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Virtually, all countries in sub-Saharan Africa (perhaps with the exception of South Africa) have still not achieved the economic, social and political self-sufficiency that the pioneers of decolonization had envisaged by the closing years of the millennium. Despite the active presence of the World Bank (WB) and non-governmental organizations (NGOs) on the sub-region development scene, initial gains immediately after colonial rule have disappeared, resulting in economic and social stagnation and, in extreme cases, disintegration (Sierra Leone, Democratic Republic of Congo and Liberia). According to the United Nations Development Program (UNDP) (1996, 2000) in many post-colonial countries, real per capita Gross Domestic Product (GDP) has fallen and welfare gains achieved since independence in areas like food consumption, health and education have declined. As a whole, in sub-Saharan Africa, per capita incomes dropped by 21% in real terms between 1981 and 1989.¹ Madagascar and Mali now have per capita incomes of $799 and $753, down from $1,258 and $898 twenty-five years ago. In 16 other sub-Saharan countries per capita incomes were also lower in 1999 than in 1975.² Nearly one-quarter of the world's population, but nearly 42% of the population of sub-Saharan Africa, live on less than $1 a day. Levels of inequality have also increased dramatically worldwide. This phenomenon is vividly reflected in the well-known graphic presentation of the UNDP (1992) in Fig. 1.

This chapter critically examines the causes and effects of continuous poverty in two sub-Saharan African (SSA) countries, despite various poverty alleviation strategies adopted by each country. It reveals the theoretical framework and the accompanying set of programmatic and policy tools for poverty alleviation in SSA.

In the past couple of decades, higher education systems have been in transition in sub-Saharan Africa. The phenomenal growth of private, for-profit higher education institutions is almost universal. The global trends in higher education have affected the universities in sub-Saharan Africa as well. This chapter critically examines the rapid growth of private universities as a result of globalization and its impact on society. Although the research covers only Anglophone sub-Saharan Africa, the findings have broad implications for the whole of sub-Saharan Africa (Jokivirta, 2006). The chapter is divided into four major parts, namely globalization and the knowledge economy; the evolution of private higher education in the region, using two of the oldest universities as examples; the growth of private universities and the challenges facing them; and the linkages between foreign institutions and local ones. The empirical research on which this chapter is based is part of a longitudinal study, 2001–2006, of higher education in sub-Saharan Africa.

Currently, more than 300,000 children under the age of eighteen are fighting as soldiers with government armed forces and armed opposition groups in more than thirty countries worldwide. In more than eighty-five countries, hundreds of thousands more under-eighteens have been recruited into government armed forces, paramilitaries, civil militia and a wide variety of non-state armed groups. Millions of children worldwide receive military training and indoctrination in youth movements and schools. While most child soldiers are aged between fifteen and eighteen, the youngest age reported is seven (UN Chronicle, Winter 2000).

This chapter explores how neoliberal higher education reforms in the United Republic of Tanzania (URT) during the 1990s and 2000s were shaped by the history of governance, schooling, and foreign donor involvement in the country following its independence in 1961. Against this backdrop, I examine how concepts of private versus public leadership, individualism, competition, and education’s place in the overall development scheme shifted over time, and the influence these changing conceptualizations had on the role of universities in Tanzania by the end of the first decade of the 21st century. In an international environment in which powerful funding agencies see neoliberal higher education policies and “knowledge societies” as the key to increased national competitiveness and poverty eradication in sub-Saharan Africa, this chapter shows how changes embedded in recent market-centered university reforms – in which the state is said to “steer” rather than “row” – have influenced the quest for equitable development.

Women and children compose the overwhelming majority of the people of the world in poverty across the globe. Suffer the LittleChildren: National and International Dimensions of Child Poverty and Public Policy, examines the burden of poverty on children, and the implications of that poverty upon the lives and future mobility of generations of children. One of the best aspects of this body of work is that it places the problem of child poverty in international context. In essence, the universality of child poverty is illuminated as well as the relationship between women's status and child poverty and, the greater likelihood that children of color, in particular, across the globe will live in poverty.

The purpose and significance of Power, Voice, and the Public Good: Schooling and Education in Global Societies aim to highlight the defining nature and impact of globalization in contemporary educational policy and praxis with particular attention to changing relations in local, state, national, and international contexts, from pre-school to postsecondary education. While globalization impacts major issues such as poverty, social justice, terrorism, citizenship, immigration, language, and human rights, the nature and appropriation of education and schooling remain at the center of these issues (Suárez-Orozco & Qin-Hilliard, 2004). That is, educational systems, policies, practices, and praxis in Mexico, Thailand, India, Korea, the United States, the West Indies, and other nation states addressed in this edited volume require responding to and engaging with the new challenges, conflicts, opportunities, and costs of globalization.