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Author: Peter Darvas
Publisher: World Bank Publications
ISBN: 1464810516
Category : Education
Languages : en
Pages : 186
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Book Description
Despite a spectacular expansion of the higher education sector in Sub-Saharan Africa, the supply of tertiary education has generally failed to keep pace with demand and the region continues to lag all other regions in terms of access to tertiary education. This is in part a consequence of deeply entrenched patterns of inequitable access to higher education, and the perpetuation of what researchers refer to as “elite systems†?. To date, access to tertiary education in Sub-Saharan Africa has unduly benefitted students drawn from the region’s wealthiest households, and overall enrollment remains disproportionately male, and metropolitan. These factors stifle the catalytic potential of higher education, corroding its potential for driving economic growth and sustaining poverty reduction. Instead, patterns of access to tertiary education have generally reinforced and reproduced social inequality, instead of eroding its pernicious social and economic effects. This report aims to inform an improved understanding of equity in tertiary enrollment in Sub-Saharan African countries, and to examine the extent to which inequity functions as a bottleneck inhibiting the ability of African universities to effectively drive improvements in overall quality of life and economic competitiveness. In our survey of the evidence, we also aim to identify which policies most effectively address the challenge of promoting equity of access in SSA tertiary education systems. In order to achieve these objectives, the report collects, generates and analyzes empirical evidence on patterns of equity, examines the underlying causes of inequity, and evaluates government policies for addressing inequity.
Author: Peter Darvas
Publisher: World Bank Publications
ISBN: 1464810516
Category : Education
Languages : en
Pages : 186
Get Book Here
Book Description
Despite a spectacular expansion of the higher education sector in Sub-Saharan Africa, the supply of tertiary education has generally failed to keep pace with demand and the region continues to lag all other regions in terms of access to tertiary education. This is in part a consequence of deeply entrenched patterns of inequitable access to higher education, and the perpetuation of what researchers refer to as “elite systems†?. To date, access to tertiary education in Sub-Saharan Africa has unduly benefitted students drawn from the region’s wealthiest households, and overall enrollment remains disproportionately male, and metropolitan. These factors stifle the catalytic potential of higher education, corroding its potential for driving economic growth and sustaining poverty reduction. Instead, patterns of access to tertiary education have generally reinforced and reproduced social inequality, instead of eroding its pernicious social and economic effects. This report aims to inform an improved understanding of equity in tertiary enrollment in Sub-Saharan African countries, and to examine the extent to which inequity functions as a bottleneck inhibiting the ability of African universities to effectively drive improvements in overall quality of life and economic competitiveness. In our survey of the evidence, we also aim to identify which policies most effectively address the challenge of promoting equity of access in SSA tertiary education systems. In order to achieve these objectives, the report collects, generates and analyzes empirical evidence on patterns of equity, examines the underlying causes of inequity, and evaluates government policies for addressing inequity.
Author: Omar Arias
Publisher: World Bank Publications
ISBN: 1464813507
Category : Business & Economics
Languages : en
Pages : 296
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Book Description
Despite strong recent economic growth, Sub-Saharan Africa has levels of economictransformation, poverty reduction, and skill development far below those of other regions.Smart investments in developing skills—aligned with the policy goals of productivity growth,inclusion, and adaptability—can help to accelerate the region’s economic transformation inthe 21st century.Sub-Saharan Africa’s growing working-age population presents a major opportunity toincrease shared prosperity. Countries in the region have invested heavily in building skills;public expenditure on education increased sevenfold over the past 30 years, and more childrenare in school today than ever before. Yet, systems for building skills in this population havefallen short, and these shortcomings significantly impede economic prospects. In half of thecountries, fewer than two in every three children complete primary school; even fewer reachand complete higher levels of education. Learning outcomes have been persistently poor,leading to substantial gaps in basic cognitive skills—literacy and numeracy—among children,young people, and adults. The literacy rate of the adult population is below 50 percent in manycountries; functional literacy and numeracy rates are even lower.Systemwide change is required to achieve significant progress. Multiple agencies at thecentral and local levels are involved in skills development strategies, making skills “everyone’sproblem but no one’s responsibility.” Policies and reforms need to build capacity for evidence-based policies and create incentives to align the behaviors of all stakeholders with the pursuitof national skills development goals.The Skills Balancing Act in Sub-Saharan Africa: Investing in Skills for Productivity, Inclusivity,and Adaptability lays out evidence to inform the policy choices that countries will make in skillinvestments. Each chapter addresses a set of specific questions, drawing on original analysisand synthesis of existing studies to explore key areas:• How the skills appropriate to each stage of the life cycle are acquired and whatmarket and institutional failures affect skills formation• What systems are needed for individuals to access these skills, including familyinvestments, private sector institutions, schools, and other public programs• How those systems can be strengthened• How the most vulnerable individuals—those who fall outside the standard systemsand have missed critical building blocks in skills acquisition—can be supported.Countries will face trade-offs—often stark ones—that will have distributional impactsand a bearing on their development path. Committed leaders, reform coalitions, and well-coordinated policies are essential for taking on the skills balancing act in Sub-Saharan Africa.
Author: Chika Trevor Sehoole
Publisher: Springer Nature
ISBN: 3030785173
Category : Education
Languages : en
Pages : 213
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Book Description
This book examines student mobility within Africa. International student mobility is among the central activities of higher education internationalization. As the number of international students increase, so do the destinations, in both number and geographic diversity. Historically, international student mobility has followed South-North and North-North patterns. However, recent literature show the growth in North-South and South-South patterns of student mobility. There has also been a rise in regional mobility. In what is referred to in the book as intra-Africa mobility, the books explores and analyzes the patterns of intra-Africa mobility based on seven African countries: South Africa, Kenya,Uganda, Nigeria, Ghana, Senegal and Egypt. The editors and contributors addressthree central research questions: Why did the students choose the country they are studying in? Why did they choose the institution they are studying in? What are their academic and social experiences in these countries and their respective institutions? This book is the first comprehensive exploration of intra-Africa student mobility in a field that traditionally centers on the Global North.
Author: Ashwin, Paul
Publisher: African Minds
ISBN: 1928331904
Category : Education
Languages : en
Pages : 322
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Book Description
In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development? These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent. Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa. It is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits. This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues.
Author: Alexander W. Wiseman
Publisher: Emerald Group Publishing
ISBN: 1838674179
Category : Education
Languages : en
Pages : 255
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Book Description
This year’s edition brings together research and essays on comparative education trends and directions written by professional and scholarly leaders in the field. Topics covered include theoretical and methodological developments, reports on research-to-practice, area studies and the diversification of comparative and international education.
Author: Christine Scherer
Publisher: Routledge
ISBN: 1000589048
Category : Education
Languages : en
Pages : 248
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Book Description
Drawing on insights from across Africa, this book investigates the discourses and practices that guide doctoral training today. Higher education is regarded as key for driving development and innovation, creating an informed knowledge base equipped to tackle local and global challenges. For too long external forces defined education in the continent, but now African countries are revitalising higher education, designing doctoral training to fit distinctly African needs and contexts. This book investigates the history, present and future potential of doctoral training on international, regional, national and institutional levels. Bringing together expertise from both research and practice, the book analyses the frameworks and structures of the doctoral phase, and how institutions, supervisors, mentors and young scholars meet the challenges of training in real life. The book covers issues such as access to education, proactive recruitment, funding issues, practitioner expertise, enrolment and drop-out, across a range of countries including South Africa, Mozambique, Ethiopia, Nigeria, Benin, Ghana and Morocco. This book will be a rich resource for higher education administrators and policy makers, as well as researchers and academics with an interest in higher education in Africa.
Author: Obed Mfum-Mensah
Publisher: Berghahn Books
ISBN: 1789209145
Category : Social Science
Languages : en
Pages : 206
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Book Description
Westerners have long represented Africans as “backwards,” “primitive,” and “unintelligent,” distortions which have opened the door for American philanthropies to push their own education agendas in Africa. We Come as Members of the Superior Race discusses the origin and history of these dangerous stereotypes and western “infantilization” of African societies, exploring how their legacy continues to inform contemporary educational and development discourses. By viewing African societies as subordinated in a global geopolitical order, these problematic stereotypes continue to influence education policy and research in Sub-Sahara Africa today.
Author: Chrissie Bowie
Publisher: African Books Collective
ISBN: 1928502229
Category : Education
Languages : en
Pages : 182
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Book Description
Drawing on the South African case, this book looks at shifts in higher education around the world in the last two decades. In South Africa, calls for transformation have been heard in the university since the last days of apartheid. Similar claims for quality higher education to be made available to all have been made across the African continent. In spite of this, inequalities remain and many would argue that these have been exacerbated during the Covid pandemic. Understanding Higher Education responds to these calls by arguing for a social account of teaching and learning by contesting dominant understandings of students as decontextualised learners premised on the idea that the university is a meritocracy. This book tackles the issue of teaching and learning by looking both within and beyond the classroom. It looks at how higher education policies emerged from the notion of the knowledge economy in the newly democratic South Africa, and how national qualification frameworks and other processes brought the country more closely into conversation with the global order. The effects of this on staffing and curriculum structures are considered alongside a proposition for alternative ways of understanding the role of higher education in society.
Author:
Publisher: BRILL
ISBN: 9004464018
Category : Education
Languages : en
Pages : 255
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Book Description
This book enters the discourse of the scholarship of teaching and learning in higher education in Africa. The book provides critical insights comprising topical themes from transformation, citizenship and gender, researching to ethical perspectives of teaching and learning.
Author: African Union
Publisher: UNESCO Publishing
ISBN: 923100574X
Category : Political Science
Languages : en
Pages : 256
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Book Description
