EXPLORING THE IMPACT OF PEER MENTORING ON RETENTION OF UNDERGRADUATE STUDENTS AT HIGHER EDUCATION INSTITUTIONS IN SUB-SAHARAN AFRICA: A SCOPING REVIEW

2021 ◽  
Author(s):  
Thelma Fennie ◽  
Anton Delport ◽  
Anell Basson ◽  
Liyanda Tembani ◽  
Lee-Ann Sula ◽  
...  
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Scoping Review ◽  
Peer Mentoring ◽  
Higher Education Institutions ◽  
Sub Saharan Africa ◽  
Sub Saharan ◽  
The Impact

Increasing the Visibility of Graduate Students' Employability Skills

2021 ◽  
pp. 253-275
Author(s):  
Lourdes Guàrdia ◽  
Marcelo Fabián Maina ◽  
Federica Mancini
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Higher Education Institutions ◽  
Sub Saharan Africa ◽  
Employability Skills ◽  
Skills Gap ◽  
Learning Models ◽  
Sub Saharan ◽  
The Impact

This chapter highlights the contributions of the EPICA project in reducing the skills gap of graduate students in sub-Saharan Africa. It presents the solution designed and implemented to improve the quality of employability skills development and visibility to prospective employers. The first part of this chapter provides an overview of the skills gap between higher education institutions and the workplace in sub-Saharan Africa. It includes the description of the specific eAssessment pedagogical framework and methodology supported by the EPICA ePortfolio as a transition tool designed to address this gap. The second part of the chapter outlines the challenges that could hinder the solution's implementation and the full exploitation of its benefits. Solutions and recommendations are also discussed with the aim to increase the impact in the EPICA stakeholder community and encourage the implementation of the proposed solution in other universities, especially those adopting blended and online learning models.

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.

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.

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

2015 ◽  
pp. 110-130
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.

scholarly journals Suboptimal Utilisation of Resources in Sub-Saharan African Higher Education Institutions: the Case of Teaching Space at Makerere University

2013 ◽  
Vol 5 (1) ◽  
pp. 13-27
Author(s):  
J Ssempebwa ◽  
SO Owolabi ◽  
FEK Bakkabulindi
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Educational Administration ◽  
Higher Education Institutions ◽  
Sub Saharan Africa ◽  
Makerere University ◽  
Quality Of Higher Education ◽  
Need To Evaluate ◽  
Sub Saharan ◽  
The University

Many higher education institutions in Sub-Saharan Africa are underfunded.Consequently, they are operating with encumbering resources constraints that threaten quality assurance. Accordingly, they are working to expand the availability of these resources. Notwithstanding, it is taken for granted that once available, these resources are optimally utilized and that, in instances expanding their availability is not possible, compromising on some elements of the quality of higher education is inevitable. The problem is that this presumption could disguise inadequacies in the utilization of the resources, with the consequence that the institutions’ need for the resources is exaggerated. Preoccupation with expanding the availability of resources could also stifle the innovation of creative ways of making the best use of the resources available. This means that the institutions need to evaluate their utilization of these resources—to pinpoint their need for the resources and potential for quality assurance. This paper reports the findings of a study that responded to this need, taking the case of teaching space at Makerere University. The objective ofthe study was to verify the hypothesis that the University is teaching space constrained. The findings were that the resource is overly underutilized albeit this was disguised by occasional overutilization of the same space, a concomitance that only multidimensional evaluation could unearth. Accordingly, the study gives credence to the hypothesis that shortages of resources at the University, and similar institutions, are ostensible. Therefore, it is recommended that these institutions subject their utilization of resources to rigorous evaluation.Keywords · Resources management · Higher education funding · Educational administration

scholarly journals The impact of the Covid-19 disruption on distance learning higher education students and activities

2021 ◽  
Author(s):  
Maria Aristeidou ◽  
Simon Cross
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Undergraduate Students ◽  
Negative Impact ◽  
Higher Education Institutions ◽  
Learning Activities ◽  
Social Activities ◽  
Background Characteristics ◽  
Survey Responses ◽  
The Impact

Higher education institutions are increasingly concerned about the impact of the disruption caused by the Covid-19 pandemic on students and learning activities. Yet, we know little about the effect of this disruption, specifically on students in distance learning higher education institutions. This study drew from survey responses of 555 undergraduate students at The Open University, UK. The aims of this study were to understand the impact of the Covid-19 disruption on learning, assessment and social activities that distance learning students commonly undertake and to explore how this impact relates to their background characteristics (socio-demographics and study properties). Findings showed that overall, students engaged in their study activities less frequently, with learning-related activities (e.g., joining live sessions) having the highest negative impact and social activities (e.g., accessing email for study purposes) the lowest. Female students were more likely than male to engage less across all three activity categories. Background characteristics, such as age, faculty and race, were associated with particular activity categories. This study is the first step towards enhancing our understanding of the engagement of distance learning, but also campus-based students in emergency distance learning, in online learning activities during the Covid-19 pandemic and other similar disruptions.

scholarly journals Role Strain of Women as Nurse Educators

2020 ◽  
Author(s):  
Jessamine Gail S. Acla ◽  
Mauro Allan Padua Amparado
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Time Management ◽  
Nurse Educators ◽  
Higher Education Institutions ◽  
Role Strain ◽  
Work Family Conflict ◽  
Bible Studies ◽  
The Impact ◽  
At Home

Objectives: This qualitative study explored the role strain of women as nurse educators of selected higher education institutions in Cebu City, Cebu, Philippines. The findings served as basis for recommendations. Specifically, the study answered the following questions:1.What are the responsibilities of the informants at home, workplace, and civic and religious organizations?2.What are the sources of their role strain in terms of role conflict and role overload?3.What is the impact of the role strain to their family and work?4.How do the informants balance their roles?5.What support system help in addressing the role strain?Methods:This feminist study was conducted in three higher education institutions of Cebu City, Cebu, Philippines. There were five women working as nurse educators and were selected purposively with the following inclusion criteria: currently employed as a nurse educator for five years or more; married; has two to three children and a member of a civic and religious organization. The study employed a one-on-one structured interview.Findings and Conclusion:The informants revealed that their primary responsibility at home is to take care of the needs of their husband and children. At work, they prepare and deliver lectures and examinations to undergraduate students. They also attend seminars, trainings, and bible studies. These responsibilities have caused role strains. They claimed that they lack time and energy to accomplish multiple tasks. The impact of role strain is work-family conflict. The role strain experience can be handled through time management which helps them in balancing all their roles. The family also helps them in addressing role strain that they experience. From the data collected, it revealed that work interfering with family is the role strain of the nurse educators. Therefore, the role strain they experience adversely affected their role as a mother and as a nurse educator.Recommended citation:Acla, J. G. & Amparado, M. A. P. (2010, March). Role Strain of Women as Nurse Educators. 2010 Southwestern University Research Congress, 2(1), 20-21.

scholarly journals The Place of Spiritual and Traditional Beliefs in Stroke Rehabilitation in Sub-Saharan Africa: A Scoping Review

2019 ◽  
pp. 1-16
Author(s):  
Martins Chidi Nweke ◽  
Eze Christian Kanayo
Keyword(s):  
Scoping Review ◽  
Stroke Rehabilitation ◽  
Selection Process ◽  
Traditional Approach ◽  
Holistic Approach ◽  
Sub Saharan Africa ◽  
Health Seeking ◽  
Traditional Beliefs ◽  
Sub Saharan ◽  
The Impact

Aims: This systematic scoping review aimed at mapping evidence available on the impact of spiritual and traditional beliefs on perception of stroke vis-a-vis stroke rehabilitation in sub-Saharan Africa. Study Design: Systematic scoping review. Place and Duration of Study: This study was conducted in June, 2019 as a preliminary step to study underway in the University of Nigeria Enugu Campus. Methodology: Literature search was undertaken of PubMed, CINAHL, EBSCOhost Academic Search Complete and PsycINFO. The selection process was aided with use of EndNote X8. A total of 17 peer-reviewed articles were included. Thematic contents analysis was done using NVIVO 12. Five emerging themes were synthesized. Results show that a small but significant number of the respondents possessed poor knowledge and perception of stroke, and this affected the health seeking behaviors. Results: Although many of the participants would seek formal healthcare when a stroke occurs, some believed stroke is purely a spiritual event and should be addressed spiritually, while a few advocated for integration of traditional and orthodox healthcare approaches. Being a clinical worker, educated or a Christian was associated with good knowledge of stroke. For the participants who preferred spiritual or traditional approach to formal healthcare, traditional or religious inclination, level of education, hospital cost and hospital-related ill-treatment are the propelling factors. Conclusion: Spiritual and traditional beliefs possess a significant place in stroke rehabilitation in sub-Saharan Africa. We commend that holistic approach with a spiritual component be adopted in stroke rehabilitation across sub-Saharan Africa.

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