"This World Bank study discusses secondary textbook and school library availability in Africa, its cost and financing, and its distribution and publishing. The study’s objective was to analyze the issues and provide some options and strategies for improvement. Reforms are urgently required in the
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secondary school systems of most African countries in order to: (i) reduce the number of textbooks and reference books required by secondary education curricula; (ii) reduce the unit costs of textbooks; (iii) increase the target book life thus increasing cost amortization and reducing annual textbook fees/budgets; (iv) increase the financing allocated to textbook provision from either government or parents, and (v) ensure that curricula change does not make expensive materials redundant too early or too often. The authors of the study believe that if a reliable market exists local publishing can develop to service it, even in direct competition with multinationals; and that the market does not necessarily have to be large, but that the critical factor is predictability. If publishers are confident that funding will be available, from whatever source, year after year, then local publishing will emerge to serve that market. This, it is argued, is perhaps most clearly demonstrated in Botswana where a tiny but reliable and reasonably predictable secondary school sector has five competing approved textbooks in some secondary subjects." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 2556)
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"Visual anthropology has proved to offer fruitful methods of research and representation to applied projects of social intervention. Through a series of case studies based on applied visual anthropological work in a range of contexts (health and medicine, tourism and heritage, social development, co
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nflict and disaster relief, community filmmaking and empowerment, and industry) this volume examines both the range contexts in which applied visual anthropology is engaged, and the methodological and theoretical issues it raises." (Publisher description)
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"There have been significant changes in the Botswanan media in the past five years. Some of the changes noted include the recent proliferation of newspapers and the partial freeing of the airwaves by the Botswanan government, which has led to the setting up of two new commercial radio stations. Ther
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e has been some improvement in the content and quality of reportage in various media. There have been changes in the legislative and regulatory framework prevailing in the country. More training opportunities have opened up and there is now professional development of journalists – especially following the establishment of the first and only journalism school in the form of the Media Studies Department in the Humanities Faculty of the University of Botswana. Before this, most journalists in Botswana were trained abroad, mainly in Australia, the UK, Canada, the USA, South Africa and various other African countries. Several NGOs in the country are also now involved in the mentoring and training of journalists and media workers at various levels. There have been developments in self-regulation, the establishment of media pressure groups, and a commitment to professionalism in the media – particularly with the establishment of the Press Council of Botswana, the Media Advisory Council and the Botswana Editors’ Forum." (Summary & conclusions, page 66)
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"This research initiative assessed the key media changes and developments in seventeen African countries over the past five years and aimed at recommending intervention strategies for strengthening an independent, professional media sector. The summary report presents the main findings regarding med
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ia landscapes, media legislation, media technology and equipment, journalism training and principles of media development. According to this publication "substantial evidence is provided that points to: non-sustainable and short-term approaches to projects; disconnected programmes; unneccesary competition amongst donors; and, consequently wasted investment of donor funds" (Page 15). In addition, individual country reports have been released, written by renowned African media specialists and researchers. They include: Angola, Botswana, Cameroon, Democratic Republic of Congo, Ethiopia, Ghana, Kenya, Mozambique, Nigeria, Senegal, Sierra Leone, Somalia, South Africa, Tanzania, Uganda, Zambia and Zimbabwe. Each country report consists of three sections: 1) Media sector developments, 2) Challenges for future media development activities, 3) Case study: illustrating good practice in media development." (commbox)
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"Traditional indigenous education and its structures should be respected and supported. Our knowledge has not been written down by us – on the contrary: we dance it, we draw it, we narrate it, we sing it, we practise it. There is a need for a deeper understanding of what knowledge and learning are
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and the many paths that lead to them. This is in line with what was observed by the Delors Commission: Western formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of learning (UNESCO, 1997). I believe that indigenous peoples can contribute significantly both to our own education systems and to the renewal of education systems of other peoples. We need to: establish effective arrangements for the participation of indigenous parents and community members in decisions regarding the planning, delivery and evaluation of education services for their children, young people and other community members; increase the number of indigenous people employed as education administrators, teachers, coaches, curriculum advisers, teachers assistants, home-school liaison officers and other education workers, including community people engaged in teaching indigenous culture, history and contemporary society, and indigenous languages; provide education and training services to develop the skills of indigenous people to participate in educational decision-making; develop arrangements for the provisions of independent advice from indigenous communities regarding educational decisions at all levels; and to achieve the participation of indigenous children, young people and adults in education for a period similar to that for other students." (Preface, page 7-8)
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