organization such as UNESCO holds up the Universal Declaration of Human Rights that states “higher education shall be accessible to all, on the basis of merit,” the Bank insists on what it calls diversification of funding and “cost sharing”. The ramifications of these policies both at...
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The global movement of people has increased the number of immigrant students in countries such as the United States and Canada. The number of immigrant teachers working with these students has also risen, especially those in English as a Second Language programs (ESL). Scholars have argued that the increase in immigrant teachers, and teachers of color more generally, along with pedagogies that draw from the personal and collective experiences of marginalized students is a needed corrective...
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The aim of this paper is to explore the social worlds of African athletes who participated at the 7th All Africa Games in Johannesburg, South Africa. By reporting and interpreting data collected from 410 athletes from 22 African counties, of whom 343 completed questionnaires and 67 were interviewed, insight is created into their lived realities and the context of elite sport. Structured interviews were conducted with eight leaders of delegations (chef de mission), 11 managers and 17 coaches....
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In acknowledging that historical marginalisation of groups of people would be corrected through education and having identified females as part of the marginalized groups, South Africa as a country embraced the Education For All (EFA) principles, goals, targets and guidelines contained in both the World Declaration on Education for All and The Dakar Framework for Action (Department of Education-DoE 1999).
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RELIGIOUS EDUCATION AND PLURALISM IN ZAMBIACarmody, B. - 2003 - Religious Education, 98(2), 139–154
Today, Zambia has a comparatively unified, somewhat exceptional, approach to religious education despite a wide variety of predominantly Christian denominations. This article retraces the history of the development of religious education from when it was entirely confessional to the present time when it has become largely educational. In so doing it identifies some of the difficulties encountered and some of the problems that lie ahead in promoting an even more religiously pluralistic and...
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In colonial Zambia, the school served as a key means of Christian conversion and Church growth. During this period, the provision of education was almost the total preserve of the missionaries. Even by the time of Zambia's Independence in 1964, sixty-six per cent of the primary schools were operated by missionaries and about thirty per cent were run by Catholics. After Zambia gained its national Independence, this changed. As in other African countries, the state desired to control the...
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IDS BulletinVolume 34, Issue 1 p. 20-28 Race and Inclusion in South African Education Nazir Carrim, Nazir CarrimSearch for more papers by this author Nazir Carrim, Nazir CarrimSearch for more papers by this author First published: 02 February 2009 https://doi.org/10.1111/j.1759-5436.2003.tb00056.xAboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to...
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Achieving Education for All (EFA) in Ghana and many parts of sub-Saharan Africa remains an elusive goal. Extensive research in diverse countries has revealed that formalized systems that work on fixed timetables, a loaded curriculum, and trained teachers, are often not performing as well in rural environments in providing basic literacy, numeracy, and other skills/competencies relevant to the local environment. Although Ghana has developed a variety of programs to help with EFA goals, EFA...