Inequalities in Access to and Outcomes of Higher Education in Africa

2022 ◽  
pp. 150-169
Author(s):  
Roy Alexander Carr-Hill
Keyword(s):  
Higher Education ◽  
Middle Class ◽  
Primary Education ◽  
The West ◽  
Post Secondary ◽  
Parental Background ◽  
Economic Background ◽  
Upper Middle Class ◽  
Employment Needs ◽  
Education In Africa

There have been very few studies of the socio-economic background and outcomes for students in Africa because of the lack of data. This chapter draws on an institute which has information about their parental background and subsequent careers collected from surveys. In terms of access, the combination of parents not having more than primary education, renting and not owning land identified less than 1% of students whilst the percentage of entrants reporting that their parents had a post-secondary qualification is considerably higher (around 57%) than the norm at the time the parents would have been studying (around 7%). These students were upper middle class. In terms of outcomes, both current students and alumni say that the curriculum only partly fits their employment needs, but 85% of alumni would recommend AIMS to other students. In general, employers are satisfied with AIMS interns, but the percentage of AIMS graduates who are unemployed has risen from 2% in 2011 to 29% in 2016. Finally, rather than contributing to Africa, over one-third of graduates since 2012 are in the West.

scholarly journals No Shame for the Sun

2004 ◽  
Vol 21 (2) ◽  
pp. 114-116
Author(s):  
Zabeda Nazim
Keyword(s):  
Middle Class ◽  
Muslim Women ◽  
Muslim Woman ◽  
The Sun ◽  
The West ◽  
Upper Middle Class ◽  
Pakistani Women ◽  
Political Economic

Shahla Haeri’s groundbreaking work could not have emerged at a moredesperately needed time. In the aftermath of 9/11 and the war on Iraq, thewestern media have worked feverishly to bombard the West with imagesand messages about Muslim women and Islam. Whether it is the imageof Afghanistan’s burqa-clad women or Iraq’s veiled women, the messagehas been the same: All Muslim women are speechless, powerless, andoften invisible victims of an oppressive monolithic Islam.In No Shame for the Sun: Lives of Professional Pakistani Women,Haeri presents the reader with an insightful and poignant look at the livesof six educated, middle-class and upper-middle class, professionalPakistani women. Situated against Pakistan’s changing social, political,economic, cultural, and religious landscapes, their successes, costs, andstruggles “challenge the notion of a ‘hegemonic’ and monolithic Islam thatvictimizes Muslim women” (p. xi).The book’s preface spells out its main purpose: to render visible theexperiences of professional Pakistani women within the larger goal of disruptingthe dominant western stereotypes and beliefs of Muslim women.In the introduction, Haeri situates herself by raising a series of questionsemerging from her own experiences as an Iranian-born, middle-class, educated,professional Muslim woman living and working in the UnitedStates. Namely, she questions her own invisibility resulting from the persistenceof western stereotypical images and beliefs of women in theMuslim world and then offers an overview of the theoretical and historicalrationale for their persistence ...

scholarly journals Higher education decisions and macroeconomic conditions at age eighteen

SERIEs ◽  
2021 ◽  
Author(s):  
Jennifer Graves ◽  
Zoë Kuehn
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Youth Unemployment ◽  
Dropping Out ◽  
Time To Degree ◽  
Macroeconomic Conditions ◽  
Post Secondary ◽  
Parental Background ◽  
Education Decisions ◽  
Economic Downturns

AbstractUsing individual data from PIAAC and data on youth unemployment for 18 countries, we test how macroeconomic conditions experienced at age eighteen affect the following decisions in post-secondary and tertiary education: (i) enrollment (ii) dropping-out, (iii) type of degree completed, (iv) area of specialization, and (v) time-to-degree. We also analyze how the effects vary by gender and parental background. Our findings differ across geographies (Anglo-Saxon, Southern European, Western European, and Scandinavian countries), which shows that the impacts of macroeconomic conditions on higher education decisions depend on context, such as labor markets and education systems. By analyzing various components of higher education together, we are able to obtain a clearer picture of how during economic downturns potential mechanisms interact to determine higher education decisions.

scholarly journals African Perspective of the Challenges and Prospects of Massification of Higher Education

2019 ◽  
Vol 1 (3) ◽  
pp. 131-145
Author(s):  
Dr. Simon Kibet Kipchumba
Keyword(s):  
Higher Education ◽  
Access To Higher Education ◽  
Institutional Governance ◽  
Post Secondary ◽  
Institutional Management ◽  
Massification Of Higher Education ◽  
Education Levels ◽  
Private And Public ◽  
The Government ◽  
Education In Africa

This article provides an overview of massification on higher education in Africa over the past four decades. It discusses the forces behind its expansion, challenges and prospects in its attempt to offer quality education. In recent years, Africa's higher education has undergone an unprecedented transformation, including the phenomenal expansion of the sector in terms of numbers and diversity of institutions and academic programmes, rapid growth in enrollments, development of quality assurance frameworks, and enhancement of institutional governance, among other things. These transformations are a consequence of many new events, which have allowed the sector to start regaining its key position in terms of Africa's development. In Africa, the massification of higher education has taken place mainly because of advancement at primary and secondary education levels, therefore, resulting in a large group of graduates seeking access to higher education. Africa has witnessed increased enrollments into post-secondary training institutions, and therefore, higher education has faced challenges such as funding, institutional management and governance, quality and relevance and strain on its infrastructure. Massification in higher education in Africa is characterised by capacity expansion both in private and public universities in the wake of the high demand. Massification has brought in some of the prospects such as continuous improvement in education systems, innovations, knowledge management, and country’s development. The study concludes that the government should provide some assistance to universities and colleges but restrict their establishment and growth to those that can provide new programs in areas of critical need such as technology, economics and sciences.

Palestinian Refugee Visits to Their Former Homes

2017 ◽  
Vol 71 (3) ◽  
pp. 433-449
Author(s):  
Menachem Klein
Keyword(s):  
Middle Class ◽  
West Bank ◽  
The West ◽  
Conflict Zones ◽  
Palestinian Refugees ◽  
Post Conflict ◽  
Private Citizens ◽  
Palestinian Refugee ◽  
Upper Middle Class

This article compares Palestinian refugees and exiles' written accounts of their visits to their places of origin in present-day Israel. The discussion is based on texts published by educated, upper-middle-class Palestinians living in the diaspora or in the West Bank, who made their visits as private citizens. After surveying the existing literature on refugee visits their homes in other post-conflict zones, the article discusses an aspect of Palestinian visits that previous studies have left untouched: the encounter between visitors and present occupants.

From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Peter P. Smith
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Good Practice ◽  
The United States ◽  
The Other ◽  
Secondary System ◽  
Mass Higher Education ◽  
Post Secondary ◽  
One Year ◽  
The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

GEODIVERSIDADE E A PRÁTICA DE CAMPOS (ROTEIROS ESCOLARES) NO LITORAL COMO SUBSÍDIOS AO ENSINO DE GEOGRAFIA (FÍSICA)

2019 ◽  
Vol 21 (2) ◽  
pp. 1006-1018
Author(s):  
Ana Alexandre Santos Rodrigues ◽  
Francisco Asis Aquino Bezerra Filho ◽  
Jáder Onofre de Morais ◽  
Lidrana De Souza Pinheiro
Keyword(s):  
Higher Education ◽  
Scientific Knowledge ◽  
Coastal Plain ◽  
West Coast ◽  
Daily Life ◽  
Higher Education Institutions ◽  
Classical Literature ◽  
The West ◽  
Field Practice ◽  
Teachers And Students

As práticas de campo proporcionam aos discentes uma proximidade com o cotidiano. A metodologia proposta no estudo sugere uma divulgação simplificada do conhecimento cientifico da Planície Litorânea de Almofala, propondo rotas de acesso didáticas para práticas de campo que auxiliem os professores das escolas de Itarema. Para a complementação teórica foram considerados como base os inventários da Geodiversidade cientifica do litoral oeste do estado do Ceará, realizados no âmbito do projeto PRONEX. Isso foi feito por pesquisadores de várias Instituições de Ensino Superior do Ceará, e a literatura clássica local. Enquanto resultados discutidos, considerou-se que estes roteiros de práticas de campo podem ser estabelecidos e decididos em conjunto, entre professores e alunos. Tendo como base o mapa interpretativo dos roteiros, com intuito de realizar o reconhecimento e entendimento da dinâmica costeira.Palavras-chave: Educação; Geodiversidade; Planície Litorânea. ABSTRACTField practices provide students with a closeness to daily life. The methodology proposed in the study suggests a simplified dissemination of scientific knowledge of the Almofala Coastal Plain, proposing didactic access routes for field practices that help teachers of Itarema schools. For theoretical complementation, the inventories of the scientific geodiversity of the west coast of the state of Ceará, carried out under the PRONEX project were considered. It was done by researchers from various Higher Education Institutions in Ceará, and its local classical literature. As results discussed, it was considered that these field practice roadmaps can be jointly established and decided between teachers and students. Based on the interpretative map of the roadmaps, in order to recognize and understand the coastal dynamics.Keywords: Education; Geodiversity; Coastal plain. RESUMENLas prácticas de campo ofrecen a los estudiantes una cercanía a la vida diaria. La metodología propuesta en el estudio sugiere una divulgación simplificada del conocimiento científico sobre la llanura costera de Almofala, proponiendo rutas de acceso didáctico para prácticas de campo que ayudan a los docentes de las escuelas de Itarema. Para la complementación teórica fueron considerados como información base los inventarios de la geodiversidad científica de la costa oeste del estado de Ceará, realizados en el ámbito del proyecto PRONEX. Fue realizado por investigadores de varias instituciones de educación superior en Ceará, y la literatura clásica local. En cuanto a los resultados discutidos, se consideró que estas hojas de ruta de prácticas de campo pueden ser establecidas y escogidas conjuntamente entre docentes y estudiantes, con base en el mapa interpretativo de ruta, con el fin de reconocer y comprender la dinámica costera de esta región.Palabras clave: Educación; Geodiversidad; Llanura costera.

Textbook Popery

2018 ◽  
Author(s):  
Cassandra L. Yacovazzi
Keyword(s):  
Higher Education ◽  
Public School ◽  
Middle Class ◽  
Print Culture ◽  
Young Women ◽  
Female Teachers ◽  
The Common ◽  
The Right ◽  
School Movement

By the 1840s, convent narratives gained more middle-class, respectable readers, moving away from descriptions of sex and sadism and focusing instead on convent schools and the education of young women. Popular works such as Protestant Girl in a French Nunnery described "tricks" used by nuns to convert female pupils and lure them into convents. Such literature warned that as neither wives nor mothers, nuns could not train the right kind of women for America. The focus on convent schools converged with the common or public school movement. At the same time, teaching became an acceptable occupation for women, prompting more women to seek opportunities for higher education. This chapter compares the approach to education among nuns and other female teachers alongside the caricatures of convent schools in anti-Catholic print culture. I seek to answer why convent schools faced such heightened animosity even as teaching became feminized.

Sign in / Sign up

Export Citation Format

Share Document