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Contextual Differences in Schooling: Three Country Case Studies

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Schooling in Sub-Saharan Africa

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Abstract

This chapter re-emphasises the continuing significance of local histories and contexts in shaping educational policy and practice. The chapter examines three different countries from the three main regions of Africa—Namibia, Nigeria and Tanzania—in order to bring out what distinguishes them as well what they have in common in regard to schooling and the social forces shaping schooling. Thus, for example, Nigeria has a history of ethnic conflict and rivalry and has attempted to use the education system for forging national unity. Post-colonial Namibia has attempted to use the education system via school and classroom organisation to promote democracy after its apartheid past. Tanzania has a history of linking schooling closely to self-reliance, production and the workplace.

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Authors and Affiliations

  1. School of Education, Birmingham University, Birmingham, UK

    Clive Harber

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  1. Clive Harber
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Correspondence to Clive Harber .

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Harber, C. (2017). Contextual Differences in Schooling: Three Country Case Studies. In: Schooling in Sub-Saharan Africa. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-57382-3_12

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  • DOI: https://doi.org/10.1007/978-3-319-57382-3_12

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-57381-6

  • Online ISBN: 978-3-319-57382-3

  • eBook Packages: EducationEducation (R0)

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