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Pre-colonial Africa was made up of ethnic groups and states that embarked on migrations depending on seasons, the availability of fertile soil, and political circumstances. . Therefore, power was decentralized among several states in pre-colonial Africa (many people held some form of authority and as such power was not concentrated in a particular person or an institution).
Africa Development; Africa Education Review; Africa Insight; Africa Media Review; Africa Renewal; Africa Research Bulletin; Africa Review of Books; Africa, Rivista semestrale di studi e ricerche, successor of Africa: Rivista trimestrale di studi e documentazione; Africa Spectrum; Africa Today; Africa Update; Africa Week; Africa Yearbook; Africa ...
British Journal of Special Education; Exceptional Children; Focus on Autism and Other Developmental Disabilities; Gifted Child Quarterly; Gifted Child Today; Journal for the Education of the Gifted; Journal of Early Intervention; Journal of Learning Disabilities; Journal of Research in Special Educational Needs; Journal of Special Education and ...
The education system in South Africa comprises three levels: primary education, secondary education, and higher education. Secondary schools include both junior high school and senior high school. [2] Higher education is divided into two parts: vocational education and university education. [3]
To date, the main information resources, published journals and journal articles available to and used by researchers, librarians and students in Africa are the same as those used in Europe and America. This is because information from the developed world is usually more readily available than that of developing countries.
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The institution of traditional leadership is regulated and monitored within the parameters of the Constitution of Zimbabwe. [3] [4] These leaders are put in position by the government of Zimbabwe [5] [6] to work with the people. A chief is not elected into office by popular vote, but through lineage, and is thus in office for life.
The journal is published by Cambridge University Press and as of 2018 its editors-in-chief are Ian Taylor (St. Andrews University) and Ebenezer Obadare (Council on Foreign Relations). It was edited by Leonardo A. Villalón ( University of Florida ) and Paul Nugent ( University of Edinburgh ) from 2012 to 2017, and by Christopher Clapham ...