Global Construction of Literacy Policies for “Least Developed Countries”: Focus on Ethiopia, Nepal, and Sierra Leone

Abstract

In the context of educational globalization and increasing dominance of supranational organizations in educational governance, least developed countries (LDCs) have faced a new level of tension about whether their educational policies should follow the global educational models or seek solutions of their multifarious problems by promoting local indigenous literacy practices. This article critically analyzed key educational policy documents produced by major supranational organizations and selected LDCs and argues that the deficit perspective in education started in the colonial period and institutionalized during the structural adjustment period has shaped literacy policies and practices even after the 1990s. The article concludes with an appeal for developing contextually relevant literacy policies and programs through an asset perspective; and provides directions for further research for exploring LDCs’ literacy policies.

Program Planning and Animated Videos as Learning Tools in Sub-Saharan Africa

“…The HRD community is steadily producing quality research focused on African experiences. Recent works include studies of learning transfer (Kiwanuka, Miiro, Matsiko, & Nkalubo, 2020;Suleiman, Dassanayake, & Abang Othman, 2018), teacher training (Oonyu, 2019), higher education (Johnson, 2019), skills & capabilities development (Arubayi & Akobo, 2018;Oats & Gumbo, 2019;Otchia & Yamada, 2019;Yamada, Otchia, & Taniguchi, 2018), healthcare and literacy systems (Akello, Lutwama-Rukundo, & Musiimenta, 2017;Davis, Arana, Creel et al, 2018;Davis, Menser, Juarez, Tomaszewski, & Kash, 2019;Regmi, 2019;Wekullo, Davis, Nafukho, & Kash, 2018), promoting learning (Biney, 2019), and leadership development (Modisane, 2018) post-coloniality and NHRD (Ekuma, 2019), and collaborations in North-South scientific international projects (Lutomia, 2019). While various components of program planning are discussed throughout this literature, none of the recent studies center a planning process in their research.…”

Nepali Lifeworld and Its Higher Education System

“…Only in this respect that the importance of human capital knowledge can be justified for the lifeworld. The revitalisation of adult members' role as knowledge producers will also help to remove the stigma attached to them as illiterate (Regmi, 2019b).…”

“…Until the late 1940s, Nepal was ruled by an autocratic Rana family,6 a higher caste group that exploited the resources of the state and bureaucratic power to control and govern ethnic groups. The Rana regime not only exercised autocracy, but also an internal colonisation for more than a century in Nepal (Regmi, 2019b). After Nepal transitioned from the Rana regime to the multiparty democracy during the 1950s, national leaders wanted to achieve modernisation through mass education, but failed to develop an education system suitable for the Nepali lifeworld.…”