Teacher Education in Sub-Saharan Africa
Edited by ROSARII GRIFFIN
2012 paperback 256 pages £24.00
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About the book
In the drive to achieve universal primary education as one of the Millennium Development Goals, there is an increasing recognition of the urgency of focusing on teacher education to both meet the demand for more than one million qualified teachers required to achieve this goal within sub-Saharan Africa, as well as to combat the sometimes poor quality educational experience reported in the school. Currently, approximately only one third of teachers are qualified to teach. This dearth in qualified teachers also means that secondary and tertiary education need to be improved upon to provide an educated cohort of graduates. This in turn will ensure that the quality of teacher trained and retained within the profession is of a sufficiently high standard to ensure sustainable progress.
This volume focuses on the various aspects of teacher education which need to be addressed in order for the wider Millennium Goals to be achieved, but more importantly, so that each African child living within sub-Saharan Africa will have the right to a quality education: ensuring they too experience their right and entitlement as children to reach their full potential - often taken for granted in Western countries – giving African children the necessary tools to build a better future for themselves.
Of particular interest to the education researcher and policy maker, this volume’s contributors look at the various issues and challenges around the teacher profession, particularly in relation to resources and practices within sub-Saharan Africa. The contributors examine the issue of building research capacity for educational research within teacher education Colleges and explore the concept of education for sustainable development with the view to improving the development of quality teacher education within the global South. In this volume, research reports are presented highlighting the various challenges within the structure and provision of teacher education within certain national contexts, including assessment and curricula issues, which need to be addressed.
This volume goes from the global to the local and examines teacher educator teaching, learning and reflective practice issues within different contexts, as well as exploring alternative pre-service experiences for western teachers who wish to work within the sub-Saharan context as well as some teacher educator exchange programmes between the South and North. Case countries explored include Lesotho, South Africa, Mozambique, Uganda, Kenya, Tanzania and Madagascar, to mention but a few. Of particular value to the education researcher and policy maker, this book provides a timely resource focusing on an area of neglect, highlighting the central role of the teacher and teacher education towards sustainable development within the sub-Saharan African context.
Preface (John Musaazi), 9-10
Rosarii Griffin Teacher Education in Sub-Saharan Africa: closer perspectives, 11-21
Colin Brock Education as a Humanitarian Response as Applied to Teachers and their Training in Sub-Saharan Africa, 23-35
Bob Moon & Freda Wolfenden Teacher Education in Sub-Saharan Africa: issues and challenges around teacher resources and practices, 37-53
Clive Harber Contradictions in Teacher Education and Teacher Professionalism in Sub-Saharan Africa: the case of South Africa, 55-70
James Urwick, Rosarii Griffin, Veronica Opendi & Matemoho Khatleli What Hope for the Dakar Goals? The Lower Levels of Education in Lesotho and Uganda since 2000, 71-90
David Stephens A Critical Overview of Education for Sustainable Development with Particular Focus upon the Development of Quality Teacher Education in Sub-Saharan Africa, 91-109
Peadar Cremin, Mary Goretti Nakabugo & Eimear Barrett Building Capacity for Educational Research in Sub-Saharan Africa: opportunities, constraints and lessons in the context of Mozambique, Tanzania and Uganda, 111-127
Jacqui O'Riordan, James Urwick, Stella Long & Maria Campbell Towards a Holistic Understanding of Special Educational Needs, 129-146
Paul Conway, Elizabeth Oldham, James Urwick, Sarah Kisa, Justine Ottala & Anne Mugwera The Teaching and Learning of Mathematics in Ugandan Secondary Schools: poised for change?, 147-164
Marty Holland, Louise Long & Laura Regan Implementing the Thematic Curriculum in Uganda: implications for teacher education, 165-180
Dolores Corcoran & Anne Dolan How Much Is Enough? Investigating Mathematical Knowledge for Primary Teaching in Lesotho, 181-203
Thomas G. Grenham Teacher Educators and Teaching, Learning and Reflective Practice among the Turkana Nomads of Kenya, 205-217
Fiona Baily & Deirdre O'Rourke An Account of the Alternative Education Experience Africa Programme in Transition: Irish pre-service teachers’ experience in Zambia and the Gambia, 219-234
Patricia Kieran, Carmel Hinchion, Doris Kaije, Ruth Kyambadde & Paddy Bradley Teacher Educator Exchange Partnership in Uganda and Ireland: closer perspectives on teacher education in sub-Saharan Africa, 235-253
Notes on Contributors, 254-256
Building Capacity for Educational Research in Sub-Saharan Africa: opportunities, constraints and lessons in the context of Mozambique, Tanzania and Uganda
PEADAR CREMIN, MARY GORETTI NAKABUGO & EIMEAR BARRETT
Teacher Educator Exchange Partnership in Uganda and Ireland: closer perspectives on teacher education in sub-Saharan Africa
PATRICIA KIERAN, CARMEL HINCHION, DORIS KAIJE, RUTH KYAMBADDE & PADDY BRADLEY
Fiona Baily is a PhD scholar at Mary Immaculate College, University of Limerick, Ireland.
Eimear Barrett is a Public Health Intelligence Officer at Queen’s University Belfast, Northern Ireland.
Paddy Bradley is a Senior Lecturer in Teacher Education at St Mary’s University College, Belfast, Northern Ireland.
Colin Brock held the UNESCO Chair in Education as a Humanitarian Response and was a Senior Fellow and Senior Lecturer in the Department of Educational Studies at the University of Oxford, United Kingdom.
Maria Campbell is a Lecturer in the Education Department at St Angela’s College, Sligo, Ireland.
Paul Conway is a Senior Lecturer in the Department of Education at University College Cork, Ireland.
Dolores Corcoran is a Lecturer in Mathematics Education at St Patrick’s College, Drumcondra, Dublin, Ireland.
Peadar Cremin is the former President of Mary Immaculate College, University of Limerick, Ireland.
Anne Dolan is a Lecturer in Education at Mary Immaculate College, University of Limerick, Ireland.
Thomas G. Grenham is a Lecturer in Religious Education at Mary Immaculate College, University of Limerick, Ireland.
Rosarii Griffin is a Lecturer in the Centre for Adult Continuing Education and a Researcher in the Centre for Global Development at University College Cork, Ireland.
Clive Harber is an Honorary Professor at the University of South Africa, Pretoria, and is an Emeritus Professor of the University of Birmingham, United Kingdom.
Carmel Hinchion is a Lecturer in Teaching, Learning and Assessment in the Department of Education and Professional Studies at the University of Limerick, Ireland.
Marty Holland is a Lecturer in Special Education at Mary Immaculate College, University of Limerick, Ireland.
Doris Kaije is a Lecturer in the Department of Religious Studies and Philosophy at Kyambogo University, Kampala, Uganda.
Matemoho Khatleli is a Lecturer at the Lesotho College of Education.
Patricia Kieran is a Lecturer in Religious Education at Mary Immaculate College, University of Limerick, Ireland.
Sarah Kisa is a PhD scholar and a Lecturer in Mathematics Education at Kyambogo University, Kampala, Uganda.
Ruth Kyambadde is a Lecturer in the Department of Teacher Education and Development Studies at Kyambogo University, Kampala, Uganda.
Louise Long is a Lecturer in Education at St Mary’s University College, Belfast, Northern Ireland.
Stella Long is a Lecturer in Special Education in the Department of Special Education at Mary Immaculate College, University of Limerick, Ireland.
Bob Moon is Professor of Education at the Open University, United Kingdom, and the founding Director of Teacher Education in Sub-Saharan Africa (TESSA).
Ann Mugwera is the Academic Registrar at Kyambogo University, Kampala, Uganda.
John Musaazi is the Principal of the College of Education and External Studies at the University of Makerere, Kampala, Uganda.
Mary Goretti Nakabugo is a Senior Lecturer in Higher Education Studies in the School of Education at the University of KwaZulu-Natal, South Africa.
Elizabeth Oldham is a retired Senior Lecturer in Education at Trinity College Dublin, Ireland.
Veronica Opendi is a Lecturer at Kyambogo University, Kampala, Uganda.
Laura Regan is a Lecturer in Educational Psychology in the Department of Education and Professional Studies at the University of Limerick, Ireland.
Jacqui O’Riordan is a Lecturer in the School of Applied Social Studies at University College Cork, Ireland.
Deirdre O’Rourke is a PhD scholar and a Lecturer in International Development and Education at Mary Immaculate College, University of Limerick, Ireland.
Justine Otaala is a Lecturer in Science Education at Kyambogo University, Uganda.
David Stephens is Professor of International Education in the Education Research Centre at the University of Brighton, United Kingdom.
James Urwick is a Senior Lecturer in the East African Institute of Higher Education Studies and Development at Makerere University, Kampala, Uganda.
Freda Wolfenden is the Associate Dean of the Faculty of Education and Language Studies at the Open University, United Kingdom, and the Programme Director of Teacher Education in Sub-Saharan Africa (TESSA).
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Languages and Education in Africa: a comparative and transdisciplinary analysis BIRGIT BROCK-UTNE, INGSE SKATTUM
Research and Evaluation for Educational Development: learning from the PRISM experience in Kenya MICHAEL CROSSLEY, ANDREW HERRIOT, JUDITH WAUDO, MIRIAM MWIROTSI, KEITH HOLMES, MAGDALLEN JUMA
Education in the Muslim World: different perspectives ROSARII GRIFFIN
Education in Transition: international perspectives on the politics and processes of change ROSARII GRIFFIN
The Changing Landscape of Education in Africa: quality, equality and democracy DAVID JOHNSON
Globalisation, Enterprise and Knowledge: education, training and development in Africa KENNETH KING, SIMON McGRATH
Education, Conflict and Development JULIA PAULSON
School Leadership in the Caribbean: perceptions, practices, paradigms PAUL MILLER
Low-fee Private Schooling: aggravating equity or mitigating disadvantage? PRACHI SRIVASTAVA
Education, Privatisation and Social Justice: case studies from Africa, South Asia and South East Asia IAN MACPHERSON, SUSAN ROBERTSON, GEOFFREY WALFORD
Education, Democracy and Development: does education contribute to democratisation in developing countries? CLIVE HARBER, VUSI MNCUBE
State of Transition: post-apartheid educational reform in South Africa CLIVE HARBER