Africanisation and Globalisation: implications for education policy - Tlali, Tebello
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The central premise in this study is to justify the need for education policy reform in Lesotho, and to illustrate that for such reform to be contextually meaningful, it ought to be framed within the context of africanisation and globalisation. It is held that these two processes must be treated as complementary processes that are simultaneously beneficial for education policy reform. Thus, it is argued that while africanisation or the creation of a post- colonial national identity cannot be over- emphasised, keeping abreast of global education trends is, however, imperative.

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Produktbeschreibung
The central premise in this study is to justify the need for education policy reform in Lesotho, and to illustrate that for such reform to be contextually meaningful, it ought to be framed within the context of africanisation and globalisation. It is held that these two processes must be treated as complementary processes that are simultaneously beneficial for education policy reform. Thus, it is argued that while africanisation or the creation of a post- colonial national identity cannot be over- emphasised, keeping abreast of global education trends is, however, imperative.
Autorenporträt
Tebello Tlali obtained a Phd in Philosophy and Policy Studies in Education, from the University of Free State in South Africa. She is currently a lecturer in the Department of Educational Foundations at the National University of Lesotho.