Relevant bibliographies by topics / African traditional education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'African traditional education'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "African traditional education"

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Musyoka-Kamere, Isabella. "Revisiting African Traditional Education to Promote Peace through Education in Africa." Msingi Journal 1, no. 1 (August 2, 2018): 459–97. http://dx.doi.org/10.33886/mj.v1i1.73.

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African traditional values are the principles, standards and qualities, which Africans traditionally held dear for perpetuation of culture and society. They are the values that guided human action towards a common good. There are certain things that Africans found intrinsically valuable, that gave them a distinct cultural personality and enabled them to contribute to knowledge and history. Some of these include the sense of community life, sacredness of life and respect for authority and elders.These values of African traditional education can be revisited to infuse peace and unity in today‘s fragmenting society. Peace here is taken to mean the non-violent, non-exploitative, cohesive, tolerant and united co-existence between people and respect for the social environment. This paper will document the dominant African cultural values and attempt to assess the contribution of these values to the promotion of peace in modern times. This is a library-based research, which involves a desk review ofarticles, documents and internet sources to draw facts and use the information to provide suggestions for promoting peace. It will try to bring out the salient values of African culture and see how these can be adapted to today‘s world to enhance peaceful co-existence and thus lead to change in public consciousness and habits to improve the quality of life. The findings of the study will highlight viable options for African societies to come out of their cultural quagmire and suggest ways of preserving values that lead to national cohesion and development.
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Borisenkov, Vladimir Panteleimonovich. "Traditions of African education." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2017): 110–22. http://dx.doi.org/10.51314/2073-2635-2017-2-110-122.

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The article is devoted to the analysis and evaluation of the activities of traditional institutions of upbringing and education of children and youth in the countries of Tropical Africa. The reasons that contributed to the preservation of the «surviving» forms of the cultural life of the African peoples, even though in a fragmentary form, have been revealed. The rich content and valuable features of the people’s educational culture are shown with all its archaism and historical limitations due to the level of development of the society in which traditional upbringing and learning originated and carried out.
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Mino, Takako, and Prince Paa-Kwesi Heto. "Educating Humans." Journal of Interdisciplinary Studies in Education 9, SI (July 16, 2020): 33–55. http://dx.doi.org/10.32674/jise.v9isi.1814.

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African traditional education and soka approaches to education share a common vision of human education, which is key to transforming the education crisis facing Africa. We make this case in four steps. First, we explore the history of education in Africa to illustrate the roots of the crisis. Second, we introduce soka approaches to education, its history, and fundamental principles. Third, we analyze the convergence of African traditional education and soka approaches to education in terms of their underlying philosophies. Fourth, we investigate possible applications of both philosophies to improve schooling in Africa. The last section outlines how harnessing the insights of both philosophies will engender an African renaissance based on young people striving to live creative and contributive lives.
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DIAKHATÉ, Babacar. "Traditional Education: Methods and Finality in Chinua Achebe’s Things Fall Apart (1958) and Arrow of God (1969)." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (January 14, 2021): 1–6. http://dx.doi.org/10.33258/birle.v4i1.1545.

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Before colonization, Africans had their own ways and methods of education. Its finality was to educate their children in accordance with African values. In Things Fall Apart and Arrow of God, Chinua Achebe shows that African traditional education plays a key role in the passage from childhood to adulthood. Instead of using western materials and tools such as classrooms, blackboards, talks and or pens, in African traditional education the fireplaces, the farms, storytelling, tales and proverbs were the methods and means that African wise people adopted to educate their children.
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Mabvurira, Vincent. "Making sense of African thought in social work practice in Zimbabwe: Towards professional decolonisation." International Social Work 63, no. 4 (August 31, 2018): 419–30. http://dx.doi.org/10.1177/0020872818797997.

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The problem with current social work practice in Africa is that following its development in the West, it came to Africa grounded in values and ideologies stemming from capitalism, social Darwinism, the protestant ethic and individualism, all of which are un-African. Western ideas permeated social work institutions despite the ethical conflicts between traditional African cultures and values and the Western Judeo-Christian norms on which social work was based. Despite the political independence of most African countries, the profession has remained stuck in Western methods, values, principles and standards. Some of the traditional social work principles seem alien in African contexts. The social work principle of individualisation, for example, is un-African as it promotes individualism and yet life in Africa is communal. The content used in social work education and training in most institutions in Zimbabwe originated from elsewhere outside the African continent and as a result does not respect Africana values, beliefs, mores, taboos and traditional social protection systems. As it stands, social work in Zimbabwe in particular is a ‘mermaid’ profession based on Western theory but serving African clients. If social work in Africa is to decolonise, practitioners should have an understanding of and respect for African beliefs and practices. This is mainly because there is no clear separation between the material and the sacred among indigenous African people. This article therefore challenges African scholars to generate Afrocentric knowledge that should be imparted to African students for them to be effective in the African context. Afrocentric social work should be based on, improve and professionalise traditional helping systems that were in place prior to the coming of the Whites to the African continent.
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Adeyemi, Michael B., and Augustus A. Adeyinka. "The Principles and Content of African Traditional Education." Educational Philosophy and Theory 35, no. 4 (January 2003): 425–40. http://dx.doi.org/10.1111/1469-5812.00039.

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Nweke, Innocent Ogbonna. "African Traditional Religion vis-à-vis the Tackle It Suffers." Journal of Religion and Human Relations 13, no. 1 (July 22, 2021): 92–109. http://dx.doi.org/10.4314/jrhr.v13i1.5.

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African Traditional Religion is the indigenous religion of the Africans. The religion that has existed before the advent of western civilization which came with secularism as an umbrella that shades Christianity, education, urbanization, colonization and so on. These features of western civilization were impressed upon African Traditional Religion. Hence, the presence of alien cultures and practices in contemporary African traditional practice, as well as the presence of elements of traditionalism in contemporary African Christian practices. This somewhat symbiosis was discussed in this paper and it was discovered that African Traditional Religion was able to jump all the hurdles of secularism, Christianity, urbanization etc and came out successfully though with bruises. The paper used socio-cultural approach in its analysis.
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Ogunniyi, M. B. "Adapting western science to traditional African culture." International Journal of Science Education 10, no. 1 (January 1988): 1–9. http://dx.doi.org/10.1080/0950069880100101.

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Adams, Milton N., and Medjomo Coulibaly. "African traditional pedagogy in a modern perspective." Prospects 15, no. 2 (June 1985): 273–80. http://dx.doi.org/10.1007/bf02196896.

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Ogunyemi, F. Taiwo, and Elizabeth Henning. "From traditional learning to modern education: Understanding the value of play in Africa’s childhood development." South African Journal of Education 40, Supplement 2 (December 31, 2020): S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1768.

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Rhymes, poetry, stories, wrestling, music and dancing were essential cultural elements through which childhood play was promoted in traditional Africa. “Modernisation” brought about by colonialism led to distortion and decline in the use of traditional play for childhood education in many parts of Africa. This work assessed the value of play in Africa’s childhood education, using documentary analysis and a survey of views from South African and Nigerian childhood educators. The documentary analysis involved a review of existing research to give an overview of traditional play in Africa, while survey data generated from 62 respondents in South Africa (SA) and Nigeria (Nig) were used to illustrate the findings of the review. Traditional African play, when properly deployed, could enhance children’s physical, mental, social and emotional development. This study identified 5 major obstacles to the integration of traditional and modern forms of children’s play. It therefore calls for concerted efforts by policymakers, educators and parents to address the challenges associated with the identified obstacles within a trado-modern paradigm.
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Dissertations / Theses on the topic "African traditional education"

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Ondego, Joseph Odongo. "African Luo ethnic traditional religion and Bible translation mission, education and theology." Berlin Viademica-Verl, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2841177&prov=M&dok_var=1&dok_ext=htm.

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Diame, Maguette. "Traditional Culture and Educational Success in Senegal, West Africa." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11518.

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xi, 112 p.
This thesis explores the effects of: 1) traditional values, 2) parental involvement, and 3) poverty on student performance. Instead of regarding tradition and poverty as obstacles, this paper argues that they can play a positive role in improving the educational quality. This thesis draws on interviews in three communities with administrators, teachers, students, parents, and elders. They show that traditional culture plays an important role in ensuring student motivation, but it is not clear which aspects of tradition will be incorporated into the curriculum, and by whom. My work also shows that parental involvement in schools is largely limited to fund-raising, and there is demand for more engagement. Finally, this project reveals that poverty is a double edge sword: it contributes to the school drop-out problem but also can serve as a tremendous source of personal motivation for students who want to help improve the economic condition of their families.
Committee in charge: Dennis Galvan, Chairperson; Stephen Wooten, Member; Kathie Carpenter, Member
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Walker, Vera Louise. "Traditional versus new media : storytelling as pedagogy for African-American children /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008464.

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Trimble, Meridee Jean. "Non-traditional study abroad| African American collegiate women navigating service learning in Indonesia." Thesis, Hampton University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10092253.

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This qualitative study explored the experiences of African American collegiate women during a service learning program to the non-traditional study abroad location of Indonesia. The Integrated Model of College Choice, Human Capital Theory, and Experiential Learning Theory formulated the conceptual model and theoretical framework undergirding this research endeavor. The literature review comprised a discussion of non-traditional study abroad locations, study abroad trends of underrepresented groups, navigation of the study abroad decision process, and service learning as a study abroad option. Four research questions explored participants’ descriptions of the experience, social and cultural challenges encountered, changes and learning outcomes achieved, and recommendations for improvement. The findings from individual interviews, a focus group, and a document review yielded four emergent themes, including the development of transnational competence, personal growth and transformation, service learning programmatic considerations, and diversity perspectives.

Conclusions of this study indicated that transnational competence was developed by interacting and communicating through a language barrier and gaining exposure to different social and cultural norms, living conditions, religious beliefs, and educational system. Adaptability, flexibility, empathy, respect, and appreciation were achieved learning outcomes and contributed to the development of a global skill set helping students navigate cross-cultural dynamics.

Students’ articulation of preparedness, a broadened worldview, and the desire for future international endeavors demonstrated that a short-term service learning study abroad opportunity yielded transnational competence. Students’ experiences of diversity abroad highlighted the relative absence of African American collegiate women from the study abroad landscape in a non-traditional location. The higher education apparatus has a role in reversing the trend of low African American college student participation in study abroad by addressing programmatic considerations, including the provision of more information, improved program planning, and the availability of financing. Creating an institutional culture in which international education is a strategic priority, expectation, and norm can develop students’ transnational competence and positions African American students more competitively for academic and professional success in a globalized world.

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Pennington, Yvette. "Cyberbullying Incidents Among African American Female Middle School Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3280.

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Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported that cyberbullying incidents increased 73% between the years of 2007 and 2009. In 2011, 75% of cyberbullying victims were adolescents (National Center of Education Statistics, 2013). Using data collected from the Pew Research and American Life Project, the study examined the prevalence of cyber bullying acts against African American female adolescents compared to Caucasian male and female adolescents and African American male adolescents. Additionally, the study reported the cyber bullying incident that occurred most frequently as either directly using texting or indirectly using social media websites. Past research studies have shown a prevalence of cyber bullying acts against Caucasian females. The participants in this study were 737 adolescents 12-17 years old. The results suggested that a prevalence of cyber bullying acts against African American female students occurred at a significantly lower rate than Caucasian female and male students but a significantly higher rate than African American male students and Hispanic male and female students. Additionally, indirect cyberbullying incidents occurred significantly more frequently than direct cyberbullying incidents.
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Swift, Andrew. "Negotiating modern and traditional discourses of HIV/AIDS in a rural South African community: school impact and personal cost." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11840.

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Includes abstract.
Includes bibliographical references (leaves 81-84).
The study assessed two broad types of HIV/AIDS narrative, namely ‘traditional’ and ‘modern’. Traditional HIV/AIDS discourse refers to community responses to the disease that ‘resist dominant epidemiological narratives’, while the modern narrative refers to mainstream, scientific research that is supported by the majority of health professionals and the scientific community in South Africa.
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Nkosi, A. D. "Modern African classical drumming : a potential instrumental option for South African school Music curriculum." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/43292.

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The Curriculum and Assessment Policy Statement or CAPS (which is the modified extension of the National Curriculum Statement policy), Music learning area, gives an option for Music learners to follow the Indigenous African Music (IAM) stream. This caters for them to be examined in African instruments. Currently, there are no available prescribed instrumental curricula in any IAM instrumental practices that learners can follow should they choose the IAM stream. Therefore, this research was prompted by the need for graded curriculum in IAM instruments for Music learners at the Further Education and Training (FET) level. This quantitative research focuses on the incorporation of contemporary African instrumental music practices in the modern Music curriculum as demanded by current trends, multiculturalism and multi‐ethnic societies with their emerging modern culture which to an extent nevertheless still embrace old traditions. The research is underpinned by the theoretical framework of multicultural music education. This study comprises two sections. Section one analyzes the dilemma that the South African Music curriculum faces when incorporating indigenous African instruments for examination at FET level and poses questions on how and which instrumental practices can be part of the possible solution. It revisits the epistemology of traditional African drumming and investigates how some of the traditional drumming practices have changed and are practised in the contemporary context. Section two introduces a contemporary African instrumental practice whose development is rooted in the generic traditional idioms of African drumming. This contemporary drumming style is not tied to a specific ethnic group but rather a creative continuum of African traditional drumming. This practice is explored as a potential instrumental option for the South African Music curriculum (IAM stream); through conducting of training workshops, progress survey and the evaluation of the implementation process of the pilot graded model curriculum. Lastly, pedagogical instructions on teaching, learning and evaluation of this contemporary drumming practice are provided.
Thesis (DMus)--University of Pretoria, 2013.
lk2014
Music
DMus
Unrestricted
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Walker, Carlos L. "A Comparison Study of Student Academic Performance by Male African American Students in a Traditional Public School vs a Single Gender Academy." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703389/.

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A quantitative, causal-comparative study between single gender and traditional mixed gender schools was conducted to examine how single gender schooling affected the academic achievement of African American males in a high-poverty urban community. This study examined the differences in TSI and EOC scores between African American males who attended a single gender male high school and a traditionally mixed gender high school serving students in the same community in Fort Worth, Texas. A two sample t-test was used to compare the STAAR and TSI scores of the two groups of African American males. Microsoft Excel was used to collect the descriptive statistical data and analysis was conducted in SPSS version 25.0 for Windows. A detailed description of the participants, the research design that was used in the study, a description of instruments that was used to analyze the data, research problem, research questions on which the study was based, and a description of data analysis methods that was used. This quantitative research compared the STAAR and TSI scores in language arts, math, and reading. The findings of study indicate the single-gender school model impacts the academic achievement of African American males in a particular community in Fort Worth, Texas. The single-gender school had 100% of the African American males in its first graduating class during the 2017-2018 school year were accepted into college.
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Jolly, Rachel. "Co-engaged learning : Xhosa women's narratives on traditional foods." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003331.

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This interpretive case study examines Grahamstown East Xhosa women's narratives on the nutritional value of traditional foods. It reviews reflexive learning interactions apparent in the co-engaged narratives of food preparation practices. The research design incorporates methods of reflective co-engagement through which a small team of women were approached as 'co-researchers' in order to work together on shared, local knowledge capital and nutrition concerns. It draws on findings generated using a combination of semi-structured interviews, cooking demonstrations, videography, photographs and field observations as methods of data collection. Data were member-checked and reviewed in a rural context before the emerging evidence was analyzed using Bassey's (1999) analytical statements. Contextual factors influencing the study are high poverty, unemployment and HIV/AIDS prevalence where nutrition levels have been found to be low. The women making up the study have spent the majority of their lives in the peri-urban area of Grahamstown and in some cases, are more than one generation removed from rural living and its associated knowledge. The accompanying shift to modernization was found to influence the interplay between their narratives and practice. Indigenous Knowledge is often characterized by being situated in practice with the knowledge-holders often not 'knowing that they know.' This study concludes that it is not possible to assume that knowledge can always be consciously expressed, especially when that knowledge is embedded in practice. Related to this, co-engagement and diversity among the group gave rise to greater disequilibrium as well as making the knowledge more explicit and hence, available for reflection. The study suggests that through the process of co-engagement and deliberation around indigenous ways of knowing, agency and cultural identity appears to be enabled and strengthened.
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Johnson, Brent E. "Comparing Achievement between Traditional Public Schools and Charter Schools within the Big Eight Urban School Districts in Ohio." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1311693290.

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Books on the topic "African traditional education"

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Kigongo, J. K. Ethical values in African traditional education. [Uganda?: s.n.], 1990.

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Dickson, Kwesi A. Prohibitions: A study in African traditional education. Accra: Macmillan Publishers in association with Unimax Publishers, 1995.

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Lamle, Elias Nankap. Essentials of traditional education in Nigeria: A synthetic model. Jos, Nigeria: Designed and produced by Crossroads Media Services, 1996.

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Basic text on West African traditional religion for higher education. [Akunlemu, Oyo state, Nigeria: Immaculate-City Publishers, 2001.

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Traditional African education: Its significance to current educational practices with special reference to Zimbabwe. Gweru, Zimbabwe: Mambo Press, 2012.

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Gill, Walter. A common sense guide to non-traditional urban education. Nashville, Tenn: James C. Winston Publishing Co., Inc., 1998.

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African Luo ethnic traditional religion and Bible translation: Mission, education, and theology. Berlin: Viademica, 2006.

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Slaughter-Defoe, Diana T. Black educational choice: Assessing the private and public alternatives to traditional K-12 public schools. Santa Barbara, Calif: Praeger, 2011.

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The Uganda martyrs and the need for appropriate role models in adolescents' moral formation: As seen from the traditional African education. Zürich: Lit, 2012.

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Wendland, Ernst R. Sewero!: Christian drama and the drama of Christianity in Africa: on the genesis and genius of Chinyanja radio plays in Malawi, with special reference to Trans World Radio and African traditional religion. Zomba, Malawi: Kachere Series, 2005.

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Book chapters on the topic "African traditional education"

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Montanari, Bernadette. "Gendered Sphere of Traditional Knowledge in Morocco." In The Palgrave Handbook of African Education and Indigenous Knowledge, 319–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38277-3_16.

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Moore, Marvelene C. "Reflections on Traditional African American Music: Its Function and Relevance in Contemporary Music Education." In Traditional Musics in the Modern World: Transmission, Evolution, and Challenges, 13–23. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91599-9_2.

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Danlami, Abubakar Hamid, and Shri Dewi Applanaidu. "Sustaining a Cleaner Environment by Curbing Down Biomass Energy Consumption." In African Handbook of Climate Change Adaptation, 1–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-42091-8_211-1.

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AbstractEnvironmental degradation, soil erosion, and desertification are some of the consequences of high rate of traditional biomass fuel use by households in developing countries. The critical issues to raise here are how can these households be encouraged to change their energy consumption behavior? What are the factors that cause the rampant use of biomass fuel in developing countries? How and to what extent can these factors be manipulated so that households in developing countries are encouraged to adopt clean energy fuel an alternative to the most widely used biomass fuel? Therefore, this chapter tries to find answer to the above questions raised, by carrying out an in depth analysis of households’ use of biomass fuel in developing countries using Bauchi State, Nigeria, as the case study. Cluster area sampling technique was utilized to generate the various responses, where a total number of 539 respondents were analyzed. The study estimated ordered logit model to analyze the factors that influence the movement of households along the energy ladder from nonclean energy to the cleaner energy. Furthermore, Ordinary Least Squares (OLS) model was estimated to analyze the impacts of socio-economic, residential, and environmental factors on biomass energy consumption. It was found that age of the household head and his level of education, income, living in urban areas, home ownership, and hours of electricity supply have positive and significant impact on household energy switching from traditional biomass energy use to the cleaner energy. Therefore, policies that will enhance household income and the increase in the availability of cheap cleaner energy will encourage households switching to cleaner energy sources thereby reducing the level of environmental pollution in the study area.
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Danlami, Abubakar Hamid, and Shri Dewi Applanaidu. "Sustaining a Cleaner Environment by Curbing Down Biomass Energy Consumption." In African Handbook of Climate Change Adaptation, 1423–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45106-6_211.

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AbstractEnvironmental degradation, soil erosion, and desertification are some of the consequences of high rate of traditional biomass fuel use by households in developing countries. The critical issues to raise here are how can these households be encouraged to change their energy consumption behavior? What are the factors that cause the rampant use of biomass fuel in developing countries? How and to what extent can these factors be manipulated so that households in developing countries are encouraged to adopt clean energy fuel an alternative to the most widely used biomass fuel? Therefore, this chapter tries to find answer to the above questions raised, by carrying out an in depth analysis of households’ use of biomass fuel in developing countries using Bauchi State, Nigeria, as the case study. Cluster area sampling technique was utilized to generate the various responses, where a total number of 539 respondents were analyzed. The study estimated ordered logit model to analyze the factors that influence the movement of households along the energy ladder from nonclean energy to the cleaner energy. Furthermore, Ordinary Least Squares (OLS) model was estimated to analyze the impacts of socio-economic, residential, and environmental factors on biomass energy consumption. It was found that age of the household head and his level of education, income, living in urban areas, home ownership, and hours of electricity supply have positive and significant impact on household energy switching from traditional biomass energy use to the cleaner energy. Therefore, policies that will enhance household income and the increase in the availability of cheap cleaner energy will encourage households switching to cleaner energy sources thereby reducing the level of environmental pollution in the study area.
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Assié-Lumumba, N’Dri Thérèse. "African University Traditions, Historical Perspective." In Encyclopedia of International Higher Education Systems and Institutions, 1–6. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_10-1.

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Assié-Lumumba, N’Dri Thérèse. "African University Traditions, Historical Perspective." In The International Encyclopedia of Higher Education Systems and Institutions, 106–11. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_10.

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Banya, Kingsley, and Juliet Elu. "Implementing Basic Education: An African Experience." In Tradition, Modernity and Post-modernity in Comparative Education, 481–96. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5202-0_7.

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Adesina, Damola. "Orality and Early Childhood Education." In The Palgrave Handbook of African Oral Traditions and Folklore, 975–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55517-7_49.

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Wabende, Kimingichi. "Restaging Oral Narrative in Civic Education." In The Palgrave Handbook of African Oral Traditions and Folklore, 959–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55517-7_48.

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Kohstall, Florian. "University Traditions in the Middle East and North Africa." In Encyclopedia of International Higher Education Systems and Institutions, 1–6. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_6-1.

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Conference papers on the topic "African traditional education"

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Nwaogaidu, John Chidubem. "Conversion and Influence of Christianity on African Traditional Marriage Rituals." In 4th International Conference on Social Science, Humanities and Education. Acavent, 2020. http://dx.doi.org/10.33422/4th.icshe.2020.12.35.

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Ngcoza, Kenneth Mlungisi. "NEGOTIATING BOUNDARY CROSSING FROM TRADITIONAL OR INDIGENOUS KNOWLEDGE TO MODERN WESTERN SCIENCE: A SOUTH AFRICAN XHOSA PERSPECTIVE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0456.

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(Joey) Jansen van Vuuren, JC, and FP (Petrie) Coetzee. "ICT Education and Training in Sub-Saharan Africa: Multimode versus Traditional Distance Learning." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2788.

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The concept of distance learning by advanced educational technology is at present only emerging in Africa. This applies particularly to education and training in information and communication technology (ICT). A learner support system needs to be put in place to assist students to use relevant technologies. Learners in Africa tend to have difficulty understanding the technologies underpinning the ICT era. Research shows that distance learning requires much self-discipline on the part of students. Compared to conventional learning, students tend to become more isolated in distance-learning programmes. Strategies to reduce negative factors should be put in place to ensure the increase of competent ICT specialists in Africa. The strategy recommended here is a multimode strategy incorporating both face-to-face and e-learning into distance learning environments, customized according to subject content.
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Matsanga Mackossot, Ginette Flore. "Education Africaine: entre tradition et modernité." In XVI Congreso Nacional Educación Comparada Tenerife. Universidad de La Laguna. Servicio de Publicaciones, 2018. http://dx.doi.org/10.25145/c.educomp.2018.16.024.

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Fosu, Agyei. "Readiness of Universities for the 21st Century Digital Economies: A Look at Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province, South Africa [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4593.

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[The full paper was previously published in the International Journal of Community Development & Management Studies, 3, 65-77.] Aim/Purpose: The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background: The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research has been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology: Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution: This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings: The results indicated that the participating lecturers need to be trained and supported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners: Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous support and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendations for Researchers: There is the need to explore in depth the other two components suggested by Mishra and Koehler that can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society: The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research: Checking technological skills of students are critical in this context.
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Alves, Anabela C., Franz-Josef Kahlen, Shannon Flumerfelt, and Anna Bella Siriban Manalang. "Comparing Engineering Education Systems Among USA, EU, Philippines and South Africa." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63254.

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Globalization has permeated our personal and professional lives and careers over the past two decades, to a point where communication, product development, and service delivery now are globally distributed. This means that the globalization of engineering practice is in effect. Large corporations tap into the global market for recruitment of engineers. However, the education of engineers occurs within the context of individual Higher Education Institutions. Engineers are educated with varying pacing and scoping of higher education programming with varying methods and pedagogy of higher education teaching. The expectations for engineering practice normed from the corporate side within the engineering marketplace, therefore, often do not match the widely dispersed educational experiences and outcomes of engineering education delivery. This gap brings challenges for all stakeholders, employers, higher education and the engineering graduate. But particularly, university education systems which traditionally are slow to respond to shifting market trends and demands, are expected to realign and restructure to answer this shortfall. A response to this shortfall has been prepared independently in different regions and countries. This paper discusses the response from Europe, USA, South Africa and Philippines. The European Commission started building a European Higher Education Area (EHEA) with the intention of promoting the mobility and the free movement of students and teachers in European tertiary education. US universities are introducing a design spine and strengthening students’ systems thinking and problem solving competencies. Philippines is trying to be aligned with ABET system from US. South Africa universities are evolving to a solid core undergraduate engineering curriculum with a limited set of electives available to students which include project-based learning. This is intended to address the education-workplace gap as well. This theoretical paper will provide a comparison study of the differences between the Engineering Education in USA, EU, Philippines and South Africa. The authors will compare current trends and initiatives, aimed at improving the readiness and competitiveness of regional engineering graduates in the workplace. Given that several worthwhile initiatives are underway, it is possible that these initiatives will remain as disparate responses to the need for the globalization of engineering education. Lean performance management systems are widely used in engineering practice internationally and represent one possible rallying concept for the globalization of engineering education in order to address the education-workplace gap. Therefore, this paper examines whether the introduction of a Lean Engineering Education philosophy is a worthwhile global curricular innovation for engineering courses.
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Pratt, Deirdre Denise. "The making of CourseMaker, a web-based shell program which can be set up by the teacher to run online courses." In The South African Communications Association Conference. SACOMM, 2003. http://dx.doi.org/10.51415/10321/243.

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CourseMaker is an HTML shell program which was developed by the presenter as part of a Ph.D. research project on CAI/written composition, but which can be used for a variety of other instructional purposes. CourseMaker contains many of the elements of the traditional classroom translated into the electronic medium, and can be set up by teachers to run a variety of courses in either academic or non-formal subjects, along with any instructions, lesson materials or notes they may wish to include. It has features such as lesson links and pop-up boxes which make it possible to layer and cross-link teaching materials and resources either on CourseMaker itself or the Internet. CourseMaker also provides for input by students, who can continue with a course at any stage or level, and can choose which course or lesson to access as needed. Setting up courses on CourseMaker does not require knowledge of computer programming: courses can be set up by the teacher to suit different academic contexts, purposes and student target groups. CourseMaker is not a commercial product but research output which is thought to have educational potential when used either as or in conjunction with a web-based learning programme.
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KIENON-KABORE, Timpoko Hélène. "ANCIENT TECHNIQUES AND TRADITIONAL MEDICINE IN SUB-SAHARAN AFRICA : THE CASE OF FORGES OF OLD METALLURGY OF IRON." In EAI International Conference on Technology, R&D, Education and Economy for Africa. EAI, 2018. http://dx.doi.org/10.4108/eai.21-3-2018.2275665.

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DI, LUISA, and MARINA FUMO. "Constructive Tradition becomes Future Design an educational and professional training establishment in Africa Tanzania." In Third International Conference on Advances In Civil, Structural and Environmental Engineering- ACSEE 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-065-1-86.

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Sidi Zakari, Ibrahim, Sidi Zakari, and Sidi Iyé. "Open Mathematics, Traditional Knowledge and Intellectual Property in the era of the fourth industrial revolution: Challenges and Opportunities in Niger." In EAI International Conference on Technology, R&D, Education and Economy for Africa. EAI, 2018. http://dx.doi.org/10.4108/eai.21-3-2018.2275658.

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