Special education in Africa Start of school. education is associated with the development of European territory. colonists (mid 17th century). The education of immigrant children was modeled after a parish school. From the end 18th century a network of missionary churches was created. schools for Africans. Military methods of seizing the lands of indigenous peoples, rivalry between Europeans. powers for the possession of colonies, which led to armed conflicts, held back the development of a regular school for a long time. In the 1st half. 19th century in most of the territory of the South. Africa has created a system of British, colonial schools (separate for children of different races) with instruction in English. language (since 1828, the official government took control of the education of African children since 1943. A significant part of the missionary schools was reassigned to the provincial authorities, but differences in educational programs for certain groups of the population remained. Preschool institutions (main education “schools for kids"; provided pre-school education) were available only to whites. Since 1950, the law on "settlement by groups" was in force, establishing ethnic zones for the "non-white" population
- Since 1943, the government has taken control of training and African education. children. Means. Some missionary schools have been reassigned to the provinces. authorities, but differences in educational programs for dept. population groups remained. Preschool institutions (generally “schools for children”; they provided pre-school preparation) were available only to whites. Since 1950, the law on “settlement into groups” has been in force, establishing ethnicity. zones for the “non-white” population
- With the coming to power of President F. de Klerk (1989), a course was taken to abandon apartheid. In 1990-91, all dis-criminations were abolished. laws. The democratization of education has begun. From Jan. 1991 all state schools are open to children and adolescents without distinction of race. Universities have expanded their admission of applicants. After the election of N. Mandela as President of South Africa (1994), the course towards democratization of education became more consistent. Training since 1995 in the state. free in schools. Expenditures on education increased 3 times, reaching approx. 23% of budget allocations (over 7% of GDP). An independent scientific institution created in South Africa. The fund finances the development and improvement of the school. and university programs, ch. arr. intended for African pupils and students, as well as advanced training of teachers and strengthening of technical. school bases training.
- . The number of Kenyans with special educational needs is 10% of the total population; approximately 25% of them are school-age children.
- more than 90% of children with special educational needs remain at home. On average, these children begin attending school when they reach 8 years of age or older. As a result, they become adults before they complete their educational programs
- . Thus, government policy initiatives have identified the need to strengthen mobilization and awareness programs to eliminate taboos and dogmas associated with disability, and to develop and implement a flexible, child-centered and learner-friendly curriculum. Additionally, efforts are being made to make all educational institutions truly inclusive by removing key barriers
- Kenya Blind Union is a national organization of people with poor vision V Kenya. Its goal is to seek out and unite people with visual impairments, to empower them, to lift them up standard of living and improve the social image of blindness
- Education and Child Rights: promote the rights of children with visual impairments to quality education and social protection
- Technology and Youth Empowerment: promote access to learning, employment, technology and social opportunities for young people with visual impairments
- Membership Development: Promoting Self-Reliance and Social Participation Among Adults with Visual Impairment
- Among each program area, strategies include:
- Advocacy for enacting policies that promote inclusion and access to opportunities for people with visual impairments.
- Power of people with impaired vision to increased self-determination, self-confidence and self-defense.
- Collaborate with government, corporate and civil society organizations to promote rights to, increase participation and representation within, and effectively provide services to people with low vision throughout Kenya.
- Established local KUB development branches to increase their involvement in promoting access to opportunities and services.
- Each of his programs includes many mutual contracting problems including:
- Education, training and literacy
- Employment and economic empowerment
- Assistive technology
- Sensitisation and Awareness Creation
- Personal development and empowerment
- Uganda has a new program for deaf children. This new pre-school is located in Ntinda. Previously, deaf children entered Primary 1 classes without any prior education. They now have a wonderful school where they can improve their sign language skills. One of the school's founders, Dr. Joyce Nalugya, says that "Children will learn, play and have fun in well-equipped early learning classrooms like other children in kindergarten.
- Extreme concern for these children led Martin Mackenzie from Warwick to become involved in several projects. As Lambwe Christian School is a project of Siloam Ministries in Warwickshire, he started by donating to the fund. Then he visited this school many times, the trips were long and intense. To improve their living conditions, he successfully undertook the mammoth task of raising funds to bring electricity to this remote area. He is now also working hard to provide clean water to the area.
- Population Africa has about a billion people. Of these, about 7 million are blind.
- Munal School for Deaf and Blind Children. It currently has approximately 200 deaf students. There is a school for the deaf in Lesotho
- Prince Harry visited the southern African country of Lesotho, during which he visited a school for deaf children.
- 2003
- Kenya 2 schools for the deaf
When I publish posts from Africa, I am sometimes accused of deliberately showing all sorts of bad things to make Russia seem like a paradise against its background. That’s right, but I’m not showing the tin on purpose. In Africa there is toughness at every turn, and Russia is truly a paradise compared to most countries in the world. You shouldn't appreciate what you have ;)
Look how children study in Kenya, not the poorest African country! HARD!
Primary education in Kenya consists of 8 school grades, or “standards”: “standard 1” is the first grade, “standard 8” is the final grade. They usually go to school at the age of 5-7, after a year of preparation in kindergarten.
A child looks out of a kindergarten window. 
This is what he looks like. An ordinary kindergarten in the slums of Nairobi. 
Yes, this is a games room. 
Little gangster 
There are no windows or heating, so children wear jackets. 
No verandas or sandboxes. Everything is very harsh. 
And this is a school in the slums! Canadians built it. 
This is a hut with plywood walls instead of partitions 
There are a lot of children, literally crowds. 
85% of Kenyan children attend primary school, 75% of whom go on to secondary school. The authorities inflated this indicator by canceling the “repeat” students. Previously, children who failed their final exams in primary school were left to study at “standard 8” a second time. Now, even those who failed their exams are allowed to go to secondary school.
Singing! 
The young man is clearly touched. 
An elementary school classroom is just a small room with benches on which children sit and write. 
In primary school, children study a number of standard subjects: English, Swahili, optionally a regional language, mathematics, science, social studies, religion, art lessons, physical education and “life skills” (apparently like our labor lessons).
There is almost no space in the classroom, and it is very noisy. It’s not clear how anyone can do anything here. 
Primary education became free and compulsory in 2003. In 2004, the oldest schoolchild in the world appeared in Kenya: 84-year-old Kimani Maruge wanted to get an education. He went to primary school in Eldoret, and a year later he was even elected headman.
A school bus is more like a truck. 
Right Sector camp! Here, under the supervision of instructors from the State Department, children learn how to make Maidan! 
In primary and secondary schools, the school year begins in January and ends in November. Kenyan children also have three months of holidays, but they are scattered throughout the year: students have holidays in April, August and December. By the way, the academic year at universities is already normal, from September to June.
Everyone's shape is different. Some people are dressed in tracksuits. 
And someone looks like a boy scout. 
High school is already better. 
In 2008, secondary education in Kenya also became free, but it is not compulsory. 
Class interior 
Girls class 
High school students 
Secondary schools are divided into state, public ("harambee") and private. And public schools, in turn, are national, regional and district. They recruit students based on their scores in the primary school leaving exam. Roughly speaking, excellent students go to national schools, good students go to regional schools, and C and D students go to regional schools.
And “harambee” is something like a vocational school, where high school students who failed their final exams end up. They usually provide technical and/or vocational education, but some of these schools have access to university programs.
Kitchen with large boilers 
Schoolyard 
Playground) 
The walls are decorated with drawings dedicated to various subjects. Here's the biology corner. 
Mathematics 
And there you can see a map of the world. 
Poster girl) 
At the top, a poster calls for an end to child labor. 
Secondary school education lasts 4 years (from "Form 1" to "Form 4"). That is, in total, a Kenyan schoolchild studies for 12 years.
60% of high school graduates enter universities. Standard bachelor's degree: another 4 years of study. Many people go abroad. The most popular countries to study outside of Kenya are the UK, USA, Canada, India, Uganda and Russia.
AFRICAN LIFE:
TRIP TO AFRICA:
Education in sub-Saharan Africa in the 21st century: problems and development prospects
Sub-Saharan Africa has made significant progress since the Education for All (EFA) goals were adopted at the World Education Forum in Dakar in 2000. However, many of these achievements are under threat due to the global economic crisis. In this regard, protecting vulnerable groups, as well as ensuring further progress towards EFA, are top development priorities. Any slowdown in progress towards education goals will have long-term negative consequences for economic growth, poverty reduction and public health.
Early childhood care and education is the cornerstone of EFA. Good nutrition, effective health care and access to adequate pre-school facilities can offset social disadvantage and improve learning outcomes. However, working with young children still suffers from a lack of focus.
Household poverty and low parental education are two of the most significant barriers to early childhood care and education programs. For example, living in one of the poorest households in Zambia reduces the chances of enrollment in early childhood care and education programs by 12 times compared with children from the wealthiest households. In Uganda this figure rises to 25. These figures show the extent to which the lack of early childhood care and education reinforces inequalities related to living conditions.
Compared to the 1990s, the first decade of the 21st century has seen rapid progress in achieving universal primary education. The number of children out of school is decreasing, while the number of children completing primary school is increasing. The net enrollment ratio is a widely used measure of progress towards achieving universal primary education. It determines the proportion of children of officially established primary school age enrolled in school. Since 1999, net coverage rates in sub-Saharan Africa have increased fivefold since the 1990s, reaching 73% in 2007. But regional averages tend to mask significant differences within the region. Sub-Saharan Africa has particularly wide variations in net coverage rates, from 31% in Liberia to 98% in Madagascar and the United Republic of Tanzania.
Enrollment is just one indicator of progress towards universal primary education. Enrollment rates are rising, but millions of children entering primary school drop out before completing the primary cycle. In sub-Saharan Africa, approximately 28 million students drop out of school each year.
The large number of children remaining out of school remains a major challenge for national governments and the international community. Depriving children of the opportunity to climb even one rung of the educational ladder sets them on a path to struggle with difficulties throughout their lives. This is a violation of the basic human right to education and leads to the loss of a valuable national resource, depriving countries of potential opportunities for economic growth and poverty reduction.
Significant progress is being made in sub-Saharan Africa. During the period during which the number of school-age children in the region increased by 20 million, the number of out-of-school children fell by almost 13 million, or 28%. The extent of progress achieved in this region can be appreciated by comparing current levels with those of the 1990s. If the situation in this region had continued as it did in the 1990s, there would have been 18 million more children out of school.
However, compared with other regions, the proportion of children out of school in sub-Saharan Africa remains high. In 2007, it accounted for a quarter of children of primary school age. The region accounts for nearly 45% of the world's out-of-school children and half of the 20 countries with more than 500,000 out-of-school children. Nigeria alone accounts for 10% of the world's out-of-school children. Progress in this region has been uneven. Some countries that had large populations of out-of-school children in 1999 have made significant progress. Examples include Ethiopia, Kenya, Mozambique, the United Republic of Tanzania and Zambia. In the period 1999-2007. Ethiopia and the United Republic of Tanzania have each reduced their numbers by more than 3 million. Countries making only marginal progress are Liberia, Malawi and Nigeria.
The likelihood of staying out of school is largely determined by the level of well-being of parents. Low income levels in many countries, where large numbers of children are out of school, mean that poverty affects many more people, not just the poorest families. Children living in rural areas are at greater risk of being left out of school. Data from household surveys in Burkina Faso, Cameroon, Ethiopia, Malawi, Niger, Senegal and Zambia show that rural children are more than twice as likely to be out of school as other children.
Many of those who do not attend school today will most likely never go there. 59% of out-of-school children in sub-Saharan Africa are unlikely to ever enroll. Girls face the most difficult obstacles. In addition to being less likely than boys to enroll in school, girls who do not attend school are much more likely than boys to never enroll. In sub-Saharan Africa, nearly 12 million girls are expected to never attend school, compared with 7 million boys.
Enrolling children in school is only one step in ensuring universal primary education. The number of children who will leave school before completing the primary cycle is equal to the number of children currently out of school. The critical issue is not simply getting children into school, but ensuring that once they get there they receive a full, high-quality education.
The main objective of any education system is to equip young people with the skills necessary to participate in the social, economic and political life of society. Enrolling children in primary education, starting in the youngest grades, and continuing through secondary school is not the end goal, but rather a way to develop such skills. The success or failure of education for all depends largely not only on the greater length of schooling in a given country; the main criterion is what children learn and the quality of their education.
In sub-Saharan Africa, governments face critical challenges to reforming technical and vocational education. There are acute problems such as high costs per student, insufficient funding, low salaries, and a lack of qualified employees. Students begin vocational education too early, and after completing it, they nevertheless face the threat of unemployment. In addition, studies in Burkina Faso, Ghana and the United Republic of Tanzania have shown that disadvantaged groups are least likely to benefit from vocational education programmes. However, some new positive policies are emerging, including in Cameroon, Rwanda and Ethiopia.
Governments in sub-Saharan Africa, as in other regions, have to strike a balance between general education and technical and vocational education. The overarching priority must be to increase enrollment levels, reduce dropout rates and ensure students progress from basic education to secondary education. Vocational education, however, could play a much more prominent role in providing second chances to disadvantaged youth. When people leave school without acquiring basic literacy and numeracy skills, they face the risk of their future lives being marked by deprivation and their socio-economic prospects being limited.
Lost opportunities for higher productivity, greater prosperity and political participation affect society as a whole.
Achieving EFA depends on the development of secondary and higher education as well as on the progress of basic education. For many decades, international organizations involved in providing assistance to underdeveloped countries, especially on the African continent, focused on the development of primary education and only recently began to allocate money to the development of secondary education. As for higher education, it remained out of sight of these organizations, while being an important factor in economic growth and overcoming poverty.
What has contributed to the continued dismal state of the higher education sector in sub-Saharan Africa is that the Poverty Reduction Strategy developed by the World Bank, the world's largest financial donor, did not even address the importance of higher education for training and solving pressing economic development problems in these countries. countries
There are currently several key challenges facing most African universities. As a rule, the cost of education in them is extremely high, since the cost of fully educating one university student can exceed 80-400 times the cost of educating one child in primary school. Thus, if a country places more emphasis on university education, this may lead to an undervaluation of universal primary education or a reduction in subsidies for teacher training and retraining. Due to lack of funds, African universities lack qualified lecturers and researchers. This problem is aggravated by the lack of exchange with foreign countries, the difficulty in acquiring new textbooks, scientific journals and equipment.
Under these conditions, the only real opportunity to obtain the knowledge necessary to manage the development of their countries is to send students to study abroad. Sub-Saharan African students are the world's most mobile students, with one in sixteen African students – or 5.6 percent – studying abroad. As a result, very few return to work in their home countries. And those students who received their education at universities in their country face such a serious problem as unemployment.
Another important problem is the persistence of a large number of illiterate people among the adult population. Today their number in the world is 759 million, or approximately 16% of the adult population of the planet. Almost two thirds of them are women. The bulk of the world's illiterates live in a small group of populous countries. In sub-Saharan Africa, more than one-third of the adult population is illiterate. In four countries in the region - Burkina Faso, Guinea, Mali and Niger - this figure rises to 70%. The main reason for high illiteracy rates among adults is gender disparities.
The Dakar Framework for Action makes a strong commitment to education financing. Ten years later, financing remains the main obstacle to achieving EFA. The worsening economic growth prospects have far-reaching consequences.
The experience of sub-Saharan Africa is instructive. In the 1990s, economic stagnation and high levels of external debt undermined the ability of governments to finance education, with per capita spending falling in many countries. This picture changed dramatically when government spending on primary education increased over the period 2000-2005. increased by 29%. This increase in funding has played a critical role in reducing the number of children out of school and strengthening education infrastructure. About three-quarters of this increase was a direct result of economic growth, while the fourth quarter was driven by higher tax revenues and budget reallocations toward the education sector.
What the economic slowdown means for education funding in sub-Saharan Africa between now and 2015. The answer to this question will depend on the length of the economic downturn, the pace of the recovery, government approaches to budget adjustments, and the response of international donors. Many uncertainties remain in this area. However, governments have to develop public financing plans even in the face of uncertainty.
So, eradicating illiteracy is one of the most pressing challenges and development challenges of the 21st century. The targets set in 2000 remain the benchmark for assessing progress towards EFA. The World Education Forum gave new impetus to the development of education both at the national and international levels. The indisputable fact remains that the countries of the world will not achieve their goals and that they could achieve much more than they have achieved. Many developing countries can accelerate progress, in particular by implementing policies to eliminate educational inequalities.
In sub-Saharan Africa, the state of education remains particularly problematic. This region continues to lag behind not only developed, but also developing countries in Asia and Latin America. This is manifested in all main indicators: the availability of education, the cost of education, the level of literacy of the adult population, the enrollment of children in primary school and youth in secondary education, and the level of development of higher education.
Analysis of statistical data indicates that certain positive changes are taking place in the region under consideration, despite the complex development challenges facing African countries and a number of depressing indicators indicating a not entirely favorable state of affairs.
education nutrition preschool africa
Literature
1. EFA World Monitoring Report. Education for all. Reach the disadvantaged. UNESCO, 2010. p. 58
2. Report on the implementation of the Millennium Development Goals 2010. UN, New York, 2010.p. 25
3. D. Bloom, D. Canning, K. Chan Higher education and the fight against poverty in Africa // Economics of Education No. 1, 2007, pp. 68-69
Population
The population consists mainly of representatives of two races: Negroid sub-Saharan, and Caucasian in northern Africa (Arabs) and South Africa (Boers and Anglo-South Africans).
Languages
The autochthonous languages of Africa are divided into 32 families, of which 3 (Semitic, Indo-European and Austronesian) originate from other parts of the world. There are also 7 isolated languages and 9 unclassified languages. The most popular native African languages include Bantu (Swahili, Congo) and Fula. Indo-European languages are a legacy of the colonial period: English, Portuguese, and French are official languages in many countries. The most common language of the Semitic family is Arabic. The Austronesian languages are represented by the Malagasy language, which is spoken by the population of Madagascar - the Malagasy - a people of Austronesian origin who presumably came here in the 2nd-5th centuries AD.
Religions of Africa
The predominant religions are Islam, Christianity (Catholics, Protestants, Orthodox, Monophysites); Judaism, Hinduism and Baha'ism are less widespread. These religions are found both in their pure form and with admixtures of local cults. Traditional religions, such as Ifa or Bwiti, are also common. Syncretic cults are also common, where elements of local religions are intertwined with, for example, Catholicism. Due to the popularity of various secret societies in Africa, many Africans are adherents of the declared religion only in words.
Education in Africa
Traditional education in Africa involved preparing children for African realities and life in African society. Learning in pre-colonial Africa included games, dancing, singing, painting, ceremonies and rituals. The elders were in charge of the training; Each member of society contributed his own contribution to the child’s education. Girls and boys were trained separately to learn a system of appropriate gender-role behavior. The apogee of learning was the rites of passage, symbolizing the end of childhood life and the beginning of adulthood.
With the beginning of the colonial period, the education system underwent changes towards the European one, so that Africans had the opportunity to compete with Europe and America. Africa tried to develop its own specialists.
Currently, Africa still lags behind other parts of the world in terms of education. In 2000, only 58% of children in sub-Saharan Africa were in school; these are the lowest figures. There are 40 million children in Africa, half of them school age, who are not receiving schooling. Two thirds of them are girls.
During the post-colonial period, African governments placed greater emphasis on education; A large number of universities were established, although there was very little money for their development and support, and in some places it stopped altogether. However, universities are overcrowded, often forcing lecturers to lecture in shifts, evenings and weekends. Due to low wages, there is a staff drain. In addition to the lack of necessary funding, other problems of African universities are the unregulated degree system, as well as inequity in the system of career advancement among teaching staff, which is not always based on professional merit. This often leads to protests and strikes by teachers.
More than any other continent, Africa needs to overhaul its educational systems. It is especially common for education systems inherited from colonialism to be maintained almost unchanged under the pretext of maintaining a “certain quality” of learning. And here is the result: a small elite of students today enjoys the same educational system that they would have had in Europe, while the vast majority are actually deprived of modern types of education.
The stark contrast is between the failure of these enlightened elites to change the feudal social structures and traditional agriculture in their countries and the success of the East Asian elites, who were able to make their economies even more efficient than the Western models from which they took their cues. Why did the African elite fail where the eastern elite began to win? What role did education play here?
JAPANESE MODEL
East Asia has been greatly influenced by the Japanese model. As early as the 19th century, the Japanese realized that to survive as a nation they had to embrace Western mathematics, science, and technology while simultaneously rejecting the cultural and social values of the West. Primary education in Japan became compulsory in 1870. Secondary education was then introduced for all, and after World War II, higher education became available to many Japanese. However, taking its cue from Western science and technology, Japanese education fiercely defended the priorities of its language, literature, culture and its own religion.
Africa has not made such a conscious choice. The introduction of Western education in Africa resulted in the educated elite becoming more familiar with Christian theology, history, literature and culture than with science and technology. An obvious manifestation of this pro-Western orientation is perhaps the displacement of African languages from educational systems. Even today, in most French- or Lusophone-speaking countries, local languages are not taught, and in some English-speaking countries, the use of African languages is condemned as a manifestation of “separatism” and “tribalism”. Africa, converted to Christianity, saw in its own culture only superstition and backwardness, which caused its rejection in general.
DEFINE THE GOAL
Although most African countries gained independence about 50 years ago, only a few have introduced compulsory primary education. The situation is even worse for secondary education: in most African countries, only 4 or 5 percent of youth in the relevant age group complete secondary education. In most African countries, less than 1 percent of youth in the relevant age group attend tertiary education, compared with 25-75 percent in industrialized countries. Moreover, young Africans who become students very rarely major in science or technology.
It is on the basis of awareness of these facts that we must reconsider the links between, on the one hand, education and economic development and, on the other, education and universal cultural values. The concept of “development” will need to be clearly defined. Currently, African development strategy relies almost exclusively on structural equalization, although this is evident in a particularly narrow and economically limited definition of development that does not take into account such critical factors as the level of human resource development of a country or the degree of diversity and industrialization of its economy.
It is also important to redefine education and not support its neglected systems and structures. Education must serve a purpose, and it is up to Africans to define that purpose. If education is the key to economic development, it plays an equally important role in defining the values that will transform Africa into a connected, dynamic and forward-looking nation tomorrow. Africa will not be able to determine which type of education best meets development needs because it cannot clearly define the goals.
To define these goals, we must remember the concepts of the global market and the planetary village. Africa cannot afford to perpetuate the colonial and feudal legacy, as well as isolation from the technological and information development of the world economy. Moreover, as a continent that has suffered less from the detrimental effects of modernization on the environment, Africa must maintain this decisive advantage, as well as the integrity of today's human and social connections, despite the terrible harm caused by this process.
P.S. But, despite all the problems with African education, among young Africans there would certainly be talented children with a mathematical mind, who in the future could become, for example, excellent financiers, because in order to understand the same Forex charts, you need to have good mathematical thinking. And who knows how many failed geniuses are left to herd cows in the African savannahs.