Relevant bibliographies by topics / Education, Higher – Aims and objectives – Zimbabwe

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

Academic literature on the topic 'Education, Higher – Aims and objectives – Zimbabwe'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education, Higher – Aims and objectives – Zimbabwe"

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Kolomiiets, S., and Y. Tikan. "Aims and objectives of modern higher education in innovative dimension." Theoretical and Methodical Problems of Children and Youth Education, no. 23-1 (2019): 186–99. http://dx.doi.org/10.32405/2308-3778-2019-23-1-186-199.

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HATA, Takayuki, and Takuro ENDO. "Aims and objectives of phisical education in institutions of higher learning." Journal of the Philosophy of Sport and Physical Education 14, no. 1 (1992): 25–34. http://dx.doi.org/10.9772/jpspe1979.14.25.

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Maruza, Fadzayi Marcia. "Analysis of disability representation in African Higher education policies." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 158–61. http://dx.doi.org/10.32674/jcihe.v11iwinter.1225.

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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 Sheila Jasanoff. These frameworks will be buttressed by Institutional logics as the theory to underpin the study. The analysis in this research seeks to elucidate implicit assumptions and underlying rationale used in the inclusion of students with disabilities in university policies. This research intends to highlight similarities and differences between them. Insights from the comparison will be used to explore how university policies position and govern students with disabilities with differential disadvantages and need.
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Брукс, Е., and E. Bruks. "Pedagogy Key Issues in the Higher Education Context." Scientific Research and Development. Modern Communication Studies 6, no. 4 (September 6, 2017): 64–68. http://dx.doi.org/10.12737/article_5976f63002d0d7.29347638.

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The article analyzes contemporary pedagogical conditions in learning and training at the higher education. The opinion of a number of researches is reconsidered in the article. Special attention is paid to the concepts which are student oriented. The author singles out pedagogical aims and objectives where an individual approach is the essence to the educational process. The author defines specifics in training and learning and, it’s from this point of view, the effectiveness and quality of education is studied. The article identifies directions for further research in this field.
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Zaskaleta, Svitlana. "HIGHER EDUCATION QUALITY ASSURANCE: FINLAND’S EXPERIENCE." Continuing Professional Education: Theory and Practice, no. 2 (2020): 114–19. http://dx.doi.org/10.28925/1609-8595.2020.2.15.

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The article discusses the main approaches to quality assurance in higher education in Finland. The relevance of studying the experience for Ukraine is determined. Quality assurance in higher education is governed by the legal framework of the country. External evaluation is carried out by the Finnish Education Evaluation Center (FINEEC). The objectives of the FINEEC are: evaluation of education, teaching, teachers and activities of higher education institutions; development of educational evaluation; evaluation of the results of training in basic education, higher secondary education and training, basic education in the arts. Finnish higher education institutions are primarily responsible for the quality of education. Self-esteem is accomplished through a digital platform. Program accreditation aims to increase international recognition. The author notes that Higher Education Institutions are actively involved in external evaluations. The quality assurance mechanism of education is constantly being improved. The results of the external evaluation are used as a benchmark for internal evaluation. Higher education institutions select a national or international team to audit. Particular attention is paid to the accreditation of programs. The analysis of the quality assurance system of higher education gives grounds to claim that it is an effective organization, which provides the necessary resources (academic and administrative staff, students, scientific and administrative leaders, financial, material, information, scientific, educational resources, etc.); effective activity of relevant bodies that ensure the quality of higher education of the country; designation of audit teams; identifying audit objectives; undergoing appropriate procedure; defining clear evaluation criteria that demonstrate the effectiveness and quality of the evaluation. The outlined approaches and methods of quality assurance of education serve as an example of imitation for quality assurance of higher education of Ukraine and a guideline for its development.
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Sethy, Satya Sundar. "‘Academic Freedom’ in Indian Higher Education Settings." Asian Journal of University Education 17, no. 2 (June 6, 2021): 39. http://dx.doi.org/10.24191/ajue.v17i2.9022.

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The expression ‘autonomy’ means freedom from external control and influence. But what students’ autonomy and teachers’ autonomy constitute of has not been examined in detail in the Indian higher education (HE) settings. It is observed that students and teachers are often misleading and misinterpreting the concept of ‘autonomy’ as ‘legal freedom’ and confused autonomy with ‘civil and political rights’. This creates hurdle to achieve aims and objectives of Indian HE institutions. Against this background, the paper discusses the relation between students’ and teachers’ autonomy and their academic freedom in Indian higher education set up. It examines the relationship between ‘academic freedom’ and ‘university autonomy’. The paper submits that ‘academic freedom’ in Indian higher education institutions is not to be viewed as ‘legal freedom’. The paper adopts qualitative methodology that subsumes descriptive, evaluative and interpretative approaches to derive its conclusion for academics consideration and further critical examination.
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Belova, Nadja, and Christian Zowada. "Innovating Higher Education via Game-Based Learning on Misconceptions." Education Sciences 10, no. 9 (August 27, 2020): 221. http://dx.doi.org/10.3390/educsci10090221.

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In recent years, serious games and game-based learning have received growing attention in educational contexts in general and science teaching and learning. They play an especially prominent role in higher education, where they are used to promote content knowledge as well as higher order cognitive skills and competencies such as communication, collaboration, or problem solving. Despite some known positive effects of serious games on learning, critical voices claim that the objectives of a specific game often do not match the learning objectives and that the games focus on entertaining much more than learning. Considering these arguments and some general guidelines of using games in (higher) education, we developed a game on typical chemical misconceptions based on the popular game “Activity©” using Participatory Action Research. The game was developed based on the contents of a seminar on misconceptions for pre-service teachers (M. Ed. students) in a northern German university. It covers seven content areas where misconceptions are most prevalent and therefore aims at contributing to pre-service teachers’ Pedagogical Content Knowledge (PCK). The students are supposed to draw or mime specific misconceptions. Initial trials in three university courses showed a very positive perception of the game.
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Dayakar, G. "Use of E-Resources in higher education: Advantages and Concerns." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 17. http://dx.doi.org/10.21839/jaar.2018.v3is1.160.

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Higher education system has grown exponentially in the last five educational systems. E-resources have a prominent role to play in supporting higher education and in fulfilling educational objectives. It, however, creates some tensions among parents and teachers. With the world moving rapidly into digital media and information, the role of e-resources in higher education is becoming more and more important and its importance will continue to grow and develop in the 21st century. Thus, the paper aims to examine the advantages of e-resources in higher education and to identify the various concerns related to e-resources.
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Sajidin, Sajidin, Andang Saehu, and Asyraf Isyraqi. "International Service Learning among Islamic Higher Education Institution Challenges and Strategies." Jurnal Pendidikan Islam 6, no. 1 (June 30, 2020): 1–12. http://dx.doi.org/10.15575/jpi.v6i1.8073.

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The study aims at exploring the implementation of International Service Learning (ISL) among Islamic Higher Education Institutions in Indonesia, its challenges, and strategies to cope with them. To explore the phenomena, six Islamic Higher Education Institutions (IHEI) implementing the ISL in Indonesia were purposively selected as sample of the study. A face-to-face interview with the respondents and document analysis towards relevant resources were employed as the main data collection techniques. After analysing the data and, later, triangulated them, the following findings emerge. First, the implementation of ISL was structurally carried out on the basis of preparation, implementation, and evaluation. Second, employing a framework of ISL implementation, coined by Baker-Boosamra, most recommeded steps were followed. Third, ISL among IHEIs encounter some challenges to cope with. Some could be successfully resolved; some others remain unresolved. The study recommends that ISL among IHEIs be properly managed by formulating specific objectives. The formulated objectives serve as the standard of ISL successful implantation.
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Khouja, Mehdi, Ismael Bouassida Rodriguez, Youssef Ben Halima, and Samir Moalla. "IT Governance in Higher Education Institutions." International Journal of Human Capital and Information Technology Professionals 9, no. 2 (April 2018): 52–67. http://dx.doi.org/10.4018/ijhcitp.2018040104.

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Information Technology (IT) is a very important aspect for higher education institutions (HEI) in both teaching, research and administration. The managers of those intuitions are more and more aware that IT is a strategic tool for their institutions. On the other hand, IT Governance is getting attention from the practitioner and research side, given the need to govern IT extending the organisation's strategy and objectives into IT. IT Governance helps to set clear expectations, to gain participation, open communications, establish accountability and provide executive management oversight. Thus, it is important to consider IT Governance and the alignment with business strategy for HEI. In this article, authors present a Systematic Literature Review (SLR) on IT Governance in HEIs using a collection of scientific and non-conventional data (grey literature). The motivation that drives this literature review is the further development of an IT Governance framework for Tunisian universities. This article aims to define the situation of the IT Governance in other countries. This article aims to provide a map of the state of the art of IT governance in HEI in various countries. Results show a mixed situation of IT Governance in HEIs. Some countries have the support of top level management to introduce IT Governance in HEIs by adopting regulatory frameworks and common laws. But other countries relay in their strong culture of IT Governance. The different case studies presented in this review show that there is no consensus on the IT Governance framework or standard to use in HEI. An important number of institutions are implementing COBIT or ISO best practices. In the other hand, some counties have developed their own frameworks. Results show there is no a single way to implement an IT Governance framework designed for HEI. However, it is also true that there are two mandatory aspects that are necessary to implement in IT Governance deployments: firstly, establishing a committee structure for IT assets and secondly, enable effective communication between the IT, the business and the stakeholders.
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Dissertations / Theses on the topic "Education, Higher – Aims and objectives – Zimbabwe"

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Halwachi, Abdul Jalil Hassan. "Higher education institutions in the Arab states : a study of objectives and their achievement." Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/1914.

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Over the last two decades more attention has been paid by the governments of developed and developing countries to the role of higher education in general and universities in particular. Their major concern is the growing demand for higher education and the growing expenditure of that sector. These two reasons led to an inquiry into the role of higher education institutions, their objectives and their effective use of the resources allocated to them. The need to achieve better understanding and definition of the role of higher education institutions and effectiveness requires better understanding of the institutional objectives and their measure of achievement by the various constituencies involved in the institutions' activities. This study aimed to investigate the different objectives and to examine the appropriateness and degree of achievement of measures of a set of institutional goals in four Arab Universities. The study approach used included a literature survey of studies conducted on higher education institutions in Europe, North America and the Arab States and the collection of data by a questionnaire. The population sample represents administrators and faculty members in the four Arab Universities. Mean scores were used to generate the ranking of the objective areas, in terms of their perceived preferences among the four universities and among the respondent groups. Also, the analysis of variance technique was used to ascertain which of the objective areas and their measures received divergent views among the four universities and among the respondent groups. The analysis of variance technique was followed by Duncan's New Multiple Comparison test to identify pairs of factors which differ significantly, to help in the interpretation of the findings. The study revealed that there were differences in respondent ratings of the objective areas, their measures and degree of achievement among the four universities but not among the different respondents categories. The findings of the study provided the conclusion that: only in some objective areas were priorities perceived differently by the universities and by respondent groups; homogeneity exists among the respondent groups on the appropriateness of the measures and the degree of achievement of these measures; close correlation appears to exist between the ratings of the objective areas and their associated measures; and, finally, there was consensus among the respondents that all universities were performing poorly on the most highly rated objective areas. The results and conclusions of the study were utilised to draw up some recommendations which might be useful to decision-makers in achieving their institutional objectives.
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Kayitankore, Bernard Narcisse. "Foreign training of academic staff and capacity building in higher education institutions in Rwanda." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8864_1182227521.

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During the 1994 genocide in Rwanda, not only physical assets were eroded but more importantly, human capital were destroyed and left the country living hardly on qualified personnel at almost all levels of the economy to play a meaningful development role. While capacity building is needed in many sectors of the economy, it is especially important in the education sector. This study focuses on one particular issue namely to what extent sending academic staff for training in foreign countries can effectively contribute to capacity building in Rwandan higher education institutions (HEI). Various options exist to improve a strategy to build capacities in higher education institutions
amongst others is the training of human resource which is the most important of all.

In order to investigate the above, both qualitative and quantitative methods were used. Techniques such as documentation, semi-structured interview, questionnaire and direct observation were also used in order to reach the research objectives. With regard to the main question of this study, findings reveal that funding academic staff for foreign training is believed to effectively contribute to capacity building in Rwandan higher education. As respondents explain, academic staff sent for training in foreign countries acquires new knowledge that is needed to build the country. This gained knowledge is spread all over the country through teaching at universities where most sectors of the country find their human resources. Being open minded, trained academic staff will be able to update his knowledge and therefore train in turn his students accordingly. However, findings inform also that Rwandan HEI are faced with multiple problems amongst others the problem of defining the real institutional needs for appropriate training. In this regard, findings suggest that for the training to be effective in Rwandan HEI there is a need of putting in place appropriate mechanisms and assessing institutional needs before training a person and training according to those specific needs in order to help the process of capacity building being more effective.

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Goldie, J. G. "Impak van die verlengde graadprogramme aan die Universiteit van Stellenbosch : 'n evalueringstudie." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/97400.

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ENGLISH ABSTRACT: This study examines the impact of the extended degree program on the students admitted to these programs. The extended degree program offers students an alternative access route to higher education institutions. The program is aimed at students from former disadvantage school environments that have the potential to be successful in their studies. The literature review shows that the programs are successfully implemented over the world. The literature also indicates that if learners are longer exposed to a specific subject, they perform better in this subject. This statement is specifically investigated in this study because it is one of the extended degree program`s building blocks – give students more exposure to a specific subject and they have a better chance to achieve success in that subject. In answering the main research question “What impact does the extended degree program has on both the student and institution.”, both quantitative and qualitative data were collected. Quantitative data used in this study were the final marks and throughput rates of students. Qualitative data was obtained through interviews with students in the program. Although the findings of this study are context specific, it contributes to the growing knowledge and better understanding of the impact that the extended degree program has on the student and university. The two main findings of this work were: i) The academic performance of students in the extended degree program improved in relation to the performance of students in the mainstream. ii) The performance of students in the extended degree programs justifies the existence of the programs at the University of Stellenbosch.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die impak wat die verlengde graadprogram het op studente wat tot hierdie programme toegelaat word. Die verlengde graadprogram bied ʼn alternatiewe toegangsroete aan studente tot hoëronderwysinstellings. Die programme is gemik op leerders uit ʼn voorheen benadeelde skoolomgewing wat die potensiaal toon om suksesvol in hulle studies te wees. Die literatuurstudie toon dat die programme met sukses oor die wêreld geïmplementeer word. Die literatuur toon ook aan dat leerders wat langer aan ʼn spesifieke vak blootgestel word, beter in die vak presteer. Hierdie stelling is spesifiek in die studie ondersoek, want dit is een van die verlengde graadprogram se boustene – gee studente langer blootstelling aan ʼn spesifieke vak sodat hulle ʼn beter kans het om sukses in die vak te behaal. Om die hoofnavorsingsvraag “Watter impak het die verlengde graadprogram op beide die student en instansie.” te beantwoord, is beide kwantitatiewe- en kwalitatiewe data ingesamel. Kwantitatiewe data wat gebruik is in die studie is die prestasiepunte en deurvloeisyfers van studente. Kwalitatiewe data is verkry deur onderhoude te voer met studente in die verlengde graadprogram. Alhoewel die bevindinge van dié studie konteks spesifiek is, dra dit by tot die groeiende kennis en beter verstaan van die impak wat die verlengde graadprogram het op die student en die universiteit. Die twee belangrikste bevindinge van hierdie werk is: i) Die akademiese prestasie van studente in die verlengde graadprogram verbeter ten opsigte van studente in die hoofstroom. ii) Die prestasie van die studente in die verlengde graadprogramme regverdig die voortbestaan van die programme aan die Universiteit van Stellenbosch.
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Spillman, Nancy Joan. "Higher education: An elixir for the retiree thus a tonic to society." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1756.

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This project is to encourage citizens over 60 years of age, active and in relatively good health to continue in higher education. Academic classes in universities, colleges, and elevating classes in vocational and technical schools and elderhostel programs are available.
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Rudhumbu, Norman. "The role of academic middle managers in the planning and implementation of curriculum change in private higher education institutions in Botswana." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/2979.

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The purpose of the study was to examine the role of academic middle managers (AMMs) in the planning and implementation of curriculum change in private higher education institutions in Botswana. This study employed a mixed methods research approach which utilised a structured questionnaire and a semi-structured interview guide to gather data on AMMs‟ role in the planning and implementation of curriculum change in PHEIs in Botswana. SPSS version 21 was used for analysing quantitative data while thematic analysis was used for analysing qualitative data on the role of AMMs in the planning and implementation of curriculum change in PHEIs. The study showed that the role of AMMs in the planning and implementation of curriculum change in PHEIs was too complex and demanding because they spent most of their time on daily administrative routines instead of on core academic activities such as planning and implementing curriculum change in their departments. The AMMs in the PHEIs under study operated more like managers in academic departments than academics in management. As a result the study showed that AMMs faced more challenges than opportunities in their planning and implementation of curriculum change in PHEIs. The major challenges AMMs faced in the planning and implementation of curriculum change were a highly controlled and strict work environment, role conflict, lack of autonomy, role strain and heavy workloads which limited the time AMMs spent on the core business of managing curriculum change in their departments. The study also highlighted some of the strategies albeit a few, which, despite the numerous challenges AMMs faced, are used to try and make the planning and implementation of curriculum change by AMMs was to some extent successful. The study provided insight on the influence of AMMs biographical characteristics as well as the influence of AMM job requirements (such as having a detailed job description and having authority over curriculum matters) on how AMMs enacted their role in curriculum change. Based on the results of the study, a model to assist AMMs in the effective planning and implementation of curriculum change was proposed.
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Giovannini, Eugene Vincent. "An analysis of existing and preferred goals for Virginia community colleges." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162157/.

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Masuku, Elisa. "School principals' experiences of the decentralisation policy in Zimbabwe." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/1490.

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Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The decentralisation of power in education is part of a global process that has become part of the education reform policies of most countries. Decentralisation, which is typified by the redistribution of power to local levels, is claimed to serve a variety of ends from democratization to efficiency, empowerment of stakeholders to improved quality of education. It is, however, a complex process that is difficult to capture as power is seen to manifest in multiple ways. During the nineties Zimbabwe, against the background of a massive increase in enrolments, for a variety of reasons including the improvement of the quality of education, embarked on the re-distribution of administrative and financial power in the Ministry of Education, Sport and Culture. The implementation of this policy revealed major discrepancies between the intentions of government and the way it translated in educational sites. The aim of this study is to explore how the intentions of decentralisation in education as a policy aimed that the improvement of the quality of education is experienced by school principals. An interpretative methodology with in depth interviews, focus groups, some observations and document analysis were employed to engage in the debates about decentralisation. Although this was a small study the findings concurred with studies of decentralisation in other countries where it was found that the re-distribution of power in education manifests differently in different contexts in the same country. In countries such as Zimbabwe where resource limitations and restructuring concomitantly took place the experience of principals revealed that conditions arose that could not be seen to be conducive to the improvement of the quality of education such as the ambiguity of the meaning of who is responsible for what, the power struggles as government was seen to recentralise crucial roles, increased workloads of principals due to the devolving of administrative and supervisory functions to school level, loss of teachers and other specialist functionaries conducive to a drop in standards and the challenge to parents who had to contribute increasingly to enable schooling of their children. These findings are indicative of the claims from studies in other countries that decentralisation as a policy for whatever reason is seldom more than political rhetoric to decentralise conflict. Exploring the intersection between the literature on decentralisation and parental involvement of education, however, revealed the opening up of other spaces that enabled local power relations to develop in creative ways as parents got increasingly involved in schools. Apart from the challenges related to the redistribution of power as authority delegated, devolved or deconcentrated from government, this study revealed that power manifests in relations and interactions not necessarily ascribed to the intentions of policy, neither as a substance or function only.
AFRIKAANSE OPSOMMING: Die desentralisering van mag in die onderwys maak deel uit van ʼn wêreldwye proses van onderwyshervorming. Desentralisasie, wat deur die herverspreiding van mag na plaaslike vlakke gekenmerk word, is veronderstel om aan ʼn verskeidenheid doele te beantwoord – van demokratisering tot die verhoging van doeltreffendheid, die bemagtiging van belanghebbendes, en die verbetering van onderwysgehalte. Desentralisasie is egter ‘n komplekse proses waaraan moeilik uitvoering gegee kan word, aangesien mag in verskeie gedaantes voorkom. In die negentigerjare het Zimbabwe, teen die agtergrond van ʼn drastiese toename in inskrywings, die herverspreiding van administratiewe en finansiële mag in die Ministerie van Onderwys, Sport en Kultuur onderneem. Dié stap is aan verskillende redes toegeskryf, waaronder die verbetering van onderwysgehalte. Die toepassing van die beleid het egter groot teenstrydighede aan die lig gebring tussen die regering se voornemens, en hoe dié voornemens uiteindelik prakties in onderwysinstellings ten uitvoer gebring is. Die doel van hierdie studie is om skoolhoofde se ervaring van onderwysdesentralisasie as beleid te ondersoek. Die studie is vanuit ‘n interpreterende benadering gedoen met diepte-onderhoude, fokusgroepe, ʼn paar waarnemings sowel as dokumentontleding. Ongeag die beperkte omvang van die studie, stem die bevindinge ooreen met dié van navorsing oor desentralisasie in ander lande, waar bevind is dat herverspreiding van mag in dieselfde land in verskillende kontekste verskillend realiseer. In lande soos Zimbabwe, waar herstrukturering te midde van hulpbronbeperkinge plaasgevind het, het skoolhoofde bepaalde omstandighede ervaar wat nié die verbetering van onderwysgehalte sou kon bevorder het nie. Dít sluit in onsekerheid oor die onderskeie partye se verantwoordelikhede; die magstryd toe die regering kernrolle sentraal beheer; swaarder werklaste vir skoolhoofde nadat administratiewe en toesigfunksies na skoolvlak afgewentel is; ʼn verlies aan onderwysers en ander spesialisamptenare, wat op sy beurt standaarde laat daal het, en ouers se groter verantwoordelikheid om al hoe meer by te dra ten einde hulle kinders se opvoeding te verseker. Hierdie bevindinge strook ook met dié van studies in ander lande, naamlik dat desentralisering as ʼn beleid om watter rede ook al selde meer is as politieke retoriek ten einde konflik te desentraliseer. Nadere ondersoek van die verband tussen navorsing oor desentralisasie, en dié oor ouerbetrokkenheid by onderwys het egter daarop gedui dat desentralisering wel nuwe moontlikhede kan ontsluit vir die skeppende ontwikkeling van plaaslike magsverhoudinge namate ouers al hoe meer by skole betrokke raak. Buiten die uitdagings met betrekking tot die herverspreiding van mag namate regeringsgesag gedelegeer, afgewentel of gedekonsentreer word, dui dié studie daarop dat mag soms ook in verhoudinge en wisselwerkings geopenbaar word wat nie noodwendig met die voornemens van die beleid verband hou nie, en dit mag voorts nie as net substansie of net funksie tot uiting kom nie.
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Dodd, Patricia M. "Assessing the Efficacy of Learning Communities at Four North Texas Community Colleges." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3255/.

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This observational study involving intact groups and convenient sampling examined learning communities at four North Texas Community Colleges. The purpose of this study was to determine if there was a significant difference in cathectic learning climate, inimical ambiance, academic rigor, affiliation and structure among students in learning communities and freestanding classes. Learning communities are gaining nationwide popularity as instruments of reform in Higher Education. Recent studies have discussed the benefits of learning communities to student, faculty and institutions. As learning communities are gaining popularity, especially at the community college level, there is a need to determine if the learning communities are significantly different than freestanding classes. The College Classroom Environment Scales, developed by Winston, Vahala, Nichols, Gillis, Wintrow, and Rome (1989), was used as the survey instrument for this study. Using SPSS 10.1, a multivariate analysis of variance, (Hotelling's T2) was performed on five dependent variables: cathectic learning climate (CLC), inimical ambiance (IA), academic rigor (AR), affiliation (AF), and structure (ST), which yielded a significant difference. The independent variable was learning community compared to freestanding classes (group). Follow-up independent t tests were also conducted to evaluate the differences in the means between the two groups and to explore which dependent variables contributed to the multivariate difference, which resulted in significant differences in inimical ambiance, affiliation and structure. The researcher concludes that learning communities make a difference for some learners, but not necessarily all and that more research needs to be conducted to find the answers to the questions concerning the efficacy and sustainability of learning communities in higher education.
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Gonzalez, Eduardo David. "Is there a difference between teacher perceptions about computer lab use in developing higher order thinking skills and actual computer lab practices?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2415.

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This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.
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Van, Wyk Berte. "A conceptual analysis of transformation at three South African universities in relation to the national plan for higher education." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49812.

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Thesis (PhD)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: This dissertation explores the notion of (higher) education transformation in relation to logically necessary conditions which guide the concept. These logically necessary conditions (constitutive meanings) include: equity and redress, critical inquiry, communicative praxis, and citizenship. I explore how instances of these logically necessary conditions manifest in institutional plans at the universities of Cape Town, Stellenbosch, and the Western Cape. My contention is that these institutional plans seem to be tilted towards the exclusive implementation of performance indicator measures which might undermine deep educational transformation. In turn, deep educational transformation requires that logically necessary conditions be framed according to an African philosophy of educational transformation. KEYWORDS: Higher education, education policy, transformation, conceptual analysis, logically necessary conditions.
AFRIKAANSE OPSOMMING: In hierdie proefskrif word die konsep (hoër) onderwystransformasie ondersoek soos dit logies in verhouding staan tot die voorwaardes wat die konsep rig. Hierdie logiesnoodsaaklike voorwaardes (konstitusionele betekenisse) sluit in: gelykheid en regstelling; kritiese ondersoek; kommunikatiewe praksis en burgerskap. Ek stelondersoek in oorlhoe voorbeelde van hierdie logiese-noodsaaklike voorwaardes in die institusionele planne van die universiteite Kaapstad, Stellenbosch en Wes-Kaapland manifesteer. Volgens my lyk dit asof hierdie institusionele planne neig na die eksklusiewe implementering van maatreëls wat optrede aandui wat in-diepte opvoedkundige transformasie mag ondermyn. Aan die ander kant vereis in-diepte opvoedkundige transformasie dat logies-noodsaaklike voorwaardes binne 'n Afrika filosofie van opvoedkundige transformasie vertolk moet word. SLEUTELBEGRIPPE: Hoër onderwys, opvoedkundige beleid, transformasie, konseptuele analise, logies-noodsaaklike voorwaardes.
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Books on the topic "Education, Higher – Aims and objectives – Zimbabwe"

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Organisation for economic co-operation and development. Redefining tertiary education. Paris: OECD Publications, 1998.

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Teixeira, Roccio M. Higher education in a state of crisis. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Schaefer, William D. Education without compromise: From chaos to coherence in higher education. San Francisco: Jossey-Bass, 1990.

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Horizons of Indian education. New Delhi: Sterling Publishers, 1992.

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Benjamin, Roger W. Restructuring higher education--by design. Santa Monica, Calif: Rand, 1993.

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The idea of higher education. Milton Keynes [England]: Society for Research into Higher Education, 1990.

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The myth of the university: Ideal and reality in higher education. Lanham: University Press of America, 1992.

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Assessment in higher education. 2nd ed. Chichester [England]: Wiley, 1989.

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Colonial education for Africans: George Stark's policy in Zimbabwe. New York: Praeger, 1991.

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Mungazi, Dickson A. Colonial education for Africans: George Stark's policy in Zimbabwe. New York: Praeger, 1991.

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Book chapters on the topic "Education, Higher – Aims and objectives – Zimbabwe"

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Brett, Matthew. "Equity Policy and Knowledge in Australian Higher Education." In Advancing Knowledge in Higher Education, 44–64. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6202-5.ch004.

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This chapter explores the role of knowledge within Australian higher education policy with specific emphasis on student equity. The Australian higher education system is designed to pursue teaching-, research-, and equity-related objectives. Teaching- and research-related objectives are broadly and successfully fulfilled through policy and funding, which facilitates these activities. Equity-related objectives are broadly pursued by policy and funding that aims to change the composition of staff and student populations engaged in teaching and research. Progress towards policy objectives of equity of access and participation remains elusive. This chapter examines the prominence of tacit and explicit forms of knowledge within equity policy as a factor in the efficacy of equity policy. Through examining Australian higher education equity policy through a knowledge-centric lens, elements of equity group-specific policy are found to have broader utility, with implications for policy design and reform.
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Sørbø, Eirik, and Andreas Waaler Røshol. "Teaching Aesthetics – A Case Study of One-To-One Tuition in Popular Electronic Music in Higher Education." In Music Technology in Education, 257–78. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.108.ch10.

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Research regarding informal learning over the last few decades has shown how popular musicians acquire skills and knowledge through informal learning, suggesting new methods for formal music education compared to the structures of western classical music. Today, the realm of popular electronic music education faces some similar challenges that popular music education initially did; new ways of informal learning, and a different and diverse knowledge base for the students entering popular music programs. Related to these challenges is the question of how to teach one-to-one tuition in higher electronic music education, and this article seeks to address this challenge. We present a case-study of the practice of a teacher at the University of Agder in Norway that teaches electronics in one-to-one tuition, where the research data is based on interviewing this teacher and his students. An important aspect of the practice in question is the process of listening to and discussing the student’s original recorded music. We discuss some of the challenges of one-to-one teaching in electronic music education, and argue that this particular teaching approach accommodates some of these challenges. Bringing in the educational framework of Biesta, we argue that this form of teaching practice also facilitates subjectification by addressing both uniqueness and expression. Further, we argue that this practice, which focuses on the teaching of aesthetics instead of technicalities, combined with the development of the students’ unique artistic expression can open some interesting possibilities related to addressing subjectivity in higher music education. One of these is how the students need to articulate both the objectives and aims within their music, and the objectives and aims of their music, which in turn develops a terminology to talk about and beyond aesthetics.
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Guerra, Alicia Guerra, and Lyda Sánchez de Gómez. "Fourth Industrial Revolution." In Advances in Higher Education and Professional Development, 181–213. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5837-8.ch009.

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We are at the beginning of the fourth industrial revolution. The authors understand that university education should embrace the keys to this scenario and do so immediately. Considering this fact, new university teaching should be supported by technological immersion, but also by a culture of proactivity and training in values. The third of these pillars achieves an unimaginable relevance in regards to this emerging industrial revolution, which aims to become the revolution of values. Within this context, the university must move into the practice of ethical values and offer training based on soft skills. Moreover, there is a path that links ethics with soft skills based on the synergy between the two. From this idea, the central objectives of this work are to propose a university model for educational innovation based on values that also includes the tools for its implementation. The chapter ends with a practical case for implementing the model at the fablab that the University of Extremadura has available for its students majoring in Information Technology Engineering.
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Diaconeasa, Maria Claudia, and Florentina Constantin. "The Role of Higher Education in Supporting Sustainable Rural Entrepreneurship." In Advances in Environmental Engineering and Green Technologies, 294–315. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5739-5.ch014.

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This chapter refers to an empirical research that aims to analyze how the knowledge and skills acquired during undergraduate studies have been perceived by the graduate students and also how the higher education contributes to the development of entrepreneurship in rural areas. The research method identified as being more appropriate was a quantitative research based on an online survey established in accordance with the objectives set up. The participants in the research were the graduate students of the Faculty of Agri-food and Environmental Economy within The Bucharest University of Economic Studies. The findings are based on participants' open statements that could be important arguments to be taken into consideration for improving the decision making in higher education which would lead to the professional development of the graduates.
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"A Cognitive Curriculum." In Assessing and Measuring Statistics Cognition in Higher Education Online Environments, 96–143. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2420-5.ch004.

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This chapter provides a discussion of developing a curriculum for a modern statistics course which aims to improve statistics cognition. We begin by examining micro-level curricular considerations, such as designing learning objectives and assessments which can allow transfer of cognitive processes. Then, we discuss the implications of macro-level curricular considerations, such as tracking, and the need to search for a mismatch between the learner and their environment. Collectively, we argue that such practices allow educators to develop a cognitive curriculum. We conclude the chapter with a discussion of how online learning environments inherently lend themselves to a cognitive curriculum and provide numerous benefits for the educator and learner.
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Andreatos, Antonios S. "Turning Digital Natives from Consumers of Digital Products to Producers of Knowledge." In Handbook of Research on Engaging Digital Natives in Higher Education Settings, 21–45. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0039-1.ch002.

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The aim of this chapter is to examine ways to convert digital natives from consumers of digital products to producers of collective knowledge. At first, the 21st century skills and knowledge creation in modern societies are discussed. These set up new objectives for modern education. Then, some active learning methods and resources to help educators achieve these objectives will be presented. These, include: the use of Web 2.0-based tools, media and applications; the use modern portable devices and the possibilities they offer in learning; the use of Open Educational Resources (OER) and MOOCs in education; the use of multiple Free and Open Source Software (FOSS) products in education; the use of blended learning settings in a face-to-face learning environment. Three case studies and several examples are provided to illustrate the proposed methods and resources. Finally, this chapter aims at helping teachers educate digital natives by designing appropriate pedagogical and educational scenarios in order to engage the digital natives in knowledge production.
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Hossain, M. Kabir, and Bob Wood. "Enhancing Student Engagement in Online Learning Environments Post-COVID-19." In Fostering Communication and Learning With Underutilized Technologies in Higher Education, 137–49. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4846-2.ch010.

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The COVID-19 pandemic has significantly affected all sectors of human endeavour worldwide. This has forced a paradigm shift by disrupting ‘normal' human life, introducing what is now seen as a ‘new normal', which can also be seen as an opportunity rather than a threat. HEIs have equally been affected by this situation, which has forced conventional delivery of teaching and learning to be replaced by distance, online, or blended learning styles. Prior to the pandemic, only slightly over 25% of all students in UK HEIs received teaching and learning online. This statistic has now grown to 85%. This concerns learners' engagement with online learning. Unlike traditional classroom teaching/learning, online learning faces challenges of ensuring the engagement of learners. This chapter aims to explore and discuss measures to enhance student engagement in online learning settings within HEIs. The main objectives are two-fold. First, the study describes what measures exist to enhance student engagement and, second, presents an enhanced framework in online learning in HEIs.
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Cowan, John. "Developing a Pedagogy for Interactive Learning." In Educational Stages and Interactive Learning, 1–17. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch001.

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Recent developments in higher education have seen the demise of much didactic, teacher-directed instruction, which was aimed mainly towards lower-level educational objectives. This traditional educational approach has been largely replaced by methods that feature the teacher as an originator or facilitator of interactive and learner-centred learning—with higher-level aims in mind. The origins of, and need for, these changes are outlined, leading into an account of the emerging pedagogical approach to interactive learning, featuring facilitation, and reflection. Some of the main challenges yet to be confronted effectively in consolidating a sound and comprehensive pedagogical approach to interactive development of higher level educational aims are outlined.
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Thomas, Dave. "A Liberating Curricula as a Social Responsibility for Promoting Social Justice and Student Success Within the UK Higher Education Institution (HEI)." In Corporate Social Responsibility and Strategic Market Positioning for Organizational Success, 35–58. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5409-7.ch002.

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Integrating corporate social responsibility (CSR) activities as part of a higher education institution (HEI) organisational strategies and practices to address economic and social inequality is no longer a new phenomenon. This promotes increased levels of involvement, choice, and diversity, and is aligned with recent initiatives to widen participation improve representation and promote attainment. CSR may also be encapsulated within frameworks through which HEIs may identify and self-reflect on institutional and cultural barriers that impede minority ethnic (ME) staff and students' progression and attainment. This chapter is informed by discussions concerning CSR within higher education in relation to the aims and objectives of education; student progression and attainment as a university's socially responsible business practice and act of due diligence, to improve representation, progression and success for ME students; curriculum vs. education and the function of a liberating curriculum as a vehicle to enhance academic attainment and promote student success.
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Thomas, Dave. "A Liberating Curricula as a Social Responsibility for Promoting Social Justice and Student Success Within the UK Higher Education Institution (HEI)." In Research Anthology on Instilling Social Justice in the Classroom, 585–602. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch035.

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Integrating corporate social responsibility (CSR) activities as part of a higher education institution (HEI) organisational strategies and practices to address economic and social inequality is no longer a new phenomenon. This promotes increased levels of involvement, choice, and diversity, and is aligned with recent initiatives to widen participation improve representation and promote attainment. CSR may also be encapsulated within frameworks through which HEIs may identify and self-reflect on institutional and cultural barriers that impede minority ethnic (ME) staff and students' progression and attainment. This chapter is informed by discussions concerning CSR within higher education in relation to the aims and objectives of education; student progression and attainment as a university's socially responsible business practice and act of due diligence, to improve representation, progression and success for ME students; curriculum vs. education and the function of a liberating curriculum as a vehicle to enhance academic attainment and promote student success.
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Conference papers on the topic "Education, Higher – Aims and objectives – Zimbabwe"

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Arroyo-de Dompablo, Elena M., and María José Ibáñez-González. "Analysis of two Leveling Courses in Chemistry: objectives, methodology, assessments and future prospects." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7929.

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The purpose of this report is to analyze different aspects of two levelling courses in Chemistry, offered to entry-levels students in the Degree in Geology (Universidad Complutense de Madrid) and in the degree in Agricultural Engineering (Universidad de Almería). We comparatively analyze the motivations for offering the course, its aims and objectives, the course design and finally the methodology ans assessments of the course in both universities. The assessment of the learning process is done through quizzes at the beginning and at the end of the courses. Voluntary and anonymous surveys show that the students are very satisfied with the courses. In the future, the aim is to improve the learning methodology in order to achieve greater student motivation
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Mastrantoni, Claudia, and Martina Mazzarello. "Vegetable gardens for educational purposes: a specific toolkit for didactic contexts." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8194.

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The paper reports on how urban agriculture, as a sharing system, is becoming a way to increase aggregation, grouping, relationships in a local context, which could turn into an educational and emotional resource within the urban context. This paper will examine the design of community gardens within semi-public spaces in didactic context (schools, associations, learning spaces). One of the research objectives is to improve the quality of urban landscapes by answering citizens’ need for social interaction and fostering the role that community plays in it. Through co-design sessions with different communities related to specific schools, the design output aims at the creation of a systemic space made by a vegetable garden and his convivial spaces. This would strengthen internal local connections, and trigger positivity and better learning performances among users. The expected result is a set of design tools and guidelines that allow these realities to deal with the creation of vegetable gardens by defining the layouts, the functions and the experiences.
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Pereira, Fernando, Cláudia S. Costa, Inês Barbedo, João P. Almeida, Juliana Almeida-de-Souza, Paula Cabo, Pedro Rodrigues, Rui Ferreira, Vera Ferro-Lebres, and Ville Kairamo. "Demola Co-creation Approach: The Students´ Perspective." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13090.

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On the wings of New Public Management (NPM) and the Bologna Process, Higher Education Institutions (HEI) needed to innovate towards market orientation, both students demanding and social relevance. One way to achieve these objectives is through co-creation processes, involving students and partners outside as companies and public institutions. The purpose of this paper is to assess the satisfaction of Instituto Politécnico de Bragança (IPB) students who actively participated in a co-creation process called Demola, which aims the pedagogical innovation and strengthening the link with and the community. Quantitative data was collected through an online survey that included questions about students' perception on the impact of the co-creation process Demola. The population is 250 students who participated in eight batches in the last four years, working in 44 co-creation cases or challenges. 87 students answered the questionnaire, corresponding to 34,8% of the sample. Main results and conclusions suggested high levels of satisfaction among IPB students’ and are perceived as having very positive impact in skills’ development.
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Sepúlveda-Páez, Geraldy, and Carmen Araneda-Guirriman. "WOMEN FACULTY AND SCIENTIFIC PRODUCTIVITY IN LATIN AMERICAN CONTEXT: EVIDENCE FROM CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end026.

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Since the 19th century, the position of women in the context of higher education has undergone multiple changes, although their incorporation has not been a simple or homogeneous task. Currently, women face new consequential challenges of a globalized world and the notion of market education that characterizes institutions nowadays. One of the great challenges is related to the under-representation of women in senior research positions (Aiston and Fo, 2020). In this context, new standards have been established to measure the productivity, quality, and effectiveness of teachers, specifically scientific productivity has been internalized as an indicator of professional progress, the type of publication, its impact, and the citation rates today. They have special relevance, where many times achieving high scientific productivity is very complex for academics who do not access the teaching staff early (Webber and Rogers, 2018). Furthermore, it is very difficult for academic women to maintain high levels of productivity constantly both at work and home (Lipton, 2020). In this sense, the principles that encourage academic productivity increase competition among teachers and reinforce gender inequalitiestogether with a valuation of male professional life (Martínez, 2017). Indeed, the participation of women in sending articles is much lower than their male counterparts (Lerback and Hanson, 2017). Therefore, the present study aims to visualize the participation of Chilean academics in current productivity indices, based on the description of secondary data obtained from the DataCiencia and Scival platforms. The sample consists of 427 people, of which 17.3% were women, with an average of 10 publications for the year 2019. To achieve the objectives, the following strategy was developed: 1) describe and interpret the secondary data obtained during the year 2019 on each of the platforms. 2) Compare the data obtained to national averages and type of institution and gender. Based on the analyzes, the implications of female participation in the number of women observed at the national level and their position in international indicators and new lines of research are discussed.
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Tahtamouni, Suha Fayed, Shinda Mohammad, Lina Said Zukari, Momena Khader Tayeh, and Hissa Sadiq. "The effect of teaching science and mathematics in Arabic on the level of students' performance in Qatari schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0269.

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The interest in education is the cornerstone of the civilized growth of the State of Qatar, because of its great impact on preparing the human resources that the nation needs for its progress in various fields, in order to achieve the Qatar National Vision 2030. In 2003, the State of Qatar launched an ambitious initiative to develop public education known as “Education for a New Era”. A bilingual system that started with teaching Math and Science subjects, so that both Arabic and English are used in the educational process, followed by a decision to teach the two subjects in Arabic in all government schools. Therefore, this research aims to focus on the performance in government schools in the country, which shows the rates of student achievement in specific educational stages and in specific subjects, where the improvement of achievement in government school students in basic subjects (Arabic, English, Mathematics and Science) in the three educational stages, is considered to be one of the objectives of the Ministry of Education and Higher Education to realize the Qatar National Vision 2030, and accordingly the Ministry of Education and Higher Education sets and develops many strategies, procedures and decisions with the aim of achieving this goal.
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