Education sector analysis in Africa: limited national control and even less national ownership

Samoff, Joel

doi:10.1016/s0738-0593(99)00028-0

Cited by 71 publications

(40 citation statements)

References 11 publications

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“…As a result, the country was subjected to neoliberal education policies in a similar manner as sub-Saharan Africa (UNESCO, 1993), which had even been dealt with as a single entity (Samoff, 1999). The "discursive homogenization" (Escobar, 1997, p. 92) of the so-called developing world allowed 'developing' countries hardly any control, let alone ownership.…”

Section: Herders In the Blind Spot Of Educational Developmentmentioning

confidence: 99%

Social versus Spatial Mobility? Mongolia’s Pastoralists in the Educational Development Discourse

Stolpe

2016

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When it comes to education for mobile pastoralists, Mongolia is an exceptional case. Until fifty years ago, herders comprised the majority of the Mongolian population. Although a satellite of the Soviet Union, the Mongolian People's Republic was a state in which mobile pastoralism was not challenged, and herders were not constructed as social outcasts. Equally exceptional was the country's modernisation, witnessed in its decided alignment with equal opportunities. In Mongolia, it was not 'nomadism' that was associated with backwardness, but illiteracy. Policy-makers aimed to combine spatial with social mobility by building schools further and further out in the grasslands, employing locals as teachers, and fostering interplay between modern formal education and extensive animal husbandry. Yet after 1990, when development discourse pigeon-holed post-socialist Mongolia as a Third World country, the so-called shock therapy led to severe cuts in education. Herders were essentialised as 'nomads', which caused donor-driven policies of educational planning to construe pastoralists as challenges. Ironically, during the initial decade of Education for All, the younger generation had-for the first time in Mongolia's history-less educational opportunities than their parents. This article discusses narratives of inclusion and the political consequences of ascribed social identities.

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Section: Herders In the Blind Spot Of Educational Developmentmentioning

confidence: 99%

Social versus Spatial Mobility? Mongolia’s Pastoralists in the Educational Development Discourse

Stolpe

2016

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“…The challenges are further compounded by the donor-dependencies, a common characteristic of almost all African countries. Since donor agencies often have unreasonably high expectations in the short-term, any reform may be undone unless it can show a quick result; it risks undermining the long-term development (Samoff, 1999). Despite the current preoccupation with progressive pedagogy by African governments, dichotomising between teacher-centred and learner-centred pedagogy is not helpful in improving teaching because different approaches coexist in the practice of teachers (Torrance & Pryor 1998;Alexander 2006).…”

Section: Case Of Namibiamentioning

confidence: 99%

Is changing teaching practice the mission impossible? A case study of continuing professional development for primary school teachers in Senegal

Miyazaki

2015

Compare: A Journal of Comparative and International Education

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“…Est-ce que comme le précise de nouveau Lange (2003) « la tendance à l'uniformisation des systèmes et le triomphe de l'idéologie scolaire se heurtent à la production et à la reproduction de normes sociales et culturelles autonomes » (p. 162) ? Nous devons mettre en perspective le courant critique des approches dominantes de l'éducation avec des auteurs tels que Samoff (1999), Serpell (1993), ou Tikly (2010) qui nous proposent de repenser autrement la signification de l'éducation dans une perspective moins centrée sur l'économie et prenant davantage en compte le contexte socio-culturel de l'apprentissage.…”

Section: Des Lacunes Théoriques Et Méthodologiquesunclassified

Repenser l’influence de la Banque mondiale sur les politiques d’éducation de base en Afrique de l’Ouest francophone

Lauwerier

Akkari

2012

mje

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L’analyse de la littérature sur l’influence de la Banque mondiale dans les politiques nationales d’éducation fait ressortir, dans la plupart des cas, de nombreuses lacunes théoriques et méthodologiques qui ne permettent pas de saisir finement cette influence, en particulier en Afrique de l’Ouest francophone. C’est pourquoi cet article, après avoir présenté les grandes tendances de la littérature sur la question, donne quelques pistes pour repenser l’influence de la Banque mondiale et propose des exemples à partir de pays spécifiques, le Mali et le Sénégal.An analysis of the literature on the World Bank’s influence on national education policies indicates that, in the majority of cases, this influence is difficult to discern, in particular in Francophone West Africa, because of significant theoretical and methodological gaps. This article presents the major currents in the literature and suggests avenues to rethink the influence of the World Bank, based on examples from Mali and Senegal

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Education sector analysis in Africa: limited national control and even less national ownership

Cited by 71 publications

References 11 publications

Social versus Spatial Mobility? Mongolia’s Pastoralists in the Educational Development Discourse

Social versus Spatial Mobility? Mongolia’s Pastoralists in the Educational Development Discourse

Is changing teaching practice the mission impossible? A case study of continuing professional development for primary school teachers in Senegal

Repenser l’influence de la Banque mondiale sur les politiques d’éducation de base en Afrique de l’Ouest francophone

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