África Subsariana e Agendas Globais de Educação: Uma reflexão sobre políticas de educação e de formação de professores
Education and teacher education policies are embedded in heterogeneous national contexts, which entail priority setting and trade-offs, and which are influenced by global education agendas, such as the United Nations 2030 Agenda. This article seeks to contribute to the understanding of how global ed...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Instituto Universitário de Lisboa
2022-01-01
|
| Series: | Cadernos de Estudos Africanos |
| Subjects: | |
| Online Access: | https://journals.openedition.org/cea/7367 |
| Summary: | Education and teacher education policies are embedded in heterogeneous national contexts, which entail priority setting and trade-offs, and which are influenced by global education agendas, such as the United Nations 2030 Agenda. This article seeks to contribute to the understanding of how global education agendas interact in the context of sub-Saharan Africa, using qualitative methodology. In the last decade, satisfaction with education provision and quality of education has declined, but a positive appreciation of the alignment of education with the labour market and teacher training persists, reflecting the incorporation of global agendas into national policies, albeit with a need for further analysis of the achievement of global education goals. |
|---|---|
| ISSN: | 1645-3794 2182-7400 |