Leveraging Educational Quality in Southern African Educational Systems

Yaya Fonye Odette

Description

In the last two decades, erosion in the quality and effectiveness of education systems especially in sub-Saharan Africa has been compounded by factors �such as exogenous pressures precipitated by unsystematic provision of foreign aid � fostering corrupt practices, inadequate teacher training and limited deployment of professional educators to under-served communities. Yet, quality education is needed to attain high levels of critical thinking, analytic interpretation, academic creativity, innovativeness, effectiveness, personal and inter-personal skills in problem solving. This book, which focuses on Mozambique, South Africa, Zambia and Zimbabwe, critically reflects on primary, secondary and tertiary education in Southern Africa with a view to explore the opportunities, constraints and challenges that practitioners, learners and other educational stakeholders face in their daily lives. The book draws on the findings from the aforementioned countries, to advance the thesis that education in sub-Saharan Africa faces problems of epic proportions that require urgent attention. Hence, the primary objective of this book is to serve as a drive and medium for informed change, critical thinking, constructive analysis, synthesis and evaluation of different situations, settings and problems situated in the interface of theory and practice in the education fraternity.

Sujets

• Éducation
• Education

Informations

• Publié par: Langaa RPCIG
• Date de parution: 24 juin 2013
• Nombre de lectures: 1
• EAN13: 9789956790807
• Langue: English
• Poids de l'ouvrage: 3 Mo

Extrait

Edited by
Leveraging Educational Quality in
Munyaradzi Mawere
Southern African Educational Systems
& Patient Rambe
In the last two decades, erosion in the quality and effectiveness of education systems
especially in sub-Saharan Africa has been compounded by factors –such as exogenous Leveraging
pressures precipitated by unsystematic provision of foreign aid – fostering corrupt
practices, inadequate teacher training and limited deployment of professional
educators to under-served communities. Yet, quality education is needed to attain high Educational Quality
levels of critical thinking, analytic interpretation, academic creativity, innovativeness,
effectiveness, personal and inter-personal skills in problem solving. This book, which in Southern African focuses on Mozambique, South Africa, Zambia and Zimbabwe, critically refects on
primary, secondary and tertiary education in Southern Africa with a view to explore
the opportunities, constraints and challenges that practitioners, learners and other Educational Systemseducational stakeholders face in their daily lives. The book draws on the fndings
from the aforementioned countries, to advance the thesis that education in sub- A Practitioners’ PerspectiveSaharan Africa faces problems of epic proportions that require urgent attention.
Hence, the primary objective of this book is to serve as a drive and medium for
informed change, critical thinking, constructive analysis, synthesis and evaluation of
different situations, settings and problems situated in the interface of theory and
practice in the education fraternity.
Munyaradzi Mawere is an Associate Professor of Social Anthropology at
Universidade Pedagogica, Mozambique. He is currently a PhD candidate at the University of
Cape Town, South Africa. Mawere is a former lecturer at the University of Zimbabwe and
has published extensively in the areas of culture, environmental studies, ethics, education and
knowledge studies.
Patient raMbe holds a PhD in Educational Technology from the University of
Cape Town, South Africa. He is currently a Postdoctoral Researcher in the Department of
Computer Science and Informatics at the University of the Free State in South Africa. Dr
Rambe is a former lecturer at the University of Zimbabwe and has an impressive publication
record in high impact peer reviewed journals.
Langaa Research & Publishing
Common Initiative Group
P.O. Box 902 Mankon Edited by
Bamenda
Munyaradzi Mawere & Patient RambeNorth West Region
Cameroon

Leveraging Educational
Quality in Southern African
Educational Systems:
A Practitioners’ Perspective






Edited by
Munyaradzi Mawere
&
Patient Rambe











Langaa Research & Publishing CIG
Mankon, BamendaPublisher:
Langaa RPCIG
Langaa Research & Publishing Common Initiative Group
P.O. Box 902 Mankon
Bamenda
North West Region
Cameroon
[e-mail]
www.langaa-rpcig.net



Distributed in and outside N. America by African Books Collective
[e-mail]
www.africanbookcollective.com






ISBN:9956-790-87-7

© Munyaradzi Mawere & Patient Rambe 2013









DISCLAIMER
All views expressed in this publication are those of the author and do not
necessarily reflect the views of Langaa RPCIG.About the Contributors


Munyaradzi Mawere is an Associate Professor of Anthropology at
Universidade Pedagogica, Mozambique. Before joining this
University, he was a Lecturer in the Department of Philosophy,
University of Zimbabwe. Currently, he is completing his PhD in
Social Anthropology at the University of Cape Town, South Africa.
Mawere is an author of six books and more than 40 articles with
internationally accredited referred peer journals. He has also reviewed
several journal papers in the areas of culture, environmental studies,
ethics, education and literature.

Patient Rambe holds a PhD in Educational Technology from
the University of Cape Town, South Africa. He is currently a
Postdoctoral Researcher in the Department of Computer Science and
Informatics at the University of the Free State in South Africa, and a
former Assistant Director in the Office of International Academic
Projects situated in the Office of the Vice Chancellor at the same
university. Dr Rambe is a former lecturer at the University of
Zimbabwe and has an impressive publication record in high impact
peer reviewed journals and international conference proceedings. He
has also reviewed multiple papers in conference pr and
journal articles in the areas of educational technology, informatics,
information technology, and higher education.

Anitha J. Menon holds a PhD in Health Psychology from
University of Nottingham, UK. She is the Head of Psychology
Department, University of Zambia and the Chairperson for
University of Zambia Committee on HIV and AIDS. Dr. Menon has
been actively involved in various national and international research
projects and has been the team leader for several including DFID
funded Development for Higher Education (DelPHE) partnership
and NORAD funded Master’s program (NOMA). She is a member
of the editorial board for Journal of African Social Research; and Zambian Papers. She also continues to serve as reviewer for various
national and international scientific journals including Medical
Journal of Zambia, Journal of Psychology in Africa, African Studies,
Journal of AIDS, Journal of Peace and Development Studies,
BioMed Central and Sex Roles. She has also been actively involved in
publishing and has more than 50 publications. Dr Menon also
spearheaded the formulation of University of Zambia HIV and AIDS
policy. She is also the recipient of the Best Professor of Psychology
award for 2012 from World Education Congress.

Jacqueline Jere-Folotiya is a Lecturer and Researcher in the
Department of Psychology at the University of Zambia (UNZA). She
graduated with a Bachelor of Arts Degree in Education from the
University of Zambia in 2003. She was then awarded a joint
scholarship between UNZA and Yale University to pursue a Master’s
Degree in Educational Psychology and graduated in 2006. This joint
scholarship was as a result of the collaborative research that was
being conducted between the two universities. One of the objectives
of that research was capacity building for UNZA and this was
achieved by training 4 students from UNZA at Masters level. She is
currently pursuing a Doctorate of Philosophy in Education
Psychology with UNZA and Jyvaskyla University (JYU) in Finland.
She has published works in the International Journal of Psychology,
Journal of Psychology in Africa, International Encyclopaedia of
Adolescence, and Encyclopaedia of Special Education and has also
contributed to several chapters in various books.

Tamara Chansa-Kabali is Lecturer and Researcher in the
Psychology Department at the University of Zambia. She holds a
Bachelor of Arts with Education (BA.Ed) from the University of
Zambia obtained in 2006. She pursued her studies in Child and
Adolescent Psychology, a collaborated programme between the
University of Zambia and Leiden University in the Netherlands. This
programme was sponsored by the Lolle Nauta Foundation in Leiden
and in 2009 she was awarded the MA degree. She is currently
pursuing a collaborated PhD programme with the Universities of Zambia and Jyvaskyla. Her areas of research interest are in early
literacy acquisition, family literacy, attachment, cognitive
development, protective and risk factors in the homes, parenting,
child health, Orphaned and Vulnerable children and cross cultural
psychology. Table of Contents


Acknowledgements……………………………………………... v
Introduction…………………………………………………….. vii

Section I: Primary and Secondary Education………………. 1

Chapter 1
Child Education in Pre-colonial Africa: Lessons from traditional
strategies used to raise and educate children in pre-colonial
Zimbabwe
(Munyaradzi Mawere)……………………………………………... 3

Chapter 2
Enhancing quality in the teaching and learning of English in
Mozambique’s public education: Lessons from the past and current
experiences
(Munyaradzi Mawere)…………………………………………….. 23

Chapter 3
How the reluct