scholarly journals Transforming health professions education in sub-Saharan Africa in response to the COVID-19 pandemic: an assessment of preparedness for remote teaching and learning - Research Protocol (Preprint)

2021 ◽  
Author(s):  
Mike Nantamu Kagawa ◽  
Shalote Chipamaunga-Bamu ◽  
Detlef Prozesky ◽  
Elliot Kafumukache ◽  
Rudo Gwini ◽  
...  
Keyword(s):  
Higher Education ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Health Professions ◽  
Health Professions Education ◽  
Sub Saharan Africa ◽  
Research Protocol ◽  
Sub Saharan

BACKGROUND The current COVID-19 pandemic is affecting all aspects of society worldwide. In order to combat the pandemic, measures such as wearing of face masks, hand washing/sanitizing, restrictions on movement, and social distancing have been introduced. These measures have significantly disrupted education and particularly health professions education which depends on student-patient contact for clinical competence development. The wide-ranging consequences of the pandemic are immense, and the health professions education institutions in the Sub- Saharan Africa have not been spared. OBJECTIVE This research aims to describe the preparedness of selected health professions education institutions in sub-Saharan Africa for remote teaching and learning during the COVID-19 pandemic. This paper reports on the research protocol that was developed to achieve this aim METHODS A mixed method design with a case study approach will be used. The ADKAR model of change was selected as the conceptual framework to guide/underpin the study. Eight higher education institutions in six sub-Saharan countries are participating in this study. Data will be collected from whole populations of academic staff, students, and administrators in the undergraduate Medicine and Nursing programmes through electronic surveys. Qualitative and quantitative data from each institution will be analysed as a case study, leading to an inventory of similar cases grouped for comparison. Quantitative data will be analysed for each institution and then compared to determine associations between variables and differences between programs, institutions, or countries RESULTS This is a research protocol and there are no results yet CONCLUSIONS The research findings will provide information to Higher Education Institutions especially health professions education programs in Africa regarding the preparedness for remote teaching and learning to influence efforts related to online teaching and learning which is envisaged to become the new normal in the future

ICT in Education Development in Africa

2011 ◽  
pp. 283-305
Author(s):  
Chijioke J. Evoh
Keyword(s):  
Education Policy ◽  
Interest Groups ◽  
Policy Process ◽  
Teaching And Learning ◽  
Sub Saharan Africa ◽  
Ict In Education ◽  
African Countries ◽  
Education Development ◽  
Sub Saharan

This study presents the rationale for policy and institutional frameworks in the development of ICT in secondary education in countries in Sub-Saharan Africa (SSA). As the adoption of modern ICTs slowly gain momentum, various stakeholders in education have recognized the importance of leveraging these technological tools for the improvement of teaching and learning. To a large extent, the application of modern ICTs in education remains uncoordinated in many countries. This study identifies the institutional framework as the dominant approach to ICT in education policy process in the region. This involves the participation of broad-based interest groups in the policy process. Using South Africa as a case study, the study presents elements of ICT in education policy as well as policy lessons that would enable African countries use ICTs for productive educational outcomes.

scholarly journals Massification in Higher Education Institutions in Africa: Causes, Consequences and Responses

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Goolam Mohamedbhai
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Sub Saharan Africa ◽  
Limited Attention ◽  
Public Higher Education ◽  
Negative Consequences ◽  
World Region ◽  
Sub Saharan ◽  
New Institutions

Most public higher education institutions in Africa, in response to historical conditions, have enrolled students in excess of their capacity, resulting in massification and negative consequences on educational quality. Increased enrolment has addressed issues of equity; but the equally important issue of ensuring equity in success for the enrolled students has received limited attention. Apparently graduation rates in higher education in Africa remain fairly low. Higher education institutions have taken several corrective measures to address the consequences of massification. Governments have also created new institutions and put quality assurance systems in place. There have also been continental responses. Sub-Saharan Africa has the lowest tertiary enrolment of any world region, a handicap in its development. It must also meet the demands of its rapidly increasing secondary school graduates. There is a compelling need to further increase tertiary enrolment, a situation that challenges both institutions and countries. The growth in private higher education, if regulated and quality-controlled, could relieve this pressure.  Pour des raisons historiques, la majorité des établissements d’enseignement supérieur d’Afrique admet plus d’étudiants qu’elle ne peut en accueillir. Ceci conduit à la massification de l’enseignement supérieur et a des conséquences négatives sur sa qualité. L’augmentation de la participation a permis de répondre à des problèmes d’équité, mais la tout aussi importante question de l’équité dans la réussite des étudiants admis a reçu une attention limitée. Le taux de réussite dans l’enseignement supérieur en Afrique reste faible. Les établissements d’enseignement supérieur ont mis en place plusieurs mesures visant à corriger les conséquences néfastes de la massification. Les gouvernements ont aussi créé de nouvelles institutions et mis en place des systèmes d’assurance qualité. Des réponses ont par ailleurs été proposées à l’échelle du continent. Cependant, l’Afrique sub-saharienne a le plus faible taux d’inscription dans l’enseignement supérieur du monde, un handicap pour son développement. Elle doit aussi répondre aux demandes d’une population de diplômés du secondaire qui augmente rapidement. Il est impossible de nier la nécessité d’augmenter les admissions dans l’enseignement supérieur, une situation qui pose des problèmes aussi bien aux établissements qu’aux nations. La croissance des établissements privés pourrait permettre de relâcher la pression, s’ils sont correctement régulés et contrôlés en termes de qualité.

scholarly journals Managing university records in the world of governance

2018 ◽  
Vol 28 (1) ◽  
pp. 47-61 ◽  
Author(s):  
Mathews J. Phiri ◽  
Alistair George Tough
Keyword(s):  
Higher Education ◽  
Corporate Governance ◽  
Sub Saharan Africa ◽  
Records Management ◽  
Content Type ◽  
Collective Case Study ◽  
Record Keeping ◽  
The World ◽  
Sub Saharan

Purpose The purpose of this paper is to investigate the relationship between corporate governance and records management in the context of higher education in Sub-Saharan Africa. Design/methodology/approach This is a qualitative research taking the form of a collective case study of six institutions. Findings That good records management can and does contribute to effective corporate governance and accountability. However, this relationship is not necessarily present in all circumstances. Research limitations/implications That further corporatisation in higher education is likely to be supported by, and result in, better records management. Originality/value The paper proposes governance record keeping as an approach to managing records and documents in the world of governance, audit and risk.

scholarly journals From Face-to-Face to Online UDeL Camps: Supporting Staff at Higher Education Institutions in Developing Universal Design for eLearning (UDeL)

2021 ◽  
Author(s):  
Håkan Eftring ◽  
Elinor Jeanette Olaussen ◽  
Helen Petrie ◽  
Merja Saarela ◽  
Tarja Ladonlahti ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Universal Design ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Challenges And Opportunities

The TINEL Project is running a series of camps for staff at higher education institution to support them in developing inclusive eLearning. The first camp was conducted face-to-face, but the coronavirus pandemic meant that the second camp was conducted online. This created a case study in inclusive eLearning in itself and allowed us to experience and reflect on the challenges and opportunities of inclusive online teaching and learning. This paper presents the structure and content of the two camps, our reflections on moving from a face-to-face to an online situation and our elaboration how the UDL principles apply to eLearning to create Universal Design for eLearning (UDeL). We found that because we already had a syllabus for the camp prepared, transferring it to an online camp did not present a great number of challenges. Some aspects of the online situation were actually advantageous (e.g. presenting all materials digitally and making them fully accessible) while others were difficult to overcome (e.g. engaging all participants in online activities and discussions). We provide a set of recommendations of how to implement the three principles of UDL in eLearning situations.

scholarly journals Identifying research priorities for Health Professions Education Research in Sub-Saharan Africa using a modified Delphi method

2020 ◽  
Author(s):  
Susan C van Schalkwyk ◽  
Elsie Kiguli-Malwadde ◽  
Jehan Z Budak ◽  
Michael JA Reid ◽  
Marietjie Rene De Villiers
Keyword(s):  
Research Priorities ◽  
Health Professions ◽  
Health Professions Education ◽  
Sub Saharan Africa ◽  
Pedagogical Practice ◽  
Research Topics ◽  
Modified Delphi ◽  
Relevant Evidence ◽  
Sub Saharan ◽  
Research And Education

Abstract Background: Recent increases in health professions education (HPE) research in sub-Saharan Africa (SSA), though substantial, have predominantly originated from single institutions and remained uncoordinated. A shared research agenda can guide the implementation of HPE practices to ultimately influence the recruitment and retention of the health workforce. Thus, the authors aimed to generate and prioritise a list of research topics for HPE research (HPER) in SSA. Methods: A modified Delphi process was designed to prioritise a shared agenda. Members of the African Forum for Research and Education in Health (AFREhealth) technical working group (TWG) were asked to first list potential research topics. Then, members of the same TWG and attendees at the annual AFREhealth academic symposium held in Lagos, Nigeria in August 2019 rated the importance of including each topic on a 3-point Likert scale, through two rounds of consensus seeking. Consensus for inclusion was predefined as ³ 70% of respondents rating the topic as “must be included.”Results: Health professions educators representing a variety of professions and 13 countries responded to the survey rounds. Twenty-three TWG members suggested 26 initial HPER topics; subsequently 90 respondents completed round one, and 51 completed round 2 of the modified Delphi. The final list of 12 research topics which met predetermined consensus criteria were grouped into three categories: (1) creating an enabling environment with sufficient resources and relevant training; (2) enhancing student learning; and (3) identifying and evaluating strategies to improve pedagogical practice.Conclusions: Establishing research priorities for HPE is important to ensure efficient and appropriate allocation of resources. This study serves as a reminder of how the prevailing context within which HPE, and by implication research in the field, is undertaken will inevitably influence choices about research foci. It further points to a potential advocacy role for research that generates regionally relevant evidence.

scholarly journals Identifying Research Priorities for Health Professions Education Research in Sub-Saharan Africa using a Modified Delphi Method

2020 ◽  
Author(s):  
Susan C van Schalkwyk ◽  
Elsie Kiguli-Malwadde ◽  
Jehan Z Budak ◽  
Michael JA Reid ◽  
Marietjie Rene De Villiers
Keyword(s):  
Research Priorities ◽  
Health Professions ◽  
Health Professions Education ◽  
Sub Saharan Africa ◽  
Pedagogical Practice ◽  
Research Topics ◽  
Modified Delphi ◽  
Relevant Evidence ◽  
Sub Saharan ◽  
Research And Education

Abstract Background: Recent increases in health professions education (HPE) research in sub-Saharan Africa (SSA), though substantial, have predominantly originated from single institutions and remained uncoordinated. A shared research agenda can guide the implementation of HPE practices to ultimately influence the recruitment and retention of the health workforce. Thus, the authors aimed to generate and prioritise a list of research topics for HPE research (HPER) in SSA.Methods: A modified Delphi process was designed to prioritise a shared agenda. Members of the African Forum for Research and Education in Health (AFREhealth) technical working group (TWG) were asked to first list potential research topics. Then, members of the same TWG and attendees at the annual AFREhealth academic symposium held in Lagos, Nigeria in August 2019 rated the importance of including each topic on a 3-point Likert scale, through two rounds of consensus seeking. Consensus for inclusion was predefined as ≥ 70% of respondents rating the topic as “must be included.”Results: Health professions educators representing a variety of professions and 13 countries responded to the survey rounds. Twenty-three TWG members suggested 26 initial HPER topics; subsequently 90 respondents completed round one, and 51 completed round 2 of the modified Delphi. The final list of 12 research topics which met predetermined consensus criteria were grouped into three categories: (1) creating an enabling environment with sufficient resources and relevant training; (2) enhancing student learning; and (3) identifying and evaluating strategies to improve pedagogical practice.Conclusions: Establishing research priorities for HPE is important to ensure efficient and appropriate allocation of resources. This study serves as a reminder of how the prevailing context within which HPE, and by implication research in the field, is undertaken will inevitably influence choices about research foci. It further points to a potential advocacy role for research that generates regionally relevant evidence.

scholarly journals A case study investigation of academic library support for open educational resources in Scottish universities

2019 ◽  
Vol 52 (3) ◽  
pp. 685-693
Author(s):  
Seth D. Thompson ◽  
Adrienne Muir
Keyword(s):  
Higher Education ◽  
Academic Libraries ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Academic Library ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Institutional Commitment ◽  
Case Study Methodology

The aim of the research was to investigate why and how Scottish university libraries support open educational resources and to assess their ability to provide support services for their development and use within higher education institutions. There has been little research on the role of academic libraries in supporting open educational resources in Scotland and previous research found that there is a lack of awareness of them in Scottish higher education institutions and few have open educational resources policies. The case study methodology therefore involved two Scottish academic libraries providing open educational resources services. The libraries’ motivation includes supporting teaching and learning and the development of educator digital skills and copyright knowledge. However, there are a number of barriers limiting the services the libraries are able to provide, particularly lack of human resources. The research confirmed the findings of previous research on the importance of institutional commitment, incentives for educator engagement, and understanding of copyright and licensing issues by educators and library staff.

Active Learning Application of Technology Tools and Services and Increased Student Achievement

2018 ◽  
pp. 162-183
Author(s):  
Nwachukwu Prince Ololube
Keyword(s):  
Higher Education ◽  
Student Achievement ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Data Gathering ◽  
Sub Saharan Africa ◽  
Technology Tools ◽  
Use Of Technology ◽  
Increased Student Achievement ◽  
Sub Saharan

This chapter evaluated the use of technology tools and services and increased student achievement in online and blended learning environments in higher education institutions, which have experienced universal uptake and is responsible for enormous changes in online and blended learning environment, not only in industrialized nations, but in developing countries education as well, particularly sub-Saharan Africa. Given the role that online and blended learning can play in educational development worldwide, higher education institutions, students, employers, and governments are increasingly urged to examine the economic, demographic, and technological environments of the present so as to ensure comprehensive preparedness for the future. This study employs an inclusive data gathering process. The findings reveal a significant improvement in the use of online and blended learning methods to achieve effective and active academic performance in students. The impact of online and blended learning in higher education institutions is evidenced in the changing instructional strategies to increase student academic achievement, which results from more active interactive learning processes.

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