scholarly journals The Multiple Waves of the African Academic Diaspora’s Engagement with African Universities

2021 ◽  
Vol 8 (2) ◽  
pp. 10-28
Author(s):  
Ibrahim O Oanda ◽  
Mark M Obonyo
Keyword(s):  
Higher Education ◽  
Cold War ◽  
African Diaspora ◽  
International Standards ◽  
Third Wave ◽  
Education Development ◽  
Secondary Material ◽  
Policy Context ◽  
Pan Africanism ◽  
Broad Policy

This article analyses the various historical phases in the evolution of theAfrican academic diaspora’s engagement to support the development ofhigher education in Africa. It examines the drivers and motivation for suchengagement and its implications for higher education development onthe continent. The data were derived from a critical review of secondarysources, supplemented by primary observations by one of the authors whois engaged in a programme that supports diaspora academics to travel toAfrican universities for engagement, as part of the third wave. The analysisof the secondary material shows that while the first wave of engagement wasdriven by a strong sense of Pan-Africanism at the global level and laid thefoundation for the establishment of universities across the continent, thesecond wave became trapped in Cold War rivalries that limited engagementand drove more academics from African universities into exile, mainly inEurope and North America, thus swelling the ranks of diaspora academics.The third wave has been caught up in a similar situation. While the forcesof globalisation and internationalisation that are driving this wave ofdiaspora engagement have the potential to support African universities toachieve international standards, they can equally undermine and mute thedesire for higher education decolonisation. The article recommends thatAfrican countries and higher education institutions should play a centralrole in designing the broad policy context that drives engagement and thatthe activities undertaken by African diaspora academics should align withnational higher education priorities.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

scholarly journals Decolonization, the Cold War, and Africans’ routes to higher education overseas, 1957–65

2020 ◽  
Vol 15 (1) ◽  
pp. 169-191
Author(s):  
Eric Burton
Keyword(s):  
Higher Education ◽  
Cold War ◽  
North America ◽  
East Africa ◽  
Western Europe ◽  
Eastern Bloc ◽  
Access To Higher Education ◽  
African Students ◽  
The Cold War ◽  
Gain Access

AbstractFrom the late 1950s, Africans seeking higher education went to a rapidly increasing number of destinations, both within Africa and overseas. Based on multi-sited archival research and memoirs, this article shows how Africans forged and used new routes to gain access to higher education denied to them in their territories of origin, and in this way also shaped scholarship policies across the globe. Focusing on British-ruled territories in East Africa, the article establishes the importance of African intermediaries and independent countries as hubs of mobility. The agency of students and intermediaries, as well as official responses, are examined in three interconnected cases: the clandestine ‘Nile route’ from East Africa to Egypt and eastern Europe; the ‘airlifts’ from East Africa to North America; and the ‘exodus’ of African students from the Eastern bloc to western Europe. Although all of these routes were short-lived, they transformed official scholarship provisions, and significantly shaped the postcolonial period in the countries of origin.

POSSIBLE PROSPECTS FOR COOPERATION BETWEEN CHINA HEILONGJIANG PROVINCE AND FAR EAST REGION OF THE RUSSIAN FEDERATION IN THE EDUCATIONAL SPHERE

2021 ◽  
pp. 97-108
Author(s):  
Mikhail Y. Shvetsov ◽  
◽  
Liubov P. Yatsevich ◽  
Yang Liwei ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Russian Federation ◽  
Russian Far East ◽  
Far East ◽  
Heilongjiang Province ◽  
Education Development ◽  
Higher Education Development ◽  
The Russian Federation ◽  
The Russian Far East

The article is devoted to the study of individual directions and trends in the development of Russian-Chinese relations in the field of education. Topicality of the research is stipulated by necessity of organizational reforming of higher education system in the direction of perspectives of cooperation between Russia and China that presupposes study and comparative analysis of educational systems of considered countries. The article is devoted to the study of some trends and tendencies in the development of Russian-Chinese relations in the field of education. The specifics of the development of integration of educational space of Russia and China on the example of border regions: Heilongjiang Province and the Far East are considered. The method of comparative analysis was used to identify the specifics of higher education in China and the Russian Federation. Mutual benefit and mutual expediency were indicated as criteria for cooperation of both countries in the field of education. The features of higher education development in Heilongjiang Province and in the Russian Far East were described. An analysis of higher education development in the Russian Far East as assessed by Chinese experts is given. The results of a study by Chinese scholars on the preferences of Russian youth are presented. The key areas of effective joint solution to the problem of training a globally competitive professional are identified. The conclusions can be used in developing plans for cooperation between Russia and China in the sphere of higher education.

POWERPOINT IN HIGHER EDUCATION: DEVELOPMENT, TRANSFORMATION AND THE PRESENT STATE

2021 ◽  
Vol 54 (2) ◽  
pp. 97-103
Author(s):  
Alexander R. Polyanin ◽  
◽  
Sergey N. Korotun ◽  
Dmitry A. Baranov ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Present State ◽  
Positive Impact ◽  
Empirical Studies ◽  
Education Development ◽  
Technical Application ◽  
Higher Education Development ◽  
Marketing Environment ◽  
Classroom Time ◽  
Education Process

PowerPoint appeared over 35 years ago and has taken a firm place in education. The massive use of the program began in the mid-90s. The program has gone from an interesting technological novelty to an irreplaceable element of a modern lecture. Such a rapid introduction into ed-ucation took place without extensive empirical studies of a positive impact of this program, the initial scope of which was the marketing environment, on the education process. The article in-dicates that PowerPoint already in the late 1990s was subjected to certain criticism, the initial reasons for which were its technological imperfection, problems of its technical application. Over the decades, the program has undergone a number of modernizations, which, together with the development of demonstration technologies, has brought it today to a qualitatively new level. However, even today PowerPoint continues to raise questions from researchers. A sepa-rate problem was the question of the expediency of such massive use of the program, which today seeks to fill 100% of the classroom time. Most of the guides for using the program do not take into account the specifics of the use of slides and are aimed at the implementation of design rather than pedagogical tasks. The problem of stimulating audience activity at lectures using this program has not been solved yet.

2ND INTERNATIONAL SCIENTIFIC FORUM "CASPIAN REGION 2021: WAYS OF SUSTAINABLE DEVELOPMENT" MAY 26-28 2021, ASTRAKHAN

2021 ◽  
Vol 1 (2) ◽  
pp. 100-135
Author(s):  
FEDOTOVA ANNA V. ◽  
◽  
KOSMACHEVA OLGA YU. ◽  
KOLESNIKOVA ELENA M. ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Federal District ◽  
Science Research ◽  
Caspian Region ◽  
North Caucasus ◽  
Education Development ◽  
Youth Policy ◽  
Science System ◽  
The North

The article gives an overview of the scientific forum "Caspian Region 2021: Ways of Sustainable Development" held on May 26-28, 2021 in the city of Astrakhan on the basis of the Astrakhan State University. The brief overview introduces the main directions of the forum related to the priority vectors of the Caspian macro-region development, touching upon the issues of cooperation in the scientific and educational sphere on the scale of the Great Caspian Sea, the development of the transport and logistics cluster, integrated safety and security in the context of the economic, cultural, environmental and geopolitical components, youth policy and education development issues. The International Scientific Forum "Caspian Region 2021: Ways of Sustainable Development" united leaders of the science system, higher education and youth policy, leading scientists, experts of higher education and will become the driver of the Year of Science and Technology in Russia. More than 20 events took place within the framework of the Forum: panel discussions, a national conference with international participation, a meeting of the Commission on Science, Research and Technology of the Association of State Universities of the Caspian Countries, a joint meeting of the Council of Rectors of Universities of the Southern Federal District and the North Caucasus Federal District, a meeting of the Caspian Discussion Club, round tables, excursions, presentations, lectures on relevant topics.

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