We welcomed Dr Jeanette Botha (University of South Africa) to the Centre to conduct a presentation and a discussion on issues around the ‘digital divide’ within South Africa (something likely to be an issue in other countries around the world). The main thrust of the talk was: “Who are we teaching?” Dr Botha alluded to the issue of technology driving education vs education driving technology and highlighted numerous concerns of developing world ODL practitioners and students, contextualizing ODEL in South Africa in the current socio-economic framework, with reference to Unisa. The argument was made for the pragmatic consideration of the acquisition and use of appropriate technologies in line with these “real world” considerations.
A Review of Women and Leadership in Tertiary Education in Cameroon Adversitie...ijtsrd
This paper is anchored on leadership and women in tertiary education in Cameroon with a focus on productivity from the perspective of these women. The review dwells on the premise that possibilities for floundering among women leaders abound with adverse consequences on their productivity. There are multifold concerns regarding women in leadership positions within higher education institutions ranging from ability to manage work and family responsibilities, difficulty of receiving adequate mentoring from women with greater longevity and issues related to gender bias. While these adversities exist, there is seemingly a low key empathetic and supportive response from their male counterparts. Albeit these challenges, this paper examines the status quo through the lenses of a conceptual review to comprehend what literature has posited in respect to the topic under discourse. While the paper acknowledges the paucity of empirical works that have investigated the topic within the context of Cameroon, calls are equally made for more research to understand women in leadership positions within higher education institutions in Cameroon as well as some possible recommendations to remedy the challenges they face. Primarily, the male administrators may engage in behavioural adjustments towards female colleagues, support the activities of their female counterparts due to their extra responsibilities and equally show more empathy to their female co workers. Vanity Mugob Nshukwi | Titanji Peter Fon | Joseph Besong Besong "A Review of Women and Leadership in Tertiary Education in Cameroon: Adversities and Implications for Productivity" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35861.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/35861/a-review-of-women-and-leadership-in-tertiary-education-in-cameroon-adversities-and-implications-for-productivity/vanity-mugob-nshukwi
We welcomed Dr Jeanette Botha (University of South Africa) to the Centre to conduct a presentation and a discussion on issues around the ‘digital divide’ within South Africa (something likely to be an issue in other countries around the world). The main thrust of the talk was: “Who are we teaching?” Dr Botha alluded to the issue of technology driving education vs education driving technology and highlighted numerous concerns of developing world ODL practitioners and students, contextualizing ODEL in South Africa in the current socio-economic framework, with reference to Unisa. The argument was made for the pragmatic consideration of the acquisition and use of appropriate technologies in line with these “real world” considerations.
A Review of Women and Leadership in Tertiary Education in Cameroon Adversitie...ijtsrd
This paper is anchored on leadership and women in tertiary education in Cameroon with a focus on productivity from the perspective of these women. The review dwells on the premise that possibilities for floundering among women leaders abound with adverse consequences on their productivity. There are multifold concerns regarding women in leadership positions within higher education institutions ranging from ability to manage work and family responsibilities, difficulty of receiving adequate mentoring from women with greater longevity and issues related to gender bias. While these adversities exist, there is seemingly a low key empathetic and supportive response from their male counterparts. Albeit these challenges, this paper examines the status quo through the lenses of a conceptual review to comprehend what literature has posited in respect to the topic under discourse. While the paper acknowledges the paucity of empirical works that have investigated the topic within the context of Cameroon, calls are equally made for more research to understand women in leadership positions within higher education institutions in Cameroon as well as some possible recommendations to remedy the challenges they face. Primarily, the male administrators may engage in behavioural adjustments towards female colleagues, support the activities of their female counterparts due to their extra responsibilities and equally show more empathy to their female co workers. Vanity Mugob Nshukwi | Titanji Peter Fon | Joseph Besong Besong "A Review of Women and Leadership in Tertiary Education in Cameroon: Adversities and Implications for Productivity" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35861.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/35861/a-review-of-women-and-leadership-in-tertiary-education-in-cameroon-adversities-and-implications-for-productivity/vanity-mugob-nshukwi
Crossing the Chasm: OER in Africa – A Sea Change: Reclaiming our Power – Rec...PiLNAfrica
OER in Africa: A Sea Change? A Keynote Address at the OpenEd 2009: Crossing the Chasm.&#160;This is a keynote address made by OER Africa Project Director Catherine Ngugi&#160;at the Open Education Conference: Crossing the Chasm held <span style="FONT-STYLE: italic">at the </span><em>Vancouver, British Columbia, Canada</em> from the 12 - 14 August 2009. The video presentation can be viewed at <a target="_blank" href="http://openedconference.org/archives/1030">http://openedconference.org/archives/1030</a>. This is a 60 minute video, you can skip the first 11 minutes of the conference introduction and welcome address. The keynote focuses on&#160;how higher education has evolved on the African continent over the past three or four decades and the relevance of OER Africa and of Open Educational Resources, within this context.</p>
Socio Economic Status and Female Enrollment in Engineering and Technology Pro...ijtsrd
Educational goals and systems around the world differ in many respects. The concerns to meet up with the science educational goals regarding the supply of human resources originate from the decreasing number of qualified female candidates for admission into the field of science and engineering in tertiary education in Cameroon. The objective of this study was to investigate the impact of socio economic status on female enrolment in Engineering and Technology programmes in Anglo Saxon state universities of Cameroon. The study used a cross sectional research design, and multi stage sampling technique was used to randomly select 276 respondents from the universities of Bamenda and Buea. Both quantitative and qualitative data were collected using structured questionnaire and interview schedules with 10 parents whose children are admitted in engineering and technology programs in the English speaking state universities. Descriptive statistics, point biserial and binary logit regression analysis were performed to achieve the stated specific objectives of the study. Content analysis was used to analyse the qualitative data. The findings revealed that, socio economic status of parents correlate significantly to students’ enrolment in engineering and technology. The null hypothesis tested was rejected. It is recommended that parents should feature prominently in future educational activities of their children. Nfor Julius Cheny "Socio-Economic Status and Female Enrollment in Engineering and Technology Programmes in Anglo-Saxon State Universities of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30789.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/30789/socioeconomic-status-and-female-enrollment-in-engineering-and-technology-programmes-in-anglosaxon-state-universities-of-cameroon/nfor-julius-cheny
Topics to be covered include consolidation, Complete College Georgia, predictive analytics, student success, massive open online course (MOOC) maturity model,
MOOC experiments and results, and statewide technology frameworks that enable transformation. Our intent is to show what worked, what did not, lessons learned,
and ongoing experiments and plans
International Inter-institutional Partnerships in Higher Tourism Education: ...World-Academic Journal
Though internationalization of higher education is now well documented in the developed nations, there is a dearth of literature in this area in Africa. In Kenya, the few studies available focus on inter-institutional partnerships between higher institutions of learning offering tourism education and so little is known about these partnerships. And yet Kenya being a leading tourist destination in Africa, it has increased engagements with other parts of the world including academic partnerships motivated by its position in tourism. Consequently, Kenyan universities have introduced academic programs in tourism and hospitality which are now attracting more inter-institutional partnerships. Using the case of Moi University, this study seeks to establish the extent to which staff and student exchanges resulting from these partnerships serve the interest of the collaborating departments in Kenyan universities.
The development of science education should be accorded a primal place in the overall framework of stabilizing the Nigerian economy. The paper examines the contributions of science education in the development of Nigerian economy, the paper observes that effective science education help control menaces bedeviling our education system. and practical policies are crucial in advancing Nigeria economically, given the huge challenges facing the giant of Africa. An alternate use of technical or innovative science education from oil which is about to go extinct. Corruption and examination malpractice are identified to be rubbishing every efforts made towards attainment of improved science education that could guarantee sustained national development in Nigeria. This paper attempts to assess the contributions of science education in order to make significant progress in terms of national development and job creation.
In addition to analyzing the characteristics of gender equality in tertiary education enrolment in Africa, this paper empirically studies the key drivers of gender equality in tertiary education enrolment, using cross-sectional time series data from 1970 to 2012. Our results show that the coefficient associated with the level of real GDP per capita is positive and statistically significant. Our results also suggest that higher domestic investment, increased economic globalization, the quadratic element of political globalization, economic globalization, ethnic fractionalization, increased democracy, and Christian dominance in a country increase gender equality in tertiary education enrolment in the continent. However, increases in the level of political globalization and increased incidence of civil wars tend to lower it. The policy implications and lessons of these results are discussed.
Rankings académicos y aseguramiento de la calidad en educación online, a cargo de Richard Yelland, Dirección General de Educación de la Organización de Cooperación y Desarrollo Económicos (OECD).
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
Crossing the Chasm: OER in Africa – A Sea Change: Reclaiming our Power – Rec...PiLNAfrica
OER in Africa: A Sea Change? A Keynote Address at the OpenEd 2009: Crossing the Chasm.&#160;This is a keynote address made by OER Africa Project Director Catherine Ngugi&#160;at the Open Education Conference: Crossing the Chasm held <span style="FONT-STYLE: italic">at the </span><em>Vancouver, British Columbia, Canada</em> from the 12 - 14 August 2009. The video presentation can be viewed at <a target="_blank" href="http://openedconference.org/archives/1030">http://openedconference.org/archives/1030</a>. This is a 60 minute video, you can skip the first 11 minutes of the conference introduction and welcome address. The keynote focuses on&#160;how higher education has evolved on the African continent over the past three or four decades and the relevance of OER Africa and of Open Educational Resources, within this context.</p>
Socio Economic Status and Female Enrollment in Engineering and Technology Pro...ijtsrd
Educational goals and systems around the world differ in many respects. The concerns to meet up with the science educational goals regarding the supply of human resources originate from the decreasing number of qualified female candidates for admission into the field of science and engineering in tertiary education in Cameroon. The objective of this study was to investigate the impact of socio economic status on female enrolment in Engineering and Technology programmes in Anglo Saxon state universities of Cameroon. The study used a cross sectional research design, and multi stage sampling technique was used to randomly select 276 respondents from the universities of Bamenda and Buea. Both quantitative and qualitative data were collected using structured questionnaire and interview schedules with 10 parents whose children are admitted in engineering and technology programs in the English speaking state universities. Descriptive statistics, point biserial and binary logit regression analysis were performed to achieve the stated specific objectives of the study. Content analysis was used to analyse the qualitative data. The findings revealed that, socio economic status of parents correlate significantly to students’ enrolment in engineering and technology. The null hypothesis tested was rejected. It is recommended that parents should feature prominently in future educational activities of their children. Nfor Julius Cheny "Socio-Economic Status and Female Enrollment in Engineering and Technology Programmes in Anglo-Saxon State Universities of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30789.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/30789/socioeconomic-status-and-female-enrollment-in-engineering-and-technology-programmes-in-anglosaxon-state-universities-of-cameroon/nfor-julius-cheny
Topics to be covered include consolidation, Complete College Georgia, predictive analytics, student success, massive open online course (MOOC) maturity model,
MOOC experiments and results, and statewide technology frameworks that enable transformation. Our intent is to show what worked, what did not, lessons learned,
and ongoing experiments and plans
International Inter-institutional Partnerships in Higher Tourism Education: ...World-Academic Journal
Though internationalization of higher education is now well documented in the developed nations, there is a dearth of literature in this area in Africa. In Kenya, the few studies available focus on inter-institutional partnerships between higher institutions of learning offering tourism education and so little is known about these partnerships. And yet Kenya being a leading tourist destination in Africa, it has increased engagements with other parts of the world including academic partnerships motivated by its position in tourism. Consequently, Kenyan universities have introduced academic programs in tourism and hospitality which are now attracting more inter-institutional partnerships. Using the case of Moi University, this study seeks to establish the extent to which staff and student exchanges resulting from these partnerships serve the interest of the collaborating departments in Kenyan universities.
The development of science education should be accorded a primal place in the overall framework of stabilizing the Nigerian economy. The paper examines the contributions of science education in the development of Nigerian economy, the paper observes that effective science education help control menaces bedeviling our education system. and practical policies are crucial in advancing Nigeria economically, given the huge challenges facing the giant of Africa. An alternate use of technical or innovative science education from oil which is about to go extinct. Corruption and examination malpractice are identified to be rubbishing every efforts made towards attainment of improved science education that could guarantee sustained national development in Nigeria. This paper attempts to assess the contributions of science education in order to make significant progress in terms of national development and job creation.
In addition to analyzing the characteristics of gender equality in tertiary education enrolment in Africa, this paper empirically studies the key drivers of gender equality in tertiary education enrolment, using cross-sectional time series data from 1970 to 2012. Our results show that the coefficient associated with the level of real GDP per capita is positive and statistically significant. Our results also suggest that higher domestic investment, increased economic globalization, the quadratic element of political globalization, economic globalization, ethnic fractionalization, increased democracy, and Christian dominance in a country increase gender equality in tertiary education enrolment in the continent. However, increases in the level of political globalization and increased incidence of civil wars tend to lower it. The policy implications and lessons of these results are discussed.
Rankings académicos y aseguramiento de la calidad en educación online, a cargo de Richard Yelland, Dirección General de Educación de la Organización de Cooperación y Desarrollo Económicos (OECD).
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
ICT and OER have the potential for uplifting the quality of refugee education across the world. Sustainable education in refugee camps/settlements is difficult to achieve in many countries that host refugees. This is because most international agencies that come to aid of the refugees are mostly concerned with basic humanitarian assistance like health, food and shelter. Quality education is a key determinant of students� participation rates and achievement levels. It also remains an important ingredient towards attainment of social justice in terms of equity in educational quality for students. One contributing factor to quality education is availability of ICT infrastructure and quality OERs to create equity for many refugee learners in their camps. This paper describes how ICT and OER initiatives are appropriate tools for improving access, equity, and quality training and education of refugees in Dadaab refugee settlement schools in north eastern part of Kenya.
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
The purpose of this paper was to know the sustainable development goal 4 and find out the quality of education in Zambia. The quality of education was measured by the number of primary and secondary schools, enrolment of students, dropout rate, the equity indicators – gender parity index and student-teacher ratio and quality indicators like exam pass rate and infrastructure. The study concluded that the growth rate of schools under private/church/community was higher than the Government run schools during the study period. There prevails inequality between different provinces with regard to the availability of schools. The average annual growth rate in enrolment for grade 1-12 for female students was higher than the male students, whereas, in public universities the percentage of enrolment for male students was higher than female. The dropout rate was higher for female than male students, due to early pregnancy. The gender parity index increased due to the policy of the Government towards girls. To achieve the sustainable development goal for education, the study suggested that the teachers in rural areas should be provided better service conditions, education should be enhanced according to the needs of the economy and student loan scheme should be initiated by the banks and financial institutions.
Labour Market Core Skills Requirements And University Graduate Soft Skills Co...ResearchWap
Education is a means of empowerment to an individual and the society. Also, it is a solid tool for developing human capacity needed for a sustainable national development. Tertiary education, which comprises universities, polytechnics, colleges of education and mono technics, has been recognised as a means of developing human capacity required for sustainable national growth and development. Categorically, universities are saddled with the responsibility of developing high-level manpower within the setting of the requirements of the nation. As a result of the globalisation, data innovation and revolution in the present-day learning-based economy, so much prospect has been placed on universities in creating, outfitting and transmitting information for sustainable development and improved standard of living. Consequently, the university plays a critical part in engendering the human capacities with respect to authority, administration and technical expertise.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Three preliminary observations:
Persisting Faith in Higher Education
Higher Education a privileged of the few
Paucity of data
Key Issues:
Equitable Access
Quality in Higher Education
Indications of Success
The Way Forward
2
3. Persisting Faith in Higher Education
“We are in a transition period where intellectual capital, brainpower, is
replacing financial and physical as the key to our strength, prosperity, and
well being. In a very real sense, we are entering a new age, an age of
knowledge, in which the key strategic resources necessary for prosperity has
become knowledge itself, that is, educated people and their ideas. As our
society becomes ever more knowledge-intensive, it becomes ever more
dependent upon those social institutions that create knowledge, that educate
people, and that provide them with knowledge and learning resources
throughout their lives.” James J. Duderstadt, 2010. A University for the
21st Century. pp 13-14.
“Higher education has the potential of providing African-led solutions to
African problems in the spirit of Africa’s collective vision.” African Union,
The 2nd Decade of Education for Africa, 2007.
“Kenya will provide globally competitive quality education, training and
research to her citizens for development and enhanced individual well-
being…. Public and private universities will be encouraged to expand
enrolment, with an emphasis on science and technology courses” Kenya
Vision 2030, Chapter 5,sec1.
3
4. HE a Privilege for the Few:
Higher Education refers to “post secondary education (or study beyond the level of
post secondary education,)where degree, diploma, or a certificate is awarded at the
end of study.”(AU,2007). It includes universities polytechnics and technical colleges
and other specialized training institutions after secondary education. (Association of
African Universities, 2006)
In 2010, there were 357,488 students who sat for Kenya Certificate for
Secondary Education (KCSE). This represented about 10 percent of the
age cohort 18-24.
27% of the KCSE candidates (97,134) scored grade C+ and above
qualifying them for consideration for university education in Kenya( public
and private) and foreign universities and colleges
However the majority of the secondary school leavers with (grade C and
below) were destined to compete for access to middle level colleges, training
colleges, technical institutions, formal employment, self-employment, or
remain unemployed. This is annual circle.
Hence in discussing equitable access we need to recognize that only a
small proportion of African youth age between 18-24 are accessing HE.
(World Bank 2009, Accelerating Catch-up: Tertiary Education for Growth in
Sub-Saharan Africa, pp 51)
4
5. This year there were 413,696 candidates taking KCSE, we
estimate that 30%will qualify to be considered for university
education and other tertiary institutions in Kenya.
The rest will join the swelling ranks of youth searching for the
few opportunities in the economy.
The picture in some sub-Saharan African countries is similar
to the Kenyan situation, while in others is worse- especially
those emerging from wars and conflicts.
According to UNESCO,2011 EFA Global Monitoring
Report, only 6% of the age cohort have access to tertiary
education, compared to 70% in North America and
Western Europe.
5
6. Paucity of data
In carrying out research of HE in the region one encounters the
challenge of accurate and up-to-date data on all aspect of the
development of HE
The PUIB report recommended that management information system
for the entire education system in Kenya needed to be put in place
both at national and institutional levels. This would be a starting point
of any credible research of HE
A discourse on issues of equity and quality in HE need systematic,
accurate and in-depth data to come to grips with these concepts and
prevailing trends
The paucity of data encountered has constrained the kind of analysis
required in discourses of this kind. Lack of update research looking
into these issues in any serious depth is also a limiting factor.
6
7. This leads us to three critical Questions of this
presentation:
Are the limited opportunities for HE equitably
distributed?
Are those few accessing HE, experiencing or exposed to
the desired quality and relevant education?
Are students accessing HE prepared prior to entry, upon
entrance, and when exposed to higher education
experience for success expected of them at this level of
education( acquisition of requisite knowledge, skills,
values and preparation for life)?
7
8. Paucity of data
In carrying out research of HE in the region one encounters the
challenge of accurate and up-to-date data on all aspect of the
development of HE
The PUIB report recommended that management information system
for the entire education system in Kenya needed to be put in place
both at national and institutional levels. This would be a starting point
of any credible research of HE
A discourse on issues of equity and quality in HE need systematic,
accurate and in-depth data to come to grips with these concepts and
prevailing trends
The paucity of data encountered has constrained the kind of analysis
required in discourses of this kind. Lack of update research looking
into these issues in any serious depth is also a limiting factor.
8
9. Given the value associated to Higher education in distribution of various
societal goods and opportunities( employment , incomes, power and
influence, self- actualization, etc), equity in HE is an issue of paramount
economic , social and political concern.
Expansion of HE in the world and especially in developing countries last two
decades has been remarkable.
In SSA, the enrollments in tertiary education increased from 2,136,000 in
1999 to 4,140,000 in 2007 (UNESCO EFA Global Monitoring Report , 2010 )
The expansion is attributed to growth of enrolments in both public and
private institutions
In the past two decades enrollments in Africa have expanded annually at
8.7% ,compared to 5.1% for the world as a whole, and have tripled since
1990, to more than 4 million students (Altbach & Salmi, 2011 and UNESCO
EFA Global Monitoring Reports, 2009 and 2010 )
The number of tertiary institutions now surpasses 650 mark (some 200
public and 468 private) .The private sector has established itself as an
important part of the tertiary system, accounting for about 18 percent of
enrollments in the region. 9
10. Table 1. Total Number Students enrolled in Tertiary Education (1999, 2006 and 2007)
160,000,000
140,000,000
120,000,000
Enrollments
100,000,000
80,000,000
60,000,000 1999
40,000,000 2006
20,000,000 2007
0
Developed Developing Sub‐Saharan
World
Countries Countries Africa
1999 92,273,000 36,358,000 47,229,000 2,136,000
2006 143,723,000 43,961,000 85,331,000 3,723,000
2007 150,498,000 44,420,000 91,331,000 4,140,000
Source: UNESCO EFA Global Monitoring Report, 2009 and 2010
10
11. Table 2. Gross Enrollment Ratio (GER) in Tertiary Education in 1999, 2006 and 2007
Source: UNESCO EFA Global Monitoring Report, 2009 and 2010
11
13. But who has benefitted from the recent expansion of higher education?
Gender Equity:
While globally the increased places in tertiary education went to
women (World Bank, 2011,World Development Report: Gender
Equality and Development, pp 59-61), gender inequalities have
persisted in most countries in sub- Saharan Africa
However, in 2008/ 2009 Cape Verde, Mauritius, Namibia and Tunisia
data indicated these countries had surpassed gender parity mark,
with more women than male students enrolled at tertiary level. Other
countries on progress towards gender parity were Uganda and
Cameroon (MDG Report 2011,p.38)
There is an emerging challenge of men accessing higher education
and especially in private higher education institutions.
13
14. Table 3. Gender Parity Index (F/M) in Tertiary Education (1999, 2006 and 2007)
Source: UNESCO EFA Global Monitoring Report, 2009 and 2010
14
15. Table 4. KCSE Candidates, C+ and above 2008 to 2011
Year Total C+ and Gender JAB Intake JAB Intake
Candidates above C+ and (%)
above
(%)
Male Female
2008 305,015 72,649 28.3 No 44,310 28,339 24,058 7.88
(%) 60.9 39.0
2009 337,404 81,048 24.0 No 50,109 30,939 24,221 7.17
(%) 61.8 38.2
2010 357,488 97,134 27.2 No 60,200 36,934 n/a n/a
(%) 61.9 38.0
2011* 413,696 123,953* 30* No n/a n/a n/a n/a
(%) n/a n/a
Source: Kenya Certificate for Secondary Education
NB: * estimates
N/A-Data not yet available
15
16. JAB Admissions into selected Degree programmes by
Gender, 2007‐2010
2007/2008 2008/2009 2009/2010 2010/2011
Male Female Male Female Male Female Male Female
No 874 595 734 538 738 565 779 539
BEd
(Arts) (%) 59.5 40.5 57.7 42.3 56.6 43.4 59.1 40.9
BEd No 617 218 571 217 402 169 591 218
(SCI) (%) 73.9 26.1 72.5 27.5 70.4 29.6 73.1 26.9
No 397 257 360 183 314 305 340 230
B Com
(%) 60.7 39.3 66.3 33.7 50.7 49.3 59.6 40.4
No 113 91 154 98 123 123 126 132
Law
(%) 55.4 44.6 61.1 38.9 50 50 48.8 51.216
18. Observations on data given in slides 14, 15 and 16
Overall performance of girls in KCSE over the years
indicate their performance was far below that of boys
Less proportion of girls compete for degrees which
require high level of achievement in KCSE such as
medicine, law, commerce and engineering
In 2008 to 2011, less than 30% of women had access to
BEd (Science), Computer Science and Engineering
degree courses.
While Law, BCom and BEd (Arts) degrees courses
indicated close to gender parity. 18
19. Class: Family background and ability to pay :
There is an emergent middle class in Africa, and its expanding
(Mckinsey 2010, ADB 2011).
The socio-economic background of the parents (education,
occupation status and wealth) has become critical factors of who
gets into good quality pre-school, primary and secondary education
and eventually into universities.
Anecdote evidence indicates that the students from poor socio-
economic background are being edged out into entry to HE and in
particular in high-valued professional education (HE loans
notwithstanding).
The high social differentiation and stratification in the society is being
reproduced in the education system, and in turn reproducing and
reinforcing societal inequalities.
In Kenya, evidence seems to indicate that entry to professional
degree programmes is becoming an exclusive domain of a few well
resourced national secondary schools located in the capital and
around the Nairobi metropolis.
19
20. Inequalities in access to HE are reinforced by the current self-sponsored
programmes (Module II or parallel degree programmes),catering mainly
for those who are able to pay market fees and are often preferred because
of the resources they generate particularly in the public universities.
We have no data at the moment but the trend seem likely to become the
dominant mode of access to HE in Kenya and other East African countries .
This process is often referred to as “commercialization and privatization
of university education”(Mamdani,Mahmood, 2007;Derek Bok, 2003).
In many African countries basic, primary and secondary education both
(public and private) is highly differentiated. Children coming from high socio-
economic backgrounds tend to access high quality primary and secondary
education giving them an advantaged in access to HE.
In Kenya, the education system has become highly differentiated with private
academies catering students from high SES, enabling them to have a
disproportionate share in access to high quality national secondary schools
and in turn giving them an advantage in performance and consequently 20
access to HE.
21. Regional:
Regional imbalances in HE are rooted in historical, cultural,
economical and political development in colonial and post colonial
periods.
Uneven colonial penetration and economic development has
persisted in most of African the countries. This is the case in Kenya.
Poverty and marginalization in various regions tend to perpetuate
regional inequalities in access to basic education and eventually HE.
The cumulative effects of colonial and post-colonial policies,
conflicts and wars have tended to manifest regional inequalities
not only in provision of basic education but also HE.
21
22. As observed in Africa, only a small proportion of age cohort 18-24
have access to HE. This is below the global trend and emerging
economies.
Despite high rate expansion of HE in Africa in last ten years,
gender disparities continue to be prevalent particularly in
access to professions and scientific fields( Lumumba N’Dri
T.Assié, 2007;Jonathan, Adams et.al, 2010)
To come into grips with inequality in access to HE there is need for
accurate and up-to-date data . This should be catered for through
accurate and up-date Education Management Information System
and through research. Research of this kind can facilitate
decomposition of inequalities in HE to bring out the emerging
dimensions and complexities. Once the problem data is overcome
we could discern the various aspects of inequalities (rural vs urban,
urban rich and poor, marginalized communities, etc)
22
23. The concept of quality in higher education is a complex to define,
measure and programme for it.
Quality defines the relationship between idealized expectations and actual
outcomes (PUIB, 2006).
Quality in HE is a multi dimension concept that embrace all functions and
activities of a higher education institution (AU, 2007)
Critical components that determine quality of HE:
• The quality of students admitted:
• The caliber of staff available, their Motivation and
Commitment
• Diversity and international character of student body and
staff and programmes
• The curriculum offered: content ,coverage and quality of
delivery
• Infrastructure (ICT hubs, laboratories, libraries, lecture
theater halls, etc).
23
24. Critical components that determine quality of HE:
• Leadership, and Governance of the institutions
• Management of the people, programmes and processes
• Level of Funding: staff remuneration, staff development
implementation of curriculum, development and
maintenance of the infrastructure ,
• Graduate Schools and Institutes
• Research: relevance and output, graduation processes &
community service
• the integrity and implementation of the existing Quality
Assurance(QA) mechanisms , monitoring and evaluation
systems, internal and external .
24
25. Global perspective:
Globalization and especially global ranking, has both direct &
indirect impact on higher education, its quality and quality
assessment.
Quality in higher education has assumed great significance in recent
times in the context of “knowledge Society” Hence competition for
students, staff, research funding: Quality a critical factor
Increasing commercialization of higher education -Emergence of
cross-border institutions, Distance learning and Utilization of ICT,
institutional collaboration: student and teacher mobility (N.V.
Varghese, 2009)
Educated populations today are global citizens, so it becomes
necessary to seek international recognition and legitimatization
through quality assessment and certification according to
“international standards”
25
26. Some Observations on Quality: An African Perspectives
Rapid expansion of Higher Education Institutions of Learning spurred by
competition for limited places or opportunities as a result of increased secondary
school populations,( African population predominantly youthful)
Commercialization and “vocationalization” of institutions: “…the recent
wave of entrepreneurial behavior is a response to the reductions in government
support for higher education that began in the 1970s” (Derek Bok,2003.
Universities in the Market place: The Commercialization of Higher
Education).The establishment of Module II for students willing to pay but missed
access to public HEIs in the first merit selection could be compromising the
quality of student body in the institutions.
Weak Accreditation processes: eg Mode of introduction in curriculum for
instance Engineering, Medical and Law courses without blessings of
professional bodies. Such curricula attractive fee paying students interested in
entering high status professions.
Inadequate and outdated equipment & facilities : limited access to ICT,
research laboratories, limited access to journals,
26
27. Neglect of development of academic communities: remuneration
and rewards systems, Staff development and Capacity
development, Lack of vibrant intellectual communities and networks,
“Travelling’ lectures and falling standards” Daily Nation, pg 1-2
October 17, 2011, emphasizing the straddling phenomenon,
common in the region: The current staff strikes
Limited funding of research: Heavy teaching load, ascendency of
donor funding, Consultancy syndrome- individualization of research
enterprise. Declining staff output on Research and publications.
Limited resource attention given to graduate education: graying
intellectuals and professors, academic community overwhelmed by
the rapidly changing higher education landscape.
Weak national QA institutions: Government Leadership and
stakeholder commitment required for quality advancement through
comprehensive, independent and effective external QA mechanism.
Going beyond accreditation and licensing of private universities.
27
28. Foundations of quality in HE
Safeguard the quality of basic education and national assessment
Invest in quality academic Staff: Development and formation of graduate students
(next generation of scholars) through graduate schools. Take measures to Recruit
Rewarding , Recognize and Retain qualified personnel for teaching , management
and research. Reward excellence in teaching, learning and mentoring of
students
Strategically investments in infrastructures for enabling quality teaching, learning
and research
Reclaim research functions of the universities, and Accelerated development of
Graduate education
Diversify funding , but beware of the perverse impact of commercialization:
“…many (critics) are afraid that commercially oriented activities will come to
overshadow other intellectual values and that university programs will be judged
primarily by the money they bring in and not by their intrinsic intellectual
quality.”(Derek, Bok, 2003; Mamdani,Mahmood, 2007)
Institute transparent internal QA mechanisms, and open up for external QA
assessment s .
28
29. What constitutes success in HE is problematic and complex:
Meeting national goals: undertaking research and innovations required
and community service (realization of national Visions: Kenya 2030;
Rwanda 2020 and Tanzania 2025):
Institutional perspective: realizing the vision and mission of each the
tertiary institution (Are the staff enabling the institution realize its
mission: achieve goals through transmitting and generating knowledge,
teaching and disseminating innovations for change)
Individual goals: Are there students successful in acquiring the skills
and knowledge and values they require, are they prepared for success
in the society that has paid for their education and training. Critical
interventions for success- Orientation, mentoring, tutoring, leadership
training, accompanying students through various programmes and
activities- financial, spiritual, moral guidance, etc
Value for they money invested.
Regional and international perspective: contribution to generation of
knowledge, innovations, creativity, achievement of global and regional
competitiveness 29
30. While measurement of success from various
perspectives is complex and difficult, HE institutions
should constitute in every four/five years mechanisms of
raising the question of whether they have been
successful in implementing their missions and achieving
their targets. This can be done through internal or
external mechanisms; National QA mechanism, (ii)
Visitation and Inspection and (iii) Global and regional
ranking.
Whatever mechanism utilized to assess success, it
should involve all stakeholders (students, staff partners
and the community)
30
31. Access
Tackling poverty in the society key to equity: Recognizing the
limitations of HE in dealing with inequalities emanating and
embedded in the society, HE institutions contribution to intervention
programmes to eliminate poverty is critical (MDG goal 1) - through
courses offered, interventions given to the disadvantaged and
marginalized, relevant research and community service.
A Critically Evaluate existing intervention programs to cater for
women and students from marginalized communities.
Improve on data collection, management and analysis to monitor
emerging inequalities (gender, regional, ethnic and class
inequalities) and being in forefront in rallying the communities, policy
makers, civil society to deal with the issues of access and equity.
Diversify access and equity through differentiated Tertiary
Education to create necessary skills and competences required by
diversified economies and populations
31
32. Quality:
Institutional leadership committed to quality of HE programmes is
critical, and should be accompanied by effective governance and
management structures and systems to implement changes and
reforms necessary for realization of quality objectives at institutional
levels.
Strengthen mechanisms and processes of institutional QA:
Revisit and re-evaluate ongoing commercialization programmes
to assess their impact on quality of students recruited, teaching
processes and degrees rewarded
Strengthen teaching and research functions of HEIs through
formation of qualified cadres(4Rs)
Pay attention to inputs, processes and outputs that contribute to
the quality of HE
32
33. Effectiveness of HE
The overall success of HE is realized when an effective
and enabling environment for vibrant, creative and
innovative HE is provided for through requisite funding,
infrastructural development, academic freedom and
autonomy, research engagement; and HEIs interaction
with policy makers, scholars, local and international
communities and in partnership with private and
productive sectors of the society
33