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Sokhna A Rosalie Ndiaye
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This work completes a trilogy on Higher Education in Sub-Saharan Africa, where are examined the different phases of its development in the Pre-colonial, colonial, and post-Independence periods.
It is an attempt to understand the dynamics that explain the successes or failures in the different periods considered, to draw lessons and provide a basis to rethink the current archetype of higher education systems in sub-Saharan Africa.
It is an attempt to understand the dynamics that explain the successes or failures in the different periods considered, to draw lessons and provide a basis to rethink the current archetype of higher education systems in sub-Saharan Africa.
Sokhna A.
Rosalie Ndiaye was a laureate of the Senegalese Concours Général with the 1st prize in Geography in 2008.
She holds a Bachelor's degree in Business Administration from Suffolk University in Boston, Massachusetts and is currently a Lecturer and Doctoral Research Fellow in Public and Social Policy at Charles University in Prague.
Her research focuses on education policy and governance, more specifically Higher education in emerging nations.
Rosalie Ndiaye was a laureate of the Senegalese Concours Général with the 1st prize in Geography in 2008.
She holds a Bachelor's degree in Business Administration from Suffolk University in Boston, Massachusetts and is currently a Lecturer and Doctoral Research Fellow in Public and Social Policy at Charles University in Prague.
Her research focuses on education policy and governance, more specifically Higher education in emerging nations.
Fiche technique
- Auteur
- Sokhna A Rosalie Ndiaye
- Éditeur
- L'Harmattan
- Année
- 2022
- Pages
- 134
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This work completes a trilogy on Higher Education in Sub-Saharan Africa, where are examined the different phases of its development in the Pre-colonial, colonial, and post-Independence periods.
It is an attempt to understand the dynamics that explain the successes or failures in the different periods considered, to draw lessons and provide a basis to rethink the current archetype of higher education systems in sub-Saharan Africa.
It is an attempt to understand the dynamics that explain the successes or failures in the different periods considered, to draw lessons and provide a basis to rethink the current archetype of higher education systems in sub-Saharan Africa.