HIGHER EDUCATION IN FRANCE THROUGH THE EYES OF UKRAINIAN STUDENTS

ПРОФЕСІОНАЛІЗМ ВИКЛАДАЧІВ ВВНЗ ЯК СКЛАДОВА ВНУТРІШНЬОЇ СИСТЕМИ ГАРАНТУВАННЯ ЯКОСТІ ВИЩОЇ ВІЙСЬКОВІЙ ОСВІТИ

Emerald Studies in Higher Education, Innovation and Technology seeks to provide a multifaceted and interdisciplinary approach to these interconnected topics and invites proposals from all scholars working in these fields. The underlying purpose of this series is to demonstrate how innovations in education, educational technology and teaching can advance research and practice and help us respond to socio-economic changes and challenges. The series has a broad scope, covering many topics, including but not limited to learning analytics, open and distributed learning, technology enhanced learning, digital pedagogies, data mining, virtual and augmented realities, cloud computing, social media, educational robotics, flipped classrooms, active learning, innovation networks and many more.

Today, the existence of independent Ukraine as a civilized country with a European vector of development is under threat. For higher education, the problem of training qualified specialists capable of rebuilding the agricultural sector of our country is extremely acute. After all, military aggression led to the loss of human potential, including the displacement of participants in the educational process within Ukraine and abroad (more than 2,000 educational institutions were damaged by bombings and shelling, more than 200 of them were completely destroyed); among pupils/students and teachers/teachers there are killed and wounded (since the beginning of the war, as of mid-August 2022, 361 children died and 711 were wounded; more than 8 million people crossed Ukraine). A significant number of higher education institutions were completely or partially destroyed (as of July 22, 2022, 7 institutions of higher education and 9 institutions of professional pre-higher education were completely destroyed, 46 institutions of higher and postgraduate pedagogical education, 69 institutions of professional pre-higher education were damaged. The greatest destruction and damage was experienced by institutions of higher education and professional pre-higher education of Donetsk, Luhansk, Kharkiv, Chernihiv, Mykolaiv, Zaporizhzhia regions. Part of the students lost full access to educational resources, although in the majority of institutions the educational process during the period of martial law was organized in the form of distance learning.Higher agricultural education also suffered significant losses. In order to organize safe education, universities were relocated from the occupied territories, including agricultural higher education institutions: Dmytro Motornyi Tavri State University of Agrotechnology, Luhansk National Agrarian University (joined to Volodymyr Dal East Ukrainian National University by a separate order of the Ministry); Kherson State Agrarian and Economic University, etc. Therefore, we consider it urgent to search for innovative ways of high-quality professional training of future specialists during the war and after its end in Ukraine. The subject of the research is designing the content of education in crisis situations.Overcoming the crisis in higher education caused by the war requires decisive action. Therefore, when developing educational resources, university teachers should focus on the Strategy for the Development of Higher Education in Ukraine for 2022–2032 and the Operational Plan for its Implementation in 2022–2024. This strategic document defines the priorities of the higher education system at the current stage of development of society and the country's economy, as well as the main characteristics that will be formed by 2032. The goals and objectives of the Strategy are a detailed road map for rebuilding and continuing the reform of the higher education system in the post-war period. Completing the tasks defined by the Strategy will reduce the destructive consequences caused by the full-scale invasion of the Russian Federation on the territory of independent Ukraine.Modern realities require changes in the organization of the educational process in higher education. The purpose of the article is to study the conceptual foundations of designing the content of higher education, taking into account the peculiarities of the educational process in crisis conditions.The research methodology is based on basic research in the philosophy, pedagogy and psychology of professional education; the general psycho-pedagogical theory of learning and cognition, in particular about the relationship between theory and practice; on the conceptual positions of pedagogy and psychology regarding the role of computer-oriented methods, means and forms of education in the professional training of future specialists in higher education, on person-oriented, systemic, integrative and professional approaches to teaching and education of students of higher education institutions. To solve the research tasks, the study used a complex: theoretical – analysis of philosophical, pedagogical, psychological, methodical literature and information resources of the Internet, which highlight the problems of forming the content of education in the process of professional training of future specialists; analysis of domestic and foreign experience and conceptual approaches to the study of this problem; analysis of the peculiarities of the educational process in crisis conditions.Conclusions. The war has intensified and expanded the challenges already facing education due to the COVID-19 epidemic. For the Ukrainian educational system, this test became a kind of incentive that opened a window of new opportunities, becoming a catalyst for long-overdue modernization changes in education. First of all, it is about the development of digital and distance education, in particular online. In accordance with these forms of education, the content of education should be adapted. When designing the content of higher education, it is necessary to take into account the integrative nature of modern educational disciplines, their purposeful orientation towards holistic and systematic preparation for professional activity. One of the important conditions for designing the content of education is to take into account the needs of the labor market in our country in the near future and focus on Ukraine's entry into the European educational space.

The paper summarizes the experience in higher education institutions financing, substantiates the trends in their financial support models diversification. The study systematizes approaches to the organization of higher education institutions financing under market conditions and reveals their advantages and disadvantages in terms of the effects at the level of an individual and society as a whole. It defines tools and models of the financing under orientation on demand, supply and strategic purposes of the national development. The study proves the need to substantiate the rational balance of individual and social effects in higher education institutions financing, which can be achieved through a combination of market self-regulation and state regulation of the higher education services market. The system of methods was used in the study, namely: monographic – to define the research aim and conclusions, the method of theoretical generalization of foreign and domestic scientists was used to critically analyze the existing approaches to the organization of financing the work of agricultural education higher institutions. General scientific methods of cognition, such as analysis and synthesis, induction and deduction, systemic integrated approach, were used to systematize the models of financial support for higher agricultural education institutions and to generalize the conclusions. The paper substantiated that the state should take leading positions in higher education institutions financing. The role of state funding in ensuring sustainable development of agricultural education higher institutions has been identified considering the specificity of educational services and their role in ensuring sustainable development of the agricultural sector of the economy and rural areas. It is argued that the current conditions of free economic development and challenges the institutions face requires focusing on consumer demand and adjusting their educational services through prompt updating the changing educational programs based on modern research, attracting a larger number of stakeholders in the financing model formation. The modern tendencies typical of the market of educational services determining the expansion of the participants of the organization of financing the higher education institutions activity, are considered. The importance of financing elements focused on the innovations development, the role of which will grow in the future, especially in the form of competitive and targeted financing is revealed. It is proved that the results-based approach to the organization of financing also reduces the risks of macroeconomic inefficiency and contributes to reducing the information asymmetry. The obligatory presence of the state in the organization of research funding in higher education institutions is justified due to the positive impact of research on educational services quality and increases their value for an individual and society. The paper considers options for market-oriented higher education financing and the state's demands in terms of the concept of management, public and private funding methods, the education fee. It is established that the changing conditions of the market of educational services require a revision of targets for state funding due to the following factors: increased number of foreign students, use of information and communication technologies, increase in the integration of higher education institutions nationally and internationally. Key words: higher education institution, higher agricultural education, concepts of higher education institution management, methods of free economic education financing, sources of higher education institutions financing.

Problem statement. Under the influence of European integration, globalisation and with the aim of building a single European higher education area, an important task for Ukrainian educators is to study the practical experience of foreign colleagues, in particular, in improving the pedagogical competence of teachers in higher technical education institutions. This study aims to investigate the issue of improving the pedagogical competence of teachers at the TU Bergakademie Freiberg (where one of the authors is studying under a double degree programme). Given the high standards set by German society for teachers responsible for training young professionals, we consider it necessary to analyse in detail the features of the current system of teacher training in Germany in order to be able to improve the Ukrainian system of training/retraining of scientific and pedagogical staff for higher technical education institutions. The purpose of the article is to investigate the professional development path that German teachers go through; and to analyse the innovative methods and programmes that help them become not only specialists in their field, but also effective teachers. Through this research, we aim to contribute to the understanding of the education process in Germany and to identify practices that may be useful in the context of improving higher education in Ukraine. Conclusions. The developed German system of retraining and professional up-skilling of pedagogical staff (represented by state academies/in-service training institutes and special centres of teacher education within universities) is aimed at comprehensive support of teaching staff for their continuous professional growth as civil servants responsible for the quality training of young professionals for the needs of the leading EU state. It is important to note the urgent need to use the achievements of German experience in practical training and professional up-skilling of teachers in the Ukrainian system of training and retraining of pedagogical and scientific-pedagogical staff in the field of professional pre-university and higher education. The analysis of the process of improving the pedagogical competence of teachers at the TU Bergakademie Freiberg gives grounds to assert that this task is key to ensuring quality education in higher education institutions. It is worth emphasising that the TU Bergakademie Freiberg actively invests in programmes for the professional development of its teachers. These programmes cover various aspects, ranging from technical updates to pedagogical innovations. The combination of professional up-skilling courses for teachers and supervision of students' internships is a clear indication of the dual form of education that is well organised in German society and is currently being actively implemented in Ukraine.

The article clarifies content foundations of future visual arts specialists’ professional training in higher education institutions in the USA. The historical foundations of future visual arts specialists’ professional training in higher education institutions in the USA were revealed. It is found that the history of art education development in the USA dates back to the late 18th century, and began with individual art subjects in urban schools, and then developed and modernized thanks to new concepts in the field of art. Within the regulatory framework, the provisions of a number of laws are characterized, in particular, the “Higher Education Act”, which regulates general provisions for higher education institutions functioning in the USA, and are based on the principles of freedom of expression and artistic activity; development of creative and critical thinking; promoting free and open exchange of ideas; students should be treated equally and fairly; the diversity and breadth of artistic theories and methods; taking into account the opinions of students in all aspects of university life; equality of opportunities (social, gender, etc.) and so on. The content of future visual arts specialists’ training in higher education institutions in the USA was highlighted on the example of the educational program provided by the Taylor School of Art and Architecture, Temple University in the specialty “Graphic Design”, specialization “Illustration and New Media”. It is determined that the purpose of training students in higher art education institutions in the USA is to increase their professional competence in the field of visual arts and provide them with appropriate consultations. The selection of methods for teaching graphic design in accordance with the main type of activity, as well as development of professional and general theoretical skills, which correspond to the individual creative abilities of students, are also aimed at improving their professional experience.

Introduction The article deals with the tendencies of further development of the higher military education system and peculiarities educational activity in the higher military educational institutions and military educational units of higher education institutions in the context of the evolution of perspectives on education quality ensuring and changes made to the definitions in the new edition of the Law of Ukraine “On Higher Education” concerning essence of the concept of “quality of higher education” and its main components, namely “education standards”, “competence”, “learning outcomes”.Purpose. The purpose of the paper is to define tendencies of further development of higher military education in the context of the evolution of perspectives on education quality ensuring and changes made to the definitions of Ukrainian legislation in the educational sphere.Methods. The study was conducted using the following theoretical methods: analysis and synthesis, induction and deduction, comparison, classification, generalization and systematization.Results. The concept of “quality of higher education” and its main components, namely “education standards”, “competence”, “learning outcomes” are determined in the article, its interrelations and interdependencies in the educational system of the HMEI are observed.Originality. According to the purpose of the paper, tendencies of further development of higher military education in the context of the evolution of perspectives on education quality ensuring and changes made to the definitions of Ukrainian legislation in the educational sphere are defined. Conclusion. The article presents the view of the tendencies of further development of higher military education in the context of the evolution of perspectives on the problem of education quality ensuring, guaranteeing quality of higher military education and changes made to the definitions in the new edition of the Law of Ukraine “On Higher Education” concerning essence of the concept of “quality of higher education” and its main components, namely “education standards”, “competence”, “learning outcomes”. The directions for future research are study off education quality and change management monitoring in the system of higher military education.

When considering the problems of the educational services market formation and functioning in higher education, most authors attribute the emergence of this market to fundamental political and economic changes in Ukraine in the early 1990s and its transition to a market economy. This approach is limited as the market for educational services has existed before. In the process of market expansion into public spheres in Ukraine in the last decade of the 20th century, it got a generally completed form, although its formation has not yet ended and continues to transform. Over the past hundred and fifty years, the socio-economic system in Ukraine has changed three times: the second half of the 19th century – the transition from feudalism to capitalism, the beginning of the 20th century – the transition from capitalism to socialism, the beginning of the 21st century – the reverse transition from socialism to capitalism. The educational services market is one of the components of a market system of the country as a whole. The nature of socio-economic relations, of course, influenced the formation and functioning of the educational services market in higher education, which was under various factors affecting it in different socio-economic and institutional conditions. Therefore, this study considers three main historical stages of the formation of this market, each corresponding to a certain socio-economic system: - development of the educational services market in higher education of Ukraine in the late 19th-early 20th centuries at the stage of formation and rise of capitalism; - functioning of the deformed educational services market in higher education of the Ukrainian SSR after the victory of the socialist revolution and in the Soviet Union era; - widescale introduction of market relations in higher education of modern Ukraine during the period of democratic transformations, changes in the socio-economic and political system, the abandonment of socialism and the return to the capitalist system. This approach, unlike most of those presented in modern Ukrainian economic literature, covers the entire historical period, in which there was a market for educational services in Ukraine’s higher education. To ascertain the peculiarities and the characteristics of the market, at each stage the presence and development of its main elements should be determined. Those elements, as a rule, include goods, demand, supply, competition, and prices for goods or services. At all stages, the principal stimulator for the formation of the educational services market in higher education in Ukraine was the chronic underfunding of state higher education institutions. The dissatisfied demand of the population for higher education was also a significant factor in the formation and development of the educational services market. The market for educational services in higher education became developed after Ukraine had gained independence. Commercialization of educational services in higher education, the creation of private higher education institutions, the corresponding institutional transformations, and the legislative framework formation were typical for this stage. As a general scientific basis of the research, a dialectical method of analysis of socio-economic processes was applied. For the theoretical part of the study, historical-logical and abstract-logical methods were used, which allowed determining the key factors that caused the emergence of the educational services market in higher education of Ukraine, as well as to study the evolution of ideas about it. As the information base of the study, a set of legislative and normative acts of Ukraine and the Ministry of Education and Science of Ukraine, as well as some research works of domestic and foreign scientists concerning various aspects of the formation of the educational services market in higher education were used. For quantitative assessment of the market relations spread in higher education, statistical methods were used to process both complete and selective information. The basis of our research was the data of the State Statistics Service of Ukraine (from 1991 to 2017).

In accordance with the Law of Ukraine "On Higher Education" "The system of ensuring the quality of educational activities and the quality of higher educa-tion (system of internal quality assurance) by a higher education institution is evaluated by the National Agency for Quality Assurance of Higher Education or independent institutions accredited by it for the assessment and quali-ty assurance of higher education on the subject of its compliance with the requirements for the system of quali-ty assurance of higher education approved by the Nation-al Agency for Quality Assurance of Higher Education". The development of the systemof internal quality assurance of the institution of higher education remains a problem, since there are currently no clear requirements for the criteria, procedures and measures of its evaluation. How-ever, there are minimum and recommended system re-quirements and, if we analyze the regulations on the internal quality assurance systems of the higher educa-tion institution, on the divisions of the higher education institution that ensure the functioning of the system as a whole, we can come to the conclusion that in the most institutions of higher education neither minimum nor recommended system requirements are not hold.Methods:analysis and synthesis. Results.The study of the development of the system of internal quality assurance of a higher education institu-tion was conducted.Originality.Originality. In this article, based on the re-sults of the research:the system of internal quality assurance of a higher education institution is a system that consists of a set of interconnected elements (department of internal quality assurance of the educational process, four groups of stakeholders (students of higher education according to the educational program; graduates of the educational program; representatives of employers (customers); repre-sentatives of theacademic community (research and teaching staff)), the academic council, the group of tele-communication networks and information systems, the information and communication service, as well as the scientific and organizational department), which form a single whole, interact with the environment and among themselves was determined;the presence/absence of the cycle of changing the sta-tus of a stakeholder, applicant -graduate -employer representative -scientific and pedagogical worker in the system of internal quality assurance of a higher education institution is the most important criterion for evaluating this system was established;the methodology of studying and introducing the expe-rience of professional activity into the educational process was defined;the presence of the dependence of the development of the internal quality assurance system on the introduction of professional activity experience into the educational process of the higher education institution was substanti-ated.The existence of the dependence of the development of the internal quality assurance system on the introduction of professional activity experience into the educational process of a higher education institution was substantiat-ed, the methodology of studying and introducing theexpe-rience of professional activity into the educational process was proposed.

The Review o f Higher Education Fall 1993, Volume 17, No. 1, pp. 69-93 Copyright © 1993 Association for the Study of Higher Education All Rights Reserved (ISSN 0162-5748) Institutional Climate and the Quality of the Academic Workplace Theodore H. White, Melinda G. Spencer and Marvin W. Peterson The “New ” Focus on Quality Discussions of institutional and academic quality in higher education literature date back over a century (Fairweather and Brown 1991; Kuh 1981; Lawrence and Green 1980; Webster 1986); but since the early 1980s, issues relating to quality in education have climbed steadily higher on public, government, and higher education agendas. The current em­ phasis on quality is punctuated by external calls for faculty and admin­ istrator accountability and for “proof’ that institutions provide quality environments for faculty teaching and student learning (Lenth 1990; Mayhew, Ford, and Hubbard 1990). A growing number of institutions see quality management as a means for controlling their costs internally while enhancing their “product”— their academic offerings (Chaffee 1991; Deming 1986; Massy 1989; Scherkenbach 1991; University of Michigan Theodore H. White is Assistant Professor of Educational Administration in the Pro­ gram for Adult and Higher Education at the University of South Dakota. Melinda G. Spencer is Director of Research and Education with the Society for College and University Planning and a doctoral candidate in Higher Education Administration at the University of Michigan. Marvin W. Peterson is Professor of Higher Education at the University of Michigan. He serves as Chairperson for the Program in Higher and Adult Continuing Education as well as Director of the Center for the Study of Higher and Postsecondary Education. 70 The Review of Higher Education Fall 1993 1990). Quality has even been viewed as the central defining issue for higher education (Marcus, Leone, and Goldberg 1983; Sherr 1990). Research on quality in higher education is confusing and contradic­ tory for several reasons. First, “quality,” like “effectiveness,” is difficult to define explicitly because it is a perceptual construct that is formulated at the individual level (Peterson, Cameron, Mets, Jones, and Ettington 1986). Not only do different constituencies use different definitions of quality but individuals within constituencies do not agree on common definitions. For this reason, studies purporting to study quality often focus on very different phenomena (Garvin 1988). This confusion is compounded when the units of organizational analyses vary or are not made explicit, and findings are generalized beyond the scopes of their studies (Webster 1986; Fairweather 1988). Finally, the greater part of the writing about quality is theoretically, not empirically, based. Thus, many assumptions regarding quality improvement remain untested. Interest in better performance by higher education institutions has brought increased attention to higher education work environments and institutional quality from both internal and external constituencies. This focus emerges from the centrality of the academic workplace to the ac­ ademic functions of the institution and to such related outcomes of a high quality workplace as innovativeness, excellent teaching, high mo­ rale, improved communication, and quality scholarship (Austin and Gamson 1983; Peterson 1988). Although no set of variables is “necessary and sufficient” for defining quality (Cameron 1987), certain organiza­ tional dimensions have become widely accepted as important quality indicators. One way to begin developing our understanding of quality improve­ ment is to examine some of the dimensions associated with quality within a defined context such as the academic workplace. Based on a review of the literature, we found that generally accepted dimensions of quality in the academic workplace include support for academic innovation, chal­ lenging work, and professional treatment of faculty and their work ac­ tivities. The purpose of this study is to use these critical dimensions to study relationships of quality by examining the following question: How are institutions’ organizational and administrative climates related to the perceived innovation, challenge, and professionalism in the academic workplace when individual and organizational characteristics are held constant? The Quality o f the Academic W orkplace For the reasons just described, the research literature varies consid­ erably regarding the key characteristics of a high-quality workplace. De­ White, Spencer, & PerERSON/Institutional Climate 71 spite this variation, we find that studies focused on improving academic organizational quality repeatedly call for the creation of a flexible work...

Purpose This paper aims to investigate how global university rankings interact with quality and quality assurance in higher education along the two lines of investigation, that is, from the perspective of their relationship with the concept of quality (assurance) and the development of quality assurance policies in higher education, with particular emphasis on accreditation as the prevalent quality assurance approach. Design/methodology/approach The paper firstly conceptualises quality and quality assurance in higher education and critically examines the methodological construction of the four selected world university rankings and their references to “quality”. On this basis, it answers the two “how” questions: How is the concept of quality (assurance) in higher education perceived by world university rankings and how do they interact with quality assurance and accreditation policies in higher education? Answers are provided through the analysis of different documentary sources, such as academic literature, glossaries, international studies, institutional strategies and other documents, with particular focus on official websites of international ranking systems and individual higher education institutions, media announcements, and so on. Findings The paper argues that given their quantitative orientation, it is quite problematic to perceive world university rankings as a means of assessing or assuring the institutional quality. Like (international) accreditations, they may foster vertical differentiation of higher education systems and institutions. Because of their predominant accountability purpose, they cannot encourage improvements in the quality of higher education institutions. Practical implications Research results are beneficial to different higher education stakeholders (e.g. policymakers, institutional leadership, academics and students), as they offer them a comprehensive view on rankings’ ability to assess, assure or improve the quality in higher education. Originality/value The existing research focuses principally either on interactions of global university rankings with the concept of quality or with processes of quality assurance in higher education. The comprehensive and detailed analysis of their relationship with both concepts thus adds value to the prevailing scholarly debates.

aligning Cameroon higher education to BP, 152-155 Cameroon higher education system, 150-152 connection between inclusion and neoliberalism in, 24-25 consequences of BP for students in Spain, 82-83 and emergence of social dimension, 42-44 graduate employability in universities in Cameroon from social justice perspective, 158-164 growth of EHEA and, 3-4 and implementation in Spain, 81-87 implementation of, 89 inclusion in BP, 169-171 inclusion-related action lines in neoliberal BP, 19-21

Modeling global transfusion medicine education.

The purpose of the study is to analyze the change in demand for higher education in conditions of a stable environment (during 2018-2021) and in the conditions caused by the full-scale invasion of Ukraine in 2022 by Russia. To achieve the goal, the following research methods were used: systemic method to perform a comprehensive study of the situation and dynamics of the development of the higher education market; monitoring - to observe the update of information of the State Statistics Service of Ukraine regarding changes in the population's income, the number of internally displaced persons and the loss employment level; statistical method - to analyze the dynamics of changes in the number of secondary education and special education completion, the number of students receiving education for the second time, state budget in the field of education;comparison method - to establish differences of demand in different regions of Ukraine; graphic method - to create a convenient and compact display of marketing research results; generalization - to establish the factors affecting the change in demand during the war; survey - to collect primary marketing information researching consumers of higher education services on the example of the Institute of Economics and Management of the Lviv Polytechnic National University. The information base of the research is statistical data generated by the State Statistics Service of Ukraine and laws, resolutions, and reports approved by the Verkhovna Rada of Ukraine. The higher education market was analyzed and it was established that in a stable environment, the demand for higher education is high, but during the years 2018-2021 there is a noticeable decrease in the pace of development. The main factors that influenced the decrease in the popularity of higher education among the population are the decrease in education funding and the increase in the spending of education in institutions of higher education, the glut of the labor market by specialists with higher education and the need for workers with skills that can be obtained in institutions of professional pre-higher education. It was established that in the conditions of the war, the main reason for the decrease in demand for higher education is mass emigration of the population, internal displacement of people, which has caused an increase in the popularity of higher educational institutions in Western Ukraine. The results of the study are primarily of interest to public administration specialists, since the level of education of the population is the main factor affecting the potential of the country, its economic and scientific progress. The article identifies a number of factors affecting the change in the popularity of higher education among the population of different age categories. An action plan has been developed that will reduce the "brain drain" from Ukraine.

The coronavirus (COVID-19) pandemic significantly affected the mode of delivery in higher education worldwide, with Zimbabwe not being an exception. The goal of this study was to understand how the coronavirus pandemic positively and negatively affected teaching and learning in higher education in Zimbabwe. Literature on how higher education in Zimbabwe has been operating before the pandemic was reviewed. A further attempt was made to understand how COVID-19 changed teaching and learning in higher education institutions in Zimbabwe. In order to understand this, firstly an effort was made to appreciate how the Government reacted in a bid to control the spread of the pandemic. Secondly, the effects of the actions of the government on teaching and learning in higher education institutions were assessed. Thirdly, adaptation techniques adopted by higher learning institutions in order to survive in the new normal situation were probed. The inevitable, new strategies, which include an increase in the use of distance education, e-learning, online teaching, were appraised in order to realize their positive and negative effects on the achieving of student outcomes. The study concluded that the most significant effects of COVID-19 on teaching and learning in higher education in Zimbabwe are delayed syllabus coverage by instructors, compromisation of students’ right to quality education, lack of sufficient resources for standardised learning of students, level of literacy in the computer technology on both instructors and learners and additional costs in learning such as acquiring e-learning gadgets, WIFI and internet accessibility. However, higher education benefited from the emergence of COVID-19 in advanced use of ICT, globalisation in networking by students in various Institutions through online learning and innovation by students through opening of learning forums such as Google classroom and student mobile libraries. The study advocates for continued use of E-learning methods in teaching and learning to counter COVID -19 consequences, adoption of all teaching strategies in Higher and tertiary education and maximum use of ICT in teaching and learning for sustainability. The findings will benefit Ministry of Higher and Tertiary Education, Universities and other institutions of higher learning and research boards in Academic Institutions. Being only based on the review of literature carried out as a snapshot of an ongoing situation, the study recommends an empirical inquiry for further research, to potentially more deeply interrogate the effects of COVID-19 on both students and educators.