What Next for Africa's Higher Education? : What Should Follow the Continental Education Strategy for Africa (CESA 2016-2025).

Format:

Book

Author/Creator:

Awaah, Fred.

Language:

English

Subjects (All):

Education, Higher--Africa.

Education, Higher.

Indigenous peoples--Education.

Indigenous peoples.

Physical Description:

1 online resource (301 pages)

Edition:

1st ed.

Place of Publication:

Bradford : Ethics International Press Limited, 2024.

Summary:

The African Union Commission, as part of its strategic agenda for the continent of Africa (Agenda 2063) carved out the Continental Education Strategy for Africa (CESA 2016-2025). This 10-year strategic plan for Africa's higher education ends in 2025. This collection is a review of the gains made, and a critique of the strategy since its inception in 2016, with its aim to proffer workable initiatives for the African higher education space post-2025. Topics addressed include: Technology and how it will shape Africa's higher education post-2025;African Cultural perspectives; contextualising African education; and the 21st century skills and attributes required as outcomes from higher education in Africa. Key audiences include Higher Education researchers and managers in Africa and beyond; the Association of African Universities (the implementing body of the CESA), policy makers with an interest in Africa's' higher education, and multinational bodies including the UN, the European Union, and the African Union Commission.

Contents:

Intro

Preface

Dedication

Acknowledgments

Chapter 1 Embedding International Perspectives in the Operational Structure of African Higher Education Through Modern Foreign Language Teaching and Learning - Reflections for Post CESA

Emily Ayieta Ondondo

Julianah Akindele

Rebecca Atchoi Akpanglo-Nartey

Abstract

Introduction

Internationalisation of Higher Education

Modern Foreign Language Teaching and Learning in Africa Higher Education

Modern Foreign Language Teaching and Learning in Kenya

Modern Foreign Language Teaching and Learning in Nigeria

Modern Foreign Language Teaching and Learning in Ghana

Foreign Language Teaching and Learning through COL and COIL in Africa Higher Education

Conclusion

References

Chapter 2 Revitalisation of Culturally-Sensitive Teaching Methodologies that Prioritizes African Cultural Values in African Higher Education Institutions: A Post-CESA (2016-2025) Review

Dickson Adom

Joann Thompson

Owusu Oteng Bediako

Isaac Asare-Aboagye

African Traditional Cultural Values and African Higher Education

Community Consciousness and Communalism

Showing Courtesy

Culturally-Sensitive Teaching Methodologies in African Higher Education Institutions

Overview of Key Theoretical Frameworks in Culturally-Sensitive Teaching Methodologies

Critical Pedagogy

Culturally Relevant Pedagogy

Asset-Based Pedagogy

Culturally Sensitive Teaching Methodologies: Some Considerations for the African Context

Cultural Diversity and the Importation of Western Educational Theories and Practices

Mentorship and Respect for Authority

Addressing Communication Difficulties

Customised Support and Classroom Community Building

Cultural Awareness

Technological Advancements

Community and Stakeholder Engagements

Continued Research.

Conclusion

Chapter 3 Implementing the Culturo-Techno-Contextual Approach (CTCA) in Chemistry Education in Burundian Universities - A Potent Tool for Education Post CESA (2016-2025)

Francois Nitereka

Judith Ndayizeye

Claire Nineza

Ferdinand Ndikuryayo

Innocent Ntwari

Basic education in Burundi

Free Schooling in Burundi

Consequences of the free schooling fees measure

Higher education in Burundi

Why study general chemistry?

Continental Education Strategy for Africa (CESA) and Education in Burundi

Research problem

Objective of the study

Literature on teaching methods

Culturo-Techno-Contextual Approach

Empirical studies testing the efficacy of the CTCA

Research Methodology

Research Setting

Characteristics of the population study

Sample and sampling technique

Research Design

Teaching methodology of difficult concepts in general chemistry using CTCA

Research Instruments

Data analysis method

Ethics and organizational framework

Presentation and analysis of results

Ranking of difficult concepts in general chemistry

Students evolution in the experimental and control groups

Results of the retention test

Advantages and disadvantages of CTCA

CTCA is a time-consuming approach

Discussion of the findings

Ranking of difficult concepts

Effectiveness of CTCA in the study of difficult concepts in general chemistry in higher education in Burundi

Conclusion and Recommendations

Chapter 4 Decolonizing Research Culture in East Africa Post CESA (2016-2025): A Case Study of Strategic Management

Juliana M. Namada

The Concept of Research Culture

Dimensions of Research Culture

Decolonizing Research Culture in East Africa.

A Case of Teaching Strategic Management in East African Business Schools

Adoption of Local Teaching Cases

Adoption of 'Ubuntu' Philosophy for Competitive Advantage

Introduction New facets to Michael Porter's Five Forces Model

Chapter 5 Private Higher Education in Morocco: Current Beliefs, Practices, Challenges and Implications for Post CESA

Abdellah Benahnia

General Linguistic and Political Background

Impact of Private Higher Education on Local Socio-Cultural Heritage and the Economy

The Inherent Paradoxes and Challenges of Private Higher Education

The Future of Private Higher Education in Morocco

English language as a pivotal factor in advancing PHE

Scientific Research and Private Higher Education:

Chapter 6 Ancient Wisdom and Heidegger's Philosophy will be Successful in Teaching Biology Students post CESA (2016-2025) - the CTCA Data Analysis Technique

Francisca Allename

Deborah Agbanimu

Solomon Yeboah

Research questions:

The following research questions guided this study:

Theory

The Lecture Method and Other Teaching Methods

The Culturo-Techno-Contextual Approach

The CTCA and Previous Studies

Research hypotheses:

Methodology

Research Approach

Population and Sampling

Procedure for data collection

Data Analysis Technique

Results

Research question 1

Research Hypothesis 1

Decision on hypothesis 1

Research question 2

Research hypothesis 2

Decisions on hypothesis 2

Discussions

Conclusion and implications for education post CESA (2016-2025)

Limitations of the study

References.

Chapter 7 The Missing Link: The Role of 21st Century Skills in Linking the Learners in Institutions of Higher Learning to the Work Place

Margaret Ngugi

Edward Nyaura

Benard Tobos

Background of the study

Africa

Kenya

Reforms in the Education sector

Higher Education Reforms

Competency Based Education and Training in Higher Education

Skills and Competences

Job Market Dynamics

The Need for 21st Century Skills

Chapter 8 Integration of Indigenous Knowledge Systems in African Higher Education in Ghana: A Post-CESA (2016-2025) Review

Joan Thompson

Steve Kquofi

Higher Education in Ghana and CESA

Indigenous Knowledge System and Higher Education in Ghana: Concept, Importance, and Achievement of CESA

Reasons for the Integration of Indigenous Knowledge in Higher Education in Ghana

Challenges in Integrating Indigenous Knowledge Systems in Higher Education Institutions in Ghana

Strategic Approaches for the Successful Integration of Indigenous Knowledge in Higher Education Institutions in Ghana Post-CESA

Development of an Indigenous Theoretical Framework

Implementation of Strong Institutional Support Systems

Cultural Inclusiveness in Curriculum Design in Higher Education

Promotion of Collaboration between Higher Education Institutions and Local Communities

Provision of Training and Capacity-Building Programmes on Indigenous Knowledge

Chapter 9 The Influence of Demographic Characteristics on Feedback Usage in Online Distance Learning: A Higher Education Perspective Post CESA (2016-2025)

Esther Julia Korkor Attiogbe

Literature Review

Importance of Feedback to Students

Formative Feedback.

Challenges to providing Formative Feedback

Factors influencing the use of feedback

Methods

Population and sample

Instrumentation and data collection

Validity and reliability

Data analysis

Simple Binary Logistic Regression model

Multiple Binary Logistic Regression model

Logit transformation

Authors' computation (2024)

Objective One: Perception of formative and interactive feedback usage.

Objective Two: Nature of feedback in the DE online interaction between lecturers and students.

Objective three: Influence of demographic characteristics on learning improvement

Logistic Regression Analysis

Discussion

Implications

Chapter 10 Harnessing Higher Education for Gender-Inclusive Agricultural Transformation post CESA: A Case Study of Sugar Production in Zimbabwe's Lowveld

Valerie Rumbidzai Jeche

Gender Inequality in Agriculture

Role of Higher Education in Gender Equity

Curriculum Development

Research

Community Outreach

Policy Advocacy

Feminist Political Ecology Framework

Applying Feminist Political Ecology to HEIs

Data Collection

Data Analysis

Ensuring validity and reliability

Findings

Access to Resources

Entrenched Gender Norms

Policy Support for Gender-Sensitive Practices

Impact of HEI Interventions

Persistent Challenges and Areas for Improvement

Impact of HEIs on Gender-Inclusive Agricultural Practices

Research Contributions

Community Outreach and Empowerment

Challenges and Areas for Improvement

Resource Allocation

Sustained Community Engagement

Enhanced Policy Support

Integration of Gendered Knowledge

Policy Recommendations.

Comprehensive Policy Support.

Notes:

Description based on publisher supplied metadata and other sources.

Part of the metadata in this record was created by AI, based on the text of the resource.

ISBN:

9781804415702

1804415707

OCLC:

1456761534