This book assesses the challenges within the Nigerian educational system and provides a concrete plan to revitalize the low-performing system by strengthening high-stakes testing at all levels. In Nigeria, many citizens believe that the solution to the country’s low performance in education is to eliminate high-stakes standardized testing. High-stakes testing refers to applying standardized student achievement tests as a primary mechanism to evaluate students, teachers, and their school’s performance. This book argues that the poor quality of education and low ranking of Nigeria’s educational system is not related to the negative consequences of high-stakes testing, but rather is due to many intrinsic factors. By conducting a comparative analysis of six high-performing education systems worldwide, the book offers a comparative summative evaluation of the educational system and offers recommendations. This book will be of interest to policymakers and scholars in the fields of African education, higher education, quality and global studies, African studies, management and administration, leadership, and professional development studies. Joseph Abiodun Balogun is former Dean and retired Distinguished University Professor at the College of Health Sciences, Chicago State University, USA, Visiting Professor/Program Consultant at the Centre of Excellence in Reproductive Health Innovation, University of Benin, Nigeria, and President/ CEO, Joseph Rehabilitation Center, Tinley Park, Illinois, USA.

This edited volume uses an African-centred approach to examine a renewed vision of development education in Africa. The purpose of the volume is to supplant prevailing Western ideologies, traditions, and rhetoric in the development education discourse in Africa and to advocate for alternative paradigms, knowledges, beliefs, and practices through the effort of dialogue between competing orientations, values and experiences. The book argues that Africa's development challenges are uniquely African requiring indigenous African solutions. Consequently, this book offers an insightful collection of case studies and conceptual papers that examine how indigenous African knowledge, philosophies, traditions, beliefs, and values shape the theory and practice of development education in Africa. Reimagining Development Education in Africa exemplifies an interdisciplinary and multifaceted scholarship, addressing topical issues and advances in development education in Africa. The book discusses among other topics, Ubuntu-inspired education for sustainable development, decolonising African development education, Afrocentricity, Globalisation, and gender equality. This book is a must read for scholars and students interested in understanding indigenous educational efforts aimed at promoting sustained improvements in the quality of life of African peoples.

This book is the first authoritative study of the research output and scientific impact of Nigerian health academics, including those in the diaspora. Around the world, policymakers and academics measure the scientific impact of research at national and international levels using bibliometric measures. Unfortunately, there is limited data on scientists' research productivity and impact in developing countries, particularly in Africa. Therefore, normative bibliometric information from different countries is needed to address the challenges faced by scientists in Africa. This book contributes to filling this research gap. Additionally, the author addresses the controversies surrounding the use of bibliometrics in judging research productivity and offers recommendations to improve research systems.

This book critically interrogates the notion of transformation in higher education, focusing on epistemological and structural issues in postcolonial and contemporary Africa. The book considers the multifaceted challenges facing higher education in the continent and uses the concept of transformation as a common thread weaving through a range of issues, including epistemology, identity, relevance, research, collaboration and decoloniality. Arguing for a holistic approach towards progressive and innovative education systems, the book calls for a fundamental transformation that expands access, enhances quality and competitiveness, addresses past injustices and improves the capacity to act together for a more sustainable and just future. Overall, the book makes a powerful case for the power of transformation in higher education to shape the social, economic and cultural fabric of society. This book’s critical evaluation of knowledge production in Africa will be an important read for researchers and policymakers involved in Africa’s higher education sector.

This book provides an interdisciplinary exploration of the cinematic representations of the experiences of African women and girls in situations of political conflict. The role of cinema is important in providing information about the situation of women and girls in situations of political conflict, and the main characters often also become signifiers of wider social, political and economic ideas, at both global and local levels. Drawing on fictional and biographical cinematic representations, this book considers films covering a range of different regions, experiences, historical periods and other contexts, to draw a nuanced picture of African women and girls who participate in or are affected by African political conflicts. The films are analysed using a decolonial feminist cultural approach, which combines cultural approaches, African feminisms and the contrapuntal method to ensure an inter-textual, intersectional and decolonial examination. The book engages with multiple themes and topics, including nationalism, nation-building, neocolonialism, memory, history, women’s and girls’ agency and activism. Through these themes and topics, the book explores how the films represent African women’s and girls’ agency in relation to their participation in social, economic and political activities. This book will make a significant contribution to literature focused on African women and girls within politics, conflict studies and film studies.

Marking a constructivist turn in Africa-China scholarship, this book explores African constructions of China. Using Ghana and Kenya as case studies, the book outlines the role of diverse state and non-state actors in defining what China represents to the region, and how it compares to Western powers. Resisting Sino- and state-centric analysis of China-Africa relations, this book emphasises the importance of African agency in shaping the discourse. The book demonstrates that the identity construction of a foreign state such as China takes place both at the international level, and at a domestic, intrastate level. Domestic constructions of China in Ghana and Kenya reflect internal tensions about future directions for African political and socio-economic development, and these constructions in turn help to justify government policies towards China. The book concludes by questioning the idea of a straightforward win-win relationship, and suggests that exploitative, hierarchical relations conventionally associated with North-South interactions may continue in South-South relations. This book’s important analysis of the role of domestic non-state actors in shaping African policymaking extends much needed nuance to a sometimes polarised debate. It will be of interest to researchers across the fields of politics, international relations, global development, and African and Chinese Studies.

This book highlights the pioneering roles of African women as leaders and role models in Kenya, providing examples taken from across education, health, business, and a range of other sectors. Drawing on authentic first-hand accounts and narratives from key women in leadership positions, and those who have lived with them, the book presents the life stories of women leaders over the last fifty years, aiming to preserve their contributions for posterity and to inspire young people with moral, ethical, and progressive role models. The book uses African knowledge production strategies that look at the human being holistically, in the prism of Ubuntu, in order to define leadership in Africa from an African perspective, one that celebrates the role of the mother figure and places women at the centre of African values and societal dynamics. This book will be of interest to researchers and students of African studies, gender studies, and Kenyan education and socio-political history.

This book investigates how monuments have been used in Africa as tools of oppression and dominance, from the colonial period up to the present day. The book asks what the decolonisation of historical monuments and geographies might entail and how this could contribute to the creation of a post-imperial world. In recent times, African movements to overthrow the symbols and monuments of the colonial era have gathered pace as a means of renaming, reclassifying, and reimagining colonial identities and spaces. Movements such as #RhodesMustFall in South Africa have sprung up around the world, connected by a history of Black life struggles, erasures, oppression, suppression, and the depression of Black biopolitics. This book provides an important multidisciplinary intervention in the discourse on monuments and memories, asking what they are, what they have been used to represent, and ultimately what they can reveal about past and present forms of pain and oppression. Drawing on insights from philosophy, historical sociology, politics, museum, and literary studies, this book will be of interest to a range of scholars with an interest in the decolonisation of global African history.

The World Yearbook of Education 2023 centers on the intersection of racialization, inequality, and education. It critically examines how racial formation and its associated logics about citizenship, belonging, justice, equality, and humanity manifest in early childhood education, primary, secondary, and higher education, as well as non-formal, community-based education settings. The chapters offer multisited perspectives into how racialization has and continues to shape educational inequality, with an eye towards the agency and resistance of youth and communities in contesting such forms of domination and marginalization. Across three sections, the book examines how forces of imperialism, white supremacy, and colonization have shaped racialization in distinct locations and how education was historically utilized as a site for both the creation and/or reification of difference. It reveals the lingering effects of processes of racialization in distinct locations globally and their intersections with educational policies, ideologies, systems, and realities. Inviting readers to learn, reflect, and engage with the layered and complex realities of racialization and inequality in education across the globe, World Yearbook of Education 2023 is a timely and important contribution to discussions of racialization and provides the field with a robust foundation for future critical inquiry and engagement with the themes of race, racialization, inequality, and education.

The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism explores how processes of marketisation and privatisation of ECEC have impacted understandings of children, childcare, parents, and the workforce, providing concrete examples of resistance to commodification from diverse contexts. Through processes of marketisation and privatisation, neoliberal discourses have turned ECEC into a commodity whereby economic principles of competition and choice have replaced the purpose of education. The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism offers new and alternative understandings of policy and practice. Written with co-authors from diverse countries, case studies vividly portray resistance to children as human capital, to the "consumentality" of parents, and to the alienation of the early childhood workforce. Ending with messages of hope, the authors discuss the demise of neoliberalism and offer new ways forward. As an international book with global messages contributing to theory, policy, and practice regarding alternatives to a neoliberal and commodified vision of ECEC, this book offers inspiration for policy makers and practitioners to develop local resistance solutions. It will also be of interest to post-graduate students, researchers, educators, and pre-service educators with an interest in critical pedagogy, ECEC policy, and ECEC practice.