Education Institutions In Africa Research Articles

The role of African universities in handling climate change

BackgroundAfrican countries are among the most vulnerable and affected by climate change. Comprehending climate change poses a major hurdle for the African population, politicians, and the African Union alike, presenting a substantial challenge for all involved. It is generally accepted that universities and other higher education institutions must play a leading role as drivers of change. Therefore, it is very important that African universities educate students about both mitigation and adaptation measures, develop the necessary initiatives to foster research in climate change-related topics and promote cooperation and alliances with key stakeholders.ResultsThis research reports on a study aimed at identifying the extent to which higher education institutions in Africa are engaging in efforts to deal with the challenges posed by climate change. The objectives were accomplished through a mixed method approach, incorporating a review of literature, an international survey, and the inclusion of selected case studies from African universities that have developed successful initiatives. The research has brought to light significant disparities, such as varying perceptions regarding the potential outcomes of climate change and its associated extreme events in African countries. In addition, the study highlighted areas where there is a notable consensus on specific issues. It also offers a comprehensive view of the different strategies that universities are implementing to contribute to climate change mitigation and adaptation in several areas. Although there is a growing interest in the need to contribute to the joint task of mitigating the effects of climate change and adapting to its consequences, HEIs need to increase their efforts to enhance the work of their professors and researchers. To this end, the involvement of public authorities and other private sector actors is essential.ConclusionsThis article outlines some actions that need to be undertaken so that universities may play a more active role in global efforts to handle the problems associated with a changing climate. There is a notable focus from academic actors on addressing climate change challenges in Africa. In addition, there is a proactive emphasis on utilizing science and research to comprehend climate change issues and offer widely applicable tools for adaptation and mitigation to safeguard both people and the environment. Consequently, it is crucial and time-sensitive for African universities to enhance their expertise in the field of climate change, fostering the capacity to conduct innovative research that addresses the various challenges linked to the evolving climate. This study offers several useful lessons for African universities to replicate experiences that have generated results in different countries and contexts.

Strategic Management Practices for Climate Change Mitigation in Institutions of Higher Learning in Africa

This study explores the strategic management practices employed by higher education institutions in Africa to mitigate the effects of climate change. As the continent faces increasing environmental challenges, universities and colleges play a crucial role in spearheading sustainable initiatives. Through an extensive review of literature and empirical evidence, the research identifies four key objectives: enhancing strategic leadership, fostering stakeholder engagement, building capacity among staff and students, and formulating effective climate policies. Findings indicate that transformative leadership and collaborative partnerships are essential for driving successful climate action. Furthermore, programs focused on capacity building significantly enhance the knowledge and skills necessary for effective sustainability practices. The study concludes with recommendations for institutions to strengthen their climate initiatives by prioritizing inclusive engagement, investing in training, and aligning policies with national and international commitments. These insights aim to support academic leaders, policymakers, and stakeholders in promoting environmental sustainability and resilience within African higher education contexts.

Response to the impact of COVID-19 by health professions education institutions in Africa: a case study on preparedness for remote learning and teaching

BackgroundAfrica, like other parts of the world, continuously strives to deliver quality health professions education. These efforts are influenced to a larger extent by the socio-economic and cultural context of the region, but also by what happens globally. The global disruption caused by the COVID-19 pandemic in 2020 necessitated the implementation of emergency remote teaching to continue delivering on the mandate of educating future health professionals. The purpose of this research was to describe the response of selected health professions education institutions in Southern Africa to the impact of COVID-19 and their preparedness for remote learning and teaching.MethodsA case study design was applied using an adapted ADKAR model as a conceptual framework for data interpretation. The purposively selected study population consisted of educators, students, and administrators in undergraduate medical and nursing programmes from six institutions in five countries.ResultsA total of 1307 respondents provided data for the study. Many of the institutions were caught off-guard when most educators and almost all students were required to leave their universities and go home. Stakeholders immediately became aware of the need to adopt online approaches as an emergency measure. In all programmes, educators, students, and administrators agreed that change was desired, and students realised that they had to take charge of their own learning independently. Overall educators reported confidence in the ability to use of standard Microsoft software, while knowledge of learning management systems proved more challenging for both educators and students. Many stakeholders, especially students and administrators, reported uncertainty about their ability to function in the new reality. Conducive family dynamics, a quiet space to study, good connectivity, a reliable electricity supply and appropriate devices were reported to reinforce learning and teaching.ConclusionsThe findings highlight the need for higher education institutions to prepare for alternative modes to face-to-face learning and teaching approaches with the ultimate aim of transitioning to full online learning more expeditiously. This requires scaling up educational infrastructure, prioritising strategic directives driving continuous professional development of educators and fostering co-constructivist approaches towards student centered education.

Learning Analytics on the African Continent

While learning analytics (LA) has been highlighted as a field aiming to address systemic equity and quality issues within educational systems between and within regions, to date, its adoption is predominantly in the Global North. Since the Society for Learning Analytics Research (SoLAR) aspires to be international in reach and relevance, and to increase the diversity and inclusivity of the SoLAR community, it is pertinent to look at learning analytics use in higher education institutions in Africa. This paper reports the first scoping review of research in the field of LA conducted on the African continent. The coding and analysis show that LA research is still in its infancy on the African continent with only 15 studies, overwhelmingly from South Africa. The study also revealed several challenges, such as limited technical support and access to LMSs, the limited visibility of African scholars at SoLAR events and publication venues, and the limited focus on interventions that involve stakeholders. The article concludes with several propositions and provocations to advance the adoption of LA in Africa and open up space for critical conversations about the potential of learning analytics in contexts with characteristics different than those found in the Global North.

From mustard seed to master’s degree: innovation in global peace studies for sustainable development in Africa

The resolution to institutionalize peace studies across Catholic higher education institutions in Africa has been one of the major decisions of the Association of Catholic Universities and Higher Institutes of Africa and Madagascar (ACUHIAM) since 2017. Whereas some institutions have implemented this resolution, some others have not been able to do so. Nevertheless, the resolution passed by ACUHIAM Vice-Chancellors sowed a seed of an academic innovation through a project “Peace Studies for Sustainable Development in Africa” which was initiated by a transcontinental consortium of peace scholars from Germany, Tanzania, China and the United States of America in 2019. This consortium aimed at supporting African peace and development scholarship. Grounded in Peace Studies and Development Studies, this paper analyses and showcases the implementation of the innovation commonly known as “Global Peace” in terms publications and events, namely webinars, conferences, book launches and internships where one book has been published, another has been reviewed for publication and a call for papers has been issued for the third book. Over 60 weekly webinars have been organized. Global Peace is establishing a Master of Arts in African Peace and Sustainability Studies (MAAPSS), which is an innovation worth pursuing through a global partnership for sustainable peace and development, thus contributing to the implementation of Agenda 2030. Global Peace encompasses all 17 Sustainable Development Goals, with a focus on SDG 4 on Quality Education; SDG 16 on Peace, Justice and Strong Institutions and 17 on Partnerships for the Goals.

A Study on the Impact of COVID-19 Pandemic in African Universities

This paper presents a study on how University students, lecturers, administrators and managers perceive the impacts of the of COVID-19 crisis on various aspects of University teaching and learning in Africa, and particularly in Kenya. The sudden closure of campuses as a preventive measure to community transmission shifted face-to-face classes to virtual learning modes. With a sample of 1,236 University students and staff from 18 universities in Kenya and Nigeria, the study reveals that amid the worldwide lockdown and transition to online learning, expectation by 44% of the students were met. Students were mainly concerned about issues to do with internet connectivity, computing devices and electrical power. In addition, utilising e-Learning tools and platforms for effective student engagement posed limitations of accessibility and affordability for many students. The teaching staff on the other hand were mainly concerned with access to the teaching resources, conducting online teaching, capacity to handle the online mode of teaching, devices and eContent development. The pandemic has exposed the shortcomings of the current higher education system and the need for enhanced policy formulation and implementation on digital infrastructure to adapt to the rapidly changing education ecosystem of the world. In the post-pandemic situation, the use of eLearning and virtual education may become an integral part of the higher education system. Key factors influencing students’ satisfaction with the role of their University are also identified as internet access, quality of e-content and e-content development. Policymakers, stakeholders and higher education institutions in Africa may benefit from these findings while formulating policy recommendations and strategies to support University teaching and learning during this and any future pandemics. Universities need to plan the post-pandemic education and research strategies to ensure student learning outcomes and standards of educational quality.

Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa

Massive Open Online Courses (MOOCs) are online courses that are open to anyone with Internet access. Pioneered in North America, they were developed for contexts with broader access to technology and wider access to the Internet. As globally networked learning environments (GNLEs), MOOCs foster collaborative communities and learning in ways not conceived as feasible until recently. The affordances of MOOCs, such as the ability to access learning beyond one’s immediacy, exemplify their benefits for open and distance learning, especially in developing countries that continue to consume rather than produce online courses. However, the globality of MOOCs and their delivery mode pose a challenge of contextualising learning content to the local needs of educational institutions or individual students that choose to use the courses. This theoretical paper used a desk-research approach by revising literature to investigate and propose ways of contextualising MOOCs to the African higher education setting. It applied the principles of reuse and repurposing learning content, while suggesting the use of mobile learning as a technological delivery solution that is relevant to the local context. The paper also suggests a framework for inter-institutional collaboration for higher education institutions to guide future efforts in the creation and sharing of credit-bearing MOOCs.

Nature and Perception of Sexist Humor at Great Zimbabwe University

For the majority of women, university represents a time of hopefulness and opportunities such that gendered incidences questioning their academic merit poses a serious setback. Sexist humor is one such incident which communicates a message that females are irrelevant and insignificant. This article discusses the nature and perceptions of sexist humor on University campuses. The views on how students on campus perceive sexist humor are crucial for understanding students’ response and offer a clear understanding of what justifies and normalizes sexist humor. The paper analyzes how the use of language can be connected to sexism and violence. Using a mixed methodology for data collection at Great Zimbabwe University, the paper attempts to link language, sexual violence, misogyny, and sexism as well as chronicle the overall pattern of exclusion and marginalization of women in higher education settings. The findings of the paper present evidence that the institutional and intellectual cultures of educational institutions are permeated with sexual and gender dynamics that have become embedded and naturalized in popular thought. Normalization of verbal harassment contributes to muting victimized women, thus perpetuating a culture in which violence against women becomes part of the social milieu. Thus, this study concludes that while one may consider higher education institutions in Africa as safer spaces for women, these are highly contested terrains as misogyny through sexist humor, among other hindrances, has created an obstacle for women’s equal participation in higher education.

A review on the prerequisites of Evidence-Based Curriculum as a driver to skills development of the leather value chain in Africa

The review study closely introspects’ on the prerequisites of evidence-based curriculum within the realms of specialized skills development agenda as pursued through higher education Institutions in Africa. Explicitly, the constraining factors that bedevil the leather sector are identifiable when appropriate research designs tools are applied. As such, in the process of identifying the constraints, renascence themes could, therefore, be beneficial in collecting evidence in support of developing curriculum. Such a developed curriculum stands higher chances of acceptability and aptly mitigates against challenges related to specialized skills development. The review succinctly indicates that in the process of identifying the themes, the scope of collecting evidence becomes attainable, thus, improving curricula that entails a participatory and transformative orientation. Indeed, during the review phase of the study, three main perspectives are depicted to be consequential in attaining a comprehensive, evidence-based curriculum, such as; action research, backward curriculum design perspective and theoretical perspective. Therefore, about this perspective, a reflection based on personal experiences and related to new knowledge with what they already know leads to constructivism. The relevancy of a constructivist strategy is observed to facilitate the observatory and evaluative stance during the development of evidence-based curriculum. Moreover, in consolidating and sustaining the benefit of such a developed curriculum, threshold concept was found during the review that it complements the process and strengthens the collecting evidence for curriculum development. Accordingly, therefore, the result of the review study indicate that Africa would position itself for initiating transformational changes in aspects of specialized higher education, fruition towards socio-economic benefits (e.g. employment, wealth creation and technology transfer), reversal of urban-rural or inter/intra continental migration flurry.

Family-Owned Private Higher Education Institutions in Africa

Notwithstanding the dearth of research on the subject, the increasing global presence of family-owned institutions is introducing a special breed within the private higher education sector. This article broadly explores the nature, continental developments, and implications of this growing phenomenon across Africa.

Family-Owned Private Higher Education Institutions in Africa

Notwithstanding the dearth of research on the subject, the increasing global presence of family-owned institutions is introducing a special breed within the private higher education sector. This article broadly explores the nature, continental developments, and implications of this growing phenomenon across Africa.

Evidence-Based Practices of Promoting Entrepreneurship Education in Higher Education Institutions in Africa

This research applies the changing of cognitive mechanisms of University students through Entrepreneurship Education (EE). The study hypothesises that entrepreneurial orientation (achievement orientation, personal control, innovation and self-esteem) improves after completing the entrepreneurship module. The context of this research involves undergraduate commerce students from the University of the Western Cape (UWC) in South Africa. The study involves quantitative research using questionnaires through a longitudinal approach. The research design consists of a pre-test, post-test and post-test after the intervention. The impact of the training intervention was assessed over a 12 month period based on a randomised control design. This study indicates that entrepreneurial orientation was influenced through this Entrepreneurship module. The practical implications of this study emphasises the importance of training approaches that are based on empirical research. The uniqueness of this paper lies in the pedagogy used that allows the effectiveness of assessing a training program.

Challenges and Solutions to Higher Education Institutions in Africa

<p>The purpose of this study was to explore ways that higher education institutes (HEI’s) that<br />offered agriculture education and training (AET) in their curriculum could change the behavior<br />to improve the quality of education offered to students. Faculty at a regional conference in<br />Africa participated in a daylong focus group workshop aimed at addressing these needs and<br />offering solutions that could be implemented immediately. Using the theory of planned<br />behavior as a guide, participants discussed the challenges and solutions they saw at their<br />institutions and the amount of time it would take to implement changes. A qualitative analysis<br />was conducted using a codebook to analyze various pieces of data that included video clips and<br />artifacts created by the participants at the workshop. Results from the analysis were split in<br />two main themes, challenges or solutions. The main challenges included access to higher<br />education and lack of preparation at the primary and secondary level of school. The main<br />solutions proposed were to restructure the leadership and offer more training to faculty<br />through mentoring programs. These results can guide higher education initiatives for<br />agriculture education and training as well as other discipline areas in higher education.</p>

Economic Upliftment and Social Development through the Development of Digital Astuteness in Rural Areas

One of the key attempts towards a collective African vision is the New Economic Partnership for African Development (NEPAD). Barnard and Vonk (2003) report that “53 countries have been urged to implement ICTs in three crucial development arenas: education, health and trade”. While NEPAD and other initiatives have contributed to the provision of ICT infrastructure with positive results as seen in the growth of Internet uses, the disparities in development across Africa are enormous. The challenge to Higher Education Institutions in Africa has been summarised by Colle (2005): “central to creating digital resources and academic infrastructure is the question of universities’ relevance to the world around them, and especially to the challenge of being an active player – ‘an anchor of a broad-based poverty alleviation strategy’ in an increasingly knowledge-based economy”. It can be inferred from Colle that the activities of HEIs in Africa ought to be geared towards contributing to the realisation of the Millennium development goals.

Assessment of Gender Policy in Selected Tertiary Agricultural Education Institutions in Africa

The paper assesses the existing gender policy document in fourteen (14) selected agricultural faculties and colleges in tertiary institutions in Africa. This paper is an output of research report on Programme of Strengthening Africa’s Strategic Agricultural Capacity for Impact on Development (SASACID) implemented by the African Network for Agriculture, Agroforestry and Natural Resources Education (ANAFE). Data for the study were collected from 207 respondents (8 deans of ANAFE SASACID pilot institutions, 36 academic staff/lecturers of SASACID pilot institutions and 163 students of SASACID pilot institutions) through the use of online survey. Data collected were analysed and presented using frequency, percentage and charts. Results of the survey revealed that 25.0% of the institutions studied indicated that they had a formal gender policy document in place in their institutions with regards to staff recruitment and students’ admission, while about 25.0% had an informal gender practices on staff recruitment and students’ admission. Higher proportion (60.0%) of the institution had neither a formal policy document nor informal practices as regards staff recruitment and students admission. Some of the constraints faced by the Institutions with a gender policy were insufficient female applicants in agricultural courses, societal norms and remote location of some of the faculties/colleges of agriculture. To encourage both males and females to study agriculture in higher institutions of learning and to create and sustain a fair and just academic environment where both have equal opportunities, there is a need to have a gender policy document and the need to create awareness.

Massification in Higher Education Institutions in Africa: Causes, Consequences and Responses

Most public higher education institutions in Africa, in response to historical conditions, have enrolled students in excess of their capacity, resulting in massification and negative consequences on educational quality. Increased enrolment has addressed issues of equity; but the equally important issue of ensuring equity in success for the enrolled students has received limited attention. Apparently graduation rates in higher education in Africa remain fairly low. Higher education institutions have taken several corrective measures to address the consequences of massification. Governments have also created new institutions and put quality assurance systems in place. There have also been continental responses. Sub-Saharan Africa has the lowest tertiary enrolment of any world region, a handicap in its development. It must also meet the demands of its rapidly increasing secondary school graduates. There is a compelling need to further increase tertiary enrolment, a situation that challenges both institutions and countries. The growth in private higher education, if regulated and quality-controlled, could relieve this pressure. Pour des raisons historiques, la majorité des établissements d’enseignement supérieur d’Afrique admet plus d’étudiants qu’elle ne peut en accueillir. Ceci conduit à la massification de l’enseignement supérieur et a des conséquences négatives sur sa qualité. L’augmentation de la participation a permis de répondre à des problèmes d’équité, mais la tout aussi importante question de l’équité dans la réussite des étudiants admis a reçu une attention limitée. Le taux de réussite dans l’enseignement supérieur en Afrique reste faible. Les établissements d’enseignement supérieur ont mis en place plusieurs mesures visant à corriger les conséquences néfastes de la massification. Les gouvernements ont aussi créé de nouvelles institutions et mis en place des systèmes d’assurance qualité. Des réponses ont par ailleurs été proposées à l’échelle du continent. Cependant, l’Afrique sub-saharienne a le plus faible taux d’inscription dans l’enseignement supérieur du monde, un handicap pour son développement. Elle doit aussi répondre aux demandes d’une population de diplômés du secondaire qui augmente rapidement. Il est impossible de nier la nécessité d’augmenter les admissions dans l’enseignement supérieur, une situation qui pose des problèmes aussi bien aux établissements qu’aux nations. La croissance des établissements privés pourrait permettre de relâcher la pression, s’ils sont correctement régulés et contrôlés en termes de qualité.

The Changing Role of Higher Education in Africa: A Historical Reflection

This article addresses the changing role of higher education in Africa from the pre-colonial time up to the 1990s. The basic argument is, though higher education institutions are a product of socio-economic and political dynamics of the society in the course of history, these interactions have always been imperfect in Africa since universities did not originally evolve out of social interactions. The introduction of European education during colonial period also did not serve the interests of African societies; instead education was used as a means of extending colonial ideology. After independence, African countries inherited fragile institutions which did not have social legitimacy from the public. The donor-client dependency relationship had inhibited the development of African institutions and the capacity of Africans to develop educational policies which are socially relevant and financially feasible. Thus, higher education institutions in Africa have been carrying out various roles of economic development, Africanization, nation-building, and engines of knowledge economy; at the same time executing foreign roles which have not been owned by African societies.

Private higher education in Africa: The case of Monash South Africa

The aim of this paper was to review the contribution of private institutions to higher education in Africa and use Monash South Africa as a case study. A literature search was conducted to gain perspective on the current situation with respect to private higher education institutions in Africa and how they are perceived in relation to public higher education institutions. In comparison with public higher education institutions, private higher education institutions in Africa were successful in four areas: • Widening access to higher education in the continent • Improving the quality of education • Improving student experience • Increasing the recognition and marketability of their degrees However, private higher education institutions in Africa have failed in two areas: • Reducing the costs of higher education in Africa • Assisting with retention of skilled human capital in African countries. In fact, private higher education institutions in Africa, have exacerbated the two situations above. Monash South Africa was the first foreign university to be established in South Africa and one of over 100 private universities in the continent. As a campus of Monash University in Africa, it has seen a steady growth with over 3,500 students in the past 10 years of its existence. Like other private institutions, the campus was successful in the four areas above and also fails in the area of costs and assisting in retention of skilled staff in Africa. The campus has been successful in blending its private provider status with a public purpose mandate by offering degrees in social science, business and economics, information technology and health sciences.

Promoting distance education in higher education in Cape Verde and Mozambique

Over the past six years, the authors have been project leaders for three distance education initiatives in Cape Verde and Mozambique: • a blended learning master’s degree in multimedia in education for faculty in Cape Verdean public higher education institutions (2005–2008) • a teacher training programme for 1375 elementary teachers provided through distance education in Cape Verde (2006–2008) • a blended-learning multimedia in education doctoral programme for staff, at the Centre for Distance Education, University Eduardo Mondlane, Mozambique (2008–11). This article describes the background to these projects, solutions adopted to meet the specific needs, capabilities, and constraints of the participants and institutions, and difficulties encountered. The project leaders reflect upon their experiences and the main lessons learned, while drawing conclusions that may be relevant to other higher education institutions in Africa and other developing countries embarking on planning and implementing distance education programmes and support units.

Higher Education, Policy Networks, and Policy Entrepreneurship in Africa: The Case of the Association of African Universities

Higher education institutions in Africa are increasingly vital to development efforts. While there is burgeoning research that suggests many universities are reforming in order to include intentional development efforts, perceived crisis and the paucity of resources on the continent has created a contentious relationship between higher education and development. To surmount this prevailing sentiment, alternative organizations that facilitate higher education's contribution to the development process in Africa should be considered. One such alternative is the higher education policy network. This case study examined the Association of African Universities (AAU) as a policy network influencing development in Africa. The results are interpreted through Roberts and King's (1991) notion of policy entrepreneurship, a framework that provides an analytical understanding of AAU activities in policymaking and development. We suggest that this framework may be pursued with more intentionality by higher education policy networks, particularly in regard to building organizational capacity and monitoring and evaluating policy innovations.