Education in Africa
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| Facet give | Education  |
|---|---|
| Continent | Africa |
| Ein location | Africa |
De history of education for Africa go fi be roughly divided go pre- den post- colonial periods.[1] Since de tym European colonists introduce formal education give Africa, African education, particularly for West den Central Africa insyd, dem characterise am by both traditional African teachings den European-style schooling systems. De state of education no dey reflect for only de effects of colonialism, bah instability wey dey result from den exacerbated by armed conflicts for chaw regions of Africa as well as fallout from humanitarian crises such as famine, lack of drinking water, den outbreaks of diseases such as malaria den Ebola, among others.[2] Although de quality of education den de quantity of well-equipped schools den teachers increase since de onset of de colonial period, numerous inequalities wey be evident for de existing educational systems insyd wey dey base for de region, economic status, den gender top still dey.[3][4]
List of African countries by level of literacy[edit | edit source]
Dis entry dey include sam definition of literacy den UNESCO ein percentage estimates for populations aged 15 years den ova, edey include total population, males, den females.
| Countries | Total population | Guy | Shoddie | Year |
|---|---|---|---|---|
| Algeria | 81.4% | 87.4% | 75.3% | 2018 |
| Angola | 71.1% | 82% | 60.7% | 2015 |
| Benin | 45.8% | 56.9% | 35% | 2021 |
| Botswana | 88.5% | 88% | 88.9% | 2015 |
| Burkina Faso | 46% | 54.5% | 37.8% | 2021 |
| Burundi | 74.7% | 81.3% | 68.4% | 2021 |
| Cabo Verde | 90.8% | 94.2% | 87.4% | 2021 |
| Cameroon | 77.1% | 82.6% | 71.6% | 2018 |
| Central African Republic | 37.4% | 49.5% | 25.8% | 2018 |
| Chad | 26.8% | 35.4% | 18.2% | 2021 |
| Comoros | 62% | 67% | 56.9% | 2021 |
| Congo, Democratic Republic of the | 80% | 89.5% | 70.8% | 2021 |
| Congo, Republic of the | 80.6% | 85.9% | 75.4% | 2021 |
| Cote d'Ivoire | 89.9% | 93.1% | 86.7% | 2019 |
| Egypt | 73.1% | 78.8% | 67.4% | 2021 |
| Equatorial Guinea | 95.3% | 97.4% | 93% | 2015 |
| Eritrea | 76.6% | 84.4% | 68.9% | 2018 |
| Eswatini | 88.4% | 88.3% | 88.5% | 2018 |
| Ethiopia | 51.8% | 57.2% | 44.4% | 2017 |
| Gabon | 85.5% | 86.2% | 84.7% | 2021 |
| Gambia, The | 58.1% | 65.2% | 51.2% | 2021 |
| Ghana | 79% | 83.5% | 74.5% | 2018 |
| Guinea | 45.3% | 61.2% | 31.3% | 2021 |
| Guinea-Bissau | 52.9% | 67% | 39.9% | 2021 |
| Kenya | 82.6% | 85.5% | 79.8% | 2021 |
| Lesotho | 81% | 72.9% | 88.8% | 2021 |
| Liberia | 48.3% | 62.7% | 34.1% | 2017 |
| Libya | 91% | 96.7% | 85.6% | 2015 |
| Madagascar | 77.3% | 78.8% | 75.8% | 2021 |
| Malawi | 67.3% | 71.2% | 63.7% | 2021 |
| Mali | 35.5% | 46.2% | 25.7% | 2018 |
| Mauritania | 67% | 71.8% | 62.2% | 2021 |
| Mauritius | 92.2% | 93.5% | 90.5% | 2021 |
| Morocco | 75.9% | 84.8% | 67.4% | 2021 |
| Mozambique | 63.4% | 74.1% | 53.8% | 2021 |
| Namibia | 92.3% | 90.6% | 92.3% | 2021 |
| Niger | 35.1% | 43.6% | 26.7% | 2018 |
| Nigeria | 62% | 71.3% | 52.7% | 2018 |
| Rwanda | 75.9% | 78.7% | 73.3% | 2021 |
| Sao Tome and Principe | 94.8% | 96.5% | 91.1% | 2021 |
| Senegal | 56.3% | 68.4% | 45.4% | 2021 |
| Seychelles | 95.9% | 95.4% | 96.4% | 2018 |
| Sierra Leone | 47.7% | 55.3% | 39.8% | 2021 |
| South Africa | 95% | 95.5% | 94.5% | 2019 |
| South Sudan | 34.5% | 40.3% | 28.9% | 2018 |
| Sudan | 60.7% | 65.4% | 56.1% | 2018 |
| Tanzania | 81.8% | 85.5% | 78.2% | 2021 |
| Togo | 66.5% | 80% | 55.1% | 2019 |
| Tunisia | 82.7% | 89.1% | 82.7% | 2021 |
| Uganda | 79% | 84% | 74.3% | 2021 |
| Zambia | 86.7% | 90.6% | 83.1% | 2018 |
| Zimbabwe | 89.7% | 88.3% | 89.7% | 2021 |
History[edit | edit source]
Education for Precolonial Africa insyd[edit | edit source]
Na Precolonial Africa be made up of ethnic groups den states wey embark for migrations top depending on seasons, availability of fertile soil, den political circumstances. Therefore, na power be decentralized among several states for precolonial Africa (chaw menners hold sam form of authority as such na power no be concentrated for sam particular person anaa sam institution insyd). Usually, sambody ein entitlement give land (wey na dem mostly dey give patriarchally) dey give de person sam form of power within de person ein household den anaa within de person ein ethnic group. Na Households sana be economically independent such say members of sam household produce demma own food, shelter den security. Secof dat, na education wey dem formally organize wey dey certain pre-colonial African states no dey hia, as members of each household learn demma own skills, values, responsibilities, socialization den norms of demma community anaa household by say dem go observe den assist older household members anaa community members. Na State-organized formal schools dey exist among Sahelian kingdoms for West Africa insyd.
Overview of Education in Colonial Africa
De onset of de colonial period for de 19th century insyd mark de beginning of de end for traditional African education as de primary method of instruction. European military forces, missionaries, den colonists all cam make ready den willing say dem go change traditions wey dey exist so say ego meet demma own needs den ambitions. Colonial powers such as Spain, Portugal, Belgium den France colonize de continent without say dem go put sam system of education insyd. Secof na de primary focus of colonization dey reap benefits from commercial colonial economies, cash crop production, extraction of raw materials, dem prioritize oda physically laborious tasks.
French Colonial Africa[edit | edit source]
Na dem dey widespread de use of education as sam tool of colonization throughout de French Colonial Empire. Hubert Lyautey, de first Resident-General of French Morocco, advocate give de facilitation of ruling den conquest through cooperation plus native elites. So say dem go facilitate de relationship plus dis "bourgeois" class of francophone Africans, dem establish selective educational institutions across de French Empire.
British Colonial Africa[edit | edit source]
You go fi characterize Education for British Colonial Africa plus three primary phases. De first of dese be from de end of de 19th century till de outbreak of de First World War, den de Interwar Period, wey finally, de conclusion of de Second World War till independence.
Education for postcolonial Africa insyd[edit | edit source]
For 2000 insyd, de United Nations adopt de Millennium Development Goals, sam set of development goals for de year 2015, more specifically, "so say ego ensure say by 2015, kiddies wey dey everywhere, boys den girls alike go fi plete full course of primary schooling." Dat same year, de World Education Forum meet for Dakar, Senegal insyd, wey dem adopt de Dakar Framework for Action wey dey reaffirm de commitment wey go make dem achieve Education give All by de year 2015.
For dat tym, according to UNESCO, only 57% of African kiddies wey dem enroll for primary schools, de lowest enrollment rate of any region wey dem survey. De report sana show gender inequalities: for almost all countries insyd enrollment of boys dey improve fast pass dat of girls. However, for sam countries insyd, education br relatively strong. For Zimbabwe insyd, literacy reached 92%.
Language[edit | edit source]
Secof high linguistic diversity, de legacy of colonialism, den de need for knowledge of international languages such as English den French for employment den higher education insyd, most schooling for Africa insyd dey take places for languages wey teachers den pupils no dey speak natively, wey for sam cases insyd dem simply no dey bab. Evidence dey say pupils wey school for second language insyd dey achieve poor results pass pupils wey school for demma mother tongue insyd, as lack of proficiency for de second language insyd dey impair understanding wey edey encourage ineffective rote learning.
Lack of proper facilities and educators[edit | edit source]
Anoda reason for de low education rates for Africa insyd be de lack of proper schooling facilities den unequal opportunities for education across countries. Chaw schools across Africa dey find am hard say dem go employ teachers secof de low pay den lack of suitable people. Dis be particularly true give schools wey dey remote areas insyd. Chaw menners wey dey manage say dem go get education go prefer say dem go move go big cities anaa even overseas wey chaw opportunities den higher pay dey await dem.
Emigration[edit | edit source]
Emigration lead go loss of menners wey dem highly be educated den financial loss. You go fi replace menners wey get skilled only by anoda huge cost wey dey imply de loss of money wey dem spend educate menners wey dey lef den new menners so say dem go replace dem. Even though almost 5.5% of GDP investment for education insyd, de loss dey make am difficult give de government say dem go budget anoda amount for education insyd as ego hia say dem go prioritize oda needs such as military budget den debt servicing.
Language barrier[edit | edit source]
Language barrier be figurative phrase wey dem dey use primarily refer give linguistic barriers go communication, i.e. de difficulties for communication wey menners dey experience anaa groups wey dem originally dey speak different languages, anaa even dialects for sam cases insyd.
Language barrier dey impede de formation of interpersonal relationships wey ego fi cause misunderstandings wey dey lead go conflict, frustration, offense, violence, distress, den wasting time, effort, money, den human life.
Communication[edit | edit source]
Typically, little communication between speakers of different languages dey occur unless one anaa both parties learn sam new language, wey dey require sam investment of chaw tym den effort. Menners wey dey travel abroad often dey encounter sam language barrier.
De menners wey dey go new country for adult age anaa get limited vocabulary, if language learning be sam cumbersome process, ego fi get particular difficulty "edey overcome de language barrier" [1]. Similar difficulties dey happen for multinational meetings, wer interpreting services go fi be costly, ehard say you go fi obtain, den prone give error.
Migration[edit | edit source]
Language barriers sana dey influence migration. Emigrants from sam country be far more likely dem go move go sam destination country wey dey speak de same language as de emigrant ein country. Thus, chaw British emigration go Australia, Canada, de United States, anaa New Zealand, chaw Spanish emigration go Latin America, wey Portuguese emigration go Brazil. Even if de destination country no dey speak de emigrant ein language, E still be more likely say ego receive immigration if edey speak sam language wey dey relate plus dat of de emigrant. De most obvious example be de great migration of Europeans go de Americas.
Auxiliary languages as a solution[edit | edit source]
Since de late 1800s, auxiliary languages dey available say ego help overcome de language barrier. Na ebe person anaa group traditionally dey rep am anaa construct am. Originally, na de idea be say two people wey na dem dey want communicate go learn sam auxiliary language plus little difficulty wey dem go fi use dis language speak anaa write give each oda.
Language barrier for international students wey dey United States insyd[edit | edit source]
Now, chaw students dey prefer say dem go study abroad. Along oda challenges of international travel, language barrier cam turn one of de greatest problems give international students, especially for United States. Chaw research dey exist wey dey show de difficulties wey dem impose by language barriers give dese students, wey edey include helplessness den excess stress. Selvadurai mention de issue of language barriers, de identification of classroom atmosphere, den faculty-student relationship difficulties for international students for ein research insyd, wey dem publish for 1998 insyd. Of all de factors, he talk say language be “de first barrier wey international students encounter” (154).
anguage dominance after colonisation[edit | edit source]
Na Nigeria be British colony wey dem force dem say make dem use English. Nigerians speak English rather than demma own languages, wey de use of English rapidly spread throughout Nigerian society. De role of English for education insyd be important, wey English dey dominate de printed media. Although informal education for Nigeria dey use Nigerian languages, chaw Nigerians be more literate for English insyd.
Esana exemplify throughout oda British Commonwealth anaa past countries wey dem colonise. Oda examples besides English dey include Portuguese for Angola insyd den French for Mauritius insyd.
Oda uses of term[edit | edit source]
· SIL discuss "language as sam major barrier give literacy" if sam speaker ein language be unwritten.
Misconceptions[edit | edit source]
Dem samtyms dey assume say if multiple languages dey exist for sam setting insyd, chaw language barriers for dey der. Multilingual societies generally get lingua francas den traditions of ein members wey dey mow more than one language, sam adaptation; while eno entirely dey remove barriers of understanding, edey belie de notion of impassable language barriers.
For example, sam estimated 250 different languages wey dem dey speak for London insyd alone dey, but members of every ethnic group on average dey manage say dem go assimilate go British society insyd den be productive members of am.
Consequences[edit | edit source]
Language barriers go fi affect access plus healthcare. For example, sam study show say na British-Pakistani shoddies wey face cultural den language barriers be less likely say dem go attend breast screening secof na dem no be aware say edey take place for sam female-only environment.
Make you sana see[edit | edit source]
- Education wey dey Tanzania
- Adult education for Africa insyd
- History of female education wey dey Africa
- Computers give African Schools
- Education wey dey Mali
- Education wey dey Nigeria
- Education wey dey Uganda
- Education wey dey Middle East and North Africa
- Education wey dey South Africa
- Education wey dey Kenya
- Multilingual education wey dey Africa
- Women wey dey Mali
References[edit | edit source]
- ↑ Lord, Jack (Winter 2011). "Child Labor in the Gold Coast: The Economics of Work, Education, and the Family in Late-Colonial African Childhoods, c. 1940-57". The Journal of the History of Childhood and Youth. 4: 88–115. doi:10.1353/hcy.2011.0005. S2CID 143683964 – via Project Muse.
- ↑ "Help Children in Africa". Save The Children. Retrieved 3 April 2021.
- ↑ "Education". unicef.org. Retrieved 2 April 2021.
- ↑ Moyo, Bhekinkosi (6 September 2016). "A new era for African philanthropy". Alliance Magazine. Retrieved 2 April 2021.