Secondary Education in Sub-Saharan Africa Teacher Preparation and Support Literature Review

Author(s):  
Natasha Robinson Robinson ◽  
Nick Taylor Taylor
2019 ◽  
Author(s):  
Charlotte Oloya Oloya ◽  
Emma Broadbent Broadbent ◽  
Jacklyn Makaaru Arinaitwe Arinaitwe ◽  
Nick Taylor Taylor

2018 ◽  
Author(s):  
George Mindano Mindano ◽  
Joseph Chimombo Chimombo ◽  
Keith M. Lewin Lewin ◽  
Kwame Akyeampong Akyeampong ◽  
Marcos Delprato Delprato

2017 ◽  
Vol 4 (6) ◽  
pp. 574
Author(s):  
Godstime I. Irabor ◽  
Ayodele J. Omotoso ◽  
Martin A. Nnoli ◽  
Kenneth A. Omoruyi ◽  
Edoise M. Isiwele

2021 ◽  
pp. 47-76
Author(s):  
Christopher M. Davidson

To facilitate a comprehensive and up-to-date understanding of the concept of sultanism, this chapter provides a detailed theoretical and empirical literature review. Firstly, it considers the oriental origins of the concept, as applied by Max Weber and others to the Ottoman Empire and a number of South Asian examples. Secondly, it traces the emergence of ‘contemporary sultanism’, as applied by scholars to Latin American regimes from the mid-twentieth century and onwards. Thirdly, it explores the more recent concept of neo-sultanism and the development of a distinct international empirical category of autocratic-authoritarianism which includes: various Latin America regimes; some of the former communist republics of central Asia and Eastern Europe; and a number of regimes in sub-Saharan Africa and parts of Southeast Asia. Finally, it assesses the need to address the scholarly deficit in applying contemporary sultanism or neo-sultanism to the Middle East, and suggests that the present-day Saudi And UAE regimes may be strong examples.


2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Simplice A. Asongu ◽  
Nicholas M. Odhiambo

Purpose The purpose of this paper is to assess the importance of credit access in modulating governance for gender-inclusive education in 42 countries in Sub-Saharan Africa with data spanning the period 2004–2014. Design/methodology/approach The generalized method of moments is used as empirical strategy. Findings The following findings are established: First, credit access modulates government effectiveness and the rule of law to induce positive net effects on inclusive “primary and secondary education.” Second, credit access also moderates political stability and the rule of law for overall net positive effects on inclusive secondary education. Third, credit access complements government effectiveness to engender an overall positive impact on inclusive tertiary education. Originality/value Policy implications are discussed with emphasis on sustainable development goals.


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