Academic literature on the topic 'African Higher Education and Research Space (AHERS)'
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Journal articles on the topic "African Higher Education and Research Space (AHERS)"
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Madikizela-Madiya, Nomanesi, and Abraham Tlhalefang Motlhabane. "Educational Research Ethics Committees as Space for Situated Learning in Higher Education." Education Research International 2022 (August 23, 2022): 1–10. http://dx.doi.org/10.1155/2022/7971812.
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This paper contributes a different perspective to the debates regarding the role of research ethics committees (RECs) in educational and social sciences research. It identifies limited explicit engagements from such debates about how academics who serve in RECs can learn from these committees towards academic growth and development in and beyond being ethical researchers. We (the authors) follow a duoethnographic method to reflect on our experiences of learning from one committee in a South African university. We argue that, notwithstanding the identified shortcomings in some of the REC committees, they can also be spaces for situated learning. Based on our experience, we identify several ways in which these committees can be resourceful. (1) They can empower the less experienced members through observation and interaction with the experienced. (2) They provide opportunities for the transfer of “knowledge power” to beyond the committee for quality research and postgraduate supervision practices. (3) They can be a solution to the limited research supervision capacity in some institutions. The paper also extends the understanding of the situated learning theory as we add ‘visitors’ as an element of the community of practice.
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Madondo, Elvis. "Navigating the Contours of Ethical Research in Higher Education: An African Perspective." African Journal of Inter/Multidisciplinary Studies 3, no. 2021a (2021): 86–96. http://dx.doi.org/10.51415/ajims.v3i1.978.
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This study explores the plethora of challenges encountered in ensuring that research conducted in higher education institutions (HEIs) in Africa is ethical and morally unobjectionable. The study reflects on the roles and accountabilities of various stakeholders in contributing to the various challenges, either directly or indirectly. Data were collected using a narrative review of literature. Several challenges militate against the conduct of ethically sound research. The challenges can be categorised at two levels: the individual level and the system level. They include but are not limited to the lack of ethical awareness among emerging researchers, researchers not embracing ethics as their full responsibility, and the prevalence of a wide knowledge gap between researchers and participants. On the part of HEIs, challenges such as the lack of functional ethics committees, institutions’ failure to improve ethical literacy among emerging researchers, and a lack of mechanisms to monitor researchers’ conducts during the course of studies, particularly in empirical research, have been identified. A focus on the wider African research space illuminates such challenges as language barriers, diverging cultural and religious practices, rules and regulations of the land, and lower literacy levels in some parts of the continent. To mitigate these challenges, we recommend that HEIs should prioritise the conduct of ethical research through increased funding, through the institution of monitoring mechanisms, and through ensuring that highly and appropriately qualified personnel are constitutive of ethics committees to ensure best practice.
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Dawood, Quraisha, and Brenda Van Wyk. "Postgraduate Research during COVID-19 in a South African Higher Education Institution: Inequality, Ethics, and Requirements for a Reimagined Future." African Journal of Inter/Multidisciplinary Studies 3, no. 2021a (2021): 1–12. http://dx.doi.org/10.51415/ajims.v3i1.966.
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COVID-19 has distorted the teaching and learning pedagogy, as well as the research process of higher education institutions, particularly in Africa. This pandemic-imposed restrictions on movement and demanded a shift to online interaction. This blurred the lines between work and home life and has exacerbated the deep chasms of inequality upon which South African society operates. Established on empirical evidence, substantiated by documentary data, this paper explores how these existing inequalities, exacerbated by COVID-19, manifest in the postgraduate research space of South African higher education institutions. Qualitative data were collected during a recorded focus group interview, and thematically analysed. Through a Neo-Weberian lens, it will illustrate that the pandemic, among other challenges, posed significant ethical challenges to honours students completing their research projects, in turn, shifting policies and requirements of higher education institutions (HEIs) themselves to ensure the protection of their students and quality of research output. These include concerns around digital exclusion, locating participant consent, as well as the collection of data via online channels (Zoom, WhatsApp, Skype) and their privacy parameters. Considering these gulfs of inequality, the paper recommends key requirements for the future of ethically sound research in higher education in South Africa.
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Newlin, Marongwe, and Masha Anthony. "Resilience of Female Academics in Rural South African Higher Education amid the COVID-19 Pandemic." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 11, no. 1 (March 1, 2022): 131–57. http://dx.doi.org/10.31920/2634-3622/2022/v11n1a7.
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Abstract The aim of the study was to explore how female academics in rural South African higher education developed resilience by balancing the pressures caused by the COVID-19 pandemic, work, and house chores; and rose above the harsh situations. Some people in Africa and across the globe argue that females do not enjoy the same privileges and opportunities at home and work because of patriarchy and societal norms that reinforce family and organisational practices favouring the male counterparts. The study adopted a qualitative research approach and a case study design. A purposive sampling technique was used to choose nine participants from three rural universities. Telephonic interviews were used for data collection, and the data were thematically analysed. This study found that female academicians were faced with a myriad of challenges, but influences from within the self helped them to build resilience. The study concluded that no matter what hurdles are along the way, women have learnt to fight for their space. The implication drawn from the study’s findings is that failure to address the challenges faced by female academics, especially regarding the workload policy, impacts negatively on the quality of work done and slows down knowledge production. Consequently, the study recommended that employers in higher education should come up with a workload policy/model that allows female academics to work more efficiently and effectively contributing constructively to knowledge production in higher education.
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Lynn, Marvin, Jennifer Nicole Bacon, Tommy L. Totten, Thurman L. Bridges, and Michael Jennings. "Examining Teachers’ Beliefs about African American Male Students in a Low-Performing High School in an African American School District." Teachers College Record: The Voice of Scholarship in Education 112, no. 1 (January 2010): 289–330. http://dx.doi.org/10.1177/016146811011200106.
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Background/Context The study examines teachers’ and administrators’ perspectives on the persistent academic failure of African American male high school students. The study took place between 2003 and 2005 in a low-performing high school in Summerfield County, a Black suburban county in the Mid-Atlantic region of the United States with a poverty rate below 8%, according to the 2000 United States census. At the time of the study, there were a number of initiatives across the state designed to address what was being referred to as “the minority achievement gap.” The researchers—most of whom were African American faculty and graduate students at the University of Maryland—were interested in understanding what teachers and other school personnel such as counselors and administrators would have to say about why African American students, particularly males, tended to persistently underperform on standardized measures of achievement, had higher rates of suspension and expulsion from school, were overrepresented in special education, and had significantly higher dropout rates than all other subgroups in this mostly Black and middle-class suburban school district. Purpose and Research Questions In the present article, we build on the work of scholars of critical race studies in education and scholars concerned about teachers’ impact on student achievement to explore teachers’ beliefs about African American students, and we discuss the possible implications for African American males in troubled schools. We used critical race ethnographic methods to collect data on the following research questions: (1) How does a low-performing high school in a low-performing school district cope with the persistent problem of African American male underachievement? (2) In particular, how do teachers and administrators understand the problem? (3) How might this impact their ability to work successfully with African American male students? Setting The study took place in Summerfield County, a majority-Black suburban county in the Mid-Atlantic region of the United States. The county is known as the wealthiest Black county in the nation. With over 100,000 students, its school district is one of the largest and lowest performing in the state. At the time of the study, the district was ranked 23rd out of 24 districts in the state in measures of standardized achievement. The research took place in a midsized all-Black high school in a section of the county that is contiguous with one of the poorer sections of a nearby city. The high school, with a 99% Black population of slightly fewer than 1,000 students, was one of the lowest performing high schools in the district. Participants The main participants in the study consisted of two groups: (1) a sample of 50 teachers, administrators, and counselors, and (2) a subsample of 6 teachers in art, music, technology, social studies, and math who participated in ongoing individual interviews, a focus group, and classroom observations. Research Design This study involved a series of focus groups, formal and informal interviews with teachers, counselors, and administrators, and 18 months of ethnographic observations in the school. Conclusions Researchers found that school personnel overwhelmingly blamed students, their families, and their communities for the minority achievement gap. In short, the school was pervaded by a culture of defeat and hopelessness. Ongoing conversations with a smaller group of teachers committed to the success of African American male students revealed that the school was not a safe space for caring teachers who wanted to make a difference in the lives of their students.
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Callaghan, Chris. "Gender moderation of intrinsic research productivity antecedents in South African academia." Personnel Review 46, no. 3 (April 3, 2017): 572–92. http://dx.doi.org/10.1108/pr-04-2015-0088.
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Purpose Ascription theory together with human capital theory both predict that, over time, the scarcity of knowledge and skills in increasingly complex working contexts will “crowd out” the influence of arbitrary characteristics such as gender. The purpose of this paper is to test the extent to which job performance determinants of research productivity differ by gender in their contributions to research productivity, in the developing country (South Africa) context, in which gender and other forms of historical discrimination were previously endemic. Design/methodology/approach Research output was measured as published journal articles indexed by Thomson Reuters Institute for Scientific Information, ProQuest’s International Bibliography of the Social Sciences and the South African Department of Higher Education and Training, as well as conference proceedings publications, conference papers presented and published books and book chapters. Structural equation modelling, with critical ratio and χ2 tests of path moderation were used to test theory predicting gender (sex) differences moderate the potential influence of certain intrinsic determinants of job performance on research productivity, as a form of academic job performance. Findings Gender is found to moderate the relationship between experience and research productivity, with this relationship stronger for men, who are also found to have higher research output. This is considered a paradox of sorts, as English and African home languages, which proxy racial differences in societal and economic disadvantages and unequal opportunities, are not significantly associated with research output differences. Findings further suggest none of the tested intrinsic effects are moderated by gender, contesting theory from general work contexts. Research limitations/implications This research applied a cross-sectional design, and did not apply causal methods, instrumental variables or controls for endogeneity. Nevertheless, these are limitations shared with most research in the human resources field, which is constrained by the type of data available in organisational contexts. Further research might do well to investigate non-intrinsic influences on research productivity which may be vulnerable to differences in societal gender roles. Originality/value This research offers a novel perspective of research productivity and gender inequality in a developing country context of increasing diversity, which might offer useful insights into other contexts facing increasing diversity in higher education. The problem of gender-based inequality in research productivity is empirically identified, and little evidence is found to support the notion that intrinsic effects, including core self-evaluations, are at the heart of this problem. Arguably, these findings reduce the problem space around gender inequality in research productivity, in a context in which other forms of disadvantage might no longer manifest in research productivity inequality.
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Ejoke, UP, PC Enwereji, and JE Chukwuere. "An Analysis of the #FeesMustFall Agenda and Its Implications for the Survival of Education in South Africa: The NWU Mafikeng Campus Writing Centre Experience." Research in World Economy 10, no. 3 (July 25, 2019): 65. http://dx.doi.org/10.5430/rwe.v10n3p65.
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The #FeesMustFall-protests were symbolic of unguided social dynamics as stakeholders directly or in directly (indirectly) scramble for escape due to the financial implications that fees increment would engender. South African government is aware of the importance of education in any growing economy as this was demonstrated in the agenda of the post-1994 government in prioritising primary and secondary education, even though the quality of education remained decidedly poor. However, same cannot be said for tertiary Universities in South Africa, the low priority granted to higher education over the past two decades had always been a bone of contention. This paper therefore attempts to interrogate various explanations for fees must fall movement and how this impact on the writing centre at the North-West University, Mafikeng Campus. In contextualizing this problem, the paper employed key elements of Altbach’s empirical theory of student movements. Using Focus Group discussion and by means of Atlas-ti statistical package, the paper demonstrated the richness of data available for analysis and reflects on correlated methodological challenges when attempting to understand student movements and the dynamic relationship between the University environment as well as the country-wide movement, the territorial space and that of writing centre experience during and after the protest. The paper concludes by reflecting and suggesting on elements of a possible research agenda on balancing education and economy.
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M Williams, Brittany, and Raven K Cokley. "#GhanaTaughtMe: How Graduate Study Abroad Shifted Two Black American Educators’ Perceptions of Teaching, Learning, and Achievement." Journal for the Study of Postsecondary and Tertiary Education 4 (2019): 227–44. http://dx.doi.org/10.28945/4424.
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Aim/Purpose: The purpose of this collaborative autoethnographic research study was to explore how a shared Ghanaian study abroad experience would (re)shape how two U.S. first-generation Black women doctoral students understood teaching, learning, and academic achievement. Through our experiences, we reflected on what a reimagining U.S. higher education could look like to facilitate a cultural shift in educational norms. Background: The centrality of whiteness in U.S. education contributes to the learning and unlearning of people of Black students. The promise of Ghana, then, represents a space for revisioning who we are and could be as student affairs and counselor educators through more African ways of knowing. Methodology: Collaborative Autoethnography (CAE) served as the methodology for this study. CAE can be described as a collaborative means of self-engagement (Chang, Ngunjiri, Hernandez, 2013; Chang, 2016) and is an interplay between collaboration, autobiography, and ethnography among researchers (Chang, Ngunjiri, Hernandez, 2013), where researchers’ experiences, memories, and autobiographical materials are gathered, analyzed, and interpreted to gain insight into a particular experience (Chang, Ngunjiri, Hernandez, 2013; Chang, 2016). Contribution: This study nuances ways of knowing and expectations around learning and accomplishment for Black students. This is done through following the journey of two Black women doctoral students in counselor education and student affairs who are deeply aware of the ways their classroom and educative practices contribute to the socialization and learning of Black children. This paper offers strategies for operationalizing more culturally responsive ways of engaging students and of enacting student affairs and counselor educator practices. Findings: The findings from this study have been synthesized into two major themes: (1) The reimagining of professional preparation; and (2) student and teacher socialization. Together, they reveal ways in which inherently Ghanaian practices and techniques of teaching and learning contribute to increased student engagement, educational attainment, and success. Recommendations for Practitioners: Higher education practitioners should consider how to apply Ghanaian principles of success and inclusion to ensure students can participate in campus programs and initiatives with minimal barriers (financial, social, and emotional) through collective commitment to inclusion, centering non-western constructs of time so that students have flexibility with institutional engagement, and design support systems for student leaders where collective rather than individual accomplishments are centered. Recommendation for Researchers: Researchers should consider shifting the centrality of positivist notions of scholarship in publication and research pipelines so that inherently African ways of knowing and being are included in the construction of knowledge. Impact on Society: This study has societal implications for the P-20 educational pipeline as it pertains to Black students and Black education. Specifically, there are implications for the many ways that we can affirm Black brilliance in U.S. public school settings, by acknowledging what and how they come to know things about the world around them (e.g., via singing, dancing, poetry, questioning). In terms of higher education in the U.S., this study calls into question how we, as educators and practitioners, position Black students’ ancestral knowledges as being both valid and valuable in the classroom. Future Research: Future researchers may wish to examine: (1) the direct suggestions for what inclusive education can look like from Ghanaians themselves as outsiders looking into U.S. education; (2) exploration of Black American and Ghanaian student perspectives and perceptions on teaching and learning in their respective countries, and (3) exploration of a broader range of Black people's voices including those of Black LGBT people, Black trans women, and non-millennial Black educators, for insight into making educational spaces more inclusive, transformative, and affirming.
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Hamad, Bushra. "Sudan Notes and Records and Sudanese Nationalism, 1918–1956." History in Africa 22 (January 1995): 239–70. http://dx.doi.org/10.2307/3171916.
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Sudan Notes and Records (hereafter SNR or simply “the journal”) was a leading African scholarly journal on Sudanese studies established by the British administration of the Anglo-Egyptian Sudan in 1918. Perhaps because of the high scientific standards it upheld throughout its life span, the political underpinnings that accompanied its foundation might not be so apparent. This study argues that, from its founding until the late 1940s, when the British administration was paving the way for a transfer of power to the Sudanese, SNR had ostensibly political orientations as reflected, among other things, in the editorial policy of the journal. The political leanings of SNR had two dimensions: internal and external.On the internal level, editorial policy in the 1920s favored notables and tribal chiefs, rather than the intelligentsia, by allotting space in this periodical to articles “written” by Sudanese sheikhs, a phenomenon occurring at a time when the policy of Indirect Rule figured most prominently in the calculation of the administration. In the late 1930s the administration courted the intelligentsia, offering them greater opportunities in the civil service and higher education abroad. The editorial policy of SNR favored these educated elements by publishing articles and correspondences written by the intelligentsia, including Sayyed Abd el-Rahman el-Mahdi, the patron of a prominent Sudanese political party—the Umma. Until independence in 1956, the Sudanization of contribution to the journal became one of the focal points of editorial notes.On the external level, the political bias of SNR was directly linked to the British policy vis-à-vis Egyptian claims of sovereignty over the Sudan. The study contends that one of the tactics the British used to separate the Sudan from Egypt was to foster the concept of nationalism among the Sudanese through archeological research. One of the prime vehicles for the spread of this concept was in fact SNR, whose very nature was questioned in the late 1940s by its own subscribers.
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Гордеева, Екатерина Алексеевна. "THE USE OF OPEN EDUCATIONAL RESOURCES AS AN URGENT DIRECTION FOR THE DEVELOPMENT OF THE PRACTICAL TRAINING OF FUTURE SPEECH THERAPISTS." Pedagogical Review, no. 2(36) (April 14, 2021): 94–99. http://dx.doi.org/10.23951/2307-6127-2021-2-94-99.
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Рассматривается актуальность использования открытых образовательных ресурсов при подготовке будущих учителей-логопедов, обучающихся по направлению 44.03.03 Специальное (дефектологическое) образование, профиль: Логопедия. Обоснованы актуальность исследования и особенности применения открытых образовательных ресурсов в университете. Проанализирован опыт использования открытых образовательных ресурсов в зарубежных странах (Япония, Нидерланды, Германия, США, Франция, страны Африки), основные документы и опыт ведущих вузов России в их применении, призванных сделать подготовку высококвалифицированных кадров, способных к профессиональному и мобильному росту в условиях информатизации современного общества и развития новых наукоемких технологий. Отображены особенности использования открытых образовательных ресурсов в Томском государственном педагогическом университете. Представлен анализ результатов тестирования преподавателей и студентов по направлению «Логопедия» в сфере применения и обучения использованию открытых образовательных ресурсов в университете. Приведены обоснованные данные актуальности темы для углубленного дальнейшего изучения. В связи с внедрением дистанционного формата обучения вузы стали активно развиваться в цифровом пространстве, особенно остро стал вопрос о прохождении практики обучающимися в дистанционном формате, а также теоретических курсов с наличием практических часов. The article examines the relevance of the use of open educational resources in the preparation of future teachers-speech therapists studying in the direction 44.03.03 Special (defectological) education, profile: Speech therapy. The article substantiates the relevance of the research and the features of the application of open educational resources at the university. The results of the survey of students and teachers are presented. The experience of using open educational resources in foreign countries (Japan, Holland, Germany, USA, France, African countries), the main documents and the experience of leading Russian universities in their application, designed to prepare highly qualified personnel capable of professional and mobile growth in conditions of informatization modern society and the development of new science-intensive technologies. The study reflects the features of the use of open educational resources at Tomsk State Pedagogical University. The analysis of the results of testing teachers and students in the direction of Speech Therapy, in the field of application and training in the use of open educational resources at the university is presented. Provided substantiated data on the relevance of the topic for in-depth further study. In connection with the introduction of the distance learning format, higher educational institutions began to actively develop in the digital space, the issue of practical training for students in a distance format, as well as the passage of theoretical courses with the availability of practical hours, became especially acute.
Dissertations / Theses on the topic "African Higher Education and Research Space (AHERS)"
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Lendrin, Helga. "Université Virtuelle Africaine : le paradoxe du processus d’industrialisation de l’enseignement supérieur en Afrique Subsaharienne." Thesis, Compiègne, 2021. http://www.theses.fr/2021COMP2627.
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Pourquoi financer le déploiement d'une technologie là où, faute d'infrastructures, celle-ci ne peut matériellement pas fonctionner correctement ? Si les objectifs avancés par la Banque mondiale, à l'origine du lancement de l'Université Virtuelle Africaine (UVA) en 1997, sont l'augmentation de l'accès à l'enseignement supérieur en Afrique couplée à des économies d'échelles, la question se pose de savoir quelle démocratisation est espérée lorsque le moyen qui doit la rendre possible ne peut tout simplement pas fonctionner par manque d'infrastructures. En s'appuyant sur le concept d'« hypertélie » développé par Gilbert Simondon (1958) pour désigner la suradaptation d'un objet technique dans un milieu inadapté à son fonctionnement, cette recherche doctorale propose d'appréhender le lancement de l'Université Virtuelle Africaine (UVA) comme une introduction anticipée des TIC et de la culture numérique par la Banque mondiale au sein d'universités traditionnelles d'Afrique subsaharienne avec pour objectif la mise en marché de l'enseignement supérieur. Objectif soutenu par la transformation de l'UVA en organisation intergouvernementale qui génère un mythe (Barthes, 1957 ; Simondon, 1958) caractérisé par la séparation entre une forme première et son fond idéologique, qui, ainsi libéré, peut se fixer à d'autres formes, s'articuler à d'autres fonds, et devenir une tendance générale. L'UVA acquiert ainsi une raison d'être : constituer une forme mythique capable de véhiculer des concepts qui se transforment en tendances sous forme de structuresWhy fund the deployment of a technology where, due to lack of infrastructure, it cannot physically function properly? If the objectives put forward by the World Bank, at the origin of the launch of the African Virtual University (AVU) in 1997, are to increase access to higher education in Africa coupled with economies of scale, the question arises as to what democratisation is hoped for when the means that should make it possible simply cannot function due to lack of infrastructure. This is evidenced by the failure of the AVU in economic and pedagogical terms (Loiret, 2007), in contrast to its continued development through its transformation into a pan-African intergovernmental organisation in 2002. Based on the concept of 'hypertelia' developed by Gilbert Simondon (1958) to designate the over-adaptation of a technical object in an environment unsuited to its functioning, this doctoral research proposes to understand the launch of the African Virtual University (AVU) as an anticipated introduction of ICTs and digital culture by the World Bank within traditional universities in sub-Saharan Africa, with the objective of commodising higher education. This objective is supported by the transformation of the AVU into an intergovernmental organisation which generates a myth (Barthes, 1957; Simondon, 1958) characterised by the separation of a primary form from its ideological background, which, thus liberated, can be attached to other forms, articulated to other backgrounds, and become a general trend. The AVU thus acquires a reason to be : to constitute a mythical form capable of conveying concepts that are transformed into tendencies in the form of structures
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Zuma, Khanya Philani. "Marketing communication of career opportunities for students in the South African space industry." Thesis, 2017. http://hdl.handle.net/10321/2918.
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Submitted in fulfillment of the requirements for the degree of Master of Management Sciences Specialising in Marketing, Durban University of Technology, Durban, South Africa, 2017.The South African Space Industry is growing rapidly but is lacking in commercialization. Based on the literature review, the industry is not introduced to citizens at the stage at which they begin to plan their careers. Many learners venture into careers due to peer influence and choose careers that they do not have knowledge of. There are also barriers to communication between the industry and the Department of Higher Education, as shown by the fact that there are few high school students who have progressed to participate in the space industry. The main aim of the study was to explore high school students’ awareness of the South African space industry; how career opportunities have been promoted to these students; and what has influenced such awareness, or lack thereof. The objectives of the study were to identify students’ levels of awareness of the South African space industry; to identify students’ perceptions of employment opportunities in the South African space industry; to identify the knowledge of the educational requirements to gain employment in the space industry; to determine the demographic differences of levels of awareness of the space industry in South Africa (male/female, grades 10, 11 and 12, types of schools); and to identify the marketing communication factors that influence students’ levels of awareness about the South African space industry. A quantitative, descriptive study was employed, and structured questionnaires were administered to 171 respondents. Purposive and quota sampling methods were used for the study. The SPSS statistical package (version 23 for windows) was used to analyze the data. The study was conducted in selected high schools located in rural, urban and sub-urban areas within the EThekwini municipality region. In terms of validity, relevant statistical tests were undertaken to ensure the validity and reliability of the instrument. Confidentiality and anonymity was ensured. In term of ethical issues, permission was granted from the KwaZulu Natal Department of Education. Some of the main findings of the study were that the majority of respondents indicated awareness of the space industry as a discipline in the field of science and technology. The respondents had limited knowledge about career opportunities. However, due to inadequate resources in rural schools the respondents’ knowledge about career opportunities was insufficient in these schools. Due to the lack of resources, the respondents did not have sufficient information to choose a career opportunity in space. Furthermore, differences in terms of resources (electricity supply, Internet access, classroom size, furniture and fittings, travelling time to and from school) and the location of school were noted. It was also noted that respondents are unclear about how and where to apply for space-related subjects. The space industry was found lacking in terms of marketing itself in South Africa. Thus, the marketing communication strategy needs to be developed and taken into consideration. It is recommended that the South African space industry should develop more outreach programmes; engage with the Department of Higher Education; sponsor science and technological projects; provide more scholarships; and create a Space Science University (SSU).
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Books on the topic "African Higher Education and Research Space (AHERS)"
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United, States Congress House Committee on Science Space and Technology Subcommittee on Science Research and Technology. Federal science and technology support for historically black colleges and universities: Hearing before the Subcommittee on Science, Research, and Technology of the Committee on Science, Space, and Technology, House of Representatives, One Hundredth Congress, first session, October 9, 1987. Washington: U.S. G.P.O., 1988.
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Mgutshini, Tennyson, Kunle Oparinde, and Vaneshree Govender, eds. Covid-19: Interdisciplinary Explorations of Impacts on Higher Education. African Sun Media, 2021. http://dx.doi.org/10.52779/9781991201195.
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Premised on the disruption and lessons learnt from the Covid-19 pandemic, and in meticulous response to the impact of the pandemic on higher education – especially in South Africa – this collection of chapters spotlights the effects, consequences, and ramifications of an unprecedented pandemic in the areas of knowledge production, knowledge transfer and innovation. With the pandemic, the traditional way of teaching and learning was completely upended. It is within this context that this book presents interdisciplinary perspectives that focus on what the impact of Covid-19 implies for higher education institutions. Contributors have critically reflected from within their specific academic disciplines in their attempt to proffer solutions to the disruptions brought to the South African higher education space. Academics and education leaders have particularly responded to the objective of this book by focusing on how the academia could tackle the Covid-19 motivated disruption and resuscitate teaching, research, and innovation activities in South African higher education, and the whole of Africa by extension.
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Ferreira, Aline Santos. Universitários Negros: Um desafio diário de permanência. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-87836-95-9.
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The objective of this research is to present the factors that enabled black students to continue their studies in Centro de Formação de Professores (CFP) at Universidade Federal do Recôncavo da Bahia (UFRB). We discuss issues such as the deciding factors for those black students insertion in UFRB. What were the conditions so that those students could keep themselves in higher education? Our analytical delimitation was the existing interface between subject and their sense of belonging, which relates itself to the multiple implications in identity construction and their sense of belonging, widened to the African descendants struggle in academic space. This issue made it possible to confirm that the association between black people and university students will not remain unnoticed among ethno-racial relations and academic institutions, once along the centuries the relation established between university and those students was one between the researcher and the study object, creating this way a link between their life trajectories and their African descendants conditions inside the institutions, making it clear the existence of social, cultural and economic factors towards the perception of themselves as African descendants in the Brazilian society. This is, for those reasons, a qualitative exploratory research, using as techniques for data gathering and analysis the broader reference of life histories that also includes testimonials, interviews, biographies and autobiographies.
Book chapters on the topic "African Higher Education and Research Space (AHERS)"
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Müller, Christine. "Aerospace Research in African Higher Education." In Southern Space Studies, 113–26. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06040-4_9.
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Shange, Nombulelo Tholithemba. "Fighting for Relevance." In Ethical Research Approaches to Indigenous Knowledge Education, 1–23. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-1249-4.ch001.
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South Africa's recent higher education protests around fees and decolonizing institutions have shone a spotlight on important issues and have inspired global discussion. We witnessed similar resistance during apartheid, where African languages and ideas were limited. The educational space was the most affected by clashes between languages and ideas; we saw this in the prioritizing of English and Afrikaans over indigenous African languages and the prioritizing of Western medicine, literature, arts, culture, and science over African ones. This chapter will show how formal education and knowledge production in South Africa has been used as a tool to repress Black people, while discrediting their knowledge systems. This discussion will draw from impepho, which is rejected by Christians because its main use is for communicating with ancestors. The herb has many other medicinal uses, but it is still rejected. African practices are used and revitalized by AIC like the Shembe Church and revolutionary movements like FMF.
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Mncube, Lancelord Siphamandla. "Promoting Open Educational Resources Through Library Portals in South African Universities." In Research Anthology on Collaboration, Digital Services, and Resource Management for the Sustainability of Libraries, 962–75. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8051-6.ch053.
Full textAbstract:
In the South African context, there is still a lack of development of OER, and it is not well noted if library portals are a relevant place for hosting OER. There is a significance need for further scientific investigation about the appropriate channels of hosting OER in library portals. To further investigate the problem, this study opted for website content analysis to determine if library portals within the academic libraries accommodate OER in their portals. Out of 26 Institutions, so far only three institutions have accommodated OER in their repositories. This study concludes that policymakers and academics should play a significant role in engagement in promotion of OER to higher education institutions' digital libraries. This chapter concludes that library portals should strive to keep up with international initiative of openness. This study recommend that all South African universities and their academic library portals should have a common OER TAB (space) within the institutional repository.