Industry Participation in Curriculum Development and in the preparation and implementation of study programs at Higher Learning Institutions in East Africa

Background Higher education researchers always need to analyze the factors that influence the faculty members’ participation in curriculum development. Objectives The purpose of this study was to investigate the role of faculty members’ job motivation in their participation in academic curriculum development. Methods This was a cross-sectional descriptive-analytical study. The statistical population of the study consisted of all faculty members of Islamic Azad University, Kerman branch (213 faculty members), of whom 137 subjects were selected by simple random sampling. Data were collected using Hackman and Oldham job motivation scale and academic planning questionnaire by Zeinaddiny-Meymand. Data were analyzed using descriptive and inferential statistics, including Pearson’s correlation coefficient and regression analysis using SPSS software. Results Job motivation and its components played an important role in the role of faculty members for curriculum development as “active planning”. Task significance (r = 0.520) followed by skill variety (r = 0.490), task identity (r = 0.330), job feedback (r = 0.280), and autonomy (r = 0.164) were effective, respectively. Conclusions Considering the importance of faculty members’ job motivation for their active role in curriculum development, it is necessary to provide a good motivational system in higher education and universities to promote their attitudes toward understanding the significance and identity of their jobs. In addition to that, a suitable motivational system is essential to promote and diversify multiple specialized professional skills and to provide appropriate job feedback as well as securing the autonomy of faculty members.

Background: The Chicago South Side Cancer Disparities Initiative is a partnership between the University of Chicago and Chicago State University with the primary aim of developing a multi-faceted approach to cancer disparities education, training, and outreach. The current literature on direct community participation in curriculum development is minimal. Therefore, we developed a community-based participatory education (CPBE) model to provide community appropriate solutions to reduce local cancer disparities. In this study, CBPE was applied to develop a cancer-related health disparities curriculum for medical and public health students. Objective: To use CBPE to develop a community-oriented cancer disparities curriculum that is specifically designed to assess the following content areas: 1) Are local communities interested in participating in curriculum design? 2) What should we teach students about disparities in their community? 3) How should community members be involved in the design and implementation of the curriculum? 4) What topics do community members think we should address? Methods: A community town hall format was used to seek answers to the four content areas. Eighty-six community members from 19 different zip code areas of Chicago attended the town hall meeting. Participants were 14% men, 86% women with an average age of 51.7 years. An electronic Audience Response System (ARS) was used for the anonymous rapid collection of community response data. Using a mixed method approach, 4 quantitative and 3 qualitative survey questions were analyzed. Results: 80% of community members heard of health disparities, 93% thought community members should be involved in cancer disparities curriculum development, 85% want to be involved in designing a cancer disparities curriculum and 81% reported an interest in taking the cancer disparities course. Categorical themes were derived from the analysis of open-ended survey responses to potential curricular skills, knowledge and content. General questions followed by categorical themes are listed below: 1) What should students know to successfully interact with your community? a) Importance of Community Empowerment b) Root Causes and Solutions of Disparities c) Knowledge specific to local community needs 2) How should community members be involved in curriculum design? a) Student experiences in community engagement b) Community perspectives on experience with disparities 3) What are the topics the disparities curriculum should address? a) Root cause of Cancer Disparities b) Solutions-“Prescription for Change” c) Development of diverse relationships and interactions Conclusion: The goal of Community Based Participatory Education (CBPE) is to directly involve community in health professional curriculum development. In this study, we outline the active role of the local community in creating an integrated cancer disparities curriculum for both health professionals and the community. The multiple themes identified will be used to prioritize and develop the curriculum. CBPE will provide the infrastructure for community appropriate solutions to reduce the number of health disparities plaguing the south-side Chicago community. Citation Format: Cassandra D.L Fritz, Keith Naylor, Yashika Watkins, Thomas Britt, Lisa Hinton, Jennifer Jones, Gina Curry, Helen Lam, Karen Kim. From community-based participatory research to community-based participatory education: The implementation of community participation in cancer disparities curriculum development. [abstract]. In: Proceedings of the Sixth AACR Conference: The Science of Cancer Health Disparities; Dec 6–9, 2013; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2014;23(11 Suppl):Abstract nr A49. doi:10.1158/1538-7755.DISP13-A49

Curriculum has an essential importance in the field of Education. It is the most basic and foremost part of one’s Education and learning. Had there been no concept of curriculum, people would have been confused and misguided as to what to study and learn at what time. There would not have been any sequence of objectives and aims to be fulfilled for students’ learning. For the development of curriculum, there are many people who work together. There is always a special curriculum development committee with their core capabilities in the domain of curriculum designing. Having many different stakeholders for the process of curriculum development, this paper specifically highlights the critical analysis of importance of teachers’ participation in the curriculum development process. Not only in Pakistan, there are different contexts like South Africa, India and Turkey where the issue of applicability of curriculum into the classroom is found out. This paper is based on the critical commentary in which the first part of it discusses the general concept of curriculum and its development. Besides, it also discusses a bit of teachers’ involvement into the process along with mentioning rational and objectives of paper. The 2nd part of the paper critically analyses the previous researches which has talked about significance of teachers’ involvement in curriculum development process. Moreover, it has then touched to specific discussion of teachers’ involvement by moving forward to the encounters that teachers face in curriculum development process. Continuing on the same pace, it has then discussed how can teachers be prepared to put in their contribution in the beginning phase of development since they are not only supposed to work for implementation phase. Other than this, in the next part, the overall discussion has been concluded with author’s own stance regarding the topic. In the last part, some of the recommendations have been given to curriculum development authorities or committees to involve teachers in the process accurately so that the quality of education can be improved. Also, it will add to the improved interaction between the committee of teachers when they will work for the same cause.

ABSTRACTThe study presented in this article focuses on teachers as curriculum developers, not in their own classrooms, but in the broader organizational setting. Related research has shown that, although participation in curriculum development outside of the teacher's classroom can result in gains for both the individual and the organization, many teachers are ambivalent toward such participation.Interviews were conducted with 15 randomly selected teachers participating in curriculum development committees at the provincial level. The teachers discussed with the researcher their motivations for joining the committees and the satisfactions and dissatisfactions that they derived from participation. These data are presented in the article.The researcher then discusses the findings from an organizational standpoint. Three themes are identified which appear to have shaped the Teachers' responses to participation in curriculum development outside of their own classrooms: their low position in the educational hi...

In this digital era, the use of learning management systems in education as an attempt to improve teaching and learning delivery has become a central concern. Despite significant investment in Information Communication and Technology (ICT) infrastructure, higher learning institutions across the East African Community continue to face diverse challenges that hinder full utilization. This study was guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technology-Organization-Environment (TOE) framework to present a systematic review of literature published between 2015 and 2025, focusing on the most critical factors influencing Learning Management System usage in the East African Community. The literature was identified through six electronic databases guided by the Reporting Items for Systematic Reviews and Meta-Analyses framework; 92 academic articles were identified and critically analyzed. The results revealed that 28 studies primarily focused on Kenya. The Technology Acceptance Model was the dominant model employed, and students were the main subject of studies. Moreover, the quantitative approach was the preferred design. Overall, thirty-nine factors were identified. The study concludes that the East African Community requires a multi-dimensional approach combining continuous training, supportive policies, and robust ICT infrastructure, including high-speed internet connectivity and strengthened mobile technology. This review will be useful for future research and higher education decision-makers who plan to use online learning to overcome the challenges they face in utilizing LMS effectively. The study was limited to link usage and learning outcomes; therefore, future work should employ stronger designs, incorporate lecturer and administrator perspectives, and integrate multi-level theories to link usage with learning outcomes.

The higher requirement of English competency among learners at the tertiary level has called for constant curriculum development in English training programs, especially in English instructed undergraduate programs. With the purpose to explore the phenomenon of teachers’ participation in the curriculum development process, this study employed a qualitative instrumental case study of an English preparatory program. The participants of the study were 8 English instructors in the English Preparatory Program at International School, Vietnam National University, Hanoi. The data of the research were collected by using a semi-structured interview and then thematically coded. The results from the interview show a high level of teacher’s willingness to be involved in most staged of the curriculum development process. The main activities they actually participated in the examined project were selecting content, sequencing content, and organizing learning experience. Feasible suggestions to increase teachers’ voices in the decision-making process were also recorded.

There is a growing concern over the deploring state of quality education, institutional ranking, quality of graduates, and brain drain of students and talents which portends looming danger in the educational sector in Nigeria. This study aimed at investigating the status of Talent Management Practice in Institutions of Higher Learning in Nigeria. The researchers employed a quantitative survey design. A structured questionnaire was used to collect empirical data. Data was cleaned and analyzed using tables and percentages. The findings of the study showed that talent management practices in Institutions of Higher Learning in Nigeria is still very poor, low and work in progress. The implication of this position is that Institutions of Higher Learning must continue to invest in talent management by implementing developmental programs for teaching and administrative talents, recruit and select talents meritoriously, maintain research and teaching enabling environment as part of the operational culture to sustain competitive advantage. Keywords Talent Management Practices, Competitive Advantage, Status of Talent Management, Institution of Higher Learning.

This paper advocates for policy recognition of lifelong learning by institutions of higher learning and governments in Eastern Africa. Lifelong learning and lifelong education are two concepts that aim at widening access to and the participation of adult learners in the acquisition of new knowledge, skills, values and attitudes. There are many reasons for advocating for lifelong learning and education in higher institutions of learning in Eastern Africa. Firstly, the demand for higher education in Eastern Africa has increased phenomenally. Secondly, the need to cope with this fast‐changing world calls for a continuous acquisition of new knowledge, skills and attitude. This paper looks at the concepts of lifelong learning (LLL) and lifelong education (LLE) in relation to the changes that are affecting the provision of university‐based learning opportunities for non‐traditional students in Eastern Africa, with examples from Makerere University Institute of Adult and Continuing Education in Uganda. In looking at the concepts of LLL and LLE, other concepts of lifewide learning and the learning society are also discussed. Adult learning and adult education are discussed as concepts that are used by adult educators in Eastern Africa with very limited understanding of what they really mean. The confusion in the use of these emerging and popular concepts in Eastern Africa is discussed. The paper presents some recommendations for higher institutions of learning in Eastern Africa to develop a clear understanding of and embrace lifelong learning.

Teachers’ participation in curriculum development is an area of research that has not been given adequate attention in the context of Saudi Arabia. This critical exploratory study investigated the issue of teachers’ marginalisation in the curriculum development process with the aim of problematising power relations in Saudi Arabia’s education system and raising Saudi teachers’ awareness of their current status. Interviews were conducted with six Saudi male EFL teachers and the data was thematically analysed keeping in mind the study’s critical agenda. The data revealed that the participants were greatly marginalised from the decision-making in general and in curriculum development in particular. The study also showed that the Ministry of Education (MOE) consider the teachers as mere implementers of the curriculum while the participants held the view that they have the capability to participate in the curriculum development process. Furthermore, the data revealed the teachers’ frustration from this...

Teacher participation in curriculum development: A model and field study in Tanzania

Co-development of East African regional water scenarios for 2050

ABSTRACTThe study investigated and analysed the extent of stakeholders’ participation in curriculum development. Specifically, it sought to identify the categories of teachers and subject advisers who were involved in curriculum development process in the Fort Beaufort District in the Eastern Cape. Data was collected through structured face-to-face interviews and focus group discussions with 22 experienced participants comprised teachers, subject advisers and principals. The participants were selected using the purposive sampling method. The findings revealed that teachers and subject advisers were involved in the curriculum development processes in the Fort Beaufort District in the Eastern Cape but their participation was based mainly on their position and seniority. Hence the study recommends that teachers and subject advisers be meaningfully involved in curriculum development.

DURING the past two decades increasing prominence has been given to participation by teachers and laymen in curriculum development. The literature in this field has been, and continues to be, extensive. Much of the writing thru 1945 consisted of descriptions of local practices in teacher and lay participation, or statements of theory which justified widespread participation from the standpoint of a democratic philosophy. In the past decade more attention has been given in the literature to the specific outcomes of participation. However, the increase in the body of theory is substantial. Benne (10) suggested that the values of cooperative planning in education reside in its being a method of democratic management and control in a context of changing functions and responsibilities; that cooperative planning is a basic aid to instruction with increased valid learning outcomes; and that it provides a new subjectmatter and skill sorely needed in our society. Benne and Muntyan (11) presented a discussion of curriculum change in the framework of human relations. Sharp (49) proposed that curriculum development programs in which teachers play the central role can become the best method for their re-education. Adams and Dickey (1); Bartky (8); Boardman, Douglass, and Bent (13); Briggs and Justman (14); and Spears (52, 53) were the authors of recent books on supervision which gave considerable attention to group methods and participation in curriculum development as a basic supervisory theory, supplemented by many technics for securing involvement. Van Til (56) stated that the idea of all people affected by curriculum change participating in the planning is a difficult concept to implement. The chief problems are the release of creative energy, clear communication, the use of the scientific method, and the participants' feelings of security. Trillingham (55) reported his findings from questionnaires sent to a number of California school systems. He found that successful practice from the field indicates that good morale is built upon many day-today relationships and procedures which combine to provide leadership, production, and understanding. Practices included the provision of good communication, participation in policy making, and the sharing of responsibility for implementation. The relationship of participation to administrative policies was pointed out by Cherry (15) and Rogers (46). They proposed guide lines for administrators in initiating, maintaining, and evaluating programs of educa-

This study adopted a discursive approach to review the use of the Learning Management System (LMS) popularly known as 'Moodle’ in most South African universities. Moodle as fondly called is one of the online tools that can be effectively used to deliver learning activities as well as online learning assessments to implement curriculum delivery without borders or disruptions during the COVID-19 lockdown across the globe. The author highlights various extant studies on the usage and adoption of LMS into teaching and learning for effective implementation in higher institutions of learning. LMS is a global online tool that has been in use for decades in various higher institutions of learning across the developed countries. It has proved to be an efficient learning platform that has impacted significantly the education sector in these developed countries, as learning experiences are provided to diverse students at their comfort zones. With the break of the COVID-19 pandemic that affects the global world, teaching and learning in most parts of the developed countries continue to be facilitated through various online approaches that include LMS in the developed countries. Unfortunately, the pandemic lockdown in many developing countries like South Africa grossly impacted the delivery of curriculum and educational activities in various learning institutions for several months. The continuous presence of COVID-19 led the South African Department of Higher Education and Training to review approaches to curriculum delivery to salvage academic activities. Thus, declared online learning as an alternative to face-to-face curriculum delivery in higher institutions. The adoption of LMS results as the best approach to engage students in full teaching and learning activities.

The issue about how to enable Foundation Provisioning lecturers to design and deliver curriculum for underprepared students that would enable them to access disciplinary epistemologies and succeed in their programmes of study is the focus of this paper. It argues that the curriculum is a point of leverage in terms of enabling epistemological access, embedding graduateness and academic literacies, foster engagement in active, collaborative, and self-regulated learning in foundation provisioning. Framed in the interpretive perspective, this case study research used various Scholarship of Curriculum Practice (SoCP) frameworks to reflect on Foundation Provisioning curriculum development interventions offered by academic developers of the Teaching and Learning Centre in an institution of Higher Learning. The curriculum development workshops were used as cases for this study which focused on the infusion of academic literacies, alignment of curricular to specific level descriptors, integration of technology to enhance teaching and learning, assessment in the Foundation provisioning context, the development and strategic use of the Foundation Provisioning learning guides. Data was obtained from a total of forty (40) Foundation Provisioning lecturers who were involved in the workshops. An evaluation questionnaire which consisted of open questions and a rating scale was used to solicit participants’ views on the benefits of the curriculum development workshops, dispositions to act on the insights gained, and areas where improvements in the Foundation curriculum are sought. Qualitative data were analysed thematically, and a rating scale was used gauge the overall benefits of the workshop. The research findings report on the benefits of using the epistemological access construct, and the curriculum frameworks as theoretical tools for reflecting on foundation provisioning activities and outcomes, and areas of foundation provision practice where these are applicable, as well as areas where improvement and further development of teaching and learning practices are sought. The study concludes that there is need for the fore-grounding of lecturers on the curriculum frameworks that underlie foundation provisioning, and the capacitation on how to embed knowledge literacies in the foundation curriculum. Recommendations for foundation curriculum alignment in the form of adjustments to the module learning guides and the strategic use of these learning guides to foster learning are made. The need to plan and embed in the actual curriculum delivery, tracking, active learning, and other foundation literacies is recommended. DOI: 10.5901/mjss.2014.v5n11p109