Education in East and Central Africa is a comprehensive critical reference guide to education in the region. With chapters written by an international team of leading regional education experts, the book explores the education systems of Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Tanzania, Uganda, Zambia, Angola, Burundi, the Central African Republic, the Democratic Republic of Congo, Equatorial Guinea and Sao Tome, Gabon, the Republic of Congo and Rwanda. The book critically examines the regional development of education provision in each country as well as recent reforms and global contexts. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this handbook is an essential reference for researchers, scholars, international agencies and policy-makers at all levels.

Education in East and Central Africa is a comprehensive critical reference guide to education in the region. With chapters written by an international team of leading regional education experts, the book explores the education systems of Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Tanzania, Uganda, Zambia, Angola, Burundi, the Central African Republic, the Democratic Republic of Congo, Equatorial Guinea and Sao Tome, Gabon, the Republic of Congo and Rwanda. The book critically examines the regional development of education provision in each country as well as recent reforms and global contexts. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this handbook is an essential reference for researchers, scholars, international agencies and policy-makers at all levels.

This Open Access book is a valuable resource for policymakers and practitioners as it brings insights mainly from developing countries where relatively less research activity takes place. It is also a valuable resource for courses in mathematics education in the teacher education colleges, and departments of education in the sub-Saharan Africa region. In the increasingly global and technological world mathematics is seen as a significant gatekeeper of opportunities for social and economic advancement and mobility. Hence, countries and development agencies in the broader sub-Saharan Africa region are looking towards increasing access to relevant and high-quality secondary education as a lever towards economic development. Policy makers and other key decision makers in education look towards improvement in mathematics teaching and learning as a key focus in education reform. In the East Africa region also a number of initiatives have been taken at the national level in the respective countries to improve the quality of mathematics education. This book provides an in-depth comparative analysis of the developments and issues in mathematics education in Kenya, Tanzania, Rwanda and Uganda, and advances our understanding of the state of secondary mathematics education in East Africa.

This publication offers a clear perspective on how to improve learning in basic education in Sub-Saharan Africa, based on extremely rigorous and exhaustive analysis of a large volume of data. The authors shine a light on the low levels of learning and on the contributory factors. They have not hesitated to raise difficult issues, such as the need to implement a consistent policy on the language of instruction, which is essential to ensuring the foundations of learning for all children. Using the framework of "From Science to Service Delivery" the book urges policy makers to look at the entire chain from policy design, informed by knowledge adapted to the local context, to implementation.

In different but complementary ways, the chapters in this collection provide a deeper understanding of socio-cultural processes in various parts of the African continent. They do so in the context of contemporary mediated processes of globalization, and emphasize the agency of Africans.

How do governments in Africa make decisions about language? What does language have to do with state-building, and what impact might it have on democracy? This manuscript provides a longue durée explanation for policies toward language in Africa, taking the reader through colonial, independence, and contemporary periods. It explains the growing trend toward the use of multiple languages in education as a result of new opportunities and incentives. The opportunities incorporate ideational relationships with former colonizers as well as the work of language NGOs on the ground. The incentives relate to the current requirements of democratic institutions, and the strategies leaders devise to win elections within these constraints. By contrasting the environment faced by African leaders with that faced by European state-builders, it explains the weakness of education and limited spread of standard languages on the continent. The work combines constructivist understanding about changing preferences with realist insights about the strategies leaders employ to maintain power.