Suchergebnisse

Unemployment is a major problem in Kenya. It has made many young university graduates demoralized. Unemployment rate has risen so high that in every 10 young people, close to 4 are jobless with requisite qualifications. Successive governments have done little to arrest the situation. This research was done to understand the causes of unemployment in Kenya and the solutions that can be put in place to mitigate the problem. The effects of unemployment and the relationship between creation of opportunities and the growth of economy. The research found out that unemployment in Kenya is very high. This shows lack of confidence they have the system in place. The main effects of unemployment are crime, corruption, nepotism and favourism, high dependency and drug abuse. Being a job creator rather than a job seeker is the major solution of unemployment in Kenya. The research also found out that aligning the education curriculum in line with the demand of the market is paramount and should be hastened. In conclusion, unemployment has caused a lot of problems in Kenya. The research recommended a raft of measures to reduce the issue of unemployment in the country. Encourage the youth to be job creators and not job seekers only. Universities should play an important role in this case. Universities should develop courses that are relevant and demand driven. Duplication of courses with fewer demands should be minimized as this will flood graduates with similar courses that are not needed at all. Technical education should be enhanced and proper mechanisms put in place to sponsor and encourage students to take up these courses. Strict regulations should be enacted to fight corruption, nepotism and favourism. Kenya needs a practical and proactive solution for this monster.

Unemployment is a major problem in Kenya. It has made many young university graduates demoralized. Unemployment rate has risen so high that in every 10 young people, close to 4 are jobless with requisite qualifications. Successive governments have done little to arrest the situation. This research was done to understand the causes of unemployment in Kenya and the solutions that can be put in place to mitigate the problem. The effects of unemployment and the relationship between creation of opportunities and the growth of economy. The research found out that unemployment in Kenya is very high. This shows lack of confidence they have the system in place. The main effects of unemployment are crime, corruption, nepotism and favourism, high dependency and drug abuse. Being a job creator rather than a job seeker is the major solution of unemployment in Kenya. The research also found out that aligning the education curriculum in line with the demand of the market is paramount and should be hastened. In conclusion, unemployment has caused a lot of problems in Kenya. The research recommended a raft of measures to reduce the issue of unemployment in the country. Encourage the youth to be job creators and not job seekers only. Universities should play an important role in this case. Universities should develop courses that are relevant and demand driven. Duplication of courses with fewer demands should be minimized as this will flood graduates with similar courses that are not needed at all. Technical education should be enhanced and proper mechanisms put in place to sponsor and encourage students to take up these courses. Strict regulations should be enacted to fight corruption, nepotism and favourism. Kenya needs a practical and proactive solution for this monster. Article visualizations:

A pessimistic view of the impact of armed conflicts on the control of infectious diseases has generated great interest in the role of conflicts on the global TB epidemic. Nowhere in the world is such interest more palpable than in the Horn of Africa Region, comprising Ethiopia, Somalia, Eritrea, Djibouti, Kenya and Sudan. An expanding literature has demonstrated that armed conflicts stall disease control programs through distraction of health system, interruption of patients' ability to seek health care, and the diversion of economic resources to military ends rather than health needs. Nonetheless, until very recently, no research has been done to address the impact of armed conflict on TB epidemics in the Somali Regional State (SRS) of Ethiopia. ; This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

"This collection brings together adult education theorists and practitioners from Africa, Asia, Latin America, and the Caribbean (and diaspora from these regions) in an attempt to foreground issues, concepts, theories, and practices of adult education in Southern locations. Key contributions include contemporary theoretical implications of the works of Nyerere, Freire, Confucious, Mao, Buddhism, and African indigenous conceptions along with current discussion pertaining to globalization, citizenship, and adult education and learning in subaltern social movements. Case studies from all regions address the context-specific grounding of these theoretical and conceptual discussions, while addressing higher education, community, movement, and NGO/civil society spaces of engagement."--BOOK JACKET

Preliminary Material /Ali A. Abdi and George Richardson -- Decolonizing Democratic Education /Ali A. Abdi and George Richardson -- The End of Development as we Know it /Michael A. Peters -- Decolonizing Canadian Literary Education /Ingrid Johnston -- The Subjective Violence of Decolonization /William F. Pinar -- Decolonizing Democratic Education /Peter Mclaren -- Identity in Colonial and Postcolonial Contexts /Ratna Ghosh , Ali A. Abdi and M. Ayaz Naseem -- Feminism Confronts Democracy /Jennifer A. Tupper -- Peddling 'Humbug and False Piety' /Graham Pike -- Decolonizing Social Studies and Global Education /Merry M. Merryfield -- Globalization as an Educational Framework of Convergence /Ali A. Abdi and Ayaz Naseem -- Globalizing Education or Educating Globalization? /David R. Loy -- Educating Glocalized Citizens /W. Andy Knight -- Within the Liminal Space /George Richardson -- Closing the Aboriginal/Non-Aboriginal Academic Achievement Gap /Yatta Kanu -- "Rock Stone Under River Bottom …" /Cecille Depass -- Translating Western Democratic Education in the Chinese Context /Yangsheng Guo -- Sankofa /Paul Adjei and George Dei -- Decolonizing Research Practices in South African Universities /Sal Muthayan -- Index /Ali A. Abdi and George Richardson.

Zambia, a central African country of about 10 million people, is currently exposed to the nonsubjective forces of globalization, including institutional weaknesses such as high unemployment rates and chronic levels of poverty that ipso facto problematize its governance and social development priorities. The first part of the article focuses on an overview of the failure of the formal educational systems in the context of neoliberal globalization. The second part constitutes an examination of ideological orientations underlying neoliberal approaches to the management of the new global economic order. Here the influence of the World Bank in the educational sector is highlighted. The Bank's ideological orientation is contrasted with educational approaches that should privilege human rights as the standard by which to measure development programs, initiatives, and considerations of ecological integrity. The third section, education for informed action for change through organization, is an overview of the work of a particular activist Zambian civil society association, Women for Change, who work with remote rural communities, especially women. Among the goals of this association is the elimination of poverty through gender analysis, popular education, and advocacy on behalf of marginalized segments of the Zambian population. ; La Zambie, un pays d'environ 10 millions de personnes en Afrique centrale, subit actuellement les forces objectives de la mondialisation, y compris des faiblesses institutionnelles telles que des taux de chômage élevés et de la pauvreté chronique qui, par le fait même, rendent problématiques la gouvernance et la gestion des priorités en matière de développement social. L'article débute par une vue d'ensemble de l'échec des systèmes d'éducation formelle dans le contexte de la mondialisation néo libérale. La deuxième partie de l'article porte sur les orientations idéologiques qui sous-tendent les approches néo libérales face à la gestion du nouvel ordre économique mondial, et met en évidence l'influence de la Banque mondiale dans le secteur éducatif. L'orientation idéologique de la Banque est comparée aux approches éducatives qui devraient privilégier les droits de la personne en tant que normes pour évaluer les programmes de développement, les initiatives et les facteurs à prendre en compte en matière d'intégrité écologique. La troisième section est un aperçu du travail d'une société civile activiste de la Zambie, Women for Change, qui œuvre auprès de communautés rurales isolées (surtout les femmes) et dont l'objectif est 'l'éducation pour l'action éclairée visant le changement par le biais de l'organisation'. Un des objectifs de l'association est l'élimination de la pauvreté par divers moyens, dont l'analyse comparative entre les sexes, l'éducation des masses et la défense des droits de groupes marginalisés de la population zambienne.

Intro -- Foreword: White Supremacy, White Philosophy, and Rewriting of History -- References -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Part I General Critical Theoretical Perspectives and Philosophies of Education -- 1 Critical Theories of Education: An Introduction -- Five Groundings of Critical Theories of Education -- Summaries of the Chapters -- Part I: General Critical Theoretical Perspectives and Philosophies of Education -- Part II: Critical Race Theories of Education -- Part III: Critical International/Global Citizenship Education -- Part IV: Critical Pedagogy/Critical Literacy Studies in Education -- Part V: Critical Media/information Studies and Education -- Part VI: Critical Community-Engaged Learning/Research -- Part VII: Critical Perspectives on Science and Mathematics Education -- Part VIII: Critical Gender/Feminist Studies in Education -- Part IX: Critical Indigenous and Southern Epistemologies of Education -- Conclusion -- References -- 2 Critical Theory and the Transformation of Education in the New Millennium -- Critical Theory, Critique, and the Search for the Good Life -- Public Education, Democracy, and Pedagogies of the Oppressed -- Changing Life Conditions, Subjectivities, and Identities -- Expanding Technologies/Multiple Critical Literacies -- Toward a Radical Reconstruction and Democratization of Education -- References -- 3 The Philosophy and Politics of Educating Emotions -- Introduction -- The Psychology of Emotions in Education -- The Philosophy of Character: Virtue Ethics -- The Politics of Educating Emotions -- Summary and Conclusion -- References -- 4 African Philosophies of Education: Colonialist Deconstructions and Critical Anticolonial Reconstructionist Possibilities -- Introduction -- Colonialist Deconstructions of African Philosophies and Philosophies of Education.