Education in Africa

2710:'s Dakar platform, which stresses the rights of girls, ethnic minorities and children in difficult circumstances; and A World Fit for Children's emphasis on ensuring girls' equal access to and achievement in basic education of good quality. In April 2000 more than 1,100 participants from 164 countries gathered in Dakar, Senegal, for the World Education Forum. Ranging from teachers to prime ministers, academics to policymakers, non-governmental bodies to the heads of major international organizations, they adopted the Dakar Framework for Action, Education for All: Meeting Our Collective Commitments (EFA). The goal is education for all as laid out by the World Conference on Education for All and other international conferences. Between 1990 and 1998 the net enrollment of boys increased by 9% to 56%, and of girls by 7% to 48% in sub-Saharan Africa. However, these figures mask considerable regional variations. In countries of the Indian Ocean, both girls and boys attained over 70% net enrollment. The most outstanding progress in terms of percentage increase of boys' enrollment was in East Africa, where the net enrollment of boys increased by 27% (to 60%) and of girls by 18% (to 50%). For girls in Southern Africa, the comparable figures for girls were 23% (to 7%) and for boys, 16% (to 58%). This is the resurgence of a vibrant Africa, rich in its cultural diversity, history, languages and arts, standing united to end its marginalization in world progress and development to create a prosperous Africa, where the knowledge and the skills of its people are its first and most important resource. 2698:(CEDAW), adopted in 1979 by the UN General Assembly and acceded to by 180 States, sets down rights for women, of freedom from discrimination and equality under the law. CEDAW argues that the rights and equality of women are also the key to the survival and development of children and to building healthy families, communities and nations. Article 10 pinpoints nine changes that must be changed in order to help African women and other women suffering from gender disparity. It first states there must be the same conditions for careers, vocational guidance, and for the achievement of diplomas in educational establishments of all categories in rural as well as in urban areas. This equality shall be ensured in pre-school, general, technical, professional and higher technical education, as well as in all types of vocational training. Second, it requires access to the same curricula, the same examinations, teaching staff with qualifications of the same standard and school premises and equipment of the same quality. Third is the elimination of any stereotyped concept of the roles of men and women at all levels and in all forms of education. This is encouraged by 2472:

development, having a full, sufficiently paid and well qualified professional staff, and increasing the demands for adult education professionals. The majority of adult educators are untrained, especially in basic literacy. Governments often employ school teachers and others in adult education posts rather than experienced adult educators. Many of the difficulties experienced could be solved by an allocation of resources to meet the needs (adequate funds, more staff, appropriate training for staff and suitable material). Underfunding is a huge threat to the sustainability of these programs, and in some cases, to their continued existence. The best-reported data on funding is about adult literacy and non-formal education programs. Funding for continuing education, either academic or vocational, is provided and reported on, but little data is given on its financing. Funding may come from public or private sector sources. International and foreign aid is also likely to be important. The costs of much adult education seem to be kept artificially low by the use of state facilities and by the extremely low salaries paid to many adult education specialists.

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enrolled in the first year of secondary school. If the rate of completion of the primary stage reaches 95% by 2020 with levels of transition from primary to the first year of secondary maintained at their current level in each country, the first year of secondary school would have 37.2 million pupils in 2020, or 2.5 times the current number. If all the pupils finishing primary school could continue with their education, the number of pupils in the first year of secondary school would reach 62.9 million by 2020, a multiplication by 4.2 over the period." Behind the regional averages, there are still enormous disparities between the countries, and even between the different zones and regions within countries, which means that it is not possible to " identify conditions that apply uniformly to education across the different countries of sub-Saharan Africa." While some countries have lower demographic growth, others enjoy a more satisfactory level of school enrolment. Only a few countries are falling seriously behind in education at the same time as having to address a steady growth in their school-age population:

2634:. Economic poverty plays a key role when facing direct costs such as tuition fees, the cost of textbooks, uniforms, transportation, and other expenses. Wherever, especially in families with many children, these costs exceed the income of the family, girls are the first to be denied schooling. This gender bias decision in sending females to school is also based on gender roles dictated by culture. Girls are usually required to complete household chores or take care of their younger siblings when they come home. This limits their time to study; in many cases, they may even have to miss school to complete their duties. It is common for girls to be taken out of school at this point. Boys, however, may be given more time to study if their parents believe that education will allow them to earn more in the future. Expectations, attitudes, and biases in communities and families, economic costs, social traditions, and religious and cultural beliefs limit girls' educational opportunities. 2681:(or growth). Education, especially for girls, has social and economic benefits for society as a whole. Women earn only one-tenth of the world's income and own less than 1% of property, so households without a male head are at special risk of impoverishment. These women will also be less likely to immunize their children and know how to help them survive. Women who are educated tend to have fewer and healthier children, and these children are more likely to attend school. Higher female education makes women better-informed mothers and hence could contribute to lowering child mortality rates and malnutrition. In Africa, limited education and employment opportunities for women reduce annual per capita growth by 0.8%. Had this growth taken place, Africa's economies would have doubled over the past 30 years. It is estimated that some low-income countries in Africa would need up to $ 23.8 billion annually to achieve the 2454: 2721:(NORAD), promotes girls and women's education through the integration of gender into education policy and practice in sub-Saharan Africa. FAWE believes it is vital to invest in research in Africa as a way to produce current information for advocacy in education policy. This three-year research initiative aims to work collaboratively with established research institutions to produce pertinent and robust research, which can be used to constructively engage government, policy makers and other regional bodies on strategies to advance girls' education in Africa. Findings from the research will be used to inform FAWE's advocacy work and help redress gender inequities that hinder women's fulfillment of their right to education and meaningful participation in Africa's social and economic advancement. 2686:

HIV infection, to delay sexual activity and to take measures to protect themselves. New analysis by the Global Campaign for Education suggests that if all children received a complete primary education, the economic impact of HIV/AIDS could be greatly reduced and around 700,000 cases of HIV in young adults could be prevented each year—seven million in a decade. According to the Global Campaign for Education, "research shows that a primary education is the minimum threshold needed to benefit from health information programmes. Not only is a basic education essential to be able to process and evaluate information, it also gives the most marginalized groups in society—notably young women—the status and confidence needed to act on information and refuse unsafe sex."

1866:. Although these schools were founded with religious intent, they played a significant role in the early colonial machine. Much like in French Colonial Africa, British colonists sought out English-speaking natives who could serve as liaisons between them and the native population; however, this was done far more out of economic incentives than political ones. As the demand for English-speaking Africans increased, mission schools provided training in the form of teaching of the Bible. As time went on, however, British industrialists began to complain about the lack of skilled labor, and as such, the British Government supplied mission schools with grants for the vocational training of Africans in various trades critical to British industrial efforts. 1741:, and ensuring the curriculum did not reflect any Afro-ethnicity. By demanding that communities create physical schools with strict curricula, the foreign powers were able to dictate what the people learned, adjusting it to further their agenda. This did not only forced new form and content to education, but abandoned the knowledge gained from the largely informal education. With less community awareness, efficiency in learning skills, and especially understanding of the past, African communities began to dwindle in education and prosperity. Aspects of colonialism and its tumultuous effects on the ethos of education are still prevalent in African countries that still struggle to escape the effects of colonization in the 21st century. 2703:

the same opportunities of access to programmes of continuing education, including adult and functional literacy programmes, particularly those aimed at reducing, at the earliest possible time, any gap in education existing between men and women. Sixth is the reduction of female student drop-out rates and the organization of programmes for girls and women who have left school prematurely. The seventh concern listed is the same opportunities to participate actively in sports and physical education. Lastly is access to specific educational information to help to ensure the health and well-being of families, including information and advice on family planning.

2437:. They believe that they are identifying needs or areas of development in situations under which the government has ultimately been unaccountable and separately mobilizing resources toward those needs or development areas. Government and NGOs may hold contrasting beliefs about each other's abilities. Governments often think NGOs are unqualified to make important policy decisions and that they could undermine their legitimacy if seen as superior. In some cases, NGOs have found government incompetent themselves, if not their own fault, as the fault of a lack of resources. In the best cases, NGOs and government officials find each other's mutual strengths in 1723:

demand to educate or train the colonized populations. Furthermore, colonial powers were unwilling to offer education to those they colonized unless it benefited them. Either colonial powers did not view investing in African education as a practical use of their revenue or they refrained from educating Africans in order to avoid any uprisings. Those in positions of authority were in fear of widespread access to higher education specifically. Colonial powers often found themselves debating whether or not to educate their colonized populations and if so, to what extent. Specifically, the British Education Committee of the

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normal communication) were made, by over 3 million users. Television, a feature of many households, is witnessing a revival in its educational uses, by being combined with other media. As part of the Bridge IT programme in Tanzania, short educational videos, also available on mobile phones, are broadcast on the classroom television so that all the pupils can take part collectively. The e-Schools Network in South Africa has also, since March 2013, been developing an educational project, the object of which is to utilize unused television frequencies. As of 2015, ten schools were taking part in the project.

1748:. Numeracy in Africa had been accelerating since the 1830s, but it picked up speed during the late 19th and the first two decades of the 20th century. This suggests that colonial education was a determining factor for better education. This positive relationship might have existed due to the effort to spread European schooling among native populations to legitimize colonial power, since this accelerated the organization of schools. At the same time, demand for European-prompted education was rising because the colonial economy brought about new export opportunities, which African farmers responded to. 3276: 381: 2808:. In the 2011 EFA Global Monitoring Report, UNESCO pointed out that the countries touched by conflict showed a gross rate of secondary school admissions almost 30% lower than countries of equivalent revenue that were at peace. Conflicts also affect the rate of literacy of the population. At the global level, the rate of literacy among adults in countries touched by conflict was 69% in 2010 compared to 85% in peaceful countries. Twenty states in sub-Saharan Africa have been touched by conflict since 1999. Those countries affected by armed conflict, such as 489: 1924:"Typical lessons in a village school operating on adapted principles focused on hygiene, vernacular word building, drill, and basic local geography. Ideally, lessons would be taught on the principle of 'teach by doing' and would include objects from village life. One geography lesson used a bicycle pump, a pail of water, and a small gourd to simulate a ship carrying sugar from India and caught in a monsoon. Adapted pedagogy could also include dramatizations of 'African tribal histories' or special holiday plays with an African focus". 2027:, to discuss the implementation of this goal, and adopted the Incheon Declaration for Education 2030. Data reflecting the effects the latest measures have on the state of education participation in African countries is not readily available. There are many underlying causes that deter progress towards education equity, such as high attrition rates of students, teacher shortages, poor infrastructure and supplies, access to education for rural and remote areas, and stigmas surrounding marginalized groups, among many others. 516: 570: 1434: 786: 1326: 1299: 273: 1353: 435: 1272: 1002: 327: 1083: 921: 705: 1029: 1542: 651: 246: 1407: 624: 354: 1589:

entitlement to land (which was mostly given patriarchally) gives the person some form of power within the person's household and or within the person's ethnic group. Households were also economically independent, such that members of a household produced their own food, shelter, and security. There was, therefore, no need for a formally organized education in certain pre-colonial African states, as members of each household learned their

1461: 1164: 867: 597: 300: 1245: 1110: 1056: 840: 165: 1515: 1488: 1191: 948: 759: 192: 1380: 678: 1956:, and made English as its language of instruction, with the ultimate goal of enabling the Kikuyu to fight for land property rights in colonial legal and administrative bodies. Over time, as anti-colonial sentiment gained momentum, independent schools were increasingly viewed by the colonial government as breeding grounds for freedom fighters and independence advocates, which culminated in their banning in 1952 as part of the 1137: 894: 813: 732: 543: 219: 1917:" of village economies and providing community incentives to counteract flight into big cities. Educational practices under the CEBA came to be known as 'adapted', as it was sought to adjust western education to the contemporary European understanding of the 'African Mind' as inherently different; education was often administered through local contexts and practices, all the while teaching western curriculum. In his essay 975: 408: 2942:(DIENA) made interactive whiteboards available to schools in Burkina Faso, Niger, Benin, Senegal and Mali, along with open content. The use of the IWB has had a positive effect on motivation, for pupils and teachers alike. However, their impact in terms of learning has been muted. This system marginalises the direct participation of the pupils in favour of multi-media demonstrations initiated by the teacher. 2677:. The target associated with achieving this goal is to eliminate gender disparity in primary and secondary enrollment preferably by 2005, and at all levels by 2015. Women deserve the instrumental effects of gender equality in education and the intrinsic dimension of female education; which in essence derives from the role of education in enhancing a woman's set of capabilities. Thus, in theory, there is a 2957:(AUF) has also, since 1999, set up around forty French-speaking digital campuses, more than half of them in Africa. In these infrastructures, dedicated to technology and set up within the universities, the AUF offers access to over 80 first and master's degrees entirely through distance learning, about 30 of which are awarded by African institutions and created with its support. More recently, the 2505:

success in communities that have no strong affinity for time and formal education. Programs must be planned that become ingrained into the daily life of participants, that reflects their values and add positive functionality to their lives. Successful programs often involve more long-term learning arrangements consisting of regular visits and the free, unforced exchange of information.

2501:; collaboration and cooperation are key components of successful programs. Teaching techniques that utilize these ideas may include story-telling, experiential simulation, and the practice of indigenous traditions with slight modifications. Every program and lesson must be tailored to the particular community because they almost always learn, live, and achieve as a group or not at all. 24: 2445:

biggest challenge for NGOs has been linking these networks together. NGO interventions to change policy have revealed that NGO programmes have failed to create a successful way to change the policy process while making sure that the public understands and is a part of education policy. This problem will prove more influential in the future if it is not solved.

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leaving school without having acquired basic skills. In some countries in sub-Saharan Africa, young adults with five years of education had a 40% probability of being illiterate". The teacher training systems are generally not able to meet the quantitative and qualitative needs of training. In Chad, for example, only 35.5% of teachers are certified to teach.

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African countries where data is available. Until equal numbers of girls and boys are in school, it will be impossible to build the knowledge necessary to eradicate poverty and hunger, combat disease, and ensure environmental sustainability. Millions of children and women will continue to die needlessly, placing the rest of the development agenda at risk.

2953:(AVU), set up by the World Bank in 1997, was originally conceived as an alternative to traditional teaching. When it became an intergovernmental agency in 2003, it was training 40,000 people, mostly on short programmes. It shifted its focus to teacher training and integrating technology into higher education. The AVU has ten e-learning centres. The 2922:

partial revival, thanks to the combination of different media that can be used in any single project. Despite its limited uses in teaching, radio is a medium that still has considerable reach in terms of its audience. Cheaper than a computer, it also has a cost–benefit ratio that makes it attractive to many project planners. Launched in 2008, the

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type. In countries where resources and school facilities are lacking and total enrollments are low, a choice must often be made in families between sending a girl or a boy to school. Of an estimated 101 million children not in school, more than half are girls. However, this statistic is increased when examining secondary school education. In

1995:, only 57% of African children were enrolled in primary schools, the lowest enrollment rate of any region surveyed. The report also showed marked gender inequalities: in almost all countries, the enrollment of boys far outpaced that of girls. However, in some countries, education is relatively strong. In Zimbabwe, literacy has reached 92%. 2464:, having experienced a comeback following the independence and increasing prosperity of many African nations, poses specific requirements on policymakers and planners to take into consideration indigenous cultural traits and characteristics. With a moderate backlash against Western ideals and educational traditions, many 2493:

this reason, program planners for adult learners in Africa find higher rates of success when they employ a participatory approach. Through open and honest dialogue about the fears, motivations, beliefs and ambitions of the community as a whole, there is less social strain concerning individual divergent behavior.

2649:, women are forced to spend around 60% of each day collecting water, which translates to approximately 200 million collective work hours by women globally per day and a decrease in the amount of time available for education, as shown by the correlation of a decrease in access to water with a decrease in combined 2492:

African communities are very close-knit; activities, lifestyles, and particularities of individuals are nearly always common knowledge. Because of this, it is difficult for any one member or group within an area to take a significantly different approach to any facet of life within the community. For

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and the Bureau for Africa, Office of Sustainable Development, found that non-governmental organizations (NGOs) are increasingly participating in the delivery of education services, education policy decisions and are included by donors and government officials in many parts of the education system. Of

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Another reason for the low education rates in Africa is the lack of proper schooling facilities and unequal opportunities for education across countries. Many schools across Africa find it hard to employ teachers due to the low pay and lack of suitable people. This is particularly true for schools in

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Due to high linguistic diversity, the legacy of colonialism, and the need for knowledge of international languages such as English and French in employment and higher education, most schooling in Africa takes place in languages that teachers and pupils do not speak natively and, in some cases, simply

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around 1980. This set the precedent for educational planning. Although children and adults may learn from their families and community, a sense of individuality has also developed that today both drives ingenuity and creates separation between groups and cultural tradition. African education programs

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depending on seasons, the availability of fertile soil, and political circumstances. Therefore, power was decentralized among several states in precolonial Africa (many people held some form of authority as such power was not concentrated in a particular person or an institution). Usually, a person's

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can damage schools and disrupt learning. Droughts and floods can also displace communities and force children out of school to help families cope with changing environments. There is a growing need for climate-resilient education infrastructure and curriculum adaptations to address these challenges.

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The development of individual computer technology has proved a major turning point in the implementation of projects dependent on technology use, and calls for the acquisition of computer skills first by teachers and then by pupils. Between 1990 and 2000, multiple actions were taken in order to turn

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Less than half the children in sub-Saharan Africa can neither read nor write: a quarter of primary-school-age children reach the fourth year without having acquired the basics and over a third do not reach the fourth year. According to the 2010 EFA Global Monitoring Report, "millions of children are

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are those that have developed with no contact with the West whatsoever. Rather than a specific approach, this idea simply notes the huge range of educational techniques that may exist throughout the continent by a wide variety of people. It essentially states that there is no one correct method, and

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philosophy separates itself from ethnophilosophy in that it less concerned with the methods of learning and more with its use. As a philosophy born of the revolutionary movements of the 1950s, it is unsurprising that its main focus is to be able to apply knowledge to active participation in politics

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curriculums with almost no connection to life in Africa. This is further perpetuated by the use of European and American imported textbooks. Many view this lack of self sufficiency as an ongoing effect of colonization upheld by the modern, corrupt African elite. This attitude rests on the basis that

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With teachers being less qualified than others in urban areas, the teaching to learning environment has an effect on the students. In one instance teachers took the same test as their students and three-fourths of them failed. In addition, those that do not receive the same education to those in the

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production, and extraction of raw materials, other physically laborious tasks were prioritized. These economies did not expand to require jobs of a higher skillset or more labor; therefore, intensive labor that required little skill was in high demand. Because of such circumstances, there was little

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in most cases were also used as means to teach younger household or community members about the history of their region or state. Rituals were mainly used to teach young adults about the responsibilities and expectations of adulthood, such as teaching females how to cook and care for a household and

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ideal of opening access to public higher education for growing numbers of non-traditional students is not yet a reality. However, certain countries have reported some success rates in adult education programs. Between 1990 and 2007 Uganda enrolled over 2 million participants in the functional adult

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and training rather than one focused on academia. This vocational training however neglected professions such as engineering, technology, and similar subjects. Instead, the vocational training had a dominant racial overtone that stressed African training for skills fitting with their assumed social

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Even if children can attend school, the quality of education can be subpar. Overcrowded classrooms with limited resources hinder effective teaching Inadequate funding translates to a lack of textbooks, qualified teachers, and proper learning materials. Traditional curricula may not be relevant to

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and other types of education which will help to achieve this aim and, in particular, by the revision of textbooks and school programmes and the adaptation of teaching methods. Fourth is the same opportunities to benefit from scholarships and other study grants. Similarly, the fifth change requires

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focused on promoting gender equality and empowering women by 2015. This would translate from $ 7 to $ 13 per capita per year from 2006 to 2015, according to OECD-DAC. Education is also key to an effective response to HIV/AIDS. Studies show that educated women are more likely to know how to prevent

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that can commonly be found in unmanaged pools of still water. The mosquitos breed in such pools and consequently, children who drink from these pools can die or fall severely ill. Furthermore, such an intense illness can later affect the cognitive abilities of children who fall ill at a young age.

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The British education system proved to be quite effective. A 2021 study observed a positive effect of British colonization on education levels. Areas that were influenced by the British education system showed a rapid increase in numeracy. For example, in South Africa, where the colonial education

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In many regions, children are often seen working on farms or playing outside instead of being in classrooms. This is partly due to a lack of proper school infrastructure. Some countries struggle to provide even basic necessities like toilets, desks, and chairs. One Nigerian primary school student

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Whatever the underlying reason(s) are, having large numbers of girls outside the formal schooling system brings developmental challenges to both current and future generations. According to UNESCO, the rates of female children out of primary school are higher than that of male children in all the

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faced a deadline of 2015, the gender parity target was set to be achieved a full ten years earlier — an acknowledgement that equal access to education is the foundation for all other development goals. Gender disparity is defined as inequalities of some quantity attributed to the reason of gender

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To be effective in education in Africa, NGOs must effect policy and create policy changes that support their projects. NGOs have also found that they must create and foster relationships with many different stakeholders, the most important of which are usually donors and government officials. The

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as of 2013, only about 79% of primary school-age children were enrolled in school. 59 million children of primary-school age were out of school, and enrollment of girls continued to lag behind that of boys. Disparity between genders is partially due to females being excluded from school for being

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to teach children about the history, norms, and values of their state, household and community. Children usually gathered around the storyteller, who then narrated stories, usually using personification to tell stories that encourage conformity, obedience, and values such as endurance, integrity,

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UNESCO supports adult education, especially women's education in Africa. Some schools in Africa, like Loveth International Schools, primarily help girls lacking support to attend school to come to their boarding schools. Malawi is also improving the education of improverished girls who have lost

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were illiterate. Many reasons exist for why formal education for females is unavailable to so many, including cultural reasons. For example, some believe that a woman's education will get in the way of her duties as a wife and a mother. In some places in Africa where women marry at age 12 or 13,

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represents the strongest bridge between western and traditional African educational systems. It promotes a hybrid approach to adult programs, allowing for a wide range of learning techniques, even purely cognitive lecture, so long as community values are accounted for within the lesson. Finally,

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Informal education plays a strong role within indigenous learning in African communities. This poses a significant challenge to western-style program planners that emphasize formal learning within a designated time-frame and setting. These requirements must often be abandoned in order to achieve

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Another major problem is incompetent management. The report found that in many schools the little resources they did have were being wasted or lost. Overall, 85% of schools across all countries had either deficient accounting systems or none at all. In Morocco, just 23% of head teachers received

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is the biggest threat to education in Africa. While the number of dropouts across the continent has been increasing dramatically, one of the effects of war and conflict on education is the diversion of public funds from education to military spending. An already underfunded system is losing more

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programme, offering English courses in a combination of different media, including lessons of a few minutes via mobile phone, received more than 85,000 calls per day in the weeks following the launch of the service. In 15 months, over 10 million calls (paid, but at a reduced price compared to a

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Most contemporary analysts regard illiteracy as a development issue because of the link between poverty and illiteracy. Funding is inadequate and inconsistent and is needed for priority areas such as educator training, monitoring, and evaluation. There is a clear need for investment in capacity

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in their mother tongue, progressing later to other languages, not all African countries implement this effectively. Even where the earliest grades are taught in the mother tongue, pupils are typically forced to switch to languages such as English and French before acquiring proficiency in these

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As British-administered schools were taking shape during the Interwar Period, a number of independent schools focusing on literacy and offering alternative curricula began to emerge. Such schools were thought of as a threat to the colonial system and colonial governments were worried that these

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Between the 1950s and 1990s, African countries finally regained their independence. With this recovered freedom, they began to rebuild their traditional forms of education. What had inevitably evolved, however, was a hybrid of the two models. With the collaboration of donor agencies and Western

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The cross-fertilization of teaching models and tools has now broadened the potential of ICT within the educational framework. Certain technologies, perceived as outdated compared to more innovative technology, nonetheless remain very much embedded in local practice. Today they are undergoing a

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carried out by Alain Mingat, Blandine Ledoux and Ramahatra Rakotomalala sought to anticipate the pressures that would be brought to bear on post-primary teaching. The study puts it this way: "In the reference year (2005), our sample of 33 countries in sub-Saharan Africa had 14.9 million pupils

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Unfortunately, the national reports typically do not provide sufficient information on the content of the adult education programs that run in their countries. In the majority of cases, the name of the program is as much detail as is given. Curriculum content does not seem to be a major issue.

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NGOs working in education in Africa often encounter tension and competition when working. Schools, parents and, most often government officials, feel threatened by third-party involvement and feel that they are "crashing the party." The report continues that for NGOs to be effective, they must

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The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SEACMEQ) is a consortium of 15 ministries of education in Southern and Eastern Africa that undertakes integrated research and training activities to monitor and evaluate the quality of basic education, and generates

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instead of European languages and cultures. Critics of these reforms maintain that European languages should continue to be the focus of education to ensure that African students can be competitive in a European-dominated global economy. However, proponents argue that a strong foundation in a

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computer at a price of US$ 100. The programme marked an important step in potential access to ICT. OLPC became an institutional system: the programme was "bought" by governments, which then took responsibility for distribution to the schools. The underlying logic of the initiative was one of

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British colonial education in Africa during the Interwar Period can be characterized by a push for uniformity, despite colonial authorities demonstrating their acute awareness of the notable differences between the different regions of the Empire. Critical to this, as well, was the universal

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relations with governments in education. The relationship is viewed from completely separate points. African governments see NGOs and their work as "an affair of government" or, in other words, working as a part and in collaboration with the country's government. NGOs on the other hand view

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is the idea that the main purpose of adult education is to enable social harmony at all levels of society, from immediate family to community and country. It is of primary importance to ensure the retention of knowledge passed down from one generation to another concerning values, cultural

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Although the quality of education and the quantity of well-equipped schools and well-qualified teachers has steadily increased since the onset of the colonial period, there are still inequalities evident in the existing educational systems based on region, economic status, and gender.

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among students are a growing concern, particularly in conflict-affected regions. Education systems often lack resources and training to effectively address these needs. Integrating mental health support into schools and promoting emotional well-being is crucial for student success.

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across Africa puts a strain on education systems in cities. Large influxes of people can lead to overcrowded classrooms and a shortage of qualified teachers. Innovative solutions are needed to accommodate growing urban populations and ensure inclusive access to quality education.

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Across sub-Saharan Africa, a very large portion of teenagers are missing out on schooling. Data from the UN shows that nearly 6 in 10 young people between 15 and 17 are not enrolled in education. This situation is motivating activists on the continent to push for improvements.

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and political system switched from Dutch to British in 1806, the increase in numeracy has been rapid since the early 19th century. The reliance on local resources and languages in education as well as missionary largely being run by Africans seem to have had a positive impact.

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One part of their research focused on so-called registration fees. Parents from every country surveyed reported paying even though, by law, primary schooling is free. The report found that the number of parents forced to pay these illegal accounting fees ranged from 9% in

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There is a high rate of education exclusion in Africa between boys and girls and even between the age groups, especially in sub-Saharan Africa. In sub-Saharan Africa, two out of three girls complete primary school and only four out of ten complete secondary school.(i P )

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awareness program, for example, may involve members coming into communities and sharing their knowledge. Although this is a direct, cognitive approach, they also try to involve all members of the community, allowing for the creation of ownership and cultural acceptance.

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The unavailability and incompleteness of records in schools and districts prevents the documentation and prevention of corrupt practices. The African Education Watch conducted surveys across the continent and identified the three most common practices of corruption:

2064: 1831:. Only a limited number of families were permitted to send their children to school, which fit with the underlying goal of creating an exclusive class of native-born Moroccans who would serve as a sort of liaison between white colonial officials and the masses. 1912:

removed to broaden its jurisdiction). With its establishment, the colonial authority would, for the first time, uniformly administer its educational goals across all British African colonies. Programs begun under the new committee were aimed at increasing the

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and Al-Azhar which was in Egypt. These schools became cultural and academic centers as many people traveled from all over the globe for knowledge. Well before contact with external cultures, Africans had developed pools of understanding and educational tools.

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literacy program. The Family Basic Education program was active in 18 schools by 2005, reaching over 3,300 children and 1,400 parents. This is a successful family literacy mediation whose impact at household, school and community level has been evaluated.

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do not understand. There is considerable evidence that pupils schooled in a second language achieve poorer results than those schooled in their mother tongue, as a lack of proficiency in the second language impairs understanding and encourages ineffective

1681:. One of the first convenient mediums for retaining accurate information, papyrus, was used to develop systems for learning and developing new ideas. In fact, one of the first forms of higher education in Africa were the School of Holy Scriptures built in 2869:

technologies into a lever for improving education in sub-Saharan Africa. Many initiatives focused on equipping schools with computer hardware. A number of NGOs contributed, on varying scales, to bringing computer hardware into Africa, such as groups like

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and a high average number of students per teacher in a school. Moreover, the teachers are usually those unqualified with few teaching aids and/or textbook provision. Due to this, children attending schools in rural areas usually attain poorer results in

2902:

centralization, thus enabling the large-scale distribution of the equipment. Almost 2 million teachers and pupils are now involved in the programme worldwide, and more than 2.4 million computers have been delivered. Following on from OLPC, the

3108:. Students in urban areas with computers and internet may have a significant advantage over those in rural areas without. This can widen the gap between the haves and have-nots and limit access to information and innovative learning methods. 2071:

bigger cities have trouble even after graduation with reading, writing, and doing math. Students whose educational attainment is lower than that of those in urban environments do not achieve the same outcomes in establishing career success.

2896:

project, launched in several African countries in 2005, aimed to equip schools with laptop computers at a low cost. While the average price of an inexpensive personal computer was between US$ 200 and US$ 500, OLPC offered its ultraportable

2345:

A lack of parental involvement, especially as an overseer of government activities, also leads to enormous corruption. This was often found to be because parents and communities feel they lack power regarding their children's education. In

2283:

has had a funding initiative called "Knowledge for Tomorrow – Cooperative Research Projects in Sub-Saharan Africa" since 2003. It provides scholarships for young African researchers and helps to establish a scientific community in African

2939: 2839:, reaching about 21% of school-age children on the continent. School feeding coverage is greatest in southern Africa and least in central Africa. From 2017 to 2020, these school meal programs expanded in a majority of African countries. 2791:

and 14% in Congo compared to over 55% in Burkina Faso and Niger. The gap in terms of the proportion of those excluded from the first year of middle school is even wider, with 6% in Gabon compared to 68% in Burkina Faso and 73% in Niger.

2717:(FAWE) announces a call for the second round of research proposals from research institutions for its Strengthening Gender Research To Improve Girls' And Women's Education In Africa initiative. The initiative, which is supported by the 2910:, a similar programme also intended for pupils in developing countries. Though it has a smaller presence in sub-Saharan Africa than the OLPC project, Classmate PC has enabled laptop computers to be delivered to primary schools in the 2786:

are particularly affected by this dual constraint. The Education for All (EFA) 2012 report highlights great disparities between the sub-Saharan African countries: the percentage of children excluded from primary school is only 7% in

3097:

Many African countries have a multitude of languages. Instruction may not be delivered in a student's native tongue, hindering comprehension. This can be particularly difficult for students from remote areas with distinct dialects.

2831:

of 1:25 for pre-primary classes; 1:35 for primary and 1:40 for secondary schools. This makes it difficult for personalized instruction. There is also a lack of culturally relevant teaching-learning aids for teachers and students.

1627:, where children and or younger members of each household mostly learned from older members of their household, and community. In most cases, each household member learned more than one skills in addition to learning the values, 2018:

for the year 2030. The fourth goal addressed education, with the stated aim to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all." The World Education Forum also convened in

1736:

prohibited access to higher education in their colonies, whilst other colonial powers put in barriers in infrastructure or access such as limiting language of instruction to the language of the colonizer, limits on teaching

2407:

Without this basic education, the report found it was nearly impossible to go on to high school or college. African children are missing this link that allows them to have a chance in trade or to go beyond their villages.

2205:

For 10 years, the Benin Education Fund (BEF) has provided scholarships and education support to students from the Atakora province in northeastern Benin. Over 450 students have been able to stay in school because of their

2553:

and civil society. Although it is important in this philosophy to retain the communal nature of traditional African society, functionalism for social understanding and change takes prime importance in its implementation.

1826:

Students were given a predetermined curriculum in classrooms. The basic goal of this classroom practice was to provide only a limited selection of information for students, leaving very little margin for questioning or

2425:

understand that they do not have the same perspective as government officials as to who is in control. If they do not recognize the government of the country they are working in, they will compromise their objectives.

6832: 2067:(SEACMEQ). Those taking the tests in rural areas score much lower than those in small towns and big cities. This shows a lack of equal education opportunity given to children from different parts of the same country. 2496:

In addition to strong traditional beliefs, years of slavery through colonization have led to a sense of unity and common struggle in African communities. Therefore, lesson plans in these areas should reflect this

3870: 1905:"...do not enter the tropics on sufferance, or employ their technical skill, their energy, and their capital as 'interlopers' or as 'greedy capitalists', but in the fulfillment of the Mandate of civilization". 4640: 1805:

The teaching of the French language in Moroccan institutions of higher education, such as the University of Fez, was intended to "promote economic development and political compliance without assimilating or

2142:

money. Twenty-one African countries have been identified as the highest spenders of gross domestic product on military globally compared with the amount directed toward education. Conflict also leads to the

2090:

investment in education in South Africa, the loss makes it difficult for the government to budget another amount in education as other issues are also prioritised such as military budget and debt servicing.

1931:

would continue for many generations to come, and the goals of 'civilizing' the native population began to take precedence. Treatment of colonial subjects continued to vary wildly as determined by race, and

1823:"For the kind of society the colonialist had in mind, he must create and nurture an elite that will assist for as long as possible in the administration and exploitation of its vast overseas territories." 3090:

and societal expectations often limit girls' academic pursuits. This not only reduces their opportunities but also hinders overall development, as educated women play a vital role in a nation's progress.

2865:. Since the 1960s, various information and communication technologies have aroused strong interest in sub-Saharan Africa as a way of increasing access to education and enhancing its quality and fairness. 2799:

identified armed conflict as well as internal instability within a country as "a major barrier towards attaining Education for All" – education being one of the sectors to suffer most from the effects of

1810:

the students or preparing them for political agency." This system allowed colonial authorities to educate a class of native Moroccans that could carry out administrative roles and functions. In his book,

5792:

Wineman, Ayala; Ekwueme, Moses C.; Bigayimpunzi, Liliane; Martin-Daihirou, Alice; de Gois V. N. Rodrigues, Eth Ludmilla; Etuge, Priscilia; Warner, Yale; Kessler, Heidi; Mitchell, Arlene (26 May 2022).

2695: 2288: 1670:, is one example and is used to teach young girls – usually adolescents – about cooking, motherhood, and other necessary skills and values before they marry (engage in sexually related activities). 2227:-based non-profit organization. The organization seeks to empower girls in Asia, Africa, and Latin America by facilitating the sponsorship of their education through creative and innovative means. 4252: 2543:, and following and practicing the work of the elders. Particular lessons may be taught through activities such as role-play, practical demonstrations, exhibitions, discussions or competitions. 1639:, farming, fishing, winemaking, cooking (mostly for females), hunting, and in some cases, learning how to practice herbal medicine, how to carve stools, how to carve masks and other furniture. 2125:

This is not only applicable biologically but also as an effect of falling ill: children who miss a significant amount of school are unable to optimize their education due to missing lessons.

2116:

has severe effects on education in rural countries in Africa. Limited access to education and health issues can be further compounded by inadequate water systems or disease that may follow.

2054:

remote areas. Most people who manage to receive education would prefer to move to big cities or even overseas where more opportunities and higher pay await. Thus, there will be overly large

2086:

and financial loss. The loss of skilled people is replaced with significant costs; money is lost both educating people who leave and new people to replace them. Even with an almost 5.5% of

2291:

is a foreign assistance program in which the United States donates agricultural commodities and money to support school feeding programs in foreign countries, many of which are in Africa.

2820:, a region particularly affected by conflicts, for example, the likelihood of young people aged between 17 and 22 having had only two years of schooling was twice the national average. 1976:(MDGs), a set of development goals for the year 2015, more specifically, "to ensure that by 2015, children everywhere, boys and girls alike, will be able to complete a full course of 3057:(JICA) report, means schools are often far away, and children, especially girls facing safety concerns, may struggle to attend. Poverty further restricts access. Families may choose 6858: 6434: 2234:

is supporting thousands of children with long-term scholarships and a community rural elementary school building program. It has built seven schools and is raising funds for more.

2918:, particularly in rural areas. Also in Kenya, the CFSK (Computer for School in Kenya) project was started in 2002 with the aim of distributing computers to almost 9,000 schools. 2182:

amongst others have taken initiatives to improve education in Africa. The year 2024 has been marked as the year of Education. Initiatives to improve education in Africa include:

6901: 2835:

School-based feeding programs are sometimes used to ease access to education, especially in poor communities. Altogether, at least 60.1 million children in Africa benefit from

2602:

against girls and female students affects many African education systems. In sub-Saharan Africa, sexual violence is one of the most common and least known forms of corruption.

2795:

The majority of out-of-school populations are to be found in countries where there is conflict or very weak governance. At the Dakar Forum, the 181 signatory countries of the

4170: 7175: 6159: 2195: 3086:

Gender disparity remains a significant challenge. Cultural norms prioritizing boys' education lead to higher dropout rates for girls, particularly after primary school.

2099:

Western models and standards still continue to dominate African education. Because of colonization African institutions, particularly universities, still instruct using

5716: 4647: 4397: 2548: 1718:

colonized the continent without putting in a system of education. Because the primary focus of colonization was reaping benefits from commercial colonial economies,

6888: 2816:, are furthest from meeting the EFA goals and contain the majority of the unschooled inhabitants of sub-Saharan Africa. In the Democratic Republic of the Congo, in 4711: 2270:, an international charity organization, has built over 500 schools in the African continent and is running a 'learn a skill' initiative for young men and women. 1605:

and norms of their community or household by observing and assisting older household members or community members. State-organized formal schools existed among

6884: 6875: 6866: 6010: 1798:, advocated for the facilitation of ruling and conquest through cooperation with native elites. To facilitate the relationship with this "bourgeois" class of 4758: 4553: 2104:

during colonization the African ruling elite exploited their own people for their own benefit rather than advocating for the interests of their own people.

7385: 6862: 4914:

Nassimbeni, Mary and Bev May. "Adult education in South African public libraries: enabling conditions and inhibiting factors". University of Cape Town, p.8

4893:

Nassimbeni, Mary and Bev May. "Adult education in South African public libraries: enabling conditions and inhibiting factors". University of Cape Town, p.3

5411:"Baliamoune-Lutz, Mina, and Mark McGillivray.""Gender Inequality and Growth: Evidence from Sub-Saharan Africa and Arab Countries." 1 September 2007. Web. 4358:

Dutcher, Nadine; Tucker, G. R. (1997). The Use of First and Second Languages in Education: A Review of Educational Experience (Report). Washington D.C.:

2934:(IWB), is also being used in some schools in sub-Saharan Africa. At the end of the 2000s, the Education for All Network (REPTA), in partnership with the 2827:

In addition to the lack of qualified teachers, there is also the problem of extra-large classes in public schools. In Nigeria, there are schools with a

2374:. An average of 44% of parents still report paying skill fees in the study. The average fee cost $ 4.16, a major expense for families in countries like 7298: 3185:

through social media and online platforms presents a new challenge for African education systems. Equipping students with critical thinking skills and

1698:

in the 19th century marked the beginning of the end for traditional African education as the primary method of instruction. European military forces,

6602: 3124:

The skills learned in school may not always translate to job opportunities. A disconnect between education and the labor market can lead to graduate

2162:, limited gender-sensitive learning materials, and overcrowding, as well as other factors such as late entry into school, heavy workload, HIV/AIDS, 7777: 7772: 7767: 7762: 7752: 7747: 7742: 7737: 7732: 7727: 7722: 7717: 3261:

All educational faculty such as administrative staff, professors, and researchers should have access to services relevant to their fields of study.

1908:

In accordance with this, in 1923 the British Government established the Advisory Committee on Education in British Tropical Africa (with the word

7636: 6481: 5643: 2885:, these individual initiatives grew without adequate coordination. States found it difficult to define their national strategies with regard to 4428:"End It, Don't Mend It - Our Falling Education Standards." Africa News Service 15 Dec. 2011. Opposing Viewpoints In Context. Web. 19 July. 2013 6524: 6255: 3319: 1744:

However, a 2021 study found that colonial education systems may also have had some positive effects on education levels in Africa, namely on

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One of the most pressing issues is access to education, particularly in rural and remote areas. Limited infrastructure, as highlighted in a

2002:

helped drive enrollment up by millions. Yet despite the significant progress of many countries, the world fell short of meeting its goal of

7658: 4381:

Mehrotra, Santosh (1998). UNICEF Staff Working Papers: Education for All: Policy Lessons From High-Achieving Countries (Report). New York:

2848: 2718: 2392:

In the study, Transparency International found that 64% of the schools surveyed on the continent published no financial information at all.

5259: 7673: 7180: 7113: 5540: 2231: 2191: 5514:

Global Campaign for Education. 2004. Learning to Survive: How Education for All would save millions of young people from HIV/AIDS. p. 2.

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Aitchison, John and Hassana Alidou. "The state and development of adult learning and education in Subsaharan Africa". UNESCO, 2009, p.32

4941:

Aitchison, John and Hassana Alidou. "The state and development of adult learning and education in Subsaharan Africa". UNESCO, 2009, p.27

4923:

Aitchison, John and Hassana Alidou. "The state and development of adult learning and education in Subsaharan Africa". UNESCO, 2009, p.20

1702:, and colonists all came ready and willing to change existing traditions to meet their own needs and ambitions. Colonial powers such as 7375: 4905:

Aitchison, John and Hassana Alidou. "The state and development of adult learning and education in Subsaharan Africa". UNESCO, 2009, p.3

2453: 6747: 1862:

From the late 19th century until the First World War, British colonial education in Africa was largely carried out by missionaries at

6587: 5717:

https://uis.unesco.org/sites/default/files/documents/out-of-school-children-west-central-africa-regional-report-education-2014-en.pdf

4646:(Report). Africa Teachers Reports Series. Addis Ababa: UNESCO International Institute for Capacity Building in Africa. Archived from 2854: 1642:

Storytelling also played a significant role in education during pre-colonial Africa. Parents, other older members of households, and

6349:

Lulat, Y. G. M. "The development of higher education in Africa: A historical survey." in Damtew Teferra and Philip G. Altbach, eds.

4180: 2468:

and other institutes of higher education take it upon themselves to develop a new approach to higher education and adult education.

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over education to meet basic needs. Conflict and instability only exacerbate the problem, with schools closing due to violence and

3918:

Baten, Joerg; Cappelli, Gabriele (2021). "Numeracy development in Africa: new evidence from a long-term perspective (1730–1970)".

2561: 7631: 6996: 6984: 6943: 6114: 6070:"African Education Challenges and Policy Responses: Evaluation of the Effectiveness of the African Development Bank's Assistance" 5311: 3375:"Child Labor in the Gold Coast: The Economics of Work, Education, and the Family in Late-Colonial African Childhoods, c. 1940-57" 2954: 2714: 1581: 5927: 1936:

were continuously given preferential treatment in the distribution of land and opportunities for careers, among other benefits.

1756:

dominated global conversation. Namely, the 1960s were known as the First Development Decade by the UN. Policymakers prioritized

7551: 7380: 7273: 6607: 6069: 4817: 3699: 3054: 1843:

can be characterized by three primary phases. The first of these is from the end of the 19th century until the outbreak of the

5366:"Book review: Gene B. Sperling and Rebecca Winthrop, What Works in Girls' Education: Evidence for the World's Best Investment" 4783: 4641:

Study 2024-2: Educating Girls and Ending Child Marriage in Africa: Investment Case and the Role of Teachers and School Leaders

1890:" for their respective colonies. Colonies were only to be allowed independence once they could demonstrate their capacity for 7317: 4689: 3793: 3339: 3294: 3004:

Diversifying systems of education and broadening skills taught to make education more pertinent to the demands of the economy

2982:

Empowering and mobilizing local watchdog organizations such as parent–teacher organisations and school-management committees.

3815:

Kaschula, Russell H (1999). "Imbongi And Griot: Toward A Comparative Analysis Of Oral Poetics In Southern And West Africa".

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of children, often forcing them to remain in camps or flee to their neighboring countries where education is not available.

1998:

Steps such as the abolition of school fees, investments in teaching infrastructure and resources, and school meals from the

7604: 7337: 5763:"Challenges Facing the Implementation of Teacher-Students Ratio Policy in Nigerian Educational System and the Ways Forward" 2678: 42: 6131: 4404: 2623:, 95% as many girls as boys attend primary and secondary schools. However, in sub-Saharan Africa, the figure is just 60%. 2475:

Public universities have not been successful in attracting older students onto mainstream degree programs and so the post-

1840: 139:

and UNESCO's percentage estimates for populations aged 15 years and over, including total population, males, and females.

7584: 6335:

Kithinji, Michael Mwenda. "An imperial enterprise: The making and breaking of the University of East Africa, 1949–1969."

3817: 1988:, and adopted the Dakar Framework for Action reaffirming the commitment to achieving education for all by the year 2015. 7096: 3414:"The Effect of Pre-Colonial Ethnic Institutions and European Influences on Contemporary Education in Sub-Saharan Africa" 2673:

In Africa and the Arab world, promoting gender equality and empowering women is perhaps the most important of the eight

2403:

in schools from teachers. The TI report also found that many schools were plagued by teacher absenteeism and alcoholism.

5257:. "Africa Recovery/UN/Briefing Paper #11 on Women." Welcome to the United Nations: It's Your World. 11 Apr. 1998. Web. 3896: 3132:. Curricula that equip students with practical skills and knowledge relevant to the evolving job market are necessary. 2882: 1895: 1594: 4554:"Education For All Global Monitoring Report 2011: The hidden crisis: Armed conflict and education - World | ReliefWeb" 7589: 7278: 6517: 6342:

Livsey, Timothy. "Imagining an Imperial Modernity: Universities and the West African Roots of Colonial Development."

4988: 4673: 4529: 3575: 3008:

There is also a push in many African countries to reform colonial education standards to emphasize the importance of

2988:

Government investment in child and youth development through appropriate education and health policies and programmes

1879: 60: 7799: 7185: 6956: 6485: 6086: 3920: 3334: 2813: 467: 3774:

Ezeanya-Esiobu, Chika (2019), "A Faulty Foundation: Historical Origins of Formal Education Curriculum in Africa",

7648: 7425: 7370: 6381:

Ogunlade, Festus O. "Education and Politics in Colonial Nigeria: The Case of King's College, Lagos (1906–1911)."

6049: 5978: 5952: 4616: 4321: 3739:

Bentor, Eli (2019). "Warrior Masking, Youth Culture, and Gender Roles: Masks and History in Aro Ikeji Festival".

3640: 7028: 7023: 6622: 5339:"Gender Relations and Access to Water: What We Want to Know About Social Relations and Women's Time Allocation" 4759:"A way to ensure research cooperation at eyelevel between junior scientists from Africa and their German peers" 4277: 3853: 3507: 2350:, only 50% of parents believe they have the power to influence decisions regarding their child's education. In 1856: 1795: 1724: 5285: 2979:

Encouraging parents to complain or fight against school fees and proactively help parents to know their rights

7390: 6905: 6402:

Whitehead, Clive. "The 'Two-way Pull' and the Establishment of University Education in British West Africa."

4055:

Windel, Aaron (2009). "British Colonial Education in Africa: Policy and Practice in the Era of Trusteeship".

3299: 2015: 1816: 2399:

training in financial management, despite being responsible for budgets. The TI report found that there was

1223: 7834: 6510: 4013:

Kamara, Mohamed (2005). "French Colonial Education and the Making of the Francophone African Bourgeoisie".

2674: 2615: 2133:

Military spending is causing education spending to decrease immensely. According to a March 2011 report by

1973: 6451: 3042:

described his school as being far away and lacking essential resources, despite his teachers' dedication.

7410: 7106: 6936: 6219: 5916:

AFD. (2010). Bilan critique en matière d'utilisation pédagogique des NTIC dans le secteur de l'éducation.

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SACMEQ III Project Results: Pupil achievement levels in reading and mathematics Working Document Number 1

4237: 3875: 2992: 2682: 2245: 2003: 1765: 34: 6416: 3970:

Segalla, Spencer D. (9 May 2003). "Georges Hardy and Educational Ethnology in French Morocco, 1920–26".

3695:"Historical African ethnic class stratification systems and intergenerational transmission of education" 7569: 7420: 7144: 7101: 7086: 6662: 5905: 5538:"CEDAW 29th Session 30 June to 25 July 2003." Welcome to the United Nations: It's Your World. Web. < 4299: 2958: 2950: 2870: 2796: 2311: 2263: 5794:"School Meal Programs in Africa: Regional Results From the 2019 Global Survey of School Meal Programs" 3591:

Kwamena-Poh, Michael A. (1975). "The Traditional Informal System of Education In Pre-colonial Ghana".

7668: 7474: 7200: 7195: 7190: 7129: 7058: 6979: 6897: 6772: 6762: 6567: 5453:"Investing in Women and Girls." United Nations Department of Public Information, Jan.-Feb. 2008. Web. 4979:

Planning Programs for Adult Learners: A Practical Guide for Educators, Trainers, and Staff Developers

3694: 3413: 3324: 3289: 2828: 2734: 100:, has been characterised by both traditional African teachings and European-style schooling systems. 4784:"African Union priorities on Gender Equality and Women's Empowerment in Agenda 2063 | African Union" 2598:. However, women's education in Africa has sometimes been dotted with instances of sexual violence. 7839: 7694: 7464: 7400: 7303: 7232: 7070: 7053: 6777: 6667: 6597: 6190: 3138: 2645:

which includes household chores, cooking, washing, and child rearing. Because of these traditional

2638: 386: 5852:

School Meal Programs Around the World: Results from the 2021 Global Survey of School Meal Programs

1631:, and norms of the community, tribe, and household. Some common skills that people in precolonial 7459: 7454: 7344: 7139: 6837: 6757: 6722: 6707: 6692: 6647: 6582: 6490: 4490: 3953: 2945:

The main initiatives based on the use of ICT and the Internet in education originally focused on

2935: 2874: 2198:

is an ambitious plan to provide internet and computer facilities to all schools on the continent.

1711: 6246: 3118:. This can lead to marginalization and exclusion for these students, hindering their potential. 1886:, to be eventually granted independence, with the European powers entrusted as the stewards of " 107:, but also the instability resulting from and exacerbated by armed conflicts in many regions of 7663: 7643: 7623: 7506: 7322: 7283: 7149: 7134: 7033: 6929: 6712: 5263: 3153: 3142: 3058: 2931: 2591: 2167: 2121: 1787: 1715: 1695: 1585: 6376:

Imperialism, Academe and Nationalism: Britain and University Education for Africans, 1860–1960

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Educational technology in sub-Saharan Africa refers to the promotion, development, and use of

7293: 6812: 6787: 6637: 6632: 6612: 6577: 6562: 5464: 3062: 2805: 2707: 2620: 2280: 2273: 2202:

information that can be used by decision-makers to plan and improve the quality of education.

2143: 1981: 1733: 494: 6280:

Adult education in South African public libraries enabling conditions and inhibiting factors

4977: 3593: 2641:, women are seen as the collectors, managers, and guardians of water, especially within the 7043: 6797: 6767: 6752: 6737: 6727: 6717: 6682: 6677: 6627: 6572: 6547: 6259: 5865: 5749: 5734: 4203: 4105: 3309: 3229: 3201:

can force schools to close, interrupting students' education and hindering their progress.

3163: 2893: 2498: 2434: 1999: 1728: 1598: 3451: 2973:

More comprehensive training of head teachers and administrators in economic administration

2433:

themselves as very separate entities in African education. They see themselves fulfilling

8: 7479: 7469: 7268: 7263: 7163: 7065: 7048: 6991: 6807: 6802: 6742: 6697: 6657: 6552: 5688: 5245:

Sharma, Geeta. "Gender Inequality in Education and Employment." Learningchannel.org. Web.

4440: 4139: 3778:, Frontiers in African Business Research, Singapore: Springer Singapore, pp. 21–41, 3532: 3314: 3013: 3009: 2654: 2163: 2113: 1757: 112: 5618: 4712:"Africa is the world's youngest continent – education is key to unlocking its potential" 4463: 4109: 2342:, found that education is being denied to African children in incredibly large numbers. 1802:

Africans, selective educational institutions were established across the French Empire.

7653: 7546: 7526: 7484: 7449: 7405: 7332: 7013: 6782: 6732: 6687: 6672: 6652: 6642: 6617: 6557: 6204: 5828: 5793: 4932:

MacGregor, Karen. "Boom in Adult Basic Education". University World News, 16 March 2008

4844: 4744: 4363: 4271: 4030: 3995: 3945: 3756: 3675: 3667: 3610: 3537: 3394: 3349: 3329: 2862: 2658: 2631: 2579: 2565: 2400: 2216: 2007: 1761: 1624: 6176: 5714:

Global Initiative on Out-of-school Children: Regional Report, West and Central Africa.

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African education systems often lack the resources and support structures to cater to

7792: 7609: 7494: 7415: 7358: 7038: 7006: 6964: 6792: 6702: 6592: 6323:

Contesting French West Africa: Battles over Schools and the Colonial Order, 1900-1950

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Trucano M. (2005). Knowledge Maps: ICT in Education. Washington: infoDev/World Bank.

5833: 5815: 5492: 5484: 5385: 4984: 4719: 4685: 4664:

Muhanguzi, Florence Kyoheirwe (2021), Yacob-Haliso, Olajumoke; Falola, Toyin (eds.),

4535: 4525: 4340: 4121: 4074: 4070: 4022: 3999: 3987: 3949: 3937: 3849: 3789: 3716: 3679: 3571: 3456: 3433: 3398: 3304: 3115: 3018: 2946: 2650: 2540: 2297:

The African Union aims to bridge the gap in gender equality through education in its

2159: 2060: 1977: 1957: 1883: 1828: 1707: 1647: 1606: 1577: 575: 6311:(Cambridge: Cambridge University Press & International African Institute, 2022). 6309:

Learning Morality, Inequalities, and Faith: Christian and Muslim Schools in Tanzania

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compared to their urban counterparts. This can be seen in the reports given by the

1945: 1919:

British Colonial Education in Africa: Policy and Practice in the Era of Trusteeship

1914: 6461:

Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)

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Universities: British, Indian, African: A Study in the Ecology of Higher Education

5338: 5072: 4580: 4204:

Education for All by 2015: will we make it?: Regional overview: sub-Saharan Africa

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to the financially handicapped to help them to enroll to study in the university.

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or equip students with the critical thinking skills needed in the 21st century.

2970:

Government review and regulation of school and district financial record-keeping

2961:(MOOC) phenomenon has developed, first in the United States and then in Europe. 2877:. Sometimes with backing from cooperation agencies or development agencies like 2294:

UNESCO in collaboration with UIS encourages more female role models as teachers.

1813:

French Colonial Education and the Making of the Francophone African Bourgeoisie,

7757: 7712: 7707: 7702: 7327: 7205: 6365:

Imperial Education and the Crisis of Political Leadership in Postcolonial Kenya

6356:

Mills, David. "Life on the hill: students and the social history of Makerere."

6054: 5983: 5480: 5254: 4665: 4093: 3218: 3186: 3178: 3174: 3105: 3087: 3037: 2801: 2587: 2267: 2138: 2041: 1969: 1863: 1791: 1703: 1651:

loyalty and other ethical values that are important for community cooperation.

1620: 97: 6271:

The state and development of adult learning and education in Subsaharan Africa

5810: 5762: 5619:

FAWE Calls for Proposals to Conduct Research on Gender and Education in Africa

5365: 4117: 3830: 3653: 7828: 7813: 7574: 7258: 6424: 6337:

Canadian Journal of African Studies/La Revue canadienne des études africaines

5819: 5488: 5389: 5381: 4870: 4723: 4341:

Mother Tongue-based Education in Developing Countries: Some emerging insights

4125: 4078: 4026: 3991: 3941: 3720: 3437: 3344: 3281: 2898: 2751: 2518: 2441:

and find ways to practically collaborate and reach both of their objectives.

2220: 2179: 2037: 1953: 1933: 1786:

The use of education as a tool of colonization was widespread throughout the

1753: 1628: 1602: 791: 4539: 4094:"Taller Chapala: an integrated academic approach to sustainable development" 3894:

Hartnett, Dana; Koepfle, Lauren (Fall 2011). "Exploring the Rhind Papyrus".

7599: 7215: 6251: 5837: 5778: 5496: 4344: 3606: 3198: 3125: 3104:

Limited access to technology creates an uneven playing field, known as the

2907: 2759: 2513:

African philosophy of adult education recognizes the western ideas such as

2465: 2383: 2335: 2100: 1887: 1875: 1852: 1807: 1699: 1331: 1304: 278: 6482:

A Decade of Strengthening Higher Education and Research Capacity in Africa

5420:"United Nations (2000), Millennium Declaration, New York: United Nations". 3983: 3390: 3374: 2861:, media, and other technological tools to improve aspects of education in 2696:

Convention on the Elimination of All Forms of Discrimination against Women

2289:

McGovern-Dole International Food for Education and Child Nutrition Program

2040:. Although UNESCO has recommended since the 1950s that children be taught 115:

such as famine, lack of drinking water, and outbreaks of diseases such as

7594: 7511: 7225: 7210: 5791: 5578: 4586: 3752: 3242: 2836: 2699: 2646: 2569:

that the subject and activities should always be set by the participants.

2526: 2298: 2083: 2065:

Southern and Eastern Africa Consortium for Monitoring Educational Quality

2024: 1928: 1871: 1844: 1799: 1610: 1358: 521: 104: 93: 81: 7246: 6330:

Western-educated elites in Kenya, 1900-1963: the African American factor

5166: 5134: 4034: 3662: 3614: 2314:(TI) report, with research gathered from 8,500 educators and parents in 1752:

demand, pushes for development of African education and the building of

5289: 5035:

Developing Programmes for Adult Learners in Africa (Uil Studies Series)

4521: 4359: 4201: 3671: 3238:

Adoption of a system based on undergraduate and graduate degree cycles.

3210: 3075: 2923: 2911: 2858: 2817: 2771: 2730: 2514: 2375: 2319: 2252: 2079: 2055: 1738: 1277: 1088: 1007: 926: 710: 332: 6502: 4871:"Evolving Partnerships: The Role of NGOs in Basic Education in Africa" 4818:"Africa Education Watch Good Governance Lessons for Primary Education" 3021:, ultimately leading to a more well-rounded and competitive graduate. 2668: 2539:

understanding and beliefs. This philosophy promotes active learning –

2014:

Following the expiration of the MDGs in 2015, the UN adopted a set of

6417:

AET Africa | Portal for Agricultural Education and Training in Africa

6011:"Challenges in Educational Development in Africa and JICA's Approach" 5003: 3412:

Walters, Leoné; Chisadza, Carolyn; Clance, Matthew (3 October 2023).

3182: 2476: 1948:

in the native populations. One such independent school was formed in

1891: 1719: 1616: 1034: 5906:

http://www.infodev.org/infodev-files/resource/InfodevDocuments_8.pdf

5073:"International conference "Fighting corruption and good governance"" 3258:

Training and student opportunities should be accessible to students.

2583:

education is considered a hindrance to a young woman's development.

1944:

so-called 'outlaw' schools would instill thoughts of subversion and

6367:( Dissertation, State University of New York at Stony Brook, 2011) 5885:"Computers For Schools Kenya – Propelling Kenya in the Digital Age" 5851: 5194: 5021:

The Social Context of Adult Learning in Africa (Uie Studies Series)

3235:

Adoption of a system of easily identifiable and comparable degrees.

2522: 2256: 1745: 1682: 1654: 1547: 1412: 656: 629: 359: 251: 136: 6921: 6470: 6032: 5441:

Aly 1990; Smith and Haddad, 1999; Knowles et al. 2002; Klasen 2003

4959: 4294: 2421:

course, this varies from country to country and region to region.

5730:

UNESCO. (2011). The hidden crisis: armed conflict and education.

4572: 4438:"Sub-Saharan Africa Strengthens Advocacy for Quality Education". 3225: 2809: 2779: 2747: 2743: 2371: 2351: 2331: 2323: 2117: 2020: 1466: 1250: 1169: 1115: 1061: 872: 845: 602: 440: 305: 170: 130: 116: 5107: 4666:"Women and Girls' Education in Africa: Changes and Continuities" 4639:

Wodon, Quentin; Male, Chata; Onagoruwa, Adenike (January 2024).

2586:

A positive correlation exists between the enrolment of girls in

2411: 6952: 6448: 6443: 5953:"Why education remains a challenge in Africa – DW – 01/24/2022" 4382: 4210: 4175: 3484: 3249: 2783: 2775: 2755: 2347: 2339: 2241: 2134: 1992: 1658: 1632: 1520: 1493: 1196: 953: 764: 197: 108: 89: 76: 6476: 6132:"African Development Bank. Jobs and Skills for Africa's Youth" 4233:"SA can learn a thing or two from Zimbabwe's education system" 3204: 6397:

African higher education: An international reference handbook

6351:

African higher education: An international reference handbook

5089: 2915: 2903: 2878: 2788: 2739: 2529:, while complementing them with native African perspectives. 2417: 2379: 2367: 2327: 2315: 1985: 1949: 1927:

Most British officials (including Lord Lugard) believed that

1674: 1643: 1636: 1590: 1385: 1142: 899: 818: 737: 683: 548: 224: 120: 6146:"Climate Change Education for Sustainable Development – ESD" 5463:

Aggleton, Peter; Yankah, Ekua; Crewe, Mary (December 2011).

5928:"Africa's top 10 countries with the best education systems" 2940:

Interministerial Delegation for Digital Education in Africa

2767: 2763: 1774: 1689: 1663: 1439: 980: 413: 6419:– Provides information on agricultural education in Africa 6293:

Ajayi, J. F. A., Lameck, K. H. Goma and G. Ampah Johnson.

6033:"Education Issues in Africa: 3 Key Problems and Solutions" 5135:"UNICEF - Goal: Promote gender equality and empower women" 5004:

Fasokun, Thomas; Anne Katahoire; Akpovire Oduaran (2005).

3189:

is essential to enable them to discern fact from fiction.

2048: 6460: 4960:

Nafukho, Fredrick; Amutabi, Maurice; Ruth Otango (2005).

2706:

Other global goals echoing these commitments include the

2429: 2087: 1770: 6473:

entry discussing philosophic sagacity by Gail M. Presbey

6268: 6220:"Producing unemployable graduates wastes time and money" 5750:

http://unesdoc.unesco.org/images/0018/001866/186606E.pdf

5735:

http://unesdoc.unesco.org/images/0019/001907/190743e.pdf

5006:

The Psychology of Adult Learning in Africa (Uie Studies)

3232:

programs, instead of overproducing university graduates.

2724: 1921:, Aaron Windel of Bowdoin College describes it as such: 103:

The state of education reflects not only the effects of

6465: 5432:

Sen, A. (1999), Development as Freedom, New York: Knopf

4812: 4810: 4808: 4806: 4804: 4502: 4147: 4962:

Foundations of Adult Education in Africa (Uie Studies)

4901: 4899: 1619:

in many precolonial African states was in the form of

6087:"Can mother tongue education bridge the quality gap?" 5761:

Jacob, Ogunode Niyi; Ndubuisi, Ahaotu Godwin (2020).

4845:"Corruption Stifles Learning in Africa, Report Finds" 3411: 3001:

Improved transportation infrastructure in rural areas

1662:

teaching the men how to hunt, farm, make masks, etc.

5884: 4801: 4295:"Goal 4 | Department of Economic and Social Affairs" 3271: 3017:

student's mother tongue fosters deeper learning and

2354:, just 20% of parents thought they held any power.. 2120:, cited to be a main cause of death in Africa, is a 6297:(Accra: Association of African Universities, 1996). 5462: 4896: 4322:"Africa: Make Girls' Access to Education a Reality" 2669:

Significance of a gender-equitable education system

1963: 1732:and mental inadequacy. Notably, the Belgians under 6101:"World Development Report 2016: Digital Dividends" 5628:." FAWE | Forum for African Women Educationalists. 5402:• ^ "Table 7: Measures of children out of school". 4976: 4638: 4579: 2689: 1572: 5644:"Série Développement Humain de la Région Afrique" 4140:"Millennium Development Goals: Goal 2 Fact Sheet" 4091: 3379:The Journal of the History of Childhood and Youth 3141:poses a significant threat to education systems. 1673:The origins of African education may be found in 7826: 6261:Digital Services for Education in Africa 6177:"Education in Emergencies and Protracted Crises" 5850:Global Child Nutrition Foundation (GCNF). 2022. 5260:"Africa Recovery/UN/Briefing Paper #11 on Women" 4865: 4863: 4861: 4670:The Palgrave Handbook of African Women's Studies 4202:Global Education Monitoring Report Team (2007). 2457:Open air school for adults, Guinea-Bissau, 1974. 5510: 5508: 5506: 5428: 5426: 4444:. Opposing Viewpoints in Context. 10 June 2011. 3893: 3871:"Egyptian Papyrus shed light on Jewish History" 37:for grammar, style, cohesion, tone, or spelling 6277: 4839: 4837: 3773: 3570:. Princeton University Press. pp. 35–57. 3045:Some challenges in African education include: 131:List of African countries by level of literacy 6937: 6518: 6050:"Why education remains a challenge in Africa" 5979:"Why education remains a challenge in Africa" 5767:International Journal on Integrated Education 5760: 5573: 5571: 5569: 5567: 5565: 5563: 5449: 5447: 5241: 5239: 5237: 5037:. Montreal: United Nations Educational. 2007. 4858: 4357: 3917: 3320:Education in the Middle East and North Africa 2964: 2930:Another digital tool with multiple uses, the 2679:direct effect from female education to income 2412:Involvement of non-governmental organizations 6395:Teferra, Damtew and Philip G. Altbach, eds. 6383:Journal of the Historical Society of Nigeria 6344:Journal of Imperial and Commonwealth History 6295:The African Experience with Higher Education 6250: This article incorporates text from a 5541:"CEDAW 29th Session 30 June to 25 July 2003" 5503: 5423: 4983:(2nd ed.). San Francisco: Jossey-Bass. 4516:Jamison, Dean T.; et al., eds. (2006). 3776:Indigenous Knowledge and Education in Africa 3035: 2849:Educational technology in sub-Saharan Africa 2719:Norwegian Agency for Development Cooperation 2301:by empowering women and girls across Africa. 1769:have developed that involve both groups; an 5745:UNESCO. (2010). Reaching the marginalized. 5534: 5532: 5530: 5528: 5526: 5524: 5522: 5520: 5286:"Impacts of Water Scarcity on Women's Life" 4834: 4518:Disease and mortality in Sub-Saharan Africa 4092:Ortega-Villaseñor, Diana (1 January 1999). 3848:. Accra Newtown, Ghana: Woeli Publication. 3590: 3255:Promotion of student and faculty mobility. 3205:Recommendations for higher education reform 2609: 1900:The Dual Mandate in British Tropical Africa 6944: 6930: 6525: 6511: 6390:The Development of Universities in Nigeria 6304:(London: Weidenfeld & Nicolson, 1966). 5689:"Digital services for education in Africa" 5560: 5444: 5234: 5018: 4974: 4968: 4395: 3150:Rapid urbanization and educational strain: 2855:information and communication technologies 2487: 2305: 2173: 2166:, limited numbers of female teachers, and 1894:. Governor General of Nigeria (1914–1919) 1834: 6269:Aitchison, John; Alidou, Hassana (2009). 5827: 5809: 5337:Roy, Jessica; Crow, Ben (26 March 2004). 5090:"Fondations of adult education in Africa" 4663: 4098:Aquatic Ecosystem Health & Management 3869:Karel, Van Der Toorn (July–August 2018). 3846:Dipo and the politics of culture in Ghana 3783: 3661: 3171:The rise of disinformation and fake news: 3161:Mental health and psychosocial wellbeing: 2842: 2158:Some reasons behind this may be poverty, 2149: 1781: 61:Learn how and when to remove this message 6466:The African Children's Educational Trust 6433:) is being considered for deletion. See 6254:work. Licensed under CC-BY-SA IGO 3.0 ( 6191:"Why Mental Health Matters in Education" 5867:Digital Services for Education in Africa 5683: 5517: 5220:"Why don't Africa's girls go to school?" 5027: 5012: 4380: 3904:: 31–35, 5 – via Education Source. 3814: 3564:"Power and Space in Pre-Colonial Africa" 3136:Climate change and education disruption: 2976:Regular government inspection of schools 2452: 2232:The African Children's Educational Trust 2192:New Partnership for Africa's Development 2128: 1690:Overview of education in Colonial Africa 6532: 6217: 6044: 6042: 6027: 6025: 6023: 6005: 6003: 6001: 5976: 5681: 5679: 5677: 5675: 5673: 5671: 5669: 5667: 5665: 5663: 5613: 5611: 5609: 5336: 4997: 4953: 4515: 4476: 3969: 3843: 3692: 3561: 3499: 2955:Agence universitaire de la Francophonie 2873:, Digital Links, School Net Africa and 2715:Forum for African Women Educationalists 2428:The report goes into more detail about 2049:Lack of proper facilities and educators 7827: 5863: 5638: 5636: 5634: 5108:"Advancing girls' education in Africa" 4338: 4230: 4054: 4012: 3810: 3808: 3806: 3804: 3738: 3734: 3732: 3730: 3700:Economic History of Developing Regions 3633:"Economic Forms in Pre-Colonial Ghana" 3626: 3624: 3055:Japan International Cooperation Agency 2107: 6925: 6506: 6282:. Cape Town: University of Cape Town. 5726: 5724: 5363: 5345:. University of California Santa Cruz 5189: 5187: 5161: 5159: 5157: 5155: 5129: 5127: 5125: 5123: 5121: 4606: 4604: 4289: 4287: 4231:Jansen, Jonathan (30 November 2017). 4050: 4048: 4046: 4044: 3965: 3963: 3913: 3911: 3868: 3630: 3557: 3555: 3506:Moyo, Bhekinkosi (6 September 2016). 3472: 3368: 3366: 3364: 3340:Promoting Equality in African Schools 3295:History of female education in Africa 3224:Greater emphasis on locally-relevant 2936:Worldwide Fund for Digital Solidarity 2725:Major progress in access to education 2255:provides scholarships to children in 2230:Working through local organizations, 1851:, and finally, the conclusion of the 1815:Program Chair of Africana Studies at 1764:before also setting their sights for 6325:(U of Nebraska Press, 2017). 378 pp. 6039: 6020: 5998: 5925: 5660: 5606: 5465:"Education and HIV/AIDS—30 Years on" 5330: 3693:Funjika, Patricia (2 January 2023). 3508:"A new era for African philanthropy" 3505: 3372: 3193:Political insecurity and instability 2573: 1882:. Colonies were, as outlined by the 135:This entry includes a definition of 17: 6951: 5857: 5631: 5304: 4581:"War Hurting Learning in Continent" 3818:Journal of African Cultural Studies 3801: 3727: 3621: 2949:at the university level. Thus, the 2185: 84:periods. Since the introduction of 13: 6318:(London: Allen & Unwin, 1974). 6287: 6218:Kigotho, Wachira (20 March 2015). 5977:Kaledzi, Isaac (24 January 2022). 5721: 5184: 5152: 5118: 5049:"The State of Education in Africa" 4601: 4520:(2nd ed.). Washington, D.C.: 4479:"Basic education for all Africans" 4284: 4041: 3960: 3908: 3897:Ohio Journal of School Mathematics 3837: 3552: 3444: 3418:The Journal of Development Studies 3361: 3069:Quality: beyond enrollment numbers 2883:French Ministry of Foreign Affairs 2448: 80:can be divided into pre- and post- 14: 7851: 7590:Confederation of African Football 6437:to help reach a consensus. › 6410: 6300:Ashby, Eric, with Mary Anderson. 5926:Ogwo, Charles (12 October 2023). 5364:Mitra, Susmita (September 2019). 4674:Springer International Publishing 3252:and welfare benefits of teachers. 2240:' project, in collaboration with 1880:Covenant of the League of Nations 1580:was made up of ethnic groups and 468:Congo, Democratic Republic of the 6833:Sahrawi Arab Democratic Republic 6603:Democratic Republic of the Congo 6486:Carnegie Corporation of New York 6245: 6211: 6205:"Media and Information Literacy" 6197: 6183: 6169: 6152: 6138: 6124: 6107: 6093: 6079: 6062: 5970: 5945: 5919: 4975:Caffarella, Rosemary S. (2001). 4477:Watkins, Kevin (December 1999). 4403:(Report). SACMEQ. Archived from 4071:10.1111/j.1478-0542.2008.00560.x 3921:Journal of Development Economics 3335:Multilingual education in Africa 3274: 2814:Democratic Republic of the Congo 2210: 1964:Education in postcolonial Africa 1794:, the first Resident-General of 1540: 1513: 1486: 1459: 1432: 1405: 1378: 1351: 1324: 1297: 1270: 1243: 1216: 1189: 1162: 1135: 1108: 1081: 1054: 1027: 1000: 973: 946: 919: 892: 865: 838: 811: 784: 757: 730: 703: 676: 649: 622: 595: 568: 541: 514: 487: 460: 433: 406: 379: 352: 325: 298: 271: 244: 217: 190: 163: 22: 6316:History of Education in Nigeria 5910: 5898: 5877: 5844: 5785: 5754: 5739: 5706: 5597: 5456: 5435: 5414: 5405: 5396: 5357: 5278: 5248: 5212: 5100: 5082: 5065: 5041: 5019:S., Indabawa; S. Mpofu (2005). 4944: 4935: 4926: 4917: 4908: 4887: 4776: 4751: 4737: 4704: 4657: 4632: 4617:UNESCO Institute for Statistics 4546: 4509: 4470: 4448: 4431: 4422: 4389: 4374: 4351: 4332: 4314: 4245: 4224: 4195: 4163: 4132: 4085: 4006: 3887: 3862: 3767: 3686: 3641:The Journal of Economic History 2690:Current policies of progression 2578:In 2000, 93.4 million women in 2508: 1573:Education in Precolonial Africa 6449:Portal for education in Africa 6160:"Climate Change and Education" 5312:"Women Affected by the Crisis" 3584: 3525: 3405: 2985:Improving teacher compensation 2084:loss of highly educated people 111:, as well as the fallout from 1: 6422: 6264:, UNESCO, UNESCO. UNESCO. 5747:EFA Global Monitoring Report. 5732:EFA Global Monitoring Report. 5469:AIDS Education and Prevention 3934:10.1016/j.jdeveco.2021.102630 3713:10.1080/20780389.2022.2106211 3430:10.1080/00220388.2023.2222211 3355: 3300:Computers for African Schools 3024: 2626:The foremost factor limiting 2390:Embezzlement of school funds: 2074: 2016:Sustainable Development Goals 1817:Washington and Lee University 6278:Nassimbeni, Mary; May, Bev. 6256:license statement/permission 5579:"Education transforms lives" 4682:10.1007/978-3-030-28099-4_34 4171:"Education for All Movement" 2675:Millennium Development Goals 2616:Millennium Development Goals 2564:suggests that the only true 1974:Millennium Development Goals 92:, education particularly in 7: 7318:International organisations 6378:(London: Frank Cass, 1997). 3876:Biblical Archaeology Review 3844:Marijke, Steegstra (2005). 3785:10.1007/978-981-13-6635-2_3 3267: 3122:Relevance to the workplace: 2998:Increased access to schools 2993:early childhood development 2894:One Laptop per Child (OLPC) 2683:Millennium Development Goal 2363:Illegal collection of fees: 2246:Kuje Science Primary School 2030: 2004:Universal Primary Education 1766:universal primary education 10: 7856: 7570:Africa Cricket Association 7376:Countries by GDP (nominal) 6240: 6115:"Education and Disability" 5798:Frontiers in Public Health 5481:10.1521/aeap.2011.23.6.495 5112:www.togetherwomenrise.org/ 4456:"South Africa: fast facts" 4362:, Country Department III. 4300:UN Sustainable Development 4276:: CS1 maint: url-status ( 3568:States and Power in Africa 3373:Lord, Jack (Winter 2011). 3116:students with disabilities 2965:Recommendations for reform 2959:massive open online course 2951:African Virtual University 2938:(FSN) and, in France, the 2881:, the African Bank or the 2871:Computer Aid International 2846: 2797:Dakar Framework for Action 2312:Transparency International 2264:Ahmadiyya Muslim Community 2259:to get a better education. 2244:, opened the model school 2094: 1991:At the time, according to 1567: 1538: 1511: 1484: 1457: 1430: 1403: 1376: 1349: 1322: 1295: 1268: 1241: 1214: 1187: 1160: 1133: 1106: 1079: 1052: 1025: 998: 971: 944: 917: 890: 863: 836: 809: 782: 755: 728: 701: 674: 647: 620: 593: 566: 539: 512: 485: 458: 431: 404: 377: 350: 323: 296: 269: 242: 215: 188: 161: 7786: 7693: 7622: 7585:Australian-rules football 7560: 7502: 7493: 7445: 7438: 7366: 7357: 7254: 7245: 7176:Countries and territories 7171: 7162: 7122: 7079: 6972: 6963: 6846: 6821: 6540: 5811:10.3389/fpubh.2022.871866 4118:10.1080/14634989908656946 3831:10.1080/13696819908717840 3654:10.1017/S0022050700078578 3562:Herbest, Jeffery (2000). 3452:"Help Children in Africa" 3401:– via Project Muse. 3325:Education in South Africa 3290:Adult education in Africa 2735:French Development Agency 2462:Adult education in Africa 88:by European colonists to 6588:Central African Republic 6477:Africa Education Website 6435:templates for discussion 6392:(London: Longman, 1971). 5382:10.1177/0049085719863903 4253:"Overview - UNICEF DATA" 4015:Dalhousie French Studies 3112:Special needs education: 387:Central African Republic 75:history of education in 7632:Countries by population 7345:United States of Africa 6471:African Sage Philosophy 5603:Jomtien, Thailand, 1990 4489:(4): 36. Archived from 3972:French Colonial History 3954:Elsevier Science Direct 3631:Hymer, Stephen (1970). 3217:skills and jobs in the 2875:World Computer Exchange 2758:and to a lesser extent 2557:Professional philosophy 2549:nationalist-ideological 2488:Cultural considerations 2306:Corruption in education 2174:Influential initiatives 1980:." That same year, the 1841:British Colonial Africa 1835:British Colonial Africa 1819:, Mohamed Kamara writes 7381:Countries by GDP (PPP) 7323:Pan-African Parliament 7114:Science and technology 6363:Njagi, Mwangi Daniel. 5779:10.31149/ijie.v3i9.619 5094:www.unesdoc.unesco.org 4676:, pp. 2375–2392, 4339:Walter, S. L. (2015). 3607:10.3917/PRESA.095.0269 3213:reform geared towards 3143:Extreme weather events 3036: 2932:interactive whiteboard 2843:Educational technology 2829:teacher–to–pupil ratio 2637:Additionally, in most 2610:Disparity in Education 2606:their parents to HIV. 2592:gross national product 2458: 2150:Disparity in education 2122:mosquito-borne disease 1788:French Colonial Empire 1782:French Colonial Africa 495:Congo, Republic of the 123:, just to name a few. 7034:European colonisation 6997:Pre-colonial kingdoms 6748:São Tomé and Príncipe 6608:Republic of the Congo 6491:Education in Tanzania 6406:16#2 (1987): 119–133. 6360:76.2 (2006): 247–266. 6346:44#6 (2016): 952–975. 6339:46.2 (2012): 195–214. 6224:University World News 5873:. UNESCO. p. 56. 4612:"Education in Africa" 4343:(Report) – via 3984:10.1353/fch.2003.0026 3391:10.1353/hcy.2011.0005 2806:political instability 2729:A joint study by the 2708:World Education Forum 2661:enrollment of women. 2621:high-income countries 2456: 2281:Volkswagen Foundation 2274:Fast Track Initiative 2168:gender-based violence 2129:Military and conflict 1982:World Education Forum 1635:had to learn include 1623:, which is a form of 1224:Sao Tome and Principe 7605:Stadiums by capacity 7552:World Heritage Sites 7029:European exploration 6404:History of Education 6385:7#2 (1974): 325–345. 4718:. 19 February 2024. 3753:10.1162/afar_a_00445 3310:Education in Nigeria 3164:Mental health issues 3010:indigenous languages 2991:Increased access to 2837:school meal programs 2594:and the increase in 2566:African philosophies 2562:philosophic sagacity 2499:cultural sensibility 2435:moral responsibility 2266:in association with 2000:World Food Programme 1729:vocational education 7835:Education in Africa 7289:Freedom of religion 7274:Heads of government 7066:Scramble for Africa 6823:States with limited 6534:Education in Africa 6374:Nwauwa, Apollos O. 6258:). Text taken from 4653:on 6 February 2024. 4441:Africa News Service 4396:SACMEQ III (2010). 4183:on 25 February 2017 4110:1999AqEHM...2..105O 3883:(4): 32–39, 66, 68. 3315:Education in Uganda 3102:The digital divide: 2248:in Nigeria in 2002. 2164:gender stereotyping 2114:global water crisis 2108:Global water crisis 1578:Pre-colonial Africa 113:humanitarian crises 7014:Indian Ocean trade 6496:2021-04-11 at the 6454:2009-07-02 at the 6440:Africa - Education 6332:(Routledge, 2005). 6314:Fafunwa, A. Babs. 6307:Dilger, Hansjörg. 6273:. Hamburg: UNESCO. 5693:unesdoc.unesco.org 5624:2017-10-15 at the 5318:on 5 December 2011 5266:on 5 November 2011 4620:. 18 November 2016 4326:Human Rights Watch 3594:Présence Africaine 3538:CIA World Factbook 3350:Education in Ghana 3330:Education in Kenya 3095:Language barriers: 2863:sub-Saharan Africa 2647:gender labor roles 2614:While most of the 2580:sub-Saharan Africa 2459: 2196:E-school programme 2061:standardised tests 2008:sub-Saharan Africa 1762:tertiary education 1625:informal education 41:You can assist by 7822: 7821: 7689: 7688: 7618: 7617: 7434: 7433: 7411:Natural resources 7353: 7352: 7299:Linguistic rights 7241: 7240: 7158: 7157: 6919: 6918: 6850:other territories 6623:Equatorial Guinea 5167:"Gender equality" 5023:. Geneva: UNESCO. 5008:. Geneva: UNESCO. 4964:. Geneva: UNESCO. 4745:"She's the First" 4691:978-3-030-28099-4 3795:978-981-13-6634-5 3512:Alliance Magazine 3457:Save The Children 3424:(10): 1469–1490. 3305:Education in Mali 3019:cultural identity 2947:distance learning 2639:African societies 2574:Women's education 2541:learning by doing 2160:teenage pregnancy 1978:primary schooling 1958:Mau Mau Emergency 1884:League of Nations 1829:critical thinking 1694:The onset of the 1648:oral storytelling 1607:Sahelian kingdoms 1584:that embarked on 1565: 1564: 576:Equatorial Guinea 148:Total population 71: 70: 63: 7847: 7802: 7795: 7580:Afro-Asian Games 7500: 7499: 7443: 7442: 7421:Renewable energy 7386:Countries by HDI 7364: 7363: 7252: 7251: 7169: 7168: 6970: 6969: 6946: 6939: 6932: 6923: 6922: 6911: 6910:(United Kingdom) 6906:Tristan da Cunha 6902:Ascension Island 6894: 6881: 6872: 6848:Dependencies and 6541:Sovereign states 6527: 6520: 6513: 6504: 6503: 6283: 6274: 6249: 6235: 6234: 6232: 6230: 6215: 6209: 6208: 6201: 6195: 6194: 6187: 6181: 6180: 6173: 6167: 6166: 6164: 6156: 6150: 6149: 6142: 6136: 6135: 6128: 6122: 6121: 6119: 6111: 6105: 6104: 6097: 6091: 6090: 6083: 6077: 6076: 6074: 6066: 6060: 6059: 6046: 6037: 6036: 6029: 6018: 6017: 6015: 6007: 5996: 5995: 5993: 5991: 5974: 5968: 5967: 5965: 5963: 5949: 5943: 5942: 5940: 5938: 5923: 5917: 5914: 5908: 5902: 5896: 5895: 5893: 5891: 5881: 5875: 5874: 5872: 5861: 5855: 5854:. GCNF: Seattle. 5848: 5842: 5841: 5831: 5813: 5789: 5783: 5782: 5758: 5752: 5743: 5737: 5728: 5719: 5712:UNICEF. (2014). 5710: 5704: 5703: 5701: 5699: 5685: 5658: 5657: 5655: 5653: 5648: 5640: 5629: 5615: 5604: 5601: 5595: 5594: 5592: 5590: 5575: 5558: 5556: 5554: 5552: 5543:. Archived from 5536: 5515: 5512: 5501: 5500: 5460: 5454: 5451: 5442: 5439: 5433: 5430: 5421: 5418: 5412: 5409: 5403: 5400: 5394: 5393: 5361: 5355: 5354: 5352: 5350: 5334: 5328: 5327: 5325: 5323: 5314:. Archived from 5308: 5302: 5301: 5299: 5297: 5292:on 12 March 2014 5288:. Archived from 5282: 5276: 5275: 5273: 5271: 5262:. 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September 2010 4144: 4136: 4130: 4129: 4089: 4083: 4082: 4052: 4039: 4038: 4010: 4004: 4003: 3967: 3958: 3957: 3915: 3906: 3905: 3891: 3885: 3884: 3866: 3860: 3859: 3841: 3835: 3834: 3812: 3799: 3798: 3787: 3771: 3765: 3764: 3736: 3725: 3724: 3690: 3684: 3683: 3665: 3637: 3628: 3619: 3618: 3588: 3582: 3581: 3559: 3550: 3549: 3547: 3545: 3529: 3523: 3522: 3520: 3518: 3503: 3497: 3496: 3494: 3492: 3476: 3470: 3469: 3467: 3465: 3448: 3442: 3441: 3409: 3403: 3402: 3370: 3284: 3279: 3278: 3277: 3041: 2887:ICT in education 2628:female education 2439:education policy 2186:Intracontinental 2170:, among others. 1946:anti-colonialism 1915:self-sufficiency 1853:Second World War 1599:responsibilities 1545: 1544: 1543: 1518: 1517: 1516: 1491: 1490: 1489: 1464: 1463: 1462: 1437: 1436: 1435: 1410: 1409: 1408: 1383: 1382: 1381: 1356: 1355: 1354: 1329: 1328: 1327: 1302: 1301: 1300: 1275: 1274: 1273: 1248: 1247: 1246: 1221: 1220: 1219: 1194: 1193: 1192: 1167: 1166: 1165: 1140: 1139: 1138: 1113: 1112: 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6826: 6824: 6817: 6536: 6531: 6498:Wayback Machine 6456:Wayback Machine 6438: 6413: 6328:Harper, Jim C. 6321:Gamble, Harry. 6290: 6288:Further reading 6243: 6238: 6228: 6226: 6216: 6212: 6203: 6202: 6198: 6189: 6188: 6184: 6175: 6174: 6170: 6162: 6158: 6157: 6153: 6144: 6143: 6139: 6130: 6129: 6125: 6117: 6113: 6112: 6108: 6099: 6098: 6094: 6085: 6084: 6080: 6072: 6068: 6067: 6063: 6048: 6047: 6040: 6031: 6030: 6021: 6013: 6009: 6008: 5999: 5989: 5987: 5975: 5971: 5961: 5959: 5951: 5950: 5946: 5936: 5934: 5924: 5920: 5915: 5911: 5903: 5899: 5889: 5887: 5883: 5882: 5878: 5870: 5864:UNESCO (2015). 5862: 5858: 5849: 5845: 5790: 5786: 5759: 5755: 5744: 5740: 5729: 5722: 5711: 5707: 5697: 5695: 5687: 5686: 5661: 5651: 5649: 5646: 5642: 5641: 5632: 5626:Wayback Machine 5616: 5607: 5602: 5598: 5588: 5586: 5585:. 11 April 2013 5577: 5576: 5561: 5550: 5548: 5547:on 6 April 2011 5539: 5537: 5518: 5513: 5504: 5461: 5457: 5452: 5445: 5440: 5436: 5431: 5424: 5419: 5415: 5410: 5406: 5401: 5397: 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4432: 4427: 4423: 4413: 4411: 4410:on 27 July 2011 4407: 4400: 4394: 4390: 4379: 4375: 4356: 4352: 4337: 4333: 4328:. 16 June 2017. 4320: 4319: 4315: 4305: 4303: 4293: 4292: 4285: 4269: 4268: 4261: 4259: 4251: 4250: 4246: 4229: 4225: 4215: 4213: 4206: 4200: 4196: 4186: 4184: 4169: 4168: 4164: 4154: 4152: 4142: 4138: 4137: 4133: 4090: 4086: 4058:History Compass 4053: 4042: 4011: 4007: 3968: 3961: 3916: 3909: 3892: 3888: 3867: 3863: 3856: 3842: 3838: 3813: 3802: 3796: 3772: 3768: 3737: 3728: 3691: 3687: 3635: 3629: 3622: 3589: 3585: 3578: 3560: 3553: 3543: 3541: 3531: 3530: 3526: 3516: 3514: 3504: 3500: 3490: 3488: 3478: 3477: 3473: 3463: 3461: 3450: 3449: 3445: 3410: 3406: 3371: 3362: 3358: 3280: 3275: 3273: 3270: 3215:entrepreneurial 3207: 3130:underemployment 3034:interviewed by 3027: 2967: 2851: 2845: 2727: 2692: 2671: 2643:domestic sphere 2612: 2600:Sexual violence 2596:life expectancy 2576: 2535:Ethnophilosophy 2511: 2490: 2451: 2449:Adult education 2414: 2308: 2238:British Airways 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7471: 7468: 7466: 7463: 7461: 7460:Caste systems 7458: 7456: 7455:Birth control 7453: 7451: 7448: 7447: 7444: 7441: 7437: 7427: 7424: 7422: 7419: 7417: 7414: 7412: 7409: 7407: 7404: 7402: 7399: 7397: 7394: 7392: 7389: 7387: 7384: 7382: 7379: 7377: 7374: 7372: 7371:Central banks 7369: 7368: 7365: 7362: 7360: 7356: 7346: 7343: 7339: 7336: 7335: 7334: 7331: 7329: 7326: 7324: 7321: 7319: 7316: 7310: 7307: 7306: 7305: 7302: 7300: 7297: 7295: 7292: 7290: 7287: 7286: 7285: 7282: 7280: 7277: 7275: 7272: 7270: 7267: 7265: 7262: 7260: 7259:African Union 7257: 7256: 7253: 7250: 7248: 7244: 7234: 7231: 7227: 7224: 7222: 7219: 7217: 7214: 7212: 7209: 7207: 7204: 7203: 7202: 7199: 7197: 7194: 7192: 7189: 7187: 7184: 7182: 7179: 7177: 7174: 7173: 7170: 7167: 7165: 7161: 7151: 7148: 7146: 7143: 7141: 7138: 7136: 7133: 7131: 7128: 7127: 7125: 7121: 7115: 7112: 7108: 7105: 7104: 7103: 7100: 7098: 7095: 7093: 7090: 7088: 7085: 7084: 7082: 7078: 7072: 7069: 7067: 7064: 7060: 7059:Trans-Saharan 7057: 7055: 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3231: 3227: 3223: 3220: 3216: 3212: 3209: 3208: 3202: 3200: 3197:Violence and 3195: 3194: 3190: 3188: 3184: 3180: 3176: 3172: 3168: 3165: 3162: 3158: 3155: 3151: 3147: 3144: 3140: 3137: 3133: 3131: 3127: 3123: 3119: 3117: 3113: 3109: 3107: 3103: 3099: 3096: 3092: 3089: 3084: 3083: 3079: 3077: 3071: 3070: 3066: 3064: 3060: 3056: 3051: 3050: 3046: 3043: 3040: 3039: 3031: 3022: 3020: 3015: 3011: 3003: 3000: 2997: 2994: 2990: 2987: 2984: 2981: 2978: 2975: 2972: 2969: 2968: 2962: 2960: 2956: 2952: 2948: 2943: 2941: 2937: 2933: 2928: 2925: 2919: 2917: 2913: 2909: 2905: 2900: 2895: 2892:The American 2890: 2888: 2884: 2880: 2876: 2872: 2866: 2864: 2860: 2856: 2850: 2840: 2838: 2833: 2830: 2825: 2821: 2819: 2815: 2811: 2807: 2803: 2798: 2793: 2790: 2785: 2781: 2777: 2773: 2769: 2765: 2761: 2757: 2753: 2752:Guinea-Bissau 2749: 2745: 2741: 2736: 2732: 2722: 2720: 2716: 2711: 2709: 2704: 2701: 2697: 2687: 2684: 2680: 2676: 2666: 2662: 2660: 2656: 2652: 2648: 2644: 2640: 2635: 2633: 2629: 2624: 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1994: 1989: 1987: 1983: 1979: 1975: 1971: 1968:In 2000, the 1961: 1959: 1955: 1951: 1947: 1941: 1937: 1935: 1930: 1925: 1922: 1920: 1916: 1911: 1906: 1903: 1901: 1897: 1896:Lord Lugard's 1893: 1889: 1885: 1881: 1877: 1873: 1867: 1865: 1860: 1858: 1854: 1850: 1846: 1842: 1839:Education in 1832: 1830: 1824: 1822: 1818: 1814: 1809: 1803: 1801: 1797: 1793: 1789: 1779: 1776: 1772: 1767: 1763: 1759: 1755: 1754:human capital 1749: 1747: 1742: 1740: 1735: 1730: 1726: 1725:Privy Council 1721: 1717: 1713: 1709: 1705: 1701: 1697: 1687: 1684: 1680: 1676: 1671: 1669: 1665: 1660: 1656: 1652: 1649: 1645: 1640: 1638: 1634: 1630: 1629:socialization 1626: 1622: 1618: 1614: 1612: 1608: 1604: 1603:socialization 1600: 1596: 1592: 1587: 1583: 1579: 1560: 1557: 1554: 1551: 1549: 1537: 1533: 1530: 1527: 1524: 1522: 1510: 1506: 1503: 1500: 1497: 1495: 1483: 1479: 1476: 1473: 1470: 1468: 1456: 1452: 1449: 1446: 1443: 1441: 1429: 1425: 1422: 1419: 1416: 1414: 1402: 1398: 1395: 1392: 1389: 1387: 1375: 1371: 1368: 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