Education in Southern Africa

Clive Harber is Emeritus Professor of International Education at the University of Birmingham, UK, and Honorary Professor of Education at the University of South Africa, Pretoria, South Africa.

• Series Editor's Preface, Colin Brock (University of Durham, UK)Introduction: Education in Southern Africa: Patterns and Issues, Clive Harber (University of Birmingham, UK and University of South Africa, South Africa)1. Botswana: Aspects of General Education, Richard Tabulawa (University of Botswana, Botswana) and Nkobi O. Pansiri (University of Botswana, Botswana)2. Lesotho: Organization, Structures and Challenges, Mapheleba Lekhetho (University of South Africa, South Africa)3. Madagascar: From Political Divisionism to Unified Development, Carrie Antal (USAID, Rwanda) and Romain Kléber Ndrianjafy (Ministry of Education, Madagascar)4. Malawi: Contemporary and Critical Issues, Gregory Kamwendo (University of KwaZulu-Natal, South Africa)5. Mozambique: Binding Quantitative and Qualitative Goals, Feliciano Chimbutane (Universidade Eduardo Mondlane, Mozambique)6. Namibia: An Overview of System Reform, Gilbert N. Likando (University of Namibia, Namibia) and Charl Wolhuter (North-West University, South Africa)7. South Africa: Educational Reform - Curriculum, Governance and Teacher Education, Vusi S. Mncube (University of South Africa, South Africa) and Nomanesi Madikizela-Madiya (University of South Africa, South Africa)8. South Africa: Making Post-Apartheid Rights into Realities, Shireen Motala (University of Johannesburg, South Africa)9. Swaziland: Access, Quality and Relevance, Edmund Zizwe Mazibuko (University of Swaziland, Swaziland)10. Zimbabwe: From Education Reform to Political Instability, Aaron T. Sigauke (University of New England, Australia)Index

Given that too high a percentage of scholarly work on sub-Saharan Africa is produced by non-Africans, the editors of [this book] should be lauded because nearly all the authors are African ... [The book] provide[s] a useful raid on what was largely unarticulated and so help[s] to fill a gap in the scholarly literature.