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Education for Life in Africa Education for Life in Africa Education for Life in Africa Education for Life in Africa Anneke Breedveld and Jan Jansen (eds.) Occasional Publication 34 Globally, the goal of education in the developing world has moved from “Education for All,” which was one of the Millenium Goals of the United Nations, to focus on “Quality Education” as Sustainable Development Goal 4, formulated Africa in Life for Education by the same United Nations. As the number of children going to school all over the world increased and the expected results of the reduction of extreme poverty and hunger materialised, governments and NGOs alike soon realised that the term “education” covers a wide range of activities and ways of schooling, not all of which contribute equally and in all circumstances to the continuing development goals of any particular country or region. Sustainable development can be attained only when individuals and groups have and are able to use the tools and can adapt to local circumstances. Education should provide learners with those tools and only education that does provide them and prepares its learners for their futures can be called “quality education.” Rethinking how “education” can be put to use strategically for long term gain therefore assumes the utmost importance, and the focus must then turn to the quality of education. Good and sustainable education is understood to be education that prepares its participants for both social and professional life by equipping them with appropriate knowledge and skills. Hence the title of this volume: Education for Life in Africa. Anneke Breedveld is a linguist who wrote her PhD thesis on Maasinankoore, a dialect of the Fulfulde language spoken throughout West Africa. Her chief academic interest is how language and culture and education are interrelated. Jan Jansen is a historical anthropologist who wrote his PhD thesis on the oral epic of Sunjata (Mali/Guinée). He has Anneke Breedveld and published extensively on Mande oral tradition, apprenticeship, and the history of the Mali empire. Jan Jansen (eds.) 34 www.ascleiden.nl 526687-L-os-Afrika Processed on: 28-11-2018 Education for Life in Africa 526687-L-bw-Afrika Processed on: 26-11-2018 PDF page: 1 526687-L-bw-Afrika Processed on: 26-11-2018 PDF page: 2 Education for Life in Africa Anneke Breedveld and Jan Jansen (eds.) 526687-L-bw-Afrika Processed on: 26-11-2018 PDF page: 3 Authors have made all reasonable efforts to trace the rightsholders to copyrighted material used in this work. In cases where these efforts have not been successful, the publisher welcomes communication from copyright holders, so that the appropriate acknowledgements can be made in future editions, and to settle other permission matters. ASCL Occasional Publication 34 Published by: African Studies Centre Leiden Postbus 9555 2300 RB Leiden [email protected] www.ascleiden.nl Editors: Anneke Breedveld and Jan Jansen Cover photos: Class in South Africa. Photo: Marieke van Winden. Class in Mali. Photo: Wouter van Beek. Layout: Via Bertha, Utrecht Printed by Ipskamp Printing, Enschede ISBN: 978-90-5448-173-7 © NVAS, 2018 526687-L-bw-Afrika Processed on: 26-11-2018 PDF page: 4 Table of contents Preface ix Editors’ Introduction – Towards Quality Education for All xi Anneke Breedveld and Jan Jansen PART I Enrolment, Employment, and the Goals of Education 1 1 Education for Life in Africa 3 Jos H.C. Walenkamp 2 “Trained for Which Job Exactly?” – Assessing the Impact of Access to Informal Digital Skills Education on Employment Opportunities for Marginalized Youth in Nairobi 16 Jalmar Pfeifer 3 What Do Enrolment Data Say About Education? 35 Bert van Pinxteren 4 Catering, Credit, and Compassion: Culture Countering Sustainable Change 51 Jan Jansen Part II Language and Literacy 65 5 Language of Instruction in Anglophone, Francophone, and Lusophone Africa: An Overview 67 Ingse Skattum 6 Inconsistent Language Policy and its Implications for the Quality of Education in Ghana 82 Samuel A. Atintono and Avea E. Nsoh v 526687-L-bw-Afrika Processed on: 26-11-2018 PDF page: 5 7 Literacy and Development in Senegal: From Colonial Roots to Modernization Efforts 100 Ekaterina Golovko 8 Literacy Education in Northern Nigeria: Issues, Resources, and Training 119 Mary Anderson 9 Qur’anic Memorisation Schools in The Gambia: An Innovation in Islamic Education 138 Tal Tamari 10 Health Education in a Zone of Awkward Engagement: Malnutrition in Rural Mali 163 Lianne Holten Part III Learning Strategies and Outcomes 177 11 Improving Learning Outcomes for All: Lessons Learned from Capacity Building of Teachers of the Deaf for Inclusive Classrooms in Tanzania 179 Maria Brons and Bernadatte Namirembe 12 “Each One Teach One” – Collaborative Learning: An Anthropological Approach 195 Madi Ditmars 13 Finding Learning in Teaching: Eritrean Primary Teacher Educators’ Perspectives on Implementing Learner-Centered and Interactive Pedagogies 205 Hanna Posti-Ahokas, Katri Meriläinen and Anna Westman Part IV Vocational and Informal Training 229 14 Could Vocational Training Be Part of the Solution for Sub-Saharan Africa’s Youth Unemployment Crisis? 231 Mariama Mary Fall vi 526687-L-bw-Afrika Processed on: 26-11-2018 PDF page: 6 15 Between Bare Necessity and Transformative Power: The Value of Informal Schools in Kibera, Kenya 247 Inka Mackenbrock 16 Training in the Production of Clan-Bond Trades in Southwestern Nigeria: The Non-Formal and Informal Learning Approaches 266 Tajudeen A. Adebisi About the authors 287 vii 526687-L-bw-Afrika Processed on: 26-11-2018 PDF page: 7 526687-L-bw-Afrika Processed on: 26-11-2018 PDF page: 8 Preface This book is the outcome of an international conference held at the University of Applied Sciences (HHS), The Hague, on 19 and 20 May 2017. The theme of the conference is the same as the title of the book: Education for life in Africa. The conference was organised, in collaboration with The University of Applied Sciences (HHS), The Hague and Nuffic (the Dutch organisation for internationalisation in education), as an activity of the Nederlandse Vereniging voor Afrika Studies (NVAS, The Netherlands Association for Africa Studies) to celebrate, among other things, the 20th anniversary of the transition from an academic Working Group to an Association with members from all parts of society. The aim of this conference was to provide a forum for stakeholders of education in Africa: students, researchers, practitioners, teachers, policy makers, sponsors, and consumers, to exchange ideas about how to attain and sustain quality at all levels of education in Africa, from basic to tertiary level, from academic to technical and vocational training, and also in informal and non-formal education. The theme of Education was proposed by Anneke Breedveld, Chair of the Organising Committee. It was partly inspired by the Sustainable Develop- ment Goal 4 (“Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”), and the conference was to reflect on the opportunities for addressing educational goals and practices in Africa. The authors in the book have discussed various aspects of education from different parts of the continent: from teacher training in Eritrea to indigenous content in curricula in South Africa via language and literacy practices in Senegal and Ghana to non-formal vocational training in Nigeria to informal schools in Kenya. General issues of enrolment and of language use in educa- tion spanning the whole continent are debated. I commend the authors for sharing their perspectives and experiences. I am very grateful to the organising committee: Jos Walenkamp (The University of Applied Sciences, The Hague) Beer Schröder (Nuffic), Jan Jansen (NVAS), and Anneke Breedveld (NVAS) for all the work they did to put up a stimulating conference. We are extremely grateful to Jos Walenkamp for his generous financial support. Our thanks also go to Nuffic for assistance and for facilitating two panels at the conference. We thank as well the African Studies Centre Leiden, for their constant support of NVAS activities and for publishing this volume on Education in Africa in their series of Open Access publications. ix 526687-L-bw-Afrika Processed on: 26-11-2018 PDF page: 9 We cannot adequately thank Talud for their immense financial support. Talud believes in a holistic education of young people, not only the training of the intellect, but also their social and emotional well-being. They did not hesitate to magnanimously support a conference reflecting on the training and education of African youth for life. We are grateful. It is my hope that this book will serve as a spring board for continued reflection of “the what,” “the how,” and “the which” of quality education for life in Africa. In my view, what is needed is an emancipatory education – a system of education that breaks away from inappropriate modes and prac- tices of education and adopts and integrates African-grown methods and knowledge systems not in place of, but as complementary to the forms of education adopted from outside Africa. Felix K. Ameka, President NVAS Leiden, November 2018 x 526687-L-bw-Afrika Processed on: 26-11-2018 PDF page: 10 Editors’ Introduction – Towards Quality Education for All Anneke Breedveld and Jan Jansen1 Introduction Globally, the goal of education in the developing world has moved from “Education for All,” which was one of the Millenium Goals of the United Nations, to focus on “Quality Education” as Sustainable Development Goal 4, formulated by the same United Nations. As the number of children going to school all over the world increased and the expected results of the reduction of extreme poverty and hunger materialised, governments and NGOs alike soon realised that the term “education” covers a wide range of activities and ways of schooling, not all of which contribute equally and in all circumstances to the continuing development goals of any particular country or region.
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