@article{oai:naruto.repo.nii.ac.jp:00029323,
 author = {KUSAKA, Satoshi},
 journal = {鳴門教育大学国際教育協力研究, NUE Journal of International Educational Cooperation},
 month = {Feb},
 note = {Appropriate curriculum revision is an urgent issue for every African country to achieve. It is crucial to implement revisions by using the accumulated knowledge and experience in each country. This study firstly develops an analytical framework using educational borrowing theory for exploring the level and form of endogeneity in mathematics curriculum development. Secondly, using developed framework, characteristics of mathematics curriculum development in African countries are analysed based on the literature review from colonial period to recent years. As a result, the author found that African countries are steadily revising their mathematics curriculum, with regard to the domestic educational situation. However, in recent years, many African countries are pursuing curriculum revisions in accordance with the educational policies framed by international institutions because of the globalisation of education. In addition, the analytical framework proposed in this study can be used to analyse the endogeneity in curriculum development, and proceed with appropriate curriculum development},
 pages = {13--24},
 title = {Exploring the Endogenous Development of Mathematics Curriculum in the African Context from the Perspective of Educational Borrowing Theory},
 volume = {15},
 year = {2022}
}