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In the face of increasing social demand and cutbacks in state
budgetary support, universities in African countries are now
turning towards a multicampus system strategy. As African
governments have adopted neoliberal education policies that place
premium on entrepreneurialism, profit making, privatization, and
markets as drivers of university development, a reshaping of the
academic work and organizational framework have taken place.
However, little is known about the impact of this paradigm shift on
access, quality and governance in higher education. This book fills
the void in research and academic knowledge about the impact of the
emerging university configurations in Africa. It analyzes the
paradox surrounding the performance of multicampus university
systems as avenues of broadening university access but whose
structural success may be qualitatively contested. This book offers
a refreshing examination of the African multicampus university
system from both an African and global perspective. It makes use of
empirical data from Kenya collected during extensive fieldwork
along with substantive library and documentary resources on the
rest of the continents to fortify arguments and demonstrate
important conclusions. This allows for a comparative analysis of
policies and strategies used in the establishment of campuses, both
within and beyond national boundaries in the continent, and will be
a welcome contribution to the existing repertoire on African
universities.
In the face of increasing social demand and cutbacks in state
budgetary support, universities in African countries are now
turning towards a multicampus system strategy. As African
governments have adopted neoliberal education policies that place
premium on entrepreneurialism, profit making, privatization, and
markets as drivers of university development, a reshaping of the
academic work and organizational framework have taken place.
However, little is known about the impact of this paradigm shift on
access, quality and governance in higher education. This book fills
the void in research and academic knowledge about the impact of the
emerging university configurations in Africa. It analyzes the
paradox surrounding the performance of multicampus university
systems as avenues of broadening university access but whose
structural success may be qualitatively contested. This book offers
a refreshing examination of the African multicampus university
system from both an African and global perspective. It makes use of
empirical data from Kenya collected during extensive fieldwork
along with substantive library and documentary resources on the
rest of the continents to fortify arguments and demonstrate
important conclusions. This allows for a comparative analysis of
policies and strategies used in the establishment of campuses, both
within and beyond national boundaries in the continent, and will be
a welcome contribution to the existing repertoire on African
universities.
This multidisciplinary volume includes an international roster of
contributors who explore how mass hysteria has emerged among people
across the globe as a consequence of the COVID-19 pandemic. The
contributors provide international perspectives on the effects of
this "corohysteria" in areas such as education, healthcare,
religion, psychology, mathematics, economics, media, racism,
politics, etc. They argue the hysteria, angst, fear, unrest, and
difficulties associated with the pandemic are exploited to foster
political and social agendas and have led to the undermining of
national and global responses to the virus.
This book presents a rigorous inquiry into one of the most striking
transformation which has occurred in Africa's education today --
the University. Utilising an array of theoretical perspectives
drawn from economics, political science, and sociology among
others, this book explores the metamorphosis of the African
university from its post-independence local national institution to
the contemporary market-oriented and globally-influenced academia.
The contributing authors, committed Africanists drawn from a
variety of disciplines, navigate through the complexities of the
transformation highlighting the how these changes mimic trends
elsewhere beyond the continent. The survey of the African
university transformation is distilled into six critical themes:
The historical evolution, governance, access and success,
financing, privatisation as well as the academic profession. In
each theme, the author delineates the historical antecedents,
explores the societal forces shaping the transformation, analyses
the emerging university configurations, contextualises these
changes in a global context, and provides important policy
implications for the resultant change. This book provides a
balanced perspective on trends in university developments in
Africa. This book is a must read for African studies specialists,
higher education scholars, policy makers and anyone with a keen eye
in comparative higher education scholarship.
Ensuring All Children Learn: Lessons from the South on What Works
in Equity and Inclusion brings together a rich tapestry of cases
from three southern continents focusing on issues germane to the
access, learning, and retention in basic education in the context
of Education for All (EFA). It is a narrative of both the
disappointment that the implementation of EFA did not go as
envisaged and of policy alternatives and hopes for a brighter
future. The focus on Africa, Asia, and Latin America permits the
reader to appreciate both the diversity of issues central to EFA
and the physical spread of the challenges. The book confirms that
whereas southern countries have adopted EFA as an overall policy
goal, empirical evidence from the case studies uncovers critical
lapses in policies and strategies. Four key issues inform the
thematic analysis in the book: the overall experience in
implementing EFA, the specific challenges faced, the lessons
learned, and prospects for the future. The solutions to these
challenges provide avenues for the attainment of basic education
for all school-eligible children in tandem with the UN Sustainable
Development Goal 4 on education.
Contextualizing and Organizing Contingent Faculty: Reclaiming
Academic Labor in Universities seeks to develop a counterculture
that eschews the neoliberal ideology and interloping market values
in higher education. More than merely lamenting the disruptive
effects of these marketplace values in higher education
institutions, it develops both theoretical insights and practical
organizing strategies pertinent to challenging new
academic-capitalist values and behaviors. Contributors, local and
international, present cases from various institutions to
illuminate how national trends concerning contingent faculty are
articulated, implemented, and challenged at the local level. They
present organizing strategies which are analyzed from an
interdisciplinary perspective, providing a thorough and
comprehensive view of the contingent labor movement. This book will
provide useful lessons to a broad array of audiences in
universities, labor movements, and national and local governments.
Using the Education for All (EFA) global movement as the setting,
this book surveys the complex labyrinths of international education
policy making, the design and implementation of system-wide
educational reform, and the assessment of learning outcomes in the
African context. It addresses the following questions: what does it
mean for African states to reform their educational systems to meet
the global agenda of Education for All and the Millennium
Development Goals? Under what structural conditions have African
governments implemented universal primary education programs, and
with what outcomes? What are the lessons learned and how do these
inform the post-2015 agenda for universal primary education in
Africa and other developing countries? This book provides answers
to these questions and opens the possibilities for new approaches
to Education for All in the context of constrained resources,
unstable political climates, and the agency of local communities.
It is undeniable that African governments responded to the
educational goals espoused in EFA and MDG paradigms through their
own "education for all" plans and expended vast resources to
realize these objectives. However, there remains a serious gap in
knowledge about the design of these plans, the influence of local
and international forces in their development, the challenges
inherent in executing comprehensive and multifaceted reforms to
achieve these goals, and the success of the reform measures as
evident in student learning outcomes. This book addresses this
knowledge gap in three ways. First, it utilizes empirical data
collected over a five-year period from six African countries-Kenya,
Mali, Senegal, Nigeria, Tanzania, and Uganda-to illuminate how the
global agenda on education has been debated, designed, and
implemented across the continent, and with what outcomes. Second,
it frames the six nation case studies within the wider logic of
international educational policy agenda and the continent-wide
search for education quality. Finally, the analysis of universal
primary education strategies is undertaken from an
interdisciplinary perspective thereby allowing a more comprehensive
view of the educational reform.
This book addresses the troubling dearth of knowledge that many
American undergraduate students have about Africa. Many scholars
with research interest in Africa are caught by surprise at the
superficial knowledge that students bring to their classrooms; it
is a knowledge base that is bereft of an insightful analytical
framework of the pertinent issues just as it is deprived of a
well-informed historical context of the events. There is no
mistaking of the import the mass media and neighborhood folklore in
shaping the students' perception about the realities of Africa's
developments. Mitigating these effects requires access to a
college-level introductory textbook on Africa covering a gamut of
themes that are germane to the contemporary realities of the
continent. It is a textbook that does not romanticize Africa, but
addresses the persistent stereotypes that characterize issues about
the region. The book does so in two significant ways. First, it
offers a refreshing examination of African issues from an
afrocentric perspective. This allows the writers to present issues
from which they have practical experience, and for the reader to
examine them from insider scholarship. Second, it provides an
opportunity for scholars and readers to analyze the issues from an
interdisciplinary perspective. Interdisciplinarity is a testament
that issues are complex and no single discipline can sufficiently
address them. A combination of these two approaches ensures that
the book does not develop into a limited and parochial view of
issues. The themes covered in the book include: disciplinary
perspectives in African studies, ethnocentricism in teaching human
geography of Africa, and topics of geography, religion and
spirituality, mathematics, psychology, government and public
policy, the transformation of higher education, rural development,
communication and socio-economic development, culture and decision
making styles all as they relate to Africa.
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