The debate is no longer whether to use information and communication technologies (ICT) in education in Africa but how to do so, and how to ensure equitable access for teachers and learners, whether in urban or rural settings. This is a book about how Africans adopt and adapt ICT. It is also about how ICT shape African schools and classrooms. Why do we use ICT, or not? Do girls and boys use them in the same ways? How are teachers and students in primary and secondary schools in Africa using ICT in teaching and learning? How does the process transform relations among learners, educators and knowledge construction? This collection by 19 researchers from Africa, Europe, and North America, explores these questions from a pedagogical perspective and specific socio-cultural contexts. Many of the contributors draw on learning theory and survey data from 36 schools, 66000 students and 3000 teachers. The book is rich in empirical detail on the perceived importance and appropriation of ICT in the development of education in Africa. It critically examines the potential for creative use of ICT to question habits, change mindsets, and deepen practice. The contributions are in both English and French.

This volume highlights the proceedings of the two policy dialogue conferences held by the Working Group on Finance and Education (WGFE) in 2004. Part I of the document discusses the endemic crisis that higher educationhas been beset with since the outset of the post colonial period in Africa. It highlights the critical state of higher education systems in Burkina Faso, Mali, Nigeria and Senegal by scrutinizing the causes, manifestations and consequences of the crisis to posit useful recommendations and possible solutions. Part II is a comprehensive review of the challenges facing the financing and planning of all levels and types ofeducation - from kindergarten to graduate school - in selected African countries. The papers reveal the sources and mechanisms of funding education in Africa, drawing attention to the experiences of communities confronted with new funding sources. A new trend, which consists of designing decade long educational development plans, has emerged and is rapidly expanding in numerous African countries. This experience is examined and shared by the authors. This book has contributions in both French and English.

Au cours des 19e et 20e siècles, le Burundi a connu l’occupation de deux puissances « coloniales » européennes, en l’occurrence l’Allemagne (1896 – 1916) et la Belgique (1916 – 19622). La plus grande partie de l’occupation belge du Burundi l’a été dans le cadre du Mandat de la Société des Nations (1922 – 1962), et de la Tutelle des Nations Unies (1946 – 1962). Cette période coloniale laisse encore de nombreuses zones d’ombre que les recherches existantes n’ont pas encore éclaircies. C’est dans l’optique de contribuer à la dissipation de ces zones d’ombre que l’Université de Freiburg (Caritas Studies) a organisé un symposium international dans le cadre de la Girubuntu Peace Academy (GPA) dont ce volume est le résultat. Il propose des regards croisés des chercheurs européens et africains sur une question qui divise encore les héritiers des colonisateurs et des peuples coloniaux. Au niveau de la structure, les contributions sont regroupées autour de deux thématiques. La première thématique regroupe des sujets en rapport avec la gestion du passé colonial et se concentre sur les réalités et les perspectives. La deuxième thématique réunit des contributions centrées autour de la problématique de la perte des valeurs et crises identitaires.

Education in West Africa is a comprehensive critical reference guide to education in the region. Written by regional experts, the book explores the education systems of Benin, Burkina Faso, Cameroon, Cape Verde, Chad, The Gambia, Ghana, Guinea, Guinea-Bissau, Ivory Coast, Liberia, Mali, Mauritania, Niger, Nigeria, Senegal, Sierra Leone and Togo. It critically examines the development of education provision in each country, whilst exploring both local and global contexts. Including a comparative introduction to the issues facing education in the region as a whole, this handbook is an essential reference for researchers, scholars, international agencies and policy-makers at all levels.