Education

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  • THE NEED FOR NEW EDUCATION PROVISION IN SOUTH AFRICA
    THE NEED FOR NEW EDUCATION PROVISION IN SOUTH AFRICA

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    Document Overview:
    South Africa is one of the new independent states of Africa and the history of the country can be referred to as ideological catastrophy. But after 1994, South Africa ushered in a completely new political ideology, namely Democracy. This manuscript examines how the new democracy can be successfully ushered into the country and nurtured to humanize the entire citizenship from the inhuman apartheid political ideological philosophy to contribute to the emerging greatness of the country democratically.
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  • AFRICA'S POLITICAL, INDUSTRIAL AND ECONOMIC DEVELOPMENT DILEMMA IN THE CONTEMPORARY ERA OF THE AFRICAN UNION
    AFRICA'S POLITICAL, INDUSTRIAL AND ECONOMIC DEVELOPMENT DILEMMA IN THE CONTEMPORARY ERA OF THE AFRICAN UNION

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    Document Overview:
    The time for Africa to initiate its industrial and economic development through the efforts and initiatives of African states and citizens has dawned. The habit of begging and borrowing coupled with the blaming of colonialism and neo-colonialism and the multi-national corporations should be abandoned. There is need for rethink about the strategies and implementation palns for sustainable and equitable economic and social development. Africa has the potential to stand on its own feet to initiate its industrial and economic development agenda. This paper presents empirical evidence supported by studies and examples of concrete sources with scholarly argument to make a contribution towards the indistrial and economic development of Africa.
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  • AFRICAN RENAISSANCE IN THE CONTEMPORARY ERA OF THE AFRICAN UNION: RE-THINKING STRATEGIES FOR AFRICA'S INDUSTRIAL AND ECONOMIC DEVELOPMENT
    AFRICAN RENAISSANCE IN THE CONTEMPORARY ERA OF THE AFRICAN UNION: RE-THINKING STRATEGIES FOR AFRICA'S INDUSTRIAL AND ECONOMIC DEVELOPMENT

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    Document Overview:
    The blaming of colonialism, neo-colonialism and the multi-national corporations' sabotage of Africa's political, social, industrial and economic development must be something of the past in the new millennium. Introspectively, there is absolute need for re-think and re-strategize in terms of approaches, methods and techniques about implementation plans for sustainable and equitable development in Africa. In every respect - institutional resources, raw materials, skilled, semi-skilled and unskilled labour, material and human resources - Africa has all these potentials in abundance to stand on its own feet to initiate its political, social, industrial and economic development agenda in the new millennium. Dependency on foreign assistance from the same colonialists and imperialists for Africa's development should be limited or completely curtailed for obvious reasons. This empirical survey research paper presents recorded and observable evidence enlightened by analytical syhthesis of the potential Africa has to trigger its development through its regional blocks. This analysis will be supported by case studies, concrete sources with scholarly argument to make a contribution to the debate towards the industrial and economic development of Africa in the era of the African Renaissance under the auspices of the African Union.
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  • TEACHER EDUCATION AND TRAINING FOR AFRICA IN THE 21ST CENTURY: WHAT FORM SHOULD IT TAKE?
    TEACHER EDUCATION AND TRAINING FOR AFRICA IN THE 21ST CENTURY: WHAT FORM SHOULD IT TAKE?

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    Document Overview:
    No nation can develop beyond the quality of its education system, which depends on the quality of teachers. Much of what teachers need to know to be successful is invisible to lay observers leading to the view that teaching requires little formal study. On the contrary, teachers seek answers to questions to enable them help students learn. They learn about literature and appropriate technology, curriculum, pedagogy, assessment, evaluation and measurement. What they offer remains a secret and their key to success is mystery. This paper argues that 21st century teachers require new initiatives in their preparation to adequately meet the challenges and that we would need stronger, all inclusive globalized teacher education and training curricula and global teachers council to strengthn the teaching profession for easy mobility of teachers in the 21st century.
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