What have postcolonial Sub-Saharan African countries achieved in their education policies and programmes? How far have they contributed to successful attainment of the targeted 2015 Millennium Development Goals (MDGs) on education? What were the constraints and barriers for developing an education system that appeals to the needs of the sub-region? Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post-Millennium Development Goals is an attempt to demonstrate that Sub-Saharan Africa has the potential and capability to provide solutions to challenges facing its desire and ability to provide sustainable education to its people. To that end, the contributors are academics with an African vision attempting to come up with African home-grown perspectives to fill the gap created by the lapse of the MDGs as the guiding vision and framework for educational provision in Africa and beyond. The book seeks to articulate and address African issues from an informed as well as objective African perspective. The book is also intended to provide insights to scholars who are interested in studying and understanding the nature of postcolonial education in the Sub-Saharan African region. Given the objectives and themes of this book, it is intended for academic scholars, undergraduate and graduate students, human rights scholars, curriculum developers, college and university academics, teachers, education policy makers, international organisations, and local and international non-governmental organisations that are interested in African education policies and programmes. “Rethinking Postcolonial Education in Sub-Saharan Africa in the 21st Century provides contemporary reflections from multiple perspectives and re-positions the issue of education at the forefront of the debates on African development.” – Lamine Diallo, Associate Professor, Wilfrid Laurier University, Canada “The book is a welcome addition to discourses and analyses on education insub-Saharan Africa with reference to a postcolonial critique and the Millennium Development Goals framework on education in Africa.” – Michael Tonderai Kariwo, Ph D, Instructor and Research Fellow, University of Alberta, Canada
Cuprins
Preface; Acknowledgements; List of Tables and Figures; Introduction: Re-thinking Education in Postcolonial Sub-Saharan Africa – Post-Millennium Development Goals; Section I: Post-Millennium Development Goals and New Paradigms for Education for Sub-Saharan Africa; Post-Millennium Development Goals in Sub-Saharan Africa: Reflections on Education and Development for All; A New Paradigm for Sub-Saharan Africa’s Sustainable Education in the 21st Century; Section II: Relevance of Postcolonial Education; Unpacking the Relevance/Irrelevance Problematic of Education in Zimbabwe; Cognitive Justice and Indigenous Knowledge Systems in the Postcolonial Classroom; Re-Thinking Education in Postcolonial Africa: Educating Munhu/Umuntu in Zimbabwe; Partisan Politics in Civic Education: Reflections on the Civic Education Landscape in Zimbabwe; Section III: Languages in Education; Linguistic Diversity and Education: From Incremental Reform to Radical Social Change; (Re-)Integrating African Languages into the Zimbabwean School Curriculum; Section IV: Funding Education in the Neoliberal Context; State Funding in Selected African Countries: Implications for Access to Public Education; Community-Driven Alternatives to Education in the Neoliberal Context of Burkina Faso; Section V: Developments in Higher Education; Colonialism and the Development of Higher Education: Policy Impact on Postcolonial Sub-Saharan African Universities; Reforms without Expected Results? Result-Based Monitoring and Evaluation in Nigeria’s Higher Education; Neoliberal Managerialism of Higher Education and Human Capital Development in Sub-Saharan Africa in the 21st Century; About the Contributors.
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