Educational training manual (1994)
https://hdl.handle.net/10855/42010
2024-03-29T12:07:01ZCompléments de mathématiques
https://hdl.handle.net/10855/42918
Compléments de mathématiques
Cours de Mathématiques prépare par de Nations Unies Institut Africain de Développement Economique et de Planification.
Une conférence sur l'éducation moderne: transformation de l'Enseignement à l'Ecole des Mines de Nancy
https://hdl.handle.net/10855/42979
Une conférence sur l'éducation moderne: transformation de l'Enseignement à l'Ecole des Mines de Nancy
Ce document traite d’un point de vue du Directeur de l'Ecole Nationale Supérieure de la Métallurgie et des Industries des Mines de Nancy, Directeur du Centre Universitaire de Coopération économique et sociale. Le texte comporte son récit et son expérience concrète sur la philosophie de l’enseignement. Son exposé portera sur les objectifs des études faites à l’école et sur les moyens à employer pour atteindre ces objectifs.
1966-06-01T00:00:00ZChapitre VIII: éducation
https://hdl.handle.net/10855/42927
Chapitre VIII: éducation
Ce document pendant coloniale dans le système educatif dans les pays africains était inséparable et faisait intégralement partie du système colonial ayant pour bat de servir et de cous lider la domination politique, l’emploitation économique et l’assimination culturelle des peuples africains. L’éducation avait une portée limitée, c’est ce que ressort des taux de scolarisation. Il est compréhensible que l’éducation ait ou une portée limitée étant donné que l’alministration coloniale voulait préserver sa domination politique aussi longtemps que possible pour toujours, comme le rêvaient certaines puissances coloniales.
1977-07-01T00:00:00ZEducation and manpower
https://hdl.handle.net/10855/42719
Education and manpower
One of the most urgent problems in Africa is the training of qualified personnel at all grades. This paper reviews the educational system of skilled manpower and needs qualified personnel for economic growth. The manpower problem in these countries presents a two-fold aspect. The term of educational system is taken in the wider sense, and covers not only all the schools and organized teaching centers but also manpower training by way of apprenticeship and other forms of on-the –job training provided by private enterprises and various technical government services.
1964-12-01T00:00:00ZSome recommendations for educational planning in three Anglophone African countries
https://hdl.handle.net/10855/42707
Some recommendations for educational planning in three Anglophone African countries
UNESCO has sent several missions of experts in Education to a number of countries in Africa. Their aim was to cake suggestions as to the improvement of the educational system followed in those countries. The importance of such task arises from the fact that all man-power needed for development cannot be attained except through education or training. Of course it is known that education lags behind in most African countries and several of its aspects are completely neglected. For instance, the education of women, the education of the adults, and the illiteracy problem. It boils down to the fact that underdevelopment arises from the backwardness of education. Therefore, any plan for development must comprise as an integral part of it the educational plan. According to the different conditions and nature of the African countries the need for specific aspects of education in some is greater than in others. This is the reason why definite suggestions workable for all African countries are not possible, nor any one remedy for the underdevelopment is not fit for all of them. Yet, some common elements are to be found in the condition of education in Africa. Following are the recommendations of the visits of some of the missions sent to a number of Anglo-phone countries namely, Liberia, Somalia and Tanganyika.
1964-12-01T00:00:00ZSummer school 1964: education and the development of human resources
https://hdl.handle.net/10855/42519
Summer school 1964: education and the development of human resources
Economic activity can be described as a struggle against scarcity for the purpose of satisfying needs. Every society following certain patterns of organization and applying certain techniques, produces a quantity of goods and services likely to provide it with the maximum present or anticipated well-being. In a market economy, the goods and services produced will mostly be those voted for by income holders, each person voting as many times as he possesses money units. In a centralized economy, production will comprise what is judged to be most in conformity with the interests of society by the planning authorities. Education today absorbs quite a considerable a proportion of the resources of every country. There are some who would like to consider educational expenditure as a function of national income and have calculated an income-elasticity, much greater than one, for this expenditure. From this angle, as the income of a country increases, the proportion of that income allocated to education rises more than proportionally.
1964-01-01T00:00:00ZStructural basis of development in Africa (summer school for African University Students)
https://hdl.handle.net/10855/42373
Structural basis of development in Africa (summer school for African University Students)
African countries may be classified into two groups, economically, the more developed and the underdeveloped group. This classification may be based on the following indicators of growths Primary production in relation to Gross Domestic Product, Exports in relation to Gross Domestic Product and the level of per capita exports, Wage and salary earners as percentage of total population, and Subsistence production as percentage of Gross Domestic Product. Using these indices more developed countries, primary production as a ratio of Gross Domestic Product is between 32 and 47% compared with 62 and 69% in other African countries. Also while subsistence production as a percentage of the GDP varies between 35 and 50% in other African countries for the more developed countries the percentage is "between 10 and 30%. This higher ratio indicates a higher degree of monetisation. Another indication is the level of per capita exports which varies between $21 and $49 in more developed countries and between $3 and $12 in other African countries.
1964-08-01T00:00:00ZLecture I & II fundamental aims of African development: summer school for African University students
https://hdl.handle.net/10855/42369
Lecture I & II fundamental aims of African development: summer school for African University students
One of the most remarkable developments in Africa is the growing determination of the governments of African countries to seek better material standards of living for their people. In almost all parts of Africa, there is a new realization of the possibility and desirability of economic progress. The old passivity, the resignation to the forces of fate, is quietly giving way to the feeling that poverty is a disease that should be cured. This burst of energy and enthusiasm has been released by the progress towards national self-government. At the end of the war there were just four independent states in Africa. Today the number probably runs to about 36. The yeast of the newly-won political independence has been a motivating force, encouraging governments to introduce new ways of increasing the material standard of living of their people. Economic development has become not only a political catch phrase but a positive goal, though vaguely defined, which African political leaders must strive for if they wish to remain in power. Summarily, the major aim of economic development accelerated growth of income and output is likely to conflict at some points with other major social objectives; These conflicts should be recognized. Efforts should be made to reconcile these objectives within the limits of resources available, and yet at the same time adhere to the aim of raising the standard of living of the people quickly.
1964-08-01T00:00:00ZEducation staff training development programme: teacher education
https://hdl.handle.net/10855/40230
Education staff training development programme: teacher education
1994-09-01T00:00:00ZBulletin on ECA Training programme No.3 = Bulletin sur le programme de formation de la CEA No.3
https://hdl.handle.net/10855/38449
Bulletin on ECA Training programme No.3 = Bulletin sur le programme de formation de la CEA No.3
The Bulletin is issued every January and July as a companion volume to the ECA quarterly Training Information Notice. The former presents information on planned training activities in the various sectors of the secretariat’s activities. The implementation of planned projects is however subject to the allocation of funds to the ECA.
1972-01-01T00:00:00ZBulletin on ECA training programme No.5 = Bulletin sur le programme de formation de la CEA No.5
https://hdl.handle.net/10855/38448
Bulletin on ECA training programme No.5 = Bulletin sur le programme de formation de la CEA No.5
This Bulletin is issued to provide advance information on ECA’s planned training courses, workshops and seminars and so enable interested training institutes, the various services of government and , where applicable, interested parastatal and private establishments to better plan their participation in the various courses, etc. the Bulletin is issued every January and July as a companion volume to the ECA quarterly Training Information Notice.
1973-01-01T00:00:00ZImproving the quality of teaching and learning in institutions of higher learning in Africa
https://hdl.handle.net/10855/33259
Improving the quality of teaching and learning in institutions of higher learning in Africa
1990-03-01T00:00:00Z