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Social Organization of Teacher Education in Africa: A Kenyan Case Study

  • Njoki Wane

Abstract

Teacher education in Africa as a field of sociological study is often categorized in relation to levels of education namely: kindergarten, primary, secondary, vocational, and university education. At each level, issues of curriculum, cost, resources, quality, and quantity of education constitute areas of study, which may be analyzed independently or in relation to each other. This chapter presents a general overview of teacher education in Africa, drawing specific references from Kenya. The chapter is informed by the anticolonial framework as extrapolated by Dei (2000), Smith (1999) and wa Thiong’o (1986). The chapter draws from Kenya’s contemporary policy reform and evaluation frameworks (e.g., Kinyanjui, 1992; Republic of Kenya, 1998; Republic of Kenya/UNICEF, 1995). The chapter provides a brief historical background to teacher education in Africa followed by an overview of the anticolonial framework. Levels and types of teacher education offered in Kenya (from pre-primary/early childhood to higher education) are explored. A proposition to include indigenous knowledge in teacher education is presented. Finally, issues of selection and placement of untrained

Keywords

Teacher Education Teacher Training Early Childhood Education Female Teacher Primary School Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Ali A. Abdi and Ailie Cleghorn 2005

Authors and Affiliations

  • Njoki Wane

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