The National Accreditation Board is formulating new guidelines that will ban people from establishing arts-based universities in the country, reports GhanaWeb. Read more...
7 mars 2016
7 mars 2016
The world needs strong higher education in Africa
By Karen MacGregor. “Any wasted neuron on this planet is a waste for humanity,” says Professor Jelel Ezzine, president of the Tunisian Association for the Advancement of Science, Technology and Innovation. When people are non-educated, problems are generated – locally and globally. Read more...
7 mars 2016
A ‘third force’ in higher education student activism
By Nico Cloete. South Africa has a long history of ‘third forces’: the communists, the Central Intelligence Agency, the neo-liberal global conspiracy and, most recently, even the United States ambassador – who laughed when presented with this theory, although he has to admit that the two concrete bunker embassies in Pretoria and Cape Town at least look sinister. Read more...
5 mars 2016
Le groupement d’intérêt scientifique (GIS) études africaines en france
Héritier du Réseau Thématique Pluridisciplinaire Études africaines, le Groupement d’Intérêt Scientifique (GIS) des études africaines en France a été créé afin de permettre une meilleure visibilité des études africaines en France et au-delà.
Cette structure se veut un lien entre l’ensemble des laboratoires et des chercheurs de ce domaine, en particulier les chercheurs isolés dans des unités dont la thématique est différente.
Le contexte
Les études africaines en France, bien qu’institutionnellement encore « jeunes » (création des premiers postes et groupes de recherche dans les années 1950), sont bien ancrées dans le paysage de la recherche française en Sciences humaines et sociales. Par ailleurs, l’Afrique est, depuis plusieurs années, au cœur de l’actualité et des préoccupations internationales. Les changements politiques, les mouvements sociaux et religieux, les revendications territoriales ont des répercussions bien au-delà des frontières des pays africains. Voir l'article...
4 mars 2016
Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action
This paper reports on a longitudinal, ethnomethodological case study of the development towards flexible delivery of the Botswana Technical Education Programme (BTEP), offered by Francistown College of Technical & Vocational Education (FCTVE). Data collection methods included documentary analysis, naturalistic participant observation, and semi-structured interviews. More...
4 mars 2016
Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa
The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development. The TESSA consortium (13 African institutions and 5 international organisations delivering teacher education across 9 countries) designed and produced a bank of open educational resources (OERs) to guide teachers’ classroom practices in school-based teacher education. More...
4 mars 2016
An Evaluative Study of a Distance Teacher Education Program in a University in Ghana
The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in Ghana. The study involved comparing performance data of the program as perceived by students and faculty/administrators to standards prepared from the program’s design. More...
4 mars 2016
Exploring Blended Learning for Science Teacher Professional Development in an African Context
This paper explores a case of teacher professional development in Botswana where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. More...
4 mars 2016
Distance Learning and Teacher Education in Botswana: Opportunities and Challenges
This paper reports on a study at Molepolole College of Education (MCE) involving teachers and tutors in the Diploma in Primary Education (DPE) program by distance mode, an in-service program aimed at upgrading academic and professional qualifications of primary school teachers in Botswana. More...
29 février 2016
An Assessment of the Academic Achievement of Students in Two Modes of Part-time Programme in Nigeria
This study analyses the academic achievement of students enrolled in part-times studies at on-campus and outreach centres at three dual-mode Nigerian universities, during the 1996/97 to 1998/ 99 academic years. Research subjects in this study were examination and record officers employed by on-campus and outreach institutions. More...
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