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What education for what development in Africa in the era of globalization: A rethink?

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Abstract:

The contemporary trend towards globalized market ideology has adverse implications for various groups and classes in third world countries. Pro-market policies are largely based on ideological rather than rational criteria. In tracking the ways education reforms have gained significance in the developing world, particularly in Africa, our paper analyses critically the multiple ‘drivers’ of education and development under globalization. It acknowledges the many modalities for education development, arguing that the commodification of the knowledge sector has made it more difficult to give an account of the education sector in social, political and economic context. The reality of deepening poverty and social inequities, that have not been amenable to neoliberal-orthodox reforms leads to the conclusion that a redefinition of approach, as well as a comprehensive rethinking of education for changing the face of development, human insecurity, and the future of poverty factors of knowledge and skill is needed in globalization. Education constructed and conceptualized as a human right that which is considered central to the expansion of opportunities and human capabilities that lie at the heart of poverty reduction and human resources development in Africa.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492453_index.html
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MLA Citation:

Geo-JaJa, Macleans. "What education for what development in Africa in the era of globalization: A rethink?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492453_index.html>

APA Citation:

Geo-JaJa, M. "What education for what development in Africa in the era of globalization: A rethink?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492453_index.html

Publication Type: Panel Paper
Abstract: The contemporary trend towards globalized market ideology has adverse implications for various groups and classes in third world countries. Pro-market policies are largely based on ideological rather than rational criteria. In tracking the ways education reforms have gained significance in the developing world, particularly in Africa, our paper analyses critically the multiple ‘drivers’ of education and development under globalization. It acknowledges the many modalities for education development, arguing that the commodification of the knowledge sector has made it more difficult to give an account of the education sector in social, political and economic context. The reality of deepening poverty and social inequities, that have not been amenable to neoliberal-orthodox reforms leads to the conclusion that a redefinition of approach, as well as a comprehensive rethinking of education for changing the face of development, human insecurity, and the future of poverty factors of knowledge and skill is needed in globalization. Education constructed and conceptualized as a human right that which is considered central to the expansion of opportunities and human capabilities that lie at the heart of poverty reduction and human resources development in Africa.


Similar Titles:
Decolonization, Modernization and Globalization: Role of Law and Legal Education in Africa’s Development

Education for sustainable development in difficult times: The role of education in achieving the Millennium Development Goals in sub-Saharan Africa

Globalization of knowledge production: Rethinking and retooling education in Africa through collaborative research networks


 
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