Redefining education in Africa is a process that has existed over the years with the hope of addressing African realities through reviewing western orientations that dominate educational systems and practices in Africa. The past two decades have seen the emergence of a global movement that calls for a new model of learning for the twenty-first century. There is now a significant body of literature focusing mainly on three topics motivations for a new model of learning, the specific competencies and skills needed for learners to function effectively in the twenty-first century, and the pedagogy required to stimulate those capabilities. Most African countries are still grappling and yet to understand and promote learning that can foster sustainable development. This policy driven conceptual paper identifies multiple drivers working to transform the content that African learners need to be taught and the methods for teaching and learning. Conceptualizations from Experts offered diverse reasons for the need to transform learning content and pedagogy of most African countries. Persistent disengagement among youth and high early dropout rates in African have increased calls for schools to become more relevant. Changing views on the merit of formal education and emerging student characteristics are also challenging the value of the curriculum in most African states. Shifts in labour market trends and skills shortages in most African workforce have highlighted widening inadequacies in students preparedness to tackle twenty-first century challenges. Growing concern about potential economic and global crises ahead have also led many to question whether todays African learners possess the combination of critical thinking, creativity, collaborative, and communication skills necessary to tackle future shifts in the marketplace. This paper explores these factors in depth and offers a sound rationale for redefining twenty-first century learning content and pedagogy in most African countries. Recommendations for educational planning and policy, curriculum development and teacher training dynamics were proposed for consideration. Tani Emmanuel Lukong | Sr. Therese Nyia Njamfa | Micah Ezekiel Elton Micheal"Redefining Education ˜The Need through Innovative in Africa, for Sustainable Development hrough and Creative Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-6 , October 2017, URL: http://www.ijtsrd.com/papers/ijtsrd2476.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/2476/redefining-education-˜the-need-through-innovative-in-africa-for-sustainable-development-hrough-and-creative-learning/tani-emmanuel-lukong
This document discusses quality assurance in Nigerian higher education. It begins with an introduction by Olugbemiro Jegede, Secretary to the Government of Kogi State. The main topics covered include the main issues of concern in education, the needs of 21st century Africa, the current status of education, the need for quality assurance, approaches to quality assurance, future challenges and prospects. It notes the increasing demand for higher education in Africa and calls for measures to improve both access and quality at institutions of higher learning on the continent.
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>
Emerging concerns, trends and prospects in educationalErich Garcia
The document discusses several emerging concerns, trends, and prospects in educational planning in the Philippines. It covers topics such as the K-12 curriculum, amalgamation of higher education institutions, the Philippine Qualification Framework, academic paradigm shifts, performance-based incentive systems, and the role of blended and flexible learning. The overall trends examined include aligning the education system with international standards, increasing access to higher education, and adapting learning models for the 21st century.
- Virtual education is becoming increasingly important as the world undergoes rapid technological changes. Philippine universities must transform and adopt new pedagogical approaches to keep up with these changes and prepare students for a globalized world. The growth of industries like call centers also presents challenges and opportunities for universities to develop skills training programs. While technologies like ICT and online learning can increase access to education, universities still need reforms and support from the government to fully realize the potential of virtual education.
This document summarizes a presentation given at the 14th General Conference of the International Association of Universities in San Juan, Puerto Rico on November 28, 2012. The presentation discusses trends in global higher education enrollment growth, diversification of higher education providers, and ensuring quality as higher education expands globally. It calls for strategic approaches and international collaboration to help universities strengthen their role in educational development in the 21st century.
A review of nigerian tertiary institutions of learning and national transform...Alexander Decker
The document discusses the role of tertiary institutions in Nigeria in national transformation. It finds that Nigerian tertiary institutions are poorly funded and equipped, producing graduates without skills needed for development. This is due to issues like corruption, underfunding of education, and lack of modern facilities. For Nigeria to transform, it needs tertiary institutions that can equip youth with skills through quality teaching, learning, and research. The document concludes that if tertiary institutions remain inadequate, Nigeria may fall behind globally in economic and technological development.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC:FUTURE AND WORLDWIDE TRENDS IN MASSIFICATION OF FUNDING BORDERLESS HIGHER EDUCATION
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : MRS. MARISSA B. MENDOZA, MSS
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
GLOBALIZATION
THE IMPACT OF GLOBALIZATION
EFFECTS OF GLOBALIZATION ON HIGHER EDUCATION
MASSIFICATION OF EDUCATION
ELITE HIGHER EDUCATION
MASS HIGHER EDUCATION
UNIVERSAL HIGHER EDUCATION
SECTORAL IMPLICATIONS OF MASSIFICATION
FINANCIAL IMPLICATIONS OF MASSIFICATION
ACADEMIC IMPLICATIONS OF MASSIFICATION
EMERGENCE OF PRIVATE HIGHER EDUCATION SECTOR
BORDERLESS EDUCATION
This document discusses the relationship between education and economic growth. It argues that education contributes to economic prosperity and development by stimulating human potential and acting as an essential component of the development process. When educational planning and resources are utilized efficiently, it can lead to growth. The document outlines how education promotes economic growth through investment in human capital and developing skilled manpower. It also examines how education systems have contributed differently to economic development in countries at varying levels of development.
This document discusses quality assurance in Nigerian higher education. It begins with an introduction by Olugbemiro Jegede, Secretary to the Government of Kogi State. The main topics covered include the main issues of concern in education, the needs of 21st century Africa, the current status of education, the need for quality assurance, approaches to quality assurance, future challenges and prospects. It notes the increasing demand for higher education in Africa and calls for measures to improve both access and quality at institutions of higher learning on the continent.
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>
Emerging concerns, trends and prospects in educationalErich Garcia
The document discusses several emerging concerns, trends, and prospects in educational planning in the Philippines. It covers topics such as the K-12 curriculum, amalgamation of higher education institutions, the Philippine Qualification Framework, academic paradigm shifts, performance-based incentive systems, and the role of blended and flexible learning. The overall trends examined include aligning the education system with international standards, increasing access to higher education, and adapting learning models for the 21st century.
- Virtual education is becoming increasingly important as the world undergoes rapid technological changes. Philippine universities must transform and adopt new pedagogical approaches to keep up with these changes and prepare students for a globalized world. The growth of industries like call centers also presents challenges and opportunities for universities to develop skills training programs. While technologies like ICT and online learning can increase access to education, universities still need reforms and support from the government to fully realize the potential of virtual education.
This document summarizes a presentation given at the 14th General Conference of the International Association of Universities in San Juan, Puerto Rico on November 28, 2012. The presentation discusses trends in global higher education enrollment growth, diversification of higher education providers, and ensuring quality as higher education expands globally. It calls for strategic approaches and international collaboration to help universities strengthen their role in educational development in the 21st century.
A review of nigerian tertiary institutions of learning and national transform...Alexander Decker
The document discusses the role of tertiary institutions in Nigeria in national transformation. It finds that Nigerian tertiary institutions are poorly funded and equipped, producing graduates without skills needed for development. This is due to issues like corruption, underfunding of education, and lack of modern facilities. For Nigeria to transform, it needs tertiary institutions that can equip youth with skills through quality teaching, learning, and research. The document concludes that if tertiary institutions remain inadequate, Nigeria may fall behind globally in economic and technological development.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC:FUTURE AND WORLDWIDE TRENDS IN MASSIFICATION OF FUNDING BORDERLESS HIGHER EDUCATION
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : MRS. MARISSA B. MENDOZA, MSS
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
GLOBALIZATION
THE IMPACT OF GLOBALIZATION
EFFECTS OF GLOBALIZATION ON HIGHER EDUCATION
MASSIFICATION OF EDUCATION
ELITE HIGHER EDUCATION
MASS HIGHER EDUCATION
UNIVERSAL HIGHER EDUCATION
SECTORAL IMPLICATIONS OF MASSIFICATION
FINANCIAL IMPLICATIONS OF MASSIFICATION
ACADEMIC IMPLICATIONS OF MASSIFICATION
EMERGENCE OF PRIVATE HIGHER EDUCATION SECTOR
BORDERLESS EDUCATION
This document discusses the relationship between education and economic growth. It argues that education contributes to economic prosperity and development by stimulating human potential and acting as an essential component of the development process. When educational planning and resources are utilized efficiently, it can lead to growth. The document outlines how education promotes economic growth through investment in human capital and developing skilled manpower. It also examines how education systems have contributed differently to economic development in countries at varying levels of development.
THE EFFECTIVE IMPLEMENTATION OF THE NEW SENIOR SECONDARY SCHOOL CURRICULUM IN...Bayo Soneye
ABSTRACT
This study was on the effective implantation of the New Senior Secondary Curriculum in the realization of educational objectives. This study population comprised (10) ten secondary school in Ogun State, Nigeria. These secondary schools are five public secondary school and five secondary school. Fifty subjects were randomly selected from the population. However related literatures were reviewed form textbooks, journals and post researches. The research instruments were questionnaire which was statically analyzed with contingency table while the hypotheses were both tested at 0.05 level of significance using the mean statistic. It was discovered that there is a significant relationship between the new senior secondary school curriculum and the realization of educational objectives. Therefore, the finding reveals that the federal and state government should make it a point of duty to build infrastructure facilities including functional workshops in all the senior secondary school across the nation with adequate provision of workshop equipment, instructional materials and tools to make teaching and learning of trade subjects entrepreneurship (furniture making, cosmetology, marketing, tourism And GSM maintenance etc) meaningful Thus, students will be expose to varieties of opportunities and to engage in practical works, which is the major aspect of the New Senior Secondary Curriculum.
11.political leadership and the development of education programme in nigeria...Alexander Decker
This document discusses the relationship between political leadership and education program development in Nigeria and lessons for other African nations. It finds that successive Nigerian governments, both military and civilian, have pursued education programs aligned with their ideologies and priorities. Funding has been inadequate and dependent on the ruling government's priorities. Many African countries experienced political instability in the 1990s, compounding education spending issues. To reduce illiteracy and achieve education for all goals, Nigeria and other African nations need focused political leadership that develops long-lasting education programs to advance their nations technologically. The political system influences education policy formulation and resource allocation. Education policy reflects the ruling party's ideology.
Curriculum harmonization in ethiopian public universities is it a stepBayissaBekele
This document discusses curriculum harmonization in Ethiopian public universities and whether it is a step towards harmonizing the higher education system. It provides context on the concept of harmonization, including that it is a systematic effort by stakeholders to establish common frameworks without creating uniform systems. The document examines experiences with harmonization in other regions like the Bologna Process in Europe. It also analyzes Ethiopia's harmonization efforts and identifies challenges like overcoming language barriers and promoting student mobility. Overall, the document evaluates progress on harmonizing higher education systems and curriculum in Ethiopia.
This document discusses the importance of quality and functional physics education for national transformation in Nigeria. It argues that physics education plays a key role in technological advancement and economic development, and is thus crucial for any nation seeking to progress. The document outlines several challenges facing the Nigerian education system, including inadequate funding, poor facilities, and lack of qualified teachers. It emphasizes that governments must commit to implementing educational policies and strengthening collaboration between different levels of government to improve physics education. Providing citizens with knowledge of physics will help root Nigeria's technological culture and lay the foundation for national reconstruction and stability.
Education increases individual productivity and wages, as well as national growth in the long run. While education levels are linked to higher incomes, measuring its impact on macroeconomic growth is difficult due to data and endogeneity issues. Recent studies find that education quality, as assessed by tests like PISA and TIMSS, is a more significant predictor of growth than just years of schooling. Examinations show developing countries vary widely in student performance, with some like Shanghai and Singapore outperforming OECD averages while others have large shares below basic proficiency levels.
Comparative Analysis of Higher Education Policy in Large System CountriesLuciano Sathler
File made available by British Council at http://www.britishcouncil.org.br/sites/britishcouncil.br/files/a_comparative_analysis_challenges_and_opportunities_for_large_higher_education_systems.pdf.
This document discusses the disconnect between education and development in Nigeria and argues that education for sustainable development (ESD) is needed for Nigeria's transformation and global competitiveness. It notes that while education is key to development, Nigeria's dysfunctional educational system perpetuates poverty. The document recommends investing in quality education, achieving millennium development goals, and orienting education policies towards sustainable development, which balances economic, social and environmental issues. It proposes a "Virtuous Cycle of Education for Sustainable Development" model for Nigeria.
Role of quality education to economic growth- quality education and its impac...myinternetincome
Role of quality education to economic growth- quality education and its impact to the country's development my internet income role of quality education to economic growth
Cross-border higher education in East Africa faces both opportunities and challenges. It provides increased access to education and skills development, but also faces issues around differences in educational systems, credential evaluation, cultural values, and the risk of certain subjects being deemed unprofitable. A new approach is needed that focuses on accessibility, affordability, availability, and addressing policy issues. Universities within East Africa should collaborate more to build on their individual strengths, rather than competing with each other or institutions outside the region.
Philippine Social Realities Affecting the CurriculumJohanna Manzo
The document discusses how Philippine society and education have changed over the past 50 years. It notes that the country is now politically independent, has a growing middle class and more professionals. Curriculum developers must account for these societal changes and ensure education addresses problems in society and supports industry needs. While the number of students and classrooms has increased, overcrowding and declining student aptitude pose issues for education quality and progress in the Philippines.
This document discusses educational reform recommendations for Jamaica based on case studies of Ireland, Finland, and Singapore. It recommends that Jamaica expand vocational training at all levels, increase resources for primary education, improve teaching quality, expand access to high-quality education, increase choice and flexibility in curriculum, cap direct funding of tertiary education, integrate families in children's education, emphasize foreign language training, and conduct consultations as part of reform.
Alex. bd higher education across borders a select bibliography wIAU_Past_Conferences
This document provides a selective bibliography on the topic of higher education across borders. It is divided into 4 sections that cover general issues and trends in cross-border higher education, quality assessment and accreditation, policy frameworks and regulation, and the relationship between cross-border education and globalization/trade agreements. The bibliography includes over 30 references from 2000-2005 that represent publications from universities, organizations, and databases in the field of international higher education.
1. The document discusses several problems with the Philippine educational system, including a decline in the quality of elementary and secondary education as seen in poor test scores on national exams.
2. It notes that the Philippines has among the lowest budget allocations for education among ASEAN countries despite a constitutional mandate to allocate the highest proportion to education.
3. There are issues of affordability, with disadvantaged students having higher dropout rates, and mismatches between training and available jobs in the tertiary level contributing to educated unemployment.
Cross-border higher education refers to the movement of students, teachers, and educational programs across national borders. It provides increased opportunities for students in East Africa to access higher education through collaboration between countries or commercialization of education as a trade. The benefits of cross-border higher education in East Africa include increasing access to higher education given limited domestic capacity, promoting access to specific skills and professions, and fostering socio-economic and cultural alliances among East African countries.
HUMAN RESOURCE DEVELOPMENT AND EDUCATIONAL STANDARD IN NIGERIAMomodu Sophia
This paper examines the important role of qualitative education in human resource development in Nigeria. It discusses the meaning and aims of education as well as the declining standards of education in Nigeria due to issues like inadequate facilities and funding. The paper also defines human resource development and notes that investing in education is crucial for developing quality human resources. It recommends emphasizing science, technology and vocational education to develop the skills needed to accelerate Nigeria's development.
Declining quality of intellectual output in nigeria's tertiary intitutions of...Alexander Decker
This document discusses the declining quality of intellectual output from Nigeria's tertiary education institutions. It identifies several economic, political, and social factors contributing to this decline, including: lack of adequate funding of education; poverty affecting teachers and students; political interference in hiring and admissions; expansion of student numbers without infrastructure growth; and a decline in societal moral values encouraging exam malpractice. The document recommends adequately funding education; improving management of funds; discouraging political interference; encouraging values of hard work and honesty; and reducing emphasis on certificates over performance. Overall, it analyzes why academic excellence is no longer a characteristic of Nigeria's universities due to various existential factors hindering quality.
Quality Education and Promotion of Development in AfricaDr Lendy Spires
This document discusses education in Africa and its relationship to development. It provides context on the colonial origins of formal education in Africa and how the system was designed to further colonial objectives rather than African development. While investments in education increased after independence, the system remained based on Western models and continued transmitting Western values. Reforms failed to fundamentally challenge this approach. The document argues that education must be re-examined and aligned with an endogenous vision of an "renewed Africa" in order to truly support development.
Crossing the Chasm: OER in Africa – A Sea Change: Reclaiming our Power – Recl...Saide OER Africa
This document discusses the history and current state of higher education in Africa. It begins with a summary of how higher education developed under colonial rule, focusing on only a small number of universities. After independence in the 1960s, African nations sought to expand access to higher education to support national development goals. However, structural adjustment programs in later decades reduced government support for higher education. Today, African universities are under-resourced and face challenges in fulfilling their missions of teaching, research, and service. The document proposes that embracing open educational resources through projects like OER Africa could help African higher education institutions become more vibrant and sustainable in the global knowledge economy.
Teaching policies and learning outcomes in Sub-Saharan Africa(5)Carmela Salzano
This document discusses issues around teaching policies and learning outcomes in Sub-Saharan Africa. It notes that while access to basic education has expanded, learning outcomes still lag behind. It emphasizes the need for holistic, integrated teaching policies that are tightly connected to education improvement efforts and focus on quality of learning, not just teacher inputs. Teachers must be meaningfully involved in making instructional practices, curricula, and assessments more responsive. The document aims to provide options and a framework to help strengthen national teacher policies in support of education goals.
This document discusses leadership education in Africa, noting both constraints and opportunities. It outlines that higher education is key to development but leadership programs in Africa face challenges of limited access, high costs, and curricula that are often not contextually relevant. This raises ethical issues around inaccessibility and lack of assured effectiveness. Opportunities exist through increased African-led research, partnerships between African and Western institutions, engaging the African diaspora, and using technology to lower costs. Collaboration and mutual exchange can help create leadership education that is both culturally appropriate and globally responsive.
THE EFFECTIVE IMPLEMENTATION OF THE NEW SENIOR SECONDARY SCHOOL CURRICULUM IN...Bayo Soneye
ABSTRACT
This study was on the effective implantation of the New Senior Secondary Curriculum in the realization of educational objectives. This study population comprised (10) ten secondary school in Ogun State, Nigeria. These secondary schools are five public secondary school and five secondary school. Fifty subjects were randomly selected from the population. However related literatures were reviewed form textbooks, journals and post researches. The research instruments were questionnaire which was statically analyzed with contingency table while the hypotheses were both tested at 0.05 level of significance using the mean statistic. It was discovered that there is a significant relationship between the new senior secondary school curriculum and the realization of educational objectives. Therefore, the finding reveals that the federal and state government should make it a point of duty to build infrastructure facilities including functional workshops in all the senior secondary school across the nation with adequate provision of workshop equipment, instructional materials and tools to make teaching and learning of trade subjects entrepreneurship (furniture making, cosmetology, marketing, tourism And GSM maintenance etc) meaningful Thus, students will be expose to varieties of opportunities and to engage in practical works, which is the major aspect of the New Senior Secondary Curriculum.
11.political leadership and the development of education programme in nigeria...Alexander Decker
This document discusses the relationship between political leadership and education program development in Nigeria and lessons for other African nations. It finds that successive Nigerian governments, both military and civilian, have pursued education programs aligned with their ideologies and priorities. Funding has been inadequate and dependent on the ruling government's priorities. Many African countries experienced political instability in the 1990s, compounding education spending issues. To reduce illiteracy and achieve education for all goals, Nigeria and other African nations need focused political leadership that develops long-lasting education programs to advance their nations technologically. The political system influences education policy formulation and resource allocation. Education policy reflects the ruling party's ideology.
Curriculum harmonization in ethiopian public universities is it a stepBayissaBekele
This document discusses curriculum harmonization in Ethiopian public universities and whether it is a step towards harmonizing the higher education system. It provides context on the concept of harmonization, including that it is a systematic effort by stakeholders to establish common frameworks without creating uniform systems. The document examines experiences with harmonization in other regions like the Bologna Process in Europe. It also analyzes Ethiopia's harmonization efforts and identifies challenges like overcoming language barriers and promoting student mobility. Overall, the document evaluates progress on harmonizing higher education systems and curriculum in Ethiopia.
This document discusses the importance of quality and functional physics education for national transformation in Nigeria. It argues that physics education plays a key role in technological advancement and economic development, and is thus crucial for any nation seeking to progress. The document outlines several challenges facing the Nigerian education system, including inadequate funding, poor facilities, and lack of qualified teachers. It emphasizes that governments must commit to implementing educational policies and strengthening collaboration between different levels of government to improve physics education. Providing citizens with knowledge of physics will help root Nigeria's technological culture and lay the foundation for national reconstruction and stability.
Education increases individual productivity and wages, as well as national growth in the long run. While education levels are linked to higher incomes, measuring its impact on macroeconomic growth is difficult due to data and endogeneity issues. Recent studies find that education quality, as assessed by tests like PISA and TIMSS, is a more significant predictor of growth than just years of schooling. Examinations show developing countries vary widely in student performance, with some like Shanghai and Singapore outperforming OECD averages while others have large shares below basic proficiency levels.
Comparative Analysis of Higher Education Policy in Large System CountriesLuciano Sathler
File made available by British Council at http://www.britishcouncil.org.br/sites/britishcouncil.br/files/a_comparative_analysis_challenges_and_opportunities_for_large_higher_education_systems.pdf.
This document discusses the disconnect between education and development in Nigeria and argues that education for sustainable development (ESD) is needed for Nigeria's transformation and global competitiveness. It notes that while education is key to development, Nigeria's dysfunctional educational system perpetuates poverty. The document recommends investing in quality education, achieving millennium development goals, and orienting education policies towards sustainable development, which balances economic, social and environmental issues. It proposes a "Virtuous Cycle of Education for Sustainable Development" model for Nigeria.
Role of quality education to economic growth- quality education and its impac...myinternetincome
Role of quality education to economic growth- quality education and its impact to the country's development my internet income role of quality education to economic growth
Cross-border higher education in East Africa faces both opportunities and challenges. It provides increased access to education and skills development, but also faces issues around differences in educational systems, credential evaluation, cultural values, and the risk of certain subjects being deemed unprofitable. A new approach is needed that focuses on accessibility, affordability, availability, and addressing policy issues. Universities within East Africa should collaborate more to build on their individual strengths, rather than competing with each other or institutions outside the region.
Philippine Social Realities Affecting the CurriculumJohanna Manzo
The document discusses how Philippine society and education have changed over the past 50 years. It notes that the country is now politically independent, has a growing middle class and more professionals. Curriculum developers must account for these societal changes and ensure education addresses problems in society and supports industry needs. While the number of students and classrooms has increased, overcrowding and declining student aptitude pose issues for education quality and progress in the Philippines.
This document discusses educational reform recommendations for Jamaica based on case studies of Ireland, Finland, and Singapore. It recommends that Jamaica expand vocational training at all levels, increase resources for primary education, improve teaching quality, expand access to high-quality education, increase choice and flexibility in curriculum, cap direct funding of tertiary education, integrate families in children's education, emphasize foreign language training, and conduct consultations as part of reform.
Alex. bd higher education across borders a select bibliography wIAU_Past_Conferences
This document provides a selective bibliography on the topic of higher education across borders. It is divided into 4 sections that cover general issues and trends in cross-border higher education, quality assessment and accreditation, policy frameworks and regulation, and the relationship between cross-border education and globalization/trade agreements. The bibliography includes over 30 references from 2000-2005 that represent publications from universities, organizations, and databases in the field of international higher education.
1. The document discusses several problems with the Philippine educational system, including a decline in the quality of elementary and secondary education as seen in poor test scores on national exams.
2. It notes that the Philippines has among the lowest budget allocations for education among ASEAN countries despite a constitutional mandate to allocate the highest proportion to education.
3. There are issues of affordability, with disadvantaged students having higher dropout rates, and mismatches between training and available jobs in the tertiary level contributing to educated unemployment.
Cross-border higher education refers to the movement of students, teachers, and educational programs across national borders. It provides increased opportunities for students in East Africa to access higher education through collaboration between countries or commercialization of education as a trade. The benefits of cross-border higher education in East Africa include increasing access to higher education given limited domestic capacity, promoting access to specific skills and professions, and fostering socio-economic and cultural alliances among East African countries.
HUMAN RESOURCE DEVELOPMENT AND EDUCATIONAL STANDARD IN NIGERIAMomodu Sophia
This paper examines the important role of qualitative education in human resource development in Nigeria. It discusses the meaning and aims of education as well as the declining standards of education in Nigeria due to issues like inadequate facilities and funding. The paper also defines human resource development and notes that investing in education is crucial for developing quality human resources. It recommends emphasizing science, technology and vocational education to develop the skills needed to accelerate Nigeria's development.
Declining quality of intellectual output in nigeria's tertiary intitutions of...Alexander Decker
This document discusses the declining quality of intellectual output from Nigeria's tertiary education institutions. It identifies several economic, political, and social factors contributing to this decline, including: lack of adequate funding of education; poverty affecting teachers and students; political interference in hiring and admissions; expansion of student numbers without infrastructure growth; and a decline in societal moral values encouraging exam malpractice. The document recommends adequately funding education; improving management of funds; discouraging political interference; encouraging values of hard work and honesty; and reducing emphasis on certificates over performance. Overall, it analyzes why academic excellence is no longer a characteristic of Nigeria's universities due to various existential factors hindering quality.
Quality Education and Promotion of Development in AfricaDr Lendy Spires
This document discusses education in Africa and its relationship to development. It provides context on the colonial origins of formal education in Africa and how the system was designed to further colonial objectives rather than African development. While investments in education increased after independence, the system remained based on Western models and continued transmitting Western values. Reforms failed to fundamentally challenge this approach. The document argues that education must be re-examined and aligned with an endogenous vision of an "renewed Africa" in order to truly support development.
Crossing the Chasm: OER in Africa – A Sea Change: Reclaiming our Power – Recl...Saide OER Africa
This document discusses the history and current state of higher education in Africa. It begins with a summary of how higher education developed under colonial rule, focusing on only a small number of universities. After independence in the 1960s, African nations sought to expand access to higher education to support national development goals. However, structural adjustment programs in later decades reduced government support for higher education. Today, African universities are under-resourced and face challenges in fulfilling their missions of teaching, research, and service. The document proposes that embracing open educational resources through projects like OER Africa could help African higher education institutions become more vibrant and sustainable in the global knowledge economy.
Teaching policies and learning outcomes in Sub-Saharan Africa(5)Carmela Salzano
This document discusses issues around teaching policies and learning outcomes in Sub-Saharan Africa. It notes that while access to basic education has expanded, learning outcomes still lag behind. It emphasizes the need for holistic, integrated teaching policies that are tightly connected to education improvement efforts and focus on quality of learning, not just teacher inputs. Teachers must be meaningfully involved in making instructional practices, curricula, and assessments more responsive. The document aims to provide options and a framework to help strengthen national teacher policies in support of education goals.
This document discusses leadership education in Africa, noting both constraints and opportunities. It outlines that higher education is key to development but leadership programs in Africa face challenges of limited access, high costs, and curricula that are often not contextually relevant. This raises ethical issues around inaccessibility and lack of assured effectiveness. Opportunities exist through increased African-led research, partnerships between African and Western institutions, engaging the African diaspora, and using technology to lower costs. Collaboration and mutual exchange can help create leadership education that is both culturally appropriate and globally responsive.
The document summarizes a continental summit on revitalizing higher education in Africa to be held in Dakar, Senegal in March 2015. It notes that while African higher education has expanded, quality has suffered due to limited resources. The summit aims to create a platform for stakeholders to identify strategies for transforming African higher education to better serve the continent's needs. It will bring together 500 participants from academia, government, the private sector and others over three days of sessions. The goals are to build support for investing in higher education, create a shared vision for the future, and ensure initiatives are coordinated to strengthen the sector.
This document discusses the importance of entrepreneurship education for science teachers in Nigeria as a means of achieving national transformation. It begins by defining entrepreneurship and explaining why entrepreneurship education is becoming more important in modern society. It then presents the results of interviews with 40 science teachers which found that 30% had an understanding of entrepreneurship as developing identity and self-efficiency, 60% saw it as a technical or cooperative activity, and 10% had no idea. The document concludes that increasing science teachers' knowledge of entrepreneurship can help change negative attitudes and better implement entrepreneurship education goals for national development.
F268 IHE Enhancing teaching Report_FINAL_WebElisa Brewis
This report summarizes initiatives aimed at enhancing teaching quality in higher education institutions in Ghana, Kenya, Nigeria, and South Africa. It is based on interviews with quality assurance and academic development practitioners in these four countries. The report focuses on teaching staff professional development, pedagogical innovation, and feedback/review mechanisms to improve teaching quality, which are gaining momentum. While the report does not cover all aspects of quality such as infrastructure, it addresses an important area for enhancing quality given constraints in higher education in Sub-Saharan Africa. The perspectives presented can foster cross-national learning about generative practices and challenges to implementation.
This document discusses quality assurance in Nigerian higher education. It begins with an introduction by Olugbemiro Jegede, Secretary to the Government of Kogi State. The main topics covered include the main issues of concern in education, 21st century needs in Africa, the current status of education, the need for quality assurance, definitions and approaches to quality assurance, future challenges and prospects, and a conclusion. It emphasizes that quality higher education is crucial for development in Africa given the continent's education challenges and high demand for access and skills training.
Challenges and chances in the context of internationalization of higher educa...kumailrizvi234
Internationalization of higher education aims to prepare students and faculty for an increasingly globalized world. It involves policies and initiatives to internationalize academic systems, including international branch campuses, collaborative programs, and degrees taught in English. Internationalization also responds to technological changes that allow education to transcend geographic borders through online learning. However, internationalizing higher education presents both challenges and opportunities for faculty, who must adapt to new pedagogical demands and a more diverse student body. This paper examines the role of teachers in internationalizing higher education in India and explores the challenges and chances for faculty in this context.
The African Higher Education and Research Observatory (AFRIHERO) is Africa's first virtual repository of higher education and research ideas. It aims to recreate Africa through innovations in education and research to help achieve key Millennium Development Goals such as poverty alleviation and effective leadership. AFRIHERO conducts internationally leading research programs and capacity building activities to enable African countries to attain standards of excellence in learning, teaching, and research.
OER in Africa – A Sea Change (OpenEd Conference in Vancouver, Canada) August ...Saide OER Africa
The Key Note covers a brief history of higher education in Africa; the impact of funding on the purpose of education; the debates about the purpose of higher education within the global knowledge economy; and the possible role within all of this of OER Africa and of Open Educational Resources.
OER in Africa – A Sea Change (OpenEd Conference in Vancouver, Canada) August ...PiLNAfrica
The Key Note covers a brief history of higher education in Africa; the impact of funding on the purpose of education; the debates about the purpose of higher education within the global knowledge economy; and the possible role within all of this of OER Africa and of Open Educational Resources.
This document compares the educational systems of China and Africa to the United States system. It notes that China and Africa focus on technical/vocational skills, business skills, literacy/numeracy, and life skills. China also emphasizes continuing education. If the US adopted these approaches, it could benefit from a more diverse set of skills and knowledge to solve problems, increased employment, and improved community health, education, and economics. Future community-based educator roles may involve greater personalization and supporting learners throughout their careers.
This document discusses global education and the role of global teachers. It defines global education as curriculum that prepares students for a globally interconnected world under teachers who are prepared intellectually, professionally, and humanistically. A global teacher is competent in skills, attitudes, and universal values to teach students across technologies and locations with worldwide perspectives and understanding of interconnectedness. The document outlines goals for global education around early childhood education, literacy, gender equality, and quality of education. It also discusses skills needed for 21st century learners and the growing demand for teachers across regions by 2015.
A Schematic Presentation Of Ernwaca Colloqium ProgrammeROCARE / ERNWACA
Overview of the Colloquium’s Presentations & Introduction to the workshop
Therese M.S. Tchombe, President of the Regional Scientific Committee of ERNWACA 20th Anniversary International Colloquium Theme: Educational Research on Policy and Practice in Africa Bamako, Mali 15-16-17
Education transforms lives and is at the center of UNESCO’s mission to make peace, eradicate economic condition and drive property development.UNESCO believes that education may be a right for all throughout life which access should be matched by quality
Presentation at OGP Regional Meeting 2016, May 5/6, Cape Town South Africa: Open Education and opportunities for sustainable education in Africa, advocating of and for the inclusion of Open Education and OER in African regional National Action Plans (NAPs) which are being developed within member nations, geared to meet global Sustainable Development Goals.
How does what we do as academics align with the SDGs? What opportunities are ...NanaEwusiMensah2
The document discusses the role of universities in supporting the UN Sustainable Development Goals (SDGs). It argues that universities and the SDGs are mutually beneficial. Universities can contribute to the SDGs through teaching, research, innovation, and partnerships. Meanwhile, engaging with the SDGs provides universities opportunities to demonstrate their societal impact, collaborate with other sectors, and rethink their role in solving global challenges. Moving forward, the document calls on universities to better map, integrate, and monitor their efforts to support the SDGs through activities like teaching, research, and external leadership.
1. The document discusses the need for educational leaders to shift higher education institutions to a new paradigm to address changing trends and ensure future quality and relevance.
2. It proposes developing students' contextualized multiple intelligences through globalization, localization, and individualization of education to prepare them for the future.
3. Educational leaders must embrace the "leapfrog theory" to continuously develop their competencies, rethink curriculum and systems, and build top-notch institutions that can adapt to dynamic environments through courageous change.
Ethics and Leadership: A paradigm shift in higher educationAnthony Rippon
The document discusses the need for a paradigm shift in higher education in Africa to address declining ethics and leadership. It argues that teaching strategies must evolve to meet current challenges, such as emerging economies and new technologies. Innovative techniques like virtual gaming and work-integrated learning can enhance ethics education. A shift to "without-the-box" thinking is needed to develop new ideas and change paradigms. Curriculum must consider global trends and instill values like ethical leadership.
Similar to Redefining Education '˜'The Need through Innovative in Africa, for Sustainable Development hrough and Creative Learning'' (20)
‘Six Sigma Technique’ A Journey Through its Implementationijtsrd
The manufacturing industries all over the world are facing tough challenges for growth, development and sustainability in today’s competitive environment. They have to achieve apex position by adapting with the global competitive environment by delivering goods and services at low cost, prime quality and better price to increase wealth and consumer satisfaction. Cost Management ensures profit, growth and sustainability of the business with implementation of Continuous Improvement Technique like Six Sigma. This leads to optimize Business performance. The method drives for customer satisfaction, low variation, reduction in waste and cycle time resulting into a competitive advantage over other industries which did not implement it. The main objective of this paper ‘Six Sigma Technique A Journey Through Its Implementation’ is to conceptualize the effectiveness of Six Sigma Technique through the journey of its implementation. Aditi Sunilkumar Ghosalkar "‘Six Sigma Technique’: A Journey Through its Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64546.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/64546/‘six-sigma-technique’-a-journey-through-its-implementation/aditi-sunilkumar-ghosalkar
Edge Computing in Space Enhancing Data Processing and Communication for Space...ijtsrd
Edge computing, a paradigm that involves processing data closer to its source, has gained significant attention for its potential to revolutionize data processing and communication in space missions. With the increasing complexity and data volume generated by modern space missions, traditional centralized computing approaches face challenges related to latency, bandwidth, and security. Edge computing in space, involving on board processing and analysis of data, offers promising solutions to these challenges. This paper explores the concept of edge computing in space, its benefits, applications, and future prospects in enhancing space missions. Manish Verma "Edge Computing in Space: Enhancing Data Processing and Communication for Space Missions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64541.pdf Paper Url: https://www.ijtsrd.com/computer-science/artificial-intelligence/64541/edge-computing-in-space-enhancing-data-processing-and-communication-for-space-missions/manish-verma
Dynamics of Communal Politics in 21st Century India Challenges and Prospectsijtsrd
Communal politics in India has evolved through centuries, weaving a complex tapestry shaped by historical legacies, colonial influences, and contemporary socio political transformations. This research comprehensively examines the dynamics of communal politics in 21st century India, emphasizing its historical roots, socio political dynamics, economic implications, challenges, and prospects for mitigation. The historical perspective unravels the intricate interplay of religious identities and power dynamics from ancient civilizations to the impact of colonial rule, providing insights into the evolution of communalism. The socio political dynamics section delves into the contemporary manifestations, exploring the roles of identity politics, socio economic disparities, and globalization. The economic implications section highlights how communal politics intersects with economic issues, perpetuating disparities and influencing resource allocation. Challenges posed by communal politics are scrutinized, revealing multifaceted issues ranging from social fragmentation to threats against democratic values. The prospects for mitigation present a multifaceted approach, incorporating policy interventions, community engagement, and educational initiatives. The paper conducts a comparative analysis with international examples, identifying common patterns such as identity politics and economic disparities. It also examines unique challenges, emphasizing Indias diverse religious landscape, historical legacy, and secular framework. Lessons for effective strategies are drawn from international experiences, offering insights into inclusive policies, interfaith dialogue, media regulation, and global cooperation. By scrutinizing historical epochs, contemporary dynamics, economic implications, and international comparisons, this research provides a comprehensive understanding of communal politics in India. The proposed strategies for mitigation underscore the importance of a holistic approach to foster social harmony, inclusivity, and democratic values. Rose Hossain "Dynamics of Communal Politics in 21st Century India: Challenges and Prospects" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64528.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/history/64528/dynamics-of-communal-politics-in-21st-century-india-challenges-and-prospects/rose-hossain
Assess Perspective and Knowledge of Healthcare Providers Towards Elehealth in...ijtsrd
Background and Objective Telehealth has become a well known tool for the delivery of health care in Saudi Arabia, and the perspective and knowledge of healthcare providers are influential in the implementation, adoption and advancement of the method. This systematic review was conducted to examine the current literature base regarding telehealth and the related healthcare professional perspective and knowledge in the Kingdom of Saudi Arabia. Materials and Methods This systematic review was conducted by searching 7 databases including, MEDLINE, CINHAL, Web of Science, Scopus, PubMed, PsycINFO, and ProQuest Central. Studies on healthcare practitioners telehealth knowledge and perspectives published in English in Saudi Arabia from 2000 to 2023 were included. Boland directed this comprehensive review. The researchers examined each connected study using the AXIS tool, which evaluates cross sectional systematic reviews. Narrative synthesis was used to summarise and convey the data. Results Out of 1840 search results, 10 studies were included. Positive outlook and limited knowledge among providers were seen across trials. Healthcare professionals like telehealth for its ability to improve quality, access, and delivery, save time and money, and be successful. Age, gender, occupation, and work experience also affect health workers knowledge. In Saudi Arabia, healthcare professionals face inadequate expert assistance, patient privacy, internet connection concerns, lack of training courses, lack of telehealth understanding, and high costs while performing telemedicine. Conclusions Healthcare practitioners telehealth perceptions and knowledge were examined in this systematic study. Its collection of concerned experts different personal attitudes and expertise would help enhance telehealths implementation in Saudi Arabia, develop its healthcare delivery alternative, and eliminate frequent problems. Badriah Mousa I Mulayhi | Dr. Jomin George | Judy Jenkins "Assess Perspective and Knowledge of Healthcare Providers Towards Elehealth in Saudi Arabia: A Systematic Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64535.pdf Paper Url: https://www.ijtsrd.com/medicine/other/64535/assess-perspective-and-knowledge-of-healthcare-providers-towards-elehealth-in-saudi-arabia-a-systematic-review/badriah-mousa-i-mulayhi
The Impact of Digital Media on the Decentralization of Power and the Erosion ...ijtsrd
The impact of digital media on the distribution of power and the weakening of traditional gatekeepers has gained considerable attention in recent years. The adoption of digital technologies and the internet has resulted in declining influence and power for traditional gatekeepers such as publishing houses and news organizations. Simultaneously, digital media has facilitated the emergence of new voices and players in the media industry. Digital medias impact on power decentralization and gatekeeper erosion is visible in several ways. One significant aspect is the democratization of information, which enables anyone with an internet connection to publish and share content globally, leading to citizen journalism and bypassing traditional gatekeepers. Another aspect is the disruption of conventional media industry business models, as traditional organizations struggle to adjust to the decrease in advertising revenue and the rise of digital platforms. Alternative business models, such as subscription models and crowdfunding, have become more prevalent, leading to the emergence of new players. Overall, the impact of digital media on the distribution of power and the weakening of traditional gatekeepers has brought about significant changes in the media landscape and the way information is shared. Further research is required to fully comprehend the implications of these changes and their impact on society. Dr. Kusum Lata "The Impact of Digital Media on the Decentralization of Power and the Erosion of Traditional Gatekeepers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64544.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/political-science/64544/the-impact-of-digital-media-on-the-decentralization-of-power-and-the-erosion-of-traditional-gatekeepers/dr-kusum-lata
Online Voices, Offline Impact Ambedkars Ideals and Socio Political Inclusion ...ijtsrd
This research investigates the nexus between online discussions on Dr. B.R. Ambedkars ideals and their impact on social inclusion among college students in Gurugram, Haryana. Surveying 240 students from 12 government colleges, findings indicate that 65 actively engage in online discussions, with 80 demonstrating moderate to high awareness of Ambedkars ideals. Statistically significant correlations reveal that higher online engagement correlates with increased awareness p 0.05 and perceived social inclusion. Variations across colleges and a notable effect of college type on perceived social inclusion highlight the influence of contextual factors. Furthermore, the intersectional analysis underscores nuanced differences based on gender, caste, and socio economic status. Dr. Kusum Lata "Online Voices, Offline Impact: Ambedkar's Ideals and Socio-Political Inclusion - A Study of Gurugram District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64543.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/political-science/64543/online-voices-offline-impact-ambedkars-ideals-and-sociopolitical-inclusion--a-study-of-gurugram-district/dr-kusum-lata
Problems and Challenges of Agro Entreprenurship A Studyijtsrd
Noting calls for contextualizing Agro entrepreneurs problems and challenges of the agro entrepreneurs and for greater attention to the Role of entrepreneurs in agro entrepreneurship research, we conduct a systematic literature review of extent research in agriculture entrepreneurship to overcome the study objectives of complications of agro entrepreneurs through various factors, Development of agriculture products is a key factor for the overall economic growth of agro entrepreneurs Agro Entrepreneurs produces firsthand large scale employment, utilizes the labor and natural resources, This research outlines the problems of Weather and Soil Erosions, Market price fluctuation, stimulates labor cost problems, reduces concentration of Price volatility, Dependency on Intermediaries, induces Limited Bargaining Power, and Storage and Transportation Costs. This paper mainly devoted to highlight Problems and challenges faced for the sustainable of Agro Entrepreneurs in India. Vinay Prasad B "Problems and Challenges of Agro Entreprenurship - A Study" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64540.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/64540/problems-and-challenges-of-agro-entreprenurship--a-study/vinay-prasad-b
Comparative Analysis of Total Corporate Disclosure of Selected IT Companies o...ijtsrd
Disclosure is a process through which a business enterprise communicates with external parties. A corporate disclosure is communication of financial and non financial information of the activities of a business enterprise to the interested entities. Corporate disclosure is done through publishing annual reports. So corporate disclosure through annual reports plays a vital role in the life of all the companies and provides valuable information to investors. The basic objectives of corporate disclosure is to give a true and fair view of companies to the parties related either directly or indirectly like owner, government, creditors, shareholders etc. in the companies act, provisions have been made about mandatory and voluntary disclosure. The IT sector in India is rapidly growing, the trend to invest in the IT sector is rising and employment opportunities in IT sectors are also increasing. Therefore the IT sector is expected to have fair, full and adequate disclosure of all information. Unfair and incomplete disclosure may adversely affect the entire economy. A research study on disclosure practices of IT companies could play an important role in this regard. Hence, the present research study has been done to study and review comparative analysis of total corporate disclosure of selected IT companies of India and to put forward overall findings and suggestions with a view to increase disclosure score of these companies. The researcher hopes that the present research study will be helpful to all selected Companies for improving level of corporate disclosure through annual reports as well as the government, creditors, investors, all business organizations and upcoming researcher for comparative analyses of level of corporate disclosure with special reference to selected IT companies. Dr. Vaibhavi D. Thaker "Comparative Analysis of Total Corporate Disclosure of Selected IT Companies of India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64539.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/64539/comparative-analysis-of-total-corporate-disclosure-of-selected-it-companies-of-india/dr-vaibhavi-d-thaker
The Impact of Educational Background and Professional Training on Human Right...ijtsrd
This study investigated the impact of educational background and professional training on human rights awareness among secondary school teachers in the Marathwada region of Maharashtra, India. The key findings reveal that higher levels of education, particularly a master’s degree, and fields of study related to education, humanities, or social sciences are associated with greater human rights awareness among teachers. Additionally, both pre service teacher training and in service professional development programs focused on human rights education significantly enhance teacher’s knowledge, skills, and competencies in promoting human rights principles in their classrooms. Baig Ameer Bee Mirza Abdul Aziz | Dr. Syed Azaz Ali Amjad Ali "The Impact of Educational Background and Professional Training on Human Rights Awareness among Secondary School Teachers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64529.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/64529/the-impact-of-educational-background-and-professional-training-on-human-rights-awareness-among-secondary-school-teachers/baig-ameer-bee-mirza-abdul-aziz
A Study on the Effective Teaching Learning Process in English Curriculum at t...ijtsrd
“One Language sets you in a corridor for life. Two languages open every door along the way” Frank Smith English as a foreign language or as a second language has been ruling in India since the period of Lord Macaulay. But the question is how much we teach or learn English properly in our culture. Is there any scope to use English as a language rather than a subject How much we learn or teach English without any interference of mother language specially in the classroom teaching learning scenario in West Bengal By considering all these issues the researcher has attempted in this article to focus on the effective teaching learning process comparing to other traditional strategies in the field of English curriculum at the secondary level to investigate whether they fulfill the present teaching learning requirements or not by examining the validity of the present curriculum of English. The purpose of this study is to focus on the effectiveness of the systematic, scientific, sequential and logical transaction of the course between the teachers and the learners in the perspective of the 5Es programme that is engage, explore, explain, extend and evaluate. Sanchali Mondal | Santinath Sarkar "A Study on the Effective Teaching Learning Process in English Curriculum at the Secondary Level of West Bengal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd62412.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/62412/a-study-on-the-effective-teaching-learning-process-in-english-curriculum-at-the-secondary-level-of-west-bengal/sanchali-mondal
The Role of Mentoring and Its Influence on the Effectiveness of the Teaching ...ijtsrd
This paper reports on a study which was conducted to investigate the role of mentoring and its influence on the effectiveness of the teaching of Physics in secondary schools in the South West Region of Cameroon. The study adopted the convergent parallel mixed methods design, focusing on respondents in secondary schools in the South West Region of Cameroon. Both quantitative and qualitative data were collected, analysed separately, and the results were compared to see if the findings confirm or disconfirm each other. The quantitative analysis found that majority of the respondents 72 of Physics teachers affirmed that they had more experienced colleagues as mentors to help build their confidence, improve their teaching, and help them improve their effectiveness and efficiency in guiding learners’ achievements. Only 28 of the respondents disagreed with these statements. With majority respondents 72 agreeing with the statements, it implies that in most secondary schools, experienced Physics teachers act as mentors to build teachers’ confidence in teaching and improving students’ learning. The interview qualitative data analysis summarized how secondary school Principals use meetings with mentors and mentees to promote mentorship in the school milieu. This has helped strengthen teachers’ classroom practices in secondary schools in the South West Region of Cameroon. With the results confirming each other, the study recommends that mentoring should focus on helping teachers employ social interactions and instructional practices feedback and clarity in teaching that have direct measurable impact on students’ learning achievements. Andrew Ngeim Sumba | Frederick Ebot Ashu | Peter Agborbechem Tambi "The Role of Mentoring and Its Influence on the Effectiveness of the Teaching of Physics in Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64524.pdf Paper Url: https://www.ijtsrd.com/management/management-development/64524/the-role-of-mentoring-and-its-influence-on-the-effectiveness-of-the-teaching-of-physics-in-secondary-schools-in-the-south-west-region-of-cameroon/andrew-ngeim-sumba
Design Simulation and Hardware Construction of an Arduino Microcontroller Bas...ijtsrd
This study primarily focuses on the design of a high side buck converter using an Arduino microcontroller. The converter is specifically intended for use in DC DC applications, particularly in standalone solar PV systems where the PV output voltage exceeds the load or battery voltage. To evaluate the performance of the converter, simulation experiments are conducted using Proteus Software. These simulations provide insights into the input and output voltages, currents, powers, and efficiency under different state of charge SoC conditions of a 12V,70Ah rechargeable lead acid battery. Additionally, the hardware design of the converter is implemented, and practical data is collected through operation, monitoring, and recording. By comparing the simulation results with the practical results, the efficiency and performance of the designed converter are assessed. The findings indicate that while the buck converter is suitable for practical use in standalone PV systems, its efficiency is compromised due to a lower output current. Chan Myae Aung | Dr. Ei Mon "Design Simulation and Hardware Construction of an Arduino-Microcontroller Based DC-DC High-Side Buck Converter for Standalone PV System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64518.pdf Paper Url: https://www.ijtsrd.com/engineering/mechanical-engineering/64518/design-simulation-and-hardware-construction-of-an-arduinomicrocontroller-based-dcdc-highside-buck-converter-for-standalone-pv-system/chan-myae-aung
Sustainable Energy by Paul A. Adekunte | Matthew N. O. Sadiku | Janet O. Sadikuijtsrd
Energy becomes sustainable if it meets the needs of the present without compromising the ability of future generations to meet their own needs. Some of the definitions of sustainable energy include the considerations of environmental aspects such as greenhouse gas emissions, social, and economic aspects such as energy poverty. Generally far more sustainable than fossil fuel are renewable energy sources such as wind, hydroelectric power, solar, and geothermal energy sources. Worthy of note is that some renewable energy projects, like the clearing of forests to produce biofuels, can cause severe environmental damage. The sustainability of nuclear power which is a low carbon source is highly debated because of concerns about radioactive waste, nuclear proliferation, and accidents. The switching from coal to natural gas has environmental benefits, including a lower climate impact, but could lead to delay in switching to more sustainable options. “Carbon capture and storage” can be built into power plants to remove the carbon dioxide CO2 emissions, but this technology is expensive and has rarely been implemented. Leading non renewable energy sources around the world is fossil fuels, coal, petroleum, and natural gas. Nuclear energy is usually considered another non renewable energy source, although nuclear energy itself is a renewable energy source, but the material used in nuclear power plants is not. The paper addresses the issue of sustainable energy, its attendant benefits to the future generation, and humanity in general. Paul A. Adekunte | Matthew N. O. Sadiku | Janet O. Sadiku "Sustainable Energy" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64534.pdf Paper Url: https://www.ijtsrd.com/engineering/electrical-engineering/64534/sustainable-energy/paul-a-adekunte
Concepts for Sudan Survey Act Implementations Executive Regulations and Stand...ijtsrd
This paper aims to outline the executive regulations, survey standards, and specifications required for the implementation of the Sudan Survey Act, and for regulating and organizing all surveying work activities in Sudan. The act has been discussed for more than 5 years. The Land Survey Act was initiated by the Sudan Survey Authority and all official legislations were headed by the Sudan Ministry of Justice till it was issued in 2022. The paper presents conceptual guidelines to be used for the Survey Act implementation and to regulate the survey work practice, standardizing the field surveys, processing, quality control, procedures, and the processes related to survey work carried out by the stakeholders and relevant authorities in Sudan. The conceptual guidelines are meant to improve the quality and harmonization of geospatial data and to aid decision making processes as well as geospatial information systems. The established comprehensive executive regulations will govern and regulate the implementation of the Sudan Survey Geomatics Act in all surveying and mapping practices undertaken by the Sudan Survey Authority SSA and state local survey departments for public or private sector organizations. The targeted standards and specifications include the reference frame, projection, coordinate systems, and the guidelines and specifications that must be followed in the field of survey work, processes, and mapping products. In the last few decades, there has been a growing awareness of the importance of geomatics activities and measurements on the Earths surface in space and time, together with observing and mapping the changes. In such cases, data must be captured promptly, standardized, and obtained with more accuracy and specified in much detail. The paper will also highlight the current situation in Sudan, the degree to which survey standards are used, the problems encountered, and the errors that arise from not using the standards and survey specifications. Kamal A. A. Sami "Concepts for Sudan Survey Act Implementations - Executive Regulations and Standards" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63484.pdf Paper Url: https://www.ijtsrd.com/engineering/civil-engineering/63484/concepts-for-sudan-survey-act-implementations--executive-regulations-and-standards/kamal-a-a-sami
Towards the Implementation of the Sudan Interpolated Geoid Model Khartoum Sta...ijtsrd
The discussions between ellipsoid and geoid have invoked many researchers during the recent decades, especially during the GNSS technology era, which had witnessed a great deal of development but still geoid undulation requires more investigations. To figure out a solution for Sudans local geoid, this research has tried to intake the possibility of determining the geoid model by following two approaches, gravimetric and geometrical geoid model determination, by making use of GNSS leveling benchmarks at Khartoum state. The Benchmarks are well distributed in the study area, in which, the horizontal coordinates and the height above the ellipsoid have been observed by GNSS while orthometric heights were carried out using precise leveling. The Global Geopotential Model GGM represented in EGM2008 has been exploited to figure out the geoid undulation at the benchmarks in the study area. This is followed by a fitting process, that has been done to suit the geoid undulation data which has been computed using GNSS leveling data and geoid undulation inspired by the EGM2008. Two geoid surfaces were created after the fitting process to ensure that they are identical and both of them could be counted for getting the same geoid undulation with an acceptable accuracy. In this respect, statistical operation played an important role in ensuring the consistency and integrity of the model by applying cross validation techniques splitting the data into training and testing datasets for building the geoid model and testing its eligibility. The geometrical solution for geoid undulation computation has been utilized by applying straightforward equations that facilitate the calculation of the geoid undulation directly through applying statistical techniques for the GNSS leveling data of the study area to get the common equation parameters values that could be utilized to calculate geoid undulation of any position in the study area within the claimed accuracy. Both systems were checked and proved eligible to be used within the study area with acceptable accuracy which may contribute to solving the geoid undulation problem in the Khartoum area, and be further generalized to determine the geoid model over the entire country, and this could be considered in the future, for regional and continental geoid model. Ahmed M. A. Mohammed. | Kamal A. A. Sami "Towards the Implementation of the Sudan Interpolated Geoid Model (Khartoum State Case Study)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63483.pdf Paper Url: https://www.ijtsrd.com/engineering/civil-engineering/63483/towards-the-implementation-of-the-sudan-interpolated-geoid-model-khartoum-state-case-study/ahmed-m-a-mohammed
Activating Geospatial Information for Sudans Sustainable Investment Mapijtsrd
Sudan is witnessing an acceleration in the processes of development and transformation in the performance of government institutions to raise the productivity and investment efficiency of the government sector. The development plans and investment opportunities have focused on achieving national goals in various sectors. This paper aims to illuminate the path to the future and provide geospatial data and information to develop the investment climate and environment for all sized businesses, and to bridge the development gap between the Sudan states. The Sudan Survey Authority SSA is the main advisor to the Sudan Government in conducting surveying, mappings, designing, and developing systems related to geospatial data and information. In recent years, SSA made a strategic partnership with the Ministry of Investment to activate Geospatial Information for Sudans Sustainable Investment and in particular, for the preparation and implementation of the Sudan investment map, based on the directives and objectives of the Ministry of Investment MI in Sudan. This paper comes within the framework of activating the efforts of the Ministry of Investment to develop technical investment services by applying techniques adopted by the Ministry and its strategic partners for advancing investment processes in the country. Kamal A. A. Sami "Activating Geospatial Information for Sudan's Sustainable Investment Map" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63482.pdf Paper Url: https://www.ijtsrd.com/engineering/information-technology/63482/activating-geospatial-information-for-sudans-sustainable-investment-map/kamal-a-a-sami
Educational Unity Embracing Diversity for a Stronger Societyijtsrd
In a rapidly changing global landscape, the importance of education as a unifying force cannot be overstated. This paper explores the crucial role of educational unity in fostering a stronger and more inclusive society through the embrace of diversity. By examining the benefits of diverse learning environments, the paper aims to highlight the positive impact on societal strength. The discussion encompasses various dimensions, from curriculum design to classroom dynamics, and emphasizes the need for educational institutions to become catalysts for unity in diversity. It highlights the need for a paradigm shift in educational policies, curricula, and pedagogical approaches to ensure that they are reflective of the diverse fabric of society. This paper also addresses the challenges associated with implementing inclusive educational practices and offers practical strategies for overcoming barriers. It advocates for collaborative efforts between educational institutions, policymakers, and communities to create a supportive ecosystem that promotes diversity and unity. Mr. Amit Adhikari | Madhumita Teli | Gopal Adhikari "Educational Unity: Embracing Diversity for a Stronger Society" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64525.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/64525/educational-unity-embracing-diversity-for-a-stronger-society/mr-amit-adhikari
Integration of Indian Indigenous Knowledge System in Management Prospects and...ijtsrd
The diversity of indigenous knowledge systems in India is vast and can vary significantly between different communities and regions. Preserving and respecting these knowledge systems is crucial for maintaining cultural heritage, promoting sustainable practices, and fostering cross cultural understanding. In this paper, an overview of the prospects and challenges associated with incorporating Indian indigenous knowledge into management is explored. It is found that IIKS helps in management in many areas like sustainable development, tourism, food security, natural resource management, cultural preservation and innovation, etc. However, IIKS integration with management faces some challenges in the form of a lack of documentation, cultural sensitivity, language barriers legal framework, etc. Savita Lathwal "Integration of Indian Indigenous Knowledge System in Management: Prospects and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63500.pdf Paper Url: https://www.ijtsrd.com/management/accounting-and-finance/63500/integration-of-indian-indigenous-knowledge-system-in-management-prospects-and-challenges/savita-lathwal
DeepMask Transforming Face Mask Identification for Better Pandemic Control in...ijtsrd
The COVID 19 pandemic has highlighted the crucial need of preventive measures, with widespread use of face masks being a key method for slowing the viruss spread. This research investigates face mask identification using deep learning as a technological solution to be reducing the risk of coronavirus transmission. The proposed method uses state of the art convolutional neural networks CNNs and transfer learning to automatically recognize persons who are not wearing masks in a variety of circumstances. We discuss how this strategy improves public health and safety by providing an efficient manner of enforcing mask wearing standards. The report also discusses the obstacles, ethical concerns, and prospective applications of face mask detection systems in the ongoing fight against the pandemic. Dilip Kumar Sharma | Aaditya Yadav "DeepMask: Transforming Face Mask Identification for Better Pandemic Control in the COVID-19 Era" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64522.pdf Paper Url: https://www.ijtsrd.com/engineering/electronics-and-communication-engineering/64522/deepmask-transforming-face-mask-identification-for-better-pandemic-control-in-the-covid19-era/dilip-kumar-sharma
Streamlining Data Collection eCRF Design and Machine Learningijtsrd
Efficient and accurate data collection is paramount in clinical trials, and the design of Electronic Case Report Forms eCRFs plays a pivotal role in streamlining this process. This paper explores the integration of machine learning techniques in the design and implementation of eCRFs to enhance data collection efficiency. We delve into the synergies between eCRF design principles and machine learning algorithms, aiming to optimize data quality, reduce errors, and expedite the overall data collection process. The application of machine learning in eCRF design brings forth innovative approaches to data validation, anomaly detection, and real time adaptability. This paper discusses the benefits, challenges, and future prospects of leveraging machine learning in eCRF design for streamlined and advanced data collection in clinical trials. Dhanalakshmi D | Vijaya Lakshmi Kannareddy "Streamlining Data Collection: eCRF Design and Machine Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63515.pdf Paper Url: https://www.ijtsrd.com/biological-science/biotechnology/63515/streamlining-data-collection-ecrf-design-and-machine-learning/dhanalakshmi-d
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Redefining Education '˜'The Need through Innovative in Africa, for Sustainable Development hrough and Creative Learning''
1. @ IJTSRD | Available Online @ www.ijtsrd.com
ISSN No: 2456
International
Research
Redefining Education
‘’The Need
through Innovative
Tani Emmanuel Lukong
Ph.D., Lecturer and Researcher,
University Of Buea, Cameroon
MICAH Ezekiel Elton Micheal
Ph.D., Departments of Bus
Nasarawa State University Keffi, Nigeria
ABSTRACT
Redefining education in Africa is a process that has
existed over the years with the hope of addressing
African realities through reviewing western
orientations that dominate educational systems and
practices in Africa. The past two decades have seen
the emergence of a global movement that calls for a
new model of learning for the twenty
There is now a significant body of literature focusing
mainly on three topics motivations for a new model of
learning, the specific competencies and skills n
for learners to function effectively in the twenty
century, and the pedagogy required to stimulate those
capabilities. Most African countries are still grappling
and yet to understand and promote learning that can
foster sustainable development. This policy driven
conceptual paper identifies multiple drivers working
to transform the content that African learners need to
be taught and the methods for teaching
Conceptualizations from Experts offered diverse
reasons for the need to transform learning content and
pedagogy of most African countries. Persistent
disengagement among youth and high early dropout
rates in African have increased calls for schools to
become more relevant. Changing views on the merit
@ IJTSRD | Available Online @ www.ijtsrd.com | Volume – 1 | Issue – 6 | Sep-Oct 2017
ISSN No: 2456 - 6470 | www.ijtsrd.com | Volume
International Journal of Trend in Scientific
Research and Development (IJTSRD)
International Open Access Journal
Redefining Education in Africa,
‘’The Need for Sustainable Development
hrough Innovative and Creative Learning’’
Tani Emmanuel Lukong
Ph.D., Lecturer and Researcher,
University Of Buea, Cameroon
Sr. Therese Nyia Njamfa
Ph.D, Catholic University Of Cameroon
(CATUC), Bamenda
MICAH Ezekiel Elton Micheal
Ph.D., Departments of Business Administration, Faculty of Administration,
Nasarawa State University Keffi, Nigeria
Redefining education in Africa is a process that has
existed over the years with the hope of addressing
African realities through reviewing western
orientations that dominate educational systems and
practices in Africa. The past two decades have seen
mergence of a global movement that calls for a
new model of learning for the twenty-first century.
There is now a significant body of literature focusing
mainly on three topics motivations for a new model of
learning, the specific competencies and skills needed
for learners to function effectively in the twenty-first
century, and the pedagogy required to stimulate those
capabilities. Most African countries are still grappling
and yet to understand and promote learning that can
. This policy driven
conceptual paper identifies multiple drivers working
transform the content that African learners need to
be taught and the methods for teaching and learning.
Conceptualizations from Experts offered diverse
ansform learning content and
pedagogy of most African countries. Persistent
disengagement among youth and high early dropout
rates in African have increased calls for schools to
become more relevant. Changing views on the merit
of formal education and e
characteristics are also challenging the value of the
curriculum in most African states. Shifts in labour
market trends and skills shortages in most African
workforce have highlighted widening inadequacies in
students’ preparedness to tackl
challenges. Growing concern about potential
economic and global crises ahead have also led many
to question whether today’s African learners possess
the combination of critical thinking, creativity,
collaborative, and communication s
tackle future shifts in the marketplace. This paper
explores these factors in depth and offers a sound
rationale for redefining twenty
content and pedagogy in most African countries.
Recommendations for educational
policy, curriculum development and teacher training
dynamics were proposed for consideration.
Keywords: Education in Africa, Innovative and
Creative learning, and Sustainable Development
Oct 2017 Page: 217
6470 | www.ijtsrd.com | Volume - 1 | Issue – 6
Scientific
(IJTSRD)
International Open Access Journal
or Sustainable Development
nd Creative Learning’’
Sr. Therese Nyia Njamfa
Ph.D, Catholic University Of Cameroon
(CATUC), Bamenda
Faculty of Administration,
of formal education and emerging student
characteristics are also challenging the value of the
curriculum in most African states. Shifts in labour
market trends and skills shortages in most African
workforce have highlighted widening inadequacies in
students’ preparedness to tackle twenty-first century
challenges. Growing concern about potential
economic and global crises ahead have also led many
to question whether today’s African learners possess
the combination of critical thinking, creativity,
collaborative, and communication skills necessary to
tackle future shifts in the marketplace. This paper
explores these factors in depth and offers a sound
rationale for redefining twenty-first century learning
content and pedagogy in most African countries.
Recommendations for educational planning and
policy, curriculum development and teacher training
dynamics were proposed for consideration.
Education in Africa, Innovative and
ng, and Sustainable Development
2. International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
@ IJTSRD | Available Online @ www.ijtsrd.com | Volume – 1 | Issue – 6 | Sep-Oct 2017 Page: 218
INTRODUCTION
Redefining education in Africa is a process that has
existed over the years with the hope of addressing
African realities through reviewing western
orientations that dominate educational systems and
practices in Africa. Traditional Africa had an informal
education, which at the time was (and still is) very
effective, yet to the colonial masters the system was
not equipped to address colonial expectations. They
established colonial education; its main object was the
spread of colonial culture. This system did not only
eradicate African knowledge systems, values, and
practices but also did not match African educational
philosophy, values, and social thoughts. This alien
process was completely divorced from the African
worldview as concerns its cultural and contextual
realities. Becoming independent did not mean
Africans were equipped to face emerging social,
economic and political challenges. Today, the African
society is experiencing change of values and modern
economic process demands a range of skills which
should offer far more opportunities to the average
African for self-development. Consequently, Africa is
in need of a more fluid economy for world
competition. It should be able to cope with
technological change as a function of globalisation.
Africans need to be open minded, the economy and
society should be flexible and open to embrace
change, and this requires persons who are reflective,
imaginative, and problem solvers. These cumulative
demands require adequate education systems.
Accordingly, twenty-first century Africa needs to
review its educational offerings from all perspectives,
and at all levels. This process needs to address the
question concerning the profile of the twenty-first
century African person who should be creative,
independent, and able to lead full and happy lives,
earn their own living, as well as and keep up with a
rapidly changing society. To mark societal and
economic are change which is a function of rapid
globalization, Africans need to be much more resilient
and skilful. Africa therefore is undergoing change like
the rest of the world; thus, there is urgent need for a
new form of education that is process oriented,
characterized by quality, quantity, equity, relevance,
and inclusivity with outcomes that are transformative.
The issue arising from the above inference is the type
of education that can lead twenty-first century Africa
to sustainable development. Education is key to global
integrated framework of sustainable development
goals (UNESCO, 2015). More important is the fact
that education is at the heart of all efforts to adapt to
change and to transform the world within--
(UNESCO, 2015, p3). Education for Africa today and
tomorrow requires some stocktaking on how African
education systems have responded to all the
international frameworks and declarations in relation
to its offerings, reflecting African realities. Such
reflection also gives directives on how education
should build capacity for Sustainable Development
particularly in Goal 4 with all its expectations.
Background to the Problem
Preparing learners for life, citizenship, and work in
the twenty first century is daunting. Globalization,
new technology, migration, international competition,
changing markets, and transnational environmental
and political challenges all drive the acquisition of
skills, knowledge, and attitudes needed by students to
survive and succeed in the twenty-first century.
Educators, education ministries, governments,
foundations, employers, and researchers refer to these
abilities as twenty-first century skills, higher-order
thinking skills, deeper learning outcomes, complex
thinking, and communication skills. Interest in these
skills is not new; researchers at Harvard University
have been studying student learning processes and
approaches to teaching higher-order skills for over
forty years (Saavedra and Opfer, 2012).
One of the greatest international conference that have
shaped educational reforms and policies for
sustainable development in Africa is the World
Education Forum, held in Dakar from 26 to 28 April
2000. The forum culminated in the formulation of
Education for All (EFA) goals that were initiated in
Jomtien, Thailand, in 1990. EFA 2000 assessment, is
the largest evaluation of education ever undertaken,
attended by 164 countries, including most countries of
sub-Saharan Africa (UNESCO, 2000). The
participants of the conference came up with 6
educational goals. Though, the EFA goals laid
emphasis on equity and quality education, the
declaration focused more on the content without a
clear and precise description of the process to
achieving equity and quality. The declaration also was
not explicit on the integration of cultural assets
(indigenous knowledge systems) in schools, which is
an important aspect of knowledge creation. The
declaration did not address fundamental
epistemological issues mentioned above. A
declaration of such magnitude need to convey well
3. International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
@ IJTSRD | Available Online @ www.ijtsrd.com | Volume – 1 | Issue – 6 | Sep-Oct 2017 Page: 219
spelt out roles, responsibilities, and accountability for
various aspects of the implementation. It is therefore
not surprising that according to the Education for All
Global Monitoring Report (UNESCO, 2015) no
country in sub-Saharan Africa achieved the EFA
goals and only seven countries in the region achieved
even the most watched goal of universal primary
enrolment. Sixteen of the twenty lowest ranked
countries in progress towards ‘Education for All’ are
in sub-Saharan Africa (UNESCO, 2015).
In 2015, the world education leaders and stakeholders
met in another World Education Forum at Incheon in
the Republic of Korea, to come up with an agenda for
sustainable education to be achieved by 2030. The
post-2015 sustainable development agenda
highlighted seventeen sustainable development goals
to run from 2015-2030. Education stands alone as
goal 4 aims at ensuring inclusive and equitable quality
education and promotes life-long learning
opportunities for all. It equally needs to serve as a
strategy towards the realization of all other
development goals. Education has been viewed as the
driving force that permeates all other goals therefore it
should “addresses the interdependence of
environment, economy, society, and spearhead the
fundamental change of mind-sets needed to trigger
action for sustainable development” (UNESCO, 2015:
11). Humanistic education is considered valuable
because it takes cognisance of “human rights and
dignity, social justice, inclusion, protection, cultural,
linguistic, ethnic diversity, shared responsibility, and
accountability” (UNESCO, 2015: 6). The Incheon
declaration (a project in progress) seems to have
covered the cultural and linguistic diversity concerns
necessary to sustainable development. Nonetheless,
there is little or no monitoring mechanisms to make
sure that individual government in Africa are effective
in the implementation of the SDGs. It would appear
the Incheon declaration, like the Dakar declaration is
another paper policy that does not clearly spell out
issues relating to individual government’s
accountability in failure to implement the policy.
One of the latest African Unions reforms is the
Agenda 2063, with the mission of transforming the
continent into a prosperous, integrated, secure and
peaceful, democratic, and dynamic force in the world.
Agenda 2063 acts as a roadmap for the development
of a peaceful continent, integrated, prosperous and
people-oriented. It defines strategic steps to achieve
this mission through a prompt well strategized vision
in the shortest possible time through a Continental
Education Strategy for Africa (CESA 2016-2025).
The main goal of CESA is to re-orientate Africa’s
education and training systems to meet the
knowledge, competencies, skills, innovation and
creativity required to nurture African core values and
promote sustainable development at the national, sub-
regional and continental levels. Those responsible for
its implementation will be assigned to “ reorient
Africa’s education and training systems to meet the
knowledge, competencies, skills, innovation and
creativity required to nurture African core values and
promote sustainable development at the national, sub-
regional and continental levels” (CESA 2016-2025).
CESA has clearly outlined 6 guiding principles, 7
pillars and 12 strategic objectives that imply the need
for integration of cultural assets and indigenous
knowledge systems in formal education. These are
open for implementation at regional and country
levels.
While the global and regional educational policies in
Africa continue to make progress in content one can
clearly highlight the fact that these policies lacks
proper implementation strategies. Hence they remain
superficial without any practical bearing to the lives
of Africans. Access, Equity and Inclusion,
Language/medium of instruction and Integration of
Information Communication Technology represent
such closely related trends. Driven by technology,
globalisation is leading to closer economic integration
in Africa and, in many cases, to widening disparities
and inequalities within and between countries. The
development of education in Africa off course is
receiving renewed interest through research
collaboration and innovative approaches to learning.
African Governments and the private sector alike
have articulated concern over the need to expand
access to relevant and good-quality education,
particularly in Sub-Saharan Africa (SSA). Such
renewed commitment has in general terms come as a
result of three confluent factors.
First, the expansion of primary education has been
propelled by Education for All initiatives (EFA) and
the Millennium Development Goals (MDG). Many of
the countries that have committed themselves to the
attainment of EFA and MDG goals have moved
towards high Gross Enrolment Rates (GER) for
primary education. But higher enrolment rates in
primary schools have increased pressure on secondary
schools, and attempts to expand secondary education
4. International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
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have resulted in deterioration in quality. Second,
expansion also appears necessary because the
secondary education curriculum has lost some of its
relevance. The need for a more sophisticated labour
force equipped with appropriate competencies,
knowledge, and workplace skills is increasing in
many economies, coupled with the need for such
labour to be available globally. Far from being an end
to itself, education rather aims at paving the way to
higher heights of independence such as enable
graduates to operate small and large scale businesses
as well as find employment without further
qualifications. The current education curriculum does
not gear toward achieving the latter and beyond.
Third, the need for a renewed commitment results
from the critical role a well-educated young
generation can play in enhancing democracy, human
rights, rule of law, good citizenship as one outcome of
a good education (Aw &Mariro, 2001).
Based on the provisions of the above international
conventions with regards to educational policies, it is
apparent that there is the need to establish an
important link between the cultures of a people, their
indigenous knowledge systems and curriculum
content in formal educational settings. More so, it is
also very necessary to consider all participants in
various communities in the process of knowledge
creation and learning. According to Obanya (2006),
one very heartening development of the current
century is that education has returned to the desired
emphasis on personality development. This is mainly
because today’s knowledge economy requires more of
knowledge workers than manual workers, more of
creative workers than mere productive workers. The
emphasis will no longer be on what one has learned
but on how ready one is to learn. The knowledge
worker of today needs a constellation of intra-
personal and inter-personal skills. Traits like
perseverance, capacity for strategic thinking,
versatility and adaptability belong to the realm of
intra-personal skills, while communicative ability and
team spirit belong to the realm of inter-personal skills,
while IT-fluency is a transversal skill. These are the
tools for survival in today’s world of work. They
should therefore be given due prominence in
education policy and practice. The major implication
of the personality development approach to education
is that it contributes to a de-loading of the curriculum,
as content yields place to processes. It also transforms
the teacher into a learning process manager.
CONCEPTUAL AND EDUCATIONAL POLICY
ISSUES
Drivers of Change
The complexity of the present and future world means
that learners must be equipped to navigate unexpected
challenges ahead. Key drivers and challenges are
redefining the competencies and skills that learners
need to develop. These forces represent significant
disruptive shifts that are likely to reshape the future
landscape of education and work, and produce
changes in the way people learn. These include
drivers based on demographics, globalization trends,
labour market fluctuations, environmental forecasts,
and the pressures of immigration and their
consequences for school curricula and pedagogy. The
evolving sophistication of technology, global
connectivity and new social media must also be taken
into account when imagining the forms that twenty-
first century learning may take (Davies, Fidler and
Gorbis, 2011; Leadbeater and Wong, 2010; Redecker
2011). New Competencies for a complex world the
twenty-first century promises uncertainty and
complexity, and little respite is expected in the scale
or pace of change (Carneiro, 2007).
This complex environment rewards people with
‘inclusive competencies, such as the ability to make
local-to-global connections, recognize differing
perspectives, and think critically and creatively to
solve global challenges, and collaborate respectfully
in different types of social forums’ (P21, 2007).
Sawyer (2006) emphasizes the importance of
preparing youth for these varying futures and
collaborating across cultures to address likely
environmental, sociological and political difficulties.
Learning how to ‘understand, adapt to and prosper in
these turbulent times has become a critical
competence’ (Carneiro, 2007). The world is becoming
more interconnected and complex, and will require
multifaceted responses. The response of education to
these challenges will play a singular and active role in
shaping the future. The needs of twenty-first century
citizenship must also be addressed and aligned with
the development of twenty-first century skills. To
make informed decisions and contribute responsibly
at local, regional and national levels as informed
voters and citizen advocates, youth must be prepared
to tackle matters ranging from economics and
geopolitics to cultural and social developments, as
well as environmental and health concerns (p21,
2013).
5. International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
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Changing Student Characteristics
Another driver for change is learners themselves their
preferences, needs, social habits, and technology
choices. University student profiles show that a large
proportion of learners work and study online, expect
continuous Internet connectivity and web-based
services, and regard social networks as vital to their
lives (Windham, cited in McLoughlin and Lee, 2010,
p. 4). Conole and Creanor (cited in McLoughlin and
Lee, 2010) report that today’s students ‘have high
expectations of how they should learn, selecting the
technologies and learning environments that best meet
their needs with a sophisticated understanding of how
to manipulate these to their advantage’ (p. 3). Today’s
learners pursue learning by exploring, expressing, and
exchanging ideas using technological means (Ben-
David Kolikant, 2010), often tinkering and using trial
and error to try different strategies until they arrive at
solutions (Papert, cited in Ben-David Kolikant, 2010;
Facer, 2011).
New Approaches for Learning
To support learners’ development of 21st century
skills as reflected in the general capabilities of the
African Curriculum, we need to create and sustain
knowledge-building environments. New technologies
such as smart devices (e.g., tablets and smart phones)
and personal learning environments can be used in
conjunction with contemporary knowledge building
strategies, leading to greater innovation in learning.
To support new ways of learning, students need
access to appropriate resources and assessment that
allows them to demonstrate skills such as reasoning,
problem solving and designing. Teachers will need
development and support to deliver these new ways of
learning. Enhancing teacher capability is key to
accelerating successful digital education in schools.
Encouraging school learning and teaching plans
It is important to recognise that schools are at
different stages in their development of digital
capacity and hence have different needs. Accordingly,
each school’s learning and teaching plan must
demonstrate how they will increase the capacity to
support students’ learning of twenty-first century
skills; support leadership of contemporary
pedagogies; build teacher capabilities; connect
learning beyond the school and sector; broaden
student assessment and reporting; and, improve the
provision, accessibility and management of teaching
and learning resources. The development of
individual plans by schools would provide a
structured framework to accelerate the uptake of
digital education in schools. The plans could include
procedures for collection, analysis and exchange of
student data and digital content, and include the
schools polices and processes it has or will have in
place addressing risk assessment, cyber safety,
responsibilities and accountability.
REDEFINING THE QUALITY AND
RELEVANCE OF LEARNING IN AFRICA
Preparing learners for work, citizenship and life in the
twenty first century is daunting. Globalization, new
technologies, migration, international competition,
changing markets, and transnational environmental
and political challenges all drive the acquisition of
skills and knowledge needed by students to survive
and succeed in the twenty-first century. Educators,
education ministries and governments, foundations,
employers and researchers refer to these abilities as
twenty-first century skills, higher-order thinking
skills, deeper learning outcomes, and complex
thinking and communication skills. The complexity of
the present and future world means that learners must
be equipped to navigate unexpected challenges ahead.
Key drivers and challenges are redefining the
competencies and skills that learners need to develop.
These forces represent significant disruptive shifts
that are likely to reshape the future landscape of
education and work, and produce changes in the way
people learn. These include drivers based on
demographics, globalization trends, labour market
fluctuations, environmental forecasts, and the
pressures of immigration and their consequences for
school curricula and pedagogy. The evolving
sophistication of technology, global connectivity and
new social media must also be taken into account
when imagining the forms that twenty-first century
learning may take (Davies, Fidler and Gorbis, 2011).
One of the challenges faced by efforts to gain
professional status for teachers is that teaching is
complex work that looks deceptively simple. Having
spent considerable time in classrooms, parents and
policymakers have had ample opportunities to observe
classroom teaching. And in their roles as parents, lay
teachers in religious schools, employers, etc. most of
them have taught others. An argument for the
complexity of classroom teaching thus requires an
analysis of what differentiates the kind of informal
teaching human beings engage in all the time from the
instructional activity that occurs primarily in
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classrooms. In an effort to highlight teaching as
professional work, researchers in the 1980s focused
on the knowledge demands of teaching, arguing that
teaching requires a great deal of knowledge that is
specific to the work of teaching. Similarly, the work
on teachers’ subject matter knowledge has tried to
differentiate the kind of knowledge a well-educated
person might have about a subject from the
specialized knowledge of a subject required for
teaching (Shulman, 1986).
This emphasis on knowledge has obscured the
importance of other aspects of teaching, including the
need for skill in orchestrating instructional activities,
and the relational work involved in creating classroom
communities. Our views of teaching over the past
several decades have evolved from an emphasis on
teacher characteristics to a focus on teachers’
behavior to more recent cognitive views of teachers as
decision-makers and reflective practitioners. Teacher
education has responded to this final turn toward the
cognitive by shifting its focus from skills to
knowledge and reflection. While clearly both of these
are essential to the work of teaching, we want to argue
that teacher education should move away from a
curriculum focused on what teachers need to know to
a curriculum organized around core practices, in
which knowledge, skill, and professional identity are
developed in the process of learning to practice
(Grossman & McDonald, 2008).
Changing Perceptions about the Value of Formal
Education
Today, a large proportion of young people drop out of
school because they view formal education as
irrelevant and become apathetic and disengaged with
formal education. There is growing disillusionment
with the value of education as a vehicle for social
integration and greater well-being with many young
people now question the ‘return on investment’ of
traditional ‘high-status’ educational routes (Facer,
2011; UNESCO 2015). While many factors contribute
to student disengagement, there is a general belief that
secondary student dropout rates reflect an inability on
the part of current education systems to link academic
content to real-world experience. The current
industrial model of schooling was designed to meet
the production needs of a much earlier time and has
outlived its usefulness (p21, 2007). Modes of learning
have shifted dramatically over the past two decades
with changes in the ways people access, exchange and
interact with information. Schools have changed far
more slowly with the fundamental aspects of learning
institutions remaining essentially familiar for 200
years or more (Davidson et al., 2009). Future
educational systems are expected to transform from
institutions with a strong emphasis on teaching to
organizations with an increased emphasis on learning.
Recognition of multiple pathways for acquiring skills
will follow. Teachers will design challenging learning
activities and students will learn anytime or anywhere
at a pace comfortable for them, using whichever tools
they choose. The roles of teachers will be transformed
from experts on subjects to that of guides and coaches
(Ericsson AB, 2012; Frey, 2007). Twenty-first
century teachers will assess their students’ skills and
identify and design learning activities to help them
achieve deeper understanding. Ongoing formative
assessment is most effective for this approach as it
allows teachers to adjust their strategies within
lessons for maximum effectiveness.
This section addresses the multitude of factors related
to the future of learning in the digital age and
examines why twenty first century learning must
change. Multiple factors are driving change in the
way students are educated. Pressures vary from
context to context but the message is the same:
schools are failing to prepare children for the
challenges ahead. Students are not learning
adequately under the present education system and are
not being equipped with the skills and knowledge to
lead satisfying and productive working lives. In
addition, nations are losing opportunities to prepare
youth for citizenship and the economy is suffering
from a lack of innovation. What can be done about
this continuing loss of capacity?
Information Communication Systems and the
Digital Revolution
Most African countries are marvelled at the rapid
technological advancement in education. The quest
for the integration of ICTs in Africans education has
become a significant blueprint in most African policy
and budget allocations. Information and
Communication Technologies (ICT) simply involve
technologies arising from scientific, technical and
technological progress in computer sciences,
electronic and telecommunications. Many countries
around the world have established organizations for
the promotion of the Information and Communication
Technology (ICT) in education. There is, however, a
clear gap between technological "have" and "have
not" regions. The introduction of ICT in education is
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part of the more fundamental objective to improve
education globally and to make it accessible to
everyone.
Information and communication technologies (ICT) in
African education systems have stirred both
excitement and pessimism. For example, ICT has the
potential to extend the reach of available teaching and
learning resources by means of a single instrument: an
Internet-connected computer. More generally, access
to ICT has become increasingly indispensable if
countries are to develop economically and educate
their people. In this capacity, ICT may be considered
a critical social issue for African countries that intend
to partake in the increasing trend toward global
economic and socio-cultural interaction. Nevertheless,
the integration of ICT into African education and
professional training systems comes with a number of
limitations that must be taken into accounts which
have been classified into the four following
categories:
Infrastructural challenges: power outages, Internet
blackouts
Technological challenges: insufficient,
inadequate, and out dated computer equipment
Human challenges: lack of techno-pedagogical
skills in teachers; lack of techno-pedagogical
training
Financial challenges: lack of permanent funding
for pedagogical ICT integration.
In these circumstances, integrating ICT into African
education systems is not an easy task. This has led to
some divergent views on the topic. Some have simply
given up, resigning themselves to wait until sometime
in the future when African education systems will be
“ready” to integrate ICT as a specific component of a
detailed, pre-established development plan. The
current discussions on the integration of ICT into
African schools are more ideological than empirical.
For instance, the idea has been floated that ICT
unconditionally and automatically spur development,
known as the “technology myth” Tiemtoré (2007).
Nonetheless, this work presents a thoughtful overview
of the current state of ICT in Africa, challenges they
faced, and it presents the views of stakeholders
working to integrate ICT into African schools.
There are several explanations for the failure of ICT
utilization for pedagogical purposes in certain African
educational contexts (Karsenti, et al. 2005).
According to Lundall and Howell (2000), the key
factors blocking African educational institutions from
using microcomputers as teaching and learning tools
are insufficient funds, insufficient number of
computers, lack of teachers with IT skills, teachers’
inability to integrate the computer into the different
subject areas, and lack of appropriate microcomputer
teaching programmes. In South Africa and most
African countries, certain fringe elements of the
school age population are using computers for
educational purposes at a level comparable to that of
developed countries, while the majority of schools in
sub-Saharan Africa are still exploring the ways and
means of connecting to the Internet, with many in the
introduction and launching phase. Although the dearth
of structures and the high costs of equipment greatly
exacerbate the group usage ratio, all 54 African
countries have connected to the internet (Jensen
2002). Clearly, there has been a substantial influx of
computer hardware in many lycées and colleges in
several African countries. Nevertheless, as revealed in
a recent study funded by the IDRC, these investments
are not enough to ensure a genuine pedagogical
integration of ICT.
Marie Hélène Mottin-Sylla and colleagues (2005)
studied six French-speaking African countries (Benin,
Cameroon, Burkina Faso, Mali, Mauritania and
Senegal) from 2004 to 2005. They found that, overall;
women have much fewer opportunities than men to
benefit from the African digital revolution, as they
have been allotted the roles of consumers and
“helping hands.” Their research reveals the scope of
the ICT gender divide and voices a plea for greater
equality in the digital revolution. In fact, in most
African countries, schools have very little computer
access time, and rarely at times that are convenient for
teachers or students. Since teachers are not very
familiar with media use, they often adopt
inappropriate pedagogical strategies. Students do not
have standardized background knowledge in the
different subject areas, nor do they have standardized
technological skills or experience with multifaceted
learning styles. All these shortcomings impede the
pedagogical use of ICT. ICT integration into
education also raises new challenges for teachers as
students begin handing in assignments lifted straight
from the Internet. Aside from the low pedagogical
value of such effortless work, teachers must now add
exposure and confrontation of plagiarizers to their
many other duties. And although teachers bear the
burden of proof in such cases, when they are not ICT-
savvy, the task becomes practically impossible.
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In many sub-Saharan African countries, there is a real
political will to introduce ICT into the education
system, but no clearly formulated national ICT
policies. Information technology is more or less
lumped in with the official school programmes, with
no budget allocations for ICT. Funds for ICT
equipment and operation generally come out of school
fees, fundraising campaigns, and donations from
national and international organizations and partners,
and in countries like Nigeria and Cameroon, state
funding. Meanwhile, the research literature has
repeatedly stressed the need to adopt stable, on-going
policies and budgets for ICT utilization (Karsenti, et
Al. 2005).
However, underdeveloped or even complete absence
of telecommunications infrastructure is hampering use
of ICTs in rural remote areas (Mandioma, et al. 2007;
Adomi, 2005). Broadening the reach and affordability
of these technologies and services to rural Africa
remains a complex and difficult challenge. This is
because terrestrial telecommunications infrastructure
requires substantial investments that are often
unaffordable for the public sector and don’t make
economic sense to the private sector (Hasson, 2008).
Yet affordable and reliable internet accessibility in
poor rural areas will extend the attendant beneficial
impacts of ICTs. Nonetheless, all this will depend on
a number of key factors. These include: (i) Low-cost,
reliable communications infrastructure being built in
rural areas. This goes hand in hand with increased
awareness of the value-added services brought about
by internet connectivity, which will in turn create the
requisite demand and justify the massive financial and
technological investment. (ii) A supportive and
effective legal and regulatory environment being
created and maintained, to ensure competitive markets
for communication services. (iii) Governments
providing incentives to private sector investment that
lead to the expansion of affordable internet
accessibility to rural areas through a range of pro-
active policy, regulatory and investment measures,
including public-private sector partnerships, where
appropriate. The ultimate measure of the value and
impact of ICTs in development are the desired
outcomes that have a bearing on the Millennium
Development Goals, i.e., reduction in poverty levels,
thriving African economies, reduced disease,
increased literacy.
NEW AFRICAN PERSPECTIVES FOR
SUSTAINABLE DEVELOPMENT
Drivers Of Change/Transformation In Africa
The new vision of development in Africa should take
into consideration the main drivers of change that can
lead to the transformation of education for
sustainability. Effective development requires life-
long learning through the creation of more
educational spaces that embrace both the formal, non-
formal and informal sectors of education.
Globalization, digital revolution, urbanization,
migration are key elements that affect development in
Africa. The role of youth and women as well as the
African Diasporas are important facets that must be
galvanized for educational transformation in Africa.
Life-long Learning through Formal, Non-formal
and Informal Spaces of Education
From a cultural perspective, education is attained by
individuals through informal, non-formal and formal
agencies. Such informal, non-formal and formal
processes are utilised for the creation and
transmission of knowledge, skills, ideas, attitudes and
patterns of behaviour.A major part of the cultural
heritage of an African people was transmitted to
children and adolescents through informal activities,
initiated and orchestrated most often by the children
themselves. In other words, education was facilitated
based on mediated mutual reciprocity tendencies
(Tchombe in press) whereby all the stakeholders had
equal roles as active participants in the teaching-
learning transactional process. Such flexibility that
opens windows for enriching children’s creativity,
curiosity, analytical and imaginative skills and
competences do not exist in formal education.
Accordingly, there are many best practices that formal
education nowadays must learn from informal
education in the African cultural contexts. Table 1,
below shows an organisational set-up for traditional
African education.
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Table 1: Organisational Set-Up for Traditional African Education
SN Stage of Life
Educational
Goal
Space and Place of
Education
Agencies of Education
1. Childhood
Primary
Socialisation
The Home
The Extended family
The Community
Parents
All Older Relations
Elders in the Neighbourhood
The Age Grade
Community Based Organisations
2. Adolescence
Life Skills
Acquisition
THE COMMUNITY
(all places of work,
recreation, religious
observance, etc.)
The Initiation Ground
Parents
Community Elders
The Age Grades
The Guilds
Secret Societies
Games and Sports Clubs
3. Adulthood
Social and
Organisational
Skills
Development
THE COMMUNITY
Community rulers and elders
Community Special Service Groups
Special Interest Groupings
The Guilds
Source: OBANYA (2005:3)
As shown in table 1 above, the educational system is
mapped out to fall in line with the development stages
of life. Thus, children receive primary socialisation;
adolescents consolidate this and add on life skills,
while adults consolidate these two, and add on
organisational and social skills. In doing this, special
needs are taken care of, as communal life did not
allow for exclusion. Even gender perspective was not
neglected. Girls and women received education: a
common core socialisation in the early years of life,
and gender-role-appropriate life skills in adolescence
and adulthood. To say that education in African
traditional societies is largely informal amounts to
telling only a part of the story. Telling the whole story
requires that we emphasise the fact that formal, non-
formal and informal approaches to education are not
dichotomous entities. The three approaches are most
of the time inseparable, as there is informal (or
incidental) in the process of formal learning. So much
formal learning also comes into non-formal learning.
The society sets the goals, its normal and
organisational patterns determine the mode, and its
expectations of a cultured person are the yardstick for
the outcomes of education. In principle, this is (or
should be) the case in all human societies. Thus,
Africa’s philosophical worldview and cultural
heritage expect the following traits in the educated (or
cultured) person.
Spirituality (and leading the good life in order to
be accepted in the life hereafter),
Full integration into the community, by imbibing
its cultural norms and values.
Acquisition of the life skills necessary for earning
a living and contributing to societal life
Social and organisational skills, for interpersonal
relations
The teaching-to-test strategies of current education
practices involve a mechanical rush through
syllabuses and curricula. Learning through exposure
to life experiences is limited, the community has been
progressively moving away from the school, and
schooled Africans tend to be alienated from their
cultural roots. As a result, the possibility of education
contributing to the self-regeneration of society is
severely limited (Obanya, 2005). In this light, an
integrated approach of the different agencies of
education (informal, formal and non-formal) is very
important for knowledge creation and learning for
sustainable development among nations as shown in
the table below.
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Table 2: An Integration of Agencies of Education for knowledge Creation/learning for Sustainable
Development in Africa
SN Agency
Space and place of
Education
Knowledge
creators/facilitators/stakeholder
s
Cultural assets /skills
learned
1. Informal
-Home/family milieu
-Peer group setting
-The neighbourhood
setting
-The community setting
-Parents
-Siblings
-Nuclear family members
-Extended family members
-Family friends
-Peers
-Neighbours
-Members of the community
Community resources (persons
and places- libraries, museums)
Storytelling, Proverbs,
Running of errands,
Fetching water, Fetching
wood, Folktales, Games
,Household chores,
Legends ,Mythologies,
Riddles/jokes, ,Songs
and dance
2. Non formal
-The church
-The Mass media
-Government agencies
-Political parties
-Cultural meetings
-Youth movements
-Workshop space for
vocational skills
development
-Clergies
-Adults
-Holy books (bible and Koran)
-News papers
-Radio
-Television
-Computers (cyber space)
-Ministries
-Politicians
-Members of the community
-Children & youths
-Masters of apprenticeship
-Songs, Proverbs, Dances
-Values
-Intellectual & technical
skills
-Spiritual, moral and
vocational development
-Cultural traits,
agriculture
-Child care, current
events
-Literacy skills
-Nutrition
-Culture
-Science
-Technologies
-Civil awareness
-Family planning
-Self-reliance
3. Formal
Schools at all levels
-Pre-primary
-Primary
-Secondary (general,
technical, vocational and
comprehensive)
-Tertiary (universities)
-Parents
-Siblings
-Peer mentors
-Community resources (persons
and places)
- Members of community
-Ministries
-Trained/specialised teachers in
different subjects
-Lecturers/researchers
-Educational technologies (audio,
visual, audio-visuals, print
materials, manipulative, graphics,
models, real things and computer
related technologies)
-Development of
complicated &
sophisticated skills/ideas
necessary for effective
functioning in society
and the global world
-Literacy skills
-Prepares individuals for
specific jobs & careers
Source: Adopted from this write-up
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Table 2 above illustrates a holistic perspective on the
role of education human life cycle. It affirms that
learning as a continuous process in life through
different agencies and spaces, plays an essential role
in enabling individuals to adapt, and manage new
challenges as well as changes in their lives and
environments. Lifelong learning, embracing all forms
of educational and learning experiences, helps
individuals to engage in purposeful interactions with
their environment... Implicit to the idea of lifelong
learning is the concept of ‘life wide’ learning. While
the former emphasizes the continuity of learning
throughout human life cycle, the latter recognises that
humans find it necessary to engage in multiple
learning activities simultaneously, through different
modalities and in varying settings. Lifelong learning
is intended to enable individuals become active social
agents – able to reflect and respond (act) appropriately
to the cultural, social and developmental challenges
faced as individuals and as members of society
(Medel-Añonuevo et al. cited in Ahmed, 2009:7). Life
wide learning thus, relates to the multiple and parallel
roles of a person in society, as an added dimension of
lifelong learning. Therefore, the traditional emphasis
on building the foundation of basic knowledge and
competencies and acquiring the intellectual and
technical tools of learning in the first quarter of life
has to be complemented by lifelong learning in a
learning society where all participate in and contribute
to learning throughout life.
Recognising the complexities of indigenous African
knowledge, the work of Semali (1999) in Tanzania,
and his African centred dialectic on the interplay of
indigenous folk knowledge and modern (Western)
curriculum practice in African schools is important to
this discussion. Semali conversantly outlined the
distinctions between indigenous African knowledge
and other forms of knowledge to report that: (1)
Indigenous African knowledge (IAK) does not derive
its origins or standing from the individual but from
the collective epistemological understanding and
rationalisation of community; (2) Indigenous African
Knowledge is about what local people know and do
and what local communities have known and done for
generations, (3) the ability to use community
knowledge produced from local history form
important literacy skills critical to survival in an
African context; and (4) what local people know
about their environment must be included in the
planning and implementation process of education. In
addition, and possibly most important theoretically,
Semali introduced the idea of indigenous literacy as
information communicated via local culture and
languages that reflects local innovations and
techniques in activities such as fishing, pest control
(via Sudan and Egypt) to herbs, and plant usage to
manage local diseases (Semali, 1999:307-308).
African indigenous knowledge has specific
implications for sustainable national development,
capacity building, and intellectual development.
Inclusion of African indigenous knowledge and
pedagogies in today’s curricula at all levels of the
education systems will address relevance and
functionality of education (Tchombe, 2009). The
euro-centric colonial and post-colonial education
excluded the achievements in Africa that include
inventions, technologies and an education system that
was oriented towards apprenticeship through
participation in social and economic activities. As
evident therefore, indigenous knowledge and
accompanied thought processes proved viable at the
level of economic sustainability, self-reliant and cost-
effectiveness. The African personality is judged from
the perspective of social than from cognitive or
economic competence because social competence is
integral. Missing out such knowledge and
understanding of a culture leaves one ignorant of what
perceptions of development means and constitute
(Tchombe, 2009). In the same light, in the arena of
science and technology historically and presently,
Africa is generally unrecognised or extremely
discounted. This fact is most evident in a simple
review of most college and university textbooks; the
overwhelming majority do not mention Africa, except
for an occasional reference to animal life (non-
human), mineral sources, or plant life. Consequently,
the historical or contemporary African contributions
(i.e., state of knowing or understanding) to the
identification or investigation of natural phenomena
(science), and technology is absent, although research
has documented indigenous technology in Africa in
many areas that include: manufacturing, agriculture,
food processing, civil engineering, transportation,
mining, and communication (Sunal, Lynn &
Okebukola,1998:120).
TRANSITION OF LEARNERS FROM
CONSUMERS TO PRODUCERS
This generation of digital tools allows learners to
become generators of content (Frey, 2007), instead of
passive consumers of knowledge, indicating a
preference for active approaches to learning
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(Klamma, Cao and Spaniol, 2007; McLoughlin and
Lee, 2010). This change is a consequence of Web 2.0,
the name given to the second stage of development of
the World Wide Web, which is characterized by the
move from static web pages to dynamic or user-
generated content and the growth of social media
(Wikipedia, 2014). Web 2.0 sites allow users to
interact and collaborate as creators of usergenerated
content in a virtual community. This participatory
culture provides greater opportunities to initiate,
produce and share creations, and to engage in peer-to-
peer learning. It encourages users to become global
citizens, capable of communicating and working in
diverse contexts. Examples of user-generated online
content include social networking sites, blogs, wikis,
video-sharing sites, internet forums or communities,
audio and video podcasts, peer-to-peer media-sharing
applications, and the use of social and collaborative
tagging (Wikipedia, 2014). Video-sharing sites such
as YouTube have seen massive growth in users
consuming and generating video content, while
popular sites such as SlideShare allow users to post
and access presentations. Users also create, post and
view artwork on sites such as deviantArt and
Newgrounds and share mobile photos and videos via
pages on Picasa and Flickr (Crompton, 2012;
McLoughlin).
In addition, peer-to-peer mediasharing applications
and user-created audio-sharing networks such as
Sound Cloud, an online audio distribution platform
boosting 40 million registered users and 200 million
listeners, showcase user-created audio productions.
Table 1 in the annex provides specific examples of
digital media used by people on a daily basis (Frey,
2012). Web 2.0 has also made possible the building of
communities of learners and scholars. Social learning
tools such as Second Life facilitate the creation of
online study groups in which learners work together.
The e-Science movement is offering access to
expensive and scarce high-level tools, presenting
learners with unique opportunities to engage in the
kinds of research conducted by professional scientists.
Another example is the Global Hands-On Universe
(HOU) programme, which is designed to promote
collaborative learning in astronomy; while the Digital
Humanities movement offers innovations such as the
Decameron Web, which constitutes an excellent
example of the Web providing access to scholarly
materials and offering students opportunities to
observe and emulate scholars at work (Brown and
Adler, 2008; Facer and Selwyn, cited in Sharpe,
Beetham and de Freitas, 2010; Punie, 2007). Learners
are also capable of creating and generating ideas,
concepts and knowledge and are frequently inspired
to do so. Blending, remixing and recombining ideas
help students to formulate creative solutions. The
ultimate goal of learning is to encourage this form of
creativity (McLoughlin and Lee, 2008a, p. 8). The
move from Web content produced by traditional
‘authoritative’ sources towards user-generated content
is also driving the move from instructor-dominated
classrooms and curricula towards more flexible and
interactive forms of learning. Students are taking
control of their own learning process, making
connections with peers, and producing new insights
and ideas motivated by a spirit of inquiry (Lee and
McLoughlin, 2007).
RECOMMENDATIONS
The role of higher education and research in
Africa has been identified and recognised as a
significant player in facilitating knowledge
creation and Africa’s development process
(NEPAD, 2005). It has however persistently faced
several challenges, particularly with growing
societal demands. With few resources, inadequate
capacity and a history of neglect, the sector has
been struggling over the years to respond to these
increasing demands, leading to on-going capacity
gaps. The sector has also suffered from inadequate
funding, weak governance and leadership, low
quality academic programmes, and stifled
academic freedom (Mohamedbhai, 2008; Sawyerr,
2004). These challenges require urgent
intervention for the sector to play a meaningful
role, more funding, governance, leadership, and
high quality academic programmes that are
relevant for sustainable development in most
African countries.
The government of different African countries
need to facilitate the establishment of
accreditation mechanisms for quality assurance of
their teacher education systems in the context of:
(i) massive expansion; (ii) globalization; (iii)
diversified teacher education providers, contents
and methods of delivery; and (iv) portability of
credits, certification and credentials.
African government (that is, local and urban
councils, Non-governmental departments,
ministries of Education, Transport, Finance,
Defence, National security etc.) need to
continuously train workers. Training needsto be a
compulsory and compensated policy for all
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personnel in all organizations; this can facilitate
access to information flow and reduce
unnecessary physical movement of files and
personnel from regional headquarters to central
headquarters. African Government needs to
reduce or eliminate import duties on ICT
equipment used for training and learning. This
will greatly reduce the prices of hard and software
prices currently in Africa and as consequence will
motivate people to buy these equipment.
Curriculum developers need to be congruent with
the educational vision, culture, and the context of
each region, locally and globally. There is need to
develop the vision and standards in stages, starting
with a core that can be expanded into a set of
standards, implemented with ICTs, for the
preparation and continuing professional
development of teachers and all educators.
The ICT curriculum needs to facilitate change
toward a more inclusive approach that promotes
positive and supportive interdependence between
students and teachers, while maintaining
individual accountability and autonomy.
The needs to promote inter-cultural collaboration,
and develop a learning community within and
between schools and countries, using shared and
complementary approaches with languages and
cultures.
CONCLUDING REMARKS
This paper addresses some of the multitude of factors
related to the future of learning in this digital age and
examines some of the reasons why twenty-first
century learning must change. Multiple factors are
driving change in the way students are educated, and
pressures vary from context to context with a common
message: most schools fall short in preparing learners
for the challenges ahead. Students need to learn more
adequately and are need to be equipped with the
necessary skills and knowledge for a more satisfying
and productive work life. Rethinking and
reconstructing education in terms of knowledge
creation and learning for development is an on-going,
never-ending process. It works in the context of the
present crises, and challenges plaguing education in
most African countries, but moves to transcend this
by creative integration of past successes with future
goals. Several guidelines for educational change can
be inferred from the current crisis in Africa. Foremost
is the need to tailor external models of curriculum to
the needs of all Africans; that is an indigenous
reorganisation of education based on existing
knowledge systems. African nations need suitable
institutions and programs for particular cultural and
national needs. Curriculum change should involve
teachers, learners, parents, and stakeholders of society
at every stage of decision-making; in addition
improved in-service training is essential. Curriculum
needs to be diversified to be relevant for the great
variety of social contexts found in each country. In the
light of the complexity of the challenges to education
in Africa there is need for a skilled body, the
intellectual community, the political community to
fashion solutions to address existing challenges. The
foregoing can contribute in accelerate the process of
integration, enabling the continent play its role in the
global economy, address multifaceted social,
economic, and political problems via its economic
development. This conceptual model captures issues
discussed in this work in relation to knowledge
creation and learning for development.
In the face of unharnessed opportunities to prepare
youths for citizenship, lack of innovation, loss of
capacity: the twenty-first century offers potential to
reaffirm the role of education with a view to
equipping younger and older learners to address
complex societal, economic, and environmental
issues. The transformation from teacher-led to self-
determined, self-directed learning will provide
learners with a range of competencies and skills
needed to succeed in the modern global economy.
Personalized and tailored instruction helps learners to
reach full potential; prepares them to interact with
their own communities, virtually and beyond,
confidently relate with persons of diverse cultures,
while continuing to learn throughout their lives.
Education should prepare learners for collaboration,
problem-solving scenarios that are persistent and lack
clear solutions. Real-world challenges are highly
complex, often ill-defined and interdisciplinary in
nature, spanning multiple domains (social, economic,
political, environmental, legal and ethical). Learners
need opportunities to reflect on their ideas, hone
analytical skills, strengthen critical and creative
thinking capacities, as well as demonstrate initiative.
The ability to evaluate new inputs and perspectives,
build new capacities and strengthen autonomy is
crucial. Neither teachers can overhaul the education
system on their own, nor can nations counteract
worldwide deficiencies in education systems in
isolation. Consequently, nations need to collaborate in
order to avoid the impending consequences if today’s
learners are not adequately prepared to collaboratively
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resolve the world’s economic, environmental, health,
social, and political challenges. Nations need to form
alliances in order to overcome obstacles to overhaul
education; each nation need to examine new ideas
from its citizens, increase the collective impact, and
innovatively tackle these challenges through regional
partnerships, and coalitions that accommodate local
needs and contexts. The elements and benefits of
promising practices and innovations can be shared
and those that work can be replicated. Ultimately, the
difficult work of radically transforming learning can
be leveraged through international networks.
The role of schools in the future and their capacity to
radically transform themselves remains uncertain: far
from proclaiming their impending obsolescence, it is
better to rethink the role of schools as a public
resource and radically re-imagine how they can
evolve. Nations must acknowledge the many reasons
why twenty-first century learning must be different.
They need to critically evaluate traditional education
to determine whether schools are living up to current
expectations and ask how successful their schools
actually are in equipping students to compete in a
global economy. Every nation has its vision of
twenty-first century education; many are aware of
new methods that have enjoyed at least some success
in their region, both in terms of pedagogy and teacher
development. Trilling and Fadel (2009) assert that
every nation can contribute to a global pool of
expertise on how best to implement twenty-first
century learning. Investment that produces successful
learning innovations in one nation can have a ripple
effect as other nations adopt and adapt these methods
for their own use. With increased international
cooperation and collaboration, each nation can
participate in building a global learning network as
dominant and pervasive as existing international
networks in business, finance, and communications.
There is broad agreement that in addition to literacy
and numeracy, twenty-first century learning must
include transferable skills such as critical thinking,
problem-solving, and civic values that prepare young
people for the workforce and active participation as
informed citizens (Anderson, 2014; Leadbeater and
Wong, 2010). This concern is now clearly reflected
among the education targets being proposed as part of
the global Sustainable Development Goals being
proposed for 2030.
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