Purpose: The purpose of this paper is to identify important university-industry linkage (UIL) activities that can stimulate the likelihood of employability among students. Design/methodology/approach: A total of 404 respondents located in Tanzania, comprising students, faculty members and employees from 20 companies operating within the oil and…

This article proposes a conceptual framework for how education can promote adolescent girls' empowerment and, by mapping the field, highlights promising examples of empowering education programs. We conclude by identifying both research and programmatic opportunities for the future that will harness the expertise of a range of specialists from the…

In the drive to achieve universal primary education as one of the Millennium Development Goals, there is an increasing recognition of the urgency of focusing on teacher education to both meet the demand for more than one million qualified teachers required to achieve this goal within sub-Saharan Africa, as well as to combat the sometimes poor…

Norwegian official development assistance to education has been profoundly shaped by the political and ideological attitudes of successive national governments. Yet successive coalition governments of highly-contrastive kinds can alike be seen to have been strongly influenced by the policy content, language and underlying assumptions of World Bank…

In April, 2000, more than 1,100 participants from 164 countries gathered in Dakar, Senegal, for the World Education Forum sponsored by the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Participants included teachers, prime ministers, policy makers, executives from non-governmental organizations, and heads of major…

The report describes a UNESCO (United Nations Educational, Scientific, and Cultural Organization) project in Tanzania which has the following objectives: establishment of seven educational assessment and resource centers for handicapped children; establishment of four units for deaf children in ordinary schools; implementation of three training…

THE FIRST SECTION OF THIS PROGRESS REPORT CONTAINS A STATEMENT BY THE DIRECTOR GENERAL OF THE UNITED NATIONS EDUCATIONAL, SCIENTIFIC, AND CULTURAL ORGANIZATION, AN APPEAL TO UNESCO MEMBER STATES BY THE INTERNATIONAL CONSULTATIVE LIAISON COMMITTEE FOR LITERACY, AND MESSAGES FROM 13 MEMBER STATES, MAURITIUS, THE VACICAN, AND OTHER SOURCES, ON THE…

The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development. The TESSA consortium (13 African institutions and 5 international…

By carefully considering the special characteristics of two small African scientific and technical (S&T) information systems for research and development (R&D), this report defines a simple and straightforward model which can be easily implemented in similar situations with a minimum of external support. The model is designed to build up a…

This document contains seven papers from a study of the role of distance learning approaches in enhancing the contribution of nonformal education to socioeconomic development in Africa. "Introduction" (Richard Siaciwena) presents an overview of the research project and defines key terms related to nonformal education. "Ghana: The…