Giving Space to African Voices : Rights in Local Languages and Local Curriculum

This book sets out to bring voices of the South to the debate on localization of education and makes the case that it should be considered a right in education. Despite all the scientifically-based evidence on the improved quality of education through the use of a local language and local knowledge, English as a language of instruction and “Western” knowledge based curriculum continue to be used at all educational levels in many developing nations. This means that in many African countries, the goal of rights to education is becoming increasingly remote, let alone that of rights in education. With this understanding and with the awareness of the education challenges of millions of children throughout Africa, the authors argue that local curriculum through local languages needs to be valued and to be preserved, and that children need to be prepared for the world in a language that promotes understanding. The authors make a clear case that policy makers are in a position to work towards a quality education for all as part of a more comprehensive right-based approach. We owe it to the children of the South to offer the best quality education possible in order to achieve social justice. Front Matter....Pages i-xxii Front Matter....Pages 1-1 Localization of Instruction as a Right in Education....Pages 3-19 Language, Learning, and Education for All in Africa 1 ....Pages 21-47 Voices in Development Struggles in the South....Pages 49-65 Shaping Muslim Curriculum in Kenya....Pages 67-82 Front Matter....Pages 83-83 Rights to Quality Education....Pages 85-92 Enhancing Capacities For Improving Quality Education Assessment Practices....Pages 93-106 Rethinking Quality Education in Tanzania ́S Classrooms....Pages 107-129 Appropriate Language in Education....Pages 131-146 Front Matter....Pages 147-147 Examining Ugandan and Malawian Language of Instruction Policies From a Linguistic Human Rights Perspective....Pages 149-162 Violation For Linguistic Rights....Pages 163-171 Infusing a Rights-Based Approach in Initial Teacher Education in Postcolonial Zanzibar....Pages 173-195 The Local and the Global in Zanzibar ́S Educational Policy....Pages 197-215 Afterword....Pages 217-217 (A) Adult Literacy and Non-Formal Learning(A) Associated Educational Innovations; VOICES OF CONCERN AND CAUTION: 1981-2000; (A) The Primary and Secondary Education Sectors; THE VOICES OF ANGUISH AND DISENCHANTMENT: 2001-2011; CONCLUSION AND IMPLICATIONS; NOTES; REFERENCES; AFFILIATION; SHAPING MUSLIM CURRICULUM IN KENYA; INTRODUCTION; THE COLONIAL BEGINNING: AN HISTORICAL BACKGROUND TO MUSLIM EDUCATION; POSTCOLONIAL DEVELOPMENTS: MUSLIM EDUCATION; THE NEW VISION: MODERN INTEGRATED MADRASA NURSERY CURRICULUM; CONCLUDING REMARKS; NOTES; REFERENCES; AFFILIATION; PART II: RIGHTS TO EDUCATION TABLE OF CONTENTS; ACKNOWLEDGMENTS; ABOUT THE AUTHORS; INTRODUCTION; THE ORGANIZATION OF THE BOOK; FOREWORD : PART OF THE SOLUTION; NOTES; REFERENCES; PART I: LOCALIZATION OF INSTRUCTION AND CURRICULUM DEVELOPMENT; LOCALIZATION OF INSTRUCTION AS A RIGHT IN EDUCATION: TANZANIA AND NIGERIA LANGUAGE-IN-EDUCATIONS POLICIES; INTRODUCTION; HISTORICAL BACKGROUND FOR THE DEBATES ABOUTLANGUAGE IN SCHOOLS; In Tanzania; In Nigeria; IMPLICATIONS FOR QUALITY LEARNING; RECOGNIZING THE IMPORTANCE OF CULTURAL IDENTITY FOR BETTER LEARNING; HUMAN RIGHTS IN EDUCATION; CONCLUDING COMMENTS; NOTE; REFERENCES RIGHTS TO QUALITY EDUCATION: (Translated From French To English By Zehlia Babaci-Wilhite)INTRODUCTION; TRUE EQUALITY IN ACCESS TO QUALITY EDUCATION; THE OBJECTIVES OF EDUCATION AND THE QUESTION OF EMANCIPATION; REALITIES AND MYTHS CONCERNING "MULTI CULTURALISM"; REFERENCES; AFFILIATION; ENHANCING CAPACITIES FOR IMPROVING QUALITY EDUCATION ASSESSMENT PRACTICES; INTRODUCTION; ECONOMY-WIDE CONTEXT OF EDUCATIONAL ASSESSMENT FOR QUALITY EDUCATION; EDUCATION FOR COMPETITION VIS-À-VIS EDUCATION AS HUMAN RIGHT; FROM TRADITIONAL GOALS TO NEW LOCAL (NATIONAL) AND INTERNATIONAL DEMANDS/PRACTICES AFFILIATIONSLANGUAGE, LEARNING, AND EDUCATION FOR ALL IN AFRICA; INTRODUCTION; LANGUAGE, MEDIUM, AND KNOWLEDGE REPRESENTATION; EDUCATION IN COLONIAL AFRICA; RIGHTS 'IN' EDUCATION; ON CHOICE OF LANGUAGE OF INSTRUCTION; LANGUAGE AND MATH/SCIENCE EDUCATION; REVIEW OF THE CURRICULUM IN AFRICAN SCHOOLS; GLOBAL POLITICS; NOTES; REFERENCES; AFFILIATION; VOICES IN DEVELOPMENT STRUGGLES IN THE SOUTH: EXPERIENCES IN EDUCATION IN TANZANIA, 1961-2011; INTRODUCTION; The Voices of Enthusiasm: 1961-80; Planning Quick-Fixes for Pupil Enrolment and School Expansion; (A) Primary and Secondary Education FROM CENTRAL ASSESSMENT TO INCLUSIVE DECENTRAL CAPACITY BUILDING PRACTICESLEARNING FROM "OUTCOMES" LITERATURE AND CURRENT FRAMEWORKS FOR MEASURING LEARNING OUTCOMES; PRACTICE AND LESSONS FROM NATIONAL FRAMEWORKS; CONCLUSION AND STRATEGIC POLICY PRIORITIES AND TARGETS; REFERENCES; AFFILIATION; RETHINKING QUALITY EDUCATION IN TANZANIAS CLASSROOMS; INTRODUCTION; Global Context of Quality Education; Quality of Education in the Context of EFA; Quality Education as Reflected in Monitoring and Evaluation Data; Macro Dimensions of Quality Education; CONTEXT OF QUALITY EDUCATION IN TANZANIA