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Drawing on over fifty years of on-the-ground experience, Fred M. Hayward's "Transforming Higher Education in Asia and Africa" analyzes change processes in higher education in eight Asian and African countries. The twelve cases range from the push to upgrade and transform higher education in Afghanistan in the midst of a war, to the successful struggle against apartheid in South African institutions, as well as thwarted efforts in Sierra Leone and Madagascar. Providing both practical lessons learned and hope for communities globally, Hayward demonstrates that higher education change and even transformation, which is more fundamental and structural, can occur even in the most difficult environments. Successful transformation requires well-crafted strategic and budget plans with careful implementation, monitoring, and effective leadership at multiple levels. Yet also critical are a commitment to human development, a desire for freedom and belief in democracy, and recognition that high-quality higher education is essential to national development.

In the drive to achieve universal primary education as one of the Millennium Development Goals, there is an increasing recognition of the urgency of focusing on teacher education to both meet the demand for more than one million qualified teachers required to achieve this goal within sub-Saharan Africa, as well as to combat the sometimes poor quality educational experience reported in the school. Currently, approximately only one third of teachers are qualified to teach. This dearth in qualified teachers also means that secondary and tertiary education need to be improved upon to provide an educated cohort of graduates. This in turn will ensure that the quality of teacher trained and retained within the profession is of a sufficiently high standard to ensure sustainable progress. This volume focuses on the various aspects of teacher education which need to be addressed in order for the wider Millennium Goals to be achieved, but more importantly, so that each African child living within sub-Saharan Africa will have the right to a quality education: ensuring they too experience their right and entitlement as children to reach their full potential--often taken for granted in Western countries--giving African children the necessary tools to build a better future for themselves. Of particular interest to the education researcher and policy maker, this volume's contributors look at the various issues and challenges around the teacher profession, particularly in relation to resources and practices within sub-Saharan Africa. The contributors examine the issue of building research capacity for educational research within teacher education Colleges and explore the concept of education for sustainable development with the view to improving the development of quality teacher education within the global South. In this volume, research reports are presented highlighting the various challenges within the structure and provision of teacher education within certain national contexts, including assessment and curricula issues, which need to be addressed. This volume goes from the global to the local and examines teacher educator teaching, learning and reflective practice issues within different contexts, as well as exploring alternative pre-service experiences for western teachers who wish to work within the sub-Saharan context as well as some teacher educator exchange programmes between the South and North. Case countries explored include Lesotho, South Africa, Mozambique, Uganda, Kenya, Tanzania and Madagascar, to mention but a few. Of particular value to the education researcher and policy maker, this book provides a timely resource focusing on an area of neglect, highlighting the central role of the teacher and teacher education towards sustainable development within the sub-Saharan African context. This book is divided into three parts. First, International and National Discourses on Teacher Education, contains the following: (1) Education as a Humanitarian Response as Applied to Teachers and Their Training in Sub-Saharan Africa (Colin Brock); (2) Teacher Education in Sub-Saharan Africa: Issues and Challenges around Teacher Resources and Practices (Bob Moon & Freda Wolfenden); (3) Contradictions in Teacher Education and Teacher Professionalism in Sub-Saharan Africa: The Case of South Africa (Clive Harber); (4) What Hope for the Dakar Goals? The Lower Levels of Education in Lesotho and Uganda since 2000 (James Urwick & Rosarii Griffin with Veronica Opendi & Matemoho Khatleli); (5) A Critical Overview of Education for Sustainable Development with Particular Focus upon the Development of Quality Teacher Education in Sub-Saharan Africa (David Stephens); and (6) Building Capacity for Educational Research in Sub-Saharan Africa: Opportunities, Constraints and Lessons in the Context of Mozambique, Tanzania and Uganda (Peadar Cremin, Mary Goretti Nakabugo & Eimear Barrett). Second, Case Country Research Reports on Aspects of Teacher Education in Sub-Saharan Africa, contains the following: (7) Towards a Holistic Understanding of Special Educational Needs (Jacqui O'Riordan, James Urwick, Stella Long & Maria Campbell); (8) The Teaching and Learning of Mathematics in Ugandan Secondary Schools: Poised for Change? (Paul Conway, Elizabeth Oldham, James Urwick, Sarah Kisa, Justine Otaala & Anne Mugwera); (10) Implementing the Thematic Curriculum in Uganda: Implications for Teacher Education (Marty Holland, Louise Long & Laura Regan); and (11) How Much Is Enough? Investigating Mathematical Knowledge for Primary Teaching in Lesotho (Dolores Corcoran & Anne Dolan). Third, Teacher Education at the Chalkface: Closer Perspectives, contains the following: (12) Teacher Educators and Teaching, Learning and Reflective Practice among the Turkana Nomads of Kenya (Thomas G. Grenham); (13) An Account of the Alternative Education Experience Africa Programme in Transition: Irish Pre-Service Teachers' Experience in Zambia and the Gambia (Fiona Baily & Deirdre O'Rourke); and (14) Teacher Educator Exchange Partnership in Uganda and Ireland: Closer Perspectives on Teacher Education in Sub-Saharan Africa (Patricia Kieran, Carmel Hinchion, Doris Kaije, Ruth Kyambadde & Paddy Bradley).

The theme of this book cuts across disciplines. Contributors to this volume are specialized in education and especially classroom research as well as in linguistics, most being transdisciplinary themselves. Around 65 sub-Saharan languages figure in this volume as research objects: as means of instruction, in connection with teacher training, language policy, lexical development, harmonization efforts, information technology, oral literature and deaf communities. The co-existence of these African languages with English, French and Arabic is examined as well. This wide range of languages and subjects builds on recent field work, giving new empirical evidence from 17 countries: Botswana, Ethiopia, Ghana, Kenya, Madagascar, Malawi, Mali, Mozambique, Niger, Nigeria, Senegal, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe, as well as to transnational matters like the harmonization of African transborder languages. As the Editors--a Norwegian social scientist and a Norwegian linguist, both working in Africa---have wanted to give room for African voices, the majority of contributions to this volume come from Africa. Following a Foreword (Ayo Bamgbose), Series Editor's Preface (Michael Crossley), and Introduction (Ingse Skattum and Birgit Brock-Utne), the book is divided into four parts. Part 1, General Considerations on Language and Education, includes: Parents' and Policy Makers' Insistence on Foreign Languages as Media of Education in Africa: Restricting Access to Quality Education--For Whose Benefit? (Martha A.S. Qorro); Mother-Tongue Education in Africa for Emancipation and Development: Towards the intellectualisation of African Languages (Kwesi Kwaa Prah); Promoting Multilingual and Multicultural Education in Francophone Africa: Challenges and Perspectives (Hassana Alidou); and Assumptions and Aspirations Regarding African Languages in South African Higher Education: A Sociolinguistic Appraisal (Rajend Mesthrie.) Part 2, Language as a Means of Instruction and as a Subject in Formal Education, includes: L'Utilisation des Langues Nationales dans le Systeme Educatif Malien: Historique, Defies et Perspectives (Mamadou Lamine Traore); The Role of National Languages in Mali's Modernising Islamic Schools (Madrasa) (Tal Tamari); National Language Teaching as a Tool for Malagasy Learners' Integration into Globalisation (Irene Rabenoro); Implications of the Use of Mother Tongues versus English as Languages of Instruction for Academic Achievement in Ethiopia (Mekonnen Alemu Gebre Yohannes); Weaning Africa from Europe: Toward a Mother-Tongue Education Policy in Southern Africa (Silvester Ron Simango); The Training of Teachers of African Languages in Southern Africa with Special Reference to Botswana and Zambia (Lazarus M. Miti & Kemmonye C. Monaka); and Spare No Means: Battling with the English/Kiswahili Dlemma in Tanzanian Secondary School Classrooms (Halima Mohammed Mwinsheikhe.) Part 3, Language Standardisation and Harmonisation, includes: Language, Dialect and Region: The Handling of Language Herbert Chimhundu Variation in Shona Dictionaries (Herbert Chimhundu); Harmonisation of the Shona Varieties: Doke Revisited (Nhira Edgar Mberi); Adjectives in Shona (Nomalanga Mpofu); and From Standardisation to Harmonisation: A Survey of the Sociolinguistic and Political Conditions for the Creation of Nguni in Southern Africa (Samukele Hadebe.) Part 4, Beyond Formal Education, includes: La Communication Mediatisee par les Technologies de les Technologies de l'Information et de la Communication: La Porte d'Acces au Domaine de l'Escrit pour les Langues Africaines? (Kristin Vold Lexander); Comment les Langues se Melangent-elles a l'Ecrit? Pratiques Actuelles de deux Agriculteurs Passes par une Ecole Bilingue (Franco-Bambara) au Mali (Aissatou Mbodj-Pouye & Cecile Van Den Avenne); Towards an Enriched Beginning Reading Programme in Yoruba (Foluso O. Okebukola); and What is South African Sign Language? What is the South African Deaf Community? (Philemon Akach, Eline Demey, Emily Matabane, Mieke Van Herreweghe and Myriam Vermeerbergen.) Contributor information is included.

This collection of articles includes: "Introducing Applied Linguistics in Africa" (Sinfree Makoni and Ulrike H. Meinhof); "Language Ideology and Politics: A Critical Appraisal of French as Second Official Language in Nigeria" (Tope Omoniyi); "The Democratisation of Indigenous Languages: The Case of Malawi" (Themba Moyo); "Classroom Code-Switching in Post-Colonial Contexts: Functions, Attitudes and Policies" (Gibson Ferguson); "A Pilot Study of Supplemental Instruction for At-Risk Students at an Historically Black University (HBU) in South Africa" (Constance Zulu); "Using Historical Data to Explain Language Attitudes: A South African Case Study" (Ian Bekker); "Discourse, Culture, and the Law: The Analysis of Crosstalk in the South African Bilingual Courtroom" (Pulie Thetela);"Language and the Law: Who Has the Upper Hand?" (Vivian de Klerk); "Dysphemisms in the Language of Nigeria's President Olusegun Obasanjo" (Yisa Kehunde Yusuf); "Managing 'Face' in Urban Public Transport: Polite Request Strategies in Commuter Omnibus Discourse in Harare" (Pedzisai Mashiri); "Popular Malagasy Music and the Construction of Cultural Identities" (Zafimahaleo Rasolofondraosolo and Ulrike H. Meinhof); "'I Want to Be Like a Human Again': Morbidity and Retained Ability in an Alzheimer Sufferer" (Stanley G. M. Ridge, Sinfree Makoni, and Elaine Ridge); and "Doug Young: A Profile" (Rochelle Kapp). (Papers contain references.) (SM)

This book explores the problems and issues of secondary-school financing in developing countries. It outlines the rationale for expanding secondary education, investigates under what conditions it might be possible to do so at sustainable cost levels, presents case studies of secondary-school financing, and offers policy recommendations. The first chapter outlines the rationale for a new analysis of secondary-school financing in the context of the role that secondary schools play in the development process. The next chapter explores the characteristics of secondary schooling in developing countries using analyses based on the UNESCO database. The following chapter investigates under what conditions it might be possible to increase secondary participation rates at sustainable levels of costs. The next five chapters provide case-study analyses of secondary-school financing issues in Zimbabwe, Malwai, Sri Lanka, China, Costa Rica, Burkina Faso, Mali, Senegal, Cote d'Ivoire, and Madagascar. The next chapter looks across the case-study data and beyond to collate the issues that arise and identify policy options that offer prospects of improved access at sustainable levels of cost without a decrease in quality. The final chapter considers the overall financial challenges that could result in lower costs and improved efficiency. (WFA)

A collection of essays on cross-cultural aspects of literacy education includes: "Conceptions and Uses of Literacy in a Papua New Guinea Village" (Don Kulick, Christopher Stroud); "Literacy and Feelings: The Encoding of Affect in Nukulaelae Letters" (Niko Besnier); "The Uses of Schooling and Literacy in a Zamfimaniry Village" (Maurice Bloch); "Arabic Literacy and Secrecy Among the Mende of Sierra Leone" (Caroline H. Bledsoe, Kenneth M Robey); "Literacy and Cultural Identity in the Horn of Africa: The Somali Case" (I. M. Lewis); "Gender, Language and the Politics of Literacy" (Kathleen Rockhill); "Literacy Development and Ethnicity: An Alaskan Example" (Stephen Reder, Karen Reed Wikelund); "The Letter and the Spirit: Literacy and Religious Authority in the History of the Aladura Movement in Western Nigeria" (Peter Probst); "Vernacular Writing: Varieties of Literacy Among Philadelphia High School Students" (Miriam Camitta); "Collaborative Writing: Appropriating Power or Reproducing Authority?" (Amy Shuman); "Literacy and Social Process: A Community in Transition" (Gail Weinstein-Shr); and "Code Switching and Mode Switching: Community Interpreters and Mediators of Literacy" (Mike Baynham). (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)