During colonial times, education in Africa was based on the European system of education, and the European languages remained the only languages taught in schools. These languages were often taught by poorly trained teachers who passed their errors on to students. Major policy revisions and modifications in language education, teacher training, and textbook and examination writing are changing the situation. These educational and language policy shifts are examined in seven anglophone and francophone countries in western, central, and eastern Africa, including: Senegal, The Gambia, Liberia, Gabon, Rwanda, Burundi, and Kenya. Changes in these countries are seen as indicative of general trends in other African nations. The study examines each of the seven countries' basic cultural and linguistic compositions, present school systems and policies regarding indigenous and foreign languages, teacher training and professional preparation, textbook preparation and use, the use of broadcasting to teach language, and adult functional literacy programs. Educational reforms and changes common to all seven countries are examined, and their common educational needs and priorities are discussed. (Author/MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

A collection of essays which critically examines education in the African context and presents possible courses of action to reinvent its future.

This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language. The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond. Chapter 3 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.

Africa in the 21st Century: Toward a New Future brings together some of the finest Pan African and Afrocentric intellectuals to discuss the possibilities of a new future where the continent claims its own agency in response to the economic, social, political, and cultural problems which are found in every nation. The volume is structured around four sections: I. African Unity and Consciousness: Assets and Challenges; II. Language, Information, and Education; III. African Women, Children and Families; and IV. Political and Economic Future of the African World. In original essays, the authors raise the level of discourse around the questions of integration, pluralism, families, a federative state, and good governance. Each writer sees in the continent the potential for greatness and therefore articulates a theoretical and philosophical approach to Africa that constructs a victorious consciousness from hard concrete facts. This book will interest students and scholars of the history and politics of Africa as well as professional Africanists, Africologists, and international studies scholars who are inclined toward Africa.

This edited volume provides the follow up to Erling et al.’s (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. The strategies put forward in Volume 1 included multilingual pedagogies that allow students to draw on their full linguistic repertoires, translanguaging and other language supportive pedagogies. While there is great traction in the pedagogical strategies proposed in Volume 1, limited progress has been made in terms of multilingual education in SSA. Thus, the main focus of this follow-up volume is to explore the question of why former colonial languages and monolingual approaches continue to be used as the dominant languages of education, even when we have multilingual pedagogies and materials that could and do work and despite substantial evidence that learners have difficulties when taught in a language they do not understand. This book offers perspectives to answer this question through focusing on the internal and external pressures which impact the capacity for implementing multilingual strategies in educational contexts at regional, national, and community levels. Chapters provide insights into how to better understand and work within these contemporary constraints and challenge dominant monoglossic discourses which inhibit the implementation of multilingual education in SSA. The volume focuses on three main areas which have proven to be stumbling blocks to the effective implementation of multilingual education to date, namely: Assessment, Ideology and Policy. An insightful collection that will be of great interest to academics, researchers, and practitioners in the fields of language education, language-in-education policy and educational assessments in the wide range of multilingual contexts in Africa.