Modern Education in Africa Vol. 2: Curriculum Development of Ethiopia

Foreword
Acknowledgments
Contents
Introduction
Chapter 1: Modern Education in Africa
	Precolonial, Colonial, and Postcolonial Perspectives of Education: Philosophy of Education, Curriculum Development
		Precolonial Education of Africa
		Precolonial African Education: Principles/Characteristics, Philosophy, Nature and Goals, Structure, Contents, and Pedagogy
		Characteristics of African Traditional Education
		Precolonial African Education
		Colonialization in Africa (A Brief History)
		Meaning and Types (Classification) of Colonialism
		Colonial Education in Africa
		Colonial Education of Africa: A Brief Historical Journey
		Comparison of Colonial Education in Africa
		The Impact of European Colonial Rule on the Education of Africa
		The Colonial Curriculum
		Education in Post-Independence Africa (Since 1950s)
			Post-colonialism and Education
		The Impact of Colonial Education
		Discourses on African Colonial Education: Overcoming Its Impacts
		Analysis of Data on Ethiopian/African Philosophy
			Controversies Reflected on African/Ethiopian Philosophy
			Concretely Presenting African Philosophy/Philosophy
			Understanding the Ethiopian/African Philosophy
			Making African Philosophy as Part of “the Intellectually and Historically Complex”
			Indigenizing/Africanizing the African Academy as a Whole
	Conclusion
	References
Chapter 2: Modern Education and Curriculum Development of Ethiopia
	Modern Education in Ethiopia: Pre-Italian Occupation, Italian Occupation, and Post-liberation perspectives
		Education in the Pre-Ethio-Italian War Period (1908–1936)
		Education During Empress Zewditu Era (1916–1930)
			Efforts Made to Ethiopianize the Curricula
		Education During the Italian Occupation (1936–1941)
			The Aim and Philosophy of Education During Italian Occupation
			Language Policy of Italy
			Curricula and Educational Systems of Italy
			Education During the Post-liberation Period (1941–1974)
			The First Curriculum (6-6 Structure)
			The Second 8-4 Curriculum Structure
			The Third Curriculum Innovation: Experimental Curriculum
			The Fourth Curriculum Structure: 6-2-4
	Education During the Socialist Period: 1975–1991
	Evaluative Research on the General Education System of Ethiopia (ERGESE)
		Education During EPRDF Era (1991–2017)
			Structure of Education
			The Curriculum Framework for Ethiopian Education
			Curriculum Development in Technical Vocational Education and Higher Education of Ethiopia
			Curriculum Development in Higher Education of Ethiopia
			Community Service of Higher Education
		Modern Education in Post-EPRDF Era (2018–2024)
			Reform of the Education Sector in Post-EPRD Fera
			Overcoming Educational Challenges
	Major Findings of the Analysis
		Conclusion
	References
Chapter 3: Conceptualization of Curriculum in Africa
	Indigenization/Africanization of Education
	Defining Africanization
	Africanization of Education and Curriculum Development
	Challenges in Africanization of Curriculum
	Africanization, Regionalization, and Internationalization
	Theoretical Approaches to Internationalization of the Curriculum
	Integrating National, Regional, and International Issues in Education
	Approaches in Indigenizing/Africanizing Curricular Reforms in Africa
		Conception of Curriculum: Definitions, Foundation, Theory, and Models
	Curriculum Theories and Models
		The Major Curriculum Orientations
	Curriculum Models/Approaches
	Curriculum Models/Approaches Connected with Culture
	James Bank’s Approach on Multicultural Curriculum Reform
		Lawton Model
	Skilbeck Situational Model
	Curriculum Models/Approaches Developed for African education
	Critical African Education (CAE) Theory
		Gutto’s Paradigm for Pan-African Knowledge Production and Application
	Decolonized Curriculum Approach
	Manwelo’s Multiculturalism and Pluralism Model
		An Adaptive Curriculum Framework
	Gichuru’s Five Pillars Approach
	Ewer’s Conception of Africanization of Education
		African Context-Based Curriculum—Seven Pillars of Wisdom
		Mazrui’s Seven Pillars of Wisdom
	Esther Kibuka-Sebitosi’s Collaboration Model
	Indigenizing/Africanizing the University Curriculum
		The Adaptive Framework
	MJ Opoku’ Culturally Pedagogical Model
		Eclectic Framework for IK-SCIE Curriculum
	Suggested Curriculum Model for Africa
	Conclusion
	References
Index