Development and Education that Sustain: Expanding Value Chains in Agriculture, Mining and Higher Education in Southern Africa

2021 ◽  
pp. 279-298
Author(s):  
Eureta Rosenberg ◽  
Overson Shumba ◽  
Justine Ngoma ◽  
Leigh Cobban
Keyword(s):  
Higher Education ◽  
Southern Africa ◽  
Value Chains

scholarly journals Studying sexuality: LGBTI experiences in institutions of higher education in Southern Africa

2017 ◽  
Vol 31 (4) ◽  
Author(s):  
M. Nduna ◽  
A. Mthombeni ◽  
A.H. Mavhandu-Mudzusi ◽  
I. Mogotsi
Keyword(s):  
Higher Education ◽  
Southern Africa ◽  
Institutions Of Higher Education

Proposing a master’s programme on participatory integrated assessment of energy systems to promote energy access and energy efficiency in Southern Africa

2018 ◽  
Vol 19 (3) ◽  
pp. 622-641 ◽  
Author(s):  
Cheddi Kiravu ◽  
François Diaz-Maurin ◽  
Mario Giampietro ◽  
Alan C. Brent ◽  
Sandra G.F. Bukkens ◽  
...  
Keyword(s):  
Higher Education ◽  
Energy Efficiency ◽  
Southern Africa ◽  
Integrated Assessment ◽  
Energy Systems ◽  
Energy Access ◽  
Transdisciplinary Approach ◽  
Holistic View ◽  
Content Type ◽  
Multi Scale

Purpose This paper aims to present a new master’s programme for promoting energy access and energy efficiency in Southern Africa. Design/methodology/approach A transdisciplinary approach called “participatory integrated assessment of energy systems” (PARTICIPIA) was used for the development of the curriculum. This approach is based on the two emerging fields of “multi-scale integrated assessment” and “science for governance”, which bring innovative concepts and methods. Findings The application of the PARTICIPIA methodology to three case studies reveals that the proposed transdisciplinary approach could support energy and development policies in the region. The implementation of the PARTICIPIA curriculum in three higher education institutions reveals its ability to respond to the needs of specific contexts and its connection with existing higher education programmes. Practical implications Considering energy issues from a transdisciplinary approach in higher education is absolutely critical because such a holistic view cannot be achieved through engineering curricula. Deliberate and greater efforts should be made to integrate methods from “multi-scale integrated assessment” and “science for governance” in higher education curricula to train a new breed of modern-day energy planners in charge of coming up with solutions that are shared by all relevant stakeholders. Originality/value This paper presents an innovative higher education curriculum in terms of the attention given to energy access and energy efficiency that affect the southern Africa region and the nature of the methodology adopted to face these issues.

scholarly journals Fake Qualifications and the Challenge of regulating Higher Education in Southern Africa

2018 ◽  
Vol 6 (1) ◽  
pp. 107 ◽  
Author(s):  
Ignasio M. Jimu
Keyword(s):  
Higher Education ◽  
Southern Africa ◽  
Education System ◽  
General Public ◽  
Higher Education Institutions ◽  
Regulatory Regime ◽  
Ethical Standards ◽  
Regulatory Bodies ◽  
Legitimate Expectations ◽  
The Subject

This article examines the prevalence and implications of fake qualifications and the need for an effective regulatory regime to contain fake higher education qualifications. Fake qualifications by definition refer to false academic and professional credentials, regardless of the source, which means they may be acquired from illegitimate institutions, superficially legitimate institutions or through illegitimate means from legitimate institutions. The qualifications are in this sense illegitimate both in the manner in which they are obtained and also in terms of what they signify. The research for this article shows that the clandestine nature of the production and issuance and its global reach make it difficult to quantify, but also to control the use of fake qualifications and to manage their impact locally, nationally and globally. Drawing from several cases, it is apparent that the phenomenon of fake qualifications defies the integrity and legitimate expectations from an education system and is a serious challenge to education and ethical standards. It is further argued that given the challenges presented by the proliferation of fake qualifications generally, and in southern Africa in particular, it is imperative for higher education institutions, regulatory bodies, employers and the general public to develop a keen interest in the subject of fake qualifications and to cooperate in order to contain the menace.

scholarly journals Spreading the gains? Prospects and policies for the development of regional value chains in Southern Africa

2019 ◽  
Author(s):  
Anthony Black ◽  
Lawrence Edwards ◽  
Faizel Ismail ◽  
Brian Makundi ◽  
Mike Morris
Keyword(s):  
Southern Africa ◽  
Value Chains

Indigenising the University Curriculum in Southern Africa

2020 ◽  
pp. 243-254
Author(s):  
Soul Shava ◽  
Nkopodi Nkopodi
Keyword(s):  
Higher Education ◽  
Southern Africa ◽  
Higher Education Institutions ◽  
Teaching Activities ◽  
Indigenous Epistemologies ◽  
Political Independence ◽  
Research And Teaching ◽  
University Curriculum ◽  
Independent States ◽  
The University

The academic landscape in higher education institutions (universities) in southern Africa (countries in SADC)) remains highly influenced by western epistemologies. This is despite the fact that these academic institutions are situated in independent states. The research and teaching activities in universities are entrenched within western theories and knowledge disciplines that are presented as neutral, universal and singular. The implication is that while we celebrate political independence we are still entrapped in continuing coloniality. This points to a need for reframing the curriculum to prioritise the interests of Africans. This chapter explores possible factors that contribute to the continued alienation of indigenous knowledges in southern African universities. It argues that in order to achieve the indigenisation of universities in Africa there is a need for a decolonial process to subvert and decentre western epistemologies by offering African Indigenous epistemologies and African-centred standpoints as alternatives in research and teaching processes in the academy.

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