The Frankenstein Curriculum: Systemic Failure, Pedagogical Deficits, and a Path to Deep Change in African Education A Bottom-Up Analysis of Educational Quality in Sudan, Chad, and Cameroon
Domaine:
educationCréateur:
Uma
Éditeur:
Hôte:
This multi-country qualitative study diagnoses the "protracted coma" of educational quality across Africa. Grounded in 36 months of field observations in Sudan, Chad, and Cameroon, the paper identifies the "Frankenstein Curriculum"—a haphazard blending of ill-suited foreign frameworks—as a primary driver of institutional fragility. The research links academic fraud, "dollar-driven" degree commodification, and the neglect of teacher pedagogy to broader socio-political instability. It proposes a radical "Inside-Out" reform framework centered on indigenous knowledge, growth-mindset empowerment, and Improvement Science to re-engineer African education for excellence.
Similaires
Education for Resilience: How a Combination of Systemic and Bottom-Up Changes in Educational Services Can Empower Dryland Communities in Africa and Central AsiaThe Extent of Climate Change Education Implementation in Secondary Schools in Cameroon: A Mixed-Methods Analysis of Systemic GapsUrbanization in Kenya. A Bottom up Approach to Development PlanningQuality assurance for pedagogical enhancement in African higher educationA comparative study of bottom-up and top-down approaches to speaker diarizationEvaluating the coverage and quality of nutrition programs via a bottom‐up approach: A secondary analysis of real‐time data from an end‐user monitoring system in Ethiopia