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- Convenors:
-
Bert van Pinxteren
(Leiden University)
Taiwo Oloruntoba-Oju (University of Ilorin)
Send message to Convenors
- Discussants:
-
Sarita Henriksen
(DAAD Visiting Professor Justus Liebig University Giessen Universidade Pedagógica de Maputo)
Comfort Beyang Oben Ojongnkpot (University of Buea- Cameroon)
- Format:
- Panel
- Stream:
- Location-based African Studies: Discrepancies and Debates
- Transfers:
- Open for transfers
- Location:
- H22 (RW II)
- Sessions:
- Wednesday 2 October, -, -, -
Time zone: Europe/Berlin
Short Abstract:
Africa's education systems are in crisis: data on learning poverty and participation in higher education show that education still fails in helping African children reach their full potential. This panel will examine key factors and ways forward, including medium of instruction issues.
Long Abstract:
Investment in education in Africa has increased tremendously over the past decades, leading to its massive expansion. This investment has come from governments and donor agencies, as well as from the public (as evidenced by a massive increase in privately funded education initiatives). However, the results of these investments still fall short of what is required to use all African talents to their full potential (SDG 4). Thus, Learning Poverty in Sub-Saharan Africa stood at over 85% in 2019, as compared to around 50% in Latin America and 10% in Europe and Central Asia. Another indicator is the Gross Enrolment Ratio in Tertiary Education - in the Global North, it currently stands at over 70%. In Sub-Saharan Africa, the last available data shows a percentage of less than 10. At the same time, educational systems are reaching the limits of what they can achieve using former colonial languages as medium of instruction, as argued by Wolff and others. Conclusion: there is an educational crisis. Africa's education systems are currently failing Africa's children, its youngsters, and therefore its future. The few who are well-trained are lured to move to the North, those who are not are subject to marginalization processes in their own countries and abroad. However, acknowledging these problems will also bring change. This panel will discuss ways of combating learning poverty and increasing participation in higher education. It will examine the positive role that a transition to African languages as medium of instruction can potentially play in this regard.
Accepted papers:
Session 1 Wednesday 2 October, 2024, -Jacinta Edusei (TU-Chemnitz) Ibukun Osuolale-Ajayi (University of Ilorin, Ilorin, Nigeria)
Paper short abstract:
On-the-ground research scenarios draw attention to the genuine need for north-south cooperation towards the resolution of scholarly issues. This paper examines possible areas of cooperation and reciprocal policies on issues such as the adoption of non-colonial mother tongues as language of education
Paper long abstract:
The reciprocity of research efforts between African and European scholars sometimes runs into emic-etic and colonial-decoloniality storms. This situation may reflect conflict in the colonial-decolonial stances of, or within, previous colonial powers on the one hand, and within previously colonized states on the other hand. For example, in many cases, previous colonial powers continue an aggressive policy of propagating and promoting colonial languages in Africa. This is particularly true of Francophone and Anglophone areas, and it would seem to conflict with the largely African pursuit of the use of indigenous languages to replace colonial languages in formal domains such as mid-higher education. In this paper, we examine language policies over time in Nigeria, Ghana, and Cameroon, and some areas of possible conflict with colonial and neo-colonial policies. We also examine some Western and non-western scholarly stances on the issue of mother tongue education and the adoption of African languages for bureaucracy. Thus, this inquiry aims to unravel the complexities surrounding language policies, colonial legacies, and the ongoing pursuit of linguistic autonomy in Africa, especially as it affects educational policies and ultimately, national development.
Keywords: language, education, policy, decoloniality
Timothy Olaosebikan (Joseph Ayo Babalola University) Sunday Babalola (Joseph Ayo Babalola University)
Paper short abstract:
The future of education in Africa is intricately linked to the role of language in shaping learning outcomes and societal development. This study aims to explore the impact of multilingual education on the future of Africa’s development.
Paper long abstract:
Africa’s education system is at a critical juncture, and facing challenges and opportunities that will significantly shape the continent’s future. The future of Africa’s education and the role of language in promoting inclusive and sustainable development is a critical topic that requires urgent attention. As Africa continues to grapple with the challenges of poverty, inequality, and political instability, the education sector has the potential to play a transformative role in promoting sustainable development and social justice. However, the realization of this potential hinges on the ability of education systems to adapt to the rapidly changing social, economic, and political contexts of the continent. One of the key factors that will determine the future of education in Africa is language. Language is a powerful tool for communication, socialization, and cultural expression. However, the dominant language policies in many African countries continue to marginalize indigenous languages and promote the use of colonial languages, such as English and French. Many African students are denied access to quality education because they do not speak the dominant language of instruction. To address this challenge, there is an urgent need for language policies that promote the use of indigenous languages in education. This will help to preserve the cultural heritage and identity of African people. This study will explore the role of language in Africa’s education and its implications for the continent’s development. It will also delve into the impact of multilingual education on fostering inclusive and sustainable development and enhancing cognitive development among African learners.
Adeline Darrigol (Université du Mans (Laboratoire Langues, Littératures et Linguistique, 3L.AM))
Paper short abstract:
Spanish Guinea was located in Central Africa. What were the foundations of the colonial linguistic ideology? What were the phases of evolution and the local impact of colonial educational policy? How did the educational policy of the Second Republic differ from that of Franco’s Government?
Paper long abstract:
Spanish Guinea was located in Central Africa. After a century of Spanish colonisation, it gained independence in 1968 under the name of Equatorial Guinea. Spanish Guinea had Bantu languages and two Creole languages, one with a Portuguese lexical base (the fá d'ambô) and the other with an English lexical base (krio). However, Spanish was the official language of the colony.
What were the foundations of the colonial linguistic ideology? What were the phases of evolution and the local impact of colonial educational policy? How did the educational policy of the Second Republic differ from that of Franco’s Government?
After examining the colonial linguistic ideology in Spanish Guinea, we analyse the evolution of the educational policy in the colony. Thus, we shall study those that were applied from 1858 to 1931. Then we shall examine the reform carried out by the Republican government from 1931 to 1936. Finally, we shall discuss Franco's educational policy in the colony.
To do so, we shall rely on Spanish colonial legislation and archives, the memoirs of Spanish colonial administrators and Spanish missionaries. Our study is also based on two autobiographical novels: “Historia de una maestra” by Josefina Aldecoa and “Las tinieblas de tu memoria negra” by Donato Ndongo Bidyogo.
Comfort Beyang Oben Ojongnkpot (University of Buea- Cameroon)
Paper short abstract:
It is imperative for a rethink in approach, not only on how to incorporate African scientific knowledge into the Higher Educational systems, but also on how to dispense this knowledge to serve the global knowledge economy and achieve sustainable social and economic development for the continent.
Paper long abstract:
The binary between African and Eurocentric languages of education has been premised by the assumption that African languages have nothing to offer. African languages have been used in literature and folklore, but not in teaching the hard sciences. The importance of dispensing knowledge in the language learners understand best, cannot be overemphasized (Marton et al (2004, P.32). A community’s intellectual system, including its inherent skills and experiences is rooted in its indigenous knowledge. Knowledge built on African culture and tradition, delivered in African languages stands a better chance of empowering African intellectuals, for Africa’s future.
For Africa to embrace the 4th Industrial Revolution, it is imperative to rethink incorporating African scientific knowledge into Higher Educational systems, to dispense knowledge, for sustainable social and economic development in the continent (Fasokun et al ,2005).
This study examined a rethink of African languages in Higher Education system in the context of Ejagham, a language with over 2million speakers in both Cameroon and Nigeria. This population is likely to increase, especially with burgeoning interest in diaspora relevance, prompted by increase in international migration.
Research Questions
1. What is the importance of using Ejagham in Cameroon’s Higher Education system?
2. What are the main barriers to using Ejagham to generate indigenous scientific and technological knowledge in Cameroon?
3. How can such indigenous scientific and technological knowledge be dispensed to serve global knowledge economy for sustainable social and economic development?
This study has implication for providing a framework for policy-makers, for integrating African value systems globally.
Otshepeng Mazibuko (University of Pretoria)
Paper short abstract:
The study compares global educational practices to enrich the discourse on innovative approaches. The goal is to highlight the pivotal role of language in African learning's future, providing insights for crafting inclusive, culturally sensitive education.
Paper long abstract:
In the pursuit of envisioning the future of education in Africa, this research embarks on a linguistic expedition, focusing on the dynamic nexus between language and the evolving landscape of learning. Specifically centered on the South African context, the study seeks to unravel the multifaceted roles that languages play in shaping the educational narrative, to influence positive change in African learning paradigms. Employing a comprehensive research framework, I will investigate the linguistic dimensions embedded within the South African education system. This exploration will encompass an analysis of language policies, classroom practices, and their impact on the cognitive development and cultural identity of learners. The study also extends its gaze beyond South Africa, drawing comparisons and contrasts with global educational practices, thus enriching the discourse on innovative approaches to education. The ultimate goal is to shed light on the pivotal role of language in the future of African learning, offering insights that are crucial for crafting inclusive, culturally sensitive, and effective educational strategies. By engaging in this linguistic exploration, I aim to contribute valuable perspectives to the broader conversation on shaping the minds of tomorrow and fostering a transformative educational environment in the African context.
Feyisayo Ademola-Adeoye (University of Lagos)
Paper short abstract:
This paper attempts to explore the positive role that an appropriate Language of Instruction (LoI) policy can potentially play in combating learning poverty and increasing participation in education at the primary and secondary school levels in Nigeria.
Paper long abstract:
Even though it is stated categorically in the Nigerian National Policy on Education (2004) paragraph 15(4) that, Government will ensure that the medium of instruction in the primary schools is initially the mother tongue or the language of the immediate community, it has been noted that there is a discrepancy in the language of instruction used in the private and public primary schools and in most cases, the medium of instruction in nursery and primary schools in Nigeria is English (Oyeleye and Olateju, 2003). Diverse and substantial body of research attest to the fact that when children are first taught in a language that they speak and understand well, they learn more, are better placed to learn other languages, are more likely to stay in school, and enjoy a school experience appropriate to their culture and local circumstances. In 2022, UNICEF noted that no fewer than 70 per cent of children in Nigerian schools are suffering from learning poverty (a situation where 10-year-olds are unable to read or comprehend a simple text). This paper attempts to explore the positive role that an appropriate Language of Instruction (LoI) policy can potentially play in combating learning poverty and increasing participation in education at the primary and secondary school levels in Nigeria. Preliminary findings indicate that positive LoI policies can promote equity in schools, improve the cost-effectiveness of education, promote inclusiveness, enhance effective cognitive development, reduce learning poverty, strengthen social relationships and boost learners’ confidence.
Keywords: Learning Poverty Language of Instruction Mother Tongue
Bert van Pinxteren (Leiden University)
Paper short abstract:
This presentation aims to set the scene for the panel, giving an overview of what educational systems can be expected to achieve given specific medium of instruction policies. It will point to the link between medium of instruction and the colonial history of educational systems.
Paper long abstract:
The panel description shows the relatively weak performance of African educational systems compared to other world regions. Even though education has expanded rapidly over the past decades, learning poverty is very high and participation in tertiary education is low. This presentation will present some key data on both aspects. It will then move beyond that, by demonstrating the link between the achievements of educational systems and medium of instruction. It will point to existing literature arguing that a gradual transition to using African languages is both unavoidable and practically thinkable. The paper will end by showing the links between decolonisation, medium of instruction and the effectiveness of education.
Mary Lonyangapuo (MOI UNIVERSITY)
Paper short abstract:
We focus on Nilotic, Cushitic and Bantu language groups in five East African nations, arguing for the harmonisation of genetically related African languages for education. The study hopes to underscore a re-imagined African education that speaks to the African context, for sustainable development.
Paper long abstract:
Language is central to education, more so, a child’s first language. Despite this, implementation of the same has not been forthcoming, with linguistic diversity being one of the impediments, hence underscoring the non- native language use in education, but with adverse impact. The study argues for the harmonisation of genetically related African languages for use in education. We examine the shared phonological, morphological, syntactic, and semantic features in related languages; establish common underlying rules that capture the relationships, and finally, explore ways in which- based on the commonalities- African languages could be used in education. This is an area that has received minimal attention and yet language, knowledge, thought and development interact in a profound way. The study is qualitative, it makes use of primary data from five East African nations; namely, Kenya, Uganda, Tanzania, Rwanda and Burundi, with a focus on Nilotic, Cushitic and Bantu language groups, as a case study. Using the comparative approach, data is analysed based on essentialism theory that takes into account the inherent linguistic features. Findings show that the shared linguistic rules among languages in a given cluster make it possible for their potential use in education, hence not only managing the diversity challenge, but also enhancing language development skills, better academic performance and marketability, equality in education, and involvement in societal growth. The study findings inform African education policy makers and implementers on a re-imagined African education that speaks to the African context.
Tomoe Noguchi (Kyoto University)
Paper short abstract:
Hunter-gatherer societies have struggled between mainstream educational practices and their informal child socialization. This study analyses child-facilitator interactions in non-formal education in contemporary hunter-gatherer society and discusses desirable education for their present and future.
Paper long abstract:
Although inclusive education for children with diverse backgrounds is emphasized globally, the ideology of modern education has still occupied in mainstream. Hunter-gatherer communities have struggled between mainstream educational practices and their informal child socialization. The Government of Botswana relocated a number of Gǀui and Gǁana people to a settlement called New Xade late 1990s. In the primary school located in this village, the modern educational practices characterized by a top-down teaching style has been accelerated, while informal socialization in Gǀui and Gǁana community has been characterized by active interaction among children of multiple ages. Setswana and English are used as medium of instruction while almost all children speak Gǀui and Gǁana languages in their daily lives. Opportunities of child-teacher interactions are seriously limited, and the situation has led to drop out of children from school. Also, most educated youth in this village have lived with little job opportunities.
Under these circumstances, non-formal education for children who drop out of formal school was launched in New Xade in 2007. Gǀui and Gǁana speaking youth were involved in the non-formal education as facilitators. These facilitators communicate with children using their languages. Children of multiple ages with diverse learning levels have studied in the same class. The educational environments provide a valuable case study for developing a community-centered educational system which enables a more responsive and inclusive education. This study analyses child-facilitator interactions in non-formal education settings and discusses desirable education for the present and future of hunter-gatherer communities.
Chukwuemeke Buzome (Delta State University,Abraka) Philip Egbule (University of Delta, Agbor, Delta State, Nigeria)
Paper short abstract:
The focus of this paper is to find out whether integrating Technology-Aided Teaching and Mother Tongue [TAT & MT] will result in a more substantial impact on subject delivery for teachers and conversely, a more significant academic performance for pupils.
Paper long abstract:
Technological developments in the post-modern age have led to major changes in education in general, opening new vistas in instructing various subject matters. The rate of technological innovation requires rapid changes in teaching purposes and techniques and provides new tools for individual scientific inquiry and learning. Empirical evidence abounds to show the use of the mother tongue as an effective tool to boost pupils’ academic performance and the same stands for the use of technology-aided teaching. This study sets out to show the resultant effect of the fusion of both tools mother tongue and technology-aided teaching] as a tool for teaching and learning. The study will be conducted in 3 selected public primary schools in UKWUANI LGA of Delta state, consisting of a total of 1,200 pupils and 24 teaching staff. This cascades down to 40 pupils and 8 teaching staff per school. The study will adopt intervention teaching tools such as Mother Tongue (MT) and Technology Aided Teaching (TAT) and will measure their respective effect on imparting knowledge on pupils (also their combined effect will be measured). The Ease of Use of the intervention teaching tools i.e MT and TAT, among the teaching staff, will equally be measured. The study anticipates the fusion of both tools [mother tongue and technology-aided teaching] will be more significantly effective on academic performance of pupils than when each tool is applied individually. Conclusions and recommendations will be made in view of the study results.
Abisoye Eleshin (University of Lagos)
Paper short abstract:
This study interrogates the comparative dynamics of language of instruction in Basic education level as established in the educational policies in Nigeria and Kenya, and suggest ways of reviewing utilising these policies for African development.
Paper long abstract:
Issues around educational policies in Africa are considered germaine to knowledge development and transfer in the continent. These policies are designed according to specific national educational reality and factors. Such realities, which are also specified and more interesting is the multiplicity outlook of the continent, which necessitates intentionalities in the structure of education policy. Apart from the fact that national policies on education are official documents designed to guide the educational trajectory of a nation, they also seek to speak to the concept of achieving the SDG-4 agenda in the two West and East African countries.
Therefore, this study seeks to interrogate and compare the language components of the national policy on education of Nigeria and Kenya. In this research, I compare the language aspect of the national policies on basic education in Nigeria and kenya, and examine how these policies have been designed to contribute to cognitive and research development in Africa. The study further seeks to juxtapose the methodologies of language policies in education, with the real-life language-use situation in basic education platforms in both nations. Mixed research methodologies is employed to understand the existing langauge situation in basic level of education, particularly in the first nine years of a child’s education. It is believed that this research, through comparative discourse, will provide suggestions on appropriate review of existing policies and implementaion agenda in the countries.
Keywords: Language of Instruction, Basic Education, Language Multiplicity, Policies,
Implementation
Omusula Omuholo (University of Oregon)
Paper short abstract:
In Kenya, communities are using their indigenous languages to educate themselves to forge development in their cultural contexts. This paper draws from a study on local popular medias to understand the role of indigenous languages in recontextualizing education and development in Africa.
Paper long abstract:
In the era of cultural renaissance, communities are innovating ways to educate themselves to forge ahead with their development while not endangering their cultural identities and heritage. Indigenous languages become the core tools for communities to assert themselves and de/reconstruct their identities in the face of universalizing development practices and policies affecting their lives. This paper attempts to engage with the place of language localization in adult education for community people in their own contexts. Through a qualitative study of the use and implications of local poplar and digital medias such as films, radio stations, and local TV programs in villages in Western Kenya, this work addresses the question of how can language help understand ways community people access, contest, and connect to education and development in their own contexts. The key finding is that there is a high reception of indigenous languages among community people of all ages, in adult education, including youth living in urban areas who are developing educative radio and TV programs in indigenous languages for farmers, markets, schools among others, in rural and urban areas. Through this, community engagements on development projects have significantly improved participation and deliberation even through virtual feedback processes and phone discussions. The work contributes to a cultural reconceptualization and recontextualization of education for development in Africa.
Keywords: Language, media, community, education, cultural context, Kenya