Globally, the goal of education in the developing world has moved from "Education for All," which was one of the Millenium Goals of the United Nations, to focus on "Quality Education" as... Show moreGlobally, the goal of education in the developing world has moved from "Education for All," which was one of the Millenium Goals of the United Nations, to focus on "Quality Education" as Sustainable Development Goal 4, formulated by the same United Nations. As the number of children going to school all over the world increased and the expected results of the reduction of extreme poverty and hunger materialised, governments and NGOs alike soon realised that the term "education" covers a wide range of activities and ways of schooling, not all of which contribute equally and in all circumstances to the continuing development goals of any particular country or region. Sustainable development can be attained only when individuals and groups have and are able to use the tools and can adapt to local circumstances. Education should provide learners with those tools and only education that does provide them and prepares its learners for their futures can be called "quality education." Rethinking how "education" can be put to use strategically for long term gain therefore assumes the utmost importance, and the focus must then turn to the quality of education. Good and sustainable education is understood to be education that prepares its participants for both social and professional life by equipping them with appropriate knowledge and skills. Hence the title of this volume: Education for Life in Africa. Show less
The Agta of the Philippines depend on extensive knowledge of their naturalenvironment for their livelihoods. However, little is known about the transmissionof this indigenous ecological knowledge.... Show moreThe Agta of the Philippines depend on extensive knowledge of their naturalenvironment for their livelihoods. However, little is known about the transmissionof this indigenous ecological knowledge. This paper examines the transmission ofknowledge on hunting, fishing and gathering among the Agta in San Mariano, IsabelaProvince. We used observation, interviewing and knowledge tests as methods ofinquiry. Our results show that knowledge transmission happens on-site, is genderspecificand that pathways of knowledge transmission differ per livelihood activity.Learning among the Agta takes place stepwise but less systematically than suggestedby earlier research on knowledge transmission among hunter-gatherers. We found thatobservation, imitation and individual experimentation are important modes of learningin all livelihood activities. Contemporary environmental and social change, particularlydeforestation and formal education, have far-reaching implications for knowledgetransmission and identity in Agta society. Show less
