Enrolment in both primary and secondary schools has risen substantially over the years, but secondary and tertiary enrolment remains low. The primary student population increased from just under 4... Show moreEnrolment in both primary and secondary schools has risen substantially over the years, but secondary and tertiary enrolment remains low. The primary student population increased from just under 4 million students in 1970 to more than 26 million students in 2013.Similarly, at the secondary level, student numbers increased from a base of approximately 360,000 students in 1970 to 12.5 million students in 2013. Likewise, the tertiary sector recorded an appreciable increase in the numbers of institutions, variety of courses and enrolled students in the same period. Despite these increases, only about half of all primary students continue to the secondary level, and less than 15 percent eventually make it to tertiary level. The seeming lack of employment opportunities and other problems identified in the tertiary sector has contributed to a substantial increase in the number of Nigerian students undertaking tertiary education abroad, with the United Kingdom and the United States emerging as the top two destinations.Unemployment is high, particularly among youth and higher educated students. Despite Nigeria’s natural resource wealth, many Nigerians appear to have been left behind, primarily because of the shortage of employment opportunities. Unemployment is highest among youth and among those with post-secondary education. Agriculture still has the largest share of employment. Trade emerged as the second most important employment sector providing jobs for Nigerians. Though manufacturing ranks third on the list, the proportion employed in this sector has shrunk to half of what it used to be in the preceding decade. One interesting sector is Information and Communication: while providing less than 1% of all jobs, it contributes more to Nigeria’s GDP than manufacturing, due to its high value added.Nigeria is an important area of origin, destination, and transit of migrants in Africa. It is Africa’s most populous country, and a country of high migration turnover. The high immigration rate (1.2 million in 2017) is accompanied by an even higher rate of emigration of Nigerians (1.3 million in 2017), resulting in a negative net migration rate. The Nigerian Government formally adopted a National Policy on Migration and its Implementation Plan in May 2015. This occurred in the backdrop of a growing recognition of the strong links between migration and potentially immense national development benefits for the country. For instance, Central Bank of Nigeria (CBN) stated that the inflow of remittances to Nigeria increased dramatically from $2.3 billion in 2004 to $22 billion in 2018; The US, followed by the UK and Cameroon are the top three destinations of Nigerian migrants. In mainland Western Europe, the Netherlands ranks as the fifth destination behind Germany, Italy, Spain and Austria. Noteworthy is the large ‘brain drain’ of Nigeria-trained medical students and health workers as well as academics who appear to be fleeing Nigeria’s struggling tertiary education landscape and unstable labour market prospects. Thousands of them are now gainfully employed in medical jobs abroad, and they tend to prefer the US and the UK to the Netherlands. Show less
Education is the fourth Sustainable Development Goal (SDG) and considered an important gateway to many other SDGs being achieved. Education is, however, frequently interpreted in terms of its... Show moreEducation is the fourth Sustainable Development Goal (SDG) and considered an important gateway to many other SDGs being achieved. Education is, however, frequently interpreted in terms of its technical aspects, i.e., furthering skills and knowledge and strengthening human capital for promoting development. By contrast, this paper focuses less on this technical aspect and instead analyses the current educational landscape in Africa as a field in which flows of investment, ideas, and people influence connections between Africans and the rest of the world. As an effect of the structural adjustment programs in the 1980s, public spending on education in many African countries went down, allowing private education initiatives to spring up. These were, for a large part, financed by Western and Arab countries. Over the last fifteen years, investment flows in education from emerging global powers like China, Brazil, Malaysia, and Turkey have contributed to an increasingly diversified educational landscape in Africa. This paper argues that these investments not only allow Africans to improve their educational levels but that these diverse forms of education also have an influence on connections and social orientations in African societies. Educational programs go together with specific worldviews. In addition, people develop their social networks through educational trajectories. Both orientations and connections influence people’s choices and opportunities in their further lives, and thus individual and societal development. Interestingly, often investments in education by external parties are not isolated endeavors, but also used as a means to get linked-in in local societies for such diverse purposes as religion or business interests. Illustrating my argument with examples taken from my research on Gulf charities and on Turkish schools in Africa, I will explore how the new connectivities that come with the changing educational landscape in Africa shape (possible) local development trajectories in the current era of intensified globalization characterized by intensified flows of capital, people, and ideas. Show less
Decentralization by devolution is the means to transfer the responsibilities for service provision to the grassroots levels in Tanzania. The aim of this policy is to deal with the stagnation in... Show moreDecentralization by devolution is the means to transfer the responsibilities for service provision to the grassroots levels in Tanzania. The aim of this policy is to deal with the stagnation in the development of, among other things, secondary education. Despite this policy, Tanzania still provides a strong top-down influence on education. This study is about the effects of the central influence on the recruitment of teachers in secondary education. For this research, six ward secondary schools were visited. The dissertation reveals that the centralized teacher recruitment within the initiative to decentralize secondary education has failed to achieve its claimed objective of redressing the inequalities in the deployment of teachers in the country. As a result, the schools have structured their internal operations in order that they cope with inadequacy. The dissertation recommends therefore that the actual needs of schools in terms of the types of teachers required should be given consideration when teachers are posted in schools. Show less
Peace education has recemtly become very fashionable but little is known about he outcome and impact of both formal and informal peace-education programmes. This book is an attempt to fill the gap... Show morePeace education has recemtly become very fashionable but little is known about he outcome and impact of both formal and informal peace-education programmes. This book is an attempt to fill the gap between well-meant intentions and reality by exploring the impact of an informal workshop-style peace-education programme in Uganda. From the perspective of the 'alternatives to violence' programme, the author takes the reader on a journey through the theoretical underpinnings and intentions of peace education, unfolds some of the underlying intricacies, challenges and side efforts, and illustrates these with concrete examples. - Anika May has an MA in International Development Studies from ISHSS/UvA and has worked for development agencies in Indonesia, Venezuela, Germany and Brussels. One of her fields of interest is peace and conflict issues and she conducted her thesis research in Uganda where she explored participants' perceptions of a countrywide peace education programme and did consultancy work for the German Development Service (DED). Since the beginning of 2008, she has been working in international cooperation for Context, a development consultancy based in Utrecht, where her work focuses on civic driven change. She is also teaching an undergraduate course at ISHSS/UvA. Show less
Comprehensive overview of publications on Ethiopia published between c. 1957 up to 1990. The 5433 entries are arranged according to the following broad subject areas: Bibliographies - History of... Show moreComprehensive overview of publications on Ethiopia published between c. 1957 up to 1990. The 5433 entries are arranged according to the following broad subject areas: Bibliographies - History of Ethiopianist studies - Studies on manuscripts, documents, archives and library resources - Travellers and foreigners - History - Cultural geography and demography - Politics and law before 1974 - Politics, law and revolutionary development after 1974 - Peasantry and the rural sector before 1974 - Peasantry and the rural sector after 1974 - The urban sector - Modernization, communications, industry and economic development - Social structure and social change - Drought and famine; refugees and resettlement - International relations - Ethnoregional conflicts - Education - Health and health care - Ethnomedicine, traditional healing, disease history - Folklore, magic, oral traditions - Music - Material culture, architecture, arts and crafts - Christian and hagiographical literature - Religion and missions - Ethnography and ethnology. An author index is included Show less
