Challenges of Quality Education in Sub-Saharan African Countries


Daniel Namusonge Sifuna
Kenyatta University, Nairobi, Kenya

Nobuhide Sawamura
Hiroshima University, Japan

Series: Education in a Competitive and Globalizing World

Quality is at the heart of all education systems as good quality teaching and learning environments ensure effective learning outcomes. Quality influences what students learn, how well they learn and what benefits they draw from their education. The quest to ensure that students achieve decent learning outcomes and acquire values and skills that help them play a positive role in their societies is an issue on the policy agenda of nearly every country. As many world governments struggle to expand particularly basic education, they also face the challenge of ensuring that students stay in school long enough to acquire the knowledge they need to cope in a rapidly changing world. The purpose of this book is therefore to profile some aspects of education quality in the African education systems and highlight key policies for improving the teaching and learning outcomes. The book is also intended to provide basic information to scholars who are interested in studying education in the Sub-Saharan African region. To enable users understand and appreciate developments, trends and changes that have taken place in the education systems, for most chapters, the book deliberately adopts a historical approach which leads to some focus on developments which date back to the colonial period in Africa.

Table of Contents

Table of Contents

List of Tables and Figures



Chapter 1. Educational Policy Trends, pp. 1-14

Chapter 2. Concept and Function of Quality Education, pp. 15-29

Chapter 3. Early Childhood Care and Education, pp. 31-50

Chapter 4. Primary Education, pp. 51-75

Chapter 5. Secondary Education, pp. 77-97

Chapter 6. University Education, pp. 99-121

Chapter 7. Teacher Education and the Teaching Profession, pp. 123-144

Chapter 8. Adult Literacy, pp. 145-167

Chapter 9. Technical and Vocational Education and Training (TVET), pp. 169-192

Chapter 10. Conclusions and the Way Forward, pp. 193-203

References pp.205-224

About the Authors pp.225-226

Index pp.227-241

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