Titlebook: Schooling in Sub-Saharan Africa; Policy, Practice and Clive Harber Book 2017 The Editor(s) (if applicable) and The Author(s) 2017 Africa.Na

Callus

Contextual Differences in Schooling: Three Country Case Studies,s three different countries from the three main regions of Africa—Namibia, Nigeria and Tanzania—in order to bring out what distinguishes them as well what they have in common in regard to schooling and the social forces shaping schooling. Thus, for example, Nigeria has a history of ethnic conflict a

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Conclusion: Educational Patterns in Africa, of the book. These are concern with access to education, problems with the quality of education, contradictions within teacher education, curriculum revision, an increasing emphasis on learner-centred education (in principle at least), the continued use of ex-colonial languages, the general trend (

connoisseur

尊敬

Teacher Education,c or authoritarian and unprofessional way? Positive case studies from a range of African countries are discussed in the light of this question as well as examples of contradictions between ‘do as I say’ and ‘do as I do’.

窃喜

Educational Management, Decentralisation and Privatisation,s. The next section examines more democratic forms of school management in Africa and how such schools have functioned in practice. The final section of the chapter considers privately managed schools.

等级的上升

Educational Outcomes,evelopment. The final section discusses evidence on negative outcomes such as disinterest, boredom, passivity and low self-esteem as well as the outcomes of fear, anxiety, physical harm and school absenteeism and drop out that result from violence in schools, including corporal punishment.

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Who Goes to School in Africa?, dropout. The rest of the chapter discusses key factors in non-attendance at schools in turn—finance; work; school distance; quality of education; gender; nomadic communities; health and HIV/AIDS; violence and violent conflict and ethnicity.

流行

Book 2017 educational ideas, themes and issues facing schooling in Africa today, by drawing on a wide literature to examine evidence concerning both educational policy and the working realities of primary and secondary schools in Africa. Based on the author’s forty years of experience in researching and publ

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eulogize

978-3-319-86149-4The Editor(s) (if applicable) and The Author(s) 2017