By Ali A. Abdi, Dip Kapoor
This assortment brings jointly grownup schooling theorists and practitioners from Africa, Asia, Latin the USA and the Caribbean (and diaspora from those areas) in an try to foreground matters, thoughts, theories and practices of grownup schooling in Southern locations. Key contributions comprise modern theoretical implications of the works of Nyerere, Freire, Confucious, Mao, Buddhism and African indigenous conceptions besides present dialogue relating globalization, citizenship and grownup schooling and studying in subaltern social movements. Case reports from all areas handle context-specific grounding of these theoretical and conceptual discussions, whereas addressingi larger schooling, neighborhood, flow and NGO/civil society areas of engagement.
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Extra info for Global Perspectives on Adult Education
2001). Human development report 2001: Making new technologies work for human development. New York: Author. N. (2005). Europhone or African memory: The challenges of the pan Africanist intellectual in the era of globalization. In T. ), African intellectuals: Rethinking political, language, gender and development (pp. 155–164). Dakar: CODESRIA. World Bank. (2001). Constructing knowledge societies: New challenge for tertiary education, a World Bank strategy.
2002). Challenges facing African universities: Selected issues. pdf Shizha, E. (2005). Reclaiming our memories: The education dilemma in postcolonial African school curricula. A. Abdi & A. ), Issues in African education: Sociological perspectives (pp. 65–83). New York: Palgrave Macmillan. Shizha, E. (2006a). Continuity or discontinuity in educational equity: Contradictions in structural adjustment programs in Zimbabwe. In A. Abdi, K. S. ), African education and globalization: Critical perspectives (pp.
The provision of education is no longer left to what is local and familiar. While universities are still recognized as critical to the knowledge society, they are no longer considered as the sole agency for the production, use, and dissemination of knowledge (Prinsloo, 2005). Information technology and virtual/cyber universities are gradually being introduced in the South to cater for prospective students who fail to get places at traditional universities. The introduction of information technology into the educational system is partly an attempt to expand the quantity of educational provision at lower cost through distance education and partly to deliver higher quality education through computer-assisted instruction via the Internet (Carnoy & Rhoten, 2002).