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1
Dr., Faustino Taderera (Ph.D.). "Managing Higher Education Pain Points for Knowledge and Innovation for Africa's Development: Lessons from the Rest of The World." RA jouranal of applied research 09, no. 02 (2023): 77–92. https://doi.org/10.5281/zenodo.7616065.
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The main thrust of this research was to contribute to theory building in the Pain Points Theory (PPT) and their applicability in African Higher Education Institutions (referred to as AHEI right through), with focus on colleges and universities. The research explored gaps in knowledge regarding this theory as a contribution to knowledge, and in this instance the AHEI was the sample and epicentre of the research and was expected to meet foremost the needs of industry and government as employers of graduated students, then the needs of students and society in knowledge and innovation. This research was conceptual research using literature review only. A Pain Point or constraint is anything that prevents the system from achieving its goal like poor funding, high teaching loads, unattractive research prizes and incentives, low salaries that drive away talented academics and others and finally poor resourcing. The main reasons giving rise to this research were the facts that some colleges and universities in Africa faced challenges in graduate employability and suitability for industry and funding and needed accreditation by government agencies, and some had low innovation and research output. The main objective of this research was to contribute to theory building in the Theory of Higher Education and PPT and identify critical success factors for efficiency in service delivery excellence to students, industry and society in line with market orientation philosophy. The secondary objective was employability of graduates as the end product, maximising knowledge creation and innovation. Qualitative research method in the form of conceptual research was used in this research. The main findings were low salaries were driving away academics to NICs and overseas developed countries, lack of practicals/diverse teaching methods, lack of compulsory internship, unfair assessment, balancing classes with free time, the need for diversity in terms of faculty, uncommitted students, incompetent faculty, outdated syllabus, students from high schools not being college ready, graduates not matching industry requirements, poor internet service, low knowledge creation, lower levels of innovation and industrialisation in Africa, unattractive prizes for researchers and same for research incentives, lack of apprenticeship in some countries and no research funding.
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Genga, Cheryl Akinyi, and Sunday Samson Babalola. "Digital Transformation: The Need for a Sustainable Green Culture in African Higher Education Institutions." Journal of Educational Technology Development and Exchange 18, no. 1 (2025): 109–30. https://doi.org/10.18785/jetde.1801.07.
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Digital transformation (DT) continuously affects individuals and organisations. African Higher Education Institutions (AHEIs) must prioritise robust IT infrastructure to enhance research, modernise teaching, and improve learning experiences in the digital era. Despite policies and programs promoting digital education, AHEIs face challenges in fully implementing DT because of unimplemented policies and the persistent digital divide. DT, driven by technological progress, is crucial for achieving environmental, economic, and social sustainability goals. This includes integrating sustainability into curricula, assessing institutional leaders' commitment to sustainability, and adopting eco-friendly campus practices. Diversity, equity, and inclusion (DEI) are strategic concerns affecting institutional culture, research, teaching, and policies and should be integrated into DT. This study explores the importance of DEI in DT implementation within AHEIs. It offers strategies for doing so, including developing strategic visions and plans, fostering digital leadership skills, promoting DEI initiatives in DT, establishing effective policies and frameworks to address the digital divide, mental health disorders, and learning disabilities; embracing comprehensive approaches to DT; and fostering institutional cultural and academic changes. It is crucial to consider DEI when adopting digital technologies that can drive innovation and improve service delivery in AHEIs, which is the focus of this research.
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Kuada, John. "Revisiting Entrepreneurship Development Policy Framework for Africa." African Journal of Innovation and Entrepreneurship 1, no. 1 (2022): 13–22. http://dx.doi.org/10.31920/2753-314x/2022/v1n1a1.
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Most development economists agree that entrepreneurship provides a greater promise for lowering the levels of youth unemployment in Sub-Sahara Africa (SSA). It can also strengthen the capacity of young people to care for themselves and their families (Kuada, 2015a). For this reason, entrepreneurial attitude development among the youth has featured prominently on the policy agenda of many African countries. Since past research has used innovation and creativity as useful constructs by which entrepreneurs can be identified, these two defining characteristics have guided most entrepreneurship development policies. Building on them, the entrepreneurship literature has identified two complementary sets of policy initiatives. The first group of policies encourage African higher educational institutions (AHEIs) to design entrepreneurship education (EE) programmes that serve to bridge entrepreneurial skill gaps among the youth (Sorensen & Kuada, 2022). The second, encourages general entrepreneurial learning within informal structures and relational networks. The results of these initiatives have been limited and policymakers have become keenly aware that creating an entrepreneurial culture in a country is a complex undertaking and the predictive validity of any single approach is nearly impossible to establish (Rae, 2017). For example, past empirical research has shown that factors other than “school attainment” contribute to an individual’s preparedness to start a business, and AHEIs may lack the capabilities to provide all the required preparations (Sorensen & Kuada, 2022). Similarly, African entrepreneurs’ learning process is often messy, as they acquire skills and competencies from widely diverse sources. Consequently, no single policy can adequately address their learning needs. For these reasons, the search for the most suitable modalities for facilitating youth-based entrepreneurship in Africa remains a vigorously debated topic within SSA policy and academic circles.
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Huffman, Fatma G., Maurcio De La Cera, Joan A. Vaccaro, et al. "Healthy Eating Index and Alternate Healthy Eating Index among Haitian Americans and African Americans with and without Type 2 Diabetes." Journal of Nutrition and Metabolism 2011 (2011): 1–8. http://dx.doi.org/10.1155/2011/398324.
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Ethnicities within Black populations have not been distinguished in most nutrition studies. We sought to examine dietary differences between African Americans (AA) and Haitian Americans (HA) with and without type 2 diabetes using the Healthy Eating Index, 2005 (HEI-05), and the Alternate Healthy Eating Index (AHEI). The design was cross-sectional (225 AA, 246 HA) and recruitment was by community outreach. The eating indices were calculated from data collected with the Harvard food-frequency questionnaire. African Americans had lower HEI-05 scores (−8.67, 13.1); , than HA. Haitian American females and AA males had higher AHEI than AA females and HA males, respectively, () adjusting for age and education. Participants with diabetes had higher adherence to the HEI-05 (1.78, 6.01), , and lower adherence to the AHEI (16.3, −3.19), , , than participants without diabetes. The findings underscore the importance of disaggregating ethnicities and disease state when assessing diet.
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Dranzoa, Christine. "Sexual Harassment at African Higher Education Institutions." International Higher Education 94 (June 11, 2018): 4–5. http://dx.doi.org/10.6017/ihe.2018.0.10553.
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In most African states, joining higher education institutions (HEIs) is, for students, an investment in their own economic progress. Yet, HEIs are sites where sexual harassment and gender-based violence (GBV) occur, increasing the vulnerability of newly enrolled female students and of women in general. A strong gender policy environment, a clear stand by senior management at HEIs, and the empowerment ofmen with respect to gender equity issues are remedies to help achieve the Sustainable Development Goals (SDGs), especially goal 3 (Good Health and Well-being), goal 4 (Quality Education), goal 5 (Gender Equality), and goal 10 (Reduced Inequality).
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Dranzoa, Christine. "Sexual Harassment at African Higher Education Institutions." International Higher Education 94 (June 11, 2018): 4. http://dx.doi.org/10.6017/ihe.2018.94.10513.
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In most African states, joining higher education institutions (HEIs) is, for students, an investment in their own economic progress. Yet, HEIs are sites where sexual harassment and gender-based violence (GBV) occur, increasing the vulnerability of newly enrolled female students and of women in general. A strong gender policy environment, a clear stand by senior management at HEIs, and the empowerment ofmen with respect to gender equity issues are remedies to help achieve the Sustainable Development Goals (SDGs), especially goal 3 (Good Health and Well-being), goal 4 (Quality Education), goal 5 (Gender Equality), and goal 10 (Reduced Inequality).
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Ulmer, Nico, and Kerstin Wydra. "Sustainability in African higher education institutions (HEIs)." International Journal of Sustainability in Higher Education 21, no. 1 (2020): 18–33. http://dx.doi.org/10.1108/ijshe-03-2019-0106.
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Purpose Research on sustainability in higher education institutions (HEIs) is unequally distributed globally. The existing publications on sustainability in HEIs have largely focussed on the Global North. Meanwhile, little is known about the state of sustainability in HEIs located in the Global South, and within African HEIs in particular. This study aims to fill this gap and investigates the status of sustainability activities in participating African HEIs. Design/methodology/approach A Delphi study involving 32 experts from 16 African countries and a total of 29 HEIs was conducted between December 2017 and May 2018. Experts were asked to share their insights on sustainability and Africanisation through an online questionnaire in two rounds. Findings Although 30 of the 32 participants agreed with the provided definitions of sustainability and sustainable development (two participants did not answer), 11 of the participants commented that important issues such as governance and culture were missing. This trend indicates that the sustainability discussion is still led from a western vantage point. Nevertheless, Africanisation plays a role in around two-thirds of participating HEIs’ sustainability activities, with the language factor representing the most pressing issue. Research limitations/implications The findings of this study provide valuable insights into the current state of sustainability activities and Africanisation of participating African HEIs, and the importance of language and culture in this process. Originality/value This study is one of few works that have investigated the state of sustainability activities in African HEIs. Furthermore, it adopts a positive stance on sustainability in Africa, rather than focussing on negative circumstances.
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Foulds, Kim, and Paul Tiyambe Zeleza. "The African Academic Diaspora and African Higher Education." International Higher Education, no. 76 (May 12, 2014): 16–17. http://dx.doi.org/10.6017/ihe.2014.76.5526.
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Because of the focus on the impact of “brain drain,” discussions centered on the African academic diaspora often fail to highlight the expansive and innovative relationships between institutions of higher education across Africa and African academic diaporans. Recent initiatives, specifically the Carnegie African Diaspora Fellowship Program, seek to build on existing and develop new relationships to promote academic exchanges and collaborations to internationalize and strengthen the capacities of African universities.
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Ajani, Oluwatoyin A., and Bongani T. Gamede. "Decolonising Teacher Education Curriculum in South African Higher Education." International Journal of Higher Education 10, no. 5 (2021): 121. http://dx.doi.org/10.5430/ijhe.v10n5p121.
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Calls for the decolonisation of higher education in South Africa gained prominence after the #Rhodesmustfall, #Feesmustfall and series of 2015-2016 students’ protests in South African higher institutions. Visible in the demands of the students during these protests was the need for the decolonisation of higher education curriculum to ensure reflection of diverse realities in South Africa. This led to various conferences in different parts of the Republic. However, while some scholars are clamouring for the need for decolonisation, others consider the desire for decoloniality and glocalization. Thus, the subject of decolonisation remains a debate in South African society. Meanwhile, decolonisation is still very much crucial. Seemingly, in the words of Steve Biko, decolonization should begin from the mind. Hence, this discursive study explores how pre-service teachers’ minds can be decolonised for realities in transforming South African higher education. The study adopts Critical Race Theory as a lens for this phenomenon. South African higher education curriculum has predominantly been Eurocentric and epistemic, reflecting Western dominance in post-apartheid South Africa. The study argues why and how South African higher education institutions can place teacher education at the centre of learning experiences, for students to adapt and maximize the realities in their contexts, and for responsive lived experiences. Thus, adding voices to a curriculum that promotes total rethink, reflections and reconstruction of students' minds in integrating the existing Eurocentrism and epistemic knowledge with African philosophy in higher education institutions.
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Nkambule, Mafika, Joey Jansen van Vuuren, and Louise Leenen. "Creating a Cybersecurity Culture Framework in Higher Education." International Conference on Cyber Warfare and Security 20, no. 1 (2025): 304–12. https://doi.org/10.34190/iccws.20.1.3268.
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The increasing cybersecurity threats to higher education institutions in Africa necessitate risk management frameworks that are resilient and sensitive to regional needs. This paper applies Modified General Morphological Analysis (MGMA) to identify essential elements for an adaptable cybersecurity framework, focusing on the African higher education context. African institutions face many challenges, like limited funding, underdeveloped digital infrastructures, and rising cyberattacks. Our proposed MGMA is a structured methodology to examine key cybersecurity dimensions: governance, policy, technical controls, capacity building, and resource allocation. This approach allows for assessing complex interrelations among these elements, aimed at practical solutions suitable for African institutions. This study focuses on risk management approaches to address the specific vulnerabilities of African higher education institutions (HEIs), such as restricted budgets, inadequate cybersecurity teams, and increasing reliance on digital systems. The study promotes collaborative efforts by creating institutional networks, sharing resources, and enhancing cybersecurity expertise across Africa. The findings will guide decision-makers in aligning cybersecurity investments with strategic institutional goals, providing a framework for protecting critical educational assets, strengthening resilience, and advancing digital infrastructure development across African higher education.
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Simiyu, Patrobers, Elutunji Buraimoh, and Innocent Davidson. "Fostering Research Integrity in African Higher Education Institutions." African Journal of Inter/Multidisciplinary Studies 3, no. 2021a (2021): 97–109. http://dx.doi.org/10.51415/ajims.v3i1.980.
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African higher education institutions (HEIs) have been considering changing in the last twenty years. The realisation of knowledge synthesis as a critical driver for social-economic development, has led to countries promoting research in universities and related institutions of higher learning towards a knowledge-based economy. However, the increasing emphasis on HEIs' research productivity has raised questions of whether or not the parties involved in funding, conception, conducting, and review/reporting are upholding responsible conduct of research (RCR). Equally, concerns on adequate rules, regulations, and guidelines to foster research integrity (RI) amongst the research professionals prevail. In this paper, an in-depth understanding of the RI concept, and the strategies that the research fraternity in the African HEIs and policymakers use to foster RCR, are illuminated to address gaps that need to be filled. This is a new dawn for HEIs in Africa to strengthen their knowledge base by applying the best practices that are founded on high levels of RI to meaningfully inform, influence, and impact Africa's current and future development. This study provided a detailed literature investigation of the occurrences of irresponsible research conduct in Africa's HEIs, existing efforts to mitigate them, and the path forward to foster RCR. Unfortunately, Africa's HEIs have ineffective policies and structures in place to promote RI and research misconduct.
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Babalola, Sunday Samson, and Cheryl Akinyi Genga. "Wartime and Online Education: A Bibliometric Analysis." Research in Social Sciences and Technology 10, no. 1 (2025): 119–43. https://doi.org/10.46303/ressat.2025.7.
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This study sheds light on the existing void regarding wartime and online education in Africa. Over three-quarters of African nations have experienced various forms of conflict over the past three decades, resulting in a significant loss of life and immense suffering for African citizens striving for education. The African continent has witnessed nearly 88% of conflict-related fatalities worldwide. The widespread destruction of schools and universities, from primary to higher education, has worsened the problem of limited technology resources. This lack of technology makes it even harder for educational institutions to function effectively. Recent insecurity poses a formidable challenge to many African higher education institutions, impeding efficient administration and management, disrupting academic calendars, claiming student lives, and damaging the critical infrastructure for teaching and learning. In addition, African higher education institutions still lag behind their counterparts on other continents in embracing digital transformation. Using the Scopus database, this study conducted a bibliometric analysis of publications from 2000 to 2024, focusing on wartime and online education. The gathered documents were meticulously analysed using visualisation tools like VOS Viewer. The findings highlight a significant research gap regarding the intersection of wartime conditions and online education in African institutions, as there are no publications on wartime and online learning from the African continent. The findings highlight that the publications are mainly from a Western perspective, which has marginalised African higher education institutions in the global knowledge production and dissemination landscape. The paper identifies promising areas for further research on improving education during African conflicts to guide future efforts.
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Cade, Alfred R. "Affirmative Action in Higher Education." education policy analysis archives 10 (April 25, 2002): 22. http://dx.doi.org/10.14507/epaa.v10n22.2002.
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This study analyzed the variations of policies and practices of university personnel in their use of affirmative action programs for African American students. In this study, the policy topic is affirmative action and the practices used in admissions, financial aid, and special support services for African-American students. Surveys were mailed to 231 subjects representing thirty-two Missouri colleges and universities. Most of the survey respondents were male, white, and nearly two-thirds were above the age of forty. Ethnic minorities were underepresented among the professionals. Seventy-two percent of respondents were white, 23% were African American, and 5% were Hispanic. The results of this study suggest a positive picture of student affirmative action practices and policies used by Missouri personnel. Differences among professionals were at a minimum. The overall mean score for support in diversifying Missouri institutions was fairly high, and this may reflect diversity initiatives taken by the Missouri Coordinating Board for Higher Education in the late 1980s, and early 1990s. Data suggested that Missouri personnel are aware of the judicial scrutiny by the courts in administering student affirmative action. Most Missouri institutions use a single process for assessing all applicants for admission, without reliance on a quota system. The recent Hopwood decision showed little impact on the decisions regarding professionals' use of student affirmative action at Missouri institutions. Although public attitudes toward student affirmative action may play a role in establishing policies and practices, Missouri personnel are very similar in their perceptions regardless of race/ethnicity, gender, and institutional office or position.
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Tamrat, Wondwosen, and Damtew Teferra. "African Private Higher Education: Progressive Policies and Ambivalent Stances." International Higher Education, no. 93 (March 29, 2018): 19–21. http://dx.doi.org/10.6017/ihe.0.93.10418.
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As the global and regional thirst for higher education continues to surge, it is time to think how private higher education institutions (PHEIs) can be groomed to play their roles within an evolving higher education landscape. It is imperative to put in place appropriate policies and legislations, for these institutions to play a key role in socioeconomic development. This article outlines various progressive PHE policies andlegislations across Africa and examines their importance in enhancing the growth of the sector.
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Tamrat, Wondwosen, and Damtew Teferra. "African Private Higher Education: Progressive Policies and Ambivalent Stances." International Higher Education 2, no. 93 (2018): 19. http://dx.doi.org/10.6017/ihe.2018.93.10375.
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As the global and regional thirst for higher education continues to surge, it is time to think how private higher education institutions (PHEIs) can be groomed to play their roles within an evolving higher education landscape. It is imperative to put in place appropriate policies and legislations, for these institutions to play a key role in socioeconomic development. This article outlines various progressive PHE policies andlegislations across Africa and examines their importance in enhancing the growth of the sector.
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Nnazor, Agatha I. "A Sociological Framework for Understanding the Participation of African Higher Education Institutions in Transnational Education." Journal of Studies in International Education 22, no. 5 (2018): 454–71. http://dx.doi.org/10.1177/1028315318786441.
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Transnational Education (TNE) has potential for expanding access to higher education in Africa, which has chronic high rates of unmet demand for access. Paradoxically, African higher education institutions (HEIs) have the least participation in TNE. There is a dearth of systematic understanding of the factors that influence the participation of African HEIs in TNE and the impacts of their participation at both institutional and societal levels. This article proposes a sociological framework for investigating the factors that enable or hinder the participation of African higher HEIs in TNE, and the impacts of their participation on the institutions themselves and their respective countries. The framework is constructed with societal and organizational factors disparately identified through a purposive review of the literature.
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Uduku, Ola, and Kuukuwa Manful. "Buildings for Higher Education in Africa." Docomomo Journal, no. 69 (December 15, 2023): 4–7. http://dx.doi.org/10.52200/docomomo.69.in.
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Access to formal education has long been considered essential to progress by people in Africa. The design and building of educational institutions were also an important part of the post-war modernism construction boom around the world and on the African continent, coinciding with post-independence nation-building. From the 1940s through to the early 1970s, ambitious nations from Algeria to Zimbabwe invested in universities and higher educational buildings as both literal and physical centers of intellectual advancement for their nations’ youth in that jubilant era, heralding freedom from colonization and the emergence of self-rule.More than half a century later, these edifices borne of hope and expectation have generally stood the test of time and remain recognizable features in many African cities and landscape settings. How these structures have fared architecturally and how they have been adapted or incorporated into contemporary life varies by country, institution, and socio-political context: an important subject to be studied. As the provision of educational buildings is still important to African nations and is part of the global sustainable development goals, what better time to revisit those purpose-built institutions in a time of hope and exuberance? Especially as their relevance remains critical to the development of Africa’s best and brilliant young minds?This special issue of the Docomomo Journal focuses on educational institutions, particularly universities and other higher educational establishments built in Africa from the late 1940s to the 1970s, as instances of shared’ social, political, cultural, economic, and architectural heritage. This architectural heritage has been shared through actions of coercion, co-option, and co-operation between various proximal African countries, former colonial powers, and contemporary socio-economic partners. Many contributions are linked to the Shared Heritage Africa (SHA) Project—funded by the German Foreign Ministry (Auswärtiges Amt)—, which focused on the documentary rediscovery of modern university campuses as examples of cultural landscapes from the period of independence from colonial rule.
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Yaro, Fatin, and Jennifer Mize Smith. "Black African Students in Predominantly White U.S. Higher Education Institutions." Journal of International Students 14, no. 3 (2024): 21–41. http://dx.doi.org/10.32674/jis.v14i3.5871.
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Black African students are increasingly choosing the United States as their preferred destination for higher education, and many choose to study at predominantly White institutions. The purpose of this qualitative study was to investigate factors that may influence their identification and commitment to those institutions. Researchers interviewed 20 sub-Saharan Africans at a predominantly White Southeastern university. Findings revealed that construed external image, overall satisfaction with the school, promotion of the institution, and willingness to maintain membership shape the extent to which Black African students are identified and committed to their university of choice. Furthermore, the study also found that prestige does not appear to influence Sub-Saharan African students' identification and commitment to a school in the U.S., but race has mixed effects depending on how it gets interpreted by students. These findings suggest implications for research and practice for student affairs professionals to better serve and retain their international populations.
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Hu, Zijing, and Roy Venketsamy. "Exploring Interprofessional Education in Higher Education Institutions: A South African Case Study." Journal of Educational Studies 2024, si1 (2024): 19–33. http://dx.doi.org/10.59915/jes.2024.si1.2.
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Lumadirry, JeMutendwahothe Walter. "Remedying Misdemeanors At South African Higher Education And Training Institutions." Contemporary Issues in Education Research (CIER) 1, no. 1 (2011): 13. http://dx.doi.org/10.19030/cier.v1i1.1206.
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In 2004 South Africa embarked on a mission of reforming its higher education system, merging and incorporating small universities into larger institutions, and renaming all higher education institutions university. The democratic country’s universities and technikons, which were incorporated with others and thus no longer exist, will be mentioned in this study. There are also a large number of institutions in South Africa, some are local campuses of foreign universities, some conduct classes for students who write their examinations at the distance education University of South Africa and some offer unaccredited or non accredited diplomas. Public universities in South Africa are divided into three types; traditional universities, which offer theoretically oriented university degrees; universities of technology, which offer practically-oriented diplomas and degrees in technical fields; and comprehensive universities, which offer a combination of both types of qualifications. Disciplinary problems at universities interfere with the educational process and place a burden on Management and academics. Misdemeanours have long been linked to negative outcomes for students, such as course failure and dropping out of universities. University senior management team is interested in keeping the institution safe and maintaining positive environment conducive to learning. To accomplish this mission, universities employ a range of policies and approaches to managing student behaviour, including positive behaviour support, exclusion, suspension and expulsions. Research was conducted in three types of South African universities. Management of each type of university was interviewed. From each type of university, three institutions were randomly selected. This left the researcher with a total of 9 universities out of 23. Responses from management of various institutions were related.
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Maharaj, Ashika. "The Impact of Globalisation on South African: Higher Education Institutions." Delhi Business Review 12, no. 1 (2011): 37–50. http://dx.doi.org/10.51768/dbr.v12i1.121201104.
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Bongumusa, Prince Makhoba. "Blended Learning In South African Historically Disadvantaged Universities." Multicultural Education 9, no. 9 (2023): 1. https://doi.org/10.5281/zenodo.8335729.
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<em>The primary purpose of this paper is to evaluate the use of blended learning approach in South African historically disadvantaged institutions of higher education. The majority of South African universities adopted blended learning approach in response to challenges that were faced by students, academics, and institutions of higher education in remote learning approach during and after the period of COVID-19. Blended learning approach became a prominent teaching approach for many institutions and a possible solution for future higher education. However, this approach does not come without its challenges, especially in the context of historically disadvantaged and rural-based universities. This study review literature on the use of blended learning, expresses challenges of blended learning and explores possible long-term solutions for the effective implementation of the blended learning approach in South African higher education institutions. Among the recommendations for the effective adoption of blended learning, the current study proposes collaborations between advanced and historically disadvantaged universities, partnerships between universities and the private sector, technological infrastructure development, increased student support, and training and development of academics.</em>
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Ntshangase, TC Mabusela MS Nzima DR. "Managing Challenges Faced By South African Higher Education Institutions In Implementing Pre-Service Teacher Education Curricular." Multicultural Education 8, no. 7 (2022): 88. https://doi.org/10.5281/zenodo.6908272.
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<em>This study was informed by the persistent challenges faced by South African higher education institutions in implementing pre-service teachers’ programmes. Briefly, objectives of the study were to (a) identify the challenges faced by South African higher education institutions in the curriculum implementation for pre-service teachers’ preparations; (b) find out how the South African higher education institutions address the challenges they face in implementing the curriculum for pre-service teachers’ preparations; and (c) investigate the views of academic staff on continuous curriculum review for pre-service teachers’ preparation. Interpretive paradigm was well suited to the study that used a qualitative approach and case study method. Purposive sampling was also used to select Sixteen (16) academics as participants to this study. In-depth interviews were instruments in data collection. Through constructivist learning and experiential learning as theoretical framework, lack of contemporary material and equipment were noted while the rapid evolution of technology and lack of technical support were identifiedas findings of the study. Weak internet access, staff shortages, inadequate mentoring of pre-service teachers during teaching practice; were among the chief findings of the study. </em> <em>Originality/value: This is the only study that proposes the strategies that may be used to manage the challenges faced by rural South African higher education institutions in implementing pre-service teacher education curricularin the northern part of one of the provinces in South Africa. Other studies that have been conducted were used only to identify challenges that hinder the curricular implementation</em>
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Esan, Dorcas Oladayo, and Themba Masombuka. "Impact Assessment of Digital Learning Tools in South African Higher Education." Journal of Information Systems and Informatics 7, no. 1 (2025): 224–49. https://doi.org/10.51519/journalisi.v7i1.999.
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Technological advancements have significantly reshaped the operational landscape of tertiary institutions, enhancing both student and academic efficiency processes. In South Africa, many students in higher learning institutions scrambled to use technology for teaching and learning due to load shedding, poor internet connectivity, lack of technological skills, lack of technology training by the tertiary institutions, etc. This study employs the UTAUT to understand better how technological innovations impact South African higher institutions. The UTAUT model includes components such as effort expectancy, self-awareness, social influence, facilitating conditions, and voluntary use to fully understand the factors influencing technology development and adoption. Three hundred and ten (N=310) students from underprivileged tertiary institutions in the Eastern Cape participated in this study. The study used a quantitative research methodology based on a 5-point Likert scale to gauge the respondents' intention to use technology for teaching and learning. Regression analysis and NOVA statistical tools were used to analyse the acquired data. The findings revealed that most participating students believe that technological advancements had a positive impact on their ability to teach and learn. The research findings imply that faculty should implement training programs on digital tools, improve IT infrastructure, provision of free internet bundles, and develop policies that support the adoption of e-learning technologies.
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P., Yidana,, and Akuna, E. "Academic Records Management Practices in Africa Higher Education Institutions: Empirical Review." British Journal of Contemporary Education 5, no. 1 (2025): 93–113. https://doi.org/10.52589/bjce-jryjwent.
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Students’ academic records encompass all academic information related to individuals, maintained in various formats and media by educational institutions. Effective management of these records is crucial for the success of higher education institutions. This review examines the management of academic records in colleges and universities across Africa, with the aim of evaluating current practices. The scoping review method was employed to gather and analyze empirical studies from 15 African countries, published between 2001 and 2024. A total of 65 studies were reviewed, focusing on four main themes: (1) practices and processes of academic records management in African higher education institutions; (2) the efficiency and effectiveness of digital academic records management; (3) the challenges faced by these institutions in implementing and maintaining digital record systems; and (4) measures taken to ensure the integrity, privacy, and security of students' records in digital formats. The findings indicate that while many African higher education institutions have developed robust systems for managing academic records, these systems are not always fully aligned with institutional policies. Furthermore, institutions that have established records management policies often encounter challenges in effectively implementing the processes outlined in these policies. The findings also highlight that the adoption and effective management of digital record systems can significantly enhance the overall efficiency of academic records management. However, challenges such as inadequate IT infrastructure, lack of digital skills, resistance to change, and security threats hinder the smooth adoption of digital systems. The absence of clear policies, strategic planning, and integrated systems further complicates efforts to achieve successful digital transformation in these institutions. Additionally, the review underscores that African higher education authorities are taking proactive measures to protect students' academic records, including the implementation of blockchain technology, credential-based authentication, and security frameworks such as the PIEM model. Key practices, such as conducting risk assessments and employing robust encryption techniques, are identified as essential for safeguarding sensitive student information. This study advocates for higher education institutions to develop clear and comprehensive records management policies that address both manual and digital processes. These policies should establish standards for the creation, storage, retrieval, disposal, and security of records, alongside a system for regular review and continuous improvement.
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Holmes, Sharon L., Larry H. Ebbers, Daniel C. Robinson, and Abel G. Mugenda. "Validating African American Students at Predominantly White Institutions." Journal of College Student Retention: Research, Theory & Practice 2, no. 1 (2000): 41–58. http://dx.doi.org/10.2190/xp0f-krqw-f547-y2xm.
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The purpose of this article is to provide a review of research and theory focusing on factors that have been cited as contributing to the retention and graduation of African-American students attending predominantly White institutions. The authors use recommendations cited in the literature to develop a model for predominantly White institutions to provide African-American students with positive learning experiences. While African-American students are the primary focus of this discussion, the model can be adapted to meet the needs of other minority students in higher education.
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Obaje, Timothy. "Leveraging Covert Curriculum in the Nurturing of Entrepreneurial Mindsets among Higher Education Students." African Journal of Inter/Multidisciplinary Studies 6, no. 1 (2024): 1–12. http://dx.doi.org/10.51415/ajims.v6i1.1308.
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The field of entrepreneurial education has received increased global research interest in recent decades. This is evident in the simultaneous recognition and interrogation of the roles of the institutions of higher education in the enhancement of students’ entrepreneurial skills. The analysis of extant and recent studies beckons the need for a multi-layered and complex review of the strategic position of the institutions of higher education in this enterprise. Continued promotion and internalization of entrepreneurial values and skills demand deliberate engagement and integration of the covert curriculum at the institution of higher education. This article utilizes an in-depth review of literature to ascertain the state of entrepreneurial study in South Africa's institutes of higher education. To exploit the current wave of increased interest in entrepreneurial education in the South African context, it is important to draw attention to the current state of entrepreneurial education with the view to unpacking the ambiguities and gaps in the existing approach. This paper enriches the comprehension and analysis of gaps in current trends of entrepreneurial education in South African higher education institutions. It positively contributes to the practice of entrepreneurial education in South Africa through its arguments for a reconsideration of the teaching pedagogies to intentionally and extensively incorporate the covert curriculum towards the internalisation and efficacy of entrepreneurial skills in South African institutions of higher education.
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Malan, Stephanus PT. "Contributing to the African Renaissance vision: The role of South African higher education institutions." Development Southern Africa 18, no. 4 (2001): 513–23. http://dx.doi.org/10.1080/03768350120083923.
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van Schalkwyk, Riaan Dirkse, and Rigard J. Steenkamp. "Service quality – Cases of private higher education institutions explored." Corporate Ownership and Control 11, no. 2 (2014): 402–14. http://dx.doi.org/10.22495/cocv11i2c4p5.
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The South African higher education landscape has changed significantly. PHEIs (private higher education institutions) play a more important role although they are not yet fully acknowledged as higher education “universities”. This may be a strategic incentive for service quality excellence. It seems if the market responds well to PHEIs, because they complement the higher educational need and cater for unique niche markets. The article reports on the level and importance of service quality in three cases of South African PHEIs with the focus on primary service quality dimensions. The purpose of the study was to explore the strategic importance of service quality at PHEIs per se, its general service quality status and their endeavours to manage (measure and improve) service quality. The investigation followed a mixed method approach and applied interviews, observation and questionnaire surveys (using the SERVQUAL instrument). Case research has consistently been of the most powerful research methods in operations and quality management, particularly in contributing to the paucity of literature and the development of new theory and/or new hypotheses. Besides the paucity of literature, the results indicate that service quality at the PHEIs is a high strategic priority and may be a higher priority than service quality at public universities (a hypothesis for further investigation).
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Angula, Nikodemus. "Transforming African education systems throughthe application of IoT." BOHR International Journal of Internet of things, Artificial Intelligence and Machine Learning 1, no. 1 (2022): 22–24. http://dx.doi.org/10.54646/bijiam.2022.04.
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The project sought to provide a paradigm for improving African education systems through the use of theInternet of Things (IoT). The created IoT model for Africa will enable African countries, notably Namibia, toexchange educational content and resources with other African countries. The objective behind the IoT paradigmin Africa’s education sector is to provide open access to knowledge and information. The study revealed that thereare no recognized platforms in African education systems that are utilized by African governments to interact,communicate, and share educational materials directly with African institutions. As a result, the current researchdeveloped a model for transforming African education systems using the IoT in the Namibian context, which willserve as a centralized online platform for self-study, new skill acquisition, and self-improvement using materialsprovided by African institutions of higher learning. Everyone is welcome to use the platform, including students,instructors, and members of the general public.
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Matola, Noluthando, Kehdinga George Fomunyam, and Sibusiso Moyo. "Transforming the Teaching and Learning Process in South African Higher Institutions." Universal Journal of Educational Research 10, no. 1 (2022): 67–78. http://dx.doi.org/10.13189/ujer.2022.100107.
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Mthembu, Thandwa. "Creating a Niche in Internationalization for (South) African Higher Education Institutions." Journal of Studies in International Education 8, no. 3 (2004): 282–96. http://dx.doi.org/10.1177/1028315304265622.
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Masinde, Siro, and Toja Okoh. "Challenges of Broadening Access to Scholarly E-Resources in Africa - the JSTOR example." African Research & Documentation 117 (2011): 49–57. http://dx.doi.org/10.1017/s0305862x00019907.
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African libraries at higher learning and research institutions have undergone a lot of transformation with the advent of the internet. The structural adjustment programmes introduced by the Bretton Wood institutions that emphasised cost sharing in higher education and reduced spending by governments on education resulted in the near collapse of African libraries since most could no longer afford to subscribe to journals due to reduced grant funding for institutions and subsequent cost cutting measures at these institutions (Banya & Elu, 2001; Teffera & Altbach, 2004). In the 1990s it became imperative that drastic measures needed to be taken in order to reverse the deteriorating situation in which most African institutions were becoming cut off from current research and thinking from elsewhere. Several initiatives to increase the availability of scholarly information in Africa emerged, mostly driven by donors and non-governmental / non-profit institutions.
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Masinde, Siro, and Toja Okoh. "Challenges of Broadening Access to Scholarly E-Resources in Africa - the JSTOR example." African Research & Documentation 117 (2011): 49–57. http://dx.doi.org/10.1017/s0305862x00019907.
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African libraries at higher learning and research institutions have undergone a lot of transformation with the advent of the internet. The structural adjustment programmes introduced by the Bretton Wood institutions that emphasised cost sharing in higher education and reduced spending by governments on education resulted in the near collapse of African libraries since most could no longer afford to subscribe to journals due to reduced grant funding for institutions and subsequent cost cutting measures at these institutions (Banya & Elu, 2001; Teffera & Altbach, 2004). In the 1990s it became imperative that drastic measures needed to be taken in order to reverse the deteriorating situation in which most African institutions were becoming cut off from current research and thinking from elsewhere. Several initiatives to increase the availability of scholarly information in Africa emerged, mostly driven by donors and non-governmental / non-profit institutions.
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Maharaj, Ashika. "Academic Mobility and Immigration Trends in South African Higher Education Institutions." Journal of Economics and Behavioral Studies 8, no. 4(J) (2016): 52–66. http://dx.doi.org/10.22610/jebs.v8i4(j).1363.
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This paper seeks to offer an insighton the subject of academic mobility into South African Higher Education Institutions (HEI’s). This is done by examining the current academic landscape in South Africavia a comparisonbetween the profile of South African (SA) academics andexpatriate academics. Currently, SA is facing major skills and staffing shortages locally in terms of Science, Engineering and Agriculture. The Departmentof Higher Education and Training as well as SA universities have advocated to run programmes in scarce skills disciplines through the recruitment of expatriate academics. The research reported in this paper adopted a non-experimental research design of ex post facto type, using a correlational approach. The data used are the statistical records of all academics in South African higher education for the 2005/2010/2014 academic years as provided by the Higher Education Management Information Systems (HEMIS) of SA. Descriptive statistics as well as inferential statistics were also used to analyze the data. The results revealed that there were no significant differences in age between SA and expatriate academics nationally over the three years. A comparison of the academic qualifications of SA and expatriate academics over the three years indicates that expatriate academics are more highly qualified than their SA colleagues, as the majority of the former hold a doctoral degree. The majority of expatriate academics are recruited from SADC countries as well as other African countries. Interestingly enough, the next most frequent major supply region of expatriate academics to South Africa is Europe. WITS and UCT were consistently ranked first and second in terms of the number of expatriate academics employed over the three years. Both are among the leading five higher education institutions in South Africa in terms of their research outputs as well as the number of PhDs per member of staff.
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Siziba, Liqhwa, and Raphael Nhongo. "Scaffolding African Language Intellectualisation: The Case of Sesotho and Setswana at a South African University." Theory and Practice in Language Studies 14, no. 6 (2024): 1614–20. http://dx.doi.org/10.17507/tpls.1406.02.
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The call for the intellectualisation of African languages has become a topical agenda towards their use as languages of teaching and learning in institutions of higher learning in Africa. In their enunciation of language policies, South African universities are guided by the Department of Higher Education and Training (DHET)’s Language Policy Framework for Public Higher Education Institutions (LPFPHEI). The thrust of this paper is to interrogate how the language policy of one university in South Africa enables the intellectualisation of African languages. The study deploys Ruiz’s notion of language as a resource to examine the potential embedded within the university’s language policy to foster the intellectualisation of Sesotho and Setswana for use as LoTLs in a variety of disciplines. The university is one of the institutions of higher learning with the most recently revised language policy approved in 2022, hence its selection as the case study. The paper concludes that an enabling language policy that speaks to the linguistic realities, coupled with a variety of support structures within the university and also spelling out the implementation plan is what will result in the fruitful re-intellectualisation of African languages.
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Barkhuizen, N., and S. Rothmann. "Occupational Stress of Academic Staff in South African Higher Education Institutions." South African Journal of Psychology 38, no. 2 (2008): 321–36. http://dx.doi.org/10.1177/008124630803800205.
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Masenya, Malesela Jim, and Mmakgosi Precilla Maloa. "Technology as a Pedagogical Strategy in South African Higher Education Institutions." Jurnal Administrasi Publik Public Administration Journal 14, no. 2 (2024): 104–12. https://doi.org/10.31289/jap.v14i2.12593.
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The purpose of this paper is to discuss the challenges of employing Information and Communication Technologies (ICTs) and its impacts on all sectors of society, including the education sector. Transfer of knowledge, which is one of the foundations of learning, is among the most fundamental social achievements of human beings. The concept of moving the traditional classroom of desks, notebooks, pencils, and blackboard to an online forum of computers, software, and the internet intimidates many teachers who are accustomed to the face-to-face interaction of the traditional classroom. Education is viewed as one of the key mechanisms of achieving social transformation. Although educational challenges demand multi-pronged approaches, which may include both traditional teaching approaches and innovative non-digital instructional designs, it is the role of educational technology that is the focus of this paper. South African higher education has considerable strengths. In several areas of learning and teaching, its institutions offer academic programs that produce high-quality graduates with knowledge, competencies, and skills to practice occupations and professions anywhere in the world. It is in this educational context that new opportunities for educational technology have arisen. The paper argues that online education provides an environment where all and often marginalized voices can be heard and also contribute to higher participation of students as well as collaborative learning. The paper concludes that educational technology has a key role to play in South African higher education as one of the strategies for addressing teaching and learning concerns.
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Pouris, Anastassios, and Roula Inglesi-Lotz. "The contribution of higher education institutions to the South African economy." South African Journal of Science 110, no. 3/4 (2014): 1–5. http://dx.doi.org/10.1590/sajs.2014/a0059.
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Strydom, Francois, George Kuh, and Melody Mentz. "Enhancing success in South Africa’s higher education: measuring student engagement." Acta Academica: Critical views on society, culture and politics 42, no. 1 (2010): 259–78. https://doi.org/10.38140/aa.v42i1.1244.
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Improving student success and throughput rates are key challenges facing South African higher education. International research shows that a focus on student engagement can help to enhance student learning and other desired outcomes as well as the efficiency and effectiveness of higher education systems. This article documents the psychometric properties of the South African Survey of Student Engagement (SASSE), providing a sound basis on which to promote large-scale studies of student engagement-related interventions. Using this contextualised measure will allow South African institutions to engage in national and international benchmarking with countries such as the USA, Canada and Australia.
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Mzenzi, Athiphila, and Simon Murote Kang'ethe. "Episodes of Student Vandalism in Higher Education Institutions in South Africa." Research in Social Sciences and Technology 10, no. 1 (2025): 294–309. https://doi.org/10.46303/ressat.2025.16.
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The South African higher education sector is annually buffeted with student unrest, ensuing costly vandalism of institutional property and jeopardy of academic progress. This paper explores episodes of vandalism in higher education institutions in South Africa. The literature review is utilised as a qualitative sub-methodology. 47 journal articles and one book chapter were accessed using data engines such as EBSCOhost, the Web of Science, Scopus, ProQuest and Google Scholar to analyse and synthesise thematic findings. The study established the following findings: Student indiscipline emanating from their social backgrounds, destruction of property, reputational deficits, and litigation consequences to students. The paper recommends that the next academic studies focus on determining the global, regional and South African statistical prevalence of student vandalism in higher education institutions.
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Kiplangat, Henry Kiptiony. "Transformational Leadership in Higher Education: Empowering Africa's Future." Journal of Research and Academic Writing 1, no. 2 (2024): 65–73. https://doi.org/10.58721/jraw.v1i2.846.
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Transformational leadership, focusing on vision, innovation, and empowerment, is gaining prominence in African higher education systems. As the continent navigates the challenges and opportunities of the 21st century, such as rapid technological advances, globalisation, and socio-economic inequalities, there is growing recognition that higher education institutions (HEIs) must play a pivotal role in preparing future leaders. Anchored on Kouze and Posner’s (2012) transformational leadership model, this paper explores the significance of transformational leadership in African higher education, examining how it can drive institutional change, enhance academic outcomes, and empower future generations. Through a review of existing literature, qualitative interviews with university leaders, and evidence-based case studies, the paper highlights critical principles of transformational leadership, its impact on African universities, and policy recommendations for its implementation. Although African higher education faces challenges such as resource constraints, political instability and government interference, brain drain, and equity, transformative leaders can mitigate these challenges by expanding digital learning and technological advancement, decolonising, and contextualising the curriculum, as well as facilitating global collaborations and partnerships. African governments must ensure that universities have the autonomy to implement innovative leadership strategies without undue political interference.
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Murire, Obrain Tinashe, and Bramwell Kundishora Gavaza. "WhatsApp platform uses in Teaching and Learning in South African Tertiary Institutions." International Journal of Learning, Teaching and Educational Research 22, no. 9 (2023): 520–32. http://dx.doi.org/10.26803/ijlter.22.9.28.
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Over the past decade, there has been a growth in the usage of new technologies, such as WhatsApp applications, for teaching and learning in educational settings. This study investigates how the WhatsApp platform influences teaching and learning in tertiary institutions. It focuses on tertiary institutions where WhatsApp platforms have become essential for online learning. Connectivism learning theory is applied as a conceptual framework to analyse the influence of the WhatsApp platform on teaching and learning at tertiary institutions. Using a qualitative methodology, a scoping analysis was conducted of 13 academic publications published between 2018 and 2023, which focused on the use of the WhatsApp platform as a learning tool. The study found a notable growth in the usage of WhatsApp as a teaching and learning tool in higher institutions. In addition, the study established that no clear policy guides the use of WhatsApp platforms in teaching and learning in tertiary institutions. Nevertheless, adopting WhatsApp in higher education has several advantages, including improved connections between lecturers and students. The study suggests utilising WhatsApp platforms to improve instruction in higher education facilities and a policy must be developed that speaks to the formal use of WhatsApp in teaching and learning. Future studies should concentrate on the effects of further use of new technologies on teaching and learning in tertiary institutions.
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Khohliso, Xolani, Adelheid Marie Bwire, Pamela Ngugi, Florence Abuyeka Miima, and Hamisi Babusa. "State of African Languages Teaching and Learning in Higher Education in Kenya and South Africa." Journal of Languages and Language Teaching 12, no. 3 (2024): 1119. http://dx.doi.org/10.33394/jollt.v12i3.10787.
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African languages have long been marginalized and underrepresented in higher education curricula, in Africa and globally. However, there is a growing recognition of the significance of African languages in academic settings, particularly as a means of preserving and promoting cultural heritage and facilitating communication and knowledge transfer among diverse communities. Studies have shown that language plays a critical role in shaping individuals' identities and their ability to access and engage with education. Therefore, there is a dire need for inclusion of African languages in higher education curricula to promote cultural diversity and equity in education. The use of African languages can enhance the relevance and impact of academic research and facilitate greater community participation in educational programmes. This article critically analyses the status of teaching and learning African languages in 2 institutions of higher education in Kenya and South Africa. It adopted a qualitative methodology and comparative case study as a design. It generated data through documents analysis . The study revealed that the two countries are not at the same level in implementing African languages in their curriculum. Whereas universities in South Africa have African languages Programmes, the Universities in Kenya have no such programmes. Moreover, there are several challenges , including lack of resources and infrastructure to support language instruction and research, as well as a need for greater support for African languages in academic institutions. This study, concludes that the significance of African languages in higher education curriculum cannot be overstated. By promoting linguistic diversity, cultural heritage, , and enhancing the relevance and impact of academic research, the inclusion of African languages in higher education curricula can contribute significantly to the advancement of knowledge and equity in education.
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Sebola, Mokoko Piet. "The role of Technical Vocational Education and Training Colleges (TVET) in higher education teaching: a higher education provided at basic education standard." EUREKA: Social and Humanities, no. 1 (January 28, 2022): 50–57. http://dx.doi.org/10.21303/2504-5571.2022.002257.
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The paper investigates the role of Technical Vocational Education Training (TVET) Colleges in the provision of higher education in South Africa. The Technical Vocational Education Training Colleges are classified with universities as providers of higher education in South Africa’s education system under the Post School Education and Training (PSET) system. The status of a Technical Vocational Education Training College as an institution of higher learning is very questionable, however, many scholars do not prefer to enter that terrain of the argument. In this paper I argue that the TVET colleges do not seem to clearly fit the profile of institutions, offering higher education in South Africa. Higher education institutions, such as Traditional universities, Universities of Technology and Private universities, have certain standards of competencies, adhered to promote students to the next level of knowledge, which are similar, but highly different from TVET colleges’ promotion standards. The TVET Colleges are governed primarily through the Continuing Education Act, while the Universities are governed through the Higher Education Act 101 of 1997, which is a clear separation of their educational mandates. The paper argues that TVET Colleges are not institutions of higher learning and are not capable of providing education at the level of higher learning, considering the academic competencies in the sector and the level of knowledge, expected to be produced. They are indeed self-styled Basic education institutions, operating wrongfully as institutions of higher learning in the South African Higher education band. The paper concludes that if TVET colleges are to be transformed into institutions of higher learning, all standards of competencies of both students and staff will have to be overhauled to fit the level of expertise to produce a higher education graduate, fitting the standard of an independent graduate.
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Sebola, Mokoko Piet. "The role of Technical Vocational Education and Training Colleges (TVET) in higher education teaching: a higher education provided at basic education standard." EUREKA: Social and Humanities, no. 1 (January 28, 2022): 50–57. https://doi.org/10.21303/2504-5571.2022.002257.
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The paper investigates the role of Technical Vocational Education Training (TVET) Colleges in the provision of higher education in South Africa. The Technical Vocational Education Training Colleges are classified with universities as providers of higher education in South Africa's education system under the Post School Education and Training (PSET) system. The status of a Technical Vocational Education Training College as an institution of higher learning is very questionable, however, many scholars do not prefer to enter that terrain of the argument. In this paper I argue that the TVET colleges do not seem to clearly fit the profile of institutions, offering higher education in South Africa. Higher education institutions, such as Traditional universities, Universities of Technology and Private universities, have certain standards of competencies, adhered to promote students to the next level of knowledge, which are similar, but highly different from TVET colleges' promotion standards. The TVET Colleges are governed primarily through the Continuing Education Act, while the Universities are governed through the Higher Education Act 101 of 1997, which is a clear separation of their educational mandates. The paper argues that TVET Colleges are not institutions of higher learning and are not capable of providing education at the level of higher learning, considering the academic competencies in the sector and the level of knowledge, expected to be produced. They are indeed self-styled Basic education institutions, operating wrongfully as institutions of higher learning in the South African Higher education band. The paper concludes that if TVET colleges are to be transformed into institutions of higher learning, all standards of competencies of both students and staff will have to be overhauled to fit the level of expertise to produce a higher education graduate, fitting the standard of an independent graduate.
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Zishiri, Christopher, and Simba Mugadza. "Conceptualising Maslow’s Self-Actualisation Concept for Application in Higher Education: An African Ubuntu Perspective." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 2833–43. http://dx.doi.org/10.47772/ijriss.2024.803206s.
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This qualitative study focused on the applicability of Maslow’s self-actualisation concept in higher education institutions in Zimbabwe. An African perspective, guided by the African philosophy of Ubuntu, was used to inform the study. The study collected data from 30 participants comprising administrators in higher education institutions, lecturers and students and participants using in-depth interviews and observations. The participants were drawn from 5 participating higher education institutions in Zimbabwe. Data were analysed using thematic procedures and the results show that unlike its Eurocentric individualistic perspective, self-actualisation represents a more inclusive concept from an Afrocentric perspective which is collectivist. Its application in higher education can enhance the student’s overall educational outcomes throughout their studies, enabling them to immediately contribute positively to the good of society and others within and outside their institutions of learning, with integrity, empathy and compassion, without the condition of first fulfilling their own individual lower-level needs as theorised by Maslow. The study recommended the development of higher education policies that are imbedded in the Ubuntu philosophy.
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Simangaliso Kumalo, R. "Educating for Social Holiness in Institutions of Higher Education in Africa: Toward an Innovative Afrocentric Curriculum for Methodist Theological Education." Holiness 6, no. 1 (2020): 21–34. http://dx.doi.org/10.2478/holiness-2020-0004.
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Abstract In 2016, South Africa saw student and staff protests calling for the decolonisation of the teaching curriculum in institutions of Higher Education. Although these protests were centred in public universities, the issue of decolonisation also affects private institutions such as seminaries that need to transform curricula from being permeated with Western idealism to being authentically African. This article explores this issue for Methodist theological education. It argues that decolonisation affects not only the content of the teaching curriculum but also matters such as staffing and curriculum development. Its focus is to develop ways of implementing an Afrocentric curriculum in African Methodist seminaries.
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Barac, Karen, Ben Marx, and Tankiso Moloi. "Corporate governance practices at South African higher education institutions: An annual report disclosure analysis." Journal of Economic and Financial Sciences 4, no. 2 (2011): 317–32. http://dx.doi.org/10.4102/jef.v4i2.323.
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Higher education institutions are presently facing many challenges, ranging from economic and financial constraints to social and educational issues. Accordingly, sound management and governance are essential, and this brings the governance model of HEIs more in line with business corporations. This article provides an overview of the state of governance practices at higher education institutions in South Africa, and an assessment of the corporate governance disclosures in their annual reports. This was done through a literature review of higher education developments, including a South African perspective, supported by empirical evidence obtained from assessing the annual reports of these institutions. The study found that, although most of these institutions are providing disclosure on their corporate governance structures and practices in line with the recommendations of the Higher Education Act and King II, such disclosure is often lacking in detail and could be improved.
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Nikodemus, Angula. "Transforming African Education Systems through the Application of IOT." BOHR International Journal of Internet of things, Artificial Intelligence and Machine Learning 1, no. 1 (2021): 20–22. http://dx.doi.org/10.54646/bijiam.004.
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The project sought to provide a paradigm for improving African education systems through the use of the IOT . The created IOT model for Africa will enable African countries, notably Namibia, to exchange educational content and resources with other African countries. The objective behind the IOT paradigm in Africa's education sectors is to provide open access to knowledge and information. The study revealed that there are no recognised platforms in African education systems that are utilised by African governments to interact, communicate, and share educational material directly with African institutions. As a result, the current research developed a model for transforming African education systems using the IOT in the Namibian context, which will serve as a centralised online platform for self-study, new skill acquisition, and self-improvement using materials provided by African institutions of higher learning. Everyone is welcome to use the platform, including students, instructors, and members of the general public