Teacher education in Africa
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Date
2004
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia
Abstract
In the majority of African countries on attainment of political independence after decades
of colonialism found themselves with few (if any) adequately educated and prepared
persons to carry on the task of developing their new state economically. Namibia was no
exception. Indeed at independence in 1990, Namibia found herself in the same position as
other African countries, with a poorly trained or untrained cadre of schoolteachers in
almost all subject areas. The building of more schools and the training of more
schoolteachers for the majority of the previously colonized people was a must for these
African countries. The general population saw education as a passport for a better life and
their right. Therefore teacher education had to be emphasized to cope with the increased
demand for education. Accordingly, teacher education was one of the priority areas of
these independent countries in order to develop the necessary human resources and to
develop economically. Education brought about a higher personal status and quality of
life.
Description
Keywords
Teacher, Education, Mathematics, Accelerating, Skills, Namibia
Citation
Kasanda, C. D. 2004. Why The Mathematics and Science Teacher Extension Programme Works in Namibia: Teacher Education in Africa; 20 -23 June 2004; Kalahari Sands Hotel. Windhoek: UNAM:1-9.