Afrika südlich der Sahara
Refine
Year of publication
Document Type
- Working Paper (18) (remove)
Has Fulltext
- yes (18)
Is part of the Bibliography
- no (18)
Keywords
- education (4)
- Bildung (3)
- Bildungspolitik (2)
- Globalisierung (2)
- Identität (2)
- education policy (2)
- globalisation (2)
- identity (2)
- Afrika <Motiv> (1)
- Afrikabild (1)
Institute
Since independence from British colonial rule, Uganda has had a turbulent political history characterised by putsches, dictatorship, contested electoral outcomes, civil wars and a military invasion. There were eight changes of government within a period of twenty-four years (from 1962-1986), five of which were violent and unconstitutional. This paper identifies factors that account for these recurrent episodes of political violence and state collapse. While colonialism bequeathed the country a negative legacy including a weak state apparatus, ethnic division, skewed development, elite polarisation and a narrow economic base, post-colonial leaders have on the whole exacerbated rather than reversed these trends. Factors such as ethnic rivalry, political exclusion, militarisation of politics, weak state institutions, and unequal access to opportunities for self-advancement help to account for the recurrent cycles of violence and state failure prior to 1986. External factors have also been important, particularly the country’s politically turbulent neighbourhood, the outcome of political instability and civil conflict in surrounding countries. Neighbourhood turbulence stemming from such factors as civil wars in Congo and Sudan has had spill-over effects in that it has allowed insurgent groups geographical space within which to operate as well as provided opportunities for the acquisition of instruments of war with which to destabilise the country. Critical to these processes have been the porosity of post-colonial borders and the inability by the Ugandan state to exercise effective control over its entire territory. By demonstrating the interplay between internal and external factors in shaping Uganda’s postcolonial experience, the paper makes an important shift away from conventional explanations that have focused disproportionately on internal processes. Lastly, the paper provides pointers to areas of further research such as the economic foundations of conflict that should ultimately strengthen our understanding of factors that combine to make state-making fail or succeed.
CONTENTS Preamble 1. Concept and Drivers of Globalization 1.0 A Brief Historical Perspective 1.1 Concept of Globalization 1.2 Economic Globalization 1.3 Drivers of Economic Globalization 2. Globalization and Markets 2.1 The Free Market System 2.2 Markets and the Solution of Economic Problems 2.3 African Markets and “Getting the Prices Right”. 2.4 Implications of the Imperfect Market System 2.5 Government’s Inevitable Role 2.6 The International Environment/Markets 3. Globalization and Trade Liberalisation 3.1 The Experience of the Developing Countries 3.2 Nigeria’s Experience with Trade Liberalisation 4. Global Economic Integration and Sub-Saharan Africa 4.1 Global Economic Integration 4.2 Africa’s Integration with the World Economy 4.3 The Benefits of Economic Globalization and Sub-Saharan Africa 4.4 Why has Africa Lagged? 5. Nigeria and the Global Economy 5.1 Openness of the Economy and Integration with the World Economy 5.2 Globalization and Nigeria’s Trade 5.3 Globalization and Foreign Capital Flows to Nigeria 5.4 Foreign Capital Flows and Debt Accumulation 5.5 Globalization, Growth and Development 6. Appropriate Policy Responses and Lessons 7. Concluding Remarks 8. Appreciation 9. Annex 10. References
Education is the major issue in this lecture, it is followed by national development, which is its target, and Educational Planning which is the chief tool for getting to the target. Education had developed in Nigeria from 1842 to 1959 without the operators consciously directing it to national development but because of the new needs, new aspiration and new attitudes in an independent Nigeria; education was then directed towards national development. In the 60s all the efforts made to prepare the kind of education to serve the interest of National development failed because there was no effective method to do this. But in the 70s educational planning was discovered as an effective technique for preparing or planning an appropriate education for national development in terms of policies, programmes, enrolment, skill acquisition and manpower development.
Fracture numérique de genre en Afrique francophone : une inquiétante réalité ; réseau genre et TIC
(2005)
Ce document présente les principaux résultats de la recherche "Fracture numérique de genre en Afrique francophone : données et indicateurs", réalisée en 2004-2005 par le Réseau genre et TIC, grâce à une subvention du Centre de Recherches pour le Développement International (CRDI, Ottawa, Canada). Le Réseau genre et TIC est une initiative menée conjointement par l’organisation internationale Environnement et Développement du Tiers Monde (ENDA), l’Observatoire des Systèmes d’Information sur les Réseaux et Inforoutes du Sénégal (OSIRIS) et l’Agence sénégalaise de Régulation des Télécommunications (ART). Composé de personnes et d’organisations actives pour la promotion de l’égalité de genre dans le secteur des TIC, sa mission, en concertation avec l’ensemble des acteurs nationaux et partenaires internationaux, est de promouvoir l’égalité de genre dans la société de l’information.
Ce texte s’est voulu une brève présentation des tons phonologiques qu’on rencontre dans les langues bantoues parlées au Gabon. L’élément nouveau ici par rapport à ce que l’on sait de l'analyse de la tonalité des langues bantoues en général, c’est la prise en compte de l'intonation dans l'explication de certaines modifications tonales du niveau lexical dont les tons lexicaux (fixes ou flottants) ne peuvent pas rendre compte.