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Educating Entrepreneurial Citizens examines the multiple and
contradictory purposes and effects of entrepreneurship education
aimed at addressing youth unemployment and alleviating poverty in
Tanzania. Governments in sub-Saharan Africa face increasing
pressure to educate young people through secondary school,
supposedly equipping them with knowledge and skills for employment
and their future. At the same time, many youths do not complete
their education and there are insufficient jobs to employ
graduates. The development community sees entrepreneurship
education as one viable solution to the double edged problem of
inadequate education and few jobs. But while entrepreneurship
education is aligned with a governing rationality of neoliberalism
that requires individuals to create their own livelihoods without
government social supports, the two NGO programs discussed in this
book draw on a rights-based discourse that seeks to educate those
not served by government schools, providing them with educational
and social supports to be included in society. The chapters explore
the tensions that occur when international organizations and NGOs
draw on both neoliberal and liberal human rights discourses to
address the problems of poverty, unemployment and poor quality
education. Furthermore, when these neo/liberal perspectives meet
local ideas of reciprocity and solidarity, they create friction and
alter the programs and effects they have on youth. The book
introduces the concept of entrepreneurial citizens-those who
utilize their innovative skills and behaviors to claim both
economic and social rights from which they had been previously
excluded. The programs taught youth how to develop their own
enterprises, to earn profits, and to save for their own futures;
but youth used their education, skills and labor to provide for
basic needs, to be included in society, and to support their and
their families' well-being. By showing the contradictory effects of
entrepreneurship education programs, the book asks international
agencies and governments to consider how they can go beyond
technical approaches of creating enterprises and increasing income,
and head toward approaches that consider the kinds of labor that
young people and communities value for their wellbeing. This book
will be of interest to scholars and practitioners of education and
international development, youth studies, African Studies and
entrepreneurship/social entrepreneurship education.
Educating Entrepreneurial Citizens examines the multiple and
contradictory purposes and effects of entrepreneurship education
aimed at addressing youth unemployment and alleviating poverty in
Tanzania. Governments in sub-Saharan Africa face increasing
pressure to educate young people through secondary school,
supposedly equipping them with knowledge and skills for employment
and their future. At the same time, many youths do not complete
their education and there are insufficient jobs to employ
graduates. The development community sees entrepreneurship
education as one viable solution to the double edged problem of
inadequate education and few jobs. But while entrepreneurship
education is aligned with a governing rationality of neoliberalism
that requires individuals to create their own livelihoods without
government social supports, the two NGO programs discussed in this
book draw on a rights-based discourse that seeks to educate those
not served by government schools, providing them with educational
and social supports to be included in society. The chapters explore
the tensions that occur when international organizations and NGOs
draw on both neoliberal and liberal human rights discourses to
address the problems of poverty, unemployment and poor quality
education. Furthermore, when these neo/liberal perspectives meet
local ideas of reciprocity and solidarity, they create friction and
alter the programs and effects they have on youth. The book
introduces the concept of entrepreneurial citizens-those who
utilize their innovative skills and behaviors to claim both
economic and social rights from which they had been previously
excluded. The programs taught youth how to develop their own
enterprises, to earn profits, and to save for their own futures;
but youth used their education, skills and labor to provide for
basic needs, to be included in society, and to support their and
their families' well-being. By showing the contradictory effects of
entrepreneurship education programs, the book asks international
agencies and governments to consider how they can go beyond
technical approaches of creating enterprises and increasing income,
and head toward approaches that consider the kinds of labor that
young people and communities value for their wellbeing. This book
will be of interest to scholars and practitioners of education and
international development, youth studies, African Studies and
entrepreneurship/social entrepreneurship education.
This open access volume critically reviews a diverse body of
scholarship and practice that informs the conceptualization,
curriculum, teaching and measurement of life skills in education
settings around the world. It discusses life skills as they are
implemented in schools and non-formal education, providing both
qualitative and quantitative evidence of when, with whom, and how
life skills do or do not impact young women's and men's lives in
various contexts. Specifically, it examines the nature and
importance of life skills, and how they are taught. It looks at the
synergies and differences between life skills educational
programmes and the way in which they promote social and emotional
learning, vocational/employment education, and health and sexuality
education. Finally, it explores how life skills may be better
incorporated into education and how such education can address
structures and relations of power to help youth achieve desired
future outcomes, and goals set out in the Sustainable Development
Goals (SDGs). Life skills education has gained considerable
attention by education policymakers, researchers and educators as
being the sine qua non for later achievements in life. It is nearly
ubiquitous in global and national education policies, including the
SDGs, because life skills are regarded as essential for a diverse
set of purposes: reducing poverty, achieving gender equality,
promoting economic growth, addressing climate change, fostering
peace and global citizenship, and creating sustainable and healthy
communities. Yet, to achieve these broad goals, questions persist
as to which life skills are important, who needs to learn them, how
they can be taught, and how they are best measured. This book
addresses these questions.
'Recruiting, Retaining and Retraining Secondary School Teachers and
Principals in Sub-Saharan Africa' is based on country studies in
Ethiopia, Ghana, Guinea, Madagascar, Tanzania and Uganda and an
extensive literature review. In many parts of Africa, the demand
for secondary teachers substantially exceeds the supply due to
factors such as secondary teacher attrition, bottlenecks in the
teacher preparation system, and perceived unattractive conditions
of service. Few countries have strong policies, strategies, and
programs for recruiting able secondary leavers to secondary
teaching. The paper suggests several critical and promising areas
for improvement in the quality of secondary teachers through new
approaches to recruitment; pre-service and in-service teacher
development; and improvements in the deployment, utilization,
compensation, and conditions of service for teachers.
Global Issues in Education bridges the discourse on globalization
and education with international studies on race, class, gender,
ethnicity, culture, and multiculturalism. The contributors to this
volume address educational challenges of post-colonial Ghana, the
United Arab Emirates, the Caribbean, China, and Germany juxtaposed
against Western education in the United Kingdom and the United
States. They synthesize macrosociology with educational research,
which provides readers with the background, core knowledge, and
global focus that is needed to understand international issues, as
well as deal with diversity in the classroom. Global Issues in
Education also addresses the need for additional research that
makes the connections between the geopolitical economy and
education, and it does this with a focus on the link to culture,
ethnicity, and education.
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