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Amidst the euphoria about the new frontiers of technology sometimes perceived as a panacea for expansion of higher education in developing countries, there is a need to analyze persistent and new grounds of unequal opportunity for access, learning, and the production of knowledge.
This volume addresses fundamental questions about the educational process such as:
· The use of technology in higher education for a holistic educational system for social development
· The actual technological capacity in Africa and possibilities for virtual higher education
· Cultural relevance of the curriculum and pedagogy
· Pedagogy and gender in cyberspace education
· Perils of externally-driven distance education programs in Africa and the quest for ownership towards development
· Challenges and opportunities in the making of knowledge society in an Asian context
· Strategies to promote constructive virtual higher education in Africa and Asia.


In the context of the increasing use of ICTs as a medium for higher education delivery across national borders, the World Bank established the Global Development Learning Network (GDLN). GDLN's official mission was to facilitate rapid and simultaneous dissemination of knowledge to audiences in various socio-geographic spaces and the expansion of the opportunity for tertiary education in developing countries. Using the case of Centre d'Education à Distance de Côte d'Ivoire, one of the GDLN national institutional affiliates in Africa, this study illustrates the agendas of liberalization and globalization through ICTs in spite of the potential for local educational gains.

In: Perspectives on Global Development and Technology
In: African and Asian Studies
In: African and Asian Studies

In their respective struggles for liberation the Asians and Africans, as oppressed people, joined forces in the first half of the 20th century by forming several pre-Bandung organizations. On the African side people of African descent, from the continent and the Diaspora, united to provide the leadership for substantive participation to the common African-Asian front that led to the Bandung conference of April 18-24 1955. The intelligentsia of African descent, including young students in Western Europe and the United States, played leadership roles in shaping the movements. Among them are W. E. B. Du Bois of the United States and Kwame Nkrumah of Ghana. In terms of the post-Bandung establishment of enduring legacies, it is worth indicating that the resolutions and some of their applications led to global coalitions including the Non-Aligned Movement and G77 within the United Nations. On the occasion of the 50th anniversary that was marked by the April 22-24 2005 Asian-African Summit held in Indonesia African and Asian leaders decided to rekindle the spirit of Bandung and renew their commitment to attain its goal through renewed cooperation between Asia and Africa in adopting the New Asian-African Strategic Partnership (NAASP). Despite the continued challenges that African countries face in varying degrees, a regained confidence building on their assets, especially with different generations of people of the continent and historic and recent Diaspora, with it would be possible to build a global front toward the reaffirmation of global common humanity guided by the spirit of Bandung.

In: Bandung

It is a well-established historical fact that Africa and India have cultivated continuous connections for thousands of years. Exchanges of commodities produced on each side of the Indian Ocean in specific political, administrative, and geographic spaces have constituted the guiding thread of these relations. In the modern and contemporary periods, these relations have been shaped through European colonial establishments and their legacies in both sides. Past policies of forced migration and resettlement for economic exploitation of the British colonies in Africa, especially East and Southern Africa, became determinants of the Africa-India relations. The anti-colonial and decolonization struggles in Asia in general and specifically in India and Africa throughout the 20th century created opportunities for a new Africa-India cooperation. In these new relations, formal education, especially higher education, have been playing a prominent role. The thrust of this paper is to analyze the important role of higher education in a South-South cooperation framework between India and Africa as a continent or individual countries. The fluctuating or declining patterns of the number of African students pursuing their education in India in the past decade or so are analyzed.

In: African and Asian Studies
In: African and Asian Studies