Africa's Amazing Story in the World of Education

Tuntufye Selemani Mwamwenda
2014 Mediterranean Journal of Social Sciences  
In view of the importance of Education in the development of Africa, the present investigation aimed at looking at Education at Primary, Secondary, Tertiary and University, as it has existed for the past thirty years. Fifteen African countries selected from five major geographical regions of Africa; linguistically represented by French, English and Arabic participated in the study. The results showed that every system of education level, great achievements have been made. The number of children
more » ... number of children attending primary school has reached the level of universal primary education in most of the countries. There are more universities there ever have been. Africa is a huge continent consisting of 54 countries and a population of over t a billion people. This poses a gigantic task for the proposed study. This poses further complication, when one takes into account the numerous cultures and languages existing and being used in these countries. The questions raised were should every African country participate in the study? If so, was it feasible to communicate with each one in their own official languages? Similarly, are 54 countries not too many to constitute a sample for the study? Would a random sample of about ten or 15 countries be good enough to serve the purpose? In the random sample, would all countries be involved irrespective of their official languages? The sample participating in this study was based on the five regions of the African Union, namely North Africa, Southern Africa, Central Africa, East Africa and West Africa. From each of these five regions, four countries, making a total of twenty countries were selected based on the size of the country's population. Such selection comprised small and large countries. Equally important, each of the four major official languages: English, French, Portuguese and Arabic were represented. Spanish was not included, given the small number of people using it in Africa. Figure 01 is a map of Africa displaying the participating countries. There is a reduction in the number of participating countries from 20 to 15, due to logistic problems, and therefore were dropped from the original list. Instrument Interviews based on a questionnaire were conducted with senior officials in the Departments of Education for each one of the 15 participating countries. Another source of information in terms of statistical data was solicited from the Departments of Education. Other statistical information was retrieved from the literature review.
doi:10.5901/mjss.2014.v5n20p1668 fatcat:ivxyhs7nqnhkhlfycrltyxj4py