Abstract
Education as an active agent for the economic, political, cultural and technological development of societies has been corroborated by both educational researchers and others of related interest (Mandela, 1994; Tilak, 1994; Abdi, 2006; Abdi & Guo, 2008). With respect to the Sub-Saharan African context especially, the promise of educational programs that could lead to national (social) development during the postcolonial period have been emphasized and promoted across the sub-continent. With most countries becoming independent from the late 1950s to mid-early 1960s, many targeted initiatives were undertaken to develop African education.
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Abdi, A.A. (2013). Engaging Africanist Philosophies and Epistemologies in Education for Social Development. In: Shultz, L., Kajner, T. (eds) Engaged Scholarship. Comparative and International Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-290-7_5
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DOI: https://doi.org/10.1007/978-94-6209-290-7_5
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