Foreword by P. David Pearson; Acknowledgments; Acronyms; List of Tables; List of Figures; Introduction; Languages Issues in Africa; Language Imperialism in Africa; The East Africa Lingua Franca; Local Languages for Knowledge Acquisition and Cultural Identity; Local Languages of Instruction for Social Equity; Conclusion; Human Rights and Development Theories in Education; Language Choice in the Context of Dependent Development; Development and Marketization of Education; Implementation of Curriculum Reforms; Education for Self-Reliance and Liberation; Capability Approach and Human Rights to Development and Education; Rights-Based Approach to Language of Instruction; Conclusion; Zanzibar's New Curriculum; Background on the Curriculum Change of Zanzibar; Geographic, Demographic and Historical Backgrounds; Education System in Zanzibar; The New Curriculum; Rationale Behind the New Curriculum; The Methodological Approach; Analyses of the Implementation; Conclusion; Comparing Language-in-Education Policies; Comparing Language-in-Education Policies in Zanzibar and Malaysia; The Politics Behind These Changes; Comparing Language-in-Education Policies in Tanzania and Nigeria; The Six-Year Primary Project; Mother Tongue Science Literacy Project; The Nigerian Policy of Education; Analyses Exam Results; Conclusion; Private Education as a Promoter of English; Historical Context of Public Versus Private Schools in Tanzania; Results on Kiswahili Versus English as a Language of Instruction; Consequences for Quality Learning; Expectations about Work; Confusing Learning a Language and General Learning; Conclusion; Conclusion: Local Languages as a Human Right in Education; Rights in Education; Education and Language for Sustainable Development in Africa; New Perspectives in Language of Instruction; References; About the Author; Subject Index; Name Index.

This book argues that development aid in small post-conflict states, particularly in the educational field, benefits from a commitment to a shared vision, fostering co-operative relationships and working within local capacity, credibility, and attentiveness to immediate and longer-term development goals.
It uses Timor-Leste as its case study of a faith-based partnership in the development of the Instituto Católico para a Formação de Professores (ICFP) at Baucau. The people of what was then East Timor voted overwhelmingly for independence in 1999 and the nation building, including reforming education, in this post-conflict small state began. The book reports how, through the commitment of the partners to capacity building and transforming education, East Timorese staff have assumed positions of responsibility in the Institute. ICFP has received very positive accreditation reports from the national authority in terms of its vision, courses, staff and student quality, and infrastructure.
The significance of the challenge and what has been achieved in this teacher education institute is studied against the history of the East Timorese people and the educational policies of their former colonial powers. The history, scope and responsibilities of the partnership reveal how the partners were of one mind in terms of foundational values, institutional deliverables, infrastructure and sustainability for the Institute.
This educational capacity building and its outcomes are testimony to the relevance of the development principles of the Paris Declaration and the Accra Accord as well as to the partners' shared vision as faith-based people and organisations and their commitment to Catholic social teaching.