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"Muslim Institutions of Higher Education in Postcolonial Africa seeks to enrich the public debate on Muslim education in Africa by offering new insight into the evolving encounter between the diversity of local Islamic knowledge and the politics of transnational trends of Muslim education. Contributors include scholars in the field of Islamic education and administrators in Muslim institutions. Using theoretical studies, case studies of these institutions, and analyzing issues of intellectual viability and graduate visibility in these institutions this volume is will serve students from a variety of disciplinary backgrounds"--

This publication comprises two papers, both written during January and February 2002 when the author was a guest researcher at the Nordic Africa Institute (NAI). In the first paper, "The Language Question in Africa seen in the Context of Globalisation, Social Justice and Democracy", the language question is looked at through the eyes of a social and political scientist. The choice of an official language in Africa is viewed as a question of social class, of power. What social classes profit from the continued use of European languages in Africa? Who benefits? Who loses? The focus here is not only on language use in education but also on language use in the courts and in the political domain, especially in South Africa. Examples are mostly drawn from South Africa and Tanzania, where the author is conducting two research projects in the area of language and education. The second paper, "The Battle over the Language of Instruction in Tanzania", describes two further research projects in which the author is currently involved. In this paper, the author focuses on the question of the language of instruction through the eyes of an educationist. The paper builds on recent research conducted in Tanzania by the author and her Tanzanian Master's degree students. ; CONTENTS -- The Language Question in Africa seen in the Context of Globalisation, Social Justice and Democracy -- Globalisation -- In search of social justice – the language policy of South Africa -- The language of the courts -- Redistribution of power between social classes -- Democracy and multipartyism -- Elimu ya Siasa in Tanzanian secondary schools: The change from civics to siasa -- Change from Elimu ya Siasa back to civics in 1992 -- The Battle over the Language of Instruction in Tanzania -- A research project is born -- Field trips to Tanzania in 2001 -- A historical glance at language policies -- Description and analysis of current language policies -- What has happened to the Sera ya Utamaduni language policy of 1997? -- The forces working for and against change -- How teachers cope in secondary school classrooms in Tanzania

The social structures within which we live and work have a profound effect on the success of our pursuits. These effects are too often poorly understood by those who shape public policy, leading to organizations that are antagonistic to the very goals they are meant to achieve. Unfortunately, this has been the case with public education in the United States. Data are presented that illustrate the way in which the incentive structure of our public school system leads the goals of its employees to diverge from those of the families it is intended to serve. Arguments in support of government-run schooling are discussed and refuted. An alternative system of mutually beneficial cooperation within a competitive market is proposed, based on its proven success in the more liberal parts of our economy. It is demonstrated that such a market system would unite the goals of educators and families, encourage innovation, and discourage many of the inefficient and educationally irrelevant practices engendered by the public school system.

This open access book presents a strong philosophical, theoretical and practical argument for the mainstreaming of indigenous knowledge in curricula development, and in teaching and learning across the African continent. Since the dawn of political independence in Africa, there has been an ongoing search for the kind of education that will create a class of principled and innovative citizens who are sensitive to and committed to the needs of the continent. When indigenous or environment-generated knowledge forms the basis of learning in classrooms, learners are able to immediately connect their education with their lived reality. The result is much introspection, creativity and innovation across fields, sectors and disciplines, leading to societal transformation. Drawing on several theoretical assertions, examples from a wide range of disciplines, and experiences gathered from different continents at different points in history, the book establishes that for education to trigger the necessary transformation in Africa, it should be constructed on a strong foundation of learners' indigenous knowledge. The book presents a distinct and uncharted pathway for Africa to advance sustainably through home-grown and grassroots based ideas, leading to advances in science and technology, growth of indigenous African business and the transformation of Africans into conscious and active participants in the continent's progress. Indigenous Knowledge and Education in Africa is of interest to educators, entrepreneurs, policymakers, researchers and individuals engaged in finding sustainable and strategic solutions to regional and global advancement. Chika Ezeanya-Esiobu is a researcher, teacher, non-fiction and fiction writer, and a well-known intellectual who holds a Ph.D. in African Development and Policy Studies from Howard University in Washington D.C. -- Publisher's description

This publication provides a historical perspective on the current educational context. It discusses the impact of the colonial past and the changing practices of the present, highlighting as it does the key concepts, information and principles in the African context. The book touches on such issues as the history of adult education in Africa, philosophy and adult education, socio-cultural, political and economic environments, opportunities and access for adult learners, gender and development in adult education, and adult education as a developing profession. It further considers the impact of information and communication technology and globalization on the policies and structures of lifelong learning.--Publisher's description