International Journal of African Higher Education最新文献_第2页

Institutional Organisation of Distance Secondary School Teacher Training in Malawi: 马拉维远程中学教师培训的机构组织:

International Journal of African Higher Education Pub Date : 2022-07-13 DOI: 10.6017/ijahe.v9i2.15369

Annie Tamara Chizengo-Thawani, L. Shawa

引用次数: 0

International Journal of African Higher Education Pub Date : 2022-07-13 DOI: 10.6017/ijahe.v9i2.15377

J. Rubagiza, J. Umutoni, Innocent. Iyakaremye

{"title":"Gender-Related Factors Influencing Female Students’ Participation in Higher Education in Rwanda","authors":"J. Rubagiza, J. Umutoni, Innocent. Iyakaremye","doi":"10.6017/ijahe.v9i2.15377","DOIUrl":"https://doi.org/10.6017/ijahe.v9i2.15377","url":null,"abstract":"Rwanda is widely seen as one of the most progressive countries in the world with regard to promoting gender equality and women’s empowerment. In education, for example, girls’ access to primary and secondary education is among the highest in Africa. However, female students’ participation remains limited in public universities and they constitute only around a third of the student population at the University of Rwanda. This article explores the factors that influence female students’ participation in public higher education in the country. It draws from a study commissioned by the University of Rwanda on the causes of low female enrolment at the institution that was conducted between 2016 and 2017. The study employed a mixed methods approach, and data was gathered by means of questionnaires, in-depth interviews, and focus group discussions. The results revealed interlinked structural (such as university policies) and socio-cultural factors that contribute to the exclusion of female students from Rwanda’s top university. Given the complexities involved, this calls for a multi-pronged approach to address the issue of female representation at the University. \u0000Key words: Gender disparities, female students, higher education, Rwanda","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"272 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122948550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Fourth Industrial Revolution Paradigm Shift in Teacher Education? 教师教育的第四次工业革命范式转变?

International Journal of African Higher Education Pub Date : 2022-07-13 DOI: 10.6017/ijahe.v9i2.15365

Dennis Zami Atibuni, Deborah Manyiraho, A. Nabitula

{"title":"A Fourth Industrial Revolution Paradigm Shift in Teacher Education?","authors":"Dennis Zami Atibuni, Deborah Manyiraho, A. Nabitula","doi":"10.6017/ijahe.v9i2.15365","DOIUrl":"https://doi.org/10.6017/ijahe.v9i2.15365","url":null,"abstract":"This article explores the plausibility of shifting from the instruction paradigm to the learning paradigm in order to prepare teachers to meet the needs of 21st century learners within the fourth industrial revolution (4IR). While the instruction paradigm is dominated by teacher-centred instructional strategies, a shift to the learning paradigm would require teacher training institutions to prepare teachers who will facilitate the teaching/learning process through interactive strategies, that is, teachers who are ‘meddlers in the middle’, who create puzzling situations and work alongside students to construct knowledge. Key aspects of such a shift include training institutions’ mission and purpose, criteria for the institutional and personal success of teacher trainers and trainees, teaching/learning structures within institutions, learning theory, productivity, funding, and the nature of educational stakeholders’ roles. In line with the dictates of the 4IR, training institutions should cultivate versatility to continuously identify, develop, test, implement, and assess effective learning technologies. In turn, their graduates should value learning as a continuous process for themselves, their learners, and their institutions. \u0000Key words: Fourth industrial revolution, paradigm shift, teacher training, instruction paradigm, learning paradigm","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124767661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Challenges Confronting Postgraduate Supervision at the National University of Lesotho: 莱索托国立大学研究生监督面临的挑战:

International Journal of African Higher Education Pub Date : 2022-07-13 DOI: 10.6017/ijahe.v9i2.15367

Tebello Tlali, Julia Chere-Masopha, E. Sebatane, T. Khalanyane

{"title":"Challenges Confronting Postgraduate Supervision at the National University of Lesotho:","authors":"Tebello Tlali, Julia Chere-Masopha, E. Sebatane, T. Khalanyane","doi":"10.6017/ijahe.v9i2.15367","DOIUrl":"https://doi.org/10.6017/ijahe.v9i2.15367","url":null,"abstract":"Postgraduate supervision can be a challenging form of teaching, with the challenges further compounded by context or institutional-specific factors.The Faculty of Education at the National University of Lesotho has faced numerous challenges in offering postgraduate degrees, with a few qualified supervisors for the large number of students who enroll in these programmes. This study explored the nature of the challenges confronting postgraduate supervision in this context. It was underpinned by the interpretivist paradigm and employed a qualitative approach. Fifteen supervisors participated, of whom nine (three associate professors and six senior lecturers) were individually interviewed. Six junior lecturers took part in a focus group discussion. Guidelines on postgraduate supervision were also subjected to document review. The findings revealed that while some supervisors had positive experiences, others are frustrated. This is due to a lack of training, and lack of clarity on supervisory procedures, as well as the low academic literacy and lack of commitment exhibited by some students. It is recommended that supervisors should be capacitated through training. Furthermore, supervisory guidelines should be reviewed and benchmarked against best practices in the field. \u0000Key words: Postgraduate supervision, constructivism, reflective practice, supervisory guidelines, challenges in supervisory practice","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134345515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

First-year Students’ University and Programme Selection at a South African University: 南非大学一年级学生的大学和课程选择:

International Journal of African Higher Education Pub Date : 2022-07-13 DOI: 10.6017/ijahe.v9i2.15373

Nomzamo Dube, Siphamandla Nyambo, Nkosiyazi K. Kanjiri, Vongai S. Ruzungunde

{"title":"First-year Students’ University and Programme Selection at a South African University:","authors":"Nomzamo Dube, Siphamandla Nyambo, Nkosiyazi K. Kanjiri, Vongai S. Ruzungunde","doi":"10.6017/ijahe.v9i2.15373","DOIUrl":"https://doi.org/10.6017/ijahe.v9i2.15373","url":null,"abstract":"Higher education is a tool for social and economic development as well as global competitiveness. It is thus crucial for students to make informed decisions when enrolling at university and, ultimately, deciding what career to pursue. This article offers insights into the factors that influence students’ selection of a university and programme, focusing on students at a historically disadvantaged university in the Eastern Cape, South Africa. Data was gathered by means of qualitative focus groups and convenient sampling was employed to select the sample from a population of first-year students. The findings indicate that residential proximity to the university, the university’s reputation, programme image, entry requirements, affordability and funding influence university selection. With regard to programme selection, the factors considered include background dynamics, the subjects involved, failure to meet the requirements, family, peer or the influence of others, failure to be selected for first choice programmes, a lack of career guidance and funding availability. It was thus found that university selection was principally influenced by the student’s informed choice while programme selection was largely influenced by external factors. \u0000Key words: University, programme, selection, students, higher education","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131506418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Student Psychological Contract as a Predictor of University Brand Evangelism in Tanzanian Higher Education: 坦桑尼亚高等教育学生心理契约对大学品牌传播的预测作用

International Journal of African Higher Education Pub Date : 2022-07-13 DOI: 10.6017/ijahe.v9i2.15379

David Amani

引用次数: 5

A Comparison of Staff Development Policies and Practices and Teachers’ Job Performance in Nigerian and Pakistani Universities 尼日利亚和巴基斯坦大学员工发展政策和实践与教师工作绩效的比较

International Journal of African Higher Education Pub Date : 2022-07-13 DOI: 10.6017/ijahe.v9i2.15375

Omotayo Adewale Awodiji, Nike Y. S. Ijaiya, Mansoor Ahmad

引用次数: 1

Students with Disabilities’ Access to Distance Education: 残疾学生接受远程教育的机会:

International Journal of African Higher Education Pub Date : 2022-06-17 DOI: 10.6017/ijahe.v9i1.15237

F. R. Aluko, M. Mampane

{"title":"Students with Disabilities’ Access to Distance Education:","authors":"F. R. Aluko, M. Mampane","doi":"10.6017/ijahe.v9i1.15237","DOIUrl":"https://doi.org/10.6017/ijahe.v9i1.15237","url":null,"abstract":"There has been much debate on access and social justice, and the role ofdistance education in redressing social injustices. However, little is knownabout these issues in relation to students with disabilities. The South AfricanDepartment of Higher Education and Training’s Strategic Policy Frameworkon Disability for the Post-School Education and Training System aims to improvepeople with disabilities' access to and success in post-school education andtraining. The document notes that despite the ground gained in transforming the the country's higher education landscape, systematic, institutional and personal challenges persist in relation to integrating such students into postschool education and training. This article highlights the challenges typically encountered by students with disabilities despite policy responses and why these have not worked. It proposes transformational leadership nestled within Ubuntu to transform the issue of disability in post-school education and training and offers directions for further research directions. \u0000Key words: distance education; disability; access, social justice; Ubuntu;transformational leadership","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133150807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Stakeholder Perceptions and Uptake of Private Higher Education in South Africa 南非私立高等教育的利益相关者认知与吸收

International Journal of African Higher Education Pub Date : 2022-06-16 DOI: 10.6017/ijahe.v9i1.15231

Divya Singh, D. Tustin

{"title":"Stakeholder Perceptions and Uptake of Private Higher Education in South Africa","authors":"Divya Singh, D. Tustin","doi":"10.6017/ijahe.v9i1.15231","DOIUrl":"https://doi.org/10.6017/ijahe.v9i1.15231","url":null,"abstract":"Globally, private higher education offers access to higher education, especially where public provision cannot cope with demand. However, South Africa does not mirror this trend. This article reports on a survey of stakeholders’ understanding of private higher education in South Africa that aimed to determine why it has not grown to complement public higher education in mitigating the access gap. The findings point to limited knowledge of private higher education, especially amongst parents. Furthermore, there are perceptions that it is expensive with low returns on investment, as well as a lack of trust in the value of the qualifications and quality of the tuition offered. However, the respondents also acknowledged the advantages of private higher education and graduate success. Based on these results, addressing perceptions of costs and more effective communication should be priorities for both this sub-sector as well as the national authorities. This is important as South Africa will be unable to reach the National Development Plan’s target of 1.62 million students in higher education without the private higher education sub-sector complementing public universities. \u0000Key words: Private higher education, reasons to select private HEIs, teaching and learning quality, private higher education cost, graduate employability, contribution to the HE sector","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125502264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ethical Codes of Conduct in Teaching Practice: 教学实践中的道德操守:

International Journal of African Higher Education Pub Date : 2022-06-16 DOI: 10.6017/ijahe.v9i1.15241

C. Kriel, C. Livingston, Chiwimbiso Kwenda

引用次数: 0