ScholarWorks@숙명여자대학교

초록

This study focused on basic education on the process of change and achievements in the development and growth of education after escaping from the colonial situation in sub-Saharan African countries. In particular, since proposing and implementing Education for All (EFA) in the 1990s, the status and tasks of African countries related to quality education, which were emphasized in the Millennium Development Goals (MDGs) and the 2030 Agenda for Sustainable Development (SDGs), were reviewed. Through this, we reviewed and proposed future tasks that sub-Saharan African countries should first practice in early childhood education and primary and secondary education. The strategy proposed in SDG No. 4 quality education aimed at the comprehensive goal of 'ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all'. Among these SDG 4 quality education, Target 4.1 was proposed as the development of primary and secondary education, and Target 4.2 was proposed as a strategy to specifically implement caring and early childhood education to be achieved by 2030. As a way to foster basic education, SDG No. 4 quality education emphasized high-quality free primary and secondary education, and early childhood education and childcare policies that support child development and link primary education. In this regard, early childhood education and primary and secondary education in Africa have focused on the accessibility of children to universally enjoy education along with high-quality free education. The enrollment rate of primary and secondary education and early childhood education in sub-Saharan African countries, that is, school admission and graduation status, should be provided to all children from the viewpoint that such free education should be provided to all children. The early childhood education policy, which should guarantee care, childcare, and education at home due to insufficient educational conditions, was also analyzed. From this point of view, by analyzing related educational practice cases of some countries, educational practice strategies for the future development of African countries and future educational development tasks were proposed. The main focus is teaching and learning activities to improve the educational conditions and educational background of primary and secondary education, and national operational cases to establish early childhood education. As examples of fostering basic education, the issues of new teaching and learning methods promoted in the Tanzanian school education field, the problem of bearing Ethiopia's poor educational finances to parents and local education finances, and Zambia's innovative measures to implement low-cost early childhood education were examined. The issue of increasing access to education, including out-of-school children in sub-Saharan Africa, should start with creating a familiar educational environment centered on parents and communities. According to this, the following strategies can be proposed. First, an inclusive and integrated education policy that combines Western-style education and traditional African forms should be promoted within the new education system that promotes the 2030 Sustainable Development Agenda. Second, through education, more attention should be paid to the community, including the country and the community, rather than the individual interests of each education consumer, and free education that is equitable and fair as a basic characteristic of public education should be promoted in earnest. Third, by acquiring basic educational competencies and emphasizing science, technology, and vocational training, the results of education should be directly linked to the path to social employment.

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