University of New Timbuktu System Strategic Vision 2013 - 2053

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STRATEGIC VISION

OF

THE UNIVERSITY OF NEW TIMBUKTU SYSTEM

2013 - 2053

Dr. Ambakisye-Okang Dukuzumurenyi



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UNIVERSITY OF NEW TIMBUKTU SYSTEM

“AN AFRIKAN DIRECTION IN AFRIKAN EDUCATION”

The University of New Timbuktu System is a system of Schools & Colleges

in Afrika & the Afrikan Diaspora. We at the University of New Timbuktu System

(UNTS) along with providing an Afrikan Centered education also provide Effective

Strategies for Improving the School Systems in which the majority of Afrikan

Children are participants & Methods that you the Parent can use to Improve Your

Child’s Performance in Elementary, Middle, High School and College.

UNIVERSITY OF NEW TIMBUKTU SYSTEM SCHOOLS & COLLEGES:

The school organization envisaged under the University of New Timbuktu will

encompass the formal learning of the pupil from preschool through university

education. Each of the campuses of the University will be composed of the following

schools and colleges:

1. Nefertari Day Care Center

2. Amos N. Wilson Head Start Center

3. Carter G. Woodson Elementary School

4. Winnie Mandela Middle School

5. Ida B. Wells High School

6. Malcolm X Alternative School

7. Sankore College of Social Sciences

8. Timbuktu College of Arts & Humanities

9. Kemetic College of Agricultural & Family Sciences

10. Nubian College of Business & Economic Development

11. Waset College of Education

12. Imhotep College of Engineering & Architecture

13. Imhotep College of Medicine

14. Afrika College of Public Policy & Rural/Urban Affairs



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15. Thutmose/Shaka Zulu/Yaasantewaa College of Military Science

16. Ahmed Baba College of Library Science

17. Per En Per Ankh College of Theology

18. Nelson Mandela/Julius Neyerere College of Conflict Resolution

19. Chancelor Williams School of Afrikan Law

20. Elijah Muhammad After School Tutoring Center

UNIVERSITY OF NEW TIMBUKTU SYSTEM CAMPUSES

The Strategic long-term plan is that the University of New Timbuktu System will be

composed of campuses in the following locations:

1. Contonou, Benin

2. Malakal, Sudan

3. Juba, Sudan

4. Sao Paulo, Brazil

5. Soweto, South Afrika

6. Mbeya, Tanzania

7. Kalenga, Tanzania [MAIN CAMPUS]

8. Timbuktu, Mali

9. Chennai, India

10. Sydney, Australia

11. Accra, Ghana

12. Port Au Prince, Haiti

13. Daboud, Egypt



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University of New Timbuktu System Curriculum

The school organization envisaged under the University of New Timbuktu willencompass the formal learning of the pupil from preschool through pre-universityeducation. There will be four degrees within the University of New Timbuktu. These

degrees are based upon the degrees awarded by the University of Timbuktu duringits Golden Age. Below are the disciplines for each of the four levels of secondaryeducation: pre-school, elementary, middle school and high school; as well as thecorresponding degrees.

University of New Timbuktu Curriculum Content

Pre-School Mjat Sebat

Entry Age: 3-4 years old

[Approximately] 2-year programLength of School: Based on Afrikan/Black conceptualizations of time.

Program composed of Academic and Non-academic Subjects

Academic: Basic Arithmetic Non-academic:Health EducationWriting Skills Arts & CraftsScience MusicMorals/ReligionMedu NeterKiswahili

Reading Skills

Elementary Mjat Sebat Entry Age: 3 – 7 years

[APPROXIMATELY] 6-year programLength of School: Based on Afrikan/Black conceptualizations of time.

Program composed of Academic & Non-academic Subjects

Academic: Kiswahili Non-academic: Health Education

English Agriculture Mathematics Arts & CraftsSocial Studies Home EconomicsScience/Technology Physical EducationWriting Skills Martial ArtsLiterature & ArtsMusicMorals/Religion



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Medu Neter

YORUBAHAUSAFULANIISIZULU

Degree Awarded: Primary Degree

Upon completion of this level of, the pupil willdemonstrate a mastery of the course material. At thislevel students are generally introduced to the subjectmatter and rote memorization and basic critical analysisskills are heavily emphasized, as the material gained willserve as a fountain from which future studies will spring.

Middle School

[APPROXIMATELY] 2-year programLength of School: Based on Afrikan/Black conceptualizations of time.

This program is general in character in terms of “Areas of Study”. Academic core of work-Kiswahili, YORUBA, HAUSA, FULANI, ISIZULU, Medu Neter, Amharic, English, Ebony

Phonetics, Mathematics, Science & Social Studies, etc.-as a basis for the program, withstrong emphasis on core as well as on guidance and vocational education.

Core Courses: Kiswahili Human DevelopmentEnglish/Writing Skills Business EnterpriseLiterature & the Arts EcologyMathematics BiologyScience & Technology EconomicsHistory/Geography International TradeHealth Education Medu NeterMartial ArtsAmharicFrenchSpanishMoral/CulturalExoteric Science

YORUBAHAUSA

FULANIISIZULU

Guidance & Vocational Subjects

General Guidance: Spiritual-Personal Health (Growth & Development)

Public HealthNutrition



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Safety & First AidMental HealthHome EconomicsBasic Economics/Community Development

Agriculture: GardeningPoultryLivestockCrop ProductionAgricultural Economics/Agri-BusinessField Trips

Geology/Mining: Mineralogy IPrecious Metals IFossil Fuels IRenewable/Non-renewable Resources Development IRocks I

Technical: Industrial Arts IWoodworking IMasonry IMetal Working IElectrical Wiring

High School

[APPROXIMATELY] 4-6 year program

Length of School: Based on Afrikan/Black conceptualizations of time.

Program consists of academic, agricultural, commercial, health, andtechnical and vocational studies.

Academic Courses: Mathematics Human Development

Arithmetic Holy BibleAlgebra Holy QuranGeometry Pert Em HruTrigonometry Memphite TheologyCalculus Ecology

Science & TechnologyGeneral ScienceChemistryPhysicsBiologyComputer Information Systems/ScienceEngineeringKiswahili



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AmharicWolof IboFrenchSpanishEnglish/Writing SkillsArabicHindustaniChineseJapaneseLiterature & ArtsHistory/GeographyGovernment/Political SciencePhilosophySociology/PsychologyAnthropologyArchaeology

Moral & Cultural DevelopmentHealth EducationMartial ArtsBusiness Development & AdministrationPublic Administration7 Khemetic Liberal Arts

Grammar

RhetoricLogicGeometryArithmetic

MusicAstronomyMedu NeterEnvironmental ConservationEsoteric ScienceEconomic & Community DevelopmentNation-BuildingSustainable DevelopmentRegional EconomicsInternational Trade

Guidance & Vocational Subjects

General Guidance: Spiritual-Personal Health (Growth & Development)II

Public Health IINutrition IISafety & First Aid IIMental Health IIHome Administration II



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Agriculture: Gardening

ForestryPlant & Animal HusbandryCrop ProductionSoil Conservation

Soil ScienceAgri-BusinessAgricultural EconomicsAgricultural EngineeringCooperatives

Geology/Mining: Mining TechnologyMineralogy IIPrecious Metals IIFossil Fuels IIRenewable/Non-renewable Resource Development IIRocks II

Natural Resources II

Technical: Industrial Arts II

Woodworking IIMasonry IIMetal Working IIElectrical Engineering I & IIBuilding Construction I & IIDrafting & Design I & IICarpentry I & IIArchitecture I & II

Contracting I & IIConstruction Technology I & II

Degree Awarded: Secondary Degree

Upon the completion of this level students must demonstrateproficiency in the course material both academic andvocational. Mastery of this level prepares students for thetertiary level of education.



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Higher Education

The final stage in the formalized educational system of the Mjat Seba is theSuperior Degree. At this level emphasis is upon student research. The coursematerial emphasizes detail and builds upon the previous levels. The HigherEducation Curriculum will be centered on the following Research/Practicum Institutefor Improvements in the quality of Afrikan life:

University of New Timbuktu

Institute of Nation Building & Estate Infrastructure Development

Departments & Institutions

1. Reconstruction and Development Department (RADD)

2. Department of Immediate Humanitarian and rehabilitation needs

3. Department of Up-Country Peasantry Rehabilitation

4. NATURAL DISASTER Housing Reconstruction Department

5. Transport and Highways Department

6. Fisheries Housing Department

7. Road Development Department

8. Water and Power Supply Department

9. Infrastructure Development Department

10. Estate Community Housing Development Department

11. International Centre for the Training of Rural Leaders

12. Rural Development Training and Research Institute

13. District Planning Department

14. Southern Development Department

15. Regional Development Department

16. Southern Rural Economic Advancement Project



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17. Revolving Credit Programme

18. Dry Zone Participatory Development Project

19. Integrated Rural Development Project

20. Rural Economic Advancement Project

21. Enterprise Service System Promotion Project

22. Irrigation and Community Development Project

23. Rural Economic Advancement Project

24. Participatory Rural Development Project

25. Department of Development Authority

26. Department of Infrastructure/Alleviation of Rural Poverty

27. Department of SUSTAINABLE DEVELOPMENT

28. Department of Development & Planning Policy

Subjects and Functions of Department of Development & Planning

1. Formulation and implementation of policies, programmes and projects for

rehabilitation, reconstruction and development of areas affected by ethnic

conflict and NATURAL DISASTERS.

2. Initiate and coordinate foreign aided projects.

3. Rehabilitation and resettlement of civilians affected by war

4. Formulation and implementation of special programmes for the

rehabilitation of the disabled, orphans, youths and women affected by the

war and NATURAL DISASTERS.

5. De-mining activities



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6. Repair, reconstruction and rehabilitation of dwelling houses of displaced

persons.

7. Implementation of projects relating to rehabilitation and reconstruction of

damaged infrastructure to facilitate the resettlement programmes.

8. Administration of Relief and Humanitarian assistance to displaced and

resettled families.

9. Development of the Socio-Economic Infrastructure in the Estate Sector.

10.Formulation of proposals and strategies for the provision of infrastructure

facilities in the estate sector in areas, such as, education, health, housing,

water supply, roads and power for the improvement of living conditions of

the people in the estate sector.

11.Act as the co-coordinating and monitoring authority to ensure the

implementation of the above development proposals by the relevant

implementation agencies.

12.Provision of Housing for Fishing Community

13.Provision of Welfare facilities for the Fishing Community

14.Development of Infrastructure Facilities for the Fishing Community

15.Formulation and Implementation of Policies, Plans and Programmes in

respect of Poverty Alleviation.

16.Setting up of Rural Development Institutions of Training for the purpose

of co-ordinating, supervision and administrating the functioning of

agricultural credit and extension services to small farmers and the

provision of marketing facilities.



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17.Implementation of Training Programmes designed for development of

farmer community.

18.Social Safety Network Programmes

19.Provision of Extension Services and Credit for Micro Industrial and

Entrepreneurial sector.

20.Formulation and Implementation of Community Based Livelihood

Development Programmes for main streaming the poor (support for micro

enterprise, public work programmes, etc.)

21.All matters pertaining to Rural Revival in collaboration with relevant

Government Agencies through INKUNDLA Programme

22.Implementation of De-Centralized Budget Programme (DCBP)

23.Implementation of Rural Road Development Programme

24.Co-ordination and Implementation of Plans and Programmes for the

Regional Development.

25.Implementation of Programmes for the Development of Infrastructure in

the Regions.

26.Identification of development potentials and constraints at village level

and preparation of the Village Development Plans.

27.Preparation of the Annual Implementation Plan on the basis of prioritized

proposals lined up in the program.

28.Formulation of Policies, Strategies and Programs to minimize poverty level

29.Identification of development disparities in and among the regions.

30.Formulation and implementation of national policies, strategies and

programs to minimize such disparities



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31.Implementation of regional based local and foreign funded projects.

32.To develop the village as the centre of national development.

33.To create a comprehensive development in villages through a network of

community based organizations formed in rural community itself with

active participation and to implement them with proper coordination and

transparent manner.

34.To ensure community participation by motivation, organization and

community empowerment for self reliance based on total development of

the rural community.

35.To introduce a formal mechanism for participatory decision making and

project planning.

36.To obtain optimum benefits from development programme and to

implement integrated village development plans to avoid duplication.

37.To prepare integrated village development plans with community

participation targeting all development efforts to achieve a common

objective.

38.To make opportunities for the rural community to participate actively in

their economic, social, cultural and moral development efforts.

39.To organize and empower rural community to ensure their total

commitment and contribution in the development process.

40.To pool all resources utilized in village development and implement

productive, transparent integrated village development plans for proper

coordination at village and divisional level.



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41.To transform the rural community to a group of activities with ideological

and comparative thinking abilities and enhance self determination by

developing their abilities and skills demand for sustainable development

dependent on self reliance, while changing the subsistent mentality with

an orientation towards achieving targets.

42.Simultaneous Rural Livelihood Development with infrastructure

development for economic resurgence and social development.

43.Rural infrastructure development (Roads, Electricity, Irrigation)

44.Common Amenities Development (Housing, sanitation transport, postal

services)

45.Rural Livelihood Development

46.Development of Rural Marketing facilities

47.Centre for People’s Council (CPC)

48.Rural IT and Communication Centre

49.Sports and Recreation facilities

50.Skills Development and Human Resource Development

51.Religious, cultural and moral development programmes

52.Environmental Protection and Natural Resource Conservation

53.Prevention of alcohol and narcotics/ anti social activities

54.Development of education facilities and health care services and nutrition

programs.

55.Provide financial assistance for expeditious, construction of infrastructure

facilities and re-settling people in the areas liberated from conflicts.



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56.Rehabilitate and reconstruct infrastructure such as access roads, irrigation

network, housing and electricity DESTROYED BY WAR.

57.Resettlement of DISPLACED people in their respective hometowns and

assuring livelihoods for them.

58.Provide services and facilities in these areas and generating income and

employment opportunities.

59.Harbour development, reconstruction of irrigation schemes and

agricultural roads which are directly contributing to agricultural

production.

60.Preparation and formulation of Annual and 6 Year Plans for

implementation

61.Mine Action refers to all those activities geared towards addressing the

problems faced by populations as a result of land mine contamination. It

is not so much about mines as it is about people and their interactions

with a mine-infested environment. Land mines are first and foremost a

humanitarian concern and must be addressed from this perspective. They

are also an impediment to rehabilitation and sustainable development.

The nature and scope of the landmine problem must be defined in terms

of its humanitarian, public health and social economic implications,

including, in particular, its impact on lives, livelihoods, the provision of

humanitarian assistance, once more generally, an environment which

should be safe and conducive to peace building, reconstruction and

development.



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62.The policy of the Government in regard to the provision of relief and

welfare measures to the IDPP affected by the conflict is to provide them

with temporary accommodation and shelter, food and other basic

amenities to enable them to live with dignity and self-respect during their

period of displacement up to the time of their resettlement or relocation

on a permanent basis with their consent.

63.The Government believes that our village, while retaining its strengths

and impressive features, can be developed as a micro centre of growth

with the vision that village has to be a decent and comfortable place for

people to live, work and engage in their cultural and communal activities.

The key policy objective of the Government with regard to rural

development is to develp all villages in the country so that they emerge

as micro - centres of growth on modern lines.

64.Rationalize and synergize all the development programs and service

delivery mechanisms

29. Department of Village Public Policy

Subjects and Functions of Department of Village Public Policy

1. Each village has the following basic services: ELECTRICITY, Access to

drinking water without restrictions, Developed access roads. Schools with

adequate human and physical resources. Health centers; Pre- school; Play

grounds and community centers; Market centers; A factory to generate

employment.



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2. Launching of a new settlement development process, compete with all

basic amenities & infrastructure facilities.

3. To transform the estate residential areas, which are hitherto been

disorganized, crowded & insanitary habitations, into environment friendly

settlement.

4. To establish, a sustainable housing program, providing financial &

technical assistance.

5. Formation of community organizations at settlement levels to enable the

community to take decisions on their own activities.

6. Rehabilitate the damaged economic infrastructure facilities that are

necessary to encourage growth and development

7. Rehabilitate and provide the necessary support services that are

necessary to rehabilitate and develop the productive sectors of the

economy with the view to creating employment opportunities, income

generation and increase the standards of living of the people.

8. Revitalize the local economics and provide full access to existing

resources in the region

9. Encourage participation of the private sector in the process.

10.Enhance the standard of living of low income and vulnerable groups

through suitable self-employment programs and poverty reduction

strategies

11.Minimize regional economic disparity by appropriate program

interventions



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12.Focus attention in less developed districts in allocation of resources for

development purposes

13.Rebuild the conflict affected areas through appropriate program

inventions

14.The focus of the policies are on maximizing rehabilitation and

development. Rehabilitation and development is integrated with the entire

resettlement programs and people are made self-reliant earning their

incomes and program interventions support this sustainable development

process over a period of time. The capacity of government machinery is

developed by both at the provincial and divisional level to ensure

successful implementation of program and continuity in the development

process.

15.Consolidate the village development plans, and prioritize the proposals in

to a Divisional Development Plan

The courses of instruction were chosen due to their relevance in aiding to meet thegoal of Global Afrikan Nation-building. Family development, community/economicdevelopment, communication across the divergences of Afrikan ethnicity, humanrelations, etc. are all emphasized throughout the education system here proposed.The skills imparted into the pupil will aid in the creation of an Afrikan Renaissance,and the renewal of the Afrikan spirit.



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UNIVERSITY OF NEW TIMBUKTU SYSTEM OUTREACH SERVICES:

In addition to providing a quality Afrikan-centered education the University of New

Timbuktu System provides the following community out-reach services:

I

[STAFF & SCHOOL SYSTEM IMPROVEMENT]

1. Professional development opportunities and products for administrative and

managerial professionals that will provide guidance in the interaction with

diverse student and community populations;

2. Teacher training initiatives in the solution to problems arising from the nexus

of culture, socialization and its impact on immigrant, socioeconomically

disadvantaged and at-risk student populations;

3. Design, Implementation, Measurement and Evaluation of Curriculum

Materials and Instructional Techniques that are philosophically grounded andresult in optimal student achievement;

4. Systemic Restructuring for improvements in School System effectiveness

within community/economic development policy initiatives.

II

Parent/Student Advocacy in Special Education Placement

III

Program Evaluation

Evaluate existing educational programs utilizing a methodology composed of

quantitative, qualitative and mixed-methodological techniques.

IV

School System Feasibility Study Development

V

School System Strategic Plan Development

VI

Demographic Projection Study

Using the Cohort-Survival Ratio current school/school system grade level

enrollment numbers are compared to an average of the previous three to five years

grade level numbers. Ratios for each grade level are calculated and then used to



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determine possible future enrollment. The range of the scores centers on one. A

ratio of one means growth is stable, less than one is indicative of declining growth

and greater than one suggests population expansion.

VII

Needs Assessment Study

VIII

Design & Administration of Surveys

IX

Implementation Strategies for Afrikan Centered Curriculum-MJAT SEBA

[EXCERPT FROM: MJAT SEBAT FROM KHEMET & TIMBUKTU: A CURRICULUM FOR

AFRIKAN DEVELOPMENT-DR. A. DUKUZUMURENYI]

CHAPTER IV

MJAT SEBA1

I

The public education of Afrikans the world over faces a severe crisis. This is acrisis that threatens the very future of Afrikans by continuing to perpetuate thenegatives of the present on an alarming scale and with dire consequences. One

need only consider Afrikan experiences in the American school system pre and post"integration", the experiences of newly arrived Afrikan immigrants such as theSomali in the Minnesota school system, Afrikan immigrant experiences throughoutEurope, and Ethiopian Falasha or Beta Israel experiences in Israeli schools to see

the proof. Presently Afrikan education is designed to continue the marginality of Afrikan life by developing consumers, and workers for an alien system of living.Afrikan life is marginal in relation to the European cultural, political, social andeconomic orientation of the global community. This marginality is further enhancedwith wide spread epidemics of homelessness, the proliferation of HIV/AIDs , famine,starvation, malnutrition, malabsorptive hunger, internecine communal warfare,white supremacy, media mis-representation, and poor Diaspora continentalcommunication and cooperation. The educational process that Afrikans are facedwith is of European origins and it is creating a permanent underclass of theimpoverished. Furthermore, this system of education is designed to perpetuate the

1 Mjat Sebat: Educational Curriculum.



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existence of this underclass, a village, slum and ghetto dwelling inner city mass of

what has been called the truly disadvantaged2.

The present education of Afrikans has failed to solve the problems created bythe transformations in Afrikan life, which were brought about by pre-Europeannational wars, colonialism, enslavement, and acceptance of the European economic

systems3 unchanged and with disregard for Afrikan relevance. With respect toAmerica the present educational system has failed to adequately consider thegenerational effects of war, captivity, enslavement, Jim Crow, Civil Rights and BlackPower and then to systematically and with seriousness of intent incorporatesubstantial and significant changes. Just as schools perpetuate the social orderthrough the transmission of knowledge across generations, so do other socialinstitutions such as the family, which for the Afrikan is a slave/colonial institution.This is undoubtedly partially due to the failure to view properly ancestral successes.Throughout Afrikan, history there has been a sound, inerrant association betweenAfrikan-centered educational systems and Afrikan cultural, social, political, andeconomic progress4. It is from this tried and true, rational5, empirical basis that an

Afrikan MJAT SEBA will be developed.

The Mjat Seba will be defined as a system designed to aid in the reconstruction andreclamation of the knowledge and experiences of one’ s High Cultural inheritance6.

This will be accomplished under the supervision of the community. Emphasis willbe on the nature, needs and interests of the learner coupled with the life relevancewith regards to societal demands and problems. Reflective thought, in the mode of High Cultural ideals on norms of thinking and acting with the function of self-realization and cultural reclamation are further conceptions within the Mjat Sebat.In the end, the learner will have an inner control of knowledge and experience.Control in the sense of an inner restraint and direction in use and under/over-standing of the two. The inner formation and awakening of consciousness to serve

as a countervailing power to the physical impediments of the human body, i.e., theappetites of the lower carnal nature. Moreover, the learner will experiencespiritual-personal-social growth and spiritual-personal-social problem solving

2 William Julius Wilson, The Truly Disadvantaged The Inner City, The Underclass, and Public Policy (Chicago: The

University of Chicago Press, 1987)

3 Capitalism, Socialism, Communism, Communalism, etc.

4 Examples are Khemet, Wawat, Kush, Ta-Nehesti, Meroe, Axum, Ghana, Songhai, Mali, the Hausa States, Elam,

Sumeria, Khaan, Qhart-Haddas, Kamnuria, Lamlam, Kongo-Ngola and Kuba.

5

Rationality as understood in the west has its origin with the Greek-student philosophers of Hellenistic Greece. Thefathers of the Greek rational movement-Socrates, Plato and Aristotle-studied in the Temple University’s of Khemet

around 250 to 300 B.C. While students in Khemet they derived the Greek concept of rationality founded in

empirical knowledge from the holistic conceptionalization of rationality conceived by the Khemetic Hersetha.

6 The following discussion relies on Daniel Tanner and Laurel N. Tanner, Curriculum Development Theory into

Practice (New York: MacMillan Publishing Co., 1980) pp. 3-43 for the standard understanding of curriculum,

especially their tentative definition of curriculum; and on, George G.M. James, Stolen Legacy Greek Philosophy is

Stolen Egyptian Philosophy (Trenton: Africa World Press, 1992)



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techniques. As a result, the student will be prepared for effective living. Effectiveliving being perceived as being both willing and equipped to solve the minutiae of ailments of Afrikans and to engage in Nation-building as Afrikan women and men.

A seven-step method7 was used in the development of the Mjat Sebat as this

endeavor has as a prerequisite systematic thought and contemplation or strenuous

deep thought. The steps are as follows:

1: Diagnosis of needs

2: Formulation of objectives

3: Selection of content knowledge

4: Organization of content knowledge

5: Selection of learning experiences

6: Organization of learning experiences

7: Determination of what and how to evaluate

With these steps as a guide, the Mjat Seba was developed with an eye to rectifyingthe plight of the Afrikan masses.

SERVICES:

1. INTRODUCTORY WORKSHOPS/SEMINARS

Provide a general overview of MJAT SEBA: An Afrikan Centered Philosophy of

Education, MJAT SEBA Curriculum and Instructional Methodology, contrasted with

‘Traditional Methods’ and Afrikan Womanhood/Manhood Rites of Passage Programs.

2. TRAINING WORKSHOPS

o MJAT SEBA Curriculum Design

o MJAT SEBA Curriculum Implementation

o MJAT SEBA Instructional Methodology

o MJAT SEBA Program Evaluation

o Afrikan Womanhood/Manhood Rites of Passage

o Afrikan Institutional Design

o Afrikan Sustainable Economic Development

o Systemic Restructuring of Socio-Educational System

3. SEMINAR

Provides in-depth training in each of the areas covered in the Training Workshops.

7 Hilda Taba, Curriculum Development Theory and Practice (New York: Harcourt, Brace & World,

Inc., 1962) pp. 12



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4. PROFESSIONAL DEVELOPMENT

Summer Institute – Teacher Training

Managerial Training

Administrative Training

5. ACADEMIC CONFERENCE PRESENTATIONS [ANNUAL]

Presentations made in conjunction with and on behalf of National Education

Ministries.

6. MJAT SEBA SOCIO-CURRICULUM LECTURES

Remediational/Preventative Solutions to Afrikan Violence

Remediational/Preventative Approaches to Afrikan Education

Remediational/Preventative Approaches to Learning Disable/BehavioralDisabled Learners

Remediational/Preventative Approaches to Oppositional Defiant Disorder and

Conduct Disorder

Capitalizing on the Innate Genius of the Afrikan Child

KMT & Timbuktu: Classical Afrikan Pedagogy for Today

Educational Objectives: Community Reconstruction

Sustainable Development

True Empowerment

Classroom Setup & the Afrikan Child

Community Socio-politics & the Afrikan Child

Afrikan Science of Success

7. MJAT SEBA CERTIFICATION PROGRAM

Certification Areas:

MJAT SEBA Teacher Certification

MJAT SEBA Curriculum Design

MJAT SEBA Curriculum Implementation

MJAT SEBA Instructional Methodology

MJAT SEBA Institutional Design

MJAT SEBA Womanhood Rites of Passage Curriculum Development



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MJAT SEBA Manhood Rites of Passage Curriculum Development

MJAT SEBA Program Evaluation

MJAT SEBA Program Supervision

8. PREPARATION OF COURSE OF STUDY

Individualized Student Evaluations & Personalized Learning Styles.

9. INDIVIDUALIZED EDUCATIONAL PLANS

Construct: Student IEPs

School Educational Plans

Local/Regional/National Education System Plans

10. TUTORING

1. Plan of Action for Higher Grades Overnight-What You and Your Child MUST DO!

2. Determining/Developing your Child’s Multiple Intelligences (MI).

3. Determining/Developing your Child’s Learning Styles.

4. Determining/Developing your Child’s Emotional Intelligence.

5. Determining/Developing your Child’s Social Intelligence.

6. Providing your Child with a Philosophy of Success in Life.

7. Developing your Child’s Active Study Skills.

8. Building your Child’s Power Vocabulary.

9. Developing your Child’s Critical Thinking Ability.

10. Developing your Child’s Knowledge of Self.

11. Teaching Your Child to Teach Themselves.

TUTORING SUBJECTS

1. Afrikan Science of Achievement

2. Democracy & Debate

3. Social Studies

4. Foreign Languages

5. Mathematics

6. Science

7. Reading

8. Writing



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9. Vocabulary Development

10.Critical & Creative Thinking

11.Study Skills Development

12.Moral/Ethical Development

13.Effective Public Speaking

14.Learning Styles & Multiple Intelligence Evaluation

15.Afrikan Studies I: Classical Afrikan High Culture

16.Afrikan Studies II: The Maafa & Afrikan Global Reconstruction

17.Afrikan Studies III: Art & Science of Leadership Development

18.Afrikan Studies IV: Relationships - Heart of the Community

19.Afrikan Studies V: Entrepreneurship & Community Development



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SELECTION OF COURSES FROM HIGHER EDUCATION CURRICULUM

I. NATION-BUILDING ECONOMIC DEVELOPMENT

1. Afrikan Conflict Resolution: Strategic Management and Mitigation

2. Afrikan Economic Policy and Institutions: Delinking, Integration, and

Continental/Diaspora Development

3. Afrikan Continental & Diaspora Education: System Design Instead of

System Improvement [System Design- A creative process that questions the

assumptions on which old forms have been built. It requires a completely new

outlook and approach in order to produce innovative solutions. The perspective

grows out of the Systems Paradigm. It is extrospective- its proceeds from an

understanding of the super-ordinate system outward; System Improvement- based

on introspection- start inward from the system to its elements and reason that the

solution lies within its boundaries. This offers limited choices and looks for causes of

malfunctions within system boundaries. Tends to justify systems as ends in

themselves without considering that a system exists only to satisfy the

requirements of larger systems in which it is itself included]

4. Afrikan Agriculture & Agribusiness

5. Afrikan Legal & Institutional Reform

6. Afrikan Financial Sector Reform

7. Which Way Afrika: Privatization, Public Management or Communalism

8. Afrikan Domestic/International Trade & Investment

9. Afrikan Micro-Enterprise Development

10. Afrikan Enterprise Development & Competitiveness

11. Afrikan Environmental Policy, Planning, & Management

12. Afrikan Natural Resource Management

13. Afrikan Community & Economic Development

14. Afrikan Job creation

15. Afrikan Urban & Regional Planning



27 | P a g e

16. Afrocentric Democracy & Governance: Election Assistance, Political Party

Development, Human Rights, Administration of Justice, Local Government and

Legislative Development, Incorporating Traditional Institutions and Socio-Civil

Society Strengthening

17. Afrikan Infrastructure Development

18. Afrikan Rural Economic Advancement

19. Afrikan Village Level Development

20. Afrikan Organization Design, Behavior, & Change

21. Afrikan Public Administration: Introduction to the basic functions of city

administration emphasizing the peculiarities of the Afrikan Neo-colonial experience;

and integration of traditional and rural administrative institutions. Focus on how to

organize/reorganize Departments of Public Works & Health Management so as to

either, establish, fix or maintain basic city services. Discussion of efficient and

effective methods for organizing/reorganizing Afrikan local economies to support

ethically based production, transport, and consumption of goods and services.

22. Afrikan City Planning

23. Economic Analysis Applied to Afrika & the Diaspora

24. Afrikan Ethics

25. Afrikan Continental/Diaspora Entrepreneurship: Emphasizing Creativity,

Organization & Marketing Techniques in Afrikan Business Development.

A. Entrepreneurship Skill Assessment

B. Identifying Business Opportunities & Goal Setting

C. Business Plan Development

D. Assessing Market Needs

E. Financial Plan Development

F. Business Location

G. Marketing: Product, Distribution, Price, SWOT

H. Personnel Management

I. Record Keeping & Financial Management



J. Technology

K. Business Growth: Assessing Afrikan Needs & Global Trends

26. Applied General Systems Theory: The Afrikan Public Setting

27. Critical & Creative Thought

28. Strategic Planning & Management

29. Afrikan Indigenous Institutions: Pre-Colonial Social Systems, Legal Institutions,

Political Institutions, Kingdoms, Government in Afrikan Empires, Economic

Systems, Colonial Era, Neo-Colonial Era

30. Hunger in the Afrikan Context: Types of Hunger, Solutions

31. Corporate Planning

32. Afrika & The International Trade Regime: Structural Conflict

COMMUNITY PROJECT

I. Water Supply Engineering:

Development of Water Supply Technology for rural settings in Afrika.

Documents

University of New Timbuktu System Strategic Vision 2013 - 2053