Citation

A retrospective overview of education progress in post-independence Africa since 1960

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Abstract:

In general, independence marks the end of colonial-needs oriented education provision and the start of an inclusive education system more tailored to native traditions and needs. This paper presents a retrospective overview of the development of education in Africa since 1960, when a large number of countries attained political independence. It outlines the existing educational systems, which were mainly inherited from the colonial period and discusses developments in education provision (expansion of enrolment capacities and levels of education), access, retention and completion in relation to factors such as financing and teacher supply and with attention to gender and locality. In light of the trends that emerge from this overview, the paper further identifies the gaps and challenges to be addressed in order to make universal access to an education of acceptable quality a reality. The development of education has not been uniform on the continent. Selected country case studies are therefore used to highlight specific national strategies, historical contexts or sociopolitical events that have fostered or hindered the expansion of education. The empirical contribution of this study is based on national data collected since the 1960s by UNESCO, especially its Institute for Statistics. This annual series of national data allows comparability of education access/participation, completion, quality and outcomes indicators over time.

Author's Keywords:

Education provision; access, retention and completion; education finance; teacher supply
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p494185_index.html
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MLA Citation:

Bruneforth, Michael., Motivans, Albert., Labé, Olivier. and Dembélé, Martial. "A retrospective overview of education progress in post-independence Africa since 1960" 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/p494185_index.html>

APA Citation:

Bruneforth, M. , Motivans, A. , Labé, O. and Dembélé, M. "A retrospective overview of education progress in post-independence Africa since 1960" 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/p494185_index.html

Publication Type: Panel Paper
Abstract: In general, independence marks the end of colonial-needs oriented education provision and the start of an inclusive education system more tailored to native traditions and needs. This paper presents a retrospective overview of the development of education in Africa since 1960, when a large number of countries attained political independence. It outlines the existing educational systems, which were mainly inherited from the colonial period and discusses developments in education provision (expansion of enrolment capacities and levels of education), access, retention and completion in relation to factors such as financing and teacher supply and with attention to gender and locality. In light of the trends that emerge from this overview, the paper further identifies the gaps and challenges to be addressed in order to make universal access to an education of acceptable quality a reality. The development of education has not been uniform on the continent. Selected country case studies are therefore used to highlight specific national strategies, historical contexts or sociopolitical events that have fostered or hindered the expansion of education. The empirical contribution of this study is based on national data collected since the 1960s by UNESCO, especially its Institute for Statistics. This annual series of national data allows comparability of education access/participation, completion, quality and outcomes indicators over time.


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