Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya,Tanzania and Uganda

While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.     

Issues in generalization: Implications for special education

Cognitive and behavioral theories in psychology have failed to explain adequately the commonly reported failures in generalization exhibited by mentally retarded populations. This article provides background on generalization as viewed by behavior and cognitive psychologists, describes the failures to facilitate generalization, and offers an alternative explanation of such failures. This explanation describes the generalization process in terms of individual capacity for analogical reasoning.