Some 133 million young people (half of Africa's young) are illiterate; many have few or no skills. Such figures tell their own story: African youth need vocational training. This brief reports that technical and vocational systems in Africa are poorly funded and managed, and advocates for the integration of skill-development strategies into…

This essay offers an earlier chapter in the history of African American literacy by examining colonial literacy campaigns within the eighteenth-century Atlantic world. The discussion focuses on one such transatlantic effort spanning from London to Barbados, South Carolina, and West Africa, which used enslaved teachers as agents of literacy.…

Africa and Third World countries do not include women in economic development projects. Women have benefited little from the minimum development done so far. These governments' lack of recognition and expansion of women's critical activities in producing and distributing food and cash crops will perpetuate underdevelopment and poverty. (PS)

This essay argues that offering African American students an African-centered education is one way to promote social justice in public education. We begin with a summary of the inadequate educations offered to many African American students, and then use philosophical interpretations of equal educational opportunity to delineate the requirements…

Describes effects of colonial rule on patterns of indigenous African education, division of labor, and social stratification. Explores changing patterns in educational and occupational sex roles in twentieth-century Africa, focusing on the changing position of women. (Author/MJL)

The rapid rise in the numbers of degreed and certificated diploma holders since independence, coupled with a lack of job opportunities in the areas for which these persons have been trained, have led to unemployment and underemployment of educated persons in Francophone West Africa. Suggested solutions include but are not limited to secondary and…

Describes the role of sub-professionals in the library profession in developing countries and discusses admissions requirements, course duration, and content of education and training programs for paraprofessionals. Ways of improving the teaching programs and career prospects of sub-professionals are suggested. (Author/MBR)

This document is the personal narrative of a woman who has spent her career as an international adult educator. The narrative begins with the author's graduate studies in West Berlin in 1975, during which she researched the education and career pathways of professional women in West Berlin's universities. The remainder of the narrative is devoted…

Researching women, educational administration, and the Third World is paradoxically not about focusing on women at all. To do so would be to underscore a counter-productive sex differences approach and to detract from consideration of why, and for whom, power has come to be exercised in certain ways in schools. (JHZ)

Discusses issues relating to library and information science education in Africa. Topics include a historical background; professional recognition; standards; student recruitment; physical facilities; relevance of the curricula; financial constraints; research degrees; continuing education; paraprofessional library staff training; employment…

This document profiles 10 successful experiences in nonformal education (NFE) programs across Africa. Common features of the programs profiled are as follows: (1) provide educational opportunities for those who have missed out on formal education; (2) show evidence of learners' acquisition of competencies for work and survival; (3) demonstrate…