1. University of Botswana
Post-2015 Development Agenda: Value Proposition for Physical Education in Africa
Jimoh Shehu
University of Botswana
Presented at PASHDA Conference
Maputo
March 25-29, 2014

2. Objectives of Presentation
Notions of development
Critiques of development
MDGs – – impacts and gaps
Post-2015 Development goals
Modernist and post-modernist approaches to designing physical education curriculum
Implications of Post-2015 Development goals for physical education praxis

3. Quantitative Notion of Development
This notion of development is linked to
Per capita GDP growth,
Export
balance of payment
Foreign reserves
Lliberalisation, privatization and deregulation

4. Critiques of Quantitative Notion of Development
Cultural Imperialism
Neo-colonialism
Corruption-ridden
Hierarchical and exclusionary
Dependency
Technocratic and rapacious
Paternalistic
Essentialist

5. Qualitative Notion
A process of improving people’s quality of life or life chances in an inclusive, equitable and sustainable manner.
The Millennium Development Goals (MDGs) are based on the this notion of development

6. Millennium Development Goals (MDGs) 2000-2015
By 2015 achieve the following:
Eradicate extreme poverty and hunger;
Achieve universal primary education;
Promote gender equality and empower women;
Reduce child mortality;
Improve maternal health;
Combat HIV/AIDS, malaria, and other diseases;
Ensure environmental sustainability;
Develop a global partnership for development

7. Impacts of MDG8 MDGs have had the following significant effects:
Symbolic- rallying point for engagement
Political
Ethical
Catalytic
Strategic
Developmental (although uneven) impacts around the world in reducing poverty, hunger, child and maternal mortality, exclusion from education, and contraction of malaria, tuberculosis and HIV/AIDs.

8. Gaps in the implementation of the MDG8
Sustainable production and consumption
Good governance
Sensitivity to violence and conflict
Equity
Quality
Inclusion
Global partnerships
Funding
Data management
Integration of development initiatives
(The High-Level Panel of Eminent Persons on the Post-2015 Development Agenda, 2013)

9. Themes from Post-2015 Global Consultations
Eradicate poverty in all its forms
Tackle exclusion and inequality
Empower women and girls
Provide quality education and lifelong learning
Improve health
Address climate change
Address environmental challenges
Promote inclusive and sustainable growth and decent employment
End hunger and malnutrition
Address demographic challenges
Enhance the positive contribution of migrants
Meet the challenges of urbanization
Build peace and effective governance based on the rule of law and sound institutions.
Foster a renewed global partnership
Strengthen the international development cooperation framework
(UN Secretary-General, 2013:13-17)

10. Theoretical Consideration: Post-modernism
Postmodernism encourages skepticism towards metanarratives and canons of certainty, inevitability, universality and fixity which are assumed under the projects of modernity
It problematizes any form of authority, dogma, ideology, teleology, hierarchies and boundaries in order to illuminate them and their effects.

11. Impact of postmodernism
Gender egalitarianism in homes
Right to vote and inclusion in politics
Co-educational institutions.
Career shifts in traditionally gendered occupations.
Increasing civil, political and social rights
Anti-apartheid struggles
New historiographies
Alternative medicines
Curriculum infusion e.g. HIV/AIDS

12. Postmodernism and Curriculum
Postmodernism calls for transformation of curriculum boundaries, content and practices.
It enjoins co-construction of reflexive and flexible knowledge that reflects social reality.
It emphasizes sensitivity to topical issues such as diversity, empowerment and sustainable development.

13. Value Proposition for Physical Education
How can we offer more nuanced interpretations of the pedagogic role of physical education in development interventions?
How can we demonstrate the linkage between physical education epistemologies and social issues?
How can physical education provide recognized, growing and adaptable value to society in the context of global development agenda?

14. Infusion of Post-2015 Development Goals
Post-2015 Development Goals can be infused into physical education curriculum and development praxis in terms of:
Indicators
Targets
Interactive topics

15. An Illustration Goals Targets Indicators Sample Curriculum Topics
Eradicate poverty in all its forms
Access
Fitness
Safety
Security
Empowerment
Learning Outcomes
Employability Skills
Enrolment
Participation
Persistence
Transition
Rate of injuries
Fitness outcomes
Progress
Learning environment
Types, causes and effects of poverty; techniques of wealth creation, distribution and re-distribution; life skills.
Tackle exclusion and inequality
Inclusion
Integration
Remediation
Equitable allocation
Representation
Recognition
Solidarity
Networks
Persistence or
reduction of:
Disadvantages
Barriers
Chances
Discrimination
Segregation
Rejection
Disillusionment
School and non-school risk factors
Consequences of exclusion and inequality
Social justice and human rights arguments for inclusion and equality.
Empower women and girls
Affirmation
Decision making
Leadership opportunity
Resource allocation
Mentoring
Capacity building
Nature and extent of enabling resources,
opportunities, assistance,
interventions and learning outcomes.
Ratio of female to male by level of access
Improvements in gender relations
Gender relations
Sexism
Gender equity/equality
Gender sensitivity

16. Inter-textuality
This framework is meant to facilitate debates on the construction of an inter-textual physical education curriculum that goes against the grain of traditional content. It also has implications for teaching and teacher education as well as comparative research and evaluation.

17. Conclusion
The greatest problem facing Africa in particular is improving people’s quality of life.
According to Foucault (1991 & 1998) disciplines and curricula are constructed through discourse – and discourse is a site of power.
The questions is: will physical education professionals in Africa use their discursive power to respond creatively to the broader socio-political trends and embrace sustainable development thinking in their praxis?
The answer calls for sociological imagination and postmodernist vision.