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An African Perspective on Development - Learning to Live and Living to Learn in the 21st Century (Hardcover)
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An African Perspective on Development - Learning to Live and Living to Learn in the 21st Century (Hardcover)
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In this insightful book, the distinguished South African academic
Akpovire Oduaran examines the challenges presented by the changing
landscape of socio-economic transformations and strategic learning
in the twenty-first century, especially in the context of
Anglophone Africa. UNESCO has indicated that as at September, 2009,
the world is still home to 776 million adults - one in every - who
could not read, write, or compute to an appreciable level of
understanding. The majority of these people, mostly adults, live in
the so-called developing world. Added to the teeming millions of
illiterate youths, this is a major crisis. The scenario presents
even greater concerns for scholars in Africa; years after the
Millennium Development Goals (MDGs) and the Education for All (EFA)
program were put in place as the major foci of development in
Africa, the continent is still grappling with many difficult
problems. Nearly three-quarters of the world's poorest people live
in Sub-Saharan Africa. The number of people living on less than one
US dollar was 389 million in 2013. Africa's share of world poverty
is said to have risen from 19% in 1990 to 31% by 2004, and was
still rising. The health challenges presented by HIV and AIDS
present another huge need for African leaders to sit up and
confront the limiting factors that have confronted their people for
so long. These challenges obviously require everyone to learn to
live and live to learn on a continuous basis. The book further
considers the effects of the revolution in Information and
Communication Technologies (hereinafter, ICTs), illiteracy,
unemployment, climate change, poverty and HIV and AIDS on the
learning process. But this book is not about how to deal with all
of those challenges. Rather, it presents relevant information that
might be of great value to those committed to the creation of
""learning societies"" in light of the context of the rapid
development in ICTs, globalization, and their requirements of
efficiency and effectiveness in every facet of socio-economic
development. Because relationships among learning, socio-economic
performance and development grow over one's lifetime, the author
has used data that includes observations of individual and group
learning situations. These observations are based on his
interaction and engagement with learning events in Botswana,
Nigeria, and South Africa, where he spent over 35 years preparing
different categories of lifelong learning practitioners and
educators for service.
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