This edited volume explores various issues pertaining to the education of children with disabilities, drawing on case studies in Africa (Botswana, Kenya, Nigeria, South Africa, & Tanzania), the Caribbean and Middle East.
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If teachers want to educate deaf learners effectively, they have to apply evidence-informed methods and didactics with the needs of individual deaf students in mind. Featuring chapters centering on 19 countries, from Africa (Ethiopia, Ghana, Kenya, Morocco, Namibia, Nigeria, Tanzania, Zimbabwe), Asia, Latin America, and Central and Eastern Europe, the volume offers a picture of deaf education from the perspectives of local scholars and teachers who demonstrate best practices and challenges within their respective regional contexts.

This edited volume addresses a critical aspect of development in Africa: the intersection between education and governance. Using case studies and experiences from different parts of the continent, this book assesses how the potential for human resources, in terms of education, can be leveraged in the development process to achieve equity, inclusive development and governance outcomes in Africa.

A comprehensive critical reference guide to education in the region. The book explores the education systems of Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Tanzania, Uganda, Zambia, Angola, Burundi, the Central African Republic, the Democratic Republic of Congo, Equatorial Guinea and Sao Tome, Gabon, the Republic of Congo and Rwanda. It critically examines the regional development of education provision in each country as well as recent reforms and global contexts.
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Education in West Africa is a comprehensive critical reference guide to education in the region. Written by regional experts, the book explores the education systems of Benin, Burkina Faso, Cameroon, Cape Verde, Chad, The Gambia, Ghana, Guinea, Guinea-Bissau, Ivory Coast, Liberia, Mali, Mauritania, Niger, Nigeria, Senegal, Sierra Leone and Togo.
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People in many African communities live within a series of concentric circles when it comes to language. In a small group, a speaker uses an often unwritten and endangered mother tongue that is rarely used in school. A national indigenous language--written, widespread, sometimes used in school--surrounds it. An international language like French or English, a vestige of colonialism, carries prestige, is used in higher education, and promises mobility--and yet it will not be well known by its users. The essays in Languages in Africa explore the layers of African multilingualism as they affect language policy and education. Through case studies ranging across the continent, the contributors consider multilingualism in the classroom as well as in domains ranging from music and film to politics and figurative language.
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The need for peace remains a perennial concern for African citizens within their communities and countries. The authors draw from daily headlines as well as African literature to unearth twenty-first century quandaries with which educators in formal and informal contexts are called upon to grapple. They offer insights to educators, peace education practitioners and parents for everyday living.

A historical overview of research on education in Africa, the Caribbean and the Middle East...in comparison. Topics covered include: multlingualism and science education in elementary schools of Benin; science education reform in Rwanda; a feminist analysis of sexual harassment among high school girls in Kenya; and the politics of textbooks in post-apartheid South Africa.

This book explores rurality and education in sub-Saharan Africa through a lens of social justice. The first in a two-volume project, this book explores the possibilities and constraints of rural social justice in diverse educational contexts: how should rurality be defined? How does education shape and reshape what it means to be rural? Drawing chapters from a diverse range of contributors in sub-Saharan Africa, the authors adopt a robust social justice approach to rural schooling and its intersections with access, gender, colonialism, social mobility and dis/ability.

How do governments in Africa make decisions about language? What does language have to do with state-building, and what impact might it have on democracy? This manuscript provides a longue durée explanation for policies toward language in Africa, taking the reader through colonial, independence, and contemporary periods. It explains the growing trend toward the use of multiple languages in education as a result of new opportunities and incentives.

Teacher education is vital for the realization of a nation's development aspirations. The conception, incubation and delivery of any national development policy, as well as the reform and implementation of extant policies, are driven by the quality of teachers and their products within a functional educational system. Indeed, national and global models of development, including the millennium development goals revolve round the frames of quality education, beginning with teacher education.
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