The centrality of glocalisation in sustaining development education in Ghana and Nigeria

Samuel Amponsah, Kola Babarinde

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Citation (Scopus)

Abstract

Since the attainment of independence from their colonial masters in 1957 and 1960, the Ghanaian and Nigerian education systems have undergone several reforms to conform to the times. Incidentally, all the reforms seem to drive the values of education towards Western philosophies. Indigenous knowledge systems, content and African forms of delivery have eluded the two countries' educational systems. To bring back authentic African content into development education, this paper advocates for the incorporation of local content and delivery styles to ensure learners carry the 'knowledge of their fathers' into the future and immortalise such knowledge for posterity. In pushing this agenda, we did a content analysis of the various educational reforms in Ghana and Nigeria. Based on what exists in the literature, we theorized that in respect of SDG 4 and the bid to sustain education as a contribution 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.

Original languageEnglish
Title of host publicationReimagining Development Education in Africa
PublisherSpringer International Publishing
Pages75-88
Number of pages14
ISBN (Electronic)9783030960018
ISBN (Print)9783030960001
DOIs
Publication statusPublished - 6 May 2022

Keywords

  • Adult education
  • Decolonization
  • Development education
  • Educational system
  • Glocalisation
  • Sustainable development

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