Globalization, Social Justice, and Education in Africa: Neoliberalism, Knowledge Capitalism in Sub-Saharan Africa

2009 ◽  
pp. 15-31 ◽  
Author(s):  
Kingsley Banya
Keyword(s):  
Social Justice ◽  
Sub Saharan Africa ◽  
Sub Saharan ◽  
Education In Africa

Conclusion

2018 ◽  
pp. 149-158
Author(s):  
Jade S. Sasser
Keyword(s):  
Climate Change ◽  
Social Justice ◽  
Young People ◽  
Global South ◽  
Sub Saharan Africa ◽  
Everyday Lives ◽  
The Social ◽  
Youth Population ◽  
Sub Saharan

The concluding chapter turns to the questions and observations that initially motivated this project: the role of women in sub-Saharan Africa, whom population advocates claim to represent. It raises questions about the links between contemporary investment in global South girls, instrumental gender and climate change solutions, and sexual stewardship, demonstrating how development-led concepts of women’s agency elide the contexts of their everyday lives. It concludes, not by offering solutions, but by fretting over the role of youth population advocacy, the politics and possibilities of their engagements with this work, raising questions about whether and how young people can transform populationist ideas into something closer to the social justice they seek.

The Crisis in Higher Education in Africa

1996 ◽  
Vol 24 (1) ◽  
pp. 36-42
Author(s):  
Samuel O. Atteh
Keyword(s):  
Higher Education ◽  
Sub Saharan Africa ◽  
Public Expenditures ◽  
Skilled Workers ◽  
Educational Crisis ◽  
Pertinent Data ◽  
Sub Saharan ◽  
1960S And 1970S ◽  
The 1960S ◽  
Education In Africa

Africa is experiencing an educational crisis of unprecedented proportions in higher education. Having been hailed in the 1960s as agent of modernization, social mobilization, and economic growth, most African universities are now tumbling down under the pressures of diminishing financial resources. From all indications, Africa is lagging behind other developing regions in terms of public expenditures particularly on education, availability of educational facilities, equal access to education, adequate pools of qualified teachers, and sufficient numbers of professionals and skilled workers. Pertinent data show that most African governments in the 1960s and 1970s made comparable progressive accomplishments in higher education. However, these accomplishments steadily disappeared in the 1980s. What went wrong in the 1980s? Why is higher education now such a convenient target for African leaders/governments, when pressured to trim their overextended public sector? To what extent is the lack of multiparty democracies affecting the deteriorating state of higher education in Africa? Is the declining importance attached to education in sub-Saharan Africa a reflection of the lack of education among Africa’s tyrannical rulers, hence the low appreciation of education? What role did the foreign financial institutions play in the African educational system? How can we turn the educational crisis around? These questions not only address African educational issues but also help us to explain the scope of this crisis. In a comparative analysis, this study describes the main African higher educational problems, identifies the root causes of the problems, and finally examines the implications for the twenty-first century.

scholarly journals The African State in a Wake of Neoliberal Globalization: A Cog in a Wheel or a Wheel in a Cog

2020 ◽  
Vol 3 (2) ◽  
pp. p32
Author(s):  
Kizito Michael George
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
African State ◽  
Economic Globalization ◽  
The State ◽  
Sub Saharan Africa ◽  
Neoliberal Globalization ◽  
Central Concern ◽  
Sub Saharan ◽  
Political Globalization

This paper situates the Sub-Saharan African state amidst the conflictual interface between the forces of political (Note 1) and economic globalization (Note 2) that have been ushered in the state milieu by neo-liberalism (Note 3). The paper argues that states are situated in an imperialistic globalization with capitalistic economic extirpation as central concern and social justice as a peripheral one. This categorically explicates the persistence of globalised economies and localized oppressive state apparatuses, ideologies and practices. The paper also contends that the forces of economic globalization have superimposed the cultural mantra in the Sub-Saharan Africa state milieu, rendering it virtually impossible to pursue a Rights Based Approach to Development (RBAD). The apparent assault by this globalization from above (economic globalization), continues almost unabated due to absence of an afro centric globalization from below to mitigate the homogenizing effects of economic globalization. Worse still, the inability of political globalization to check the daunting implications of economic globalization using a human rights antidote and the consequent slumber of the glocalisation dialectic in the African state locale explicate the problematic of Africa in the wake of erosion from above (global pillage) and devolution from below.

scholarly journals Chaos Engineering (Principles of Chaos Engineering) As the Pathway to Excellence and Relevance in Engineering Education in Africa

2020 ◽  
Vol 10 (1) ◽  
pp. 146-151
Keyword(s):  
Steady State ◽  
Social Development ◽  
Engineering Education ◽  
Distributed System ◽  
Basic Principle ◽  
Real World ◽  
Global South ◽  
Sub Saharan Africa ◽  
Sub Saharan ◽  
Education In Africa

A study on engineering in sub-Saharan Africa revealed that engineering is pivotal for economic and social development of any country. This is profound as it underscores the potentials embedded in engineering education for excellence and relevance in Africa. This has not been the case in Africa, as the region has not developed evenly with other countries from the Global South. Hence, the impetus for chaos engineering as a panacea to excellence and relevance in engineering education in Africa. Chaos engineering has been defined by various authors and one of the profound definitions is that chaos engineering is the discipline of experimenting on a distributed system with the intent to build confidence in the system`s capability to withstand turbulent conditions during production. This study therefore looked at chaos engineering, its history and applicability and conceptualize it as a pathway for excellence and relevance in engineering education in Africa. Findings from the that engineering is pivotal for economic and social development of any country but it has not resulted to such in Africa which necessitates chaos principles. It was found out that experimentation is a basic principle of chaos engineering while the advanced principles are hypothesizing about steady state, vary real-world events, run experiments in production, automate experiments to run continuously, minimize blast radius. These all were conceptualized as the pathway to excellence and relevance in engineering education in Africa. The study recommended that there is a need to intensify effort on researching more into chaos engineering in Africa.

scholarly journals Redefining Engineering Education in Africa through Delivering Total Engineering

2020 ◽  
Vol 10 (1) ◽  
pp. 140-145
Keyword(s):  
Social Development ◽  
Engineering Education ◽  
Theoretical Basis ◽  
Three Dimensions ◽  
Sub Saharan Africa ◽  
Learning And Teaching ◽  
Educational Perspective ◽  
Sub Saharan ◽  
The Relationship ◽  
Education In Africa

Engineering education in sub-Saharan Africa has the potential to contribute to economic and social development of any country. But it has not been leveraged on appropriately to culminate in economic and social development in the countries in Africa. This implies that for Africa as a region to leverage fully on the potentials of engineering education to ensure economic and social development, it must be redefined through delivering total engineering. This study was a theoretical discourse on redefining engineering education in Africa through delivering total engineering and evidences from established literature were used in giving more credence to the work. Delivering Total engineering is a composite of three words which are delivering, total and engineering. This study conceptualized what delivering total engineering and it was defined as an educational perspective which showcases the relationship between learning and teaching which is crucial to innovation in the delivery of capable, competent and confident graduate which are the outcomes. Findings revealed that the three dimensions (delivering, total, engineering) are crucial in redefining engineering education in Africa and they were analyzed in support of this study. The study therefore recommends intensification of effort on research on delivering total engineering as it has no theoretical basis. Pragmatism is also important to verify the veracity of the concept.

scholarly journals Early Education of orphans and vulnerable children: A crucial aspect for social justice and African development

2018 ◽  
Vol 83 (1) ◽  
Author(s):  
Jace Pillay
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Early Childhood Development ◽  
Sub Saharan Africa ◽  
Childhood Development ◽  
Vulnerable Children ◽  
Orphans And Vulnerable Children ◽  
Research Findings ◽  
Education Interventions ◽  
Sub Saharan

In the last decade there has been a significant escalation in the number of orphans and vulnerable children (OVC) in various parts of the world, more particularly, in Sub- Saharan Africa. The author strongly asserts that early childhood education is the main vehicle to address the concerns of OVC in order for them to develop skills and human capital as future adults in order to improve the outcomes for governance and economic development in Africa. He argues on the basis of inclusion that a social justice framework is essential in taking the rights of OVC into consideration. Adopting a bio- ecological systems theoretical model the author presents research findings on the educational, psychological and social experiences of OVC to motivate the need for African governments to take on the responsibility of addressing the plight of OVC through early childhood development and education interventions if they are serious about economic sustainability and prosperity. Although the research discussed in this paper was conducted in South Africa the author believes that the findings could easily depict what happens in the rest of Africa. In concluding, the author considers the implications of the findings in relation to future policies and directions needed for crucial development in Africa.

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