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Leveraging Educational Quality in Southern African Educational Systems

A Practitioners' Perspective

Munyaradzi Mawere, Patient Rambe

Publication Year: 2013

In the last two decades, erosion in the quality and effectiveness of education systems especially in sub-Saharan Africa has been compounded by factors ñsuch as exogenous pressures precipitated by unsystematic provision of foreign aid ñ fostering corrupt practices, inadequate teacher training and limited deployment of professional educators to under-served communities. Yet, quality education is needed to attain high levels of critical thinking, analytic interpretation, academic creativity, innovativeness, effectiveness, personal and inter-personal skills in problem solving. This book, which focuses on Mozambique, South Africa, Zambia and Zimbabwe, critically reflects on primary, secondary and tertiary education in Southern Africa with a view to explore the opportunities, constraints and challenges that practitioners, learners and other educational stakeholders face in their daily lives. The book draws on the findings from the aforementioned countries, to advance the thesis that education in sub-Saharan Africa faces problems of epic proportions that require urgent attention. Hence, the primary objective of this book is to serve as a drive and medium for informed change, critical thinking, constructive analysis, synthesis and evaluation of different situations, settings and problems situated in the interface of theory and practice in the education fraternity.

Published by: African Books Collective

Title Page, Copyright

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pp. 2-3

About the Contributors

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pp. 4-7

Table of Contents

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pp. iii-iv


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pp. v-vi

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pp. vii-x

The discourse on educational quality is highly momentous and has sustained controversies of epic proportions in African educational systems. Given the nebulous nature of educational quality coupled with the different interpretations evoked by the deployment of the concept across different disciplines, ...

Section I. Primary and Secondary Education

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Chapter 1. Child education in pre-colonial Africa: Lessons from traditional strategies used to raise and educate children in pre-colonial Zimbabwe

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pp. 3-22

While curriculum reform has been heavily discussed in educational studies in the last decade, studies on the subject have emphasised reforms by western scholars and philosophers such as John Dewey, Rousseau and Peters. Insignificant attention has been devoted to examining the place as well as positive contribution of traditional strategies ...

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Chapter 2. Enhancing quality in the teaching and learning of English in Mozambique’s Public Education: Lessons from the past and current experiences

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pp. 23-42

In Mozambique, the English subject has been implemented in public education, particularly in the primary education (second grade-EP2)- grade 6 and 7- and secondary schools (grade 8-12). This was done to meet the growing demand for the professional use of the global language of power, English. ...

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Chapter 3. How The Reluctance To Use Corporal Punishment In Public Schools Has Affected Mozambique’s Education System: Voices From Education Stakeholders

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pp. 43-60

Corporal punishment in schools has been heavily debated in education studies in both developing and the developed worlds. While a significant number of studies have been conducted on this subject, most of them have emphasised the protection of children from all forms of physical and/or mental violence, ...

Section II. Tertiary Education

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Chapter 4. Exploring the architecture of appropriation of emerging technologies at South African Universities: A critical review

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pp. 63-106

The emerging discourses on the meaning and multiple, subtle ways emerging technologies (ET) have been appropriated at South African universities are highly contentious and ironically present a maelstrom of technological and pedagogical possibilities. These porous discourses are often implicated in the spectrum between traditional mainstream technologies and well-trodden constructs, ...

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Chapter 5. Using Web 2.0 technologies to support blended collaborative learning of critical citizenship at a South African University

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pp. 107-154

Multiple studies have explored the potential of Web 2.0 technologies to support contextualised learning on the one hand, and the capacity of critical citizenship to foster meaningful learning on the other. However, insufficient attention has been deployed to grasping the nexus between the academic value of Web 2.0 technologies ...

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Chapter 6. Towards a blended mobile social media model to deepen authentic, contextualised learning in South African higher education

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pp. 155-206

A profound technological disjuncture exists between South African higher educational institutions (HEIs) deeply anchored in traditional learning management systems (LMSs) and their techno-savvy students who are naturally immersed in mobile learning environments. ...

Section III

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Chapter 7. Academic scaffolding and emergent pedagogical change using Mobile Instant Messaging: Appropriating intelligent mobile applications for learning Information Technology at a South African University

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pp. 209-236

Although mobile phones are recognised as powerful communication devices, their potential to scaffold students in problem solving has been sub-optimally exploited at universities in developing nations. This chapter argues that mobile instant messaging (MIM) presents an informal, information-rich practice for supporting student context-awareness, ...

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Chapter 8. Privatisation of Tertiary Education in Developing Africa: Challenges and Implications for Quality with Reference to Mozambique’s University Education

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pp. 237-258

While privatisation has been implemented in many African tertiary institutions in an attempt to minimise government expenditure and sustain academic activities in the respective institutions, it has been met with serious challenges in many African universities. In Mozambique, for example, privatisation of tertiary education is facing challenges ...

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Chapter 9. Dimensions of International Research Collaboration in Developing Africa’s Higher Education-Lessons from the University of Zambia

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pp. 259-280

Within the context of global research, international collaborative research is becoming increasingly desirable by researchers, and international collaboration seems to be a way to progress in Universities in the developing countries. Collaboration is encouraged at a policy level since it would lead to improved access of facilities and resources ...

E-ISBN-13: 9789956790920
Print-ISBN-13: 9789956790876

Page Count: 294
Publication Year: 2013