Guest Post by Danielle Nierenberg

In Botswana, the Mokolodi Wildlife Reserve helps draw the connection between the importance of environmentally sustainable agriculture practices and the conservation of wildlife. (Photo: Bernard Pollack)

Earlier this month, we highlighted Nicholas Kristof’s op-ed in the New York Times about Gabon, a country in West-Central Africa where the rights of farmers are frequently in conflict with wildlife conservation efforts. One young village chief and farmer, Evelyn Kinga explained that she doesn’t like elephants because they eat her cassava plants—a crop her livelihood depends on—because she doesn’t benefit from rich foreigners who come to Gabon for eco-tourism.
But it doesn’t have to be this way, says Raoul du Toit, Director of the Rhino Conservation Trust in Zimbabwe. His organization works closely with farmers on the ground to help communities realize that protecting wildlife can be in their own best interest.du Toit promotes “landscape-level planning” that takes into account the needs of wildlife, the environment, and farming communities. Rather than relying on development agencies and governments to decide where cattle fences should go or where farmers should plant their crops, local communities and stakeholders need to be part of the process. Development aid, says du Toit, should follow what local stakeholders need and perceive, not the other way around. Additionally, the Rhino Conservation Trust provides classroom materials for schools so that students may learn the connections between sustainable agriculture and wildlife conservation at an early age. (See also Helping Farmers Benefit Economically from Wildlife Conservation)

And du Toit is not alone in his effort to improve the lives of farmers, as well as protect wildlife.

In Tanzania, the Jane Goodall Instutite (JGI) started as a center to research and protect wild chimpanzee populations in what is now, thanks to their efforts, Gombe National Park. But by the early 1990’s the organization realized that in order to be successful it would have to start addressing the needs of the communities surrounding the park. JGI was planting trees to rebuild the forest but members of the community were chopping them down—not because they wanted to damage the work but because they needed them for fuel and to make charcoal.

In response, JGI started working with communities to develop government- mandated land use plans, helping them develop soil erosion prevention practices, agroforestry, and production of value-added products, such as coffee and palm oil. “These are services,” says Pancras Ngalason Executive Director of JGI Tanzania, “people require in order to appreciate the environment,” and that will ultimately help not only protect the chimps and other wildlife, but also to build healthy and economically viable communities. (See also: Rebuilding Roots in Environmental Education)

In Botswana, the Mokolodi Wildlife Reserve is doing more than just teaching students and the community about conserving and protecting wildlife and the environment, they’re also educating students about permaculture. By growing indigenous vegetables, recycling water for irrigation, and using organic fertilizers—including elephant dung—the Reserve’s Education Center is demonstrating how to grow nutritious food with very little water or chemical inputs.

When school groups come to learn about the animals, the reserve also teaches them about sustainable agriculture. Using the garden as a classroom in which to teach students about composting, intercropping, water harvesting, and organic agriculture practices, the Wildlife Reserve helps draw the connection between the importance of environmentally sustainable agriculture practices and the conservation of elephants, giraffes, impala, and various other animals and birds living in the area.(See also: Cultivating an Interest in Agriculture Conservation)

To read more about innovative ways to protect agriculture and the surrounding wildlife, read: From Alligator to Zebra: Wild Animals Find Sanctuary in the Lilongwe Wildlife Centre, A Funny Thing Happened on the Way to Kigoma, Tanzania, Protecting Wildlife While Improving Food Security, Health, and Livelihoods, Helping Conserve Wildlife–and Agriculture–in MozambiqueHonoring the Farmers that Nourish their Communities and the Planet, and Investing in Projects that Protect Both Agriculture and Wildlife

Nourishing the Planet: Evaluating Environmentally Sustainable Solutions to Reduce Global Hunger and Rural Poverty

A Worldwatch Institute project supported by the Bill & Melinda Gates Foundation

Agricultural development has come to a crossroads. Nearly a half-century after the Green Revolution—the first systematic, large-scale attempt to reduce poverty and hunger throughout the world—a large share of the human family is still chronically hungry. At the same time, investments in agricultural development by governments, international lenders, and foundations are at historic lows.

The timing couldn’t be worse, as a complexity of demographic, economic, and natural forces all conspire to make the challenge of reducing hunger that much more difficult. These include soaring petroleum and food prices as well as climate change and persistent unfair trade agreements. Still, the current crisis offers a window of opportunity for refocusing the world’s attention on food, agriculture, and rural areas and for reestablishing food security as a global priority. As more decision makers and funders shift resources back toward agricultural development in coming years, they have a gaping need for guidance.

In recent decades, a new generation of innovative approaches to hunger alleviation has emerged from farmers groups, private voluntary organizations, universities, and agribusiness companies. Many of these approaches offer useful models for larger-scale efforts. There is growing evidence that combinations of approaches (such as conventional practices paired with agroecological approaches or input-driven methods that also protect natural resources) are often more effective in terms of productivity, income generation, and resilience.

The Nourishing the Planet project will assess the state of agricultural innovations—from cropping methods to irrigation technology to agricultural policy—with an emphasis on sustainability, diversity, and ecosystem health, as well as productivity. The project aims to both inform global efforts to eradicate hunger and raise the profile of these efforts. The project will also consider the institutional infrastructure needed by each of the approaches analyzed, suggesting what sort of companion investments are likely to determine success—from local seed banks to processing facilities, from pro-poor value chains to marketing bureaus.

The project will culminate in the release of State of the World 2011, a comprehensive report that will focus on agriculture and will be accompanied by derivative briefing documents, summaries, videos. and podcasts. This volume will be a roadmap for foundations and international donors interested in supporting the most effective agricultural development interventions in various agroecological and socioeconomic contexts. The project’s findings will be disseminated to a wide range of influential agricultural stakeholders, including government ministries, agricultural policymakers, farmer and community networks, and the increasingly influential non-governmental environmental and development communities.

Emphasizing on the ground research, project co-director Danielle Nierenberg is currently traveling throughout sub-Saharan Africa to meet with farmers, farmers groups, local government representatives, funders, and NGO’s. You can follow her research and the resulting conversations on the Nourishing the Planet blog: http://blogs.worldwatch.org/nourishingtheplanet

Gabarone Botswana

[Photo credit: Clav under a Creative Commons license]

IMF Reports for Botswana 2010

Country Report No. 10/172: Botswana: 2009 Article IV Consultation – Staff Report; Public Information Notice on the Executive Board Discussion; and Statement by the Executive Director for Botswana
http://www.imf.org/external/pubs/cat/longres.cfm?sk=23970.0

Press Release: Statement at the Conclusion of an IMF Mission to Botswana
http://www.imf.org/external/np/sec/pr/2010/pr10239.htm

Press Release: IMF and Botswana’s Financial Regulator Work Together to Improve Breadth and Quality of Macroeconomic Statistical Data
http://www.imf.org/external/np/sec/pr/2010/pr1078.htm

Public Information Notice: IMF Executive Board Concludes 2009 Article IV Consultation with Botswana
http://www.imf.org/external/np/sec/pn/2010/pn1068.htm

All information from http://www.imf.org

Suggested Books (US)

Other Africa economy books

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Other Africa economy books

Emma and Dogbeda, students at the Volta School for the Mentally Challenged in Gbi-Kledjo, Volta Region, Ghana. Emma is deaf but has received no concrete diagnosis for her mental condition, and Dogbeda suffered a traumatic brain injury (TBI) at age three.

[Photo credit: Allison Stillwell under a Creative Commons license]

One of the main problems in writing about special needs education in Africa is a lack of documentation at all levels. Very few evaluation studies seem to have been done. However, that does not mean that children with special needs are being ignored by educators.

The education of pupils with special educational needs in Africa

At a conference in Manchester, UK in 2000 a paper was presented by C.E.J. Grol on ‘The Education of Pupils with Special Educational Needs in Africa, looked at within the African context’. The paper is on the conference site (click the link above). This paper should be a good starting point for anyone interested in Special Needs Education in Africa, and the extensive bibliography should be very helpful if you can get a copy of books and papers through inter-university loan.

In this paper Grol critically looked at special needs education projects in Botswana, Kenya, Nigeria and Zimbabwe.  Grol describes two approaches to special needs education – segregation and inclusion and cites the periodical ‘Special Needs Education’ published by the Uganda National Institute of Special Education (UNISE), a department of the Makarere University in Kampala.

1. Special Education’ suggests a “special”, segregated approach to the education of pupils with Special Educational Needs; an education in schools and/or institutions for special education only.

2. ‘Special Needs Education’ indicates the education of pupils with SEN within an inclusive environment. This educational approach distinguishes between two types:

2.1. ‘Mainstreaming/ Integration’: an approach by which pupils with SEN are integrated in different ways in normal schools. This approach tends to rely on a relatively small number of ordinary schools being equipped with the resources to admit pupils with SEN.

2.2. ‘Inclusion’: an approach by which all ordinary schools cater for pupils with SEN as well. All schools include pupils with physical, intellectual, social, emotional, linguistic, sensory or other needs.

There is debate about both these options. Some disabilities are easier to accommodate in mainstream schools than others. Africa has a history of inclusion of physical disablement in mainstream schooling and it is not unusual to see children in wheelchairs or on crutches attending mainstream schools. However, the article shows that the Danish educator Kristensen, whilst arguing for inclusion, also makes the argument for segregation in special classes for pupils with particular special needs such as deaf pupils and pupils with severe mental problems, pupils with autism, pupils with profound emotional disturbances and pupils with multiple disabilities.

Grol also covers issues such as the African curriculum, Teachers in Africa and The medium of instruction in Africa. This last point he argues that

Observations have discovered that the formal education medium of instruction is frequently not even the second, but the third or fourth language of a pupil. It might be obvious that language policy actually leads to SEN in Africa.

Grol further discusses African attitudes towards children with disability and develops a diagram which shows the isolation and neglect many children with disabilities face, derived from Hop, M. 1996. Attitudes towards Disabled Children in Botswana: An Action Research into the Attitudes of Students and Batswana in general. Research Project Masters Degree Special Educational Needs. Utrecht: Hogeschool van Utrecht/ Seminarium voor Orthopedagogiek.

The diagram is shown below. I assume that by ‘witchcraft’  Grol is referring to ‘traditional religion’ or belief system. Grol makes some rather sweeping statements and generalities in this part of the discussion. He refers to ‘traditional African society’ as if it is homongenous and refers to ‘African religious life’ again as if it was homogenous. The reality is that African society is varied across the continent as is African religious life which includes varieties of so-called World religions and traditional religions. The comments he makes may hold for Botswana, but certainly do not do so across the continent as a whole. Having said that, if we look past the specific Botswanan beliefs and consider more general social constructions and beliefs about disability then the rest of the diagram may be useful. All children have a right to be educated and to be nurtured to reach their potential in life. The barriers to that happening may include societal feelings and behaviours which can result in isolation and lack of integration.

Botswana attitudes towards children with a disability summarised by Grol 2001

Botswana attitudes towards children with a disability summarised by Grol 2000

An additional resource which may be helpful is: Disability and Social Responses in Some Southern African Nations which is an extensive bibliography. Other bibliographies can be found from the Center for International Rehabilitation Research Information and Exchange Annotated Bibliographies

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Botswana

[Photo credit: FirstBaptistNashville]

Botswana is in Southern Africa and is to the north of South Africa.

Formerly the British protectorate of Bechuanaland, Botswana adopted its new name upon independence in 1966. Four decades of uninterrupted civilian leadership, progressive social policies, and significant capital investment have created one of the most dynamic economies in Africa. Mineral extraction, principally diamond mining, dominates economic activity, though tourism is a growing sector due to the country’s conservation practices and extensive nature preserves. Botswana has one of the world’s highest known rates of HIV/AIDS infection, but also one of Africa’s most progressive and comprehensive programs for dealing with the disease. (CIA World FactBook)

Serowe, Botswana

[Photo credit: pmecologic]

Gabarone, Botswana

[Photo credit: pmecologic]

Okavango Delta, Botswana.

[Photo credit: geoftheref]

The area was once part of Lake Makgadikgadi, an ancient lake that dried up some 10,000 years ago. Today, the Okavango River has no outlet to the sea. Instead, it empties onto the sands of the Kalahari Desert, irrigating 15,000 km² of the desert. Each year some 11 cubic kilometres of water reach the delta. Some of this water reaches further south to create Lake Ngami. en.wikipedia.org/wiki/Okavango_Delta

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Botswana sunset

[Photo credit: Jaamzp]

This summit seeks to cover the problems of promoting IK and minority languages in Southern Africa in other systems of knowledge and regional development strategies.
10-11 March 2010, Gaborone Sun Hotel, Botswana

This summit seeks to cover the following topical issues:

•The role of regional bodies (SADC, NEPAD, AFRICAN RENAISSANCE INSTITUTE) in promoting IK and its innovative models.
•Challenges of integrating IK with other knowledge systems.
•Is the SADC region ready for National IK Systems given the current political, social and economic situation?
•Promoting and protecting African minority languages in Southern Africa.
•How far will the Southern African Customs Union (SACU) protect the use and abuse, access and regulation of IK regionally?
•School Curriculum challenges in the SADC: How far are we and what has been achieved so far?
•Women, IKS and the Millennium Development Goals.
•Intellectual property protection for IKS in the SADC.

For more information contact Charity Bunhu Tel 27 11 781 9131, Fax 27 11 781 8817
Email: training@asmcomm.co.za

For more information contact training@asmcomm.co.za

See also http://www.archivalplatform.org/conferences/entry/knowledge_systems_summit/

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Africa’s success: evaluating accomplishments, R.I. Rotberg, John F. Kennedy School of Government, Harvard University, 2007

About the paper

Evaluating the seven African success stories

Chinese influence is growing in the region, mainly in Mozambique and Ghana. Chinese investors are contributing significantly to the growth but colonial methods of Chinese operations characterised by extraction and exploitation have led to serious protests in some areas. Inexpensive Chinese imports are affecting the domestic market.

This paper evaluates the seven presumed African success stories: Botswana, South Africa, Zambia, Ghana, Tanzania, Mozambique and Uganda. It gives a detailed analysis of the economic, political, governance and human development scenarios in each country, and identifies the emerging challenges. Although all the seven countries are growing rapidly, they face, among others, the following problems:

  • job creation lags behind promises and expectations
  • acute shortage of electricity hinders exploitation of newly found resources
  • road and rail infrastructure remains inadequate in all expect South Africa and Botswana
  • growing indigenous wealth is accompanied by severe income inequalities
  • high incidence of tuberculosis, malaria and HIV/AIDS
  • high levels of corruption

How to get a copy

Download pdf of full text of document

These interesting facts are from the World Bank. A lot of them are, as you would expect from that source, economic, but there is a fair sprinkling of social issues. (NB SSA = sub-Saharan Africa)

Africa

[Photo credit: duncan]

    1. In 2000–2006 the average GDP per capita growth in SSA was 2.0%, up from –0.7% in 1990–1999.
    2. Since the mid 1990s oil-exporting countries have grown more than three times faster than non-oilexporting countries.
    3. The probability of an African country experiencing growth acceleration increased to 46% in the last decade, up from 21% in the previous decade; the probability of growth deceleration decreased to 12%, down from 36%.
    4. There is increasing divergence of the income per capita among countries and as a consequence the distribution of income is becoming less equal: the ratio of income of the richest 10% of countries to the poorest 10% of countries rose from 10.5 in 1975 to 18.5 in 2005.
    5. The GDP of SSA was US$744 billion, which was equivalent of 28% of China’s GDP, 69% of Brazil’s, 74% of Russia’s, and 80% of India’s.
    6. The economies of South Africa and Nigeria comprised 56% of SSA’s GDP.
    7. Equatorial Guinea has the highest GDP per capita ($7,470); the Democratic Republic of Congo has the lowest ($91).
    8. South Africa has the largest GDP ($242 billion); São Tomé and Principe has the smallest ($123 million).
    9. The average index of export diversification in SSA is 2.2 (the index measures the extent to which  exports are diversified; 0 low to 100 high).
    10. The average terms of trade index was 104.2 (the index measures the relative movement of export and import prices; 2000 = 100).
    11. The average percentage of exports within trade blocs in SSA is 7.1%. The East African Community has the highest within trade bloc share (16.5%), while the Economic Community of Central African States has the lowest share (0.6%).
    12. In 2000–2006 the electric power consumption per capita (KWh per capita) of South Africa was 4,847; Ethiopia’s was 34.4.
    13. Nigeria has the largest population (145 million); Seychelles has the smallest (0.1 million).
    14. Guinea Bissau has the highest fertility rate (births per women) (7.1); Mauritius and Seychelles have the lowest (2.0).
    15. Uganda has the highest dependency ratio (ratio of people younger than 15 or older than 64 to the workingage population) (1.1); Mauritius has the lowest (0.4).
    16. 65% of SSA’s population lives in rural areas; Burundi has the highest rural share (90%), while Djibouti has the lowest (13.5%).
    17. 43.3% of SSA’s population is in between the ages of 0 and 14; Uganda has the highest share at this age range (49.3%) and Mauritius the lowest (24%).
    18. Niger has the highest participation rate of men (the percentage of the population ages 15–64 that is economically active, i.e., all people who supply labor for the production of goods and services during a specified period) in the labor force (95.8%); Namibia has the lowest (64.4%).
    19. Burundi has the highest participation rate of women in the labor force (93.0%); Sudan has the lowest (24.1%).
    20. Côte d’Ivoire has the highest gap between labor market participation rate of boys and girls aged 15–24 (50%); Burundi has the lowest (1.3%).
    21. Youth make up 36.9% of the working-age population, but 59.5% of the total unemployed, which is much higher than the world’s average for 2005 (43.7%).
    22. Youth are employed primarily in agriculture, in which they account for 65% of the total employment.
    23. Children and young people start work early—a quarter of children ages 5–14 are working, and among children ages 10–14, 31% are estimated to be working.
    24. Before the age of 24, most female youth have already been married, but in many countries they get married even earlier: In Mozambique, 47% of females were already married before the age of 19; in Chad 49%; in Guinea, 46%; in Mali, 50%; in Sierra Leone, 46%; and in Niger, 62%.
    25. Parenthood starts very early. In 2003 in Mozambique, 58% of females in the age range of 15–24 had already given birth at least once, and 18% of males at this age were fathers. These figures are respectively 57% and 17% in Malawi (2004); 57% and 7% in Niger (2006); 53% and 10% in Chad (2004); 47% and 15% in Uganda (2006); and 47% and 17% in Gabon (2000).
    26. In Guinea Bissau, agriculture value added is 60.3% of the GDP; in Botswana it is 1.7%.
    27. In Madagascar, 30.6% of cropland is irrigated; in Central African Republic, Democratic Republic of Congo and Uganda the figure is less than 0.1%. On average, only 4.7% of arable land is irrigated.
    28. Mauritius has the highest life expectancy (73.2 years); Swaziland has the lowest (40.8 years).
    29. Since 2000 Rwanda has made the greatest gains in life expectancy—about 5 years; in Lesotho life expectancy has decreased by about 6 years.
    30. The highest numbers of clinical malaria cases reported between 1999 and 2001 were in Uganda (5.6 million); Ghana (3.4 million); Mozambique (3.2 million); and Malawi (2.9 million).
    31. In Sierra Leone 2,000 women die for every 100,000 live births; in Mauritius 15 die per 100,000 live births. (MDG 5).
    32. In 2005 SSA was a net food importer with a negative balance of $4.6 billion; Angola (–$805 million), Nigeria (–$1.7 billion) and Senegal (–$700 million) were among those with the highest food trade deficits, while Côte d’Ivoire ($1.9 billion) and South Africa ($935 million) were among those with the highest food trade surplus.
    33. or the period 2000–06, 92% of women in Seychelles were literate; this figure was 13% for Chad and 15% for Niger.
    34. Liberia has the lowest primary student-teacher ratio of 19; in Mozambique the ratio is 67.
    35. Cape Verde has the highest gross enrolment rate in secondary education (80%); Niger has the lowest (11%).
    36. 36% of children who start first grade reach grade five in Madagascar; in Mauritius 99% reach this grade (MDG 2).
    37. The lowest net primary enrolment ratio is found in Djibouti (38%); the highest is in São Tomé and Principe (96%). (MDG 2).
    38. For the period 2000–06, Seychelles had the highest adult literacy rate (92%); Mali and Burkina Faso had the lowest (24%).
    39. In South Africa, 3% of the population was below the minimum dietary energy consumption in 2004; in Eritrea, 75% was below. (MDG 1).
    40. Nearly 40% of children under the age of five are underweight in Niger (39.9%; in Gabon the figure is 8.8%. (MDG 1).
    41. South Africa has 84 mobile phones per 100 people; Ethiopia has 1 per 100 people.
    42. 17.5 per 100 people are mobile telephone subscribers in SSA, while 1.6 per 100 are fixed line subscribers.
    43. In Eritrea, 5% of the population has access to improved sanitation facilities; in Mauritius, 94% has such access. (MDG 7).
    44. In Liberia, nearly almost no one has internet access (0.03 per 100); there are 34 in every 100 people in Seychelles. (MDG 8).
    45. It takes 7 days to start a business in Madagascar and Mauritius, and 233 days in Guinea Bissau. (IDA 10).
    46. The cost to start a business is 5% of GNI per capita in Mauritius and 1,075% in Sierra Leone. (IDA 9).
    47. In Chad, 23% of one-year olds are immunized against measles; in Mauritius and the Seychelles the rate is 99%. (MDG 4).
    48. In Sierra Leone nearly three children in ten die before the age of five (270 per 1,000 live births); in the Seychelles, the rate is 13 per 1,000. (MDG 4, IDA 2).
    49. Skilled personnel attend 6% of births in Ethiopia; in Mauritius they attend 99% of births. (MDG 5, IDA 4).
    50. HIPC Decision Points have been reached by 27 countries; 23 of them have reached their HIPC Completion Points, of which 4 are still in the floating stage. (MDG 8).

The following table (click on the headline) is from UNESCO and is to be found at MSN Encarta.

Literacy Rate in African Countries

I’m working on a new table for this post, so check back soon please.

Languages and Education in Africa a comparative and transdisciplinary analysis Edited by BIRGIT BROCK-UTNE & INGSE SKATTUM 2009 paperback 356 pages US$64.00 ISBN 978-1-873927-17-5

The theme of this book cuts across disciplines. Contributors to this volume are specialized in education and especially classroom research as well as in linguistics, most being transdisciplinary themselves. Around 65 sub-Saharan languages figure in this volume as research objects: as means of instruction, in connection with teacher training, language policy, lexical development, harmonization efforts, information technology, oral literature and deaf communities. The co-existence of these African languages with English, French and Arabic is examined as well. This wide range of languages and subjects builds on recent field work, giving new empirical evidence from 17 countries: Botswana, Ethiopia, Ghana, Kenya, Madagascar, Malawi, Mali, Mozambique, Niger, Nigeria, Senegal, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe, as well as to transnational matters like the harmonization of African transborder languages.
As the Editors – a Norwegian social scientist and a Norwegian linguist, both working in Africa – have wanted to give room for African voices, the majority of contributions to this volume come from Africa.

Contents

Foreword (Ayo Bamgbose), 11-12

Series Editor’s Preface (Michael Crossley), 13-14

Ingse Skattum & Birgit Brock-Utne. Introduction, 15-54

PART 1. General Considerations on Language and Education

Martha A.S. Qorro Parents’ and Policy Makers’ Insistence on Foreign Languages as Media of Education in Africa: restricting access to quality education – for whose benefit?, 57-82

Kwesi Kwaa Prah Mother-Tongue Education in Africa for Emancipation and Development: towards the intellectualisation of African languages, 83-104

Hassana Alidou Promoting Multilingual and Multicultural Education in Francophone Africa: challenges and perspectives, 105-131

Rajend Mesthrie Assumptions and Aspirations Regarding African Languages in South African Higher Education: a sociolinguistic appraisal, 133-151

PART 2. Language as a Means of Instruction and as a Subject in Formal Education

Mamadou Lamine Traoré L’utilisation des langues nationales dans le système éducatif malien: historique, défis et perspectives, 155-161

Tal Tamari The Role of National Languages in Mali’s Modernising Islamic Schools (Madrasa), 163-174

Irène Rabenoro National Language Teaching as a Tool for Malagasy Learners’ Integration into Globalisation, 175-188

Mekonnen Alemu Gebre Yohannes Implications of the Use of Mother Tongues versus English as Languages of Instruction for Academic Achievement in Ethiopia, 189-199

Silvester Ron Simango Weaning Africa from Europe: toward a mother-tongue education policy in Southern Africa, 201-212

Lazarus M. Miti & Kemmonye C. Monaka The Training of Teachers of African Languages in Southern Africa with Special Reference to Botswana and Zambia, 213-221

Halima Mohammed Mwinsheikhe Spare No Means: battling with the English/Kiswahili dilemma in Tanzanian secondary school classrooms, 223-234

PART 3. Language Standardisation and Harmonisation

Herbert Chimhundu Language, Dialect and Region: the handling of language variation in Shona dictionaries, 237-252

Nhira Edgar Mberi Harmonisation of the Shona Varieties: Doke revisited, 253-262

Nomalanga Mpofu Adjectives in Shona, 263-273

Samukele Hadebe From Standardisation to Harmonisation: a survey of the sociolinguistic and political conditions for the creation of Nguni in Southern Africa, 275-285

PART 4. Beyond Formal Education

Kristin Vold Lexander La communication médiatisée par les technologies de les technologies de l’information et de la communication: la porte d’accès au domaine de l’éscrit pour les langues africaines?, 289-299

Aïssatou Mbodj-Pouye & Cécile Van Den Avenne Comment les langues se mélangent-elles à l’écrit? Pratiques actuelles de deux agriculteurs passés par une école bilingue (franco-bambara) au Mali, 301-312

Foluso O. Okebukola Towards an Enriched Beginning Reading Programme in Yoruba, 313-332

Philemon Akach, Eline Demey, Emily Matabane, Mieke Van Herreweghe & Myriam Vermeerbergen What is South African Sign Language? What is the South African Deaf Community?, 333-347

The Drama for Life Programme was developed by SADC in partnership with GTZ. It aims to build capacity in the area of HIV/AIDS and education through drama and theatre. Launched in 2006, the three-year programme runs in all SADC member states which include Angola, Botswana, Democratic Republic of Congo, Lesotho, Madagascar, Malawi, Mauritius, Mozambique, Namibia, South Africa, Swaziland, Tanzania, Zambia and Zimbabwe. The programme plans to stimulate a stronger use of Applied Drama and Theatre practices (Drama in education, Drama Therapy, Playback Theatre, Theatre in education, Theatre of the oppressed, Community Theatre and Theatre for Development) in the fight against HIV/AIDS in the region.

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