Access, Quality, Global Access to Higher Education in Africa
Introduction
According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), access to education is a “human right for all throughout life and that access must be matched by quality” (UNESCO, 2016. Themes: Education for the 21st Century section, para. 2). More than ever before, the affordances of Information Communication Technologies (ICTs) has made it possible to expand access of affordable higher education to underrepresented populations in both developed and developing countries (Olcott, 2013). This is especially true since open education, that is, open distance learning (ODL) and Open Educational Resources (OERs) provide affordable access to higher
Expanding access to higher education must ensure equal distribution of resources for everyone: that the same quality of education available to privileged groups that have always had access to higher educational and adequate resources are available to groups that are historically left out of the access and benefits of higher education; that in the case of South Africa, government and stakeholders ensure that the apartheid admission preferences are eradicated so as to level the playing field (Naidoo, 1998); that well deserving student who come from an underserved or disadvantaged group have access to higher education; and finally, that the use of technology as a vehicle to broaden access by way of open and distance learning (ODL), not only provides access to higher education, but also provides high quality educational programs that are compatible with the job market at an affordable cost to learners (McMillan Cotton,
In addition, The State of Education in Africa Report 2015 (SEAR) reports that only 6% of college age students in the sub-Saharan Africa are college students compared to 26% of college students who are in the same age group, globally. In addition, the ratio of professor to student is 50% more in African universities than universities across the globe (SEAR, 2015). This questions the effectiveness of teaching and learning or whether goal and objectives are met or even if they are meeting the goals of UNESCO in providing equitable quality education to
“The 10K-B.A. rethinks the costliest part of higher education – the traditional classroom teaching” (1); instead, there is a higher reliance on online and distance-learning alternatives to make the cost of higher education more affordable. Prior to publication of “My Valua...
Murray believes that education systems in general are not efficient because they have an incorrect foundation. Murray believes that “Full participation in any culture requires familiarity with a body of core knowledge” (235). To expand, the specific subjects that young students are learning is not necessary, and students should be learning instead the fundamentals of what makes an individual culturally capable. Murray believes that this body of core knowledge should come before studying in a specific field of research. However, not only are the education systems broken, but it’s obvious that closed-space learning environments in modern-day learning institutions will be limited. Amy Collier, an advocate for open-online education, states that there are problems of access, inequities, quality, and relevance in this limited system, but that the perception of brokenness in this system should instead be a perception of
In his article, “Can You Be Education from a Distance?”, James Barszcz effectively weighs the pros and cons of online education compared to the traditional method, while effectively supporting his position with factual information and statistics. While distance education proves to be convenient for students, Barszcz asserts that it eliminates valuable experiences necessary in order to get the most out of the material being learned.
Potashnik, Michael; Capper, Joanne (1998). Distance education: Growth and diversity. Finance & Development: Vol. 35 (pp. 42 - 45).
...is course that I did not expect to learn. I have learned of the countless African achievements and advancements that others have taken credit for. This seemingly underdeveloped continent is home to some of the greatest empires such as Ghana and Great Zimbabwe. Its political advancements are just as impressive with the concept of monarchy having been developed there. Africa’s wonders also lie in its vast culture being home to many mathematical advancements and the creation of impressive architecture. And these are only some of the magnificent achievements within the continent. I have learned of African struggles from slavery to gender discrimination as well as of its success at overcoming these obstacles. My perception of Africa has completely changed after taking this course. It has introduced me to so many facts about the region that I was previously unaware of.
Although, I concede that a lot have been done to improve education in recent years, nonetheless, I still insist that the country cannot improve the human capital needed with the continuous education failures. I sense that the improved education that the minister of education advocated for “our children” and for the future of Tanzania in 2006 is not yet a reality. The national examination results each year, public cries, blog posts, and other compelling evidence from several reports, for example, URoT- MoEVT (2012); Uwezo, (2012); Sumra & Katabaro, (2014) provide a verification regarding the poor education system. The approach for education improvement must be beyond the poor learning environment in schools to the uplifting of the marginalized children from poverty backgrounds. They cannot access quality education, if they continue to live in the punitive effect of
Certainly, nonprofit organizations have been appreciated as Africa’s ‘magic artillery’. For example, for decade, it has raise our national income levels, reduce poverty, support democracy, ameliorate child mortality, enhance fertility, promote civil societies, and empowers the vulnerable (particularly women). The unfortunate setback is that African countries have had an extremely slow improvement in nonprofit educational curriculums in recent years. For instance, we have observed certain hybrid programs offered here and there in several African business schools. Relatedly, we have noticed with total dismay how African scholars have not appreciated the nonprofit education programs in our continent. A progressive education achieves two obligations: first, it interconnects different methods of teaching from various institutions to encourage a universal scholarship, as well as contribute toward fortifying global knowledge. Secondly, it raises the profile of those who are able to access education at different levels. The conclusion is that redefining, reassessing, and refocusing the nonprofit education in Africa is essential for development in Africa, however, nonprofit education policy must form an integral part of a wider society that encourages and appreciates equity in nonprofit education. For instance, a nonprofit educational equity depends on two main factors. The first is fairness, which implies that factors specific to one's personal condition should not interfere with another one’s potential for academic success. The second important factor is “inclusion,” which should be a comprehensive standard that applies to all in a certain education system (OECD.org, 2008). These two factors closely relate and depend on each other for an educational system's success. Therefore, to
Education is an important factor in developing an individual to fit in the various systems of the progressing world. Higher education in the 21st century is important for the success of any society, especially in modern America. It is an asset in the context of the global economy because it develops the workforce and talent that will eventually lead the social, economic, political, and cultural change in a nation and globally. As much as it is important, it faces political, economic, cultural, and social challenges in its establishment. The opportunity to obtain higher education is a privilege to any individual given the national and global challenges that affect this level of education.
...rding to Dr. Anyanwu (pg. 13). Moreover, Dr. Anyanwu argues, “African people need to acknowledge their own role in contributing to Africa’s problems, and their responsibility for resolving them”. In doing so, African people will gain the tools to fight for their political freedom. Africans must learn how to embrace their past and make a change for the better. Instead of teaching Africans a structured lesson, concientization allows the student to think for him/her self and develop self-worth and realize their full potential. The education system in Africa is failing the students, students ought to be learning critical skills in order to have a personal self awareness of their own contributions of making their world a better place, not only for the now, but for future generations, to end the struggle and those who stand in their way to success, once and for all.
EFA Goal 3 is formulated to fulfil students’ basic learning needs through “equitable access to appropriate learning and life-skills programmes” (UNESCO. 2000, p.16). Goal 4 of SDGs declares one of the development agendas beyond 2015 clearly, “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UN, 2014, p.6). The spotlight of “equitable access” and “equitable quality education”, on the one hand, has justified “equity” as a prerequisite for good quality education. On the other hand, it has drawn policymakers’ attention to the theme of “equity” in education. This can be seen in the case of China.
Education, the means of instilling moral values, norms and means of knowledge probably started with humans from the beginning of existence. Formal education started in Ghana in the early 1800s from Cape Coast in the central region and later spread to other coastal areas in the tropics and finally reached the Northern Territories after about 100 years. Education is a fundamental human right that belongs to every person. At an early age I was taught that there is no shelf life on a good education. While I did not understand this concept then, as I grew older it became clearer that a person’s education is closely
Education was and still is thought to be one of the most vital aspects in an individual’s life. The cry was to strengthen existing schools, build new ones, and appoint proficient teachers in spite of their past or current allegiances and build a positive learning and teaching atmosphere for both educators and learners. However, for Africa nothing is going as hoped.
Ward, Nadia L. "Improving Equity and Access for Low Income and Minority Youth into Institutions of Higher Education." Urban Education 41.1 (2006): 50-70. Web. 17 Dec.2013
Social mobility is an aspect of life that can be equivalent to achieving the American dream. One of the most pressing social justice issues of the twenty-first century is providing the opportunity for every American to pursue an education that could potentially unlock a life of reward and fulfillment. Achieving this goal, however, remains a formidable challenge, especially given the wide disparities in postsecondary access among Black, Hispanic, and low income students. As programs become available that permit people of lower class to gain access to higher education, their future earnings and the future educational success of their children are enhanced. Social mobility has been slowly rising, and with each passing year the hope of achieving
The issue presented here, deals with education in Angola before, during and after independence. In addressing the issue of education in Angola, either starting from a historical perspective or analyzing it from a sociological perspective, feels almost "obliged" to dwell in the colonial period to be the benchmark in the emergence of education in Angola, as well as many other African countries during the European colonial presence, since education developed by Africans before the colonial presence, in various regions of Africa, was based on a non-formal framework.