The Outcome of Constructive Alignment between Open Educational Services and Learners' Needs, Employability and Capabilities Development: Heutagogy and Transformative Migration among Underprivileged Learners in Rwanda

Autor/in	Nkuyubwatsi, Bernard
Titel	The Outcome of Constructive Alignment between Open Educational Services and Learners' Needs, Employability and Capabilities Development: Heutagogy and Transformative Migration among Underprivileged Learners in Rwanda
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1198522 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nkuyubwatsi, Bernard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1198522
Schlagwörter	Alignment (Education); Open Source Technology; Employment Potential; Student Needs; Capacity Building; Migration; Disadvantaged; Interviews; High School Graduates; College Students; Independent Study; Access to Education; Transformative Learning; Case Studies; Educational Experience; Student Attitudes; Foreign Countries; Rwanda + Suchen Sie Ihr Suchwort? Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Interviewing; Interviewtechnik; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Collegestudent; Selbststudium; Education; Access; Bildung; Zugang; Bildungszugang; Pädagogische Transformation; Case study; Fallstudie; Case Study; Bildungserfahrung; Schülerverhalten; Ausland; Ruanda
Abstract	While teachers play an important role in education and supporting learning, many learners in under-resourced settings are not privileged to have access to teachers. Some of these underprivileged learners deal with the issue by engaging in self-determined and self-directed learning. Their efforts sometimes pay off with access to formal higher education and financial resources they would not access otherwise. This paper reports and discusses data from interviews with two secondary education graduates who hunted and learned on their own notes from the field of "Math-Physique" (Mathematics and Physics), took national exams as non-formal learners and won government sponsorship and student loans that are highly competitive in Rwanda. The informants subsequently completed their undergraduate education in Physics and Applied Mathematics, respectively. One of them was completing his master's degree course in Applied Mathematics at the time of the interview. The data revealed decision-making, dedication and perseverance as key attributes of these learners. The informants adopted different strategies vis-à-vis challenges they encountered when they were learning on their own, and none of them surrendered. This study may benefit underprivileged learners as well as educators and institutions that are interested in opening up higher education in under-resourced settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01