Os estudantes dos PALOP e o Ensino Superior em Portugal
Os estudantes dos PALOP e o Ensino Superior em Portugal
Os estudantes dos PALOP e o Ensino Superior em Portugal
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Os estudantes dos PALOP e o Ensino Superior em Portugal
Refugee Education and Language of Instruction
Refugee Education and Language of Instruction
Schooling as Uncertainty
Shadow Education in Africa and Beyond
Today we look at entrepreneurship education in Tanzania. You might be asking yourself, “Hey, didn’t FreshEd recently discuss entrepreneurship education in Rwanda?” You’re right. We did.
Obviously, the idea of entrepreneurship education is a global phenomenon, found in many different countries. As such, we need to understand what it is in each local context, who is promoting, how it is spreading, and what it means for education and society.
My guest today is Joan DeJaeghere. She has a new book out called Educating Entrepreneurial Citizens: Neoliberalism and youth livelihoods in Tanzania. For Joan, entrepreneurship education cannot be separated from neoliberalism, the contemporary form of capitalism that emerged in the 1970s.
Her book explores the multiple and contradictory purposes and effects of entrepreneurship education aimed at addressing youth unemployment and alleviating poverty in Tanzania.
Joan DeJaeghere is a Professor of Comparative and International Development Education in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota.
Citation: DeJaeghere, Joan, interview with Will Brehm, FreshEd, 84, podcast audio, July 31, 2017. https://www.freshedpodcast.com/joandejaeghere/
Transcript, Translation, Resources:
Entrepreneurship education in Tanzania
The Skills Gap in Asia and Africa
Rwanda is perhaps most well-known for the genocide it experienced in the 1990s. In its post-conflict development, the country has had to balance colonial legacies, state centralizing tendencies, and the zeitgeist of neoliberalism. This has made for a careful balancing — one that has left the government regulating the society and economy while simultaneously reducing its responsibility to citizens.
In education, this balancing act manifests in the government’s three aims: credentials, controls, and creativity. The education system is based on credentials awarded through examinations, a colonial hangover, and controls students as part of the state’s centralization efforts; yet, somehow, the system promotes creativity so students can pursue a learner-centered education tailored to their own needs, preparing them for the 21st century labor market of precarious work.
My guest today, Catherine Honeyman, has a new book that explores Rwanda’s opportunities, challenges, and paradoxes in post-conflict development through the policy of mandatory entrepreneurship education, which is believed to be the country’s beacon for economic growth. Catherine Honeyman is a visiting scholar at the Duke Center for International Development and Managing Director of Ishya Consulting. Her new book, The Orderly Entrepreneur, takes us inside both policy making circles and classrooms to understand part of Rwanda’s social transformation. The Orderly Entrepreneur received an honorable mention from the Globalization and Education SIG’s 2016 Book Award.
Citation: Honeyman, Catherine, A., interview with Will Brehm, FreshEd, 64, podcast audio, March 13, 2017. https://www.freshedpodcast.com/catherinehoneyman/
Transcript, translation, and resources:
Entrepreneurship Education in Rwanda
Portuguese Aid to Education in Guinea Bissau
With such large sums of money circulating in the evaluation process, an aid evaluation industry has emerged. Formal evaluations are undertaken by “experts” who are hired by companies that bid on evaluation contracts. Sometimes universities themselves bid on the same contracts. And professors navigate the tricky terrain of research-for-hire. Many of FreshEd’s listeners have likely participated in an evaluation of an aid project. I know I have.
My guest today, Professor Joel Samoff, thinks it’s long overdue to “re-think evaluations, from conception through method to use.”
Joel Samoff is Adjunct Professor in the School of Humanities and Sciences at the Center for African Studies at Stanford University. He studies and teaches about development and underdevelopment, with a particular interest in education, and with a primary geographic focus on Africa. He has recently co-written a report for The Expert Group for Aid Studies entitled Capturing complexity and context: evaluating aid to education.
CORRECTIONS [January 31, 2017]: In the podcast, I state that there are “hundreds of billions of dollars” spent on aid each year. That number is likely exaggerated. A more accurate figure would be a hundred billion dollars (see here or here). Also, I misstated Joel Samoff’s title. Since Stanford University retired the title “Consulting Professor” in September 2016, his correct title should be “Adjunct Professor.” I’ve corrected the blog post accordingly and apologize for the mistakes in the podcast.
Citation: Samoff, Joel, interview with Will Brehm, FreshEd, 58, podcast audio, January 30, 2017. https://freshedpodcast.com/joelsamoff/
Transcript, Translation, Resources:
Re-thinking Evaluations in Aid to Education
