Breaking the Fetters of Higher Education in Sub-Saharan Africa

Autor/inn/en	Asamoah, Moses Kumi; Mackin, Eva Esi
Titel	Breaking the Fetters of Higher Education in Sub-Saharan Africa
Quelle	In: International Journal of Educational Administration and Policy Studies, 7 (2015) 1, S.6-16 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2141-6656
Schlagwörter	Foreign Countries; Higher Education; Appropriate Technology; Educational Development; Educational Innovation; Barriers; Teacher Competencies; Teaching Skills; Mentors; Access to Education; Relevance (Education); Educational Facilities; Research Projects; Technology Uses in Education; Learner Controlled Instruction; Problem Based Learning; Faculty Development; Evaluation Criteria; Institutional Characteristics; Performance Factors; School Effectiveness; Africa + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsentwicklung; Instructional innovation; Bildungsinnovation; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Education; Access; Bildung; Zugang; Bildungszugang; Relevance; Relevanz; Bildungsstätte; Forschungsvorhaben; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Problem-based learning; Problemorientiertes Lernen; Leistungsindikator; Schuleffizienz; Afrika
Abstract	Higher education institutions (HEI) are established to address human resource needs by producing graduates with the relevant knowledge, skills and attitude for the labour market and improving the country's ability to maximize its long-term economic, social and political developments. The fetters of higher education are the challenges bedeviling its growth and development. This paper focuses on appropriate technology and innovations needed to break these fetters. Desktop research was used for data collection and textual analysis was deployed to analyze data. Results showed there were inadequate skilled lecturers, poor mentorship scheme, inequitable access, irrelevant curriculum, scarcity of lecture halls, inadequate research initiative and low ICT-mediated education. It is recommended that learner-centred and a problem-based instructions must be adopted, lecturers should be mentored and trained in the art and skill of teaching; assessment method must challenge students to perform at higher cognitive level of understanding, ICT-driven education should be adopted to impact equitable access, quality and cost of education. (As Provided).
Anmerkungen	Academic Journals. e-mail: IJEAPS@academicjournals.org; Web site: http://www.academicjournals.org/journal/IJEAPS
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01