对同性恋者的歧视加重非洲艾滋病危机

令人震惊的陈述——医护工作者羞辱HIV呈阳性的同性恋患者：“他死了，我想，他的死部分是由于走投无路。”     

非洲诺奖作家的非洲性和区域性

非洲文学于2021年第七次获得诺贝尔文学奖,随后获得布克奖等一系列重要奖项,使去年成为非洲文学年,其原因值得深思。非洲文学产生今天的影响并拥有今天的地位绝非偶然,是其鲜明的非洲性和区域性使然,是其秉持自我同时又包容和兼容的特性使然。     

非洲的远程教育

本文在概述非洲自然地理与社会人文的基础上,介绍了非洲远程教育会议与以南非大学为引领的当代远程教育。     

非洲高等教育面临的挑战与发展前景

非洲是世界上高等教育最不发达的地区。长期存在的经济和社会危机、殖民主义遗留的影响、一些地方艾滋病的广泛传播等因素 ,是非洲高等教育发展的障碍。尽管如此 ,高等教育仍然被认为是非洲大陆发展和现代化的关键力量 ,2 1世纪非洲高等教育的发展必须取得成功。     

艾滋病和“世界艾滋病日”

艾滋病是由艾滋病病毒引起的一种免疫缺陷综合症.本文介绍了艾滋病的传播、预防、检测、诊断和治疗的有关知识,同时也介绍了"世界艾滋病日"的由来和历届"世界艾滋病日"的主题.     

非洲大草原

请你给动物们涂上颜色,并根据拼音写出它们的名称。注意,有一只动物不是生活在非洲大草原上的,你能把它找出来吗？     

非洲教育行动计划述评

本文简要介绍了"非洲教育行动计划"提出的背景和基本内容,并以"计划"在几内亚的实施为例总结了它在非洲教育改革中所取得的成效,最后在浅析的基础上对"计划"的未来发展进行了展望。     

Visual Aids and the Enhancement of Communication in Africa

Educational visual aids and illustrations in African institutions are mostly imported from overseas, and the few local productions tend to be Western‐orientated in style. However, research on the technical and design elements of visual aids, their cultural implications and socio‐economic factors all point to considerable differences of perception and interpretation of visuals between African and Western students. The paper discusses these differences and considers their implications to designers and producers of learning materials for African students.     

Local-language literacy and sustainable development in Africa

In discussions of Africa in the global North, the term ‘development’ is one of the most often used—though its meaning can be remarkably difficult to pin down. The sustainability of development processes and outcomes is also of current concern in development discourse. If sustainable development can be described in terms of ongoing, enhanced human well-being as well as continued national economic growth, then it requires the full participation of the target community. Development that is ‘done to’ people has little chance of sustainability.     

中美援非模式比较及其启示

冷战结束以后,中国和美国在援非模式上都有所调整。总体上看,美国意识形态优先的援助方式脱离了非洲当下的民生急需,成效不甚理想。中国经济优先的援非政策却因较为理性务实并给中非双方都带来了实利,获得了持续推进的动力。美国的民主援助并未能帮助非洲从整体上解决非洲的贫困问题,但它开启了非洲的民主化历程;中国的民生援非虽然受到非洲各国的好评,却无法彻底解决非洲的发展问题。因此,未来的援非需要根据非洲国家的发展需要适时调整援助路径和模式,寻求符合反映非洲本土诉求的发展路径。     

Private higher education in Africa: The case of Monash South Africa

Abstract

The aim of this paper was to review the contribution of private institutions to higher education in Africa and use Monash South Africa as a case study. A literature search was conducted to gain perspective on the current situation with respect to private higher education institutions in Africa and how they are perceived in relation to public higher education institutions.

In comparison with public higher education institutions, private higher education institutions in Africa were successful in four areas: ? Widening access to higher education in the continent

? Improving the quality of education

? Improving student experience

? Increasing the recognition and marketability of their degrees

However, private higher education institutions in Africa have failed in two areas: ? Reducing the costs of higher education in Africa

? Assisting with retention of skilled human capital in African countries.

In fact, private higher education institutions in Africa, have exacerbated the two situations above.

Monash South Africa was the first foreign university to be established in South Africa and one of over 100 private universities in the continent. As a campus of Monash University in Africa, it has seen a steady growth with over 3,500 students in the past 10 years of its existence. Like other private institutions, the campus was successful in the four areas above and also fails in the area of costs and assisting in retention of skilled staff in Africa. The campus has been successful in blending its private provider status with a public purpose mandate by offering degrees in social science, business and economics, information technology and health sciences.     

Educational paradigms and engineering educators in South Africa

In this response to Waghid (2000) the authorsquestion the validity of conclusions reachedfrom an examination of the proceedings of anengineering education conference in SouthAfrica. The authors argue that these papersdo not represent the views of engineeringeducators in general. Furthermore they querythe way in which Waghid uses reference toteaching methods in these papers to deduce thetheoretical perspective of the presenters. Itis suggested that the views of the educatorsinvolved in this conference and others like itin South Africa, can be characterised asfalling within a broad interpretivist(constructivist) perspective. Finally, theauthors agree that an engagement with acritical perspective would contributesignificantly to the transformation of theculture of engineering education in SouthAfrica.     

结构调整与非洲教育

由国际货币基金组织和世界银行推动的结构调整计划是20世纪80、90年代非洲经济与教育改革政策环境的一个重要内容。总体而言,这一改革在非洲是失败的。在结构调整期间,许多非洲国家的教育经历了停滞,甚至倒退,不仅没有满足社会经济发展的需要,而且错失了发展的机遇。回顾这段历史,可以获得许多启示。     

欧盟对非洲的援助简述

欧盟对非洲的援助经历了一个长期的过程．期间又出现几个不同的时期。本试图以时间为序,通过回顾欧盟成立前欧共体国家对非洲的援助,对比分析欧盟成立后对非洲援助的战略、援助方式和现阶段对非援助的特点,对欧盟援非前景做出预测。     

非洲严峻的债务问题

庞大的外债数额对非洲国家来说已是天数字，外债负担几乎压垮了非洲大陆，债权国和债务国共同努力解决非洲严峻的债务问题。     

中国与非洲教育合作的新范式

中国与非洲国家教育合作是中非合作框架下中非全方位友好合作关系的重要组成部分,是中非双方建立的多主体、多层次、多领域、多形式的教育合作关系。中非教育合作本着量力而行、互利共赢、共同发展的原则,旨在促进非洲社会的自主发展。中非教育合作在政府层面的高层互访、院校的交流和科研合作、留学生的双向流动、派遣援非教师和赴非志愿者、对非人力资源开发和非洲汉语教学与研究等方面都取得了显著成效。在中非合作关系不断深化的背景下,有必要对中非教育合作中存在的问题进行分析,并提出建设性思考。     

试析中美在非洲的竞合关系

近年来,美国对中非关系的批评正变得日益系统化、理论化和官方化,非洲正逐渐成为中美的一个新竞技场。当然,中美在非洲的关系是复杂的:尽管更多是竞争性的,但仍有协调与合作的一面。随着2012年第五届中非合作论坛部长级会议的临近,这两个趋势都表现得更为明显。鉴于美国国内尚未就与中国在非洲展开三边合作形成战略共识,中国需要主动下先手棋,前瞻性和战略性地制定中美非三边合作战略,掌握在这一议题上的战略主动权。