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africa

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EDUCATION FINANCING AND BUDGETARY REFORMS IN AFRICA – The Swaziland Case Study (Printed)

EDUCATION FINANCING AND BUDGETARY REFORMS IN AFRICA – The Swaziland Case Study (Printed)

This book sets out the Swaziland educational model and policies, and in the context of the management of the national economy. It shows that the proportion of the annual government budget devoted to education in Swaziland ranks amoungst the highest in Africa and many of the goals set at the world summit for children in 1990 are being achieved. There is universal access of primary education, gender equality of access across almost all levels of education. The study also shows however that less positively, the system is increasingly under financial pressure particularly to fund the growing demand for higher education, comparatively very expensive. The co-authors advocate comprehensive budgetary and financial reforms drawing up a model in line with current policy directions to increase funding for tertiary education, and so release more funds for improving quality at lower levels.

Indigenous Knowledge System and Intellectual Property Rights in the Twenty-first Century:Perspectives from Southern Africa (Printed)

Indigenous Knowledge System and Intellectual Property Rights in the Twenty-first Century:Perspectives from Southern Africa (Printed)

 

This volume discusses a number of issues on the contested nature of intellectual property rights (IPR) and Indigenous Knowledge Systems (IKS) in the context of Southern Africa. The issues addressed include the protection of folklore, IKS in a digital era, the valuation and safeguard of heritage sites, the need for appropriate IKS legislation, community based control of natural resources and the role played by traditional music in the maintenance of community. It is this extensive exploration of IKS from the vantage points of communication and culture, and explored in terms of policy, cultural survival, international as well as intra-national politics, economics, philosophy and ethics that makes this empirical grounded collection of papers unique, a distinctive contribution to the literature and ’cause’ of IKS. The specific IKS-related issues raised and dealt with in this volume are generic in the sense that the very same issues are being contested in different parts of the world. In this respect, this book highlights the particular as a means of comprehending the universal.

Human Rights, Regionalism and democracy in Africa (Printed)

Human Rights, Regionalism and democracy in Africa (Printed)

 

It has often been argued that the concept of human rights is an artefact of modern Western civilisation, that human rights in the South are privileges conferred. These approaches have taken little cognisance of the place accorded to the societal rights held in such esteem as complementary to individual rights in traditional African society. In contrast, this study argues that human rights in Africa are as much about the dignity of Africans as about the commitments of others towards them. It argues for a critical defence of universal human rights within a multicultural framework. From historical perspectives, it illustrates how the slave trade, and then colonialism undermined the traditional balance of individual and societal rights.

The work further traces the rise and fall and rise again of the human rights agenda in the post-independence period. It discusses the achievements of the African Commission and the African Union, and suggests ways of strengthening the human rights framework on the continent. The book came out of a conference that took place in Uppsala, Sweden in 2004 involving practitioners, scholars and activists in the field of human tights in Africa.

Higher Education in Africa:Crises, Reforms and Transformation/ Enseignement supérieur en afrique francophone: crises, reformes et transformations (Printed)

Higher Education in Africa:Crises, Reforms and Transformation/ Enseignement supérieur en afrique francophone: crises, reformes et transformations (Printed)

 

This book provides theoretical tools for analysing contemporary African higher education systems and institutions. It also examines policy challenges and the prospects for social progress. It points to critical areas of investigation for the CODESRIA Multinational Working Group (MWG) research network on higher education. Conceived as a background text for this network, the book traces the historical roots and the global factors of the African higher education crises and the search for transformation to address issues of legitimacy and relevance. It analyses the origins, nature, and mission of African higher education, the problems associated with cultural colonization and the dependency trap, the local/global nexus in the crises with a special attention to the structural adjustment programmes (SAPs), and the various waves of reforms and innovations. Furthermore, the book presents a synopsis of studies that were conducted on the crises, highlighting both their findings and recommendations.

 

Education Financing & Budgetary Reforms in Africa : The Swaziland Case (Printed)

Education Financing & Budgetary Reforms in Africa : The Swaziland Case ( Printed)

 

This book sets out the Swaziland educational model and policies, and in the context of the management of the national economy. It shows that the proportion of the annual government budget devoted to education in Swaziland ranks amoungst the highest in Africa and many of the goals set at the world summit for children in 1990 are being achieved. There is universal access of primary education, gender equality of access across almost all levels of education. The study also shows however that less positively, the system is increasingly under financial pressure particularly to fund the growing demand for higher education, comparatively very expensive. The co-authors advocate comprehensive budgetary and financial reforms drawing up a model in line with current policy directions to increase funding for tertiary education, and so release more funds for improving quality at lower levels.

Education and Financing in Africa : The Kenyan Case Study (Printed)

Education and Financing in Africa : The Kenyan Case Study

The Kenya study, part of a series of case studies by the Education and Finance Working Group, explores ways of reinforcing the capacity and competence of the Ministry of Education in Kenya in building a framework for collaboration, information exchange and the optimal use of financial resources. The series analyses the best practices used in managing and allocating resources, and evaluating the education sector.

The study further highlights challenges in determining who should finance what in the cost-sharing scheme, how to counter the imbalance in allocations between personnel and non personnel salaries, poor management of resources and lack of accountability, and effectively handle centralised budgeting and management systems and the weaknesses in the harmonisation of policy, planning and budgeting. The study is rich in detail and offers original directions for a comparison with other African experiences.

West Africa’s Trouble Spots and the Imperative for Peace -Building (Printed)

West Africa’s Trouble Spots and the Imperative for Peace -Building 

This monograph highlights the necessity for taking preventive measures in the form of peace-building as a sustainable and long-term solution to conflicts in West Africa, with a special focus on the Mano River Union countries. Apart from the Mano River Union countries, efforts at resolving other conflicts in say, Guinea Bissau, Senegal, C?te d’Ivoire and Nigeria, have suffered from a lack of attention on the post-conflict imperatives of building peace in order to ensure that sustainable peace is achieved. Given the often intractable and inter-related nature of conflicts in this region, it argues for the need to revisit the existing mechanisms of conflict resolution in the sub-region with a view to canvassing a stronger case for stakeholders towards adopting the peace-building strategy as a more practical and sustainable way of avoiding wars in the sub-region. Peace-building in consonance with its infrastructure is a more sustainable approach to ensuring regional peace and stability and, therefore, ensuring development for the peoples of West Africa. Dr Osita Agbu is currently a Senior Research Fellow at the Nigerian Institute of International Affairs, Lagos. His areas of specialization include Peace and Conflict studies, Governance and Democratization and Technology and Development. He was until recently, a Visiting Research Fellow at the Institute of Developing Economies, Chiba, Japan.

African futures and Childhood Studies in Africa” / ”Futurs africains et les études sur l’enfance en Afrique

African futures and Childhood Studies in Africa” / ”Futurs africains et les études sur l’enfance en Afrique  

 

L’idée centrale de ce livre est que les enfants africains sont des créateurs d’avenir. L’ouvrage explore les liens entre l’évolution de l’enfance et les versions de l’avenir de l’Afrique afin de comprendre comment les enfants sont des incarnations vivantes de l’histoire et des agents prospectifs du changement social. S’appuyant sur des recherches menées dans diverses écologies culturelles, les auteurs des dix chapitres discutent des résultats liés à l’apprentissage, à la formation, au travail, aux droits, aux écoles, à la paix, à l’éducation, aux aspirations, aux conflits et à l’intégration des réfugiés – et de la manière dont les enfants les appréhendent dans leur vie quotidienne. Ils décrivent des études menées au Bénin, au Burkina Faso, en Côte d’Ivoire, en Éthiopie, au Kenya, en Afrique du Sud et au Zimbabwe. L’ouvrage va au-delà des notions hégémoniques sur les enfants africains, en leur donnant la capacité d’aspirer, en élargissant leur imagination créative de manière à approfondir notre connaissance des enfances passées et présentes. Tout en retraçant les problèmes de l’enfance dans les exigences de la société, les enfants ne sont conceptualisés ni comme des victimes ni comme des héros. Au contraire, ils sont des participants sociaux dont les expériences, les valeurs, les désirs, les pratiques et les espoirs créent un terrain analytique fertile à partir duquel nous pouvons théoriser l’avenir et la temporalité de manière plus complète.

Tatek Abebe est professeur d’études sur l’enfance et le développement à l’Université norvégienne des sciences et de la technologie (NTNU), à Trondheim, en Norvège. Il a fondé et a été le coordinateur du réseau nordique de recherche sur les enfants et les jeunes africains (2011-2016). En 2017, il a été directeur de l’Institut de l’enfance et de la jeunesse du CODESRIA. Il fait partie du comité de rédaction de plusieurs revues, notamment Childhood, Children’s Geographies et l’Ethiopian Journal of Environment and Development.

Africa and Development Challenges in the New Millennium: The NEPAD Debate (Printed)

In 2001 NEPAD – the New Partnership for Africa’s Development – was launched by South African President Thabo Mbeke and Abdoulaye Wade, President of Senegal. Its founding assumption was that African governments had to take much more responsibility for their economic, political and social policy if real development were to be achieved. AFRICA & DEVELOPMENT CHALLENGES IN THE NEW MILLENNIUM is the first major attempt by African scholars and policy makers to evaluate the meaning of NEPAD in concrete terms. The authors raise key questions about NEPAD’s ability to integrate Africa with the global economy, to overcome the challenge of poverty, and to bring about regional development. The book also addresses what NEPAD means for agriculture, industrialisation, trade and the « digital divide ». This is an important contribution to our understanding of NEPAD, why it has already run into extensive criticism, and the prospects for a new, more positive chapter in Africa’s development.

Coloniality of Power in Postcolonial Africa – Myths of Decolonization

Coloniality of Power in Postcolonial Africa – Myths of Decolonization

 

Coloniality of Power marries the historical complexities of the past with the ambiguities of the present to expose the obstacles imposed by domination and exploitation, while at the same time revealing the oppositional strategies of intellectual and other forms of everyday and organized resistance and nationalism on behalf of the ongoing project of nation building. The urgency of the moment drives the practical insurgencies to produce The Africa We Want.

Toyin Falola, Professor and author of Decolonizing African Studies

“Ndlovu-Gatsheni demonstrates an encyclopedic knowledge of post-colonial and colonial theory in his evaluation of current African problems.” (From review of Coloniality of Power in Journal of Retracing Africa)

Jason Morgan, University of Texas at Austin

“To decolonise is not automatically to emancipate; to proclaim the postcolonial is not necessarily to end dependency. These terms become often a rhetoric to avoid a sometimes painful exploration and interrogation of the contradictions involved in the long road to true and authentic freedoms. Sabelo Ndlovu-Gatsheni’s startling and important new book refuses us the luxury of rhetoric and invites us to go very much deeper.”

Stephen Chan, Professor of World Politics, SOAS, University of London

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