scholarly journals Issue Analysis of Competency-Based Mathematics Curriculum Design in African Countries: A Case Study of Mozambique’s Primary Mathematics Education

2019 ◽  
Vol 9 (1) ◽  
pp. 41
Author(s):  
Satoshi Kusaka
Keyword(s):  
Curriculum Design ◽  
Mathematics Curriculum ◽  
Developed Countries ◽  
Basic Knowledge ◽  
African Countries ◽  
Developed Country ◽  
Primary Mathematics ◽  
Basic Competencies ◽  
Competency Based

The paper firstly clarified the characteristic of competencies being discussed in African countries by comparing them with competencies being discussed in developed countries. It has become clear that both countries are very similar. In other words, against the background of rapidly increasing internationalization and globalization, the competencies required to live in the society of the future are the same across borders, regardless of whether in a developed country or a developing country. Secondly, using Mozambique as a case study, how the competencies are actualized and what kind of challenges they face are discussed by analyzing primary mathematics curriculum, textbooks and in classes. An emphasis was placed on the ability to use social, cultural and technological tools used in an interactive manner in the competencies that were contained in the 2015 curriculum. However, most of the contents of the new textbook focus on “basic competencies” centered on basic knowledge and skills. Furthermore, there were many classes where teachers presented questions listed in the textbook as they are. Hence, it became apparent that the nurturing of practical competencies listed in the curriculum was largely reliant on the abilities of the teacher.

scholarly journals The “Africanized” Competency-Based Curriculum: The Twenty-First Century Strides

2019 ◽  
Vol 7 (4) ◽  
pp. 46-51
Author(s):  
Cheptoo Ruth ◽  
V Ramadas
Keyword(s):  
Developed Countries ◽  
International Standards ◽  
First Century ◽  
Technological Advancement ◽  
Paradigm Shifts ◽  
African Countries ◽  
African Education ◽  
African Context ◽  
Competency Based ◽  
The Developed Countries

African education still changes due to the influence of technological advancement and globalization. Many African countries are struggling to be at the breast with the international standards in the knowledge economy progress. Adoption of Competency-Based Curriculum (CBC) brings new trends on the leverage of African education with the rest of the world. CBC emphasis is on the attainment of competencies among the graduates, which is fundamental to the employability in the job market.Moreover, it is mostly concerned with skills and attitudes that learners need to apply in their professional life. Many countries in Africa that have adopted CBC are now getting solutions to the local needs of the populace though faced with diverse challenges. CBC, as implemented in the developed countries, has shown instrumental progress in the contribution to the standards of the graduates. This paper discusses the general adoption of CBC in different Africa countries, description of paradigm shifts of CBC, factors that call for the need to africanise CBC, This calls for Africa to rethink realignment of the adopted CBC to the African context.

scholarly journals PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN EKONOMI UNTUK MENYIAPKAN GURU PROFESIONAL DI SEKOLAH BERTARAF INTERNASIONAL

2013 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Dadang Dahlan ◽  
Neti Budiwati ◽  
Susanti Kurniawati
Keyword(s):  
Curriculum Design ◽  
Teacher Candidates ◽  
International Schools ◽  
Developed Countries ◽  
International School ◽  
Economic Education ◽  
Survey Method ◽  
Global Level ◽  
School Teachers ◽  
Competency Based

This study begins with a consideration of future challenges related to the need for international school teachers (SBI), which raises the question of how to design curriculum with competency-based approach in order to produce the teacher candidates that suit the needs of teachers in international schools (SBI )? The research objective is to be able to: 1) generate a description of strengths and weaknesses of curriculum designs that are being used; 2) produce a description of the implementation of a curriculum that is being implemented; and 3) produce a description of the competency standard (SKL) economics teacher candidates for international school (SBI) .The study was designed for 2 years using Research and Development, for the first year of this descriptive survey method, using the techniques of data collection in the form of documentation, questionnaires and interviews. The source data consists of lecturers, teachers, students and alumni who work at the international school (SBI).  Among other results it was found that department of Economic Education curriculum has weaknesses and strengths. Weaknesses include a) the design curriculum not in accordance with the need to generate international school teachers (SBI); b) the design of the curriculum have not loaded the competencies required of graduates to compete at a global level; c) curriculum design has not adopted the curriculum developed countries that excel in the field of education. While its power is a) curriculum design approach based on scientific disciplines (content based); b) curriculum has been outlined in the syllabus and SAP; and c) curriculum design is flexible. Judging from the implementation of the curriculum, that has not been implemented based learning competency-based curriculum (KBK), but from the aspect of SBI implementation of curriculum-based learning (learning) already contains the necessary aspects of learning in SBI. Starting from the results of this study suggested: in the face of global challenges of the department of  Economic Education is necessary to develop future curriculum design based CBC is consistently (consistently); implementation of the curriculum / learning must use a variety of approaches as expected by the curriculum, as well as to develop a curriculum thatcompliance-oriented international school teachers (SBI) must be rejected on the dotted-oriented curriculum development competency standards (SKL), which allows graduates can work in SBI and compete at a global level. Keywords: curriculum designs, competency-based, economic education

scholarly journals Preferential tariffs and development of Norwegian rose import from Africa

2020 ◽  
Vol 10 (3) ◽  
pp. 341-361
Author(s):  
Hege Medin ◽  
Maren Elise Bachke
Keyword(s):  
Developing Countries ◽  
Low Income ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Developed Countries ◽  
Least Developed Countries ◽  
African Countries ◽  
Developed Country ◽  
Content Type ◽  
Preferential Tariff

PurposeImports of cut roses increased after Norway implemented a preferential tariff scheme for the least developed countries in 2002. When the scheme was extended to more countries in 2008 – among them Kenya – imports exploded. This article studies the subsequent changes in supply channels, import costs and the way Norwegian firms imported.Design/methodology/approachQualitative data, obtained through interviews among five rose importers, are combined with quantitative data for all importing firms and transactions in Norway for the years 2003–2014. These data are analysed in light of recent economic theories on international trade.FindingsWhen Kenya was included in the scheme, imports from Europe and domestic production in Norway decreased substantially. Imports from some African countries with low income levels also declined. Importing under GSP involves high fixed import costs due to stringent procedures. Each firm's imports increased gradually, and over time learning may have facilitated importing. Direct trade with African producers and control over the logistics chain seem to have become more important.Research limitations/implicationsThe analysis builds mainly on data for Norwegian importers, not for African exporters.Practical implicationsSimplifying the GSP procedures could increase Norwegian imports from developing countries and induce establishment of new trade relationships, perhaps also for other products than roses.Originality/valueUsing a mixture of original qualitative data as well as unique, detailed and comprehensive quantitative data, the article provides new insights into how preferential tariff reductions for developing countries’ exports to a developed country affect trade and buyer–supplier relationships.

scholarly journals Migrating a professional field of study in a multi-institutional partnership: facilitators’ experience in the competence-based curriculum development process

2014 ◽  
Vol 1 (2) ◽  
pp. 405 ◽  
Author(s):  
Proscovia Namubiru Ssentamu ◽  
Betty Akullu Ezati ◽  
Ronald Bisaso ◽  
Elias Pekkola ◽  
Seppo Hölttä
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Development Process ◽  
Developed Countries ◽  
African Countries ◽  
Leadership And Management ◽  
Curriculum Design And Development ◽  
Training Of Trainers ◽  
Professional Field ◽  
The University

With the urge to Africanise the curriculum following colonisation, many African countries are still wary of the educational initiatives from the developed countries. However, with the clear curriculum design and development guidelines provided by various national Quality Assurance bodies, African countries need not fear migrating curricula from developed countries. Drawing from the workshop experiences, authors of this paper illustrate the steps involved in migrating, contextualising and adapting a professional field of study in a multi-institutional partnership, with particular focus on the competence-based curriculum design and development process. The process of migrating higher education (HE) Administration, Leadership and Management curriculum taught at the University of Tampere (Finland) to a Postgraduate Diploma in Higher Education Leadership and Management (PGDHELM) curriculum at Uganda Management Institute (UMI) in partnership with the Makerere University and the University of Helsinki involved undertaking a needs assessment, training of trainers and adapting the programme to the UMI context. The training of trainers provided opportunity for the trainees to reflect and generate information on the status of HE leadership and management in Uganda. The curriculum was institutionalised by aligning it to the vision, mission and profile of UMI in the context of the existing internal and external Quality Assurance frameworks. This paper underscores the importance of involving stakeholders, taking into account national and institutional requirements in all the steps when migrating an academic curriculum.

Rethinking the Agency of Women in the Shea Industry

Politeia ◽  
2018 ◽  
Vol 37 (1) ◽  
Author(s):  
Abiba Yayah
Keyword(s):  
Rural Women ◽  
Field Work ◽  
Northern Region ◽  
African Countries ◽  
Good Source ◽  
Everyday Practices ◽  
Home Based

The agency of women in most African countries is often affected by the socio-economic and political policies that are almost always disadvantageous to women, especially women who have little to no knowledge of their rights. Using the shea industry in Ghana as a case study, I chronicle the challenges as recounted by rural women involved in this home-based work in the Northern Region of Ghana and critically analyse these challenges and their implications. Focusing mainly on the results of my recent field work, I present some of the accounts relating to the lack and exclusion of recognition of and respect for the experiences of rural women who are in fact the linchpin of the shea industry in Ghana. Initiatives and strategies of non-governmental organisations and some governmental policies have attempted to address these challenges that have implications for the livelihoods of rural women. Research and policies have only offered “band-aid solutions” to the economic disempowerment of rural women in the shea industry in Ghana as they have not dealt with the causes. This article seeks to refute the claim that equity exists by indicating the lack of equity and justice in the policies in the shea industry. In an attempt to provide an understanding of the economic disempowerment of women in this industry, I consider my field work as a good source as it exposes the experiences and everyday practices as narrated by rural women in the industry. This article seeks to analyse the existing discourses especially those pertaining to the contributions and experiences of rural women in the shea industry.

Skills and Competencies Required by Academic Librarians in an Internet-Driven Environment

Mousaion ◽  
2018 ◽  
Vol 35 (4) ◽  
Author(s):  
Yakubu A. Liman ◽  
Priti Jain ◽  
Baluwami Grand ◽  
Athulang Mutshewa
Keyword(s):  
Service Provision ◽  
Developed Countries ◽  
Review Literature ◽  
Internet Usage ◽  
Academic Librarians ◽  
Library Services ◽  
African Countries ◽  
Analysis Methodology ◽  
Internet Skills ◽  
Use Of Internet

This paper reviews literature on the skills and competencies required by academic librarians in an Internet-driven environment. Content analysis methodology was used to review literature. Purposive sampling was also used for identifying literature on skills and competencies of librarians in the use of Internet services in academic libraries. A total of 118 publications were selected. Findings from the articles reviewed show that librarians from developed countries required skills and competencies in Internet usage to provide effective library services. However, the findings also show that academic librarians from developing countries, especially in Africa, are still lagging behind regarding Internet skills and competencies to provide effective information services in the library. The paper concludes that despite changes brought by the Internet, there are still gaps in the way library services are provided because of poor Internet knowledge, skills and competencies of academic librarians. The paper recommends that academic librarians in African countries acquire Internet skills and competencies to update their knowledge and technological skills for effective library service provision.

APPLICATION OF THE CASE STUDI METHOD IN THE EDUCATIONAL PROCESS OF PREPARING THE PROVISOR

2020 ◽  
Vol 22 (9) ◽  
pp. 4-7
Author(s):  
Nikiforova E.B. ◽  
Davitavyan N.A. ◽  
Shevchenko A.I.
Keyword(s):  
Health Care ◽  
Educational Technology ◽  
Educational Process ◽  
Professional Activity ◽  
Federal State ◽  
Case Study Method ◽  
State Budget ◽  
Educational Standard ◽  
Competency Based

The development of the pharmaceutical industry is one of the priority tasks of our state, aimed at providing the population of the Russian Federation with modern safe and effective medicines. The solution to this problem is impossible without the formation of a highly qualified personnel potential that meets the demand and expectations of the pharmaceutical market and society as a whole. In this regard, in the system of training of pharmacists in recent years, quite dynamic and flexible transformations have been taking place, dictated by the urgent needs of domestic health care. It should be noted that in the process of implementing this educational standard, the competency-based approach to organizing the process of training modern pharmacists comes to the fore. One of the effective tools for the formation of professional competencies in various educational fields is the case study method. Case study is a training method based on the analysis of real situations from various areas of professional activity and contributing to the development of specialist competency. The competency-based orientation of the case study method is in line with modern ideas about the organization of the educational process for the training of pharmacists. The case study method is actively used in the process of teaching disciplines of the curriculum of the Federal State Budget Educational Establishment of Higher Education KubGMU of the Ministry of Health of Russia, specialty 33.05.01 Pharmacy. Examples of case study tasks as educational technology are presented in the work programs of the curriculum disciplines of the specialty 33.05.01 Pharmacy developed at the Department of Pharmacy. Depending on the content of the taught discipline, these tasks simulate a particular situation from the professional activities of pharmacists, offered to students for a comprehensive analysis and evaluation. The use of this educational technology contributes to the integration of knowledge, skills acquired in the learning process and their competency-based profiling in accordance with the current level of development of domestic health care.

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