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A multinational, multidisciplinary team examined the impact of globalization on education, training, and small and medium sized enterprise development in Ghana, Kenya, and South Africa. The study focused on the following issues: developing a learner-led competitiveness approach; building learning enterprises; education for microenterprises and macroeconomic growth; and training for self-employment and competitiveness. The study documented the importance of learning-led competitiveness and identified obstacles to development of learning enterprises in all three countries. The following are among the 12 recommendations offered to national governments and international agencies with development concerns: (1) insert learning-led competitiveness into development debates; (2) understand the implications of globalization better; (3) address the range of barriers to development of learning enterprises; (4) consider interenterprise linkages and the role of learning therein; (5) place learning-led competitiveness at the heart of small enterprise development policy; (6) broaden the universal primary education vision; (7) construct a curriculum for competitiveness; (8) improve public training's ability to support competitive self-employment; (9) empower training providers to be more market responsive; and (10) emphasize skills transfer from large to small firms. (The bibliography lists 139 references. Brief profiles and addresses of the research team members and a list of project papers are appended.) (MN)

Linking between schools in the United Kingdom and schools in sub-Saharan Africa has been a feature of the educational landscape for more than twenty years, but became a government priority between 2000 and 2010. Whilst the interest in Ireland was less, both countries resourced linking programmes primarily as a means of raising awareness of development issues. Non-governmental organisations (NGOs) also became involved in school linking during the first decade of the twenty-first century with Plan UK and Link Community Development (Link) being the leading organisations in this field. However, due to funding constraints and change in United Kingdom government policy post 2010, both of these NGOs ended their linking programmes in 2011 and 2012 respectively. Link's involvement in school linking came from a development perspective; links were primarily seen as a mechanism for improving schools in sub-Saharan Africa. Development education only became a main feature of their linking programme with their European Union funded project, Partners in Development (PiD), which ran from 2010 to 2012. This project was funded from a development awareness budget line, but the NGO's proposal included development goals within the project. This became a major source of tension that was unresolved throughout the life of the project. This report is an evaluation of the "Partners in Development" project that was based on linking schools in England, Scotland, Wales, and Ireland, with schools in Ghana, Malawi, Uganda, and South Africa. The evidence gathered was based on a combination of quantitative-based questionnaires, interviews with key staff within Link, and in-depth data gathered from a number of schools in Scotland. The main findings of the evaluation are as follows: (1) The Link Schools Programme (LSP) was clearly valued, but its impact was different in the United Kingdom and Ireland from that in South Africa, Ghana, Malawi, and Uganda; (2) The breadth of schools involved, particularly in the United Kingdom, suggests that the programme reached different schools from those which have been involved in other linking programmes; (3) The project suffered from funding criteria that continually focused on a target-driven approach; (4) Link staff became too heavily involved in administration and support; (5) As a consequence, many of the issues that often emerge in linking activities were not fully addressed; (6) The website was popular and the Solar Connect component that provided internet access to some of the schools in Africa was highly valued; and (7) Supported links developed by the Link model clearly have value. The following appendices are included: (1) Breakdown of schools participating in the Teacher Survey; (2) Rating of the Link Programme services. UK & Ireland schools; (3) Rating of the Link Programme services. African schools; (4) Profile of activities by school characteristics; (5) Evaluation Questionnaire; and (6) Focus Group Questions for Teachers in Scottish Link Schools--June 2012.

International experience with student loans as a means of financing higher education is examined, with particular reference to developing countries. After summarizing the main purposes and kinds of student loan programs and practices in developed countries, advantages and disadvantages of loans as a means of financing higher education are identified. Specific attention is directed to Latin America and the Caribbean, including the scale of student loan programs, administration of educational credit institutions, the financing of student loans, repayment terms, the cost of administering student loans, and default on student loans. Additionally, student loan programs in Asia, the Middle East, Ghana, and other African countries are addressed. Loan programs in developing countries are also evaluated in terms of feasibility, as a means of cost recovery, flexibility, efficiency, equity, manpower, and administration. The roles of the U.S. Agency for International Development, the Inter-American Development Bank, and the World Bank in funding student loan institutions are examined. Finally, the choice between student loans and other methods of financing higher education is addressed, and policy options for student loan programs are summarized. Information on educational credit institutions in Latin America and a bibliography are appended. (SW)

This paper seeks to draw attention to examples of negative customary practice and obsolete traditions that thwart female access to education, female emancipation, and their ultimate empowerment. The information is organized in five sections. Sections 1 and 2 present an historical review of female education in Sub-Saharan Africa and the status of female education in Ghana. Typical examples of obsolete customary practices are examined in Section 3. The benefits of educating girls are discussed in Section 4, while Section 5 analyzes the implications of all types of discrimination towards female education. Benefits to a nation when females are educated are reviewed, such as lower birthrate, improved family nutrition, increased life expectancy, and economic gains for the family. A number of policies and programs are presented that have been put into place or are suggested to eradicate the cultural, customary, and traditional practices that work against female child education. (Contains 15 references, 5 tables, and 1 figure.) (JDM)

This document contains seven papers from a study of the role of distance learning approaches in enhancing the contribution of nonformal education to socioeconomic development in Africa. "Introduction" (Richard Siaciwena) presents an overview of the research project and defines key terms related to nonformal education. "Ghana: The Use of Radio in the National Literacy and Functional Skills Project in the Volta and Northern Regions" (Kofi Siabi-Mensah) reports on a study examining the use of radio to support classroom teaching and learning in a literacy and functional skills project. "Kenya: The African Medical Research Foundation" (Anna P. Mwangi) discusses a study documenting the experience of a distance education project to provide continuing education to medical workers with little or no access to any other form of continuing education. "Tanzania: INADES- (African Institute for Economic and Social Development) Formation, Tanzania" (Amon Z. Mattee) reviews the history and activities of INADES-Formation, which provides provide training to farmers in rural communities. "Uganda: Distance Education Programmes of the Ministry of Health" (Juliana Bbuye) describes various nonformal health education activities in Uganda. "Zambia: Radio Farm Forum" (David Sibalwa) profiles a program providing technical assistance to farmers via radio. "Conclusion" (Richard Siaciwena) summarizes and synthesizes the findings of the individual case studies. (Some papers contain substantial bibliographies.) (MN)

One in a series of studies of lifelong learning, this paper discusses the cultural and educational needs of selected urban and rural communities in Senegal and Ghana, emphasizing grassroots initiative and the community's analysis of its own needs. Information is drawn in part from surveys, public meetings, and interviews in three communities: Guediawaye, a rapidly growing, ethnically diverse suburb of Dakar; Damfa, a traditional village 17 kilometers from Accra exemplifying the social organization of most African villages; and Cidan Tuba, a religiously based agricultural village composed of recent converts to Islam. The study consists of (1) a methodological discussion of the survey and of the cultural and social context in which it was conducted, (2) an analysis of various nonformal education programs in the communities studied, (3) an analysis of the role of nonformal education structures, and (4) identification of the elements of a nonformal education policy that would leave room for creativity at the community level. Discussion of policy implications of the survey emphasizes the need to link nonformal education with community development and occupational training with cultural training. Comparisons are drawn between nonformal educational systems in Ghana and Senegal and between rural and urban systems. (JH)

This monograph focuses attention on economic considerations related to infant feeding practices in developing countries. By enlarging on previous methodologies, this paper proposes to improve the accuracy of past estimates of the economic value of human milk, or more specifically, the practice of breastfeeding. The theoretical model employed incorporates (1) health and disease effects and costs, (2) goods costs (foods, materials and implements) and (3) time costs for both artificial feeding and breastfeeding. Terms of the model are extensively discussed. The model is subsequently employed to estimate the relative costs of bottle and breastfeeding in Ghana and the Ivory Coast for both individuals and the nations. In theory, if a mother breastfeeds an infant for two years, the average family in the Ivory Coast would save between US $591 and $723 in goods and time costs. The further savings due to the lower goods and time costs of disease and malnutrition for those who practice breastfeeding would be substantial. Similarly, the average Ghanian family could save between US $591 and $724. Most of the national level calculations attempted were done to illustrate simple analytic methods for achieving rough estimates from inadequate data. Conclusions which could be drawn from this study are limited because it is based almost entirely on preexisting data. Findings of this monograph are intended to encourage further research, promote breastfeeding and prevent the spread of bottle feeding in developing countries. (Author/RH)

There is an urgent need to restructure universities in Africa; current problems include the loss of autonomy, a decaying infrastructure, inadequate salaries, an internal job market void of opportunities, brain drain, intellectual isolation, diminished research, and fossilized curricula. There is an equal need for a stabilized funding source and reduced enrollment. Among suggestions for change are expanding extension programs to include evening and vacation classes, and allowing more teaching hours to those who teach during the day and must seek a second job at night. In addition, the university should establish a self-financing consulting office to interact with government departments, the private sector, and international organizations. Competitive rates paid to academics would cut down on the use of highly paid foreign experts. Further suggestions include the creation of an independent think tank funded by an independent government source that would apply expertise to national problems. The curriculum should allow for more flexibility in course selections. Universities should expand technological and commercial training to provide middle management skills and technical capabilities. (NL)

African nations are still structurally and culturally dependent on their former metropoles. This dependence has challenged and variegated the endogenous creative efforts of the African leadership. A typology of eight leadership styles found in Africa attests to this variegation and diversity of endogenicity. Overall, a confused picture was painted which showed that the African leadership experienced uncertainties about how to endogenize African institution-building efforts. To illustrate these confused efforts, the study focused on knowledge system building. Educational philosophy was isolated for an in-depth study. A "Dogbe Philosophy of Education Assessment Scale" was developed, and Ghana was chosen as a case test. The results of the study revealed a significant confusion in the minds of Ghanian leaders relative to questions about an educational philosophy and the meaning of that philosophy for an appropriate, relevant policy. African leaders only need to look at Japan to see how effective a nation can be if it blends external ideas appropriately with internal demands to meet national needs. African leaders too, can explore the possibilities for using an endogenous philosophy of education to aid their national development in a space-age civilization. (BZ)