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Author: Ephraim T. Gwaravanda
Publisher: BRILL
ISBN: 9004442103
Category : Education
Languages : en
Pages : 222
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Book Description
How can African philosophy of education contribute to contemporary debates in the context of complexities, dilemmas and uncertainties in African higher education? The capacity for self-reflection, self-evaluation and self-criticism enables African philosophy of higher education to examine and re-examine itself in the context of current issues in African higher education. The reflective capacity is in line with the Socratic dictum ‘know thy self.’ African Higher Education in the 21st Century: Epistemological, Ontological and Ethical Perspectives responds to the demands for reflection and self-knowledge by drawing from ontology, epistemology and ethics in an attempt to address issues that affect African higher education as they connect with the past, present and future.
Author: Willie Pearson Jr.
Publisher: Springer Nature
ISBN: 3030654176
Category : Business & Economics
Languages : en
Pages : 417
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Book Description
The world is not an equal place. There are high- and low-income countries and high- and low-income households. For each group, there are differential educational opportunities, leading to differential educational outcomes and differential labor market opportunities. This pattern often reproduces the privileges and inequalities of groups in a society. This book explores this differentiation in education from a social justice lens. Comparing the United States and South Africa, this book analyzes each country’s developmental thinking on education, from human capital and human rights approaches, in both primary and higher education. The enclosed contributions draw from different disciplines including legal studies, sociology, psychology, computer science and public policy.
Author: Paul Tiyambe Zeleza
Publisher: Unisa Press
ISBN: 9782869781245
Category : Education
Languages : en
Pages : 338
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Book Description
As the twenty-first century unfolds, African universities, and indeed universities everywhere, are undergoing unprecedented change and confronting multiple challenges brought about by the vast and complex processes of globalisation and technological change. Powerful internal and external forces - political, pecuniary and paradigmatic - are reconfiguring all aspects of university life constituted around the triple mission of teaching, research and service. The need for redefining the role and defending the importance of universities has never been greater. How are African universities trying to balance the demands of autonomy and accountability, expansion and excellence, equity and efficiency, diversification and differentiation, internationalisation and indigenisation in the face of liberalisation and privatisation, and as they address the new challenges of knowledge production and dissemination, of Africanising global scholarship and globalising African scholarship? What innovative approaches can they adopt to facilitate the sustainable development of African economies, societies and polities? The two volumes in the Codesria Book Series address these issues. They articulate new values and missions for African universities, and define effective strategies to meet the challenges. Written by some of Africa's leading educators , Volume I examines the implications of the neo-liberal reforms and the new information technologies on African higher education, while Volume II interrogates the changing social dynamics of knowledge production, university organisation, and public service and engagement.
Author: Ephraim T. Gwaravanda
Publisher: BRILL
ISBN: 9004442103
Category : Education
Languages : en
Pages : 222
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Book Description
How can African philosophy of education contribute to contemporary debates in the context of complexities, dilemmas and uncertainties in African higher education? The capacity for self-reflection, self-evaluation and self-criticism enables African philosophy of higher education to examine and re-examine itself in the context of current issues in African higher education. The reflective capacity is in line with the Socratic dictum ‘know thy self.’ African Higher Education in the 21st Century: Epistemological, Ontological and Ethical Perspectives responds to the demands for reflection and self-knowledge by drawing from ontology, epistemology and ethics in an attempt to address issues that affect African higher education as they connect with the past, present and future.
Author: Damtew Teferra
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 746
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Book Description
This book is a comprehensive survey of all aspects and dimensions of higher education in Africa.
Author: Elsa Mentz
Publisher: AOSIS
ISBN: 1928396879
Category : Education
Languages : en
Pages : 274
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Book Description
This book is devoted to scholarship in the field of self-directed learning in the 21st century, with specific reference to higher education. The target audience of the book includes scholars in the field of self-directed learning and higher education. The book contributes to the discourse on the quality of education in the 21st century and adds to the body of scholarship in terms of self-directed learning, and specifically its role in higher education. Although all the chapters in the book directly address self-directed learning, the different foci and viewpoints raised make the book a rich knowledge bank of work on self-directed learning.
Author:
Publisher: BRILL
ISBN: 9004464018
Category : Education
Languages : en
Pages : 255
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Book Description
Historically, African higher education teaching and learning have relied on Western models, paradigms, assumptions, concepts and procedures, among other research related aspects. Western hegemony and ideology has influenced and continues to influence the epistemologies and both the methods and outcome of higher education research. The connection between teaching and learning is that teaching generates new forms of learning and learning challenges methods of teaching. Western claims to universality, objectivity and neutrality have dominated research paradigms in African higher education institutions to the detriment of alternative approaches and conceptions of knowledge. Methods aligned to African teaching and learning are often unrecognised and thus underutilised despite calls for the mantra for decolonial research methods. What are the African indigenous ways of teaching and learning? How are they related to the present African university? These puzzling questions provoke the minds of scholars on Africa to confront the discourse on decolonisation of higher education as they engage head-on and interrogate contemporary teaching and learning methods. Mediating Learning in Higher Education in Africa: From Critical Thinking to Social Justice Pedagogies provides critical reflections to some of the above questions that affect African Higher Education as it seeks to transform itself and provide directions for the future.
Author: J. F. Ade Ajayi
Publisher: Ohio University Press
ISBN:
Category : Education
Languages : en
Pages : 292
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Book Description
There have been institutions of higher learning for centuries in Africa, but the phenomenal growth has taken place in the last fifty years, first in the later days of colonialism and then in the heady days of independence and commodity boom. Without them, there would have been no development. The three highly distinguished authors have written the first comprehensive assessment of universities and higher education in Africa south of the Sahara. As can be seen from their biographies, they draw on experience from both francophone and anglophone Africa and from teaching in both the sciences and the arts.
Author: Luescher, Thierry M.
Publisher: African Minds
ISBN: 192833122X
Category : Education
Languages : en
Pages : 282
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Book Description
The second volume of the African Higher Education Dynamics Series brings together the research of an international network of higher education scholars with interest in higher education and student politics in Africa. Most authors are early career academics who teach and conduct research in universities across the continent, and who came together for a research project and related workshops and a symposium on student representation in African higher education governance. The book includes theoretical chapters on student organising, student activism and representation; chapters on historical and current developments in student politics in Anglophone and Francophone Africa; and in-depth case studies on student representation and activism in a cross-section of universities and countries. The book provides a unique resource for academics, university leaders and student affairs professionals as well as student leaders and policy-makers in Africa and elsewhere.
Author: Philip G. Altbach
Publisher: JHU Press
ISBN: 9780801880353
Category : Education
Languages : en
Pages : 572
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Book Description
This new edition explores current issues of central importance to the academy: leadership, accountability, access, finance, technology, academic freedom, the canon, governance, and race. Chapters also deal with key constituencies -- students and faculty -- in the context of a changing academic environment.
Author: Philip G. Altbach
Publisher:
ISBN: 9780872062528
Category : Comparative education
Languages : en
Pages : 92
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Book Description
This collection of nine essays focuses on the challenges of providing higher education to growing numbers of students around the world. The essays include: (1) "Global Challenge and National Response: Notes for an International Dialogue on Higher Education" (Philip G. Altbach and Todd M. Davis); (2) "Global Challenges and the Chinese Response" (Min Weifang); (3) "The Transformation of an Imperial Colony into an Advanced Nation: India in Comparative Perspective" (Suma Chitnis); (4) "Higher Education in Africa: Challenges and Strategies for the 21st Century" (George S. Eshiwani); (5) "South Africa: Future Prospects" (Nasima Badsha); (6) "Latin America: National Responses to World Challenges in Higher Education" (Simon Schwartzman); (7) "Universal Problems and National Realities: Japan in Comparative Perspective" (Akimasa Mitsuta); (8) "Current Issues and Future Priorities for European Higher Education Systems" (Barbara Sporn); and (9) "A Regional Perspective: Central and Eastern Europe" (Peter Darvas). (Some essays contain references.) (MDM)
