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Rebordering Africa, but not for Africans: Transfrontier Conservancy Areas, Tourism, and the Land David B. Coplan University of the Witwatersrand Abstract In countries where imperialism took the form of settler colonialism, one justification commonly advanced by the colonists for appropriating the land of indigenous people was that they were not making efficient use of it or maximizing its economic potential. Even after the first waves of massive dispossession had occurred, 'modernizing' legal measures to transform communal to individual title were often manipulated to deprive indigenous communities of most of what was left of their land. In the current century, transfrontier parks and conservation areas, heralded as vectors of economic development, employment, and cross-border reconciliation and integration, revive a 'progressive', 'eco-tourism and conservation' oriented version of the old 'efficient use' argument to appropriate land and its resources along border areas. The consequences of these internationally popular projects often create conflict, alienation, and resistance amidst and between local populations on both sides of the borders enclosed within such conservancies. The Transnational Governmentality of Landscape Planning and the “Bondage” of the Baka people in South‐East Cameroon Edith Neubauer Department of Social and Cultural Anthropology University of Vienna Abstract The Western Congo Basin Moist Forest Ecoregion constitutes a large part of the tropical wilderness of the Central African Region, the world’s second largest expanse of rainforest. As well as the globally important biodiversity of the Ecoregion faces severe threats from large‐scale commercial hunting, logging and mining, so does the indigenous population of the concerned region. While the protection of the biodiversity is of great international concern, the safeguard of indigenous rights still emerges as a stepchild in international conservation practices. -
Epidemio-Clinical Profile of Emergencies Received at The
Open Access Journal of Gynecology and Women Healthcare RESEARCH ARTICLE ISSN: 2639-7285 Epidemio-Clinical Profile of Emergencies Received at the Maternity Unit of Saint-Louis Regional Hospital / Senegal Ndiaye Papa1*, Sylla B2, Thiam Ousmane3, Niang Khadim4, Mbaye Magatte5 and Gning Maurice6 1Department of Preventive Medicine and Public Health, Gaston Berger University (UGB) of Saint-Louis, Senegal 2Doctorant, Department of Preventive Medicine and Public Health, Gaston Berger University (UGB) of Saint-Louis, Senegal 3Genecology and Obstetric service, Gaston Berger University (UGB) of Saint-Louis, Senegal 4Department of Preventive Medicine and Public Health, Gaston Berger University (UGB) of Saint-Louis, Senegal 5Genecology and Obstetric service, Gaston Berger University (UGB) of Saint-Louis, Senegal 6Department of English, Gaston Berger University (UGB) of Saint-Louis, Senegal *Corresponding author: Ndiaye Papa, Department of Preventive Medicine and Public Health, Gaston Berger University (UGB) of Saint-Louis, Senegal, Tel: +221775448831, E-mail: [email protected]; [email protected] Citation: Ndiaye Papa, Sylla B, Thiam Ousmane, Niang Khadim, Mbaye Magatte, et al. (2020) Epidemio-clinical profile of emergencies received at the maternity unit of Saint-Louis regional hospital / Senegal. J Gynaecol Womens Healthcare 2: 208 tt Abstract Introduction: The purpose of this work was to present the epidemiological and clinical profile of women received in emergency at the maternity unit of the regional hospital of Saint-Louis. Method: The retrospective, cross-sectional and descriptive study was based on the archives for one year (July 1, 2017 - June 30, 2018). The data were entered with Excel software and then analyzed with EPI info 3 and 7. For each quantitative variable, the extremes, the average and its standard deviation were specified. -
DOCUMENT RESUME the Development of Technical And
DOCUMENT RESUME ED 411 471 CE 074 838 TITLE The Development of Technical and Vocational Education in Africa. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Dakar (Senegal). Regional Office for Education in Africa. ISBN ISBN-92-9091-054-2 PUB DATE 1996-00-00 NOTE 411p.; Product of the International Project on Technical and Vocational Education (UNEVOC). PUB TYPE Reports Research (143) EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Case Studies; *Developing Nations; Economic Development; Education Work Relationship; Educational Cooperation; *Educational Development; Educational Legislation; *Educational Policy; Foreign Countries; Industry; *Role of Education; *School Business Relationship; *Vocational Education IDENTIFIERS *Africa ABSTRACT The 13 chapters in this book depict the challenges facing African nations in their efforts to develop their technical and vocational education (TVE) systems. Chapter 1,"TVE in Africa: A Synthesis of Case Studies" (B. Wanjala Kerre), presents a synthesis of the case studies in which the following major trends taking place within the existing socioeconomic context are discussed: TVE within existing educational structures; cooperation between TVE institutions and enterprises; major challenges facing the nations in their efforts to develop TVE; and the innovative measures undertaken in response to the problems and constraints experienced. The remaining 12 chapters are individual case studies giving a more detailed picture of natural efforts and challenges encountered in the development of TVE. Chapters 2-8 focus on the role of TVE in educational systems: "TVE in Cameroon" (Lucy Mbangwana); "TVE in Congo" (Gilbert Ndimina); "TVE in Ghana"(F. A. Baiden); "TVE in Kenya"(P. 0. Okaka); "TVE in Madagascar" (Victor Monantsoa); "TVE in Nigeria" (Egbe T. -
Nonformal Education in Francophone West Africa : a Case Study of the Senegalese Experience of Community-Based Schools
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2004 Nonformal education in francophone West Africa : a case study of the Senegalese experience of community-based schools. Mbarou, Gassama-Mbaye University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Gassama-Mbaye, Mbarou,, "Nonformal education in francophone West Africa : a case study of the Senegalese experience of community-based schools." (2004). Doctoral Dissertations 1896 - February 2014. 2372. https://scholarworks.umass.edu/dissertations_1/2372 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. NONFORMAL EDUCATION IN FRANCOPHONE WEST AFRICA: TUDY OF A CASF THE SENEGALESE EXPERIENCE OF COMMUNITY-BASED SCHOOLS A Dissertation Presented by MBAROU GASSAMA-MBAYE Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 2004 School of Education Copyright by Mbarou Gassama-Mbaye 2004 All Rights Reserved SCHOOLS A Dissertation Presented by MBAROU GASSAMA-MBAYE Approved as to style and content by: oVCAAAyU Kathryn Md^ermott, Member jqJmJ. A_ Ralph Faulkingham, Member School of Education dedication my m0lher Adja Marie Ndia^e “d *e memory of my father Mamadou Gassama 1 o my husband El Hadj Ahmadou Mbaye and my children Marne Marye, Abdou Aziz, Yaye Kene, Ibrahima and Abass for all your love and support ACKNOWLEDGMENTS My profound gratitude to Professor David Evans, my advisor for his intellectual gu, dance and moral support during my years at the Center for International Education; to Professors Kathryn McDermott, Alfred S. -
An Introduction Into Primary School Education in Senegal
A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Gönsch, Iris; Graef, Steffen Working Paper Education for all and for life? An introduction into primary school education in Senegal Discussion Paper, No. 55 Provided in Cooperation with: Justus Liebig University Giessen, Center for international Development and Environmental Research (ZEU) Suggested Citation: Gönsch, Iris; Graef, Steffen (2011) : Education for all and for life? An introduction into primary school education in Senegal, Discussion Paper, No. 55, Justus-Liebig- Universität Gießen, Zentrum für Internationale Entwicklungs- und Umweltforschung (ZEU), Giessen This Version is available at: http://hdl.handle.net/10419/74445 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents -
Teacher Preparation Deployment and Support
Background Paper Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case study: Senegal MARCH 2019 This paper was prepared for the Mastercard Foundation report, Secondary Education in Africa: Preparing Youth for the Future of Work. The opinions, findings, and conclusions stated herein are those of the authors and do not necessarily reflect those of Mastercard Foundation. DOCUMENT TITLE Sub Heading CASE STUDY Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case study: Senegal Jean Adotevi and Nick Taylor March 2019 SECONDARY EDUCATION IN AFRICA TEACHER PREPARATION DEPLOYMENT AND SUPPORT Page 1 of 43 CASE STUDY: SENEGAL ©JET EDUCATION SERVICES CONTENTS CONTENTS ............................................................................................................................................. 2 List of Tables .......................................................................................................................................... 3 List of Figures ......................................................................................................................................... 3 Acronyms and abbreviations .................................................................................................................. 4 Background ............................................................................................................................................ 6 Methodology ........................................................................................................................................ -
ILANGA Fall 2008 Newsletter
UNIVERSITY OF PENNSYLVANIA ILANGA Fall 2008 Newsletter FROM THE DIRECTOR’S DESK Dr. Lee Cassanelli For more than two decades, Penn’s Afri- Project, participation in CHOP’s Sickle can Studies Center (ASC) has provided Cell Research Center in Kumasi) will resources for those in our University soon be augmented by new partner- community engaged in research, teach- ships. The School of Engineering and ing, and service related to Africa. With Applied Sciences is taking the lead in devel- support from SAS and the U.S. Depart- oping a comprehensive link agreement be- ment of Education, we have been able to tween Penn and Kwame Nkrumah Institute offer regular courses or specialized tuto- of Science and Technology (KNIST), whose rials in a dozen African languages, making unique mission is to promote teaching, re- Penn a national leader in African language search and entrepreneurship training that instruction. We roster African Studies will contribute to the development of courses in many SAS departments and Ghana (and Africa) as well as provide ser- across several of Penn’s professional vice to the community. The Open Mind for schools. Our Outreach program organ- Africa Program (see article, p. 4) will be izes workshops for Philadelphia-area sending two Penn students to Ghana in the school teachers, community organiza- summer of 2009. One graduate student tions, members of the business commu- from the School of Social Policy (SP2) and nity, and local media outlets. The Cen- Practice will facilitate the growing relation- ter’s internationally-recognized website ship between KNIST and SP2. attracts an average of three million uses per month. -
Primary and Secondary Education in Senegal and the Gambia by Bowden Quinn
NOT FOR PUBLICATION WITHOUT WRITER'S CONSENT INSTITUTE OF CURRENT WORLD AFFAIRS BSQ-12 August 12, 1980 Primary and Secondary Education in Senegal and The Gambia by Bowden Quinn A five-month study of primary and secondary schools in Senegal and The Gambia showed that these .West African nations have failed to correct flaws in the educational systems they inherited from their colonial rulers. The retention of Western-style school systems has led to a continuation of educational problems that were identified at the beginnin of this centux-y. A new approach to schooling is meeded but there is me indication that either of these countries is about to embark on such a course. The problem, in broad terms, is %at sckoels de me@ help %e majority of %he youth in %hose countries to prepare for a role in adult society, This is not only because most chil- dren in these countries do not attend school, Formal educa- tion is irrelevant to the lives of most of the young people who participate in it, Worse, the influence of the schools is detrimental to the lives of many of them. The problem is more acute in rural areas where the maorlty of the populations of these countries liveo Schools raise the expectations of rural youths so they turn away from their traditional adult roles as farmers to seek employment in the wage economy. The resulting migration of young people from the rural areas to the cities is harmful for the coun- tries in two ways. There are not enough obs for these youngsters, causin urban unemploymont crime and political instability. -
Beyond the “North-South”: New Territorialities Between Africa and Asia December 2Nd-3Th, 2015
International Workshop Beyond the “North-South”: New territorialities between Africa and Asia December 2nd-3th, 2015 Wednesday, December 2th, 2015 17 :00 - 19 :00 Presentation and kick-off of program PSL “Understanding the relations between Africa and Asia : Creating a interdisciplinary space of research and education” (CRAA-ETRE) Venue: EHESS-Bld. Le France, 190 Avenue de France 75013 Paris, Salle Jean-Pierre Vernant (8th floor). Thursday, December 3th, 2015 10 :00 - 17 :00 International Workshop Venue: EHESS-Bld. Le France, 190 Avenue de France 75013 Paris, Salle 638-340 (6th floor) PANEL 1 : Africa -Asia relations. Beyond the North-South: new methodological and epistemological perspectives PANEL 2 : Geopolitical reconfiguration and new power relations. States, International organizations and territorial challenges. PANEL 3 : Mobility, networks and cultural hybridisation 17 :30 - 19 :30 Roundtable : Culture of Peace and Non-Violence: an Asian-African perspective With the support of the Permanent Delegations of Japan and Mali to UNESCO The workshop will be in English and in French. Registration : [email protected] Information and program : http://ffj.ehess.fr//workshop_asia_africa.html International Workshop Beyond the “North-South”: New territorialities between Africa and Asia Kick-off meeting of the program PSL : Comprendre les relations Afrique-Asie : espace transversal de recherches et d'enseignement (CRAA-ETRE) (2015-2017) In collaboration with the research program PR6 of the Fondation France-Japon de l’EHESS : New territorialities between Asia and Africa (NTAA) (2014-2016) December 2nd-3th, 2015, Paris 190 Avenue de France, 75013, Paris, France Over the last two decades, relations between Africa and Asia have been increasing, starting with the significant increase of trade between the two regions and the investments of Asian countries across the African continent. -
Quality of Higher Education and the Labor Market in Developing Countries: Evidence from an Education Reform in Senegal
A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Boccanfuso, Dorothée; Larouche, Alexandre; Trandafir, Mircea Working Paper Quality of Higher Education and the Labor Market in Developing Countries: Evidence from an Education Reform in Senegal IZA Discussion Papers, No. 9099 Provided in Cooperation with: IZA – Institute of Labor Economics Suggested Citation: Boccanfuso, Dorothée; Larouche, Alexandre; Trandafir, Mircea (2015) : Quality of Higher Education and the Labor Market in Developing Countries: Evidence from an Education Reform in Senegal, IZA Discussion Papers, No. 9099, Institute for the Study of Labor (IZA), Bonn This Version is available at: http://hdl.handle.net/10419/111551 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte. may exercise further usage rights as specified in the indicated licence. www.econstor.eu IZA DP No. -
Use of Learning Assessment Data in the Planning Cycle: Case Study Senegal
CHRISTINE BEGGS USE OF LEARNING ASSESSMENT DATA IN THE PLANNING CYCLE CASE STUDY – SENEGAL March 2021 Prepared by Alberto Begue-Aguado This case study was produced under United States Agency For International Development (USAID) contract No. AID-OAA-M-15-00016. The contents are the responsibility of Dexis Consulting Group and do not necessarily reflect the views of USAID or the United States Government. CONTENTS ACRONYMS AND ABBREVIATIONS II 1. INTRODUCTION 1 2. AN OVERVIEW OF THE EDUCATION SYSTEM IN SENEGAL 1 3. MAIN STAKEHOLDERS IN EDUCATION IN SENEGAL 2 4. DESCRIPTION OF LEARNING ASSESSMENTS IN SENEGAL 3 INTENDED USE OF LEARNING ASSESSMENT DATA 3 LEARNING ASSESSMENTS USED IN SENEGAL 4 WHO IS LEADING/CONDUCTING/FUNDING LEARNING ASSESSMENTS? 7 ANALYSIS OF VARIABLES INFLUENCING LEARNING OUTCOMES 7 LEARNING DATA DISSEMINATION 8 5. CAPACITY AND COMMITMENT OF KEY ACTORS 9 INSTITUTIONAL AND LEGAL FACTORS 9 STRATEGIC PLANNING IN THE EDUCATION SECTOR 9 ACTORS: CAPACITY, COMMITMENT, OPINIONS, AND PERCEPTIONS 10 BUDGET AND RESOURCES ALLOCATED TO LEARNING ASSESSMENTS 11 ACTUAL PRACTICES OBSERVED USING LEARNING ASSESSMENT DATA 12 FACTORS FACILITATING OR IMPEDING THE USE OF LEARNING ASSESSMENT DATA 17 6. POLITICAL ECONOMY 18 7. RECOMMENDATIONS FOR IMPROVING PRACTICES IN LEARNING ASSESSMENT DATA USE IN SENEGAL 18 RECOMMENDATIONS FOR THE GOVERNMENT OF SENEGAL 19 RECOMMENDATIONS FOR USAID/SENEGAL 20 8. ANNEXES 21 ANNEX 1: KEY INFORMANTS INTERVIEWED 21 ANNEX 2: DOCUMENTS REVIEWED 22 i | USE OF LEARNING ASSESSMENT DATA IN THE PLANNING CYCLE: SENEGAL -
Inclusive Education Expenditure in Senegal: Evidence from a Pilot Project Contents
Inclusive education expenditure in Senegal: evidence from a pilot project Contents Executive summary ............................................................................................................................... 4 Background ........................................................................................................................................... 6 Purpose of the study ............................................................................................................................. 8 Methodology .......................................................................................................................................... 9 Results ................................................................................................................................................. 16 Discussion ........................................................................................................................................... 25 Conclusion ........................................................................................................................................... 31 References .......................................................................................................................................... 31 Figures and tables Figure 1. Location of Senegal ............................................................................................................... 6 Figure 2. Taxonomy of expenditures .................................................................................................