Teacher education in Africa

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dc.contributor.authorKasanda, Choshi D.
dc.date.accessioned2014-03-06T09:39:19Z
dc.date.available2014-03-06T09:39:19Z
dc.date.issued2004
dc.description.abstractIn 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.en_US
dc.identifier.citationKasanda, 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.en_US
dc.identifier.urihttp://hdl.handle.net/11070/750
dc.language.isoenen_US
dc.publisherUniversity of Namibiaen_US
dc.subjectTeacheren_US
dc.subjectEducationen_US
dc.subjectMathematicsen_US
dc.subjectAcceleratingen_US
dc.subjectSkillsen_US
dc.subjectNamibiaen_US
dc.titleTeacher education in Africaen_US
dc.title.alternativeWhy The Mathematics and Science Teacher Extension Programme Works in Namibiaen_US
dc.typePresentationen_US
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