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Re-Visioning Education in Africa
Ubuntu-Inspired Education
for Humanity

Edited by Emefa J. Takyi-Amoako

and N’Dri Thérèse Assié-Lumumba
Re-Visioning Education in Africa
 Emefa J. Takyi-Amoako
N’Dri Thérèse Assié-Lumumba
Editors

Re-Visioning
Education in Africa
Ubuntu-Inspired Education for Humanity
Editors
Emefa J. Takyi-Amoako N’Dri Thérèse Assié-Lumumba
Oxford ATP Africana Studies and Research Center
Oxford, UK Cornell University
Ithaca, NY, USA

ISBN 978-3-319-70042-7    ISBN 978-3-319-70043-4 (eBook)

https://doi.org/10.1007/978-3-319-70043-4

Library of Congress Control Number: 2017960955

© The Editor(s) (if applicable) and The Author(s) 2018

This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights of
translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and retrieval,
electronic adaptation, computer software, or by similar or dissimilar methodology now
known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information
in this book are believed to be true and accurate at the date of publication. Neither the
p­ublisher nor the authors or the editors give a warranty, express or implied, with respect to
the material contained herein or for any errors or omissions that may have been made.
The publisher remains neutral with regard to jurisdictional claims in published maps and
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Printed on acid-free paper

This Palgrave Macmillan imprint is published by Springer Nature

The registered company is Springer International Publishing AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
 Contents

1 Introduction: Re-visioning Education in Africa—

Ubuntu-Inspired Education for Humanity   1
Emefa J. Takyi-Amoako and N’Dri Thérèse
Assié-Lumumba

2 The Humanist African Philosophy of Ubuntu:

Anti-colonial Historical and Educational Analyses  19
Ali A. Abdi

3 Ubuntu and Pan-Africanism: The Dialectics

of Learning About Africa  35
Tukumbi Lumumba-Kasongo

4 On the Educational Potential of Ubuntu  55

Yusef Waghid

5 Conceptualizing Gender and Education in Africa

from an Ubuntu Frame  67
N’Dri Thérèse Assié-Lumumba

6 Regaining the Education That Africa Lost  85

Pai Obanya

v
vi Contents

7 Ubuntu as Humanistic Education: Challenges

and Perspectives for Africa? 119
Mohamed Chérif Diarra

8 Putting the Cart Before the Horse? Early Childhood

Care and Education (ECCE) the Quest for Ubuntu
Educational Foundation in Africa 135
Hamidou Boukary

9 Re-visioning Technical Vocational Education

and Training (TVET) for the Youth in Sub-Saharan
Africa (SSA) and the Sustainable Development
Goals (SDGs): Prospects and Promises Within
the Framework of the Ubuntu Paradigm 155
Benjamin A. Ogwo

10 Ubuntu as a Framework for the Adoption and Use

of E-Learning in Ghanaian Public Universities 175
Eric Kemeh

11 Addressing the Challenge of Coloniality

in the Promises of Modernity and Cosmopolitanism
to Higher Education: De-bordering, De-centering/
De-peripherizing, and De-colonilizing 193
José Cossa

12 Towards an Alternative Approach to Education

Partnerships in Africa: Ubuntu, the Confluence
and the Post-2015 Agenda 205
Emefa J. Takyi-Amoako

13 Conclusion: Towards an Ubuntu-Inspired Continental

Partnership on Education for Sustainable Development
in Africa—African Union Commission Agenda 2063
Education Strategy 229
Emefa J. Takyi-Amoako and N’Dri Thérèse Assié-Lumumba

Index 247
 Notes on Contributors

Ali A. Abdi is Professor of Social Development Education in the

Department of Educational Studies at the University of British Columbia.
Previously, he was Professor of Education and Co-founding Director of
the Centre for Global Citizenship Education and Research (CGCER) at
the University of Alberta. His research interests include global citizenship
and human rights education, social development education, multi-centric
philosophies and methodologies of education, and anti-colonial studies in
education. His edited/co-edited volumes include The Education of
African Canadian children (Montreal: McGill-Queen’s University Press,
2016), Indigenous Discourses on Development in Africa (New York:
Routledge, 2014), Decolonizing Philosophies of Education (Rotterdam:
Sense Publishers, 2012), and Education and the Politics of Difference:
Select Canadian Perspectives (Toronto: Canadian Scholar’s Press, 2004).
N’Dri Thérèse Assié-Lumumba is a Professor of African, African
Diaspora, and Comparative/International Education at Cornell University
in the Africana Studies and Research Center. She is currently serving as
President of Comparative and International Education Society (CIES).
She is a Fellow of the World Academy of Art and Science, Chercheur
Associé at Université Félix Houphouët-Boigny in Abidjan and Research
Affiliate at the Institute for Higher Education Law and Governance of the
University of Houston, Houston (Texas). She is co-founder/Associate
Director of CEPARRED (Centre PanAfricain d’Etudes et de Recherches
en Relations Internationales et en Education pour le Développement).
She has been a visiting Professor at Hiroshima University in Japan and the

vii
viii Notes on Contributors

American University in Cairo (Egypt). She has served as Director of the

graduate field of Africana Studies and Director of the former Cornell
­program on Gender and Global Change (GGC). Dr. Assié-Lumumba is a
leading scholar and policy analyst with several published books, numerous
articles in refereed journals and book chapters, and major reports especially
on higher education, gender, equity, and ICT. She has served as a senior
advisor for numerous national and international development projects.
Hamidou Boukary is an educationist by training. His primary interests
are in the role of education and training in fostering social and economic
transformation in Africa. He has contributed to educational development
in Africa during his long service at the Association for the Development of
Education in Africa (ADEA). He specializes in comparative education and
has expertise in education policy analysis, education systems design, edu-
cation program implementation design, evaluation, and monitoring of
education programs and projects. As a practitioner, he has worked on
issues related to the full spectrum of the education and training system:
from ECD and TVSD, to higher education as well as non-formal educa-
tion. He is currently an independent consultant working for governments,
different multilateral, and regional development agencies.
José Cossa is a Mozambican scholar, writer/author, researcher, poet,
blogger, “twitterer,” podcaster, entrepreneur, and a Senior Lecturer at
Peabody College, Vanderbilt University. Prior to Vanderbilt, Cossa was a
Visiting Associate Professor at the American University in Cairo. Cossa
holds a Ph.D. in Cultural and Educational Policy Studies with a depth area
in Comparative and International Education from Loyola University
Chicago. He is the author of Power, Politics, and Higher Education:
International Regimes, Local Governments, and Educational Autonomy
(New York: Cambria Press, 2008) and the recipient of the 2012 Joyce
Cain Award for Distinguished Research on People of African Descent,
awarded by the Comparative and International Education Society (CIES).
Cossa’s research focus is on power dynamics in negotiation over educa-
tional policy, higher education policy and administration, system transfer,
international development, and global and social justice.
Mohamed Chérif Diarra is an education specialist who has authored
several publications on various education topics in Africa such as
e­ducational systems, higher education, teacher education, financing and
planning as well as human capital development.
 Notes on Contributors 
   ix

Eric Kemeh born in Accra, Ghana, is an e-learning implementation

­specialist. He is currently the Principal ICT Assistant at University of
Ghana, responsible for administration and implementation of E-learning
at the institution. He is also a part-time lecturer at the Computer Science
Department of the university where he teaches Advance Database
Management Systems and Information Communication Technology
(ICT) in the global economy. His research interest is in the following
areas: innovative curriculum in e-learning, instructional design for
e-­learning, intelligent e-learning technology, interactive e-learning sys-
tems, knowledge management in e-learning, learning and content man-
agement systems, multimedia-based e-learning systems, organizational
e-learning strategies, educational technology for e-learning, information
design for e-learning, learning experience design for e-learning, and atti-
tudinal behavior to adoption of e-learning.
Tukumbi Lumumba-Kasongo is a Professor of Political Science and
Education.
His specific interests in political science are varied and timely, and relate
to comparative politics, international relations, political economy, educa-
tion, philosophy, and classical studies are all intertwined in the classes he
teaches. He has published numerous works including those on education.
Pai Obanya is an international education strategist, known as the Grand
Sage of Education in Africa, named Outstanding Mentor of Educational
Researchers in Africa (2012) by ADEA, designer of Nigeria’s Universal
Basic Education (UBE) program, Chairman of Presidential Task Team on
Education in Nigeria (2011), immediate past Chairman of the West
African Examinations Council (WAEC), retired ADG/Director of
UNESCO Regional Office for Education in Africa (BREDA) and a widely-­
sought-­after keynote speaker on Education, who attained the rank of full
Professor in October 1979, and is currently Emeritus Professor in the
Institute of Education, University of Ibadan-Nigeria.
Benjamin A. Ogwo is an associate professor and coordinator, occupa-
tional competency assessment program, Department of Vocational Teacher
Preparation, State University of New York (SUNY) Oswego, United
States of America. He holds a doctoral degree in industrial technical edu-
cation and has broad experiences in intervention program design and
implementation in technical vocational education and training (TVET) in
sub-Saharan Africa. His research interests are in program design, change
x Notes on Contributors

management, policy issues in TVET, and informal sector workforce

d­evelopment in sub-Saharan Africa. Dr. Ogwo has participated in different
trainings as well as development initiatives sponsored by the following
agencies, the World Bank, UNESCO, UNICEF, AfDB, USAID, ILO,
and African Technology Policy Studies Network (ATPS). He has also pub-
lished more than 80 books, book chapters, and articles in various peer-­
reviewed learned journals and technical papers and presented several
international workshop papers in Botswana, Democratic Republic of
Congo (DRC), France, Germany, India, Italy, Jamaica, Kenya,
Mozambique, Nigeria, South Africa, Uganda, United Kingdom, and the
United States of America.
Emefa J. Takyi-Amoako is Executive Director of Oxford ATP
International Education and Education, Gender and Research Consultant,
who holds a doctorate in Comparative and International Education from
Oxford University, UK. Prior to this, she obtained her Bachelor’s and two
Master’s Degrees from University of Cape Coast, Ghana, and Oxford
University, Wadham College, and St Anne’s Colleges, respectively. Her
research interests are in the areas of education policy, globalization, for-
eign aid partnerships, power, gender, postcolonial and feminist theories,
education and technology, as well as pre-tertiary and higher education.
She has published works and authored a number of reports on education.
They include Education in West Africa (2015) by Bloomsbury Publishing
and “Education and Gender in the Global South: Inadequate Policy
Environment at the Confluence in Sub-Saharan Africa”, in P. Amakasu
Raposo, D. Arase, S. Cornelissen, Routledge Handbook of Africa–Asia
Relations (2017). Dr. Takyi-Amoako has taught at undergraduate and
graduate levels and is also a Senior Quality Assurance Expert on higher
education.
Yusef Waghid is a distinguished professor of Philosophy of Education in
the Department of Education Policy Studies at Stellenbosch University in
South Africa. He is the author of the following books: African Philosophy
of Education Reconsidered: On Being Human (London & New York:
Routledge, 2014); (with Nuraan Davids) Education, Assessment and the
Desire for Dissonance (New York: Peter Lang, 2017); and Tolerance and
Dissent Within Education: Towards Debate and Understanding (London:
Palgrave Macmillan, 2017).
 List of Figures

Fig. 6.1 Three degrees of meaningful access 92

Fig. 6.2 Cohort depreciation—17 Nigerian states: 2009/2010.
Source: UNICEF-Nigeria 93
Fig. 6.3 Education with a capital E 95
Fig. 6.4 A tripartite view of the transformational potentials of learning 102
Fig. 6.5 The multi-layered intellectual skills set of today’s teacher 108
Fig. 6.6 The root of exam failure lies with the system 114
Fig. 6.7 African youth aged 15–24. Source: ILO 115
Fig. 9.1 Six essential elements of the sustainable development goals.
Source: UNDP 2015 165

xi
 List of Tables

Table 6.1 Organisational setup for traditional African education 88

Table 6.2 Africa’s attainment on selected basic education indices
in comparable terms 91
Table 6.3 Three illustrative examples of non-meaningful access 94
Table 6.4 The way to go in eight points 94
Table 6.5 Forms and levels of out-of-school education 97
Table 6.6 The broad spectrum of stakeholders in education 98
Table 6.7 Characteristics and results of different approaches
to educational reform 98
Table 6.8 Bottlenecks causing exclusion from basic education 100
Table 6.9 Culture-routed solutions to Africa’s major education sector
challenges103
Table 6.10 Suggested place of culture in the curriculum 104
Table 6.11 The tale of Akka and Akko 107
Table 6.12 For each level of teacher, a different emphasis in focus
of career-long education 111
Table 6.13 Who is the unemployable? 116
Table 6.14 A tripartite skills set for twenty-fist-century needs 116
Table 9.1 Sustainable development goals (SDGs) and their descriptions 164
Table 9.2 SDGs’ index and dashboard progress/starting point (as at
2015) of the top- and bottom-ranked sub-Saharan African
countries167
Table 9.3 Dashboard progress/starting point (as at 2015)
of the top- and bottom-­ranked sub-Saharan African (SSA)
countries on selected SDGs directly related to TVET 168
Table 10.1 Distribution of tools lecturers prefer to use for teaching 180
Table 10.2 Reasons for lectures preference of ICT tools for teaching 180

xiii
xiv List of Tables

Table 10.3 Students’ use of e-learning 181

Table 10.4 The ways of delivery of lecture notes to students 182
Table 10.5 Preference to delivering lecture notes online 183
Table 13.1 The twelve strategic objectives of continental education
strategy for Africa 2016–2025 237
 List of Boxes

Box 6.1 African Traditional Societies 86

Box 6.2 Get Out of Teaching and Look for a Job 105
Box 6.3 An Education System or an Examination System? 113

xv
 CHAPTER 1

Introduction: Re-visioning Education

in Africa—Ubuntu-Inspired
Education for Humanity

Emefa J. Takyi-Amoako
and N’Dri Thérèse Assié-Lumumba

Background
It is an established historical fact that certain peoples in the world value
every piece of their history, identity, and culture, both the highly signifi-
cant and what may seem inconsequential, and are ready to purchase them
at exorbitant prices!1 Can the same be said of the African peoples? Perhaps,
Africans too have in the past valued their history and culture which are
manifest in varying forms, as they were emboldened by their culture in
their fight against Europeans, for instance, against colonial rule. However,
what is the current state of Africans’ knowledge of their history and their
mind-set in general toward the value of their history and culture? Thus the

E. J. Takyi-Amoako (*)
Oxford ATP, Oxford, UK
N. T. Assié-Lumumba
Africana Studies and Research Center, Cornell University,
Ithaca, NY, USA

© The Author(s) 2018 1

E. J. Takyi-Amoako, N. T. Assié-Lumumba (eds.),
Re-Visioning Education in Africa,
https://doi.org/10.1007/978-3-319-70043-4_1
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