Key Factors Hindering the Development of Education in Sub-Saharan Africa – Scoping Review

Autor

  • Aleksandra Krzykawska Uniwersytet Ekonomiczny w Krakowie
  • Agnieszka Żur Uniwersytet Ekonomiczny w Krakowie

DOI:

https://doi.org/10.24917/20833296.162.26

Słowa kluczowe:

educational barriers, educational outcomes, education systems, socio-economic development of the Sub-Saharan region, Sub-Saharan Africa

Abstrakt

Lack of effective education is often highlighted as one of the main factors hindering the development of African countries. Most of Sub-Saharan Africa exhibit some of the lowest national GDP indexes and the lowest literacy rates and additionally account for more than half of out-of-school children globally. Despite gradually implemented reforms, Sub-Saharan educational systems still face numerous challenges and do not meet global standards. Although the number of articles referring to Sub-Saharan education has been growing in recent years, they remain fragmented and do not provide a synthetic analysis of the main factors shaping education in the region. This article addresses this gap in the understanding of impediments to education in Africa, aiming to connect existing discussions to identify the barriers in the Sub-Saharan education systems. Based on an analysis of a selection of existing research evidence, statistics and reports, this study delivers a holistic analysis of education systems in Sub-Saharan Africa along with their determining factors. This study contributes to a better understanding of Sub-Saharan education as one of the critical factors in the social and economic development of this region.

Biogramy autorów

Aleksandra Krzykawska - Uniwersytet Ekonomiczny w Krakowie

Aleksandra Krzykawska, student of Law at the Jagiellonian University and International Economic Relations at the Cracow University of Economics. Her research interests include African economies and culture, human rights, international organisations and intercultural soft skills. She realises her academic passions by active participation in multiple conferences and contests at both national and international level.

Agnieszka Żur - Uniwersytet Ekonomiczny w Krakowie

Agnieszka Żur, PhD in management, Department of Entrepreneurship and Innovation, Cracow University of Economics. Current research areas include social entrepreneurship, co-innovation, higher education, tutoring and mentoring.

Bibliografia

Acs, Z.J., Szerb, L., Jackson, S. (2013). Entrepreneurship in Africa through the eyes of GEDI. The International Journal of Entrepreneurship and Innovation, 14(4), 219–233.

Alden, C., Schoeman, M. (2013). South Africa in the company of giants: The search for leadership in a transforming global order. International Affairs, 89(1), 111–129.

Alzouma, G. (2005). Myths of digital technology in Africa: Leapfrogging development?. Global Media and Communication, 1(3), 339–356.

Andrabi, T., Bau, N., Das, J., Khwaja, A.I. (2010). Are bad public schools public “bads”? Test scores and civic values in public and private schools. Bulletin of Education Research, 24(2), 45–56.

Antonowicz, L. (2010). Africa education watch: Good governance lessons for primary education. Berlin: Transparency International.

Arksey, H., O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32.

Arora, V., Vamvakidis, A. (2005). The implications of South African economic growth for the rest of Africa. South African Journal of Economics, 73(2), 229–242.

Babaci-Wilhite, Z., Geo-JaJa, M.A., Lou, S. (2012). Education and language: A human right for sustainable development in Africa. International Review of Education, 58(5), 619–647.

Bah, E., Chouchane, A.V., Crotti, R., Hoffman, B. (2017). The Africa competitiveness report 2017. Geneva: World Economic Forum, 15–30.

Banya, K. (2001). Are private universities the solution to the higher education crisis in Sub-Saharan Africa?. Higher Education Policy, 14(2), 161–174.

Bashir, S., Lockheed, M., Ninan, E., Tan, J.P. (2018). Facing forward: Schooling for learning in Africa. Washington, DC: The World Bank.

Bennell, P., Akyeampong, K. (2007). Teacher motivation in Sub-Saharan Africa and South Asia. London: DfID.

Bourdon, J., Frölich, M., Michaelowa, K. (2010). Teacher shortages, teacher contracts and their effect on education in Africa. Journal of the Royal Statistical Society: Series A (Statistics in Society), 173(1), 93–116.

Calderón, C., Servén, L. (2010). Infrastructure and economic development in Sub-Saharan Africa. Journal of African Economies, 19, 13–87.

Chang’ach, J.K. (2016). Teacher Education and Progress in Africa: The Challenges and Prospects. Arts Social Science, 7(2), 191.

Chisholm, L., Leyendecker, R. (2008). Curriculum reform in post-1990s Sub-Saharan Africa. International Journal of Educational Development, 28(2), 195–205.

Colclough, C., Al-Samarrai, S. (2000). Achieving schooling for all: Budgetary expenditures on education in Sub-Saharan Africa and South Asia. World Development, 28(11), 1927–1944.

Darvas, P., Gao, S., Shen, Y., Bawany, B. (2017). Sharing Higher Education’s Promise beyond the Few in Sub-Saharan Africa. Washington, DC: The World Bank.

Daun, H. (2000). Primary Education in Sub-Saharan Africa – a moral issue, an economic matter, or both? Comparative Education, 36(1), 37–53.

Dembélé, M., Lefoka, P. (2007). Pedagogical renewal for quality universal primary education: Overview of trends in Sub-Saharan Africa. International review of education, 53(5–6), 531–553.

Donou-Adonsou, F. (2019). Technology, education, and economic growth in Sub-Saharan Africa. Telecommunications Policy, 43(4), 353–360.

Dvouletý, O., Orel, M. (2019). Entrepreneurial activity and its determinants: Findings from African developing countries. Contributions to management Science, 1, 9–24. doi: 10.1007/978-3-03012342-0_2

Estache, A., Wodon, Q., Lomas, K. (2014). Infrastructure and Poverty in Sub-Saharan Africa. New York: Springer.

Fehrler, S., Michaelowa, K., Wechtler, A. (2009). The effectiveness of inputs in primary education: insights from recent student surveys for Sub-Saharan Africa. The Journal of Development Studies, 45(9), 1545–1578.

Freire, P. (1979). Educação e Mudança. 12ª Edição. Rio de Janeiro: Paz e Terra.

Glewwe, P., Maiga, E., Zheng, H. (2014). The contribution of education to economic growth: A review of the evidence, with special attention and an application to Sub-Saharan Africa. World Development, 59, 379–393.

Hardman, F., Ackers, J., Abrishamian, N., O’Sullivan, M. (2011). Developing a systemic approach to teacher education in Sub-Saharan Africa: Emerging lessons from Kenya, Tanzania and Uganda. Compare: A Journal of Comparative and International Education, 41(5), 669–683.

Heine, B., Nurse, D. (Eds.). (2000). African languages: An introduction. Cambridge: Cambridge University Press.

İşcan, T., Rosenblum, D., Tinker, K. (2015). School Fees and Access to Primary Education: Assessing Four Decades of Policy in Sub-Saharan Africa. Journal of African Economies, 24, 559–592.

Johnstone, D.B. (2006). Higher Education Finance and Accessibility: Tuition Fees and Student Loans in Sub-Saharan Africa. Financing Higher Education, 201–226.

Kopiński, D. (2017). Afryka: rewolucja technologiczna, kilka sceptycznych uwag. Warszawa: Polskie Centrum Studiów Afrykanistycznych.

Lehman, D. (2003). Bringing the School to the Children: Shortening the Path to EFA. Education Note Series, 26884, 2–4.

Lewin, K.M. (2009). Access to education in Sub‐Saharan Africa: Patterns, problems and possibilities. Comparative Education, 45(2), 151–174.

Lewin, K.M. (2008). Strategies for sustainable financing of secondary education in Sub-Saharan Africa. Washington, DC: The World Bank.

Lewin, K.M., Sabates, R. (2012). Who gets what? Is improved access to basic education pro-poor in SubSaharan Africa?. International Journal of Educational Development, 32(4), 517–528.

Majgaard, K., Mingat, A. (2012). Education in Sub-Saharan Africa: A comparative analysis. Washington, DC: The World Bank.

Materu, P.N. (2007). Higher education quality assurance in Sub-Saharan Africa: Status, challenges, opportunities, and promising practices. Washington, DC: The World Bank.

Mingat, A., Ledoux, B., Rakotomalala, R. (2010). Developing post-primary education in Sub-Saharan Africa: Assessing the financial sustainability of alternative pathways. The World Bank.

OECD. (2020). Student-teacher ratio and average class size. Retrived from: https://stats.oecd.org/Index.aspx?DataSetCode=EAG_PERS_RATIO

Oketch, M. (2016). Financing higher education in Sub-Saharan Africa: some reflections and implications for sustainable development. Higher Education, 72(4), 525–539.

Oketch, M.O. (2003). Affording the unaffordable: Cost-sharing in higher education in Sub-Saharan Africa. Peabody Journal of Education, 78(3), 88–106.

Potulicka, E., Rutkowiak, J. (2012). Neoliberalne uwikłania edukacji. Kraków: Oficyna Wydawnicza “Impuls”.

Smith-Greenaway, E. (2015). Educational attainment and adult literacy: a descriptive account of 31 SubSaharan Africa countries. Demographic Research, 33, 1015–1034.

Stasavage, D. (2005). Democracy and education spending in Africa. American Journal of Political Science, 49(2), 343–358.

İşcan, T.B., Rosenblum, D., Tinker, K. (2015). School Fees and Access to Primary Education: Assessing Four Decades of Policy in Sub-Saharan Africa. Journal of African Economies, 24, 559–592

Thakrar, J., Wolfenden, F., Zinn, D. (2009). Harnessing open educational resources to the challenges of teacher education in Sub-Saharan Africa. The International Review of Research in Open and Distributed Learning, 10(4), 1–12.

Tooley, J., Dixon, P. (2006). ‘De facto’ privatisation of education and the poor: implications of a study from Sub‐Saharan Africa and India. Compare, 36(4), 443–462.

UNEB. (2015). Achievement of primary school pupils in Uganda in numeracy and literacy in English. Kampala: UNEB.

UNESCO. (2020). Dane statystyczne dotyczące celów zrównoważonego rozwoju. Retrived from: http://data.uis.unesco.org/#

UNESCO. (2016). The Global Education Monitoring Report, Can African afford free education?. New York: UNESCO.

UNESCO. (2014). Teaching and learning: Achieving quality for all. Education for All Global Monitoring Report. New York: UNESCO.

UNICEF. (2009). Abolishing School Fees in Africa Lessons from Ethiopia, Ghana, Kenya, Malawi, and Mozambique. New York: UNESCO.

World Bank. (2020, 20 April). GDP (current US$). Retrived from: https://data.worldbank.org/indicator/NY.GDP.MKTP.CD?view=map

World Bank. (2020, 21 April). Trained teachers in primary education (% of total teachers). Retrived from: https://data.worldbank.org/indicator/SE.PRM.TCAQ.ZS

WHO. (2015). Progress on sanitation and drinking water – 2015 update and MDG assessment. New York: WHO.

Yusuf, S., Saint, W., Nabeshima, K. (2009). Accelerating catch-up: Tertiary education for growth in SubSaharan Africa. Washington, DC: World Bank.

Opublikowane

2020-12-25

Jak cytować

Krzykawska, A. ., & Żur, A. . (2020). Key Factors Hindering the Development of Education in Sub-Saharan Africa – Scoping Review. Przedsiębiorczość - Edukacja, 16(2), 334–344. https://doi.org/10.24917/20833296.162.26