Evidence indicates that some Africans, with or without special needs or disabilities highly target attending U.S. colleges and universities for further education. Typically, most of these people had obtained their bachelor's degrees in institutions of higher education in their countries. The desire to travel to U.S. for graduate studies could be…

The number of students enrolled in higher education outside their countries of origin increased from 0.8 million in 1975, to 2.1 million in 2000, and to 3.7 million in 2009 (Ryan, 2012). This growing trend of student mobility leads to increased university competition for students around the globe. However, little is known about the experiences of…

Examining the rural self-help or "harambee" movement in Kenya, this article presents data indicating: education projects consistently account for nearly half of all self-help when measured by either project value or volume at the national level, while agriculture and health related activities, at 10 percent each, represent the second…

This document describes the development of primary education in Tanzania. Part I deals with the period before independence from colonial rule and contains the following sections: (1) Informal Education, (2) Arab Education, (3) German Period, (4) British Period, (5) Types of Schools, (6) Scope of Curriculum, (7) Management of Schools, (8) Post…

This working document suggests guidelines and strategies for the development of education in Africa during the 1990s. The first chapter, "Educational Development in Africa during the 1980s," identifies the following: the main educational challenges in the early 1980s and the responses proposed by the Conference of Ministers of Education…

Maintains that a significant positive relationship exists between perceived teacher support, interest, and encouragement and adolescents' self-concept in Africa. Utilized the Self-Description Inventory (SDI) to reveal that specific dimensions of adolescents' self-concepts were positively affected by specific teacher behaviors. (MJP)

Discusses the educational philosophy of the Society of the Holy Child Jesus and its impact upon the women of Nigeria and Ghana. This religious instruction allowed them to attain a liberated means of self-expression and leadership faithful to their cultural heritage as African women and their formation as Christians. (MJP)