Sustainability of Zimbabwe’s Parliamentary Constituency Information Centres

Libri ◽  
2017 ◽  
Vol 67 (2) ◽  
Author(s):  
Isaiah Munyoro ◽  
Omwoyo Bosire Onyacha
Keyword(s):  
Mixed Methods Research ◽  
Information Science ◽  
Central Government ◽  
Positive Impact ◽  
Sub Saharan Africa ◽  
Library And Information Science ◽  
Theoretical Assumptions ◽  
Sub Saharan ◽  
Communication And Coordination ◽  
Method Approach

AbstractThis paper assessed the sustainability of Zimbabwe’s Parliamentary Constituency Information Centres (PCICs) as one of many parliamentary constituency projects through examining support from development partners and central government. With the advent of constituency development funds (CDFs) it was expected that PCICs would become increasingly important as centres for disseminating parliamentary information, as an interface between parliament and constituents as well as a communication and coordination hub for constituency activities. These aspects have the effect of improving the Member of Parliament’s (MP) work within the constituency, consequently having a positive impact on the constituency as well as improving MPs’ contribution in parliament. The study was based on theoretical assumptions of interpretive paradigm leading to the belief that respondents are subjected to the external world, with a mixed method approach (Ngulube 2010, “Mapping Mixed Methods Research in Library and Information Science Journals in Sub-Saharan Africa.”

Embedding Indigenous Knowledge in Library and Information Science Education in Anglophone Eastern and Southern Africa

2017 ◽  
pp. 92-115 ◽  
Author(s):  
Patrick Ngulube
Keyword(s):  
Indigenous Knowledge ◽  
Southern Africa ◽  
Information Science ◽  
Sub Saharan Africa ◽  
Library And Information Science ◽  
Potential Contribution ◽  
University Curriculum ◽  
Sub Saharan ◽  
Eastern And Southern Africa ◽  
The University

There is need to re-examine the inclusion or exclusion of indigenous knowledge (IK) in the university curriculum in sub Saharan Africa (SSA). Western scientific knowledge on which the university curriculum in SSA is mainly based has proved to be inadequate in addressing developmental challenges. Using the curriculum of library and information science (LIS) departments in Anglophone east and southern Africa (AESA) as a case study, this chapter focuses on factors that influence the inclusion of IK in higher education in SSA. IK is recognised for its potential contribution to development by organisations such as the World Bank and African Union. Its inclusive ethos and accommodation of multiple realities also accounts for its popularity. In spite of that, IK has not established a stronghold in LIS curriculum in AESA. This study investigates the factors that influence its integration into the curriculum and makes recommendations based on the findings.

Embedding Indigenous Knowledge in Library and Information Science Education in Anglophone Eastern and Southern Africa

2020 ◽  
pp. 255-278
Author(s):  
Patrick Ngulube
Keyword(s):  
Indigenous Knowledge ◽  
Southern Africa ◽  
Information Science ◽  
Sub Saharan Africa ◽  
Library And Information Science ◽  
Potential Contribution ◽  
University Curriculum ◽  
Sub Saharan ◽  
Eastern And Southern Africa ◽  
The University

There is need to re-examine the inclusion or exclusion of indigenous knowledge (IK) in the university curriculum in sub Saharan Africa (SSA). Western scientific knowledge on which the university curriculum in SSA is mainly based has proved to be inadequate in addressing developmental challenges. Using the curriculum of library and information science (LIS) departments in Anglophone east and southern Africa (AESA) as a case study, this chapter focuses on factors that influence the inclusion of IK in higher education in SSA. IK is recognised for its potential contribution to development by organisations such as the World Bank and African Union. Its inclusive ethos and accommodation of multiple realities also accounts for its popularity. In spite of that, IK has not established a stronghold in LIS curriculum in AESA. This study investigates the factors that influence its integration into the curriculum and makes recommendations based on the findings.

Mapping collaboration and impact of library and information science research in sub-Saharan Africa, from 1995 to 2016

2018 ◽  
Vol 39 (6-7) ◽  
pp. 349-363 ◽  
Author(s):  
Omwoyo Bosire Onyancha
Keyword(s):  
Information Science ◽  
Research Collaboration ◽  
Citation Impact ◽  
Science Research ◽  
Sub Saharan Africa ◽  
Library And Information Science ◽  
African Countries ◽  
Content Type ◽  
Citation Indexes ◽  
Sub Saharan

Purpose The purpose of this paper is to map and visualise collaboration patterns and citation impact of the library and information science research in sub-Saharan Africa between 1995 and 2016. Design/methodology/approach Data were extracted from the Thomson Reuters’ citation indexes using the name of the country in an advanced search platform. The search was limited to documents designated as articles. Data were analysed using the VosViewer software to obtain network maps and frequencies of occurrence. Findings The findings reveal that publication and citation impact of LIS research in sub-Saharan Africa has continued to grow since 1995; foreign countries have immensely contributed to the evolution and development of LIS research in the region; research collaboration occurs both regionally and internationally, with the latter being the most prominent; South Africa, Nigeria and Kenya are the most active participants in LIS research collaboration in the region; and that on average, international collaboration in LIS research in sub-Saharan Africa attracts more citations than other types of collaboration. Research limitations/implications The study was limited to the data indexed in the Web of Science citation indexes and focused on sub-Saharan African countries only. Practical implications Collaboration is said to lead to increased research output and impact, hence the need for sub-Saharan African researchers and institutions to initiate strategies that will create conducive environments for research collaboration. There is need for collaborative ventures between LIS practitioners and educators as well as increased cooperation among LIS schools within and outside of sub-Saharan African countries. Partnerships involving students and programmes such as research fellowship, post-doctoral researchers as well as visiting researchers may complement any existing strategies that can be pursued to increase collaborative research in LIS in the region. Originality/value The paper, while drawing lessons from previous papers, adopted a variety of techniques to examine collaboration patterns and impact of LIS research over a longer period of publication time, i.e. 1995 to 2016, and a larger geographic scope.

Ignorance or Intent?

2017 ◽  
pp. 182-205 ◽  
Author(s):  
Ruth Baker-Gardner ◽  
Cherry-Ann Smart
Keyword(s):  
Intellectual Property Rights ◽  
Information Science ◽  
Small Scale ◽  
Library And Information Science ◽  
Cheating Behavior ◽  
English Speaking ◽  
Faculty And Administrators ◽  
Method Approach

Plagiarism among students at Higher Education Institutions (HEIs) remains of great concern to faculty and administrators globally, as well as in the English-speaking Caribbean. Although this Cheating Behavior (CB) has been examined in multiple disciplines, few studies have examined it from the viewpoint of Library and Information Science (LIS) students. This is an important lacuna given CB's link to workplace practices and the imminent role of LIS students as information disseminators and protectors of creators' intellectual property rights. Using an explanatory sequential mixed method approach, this small scale case study sought to acquire a better understanding of LIS students' understanding, awareness and knowledge of plagiarism. The views of first and third year undergraduates and postgraduates were analyzed and assessed. The results demonstrated the need for early pedagogical interventions on plagiarism, greater collaboration between faculty and the library, and LIS students' engagement into the Community of Practice (CoP) and profession of librarianship.

Blended Learning in Nigeria

2011 ◽  
pp. 190-207 ◽  
Author(s):  
Nwachukwu Prince Ololube
Keyword(s):  
Blended Learning ◽  
Quantitative Assessment ◽  
Positive Impact ◽  
University Education ◽  
Sub Saharan Africa ◽  
Chi Square ◽  
Assessment Design ◽  
Sub Saharan ◽  
And Performance ◽  
University Setting

Blended learning requirements are increasing, in part because of the population explosion and policies pertaining to the democratization of education. Yet, thousands of students and faculty remain deficient in the use of blended learning to advance technology in developing countries, especially sub-Saharan Africa. This research employed a quantitative assessment design aimed at improving best available practices, processes, and performance in terms of the blended learning offered in a university setting. A six-point Likert-type questionnaire was used to gather data. Multiple statistical procedures were employed in the subsequent analysis—percentage, mean point values, chi-square, and ANOVA. Majority of the respondents to the questionnaire agreed that the teaching of MIS to students is effective and has a positive impact on their academic achievements. This groundbreaking research presents a realistic resource for the practical application of blended learning in university education in Nigeria, as well as a comprehensive view of the benefits and problems of the applicability of blended learning.

scholarly journals Is overseas volunteering beneficial to the NHS? The analysis of volunteers’ responses to a feedback questionnaire following experiences in low-income and middle-income countries

BMJ Open ◽  
2017 ◽  
Vol 7 (10) ◽  
pp. e017517 ◽  
Author(s):  
Daniel Yeomans ◽  
Grace Le ◽  
Hemant Pandit ◽  
Chris Lavy
Keyword(s):  
Professional Development ◽  
Low Income ◽  
Personal Development ◽  
Positive Impact ◽  
Sub Saharan Africa ◽  
Middle Income ◽  
Middle Income Countries ◽  
Feedback Questionnaire ◽  
Sub Saharan ◽  
The Uk

IntroductionLocally requested and planned overseas volunteering in low-income and middle-income countries by National Health Service (NHS) staff can have benefits for the host or receiving nation, but its impact on the professional development of NHS staff is not proven. The Knowledge and Skills Framework (KSF) and Leadership Framework (LF) are two tools used by employers as a measure of individuals' development. We have used dimensions from both tools as a method of evaluating the benefit to NHS doctors who volunteer overseas.Methods88 NHS volunteers participating with local colleagues in Primary Trauma Care and orthopaedic surgical training courses in sub-Saharan Africa were asked to complete an online self-assessment questionnaire 6 months following their return to the UK. The survey consisted of questions based on qualities outlined in both the KSF and LF.Results85 completed responses to the questionnaire were received. In every KSF domain assessed, the majority of volunteers agreed that their overseas volunteering experience improved their practice within the NHS. Self-assessed pre-course and post-course scores evaluating the LF also saw a universal increase, notably in the ‘working with others’ domain.DiscussionThere is a growing body of literature outlining the positive impact of overseas volunteering on NHS staff. Despite increasing evidence that such experiences can develop volunteers’ essential skills, individuals often find it difficult to gain support of their employers. Our study, in line with the current literature, shows that overseas volunteering by NHS staff can provide an opportunity to enhance professional and personal development. Skills gained from volunteering within international links match many of the qualities outlined in both KSF and LF, directly contributing to volunteers’ continued professional development.

Impact of globalization on human rights: evidence from Sub-Saharan Africa

2020 ◽  
Vol 47 (12) ◽  
pp. 1453-1480
Author(s):  
Aman Takiyar ◽  
N.V.M. Rao
Keyword(s):  
Human Rights ◽  
Positive Impact ◽  
Social Dimension ◽  
Sub Saharan Africa ◽  
Political Dimension ◽  
Economic Dimension ◽  
Content Type ◽  
Multiple Dimensions ◽  
Sub Saharan ◽  
The Impact

PurposeThe purpose of this study is to examine the impact of globalization and its multiple dimensions on human rights in Sub-Saharan Africa.Design/methodology/approachThe study extends the Poe and Tate (1994) model, which enumerates the various determinants of human rights. Ordered probit estimation is used to estimate the impact of globalization and its dimensions. For the purpose of empirical analysis, the period has been divided into three phases: short, medium and long term. This helps in understanding how the impact of the different dimensions of globalization has evolved over a period of time. Furthermore, analysis has been carried out to detect causality between human rights and globalization.FindingsAs per the results, overall globalization and social dimension of globalization do have a positive impact on human rights in long and medium term and, also, Granger-cause human rights. The political dimension of globalization has a positive relation with human rights, though there exists no causality between the two. On the other hand, the economic dimension of globalization fails to have a statistically significant impact on human rights. Impact of the social dimension of globalization dominates that of other dimensions of globalization.Originality/valueThis is one of the few studies that examine, in an empirical fashion, the impact of globalization on human rights in Sub-Saharan Africa.

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