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Among the greatest challenges of the twenty-first century is that
of providing adequate educational opportunities to all citizens of
the globe. The broad availability of such opportunities and the
genuine ability to take advantage of them are fundamental
components of any equitable society. In examining how widening
access to education contributes to social justice, this anthology
composes a tribute to the life and work of the Nigerian
educationist Michael A. Omolewa. The twenty-seven contributions to
this volume discuss foundational issues related to the educational
dimensions of social justice, present overviews of approaches
related to widening access, and analyze case studies from around
the world, as well as consider future directions in education
policy and research. This thematic depth is matched by the
geographic representativeness of the work, with contributors coming
from the global South and North.
This book examines the role of NGOs in development projects on the
African continent. It explores the challenges and the
contradictions in the relationship between the NGOs, the supporting
agencies, and the African people. It is intended to provide
guidance for civil society organizations and their client groups
who struggle to find viable means to collaborate with NGOs, the
private sector, and public sector. This books argues that increased
knowledge and cooperation is essential to the achievement of
sustainable development. Therefore, community based organizations
and public servants must consider whether they possess the
necessary resources as well as the economic opportunities before
they embark on any activity. Sustainable development activities
might not be useful or reasonable for every rural community in
Africa. One thing is very clear; the forces of globalization or
sustainable development do not respect cultural boundaries. This
book clearly states that for African nations to succeed they must
find alternatives to centralized powers of national government. In
addition, this book examines the transformation of several
sub-Saharan African nations in the twenty-first century. African
nations must reevaluate their concept of leadership, which rests on
the notion that good leaders are born, not made. Therefore, there
should be a greater emphasis on the development of political and
managerial skills through formal education and industrial training.
NGOs and civil societies could play a vital role in this
transformation and, therefore, the future of Africa.
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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