Developing Teaching and Learning in Africa is a collection of chapters that carry on the topical discussions on indigenous knowledges and western epistemologies. African societies still aspire towards knowledge that is liberatory, enhance critical thinking and decentre Eurocentrism. The contributors explore these decolonial debates as they navigate ways of moving towards epistemic freedom and cognitive justice.

“A valuable resource [with] useful ideas about how to . . . enhance student engagement with the continent, and expand Africa’s presence within the curriculum.” —Stephen Volz, Kenyon College Teaching Africa introduces innovative strategies for teaching about Africa. The contributors address misperceptions about Africa and Africans, incorporate the latest technologies of teaching and learning, and give practical advice for creating successful lesson plans, classroom activities, and study abroad programs. Teachers in the humanities, sciences, and social sciences will find helpful hints and tips on how to bridge the knowledge gap and motivate understanding of Africa in a globalizing world.

This survey aims to help countries review and develop policies to make the teaching profession more attractive and more effective.

Heutagogy, or self-determined learning, redefines how we understand learning and provides some exciting opportunities for educators. It is a novel approach to educational practice, drawing on familiar concepts such as constructivism, capability, andragogy and complexity theory. Heutagogy is also supported by a substantial and growing body of neuroscience research. Self-Determined Learning explores how heutagogy was derived, and what this approach to learning involves, drawing on recent research and practical applications. The editors draw together contributions from educators and practitioners in different fields, illustrating how the approach can been used and the benefits its use has produced. The subjects discussed include: the nature of learning, heutagogy in the classroom, flexible curriculum, assessment, e-learning, reflective learning, action learning and research, and heutagogy in professional practice settings.

Exemplary stories of innovation from around the world In an age of rising inequality, getting a good education increasingly separates the haves from the have nots. In countries like the United States, getting a good education is one of the most promising routes to upper-middle-class status, even more so than family wealth. Experts predict that by 2030, 825 million children will reach adulthood without basic secondary-level skills, and it will take a century for the most marginalized youth to achieve the educational levels that the wealthiest enjoy today. But these figures do not even account for the range of skills and competencies needed to thrive today in work, citizenship, and life. In a world where the ability to manipulate knowledge and information, think critically, and collaboratively solve problems are essential to thrive, access to a quality education is crucial for all young people. In Leapfrogging Inequality, researchers chart a new path for global education by examining the possibility of leapfrogging—harnessing innovation to rapidly accelerate educational progress—to ensure that all young people develop the skills they need for a fast-changing world. Analyzing a catalog of nearly 3,000 global education innovations, the largest such collection to date, researchers explore the potential of current practices to enable such a leap. As part of this analysis, the book presents an evidence-based framework for getting ahead in education, which it grounds in the here-and-now by narrating exemplary stories of innovation from around the world. Together, these stories and resources will inspire educators, investors, leaders of nongovernmental organizations, and policymakers alike to rally around a new vision of educational progress—one that ensures we do not leave yet another generation of young people behind.

This open access book presents a strong philosophical, theoretical and practical argument for the mainstreaming of indigenous knowledge in curricula development, and in teaching and learning across the African continent. Since the dawn of political independence in Africa, there has been an ongoing search for the kind of education that will create a class of principled and innovative citizens who are sensitive to and committed to the needs of the continent. When indigenous or environment-generated knowledge forms the basis of learning in classrooms, learners are able to immediately connect their education with their lived reality. The result is much introspection, creativity and innovation across fields, sectors and disciplines, leading to societal transformation. Drawing on several theoretical assertions, examples from a wide range of disciplines, and experiences gathered from different continents at different points in history, the book establishes that for education to trigger the necessary transformation in Africa, it should be constructed on a strong foundation of learners’ indigenous knowledge. The book presents a distinct and uncharted pathway for Africa to advance sustainably through home-grown and grassroots based ideas, leading to advances in science and technology, growth of indigenous African business and the transformation of Africans into conscious and active participants in the continent’s progress. Indigenous Knowledge and Education in Africa is of interest to educators, entrepreneurs, policymakers, researchers and individuals engaged in finding sustainable and strategic solutions to regional and global advancement.

Learning to Teach in South Africa is a collection of essays by one of South Africa's most respected thinkers in education. These essays span the crucial years of democratic transition in South Africa and show the consistency of Morrow's thinking over this period. He argues for the retrieval of the primacy of the practice of professional teaching in our thinking about the transformation of schooling and education in our country, reveals the emergence of his seminal distinction between formal and epistemological access, puts forward some definite views about teacher education, and continues to struggle with relativism, one of the strands of the legacies of colonialism and Apartheid. These essays are an essential read for anyone interested in the transformation of education, and especially those who have a role in shaping its future.

Studies of African economic development frequently focus on the daunting challenges the continent faces. From recurrent crises to ethnic conflicts and long-standing corruption, a raft of deep-rooted problems has led many to regard the continent as facing many hurdles to raise living standards. Yet Africa has made considerable progress in the past decade, with a GDP growth rate exceeding five percent in some regions. The African Successes series looks at recent improvements in living standards and other measures of development in many African countries with an eye toward identifying what shaped them and the extent to which lessons learned are transferable and can guide policy in other nations and at the international level. The second volume in the series, African Successes: Human Capital turns the focus toward Africa’s human capital deficit, measured in terms of health and schooling. It offers a close look at the continent’s biggest challenges, including tropical disease and the spread of HIV.

This book considers the scope and dynamics of Education for Sustainable Development (ESD) and learning in schools in Africa. It explores the conditions and processes that support such learning, and examines how ESD in schooling can improve the quality and relevance of education. The quality of education has been defined internationally as a key concern for educational institutions around the world, including schools in Africa. The models of quality are often limited to performance-based approaches and/or inclusive approaches. The contributions in this book show that there is more to a discussion on educational quality in Africa than performance success and/or inclusion. The chapters explain how ESD brings a new relevance to education in Africa, and at the same time, sounds the beginning of a new concept of quality education. The volume presents a collection of experiences in creating and supporting quality learning processes through a variety of ESD practices.

A robust manufacturing sector is a necessity and a sufficient condition for any country’s human and economic development as it creates employment and alleviates poverty. During this Fourth Industrial Revolution era, there is an urgent need in Africa to optimally utilize the existing resources to support manufacturing or else risk allowing the continent to fall behind in the industrial economy. Innovative strategies are needed that can unlock Africa’s manufacturing potential by exploring key areas that may help Africa mature and launch modernized economies that will benefit the developed world’s industrial economy. The Handbook of Research on Nurturing Industrial Economy for Africa’s Development examines various innovations necessary for Africa’s economic development including drivers of the manufacturing economy such as education, agriculture, human capital, science and technological innovations, language, politics, and business environments. The book explores strategies to increase Africa’s economic diversity, complexity, productivity, and ultimately competitiveness, and for the continent to realize its manufacturing/industrial potential. Further, chapters focus on African countries’ industrial economies in the African context and facilitating the fulfillment of the Sustainable Development Goals (SDGs) and the African Union’s Agenda 2063. This book is a valuable reference tool for government officials, economists, industrialists, practitioners, stakeholders, researchers, academicians, and students interested in the industrial economic development of Africa.