Titlebook: Reimagining Development Education in Africa; Olivia Adwoa Tiwaah Frimpong Kwapong,David Addae,J Book 2022 The Editor(s) (if applicable) an

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The Centrality of Glocalisation in Sustaining Development Education in Ghana and Nigeria,tion to development education, glocalisation should be the prime focus. Consequently, we noted that policy directives, decolonization of the various curricula used in education and the implementation of the recommendations from earlier studies and declarations are imperatives to this call.

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Adoption and Use of Indigenous Knowledge to Promote Education for Sustainable Development in Africaple is the belief and philosophy of . which was shared among indigenous people in Africa. Thus, through the recognition of the efficacy of indigenous knowledge, the chapter recommends that custodians of indigenous knowledge must be consulted and relevant knowledge be incorporated into the educationa

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Responsive Curriculum for Sustainable TVET Colleges in South Africa: Quo Vadis?,ip their students with job oriented skills such as plumbing, welding, auto-mechanic, building, electrical works, computers, engineering, carpentry, fabric design and dressmaking to enable them to contribute to national development. In responding to the current socio-economic imperatives, the post-ap

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Promoting Gender Equality in Ghana: Sociocultural Factors in Perspective,way with, gender inequality with respect to education will never become obsolete. There is therefore the need to create awareness and sensitization of the negative effects of socio-cultural practices using African indigenous knowledge and education to promote self-emancipation of females, and an age

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,Distance Education Tutors’ Technology Pedagogical?Integration?during COVID-19 in Ghana: Implicationics and one-way ANOVA were used for the data analysis and the results suggested that distance education tutors were more likely to select video-based digital tools than asynchronous techniques during tutorial sessions. Secondly, Internet access and technology professional development were the leadin

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Oil Production, Dispossession, and Community Development in Africa: A Development Education Perspecis chapter, we employ the accumulation by dispossession discourse espoused by David Harvey that focuses on the prospects for making new contributions to the growing literature on natural resource exploitation and vulnerability. We identify three critical issues that offer significant opportunities f

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ethnology

Integration of Quality into University Academic Programs for National Development in Uganda,ing theoretical education while strengthening academic programs to contribute to sustainable development and internationalization. Drawing from practical experiences in the creation of a new program (Ph.D. in Education) at Kabale University in Uganda, this chapter discusses a multisectoral stakehold