less of country. The second looks at the curious case of Haitiâcurious because it is almost unique in its mostly private school system and, despite its recurrent political instability, because its urban enrollment rate is extremely high. It has also shown a long and steady history of educational innovation. The case of Kenya shows that a countryâs educational system is subject to the impact of powerful global forces. Fredrick M. Nafukho, Winston Jumba Akala, and John K. Rugutt show that Kenyaâs deteriorating teaching quality and enrollments are attributable to the demands of structural adjustment loans from the World Bank and the International Monetary Fund. Part of the problem has been the application of a cookie-cutter model when much more culturally specific models are called for. In the final chapter Temba Bassoppo-Moyo and Vivien Mweene Chabalengula examine one of the more recent and technologically advanced reforms: distance education. Using South Africa as a case study, they conclude that distance education has clear advantages, such as increasing accessibility of education, but it has not yet gained the respect and acceptance of students, teachers, and administrators. Perhaps it is a good idea whose time has not yet come. One of the
Comparative Studies of South Asia, Africa and the Middle East – Duke University Press
Published: Jan 1, 2006
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