Log in

Relevant bibliographies by topics / African students – Education (Higher) / Journal articles

To see the other types of publications on this topic, follow the link: African students – Education (Higher).

Journal articles on the topic 'African students – Education (Higher)'

Author: Grafiati

Published: 5 September 2021

Last updated: 10 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'African students – Education (Higher).'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

Burton, Eric. "Decolonization, the Cold War, and Africans’ routes to higher education overseas, 1957–65." Journal of Global History 15, no. 1 (2020): 169–91. http://dx.doi.org/10.1017/s174002281900038x.

Full text

Abstract:

AbstractFrom the late 1950s, Africans seeking higher education went to a rapidly increasing number of destinations, both within Africa and overseas. Based on multi-sited archival research and memoirs, this article shows how Africans forged and used new routes to gain access to higher education denied to them in their territories of origin, and in this way also shaped scholarship policies across the globe. Focusing on British-ruled territories in East Africa, the article establishes the importance of African intermediaries and independent countries as hubs of mobility. The agency of students an

APA, Harvard, Vancouver, ISO, and other styles

3

Nichols, Robert L. "One African Male in Higher Education." Multicultural Learning and Teaching 11, no. 2 (2016): 197–214. http://dx.doi.org/10.1515/mlt-2016-0003.

Full text

Abstract:

AbstractMany predominantly White universities and colleges are seeking ways to both recruit and retain Black students (Simmons, J., Lowery-Hart, R., Wahl, S. T., & McBride, M. C. (2013). Understanding the African-American student experience in higher education through a relational dialectics perspective. Communication Education, 62(4), 376–394. doi: 10.1080/03634523.2013.813631). With lower academic results from the K-12 system, it is specifically harder for these universities and colleges to recruit and retain Black male students. There has been much study given to why Black men are not a

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

6

Cosser, Dr Michael. "Differential pathways of South African students through higher education." International Journal of Educational Development 59 (March 2018): 100–109. http://dx.doi.org/10.1016/j.ijedudev.2017.10.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Lei, Jun, Longhai Xiao, and Binrong Li. "African students’ motivations for studying in China’s higher education." Asia Pacific Education Review 22, no. 2 (2021): 319–32. http://dx.doi.org/10.1007/s12564-021-09680-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Du Toit, Nina (HG). "Designing a Model for Facilitating the Inclusion of Higher Education International Students with Disabilities in South Africa." Social Inclusion 6, no. 4 (2018): 168–81. http://dx.doi.org/10.17645/si.v6i4.1666.

Full text

Abstract:

Higher education in South Africa is regulated by several policies, and the obligation of increased access and participation of persons with disabilities into higher education is recognized in legislation (Department of Education, 1997; Department of Higher Education and Training, 2013). However, research indicates that the proportion of students with disabilities in higher education and in study programmes abroad is still very low worldwide (Fazekas, 2017; Organisation for Economic Co-operation and Development, 2011). Study opportunities for these students in higher education institutions abro

APA, Harvard, Vancouver, ISO, and other styles

9

Joseph Paschal, Mahona, and Demetria Gerold Mkulu. "Online Classes during COVID-19 Pandemic in Higher Learning Institutions in Africa." Global Research in Higher Education 3, no. 3 (2020): p1. http://dx.doi.org/10.22158/grhe.v3n3p1.

Full text

Abstract:

During COVID-19 period students usually had to go to a physical place for learning. Nonetheless, the outbreak of the COVID-19 has birthed an array of highly creative innovations that have cut across several industries but has exposed the lack of technology in these sectors including the already fragmented education sector of African countries which needs restructuring and transforming. Many public and private Universities have had to be reactive but face steep contextual challenges in the conventional methods of creating, delivering, and capturing value in the education sector. This paper aime

APA, Harvard, Vancouver, ISO, and other styles

10

Freeman, Kassie. "Increasing African Americans' Participation in Higher Education: African American High-School Students' Perspectives." Journal of Higher Education 68, no. 5 (1997): 523. http://dx.doi.org/10.2307/2959945.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Flowers, Lamont A. "Retaining African-American Students in Higher Education: An Integrative Review." Journal of College Student Retention: Research, Theory & Practice 6, no. 1 (2004): 23–35. http://dx.doi.org/10.2190/9qpj-k9qe-ebga-gwyt.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Mutanga, Oliver. "Inclusion of Students with Disabilities in South African Higher Education." International Journal of Disability, Development and Education 65, no. 2 (2017): 229–42. http://dx.doi.org/10.1080/1034912x.2017.1368460.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Morley, Louise. "Inside African Private Higher Education: Contradictions and Challenges." International Higher Education, no. 76 (May 12, 2014): 14–15. http://dx.doi.org/10.6017/ihe.2014.76.5525.

Full text

Abstract:

This article discusses the findings that relate to quality and standards in two private universities from a recent research study on widening participation in higher education in Ghana and Tanzania. It interrogates how students experience assessment, facilities, pedagogy and resources and whether the private universities attach value to the quality of student experiences.

APA, Harvard, Vancouver, ISO, and other styles

14

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.

Full text

Abstract:

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 p

APA, Harvard, Vancouver, ISO, and other styles

15

Fomunyam, Kehdinga George. "Deconstructing quality in South African higher education." Quality Assurance in Education 26, no. 1 (2018): 44–59. http://dx.doi.org/10.1108/qae-11-2016-0072.

Full text

Abstract:

Purpose This study aims to examine six South African universities with a particular focus on the quality of teaching and learning. Design/methodology/approach A qualitative case study approach was adopted and data were mainly generated by means of open-ended questionnaires. The questionnaire was circulated to approximately 1,800 students and 746 completed it. The data were categorized and analysed thematically, using both national and international benchmarks for quality teaching and learning. Findings The findings reveal that teaching and learning in South African universities is marred by a

APA, Harvard, Vancouver, ISO, and other styles

16

Kehdinga Formunyam, George. "Deterritorialising to Reterritorialising the Curriculum Discourse in African Higher Education in the Era of the Fourth Industrial Revolution." International Journal of Higher Education 9, no. 4 (2020): 27. http://dx.doi.org/10.5430/ijhe.v9n4p27.

Full text

Abstract:

The Fourth Industrial Revolution is upon us, and it comes with implications for the higher education curriculum and organisations within Africa. Technology that was ubiquitous in previous decades, is now becoming obsolete. Artificial intelligence and digitization, which are features of the Fourth Industrial Revolution, are now the order of the day. Organisations are moving with such technological advancement by adopting newly created technologies of the Fourth Industrial Revolution. Without doubt, the currently used curriculum in Africa is obsolete; and does not capture the changes being usher

APA, Harvard, Vancouver, ISO, and other styles

17

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

18

Zondo, Robert Walter Dumisani. "EXPLORING ENTREPRENEURSHIP EDUCATION IN THE PRIVATE HIGHER EDUCATION INSTITUTIONS (HEIs) IN SOUTH AFRICA (SA)." CBU International Conference Proceedings 5 (September 23, 2017): 516–20. http://dx.doi.org/10.12955/cbup.v5.977.

Full text

Abstract:

The role of educators in education is indispensable. Hence, students continuously search for a business education that can equip them with the necessary entrepreneurial knowledge and skills to succeed in running businesses. Consequently, this study evaluates the perception of Academic Managers in the private Higher Education Institutions (HEI) of South Africa (SA) on the significance of entrepreneurship education. It explores the reasons for offering such an education in the private HEIs in SA. There were 78 private Higher Education Institutions (HEIs) in SA that were identified for participat

APA, Harvard, Vancouver, ISO, and other styles

19

Wildsmith, Rosemary. "The African languages in South African education 2009–2011." Language Teaching 46, no. 1 (2012): 120–24. http://dx.doi.org/10.1017/s0261444812000420.

Full text

Abstract:

South African National Language Education policy (South Africa, DoE 2002) enshrines multilingualism (ML) as one of its major goals. The implementation of such a policy is a slow process, however, particularly in the educational domain, where parents, teachers and students favour the dominant, ex-colonial language (English) for both historic and instrumental reasons (Dalvit & de Klerk 2005). However, results of the National Benchmarking Test (NBMT Report 2009) conducted at selected South African universities show that most non-English speaking students in higher education have underdevelope

APA, Harvard, Vancouver, ISO, and other styles

20

Maruza, Fadzayi Marcia. "Analysis of disability representation in African Higher education policies." Journal of Comparative & International Higher Education 11, Winter (2020): 158–61. http://dx.doi.org/10.32674/jcihe.v11iwinter.1225.

Full text

Abstract:

This research is interested in analyzing how universities as institutional actors came to think of defining, categorizing disability and the range of solutions they provided when they framed their disability policies. It also aims to analyze the accomplishments of the disability policy representation. This qualitative research guided by a comparative research design will compare university policies from the University of Cape town and University of Zimbabwe. The research will draw on Carol Bacchi’s “what’s the problem represented to be” framework and the notion of civic epistemologies by Sheil

APA, Harvard, Vancouver, ISO, and other styles

21

Okeke, C. I. O. "Domestic and International Tuition Fees in African Universities." Journal of Studies in International Education 15, no. 5 (2010): 429–44. http://dx.doi.org/10.1177/1028315310367736.

Full text

Abstract:

This article discusses the implications of the tuition fees disparities that persist within African universities whereby various students are charged fees on the grounds of being either domestic or international student. The primary goal of the author is not only to sensitise debates around this highly neglected issue but also to produce a useful sociological framework capable of enabling Africans to participate in their own educational development wherever they may choose to study. The author sampled tuition fees practices from three universities in Africa to demonstrate how such arbitrary po

APA, Harvard, Vancouver, ISO, and other styles

22

Rincon, Virginia, and Jon Barrutia. "Foreign demand for European higher education systems." Global Journal of Business, Economics and Management: Current Issues 7, no. 1 (2017): 34–41. http://dx.doi.org/10.18844/gjbem.v7i1.1642.

Full text

Abstract:

Adaptation to the European Higher Education Area has prompted European universities to concentrate on becoming more attractive to students, lecturers and researchers from different world regions. This paper analyses the places of origin of international university students in different European countries. The countries are shown in groups by their international students’ places of origin. The groups of countries were formed by using a cluster analysis. The results indicate that it is possible to identify four groups of countries. The percentage of African and South American students is remarka

APA, Harvard, Vancouver, ISO, and other styles

23

Myburgh, Chris, Marie Poggenpoel, and Marie Hastings-Tolsma. "Measuring dimensions of social climate among South African higher education students." Journal of Psychology in Africa 27, no. 6 (2017): 511–14. http://dx.doi.org/10.1080/14330237.2017.1399552.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Ndebele, Hloniphani. "Is isiZulu a ‘problem or a ‘resource’? Engineering students’ perceptions of teaching and learning in a multilingual context." Journal for Language Teaching 54, no. 1 (2021): 123–49. http://dx.doi.org/10.4314/jlt.v54i1.2.

Full text

Abstract:

Research and praxis in the field teaching and learning in the South African higher education context has been characterised by calls to expand the languages of teaching and learning through the inclusive use of African languages in higher education. Such calls are based on the realisation of the critical role that students’ home language can play in cognitive and linguistic development, among other things, in education. The focus of this paper is to ascertain the perceptions of students about the inclusive use of isiZulu, an African language, as a language of teaching and learning. Data were g

APA, Harvard, Vancouver, ISO, and other styles

25

Eribo, Festus. "Higher Education in Nigeria: Decades of Development and Decline." Issue: A Journal of Opinion 24, no. 1 (1996): 64–67. http://dx.doi.org/10.1017/s1548450500004996.

Full text

Abstract:

On October 1, 1960, the British colonialists departed Nigeria, leaving behind one lonely university campus at Ibadan which was established in 1948 as an affiliate of the University of London and a prototype of British educational philosophy for the colonies. Thirty-five years into the post-colonial era, Nigerians established 40 new universities, 69 polytechnics, colleges of technology and of education. Twenty of the universities and 17 polytechnics are owned by the federal government while the state governments control the others. Nigerian universities are largely directed by Nigerian faculty

APA, Harvard, Vancouver, ISO, and other styles

26

Eribo, Festus. "Higher Education in Nigeria: Decades of Development and Decline." Issue: A Journal of Opinion 24, no. 1 (1996): 64–67. http://dx.doi.org/10.1017/s0047160700502212.

Full text

Abstract:

On October 1, 1960, the British colonialists departed Nigeria, leaving behind one lonely university campus at Ibadan which was established in 1948 as an affiliate of the University of London and a prototype of British educational philosophy for the colonies. Thirty-five years into the post-colonial era, Nigerians established 40 new universities, 69 polytechnics, colleges of technology and of education. Twenty of the universities and 17 polytechnics are owned by the federal government while the state governments control the others. Nigerian universities are largely directed by Nigerian faculty

APA, Harvard, Vancouver, ISO, and other styles

27

Penceliah, Soobramoney, Samkele V.M. Konyana, and Mandusha Maharaj. "The choice of public universities in a restructured and transforming Higher Education landscape: a student perspective." Problems and Perspectives in Management 14, no. 3 (2016): 276–82. http://dx.doi.org/10.21511/ppm.14(3-1).2016.14.

Full text

Abstract:

The central tenet of the new Constitution of South Africa is to create equal and socially just economic order. This resulted in the higher education sector being restructured through incorporations and mergers. The limited financial resources, forces universities to evaluate and review their marketing strategies in order to attract suitably prepared and qualified students. The universities have not fully explored the role played by choice factors in influencing the students’ decision of enrolling at a particular university. The purpose of this study is to identify the factors that may influenc

APA, Harvard, Vancouver, ISO, and other styles

28

McDougal, Serie. "Africana Studies Catalytic Consciousness (ASCC) Theory: A Cosmic Understanding of the Impact of Africana Studies." Journal of Black Studies 51, no. 7 (2020): 635–53. http://dx.doi.org/10.1177/0021934720935628.

Full text

Abstract:

Colonization, enslavement, and institutionalized oppression have disrupted the relationship between the educational experiences of Black students and the fate of African/Black communities. Research has shown that Africana studies has demonstrated the capacity to realign the education of Black students in higher education, leading to the advancement of communities of African descent. This analysis aims to present Africana studies catalytic consciousness theory as a framework for determining the effects of taking Africana studies classes on students who self-identify as being of African descent

APA, Harvard, Vancouver, ISO, and other styles

29

Ramlachan, Prem. "The Potential Impact and Influence of Private Higher Education Institutions in the Internationalization of Higher Education in South Africa." International Journal of Education 11, no. 2 (2019): 1. http://dx.doi.org/10.5296/ije.v11i2.14699.

Full text

Abstract:

The United Nations Sustainable Development Goal 4 advocates the need for inclusive and equitable quality education, which will promote life-long learning opportunities for all. Globally, however, the demand for access to higher education exceeds the places which are available, resulting in many students who cannot obtain places in institutions and in their respective programmes of choice.A case study research method was utilized, using a private higher education institution (HEI), referred to here as “Institution Y”. The empirical part of the search focused on engaging in dialogue with some of

APA, Harvard, Vancouver, ISO, and other styles

30

Amin, Aloysius Ajab, and Augustin Ntembe. "Sub-Sahara Africa’s Higher Education: Financing, Growth, and Em-ployment." International Journal of Higher Education 10, no. 1 (2020): 14. http://dx.doi.org/10.5430/ijhe.v10n1p14.

Full text

Abstract:

Although higher education plays a vital role in the socio-economic development of Sub-Saharan Africa, enrollment in universities in the region is unexpectedly low compared to other regions. However, Sub-Saharan African countries have made strides in increasing access to higher education amidst constraints and challenges. The efforts have led to increases in enrollment and what many countries did not anticipate is the increase in unemployment from the greater output of students. In this study, we use panel data from eleven Sub-Saharan African countries for 2000-2018 to analyze the relationship

APA, Harvard, Vancouver, ISO, and other styles

31

Ryan, Angela. "Counter College: Third World Students Reimagine Public Higher Education." History of Education Quarterly 55, no. 4 (2015): 413–40. http://dx.doi.org/10.1111/hoeq.12134.

Full text

Abstract:

In 1969, the discipline of Ethnic Studies emerged and was implemented at a handful of colleges throughout the country, most notably at San Francisco State College where the first School of Ethnic Studies was established that year. The idea of devoting space within traditional educational institutions to the study of a particular race or ethnicity has existed since at least the 1920s when Carter G. Woodson proposed Negro History Week and encouraged the study of African American history. While Black Studies is thus the oldest of such fields within American education history, its establishment wi

APA, Harvard, Vancouver, ISO, and other styles

32

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

33

Knight, Linda, Elizabeth Davenport, Patricia Green- Powell, and Adriel A. Hilton. "The Role of Historically Black Colleges or Universities in Today's Higher Education Landscape." International Journal of Education 4, no. 2 (2012): 223. http://dx.doi.org/10.5296/ije.v4i2.1650.

Full text

Abstract:

Historically Black Colleges and Universities (HBCUs) are effective in graduating African American students who are poised to be competitive in the corporate, research, academic, governmental and military arenas. Specifically, over half of all African American professionals are graduates of HBCUs. Nine of the top ten colleges that graduate the most African Americans who go on to earn PhDs are from HBCUs. More than 50% of the nation’s African American public school teachers and 70% of African American dentists earned degrees at HBCUs. Finally, both Spelman and Bennett Colleges produce over half

APA, Harvard, Vancouver, ISO, and other styles

34

Mzyece, Mjumo, Ogundiran Soumonni, and Stephanie Althea Townsend. "African leadership university: implementation strategies for innovative mass higher education." Emerald Emerging Markets Case Studies 11, no. 2 (2021): 1–37. http://dx.doi.org/10.1108/eemcs-03-2020-0084.

Full text

Abstract:

Learning outcomes After studying this case, students should be able to: explain how strategic management relates to the areas of innovation, operations, technology, entrepreneurship and emerging markets; analyse strategy implementation and execution at the operational level, in contrast to strategy formulation at the strategic mission, values and vision level; discuss innovation, entrepreneurship and new technologies in emerging markets; and assess the impact of technology-driven entrepreneurship on significant socio-economic change that is on transformational entrepreneurship, in emerging mar

APA, Harvard, Vancouver, ISO, and other styles

35

Ndlovu, Sibonokuhle. "Provision of Assistive Technology for Students with Disabilities in South African Higher Education." International Journal of Environmental Research and Public Health 18, no. 8 (2021): 3892. http://dx.doi.org/10.3390/ijerph18083892.

Full text

Abstract:

This paper used the Critical Disability Theory (CDT) to analyse the provision of assistive technology (AT) and assistive devices at an institution of higher education in South African. In this empirical study, data were collected through interviews with students with disabilities and Disability Rights Centre staff members. The paper sought to explore the effectiveness of the provision of AT and assistive devices, in terms of enabling students with disabilities’ learning. The provision was deemed inadequate, and a specific AT and assistive device was inaccessible to one category of disability,

APA, Harvard, Vancouver, ISO, and other styles

36

ALLEN, Walter R. "HIGHER EDUCATION IN THE USA: MEMORY, STATUS, AND TRENDS." Monitoring of public opinion economic&social changes, no. 5 (November 10, 2018): 0. http://dx.doi.org/10.14515/monitoring.2018.5.09.

Full text

Abstract:

This article examines how and why Blacks continue to be severely underrepresented in United States colleges and universities. Longitudinal analysis of Black student enrollment and degree completion at public, four-year institutions reveals the proportion of Blacks in state populations is consistently below the proportion Blacks attending state universities. The number of African American students at flagships has declined; but more Black students attend Black- Serving institutions, and Historically Black Colleges and Universities. The theory and research of the great twentieth century intellec

APA, Harvard, Vancouver, ISO, and other styles

37

Sackey, S. M., V. R. Ancha, M. P. Chinyama, et al. "Collaborative meta-profile development to harmonise mechanical engineering education in Africa." Tuning Journal for Higher Education 2, no. 1 (2014): 161. http://dx.doi.org/10.18543/tjhe-2(1)-2014pp161-178.

Full text

Abstract:

<p>This paper describes the contribution of the Tuning Methodology toward harmonisation of undergraduate mechanical engineering programmes in Africa. This methodology is an interactive process in which academics develop high quality curricula and learning standards for students through the identification of generic and subject specific competences in consultation with employers, students, graduates, peers and other stakeholders involved in Mechanical Engineering higher education. The current Tuning process involves academics in 11 universities drawn from across Africa. The aim is to coll

APA, Harvard, Vancouver, ISO, and other styles

38

Okeke, Iruka N., Chinedum P. Babalola, Denis K. Byarugaba, Abdoulaye Djimde, and Omolaja R. Osoniyi. "Broadening Participation in the Sciences within and from Africa: Purpose, Challenges, and Prospects." CBE—Life Sciences Education 16, no. 2 (2017): es2. http://dx.doi.org/10.1187/cbe.15-12-0265.

Full text

Abstract:

Many of Africa’s challenges have scientific solutions, but there are fewer individuals engaged in scientific activity per capita on this continent than on any other. Only a handful of African scientists use their skills to capacity or are leaders in their disciplines. Underrepresentation of Africans in scientific practice, discourse, and decision making reduces the richness of intellectual contributions toward hard problems worldwide. This essay outlines challenges faced by teacher-scholars from sub-Saharan Africa as we build scientific expertise. Access to tertiary-level science is difficult

APA, Harvard, Vancouver, ISO, and other styles

39

George Mwangi, Chrystal A., Nyaradzai Changamire, and Jacqueline Mosselson. "An intersectional understanding of African international graduate students’ experiences in U.S. higher education." Journal of Diversity in Higher Education 12, no. 1 (2019): 52–64. http://dx.doi.org/10.1037/dhe0000076.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

NWOKEDI, PEACE GINIKA. "Thriving in the face of adversity: Mapping experiences of international students in a South African higher education institution." Journal of Comparative & International Higher Education 12, Spring (2020): 49–66. http://dx.doi.org/10.32674/jcihe.v12ispring.1400.

Full text

Abstract:

Despite the diverse experiences, knowledge, skills, values, potentials, and abilities that international students studying in South African universities possess, their voices still remain unheard or silent. Therefore, this article presents a qualitative case study research approach of twelve international students in their postgraduate and undergraduate level of study critical dialogue concerning their experiences and wellbeing in South Africa. Meanwhile, this study was conducted with the purpose of exploring international students’ experiences in a South African institution of higher learning

APA, Harvard, Vancouver, ISO, and other styles

41

Rwodzi, C., K. L. Mphela, and M. J. Mogoboya. "Renaming University Teaching and Learning Facilities in South Africa: towards the Africanisation of Higher Education." Journal of African Education 1, no. 3 (2020): 130–43. http://dx.doi.org/10.31920/2633-2930/2020/s1n3a7.

Full text

Abstract:

In South Africa, students and lecturers have been asking university management and government to rename teaching and learning facilities in line with the higher education transformation agenda. Strikes, demonstrations and debates regarding the decolonisation and Africanisation of higher education have been used as ways to communicate the need to fast-track the renaming process. Renaming lecture rooms, lecture theatres, laboratories, sports facilities, halls of residence, campus roads and other facilities help to embrace African culture, values and beliefs. This paper explores Africanisation by

APA, Harvard, Vancouver, ISO, and other styles

42

Bell, Diane, and Estelle Swart. "Learning Experiences of Students Who Are Hard of Hearing in Higher Education: Case Study of a South African University." Social Inclusion 6, no. 4 (2018): 137–48. http://dx.doi.org/10.17645/si.v6i4.1643.

Full text

Abstract:

Students who are hard of hearing (HOH) are being granted access to university increasingly, yet they remain significantly under-represented and under-supported, often resulting in poor academic outcomes with elevated levels of attrition. This situation places a growing obligation on universities to improve the support provided to these students in order to have a positive influence on their overall academic experience and eventual economic independence. This trend is relevant to South Africa, where Higher Education Institutions (HEIs) are accepting and registering students with a hearing loss

APA, Harvard, Vancouver, ISO, and other styles

43

Matias, Ana Raquel, and Paulo Feytor Pinto. "Overcoming linguistic barriers in Portuguese higher education: The case of international African students." Portuguese Journal of Social Science 19, no. 2 (2020): 189–214. http://dx.doi.org/10.1386/pjss_00026_1.

Full text

Abstract:

This article reflects about the contextual and theoretical assumptions of the project ‘Trovoada de Ideias: Linguistic and social inclusion of students from Portuguese-speaking African countries in Portuguese higher education’, an ongoing action research on Portuguese academic language teaching involving students who speak different varieties of Portuguese. By adopting a multidimensional inclusion approach (simultaneously linguistic, cultural and social), the ultimate aim is to contribute to a deeper understanding of the factors of (in)comprehension between students fluent in different norms of

APA, Harvard, Vancouver, ISO, and other styles

44

Ambrósio, Susana, João Filipe Marques, Lucília Santos, and Catarina Doutor. "Higher Education Institutions and International Students’ Hindrances: A Case of Students From the African Portuguese-Speaking Countries at Two European Portuguese Universities." Journal of International Students 7, no. 2 (2017): 367–94. http://dx.doi.org/10.32674/jis.v7i2.386.

Full text

Abstract:

We present a study to comprehend if the support given by higher education institution (HEI) to international students coming from the PortugueseSpeaking African Countries meets their academic and social hindrances. Our starting point was a set of semi-structured interviews focused on the perspectives of these students, their Professors and Course Directors as well as on the perspectives of HEI’ staff. Despite findings indicate a positive institutional support, it seems there is still much to do in order to do it properly with these students. These different perspectives will allow us to reflec

APA, Harvard, Vancouver, ISO, and other styles

45

van der Merwe, Karen, and Werner Nell. "Knowledge and Learning: Views of a Sample of South African Higher Education Students." Journal of Psychology in Africa 23, no. 1 (2013): 61–67. http://dx.doi.org/10.1080/14330237.2013.10820594.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

van der Walt, Christa, and Jacqui Dornbrack. "Academic biliteracy in South African higher education: strategies and practices of successful students." Language, Culture and Curriculum 24, no. 1 (2011): 89–104. http://dx.doi.org/10.1080/07908318.2011.554985.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Makhanya, Thembelihle, and Sibonsile Zibane. "Students’ Voices on How Indigenous Languages Are Disfavoured in South African Higher Education." Language Matters 51, no. 1 (2020): 22–37. http://dx.doi.org/10.1080/10228195.2020.1711533.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Sekonyela, Lerato. "Student Challenges with the University Access Program in South Africa." Journal of Ethnic and Cultural Studies 8, no. 1 (2021): 239. http://dx.doi.org/10.29333/ejecs/592.

Full text

Abstract:

This paper reflects on experienced challenges by registered University Access Programme (UAP) students in South Africa. South African learners continue to face challenges in accessing institutions of higher education due to school performance. Therefore, to address this issue, the University of the Free State (UFS) in South Africa introduced UAP in 1993 to assist deserving students who did not meet university admission requirements due to underperformance at the school level. The UAP seemed to address the issue of access to higher education institution(s). However, once students gained access,

APA, Harvard, Vancouver, ISO, and other styles

49

Rahming, Sophia. "Social Support and Stress-Related Acculturative Experiences of an English-speaking Afro-Caribbean Female Student in U.S. Higher Education." Journal of International Students 9, no. 4 (2019): 1055–73. http://dx.doi.org/10.32674/jis.v9i4.343.

Full text

Abstract:

This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the “triple bind” phenomenon and the stress buffer hypothesis. Student development theory and research on college student outcomes have largely focused on Black students’ experiences and achievement outcomes through a homogeneous African American cultural lens. Minimal existing research has shown differences in the lived experiences and achi

APA, Harvard, Vancouver, ISO, and other styles

50

STARCHER, RICHARD L. "AFRICAN STUDENTS IN THEOLOGICAL DOCTORAL PROGRAMS IN CHRISTIAN INSTITUTIONS OF HIGHER LEARNING." Christian Higher Education 3, no. 3 (2004): 207–22. http://dx.doi.org/10.1080/15363750490429453.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!