Abstract
Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies’ sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship.
Highlights
China and Africa are both fast growing economies in need of an educated workforce to support their social, economic, technological and human development (Jegede, 2012; Gaba & Li, 2015)
The Open Distance Learning (ODL) system in China began with the establishment of the Radio and Television University (CRTVU) in 1979 which was modelled on the UK’s Open University system (Zhang & Li, 2019)
The Central Radio and Television University (CRTVU) was set up as the headquarters focusing on curriculum development and the programmes were limited to the engineering and social sciences disciplines at that time (Zhang & Li, 2019)
Summary
China and Africa are both fast growing economies in need of an educated workforce to support their social, economic, technological and human development (Jegede, 2012; Gaba & Li, 2015). In addition to improving quality of life, access to inclusive education can help equip locals with the tools required to develop innovative solutions to the world’s greatest problems” (UN Sustainable Development Goals, 2019a, n.p.). Formal education cannot sufficiently meet the demand of the economy and respond to the countries’ rapid development (Mwapachu, 2010; Jegede, 2012; Gaba & Li, 2015). ODL opens learning opportunities, promotes a learning society and contributes to the preparation of a workforce needed to support sustainable economic development
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