As part of TAP Magazine Issue 14, we asked different leaders and expert to discuss how their specific fields, work and industries have been impacted by Covid_19. This is the interview, Noella Coursaris Musunka, founder of Malaika discusses how the work of NGO’s have been impacted and the adjustment being made

We cannot do the same thing over and over again and expect different results. However, this is exactly what we are doing with the education of our children. African children, on the continent and evermore in the Diaspora, are taught the European way.

By every standard Africa’s economy is rising… Or is it? If it is really rising, how do we explain that 75% of the poorest nations in the world are located in Africa? That 620 million sub-Saharan Africans live without electricity? That 84% of the population in the region has no access to drinking water at home? And that half of all youth in the region is not enrolled at school?

Teachers assigned to teach lessons in which they are not experts is a universal problem. In the United States, 21% of English teachers and 28% of math teachers did not take English or Math (respectively) as a major nor minor in college (Archer, 1999). They have had no focused educational background in the course they are teaching. In 1996, more than half of public-school students in history classes were taught by a teacher who did not take history in college

University is better than College.” Most students, especially African students, have heard that phrase being used at one time or another. Maybe it was a piece of advice from parents… or a comment made by peers. We have all heard it before, and many of us believed it. But is it a fact that university is better than college?