Issued as part of book collections on Project MUSE.

Includes bibliographical references.

Acknowledgements -- Introduction -- Section I. Primary and secondary education -- Child education in pre-colonial Africa : lessons from traditional strategies used to raise and educate children in pre-colonial Zimbabwe / Munyaradzi Mawere -- Enhancing quality in the teaching and learning of English in Mozambique's public education: Lessons from the past and current experiences / Munyaradzi Mawere -- How the reluctance to use corporal punishment in public schools has affected Mozambique's education system : voices from education stakeholders / Munyaradzi Mawere -- Section II. Tertiary education -- Exploring the architecture of appropriation of emerging technologies at South African universities : a critical review / Patient Rambe -- Using Web 2.0 technologies to support blended collaborative learning of critical citizenship at a South African university / Patient Rambe -- Towards a blended mobile social media model to deepen authentic, contextualised learning in South African higher education / Patient Rambe -- Section III -- Academic scaffolding and emergent pedagogical change using mobile instant messaging : appropriating intelligent mobile applications for learning information technology at a South African university / Patient Rambe -- Privatization of tertiary education in developing Africa : challenges and implications for quality with reference to Mozambique's university education / Munyaradzi Mawere -- Dimensions of international research collaboration in developing Africa's higher education : lessons from the University of Zambia / Anitha JMenon, Jacqueline Jere-Folotiya & Tamara Chansa-Kabali.

Libro Electrónico

In the last two decades, erosion in the quality and effectiveness of education systems especially in sub-Saharan Africa has been compounded by factors -such as exogenous pressures precipitated by unsystematic provision of foreign aid - fostering corrupt practices, inadequate teacher training and limited deployment of professional educators to under-served communities. Yet, quality education is needed to attain high levels of critical thinking, analytic interpretation, academic creativity, innovativeness, effectiveness, personal and inter-personal skills in problem solving. This book, which focuses on Mozambique, South Africa, Zambia and Zimbabwe, critically reflects on primary, secondary and tertiary education in Southern Africa with a view to explore the opportunities, constraints and challenges that practitioners, learners and other educational stakeholders face in their daily lives. The book draws on the findings from the aforementioned countries, to advance the thesis that education in sub-Saharan Africa faces problems of epic proportions that require urgent attention. Hence, the primary objective of this book is to serve as a drive and medium for informed change, critical thinking, constructive analysis, synthesis and evaluation of different situations, settings and problems situated in the interface of theory and practice in the education fraternity.

Description based on print version record.