Education and Leadership in 21st Century Africa: A Platonian and Yoruba Perspective Abstract | Article PDF | Author Bios Adeolu Oluwaseyi Oyekan
East African Government Investments in Information and Communication Technologies for Education: Matching Policy to Practice Abstract | Article PDF | Author Bios Leonard Wamakote, Enos Kiforo Ang'ondi and Brown Onguko
Teacher Factors Influencing Classroom Use of ICT in Sub-Saharan Africa Abstract | Article PDF | Author Bios Sara Hennessy, David Harrison and Leonard Wamakote
Abstracts
The Logic in Yoruba Proverbs
Fayemi Ademola Kazeem
This paper examines the question of logic in African philosophy through a systematic exploration of Yoruba proverbs as a useful cultural resource. Its basis is to strengthen the defence of logicality of traditional unlettered Yoruba-Africans. It argues, with illustrative examples, that proverbs are the axiomatic regimentation of formal logic in African philosophy. The paper establishes a close nexus between logic and language. Using the Yoruba language as an example, the paper shows that there are some elements of formal logical inferential rules and principles embedded in Yoruba proverbial thought. As a matter of universal application, these logical principles are conventionally used in Yoruba cultural milieu to evaluate discourse, reasoning and thoughts. In addition, this paper identifies the critical challenges and difficulties that are confronted in the course of exploring the logic in Yoruba proverbs. To overcome these challenges future studies need to construct indigenous logical symbolism indicative of logical discourse in contemporary African philosophy.
Education and Leadership in 21st Century Africa: A Platonian and Yoruba Perspective
Adeolu Oluwaseyi Oyekan
The problem of underdevelopment in Africa has given birth to much literature over the years in an attempt to rescue the continent from its seemingly helpless dilemma. While certain scholars feel that Africa’s problems are due to unpalatable colonial and neo-colonial experiences (Rodney, 1972; Onigbinde, 2003), other intellectuals (Chuka, 2006) point to Africa’s internal problems such as corruption, ethnicity, strife and wars as the basic cause of its underdevelopment. In this paper we consider both positions to be two sides of the same coin. We are equally persuaded that central to the resolution of underdevelopment is the question of leadership, which has left much to be desired. To achieve high standards of leadership there is a need for a philosophy of education that instils the desired standards. To this end, we present a comparative analysis of Plato’s concept of education and the Yoruba notion of education as championed by some African scholars (Akinpelu, 1987; Balogun, 2008; among others). While examining some western definitions of education and their underlying assumptions, the paper highlights their inadequacy in the current search for leadership in 21st century Africa. The paper concludes that only leadership based on competence and character, two vital features of the Yoruba conception of education, can facilitate development in Africa.
East African Government Investments in Information and Communication Technologies for Education: Matching Policy to Practice
Leonard Wamakote, Enos Kiforo Ang'ondi and Brown Onguko
Information and Communication Technology (ICT) is a principal driver of economic development and social change worldwide; but technology alone can only be an enabler, not driver of development. Properly formulated policies, planning and implementation are needed to harness ICT opportunities into meaningful national development. The five countries forming the East African Community have formulated national ICT policies and (with exception of Burundi) drawn out plans for ICT integration in schools. This paper gives an overview of these policies and tries to match them with the actual practice and implementation in schools. We have analysed the gaps between the rhetoric and reality in ICT use in teaching and learning in schools in East Africa. The present paper offers a number of recommendations for policy makers, implementers and other stakeholders to maximise the returns from ICT investments in education in the 21st century.
Keywords: Information and Communication Technology; Integration; Education; Policy; East Africa; Equity and Access; E-content; Teacher Education
Teacher Factors Influencing Classroom Use of ICT in Sub-Saharan Africa
Sara Hennessy, David Harrison and Leonard Wamakote
This paper synthesises the research literature on teachers' use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers' use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21st century.
Fayemi Ademola Kazeem holds a Masters in Philosophy from the Olabisi Onabanjo University, Ogun State, Nigeria and is currently teaching at the Department of Philosophy, Lagos State University. His major research interests lie in African Philosophy, Socio-Political Philosophy and Epistemology. Fayemi has published in The Journal of Pan African Studies, Research Review and The Nigerian Journal of Philosophy. He has a forthcoming publication in Thought and Practice: A Journal of the Philosophical Association of Kenya.
Oyekan Adeolu Oluwaseyi holds a Masters in Philosophy and is a Lecturer in the Department of Philosophy, Lagos State University, Nigeria. His research interests lie in socio-political philosophy, philosophy of history and ethics. He has published in The Journal of Pan African Studies and has forthcoming publications in Thought and Practice and Journal of Philosophy and Development.
Leonard Wamakote holds a Masters of Science in Educational Science and Technology from the University of Twente, Netherlands, and a Masters in Science Education from Makerere University, Uganda. He currently lecturers in Education and Science Education at the Aga Khan University within The Institute for Educational Development, Eastern Africa. Leonard is the current Chair of the Institute’s ICT in Education research team. His research interests include the application and integration of ICT in educational practice, with a particular focus on enhancing access to quality teaching and learning in low-resourced environments.
Enos Kiforo Ang'ondi holds a Masters in Teacher Education from the Aga Khan University, Institute for Educational Development, Eastern Africa. He is currently a professional development teacher in Mombasa Kenya and the Deputy Dean of Studies at Allidina Visram High School, Mombasa. His research interests lie in the integration of ICT in teaching and learning, and how it can be used to enhance the learning process. Although Enos has written several articles on this subject, and presented them in many workshops and conferences, this is his debut publication in a peer reviewed journal.
Sara Hennessy holds a PhD in Psychology and is currently a Lecturer in Teacher Development and Pedagogical Innovation in the Faculty of Education at The University of Cambridge. Her research and publications over the last two decades focus on pedagogy underlying subject teaching and learning using technology in the classroom. She is a member of the Centre for Commonwealth Education and is investigating the role of ICT in improving the quality of schooling and teacher education in sub-Saharan Africa. A small-scale project currently underway is introducing digital Open Educational Resources into Zambian primary schools through school-based professional development.
David Harrison holds a PhD in Philosophy of Mind and Cognitive Science from the University of Sheffield and is currently Principal Researcher at Edexcel. He has been an education researcher at Cambridge University, The Open University and other UK institutions. His major research interests are in ICT use by teachers in and out of the classroom, evaluation in education, mixed qualitative and quantitative methodologies, and knowledge construction and philosophy in the classroom. He was research associate and one of the authors for the final report of the Cambridge Primary Review.
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