Journal of Higher Education in Africa https://journals.codesria.org/index.php/jhea <p><img src="https://journals.codesria.org/public/site/images/codesria-af/jheanew.png" alt="" width="250" height="342" /></p> <p>The Journal of Higher Education in Africa (ISSN 0851-7762) publishes analysis, information, and critique on contemporary issues of higher education in the continent with special emphasis on research and policy matters.</p> <p>The JHEA accepts contributions in English and French from researchers, practitioners and policymakers.</p> en-US publications@codesria.org (Publication) publications@codesria.org (Publication) Tue, 25 Jan 2022 00:00:00 +0000 OJS 3.3.0.8 http://blogs.law.harvard.edu/tech/rss 60 Cover Page https://journals.codesria.org/index.php/jhea/article/view/1894 <p>Cover Page</p> Copyright (c) 2022 Journal of Higher Education in Africa https://journals.codesria.org/index.php/jhea/article/view/1894 Tue, 25 Jan 2022 00:00:00 +0000 0 - Prelim https://journals.codesria.org/index.php/jhea/article/view/1885 <p>Prelim</p> Copyright (c) 2022 Journal of Higher Education in Africa https://journals.codesria.org/index.php/jhea/article/view/1885 Tue, 25 Jan 2022 00:00:00 +0000 1 - Enhancing the Digital Transformation of African Universities: Covid-19 as Accelerator https://journals.codesria.org/index.php/jhea/article/view/1886 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>The COVID-19 pandemic has had negative effects on virtually every sector of the global economy and educational institutions have not been spared. This has inevitably led to the need for African think tanks to consider ways through which the continent’s unprecedented youth bulge could be the cog around which growth and competitiveness of the African economy could be achieved. The first section introduces the paper and highlights how Higher Education Institutions (HEIs) have a key role to play towards ensuring the youth are adequately equipped with skills that are relevant to the twenty-first century’s digital transformation. The second section discusses the theories behind the mega trends of the twenty-first century by international agencies, consultancy firms, governments, academics, and pundits while the third section examines the digitalization of HEIs and cites various publications on higher education and its evolution in the digital era. The fourth section builds on the authors’ findings from previous sections to detail a twelve- point Digital Transformation Agenda for Africa. The fifth section highlights the technological infrastructure that is required to support Africa’s Digital Transformation Agenda and twenty-first century research and innovation before the authors draw conclusions.</p> </div> </div> </div> <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p><strong>Paul Tiyambe Zeleza, </strong>Vice Chancellor, Professor of Humanities and Social Sciences, United States International University-Africa, Kenya. Email: pzeleza@gmail.com</p> <p><strong>Paul Mzee Okanda, </strong>Director of ICT, United States International University-Africa, Kenya. Email: pokanda@usiu.ac.ke</p> </div> </div> </div> Copyright (c) 2022 Journal of Higher Education in Africa https://journals.codesria.org/index.php/jhea/article/view/1886 Tue, 25 Jan 2022 00:00:00 +0000 2 - Competencies and Proficiencies in Special Education: The Case of Ethiopian Universities https://journals.codesria.org/index.php/jhea/article/view/1887 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This study explores and analyses the competencies and proficiencies of final- year university students studying special education in two public higher education institutions in Ethiopia. A total of fifty-five final-year students were purposefully sampled with the results that these students severely lacked the requisite competencies and proficiencies in areas and skills that are crucial for personal and professional advancement in higher education. The study also observes that the training of university students does not sufficiently incorporate practical experiences and effective exposure to the tools and methods that schools employ to provide robust special education services. The study, based on the analysis of knowledge of the Individual Education Plan, concludes that final-year students involved in this study lack the requisite competencies, experiences and proficiencies which are key skills necessary for special education teachers.</p> </div> </div> </div> <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p><strong>Workneh E. Woldehana, </strong>Special Education Expert, Staff Development Coordinator, Andinet International School, Ethiopia. Email: workneh_endazenaw@yahoo.com</p> <p><strong>Damtew Teferra, </strong>Professor, University of KwaZulu-Natal, South Africa. Email: teferra@ukzn.ac.za</p> </div> </div> </div> Copyright (c) 2022 Journal of Higher Education in Africa https://journals.codesria.org/index.php/jhea/article/view/1887 Tue, 25 Jan 2022 00:00:00 +0000 3 - Teaching Styles of Educators in Higher Education in Eritrea: Teacher-centred or Student-centred? https://journals.codesria.org/index.php/jhea/article/view/1888 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>To meet the demands of twenty-first-century educational needs in Eritrea, the country required the education sector to replace passive learning and didactic pedagogy with interactive learning and student-centred pedagogy. In line with reform initiatives, teacher education programmes aim to prepare student teachers to increase their prospective students’ participation in the classroom. The purpose of the study on which this article is based was to find out the extent to which educators used student-centred strategies in realising the reform initiatives. The methodology adopted was survey research design. A questionnaire based on the Principles of Adult Learning Scale was used to generate data from sixty-one educators at two teacher education institutions, namely the College of Education of the Eritrea Institute of Technology and Asmara Community College of Education. While student-centred teaching has been advocated, the findings indicate that teacher-centred teaching dominates instructional settings. Moreover, the study examined the relationship between teaching styles and the demographic features of educators using an analysis of variance. No significant differences were found between teaching styles and various demographic aspects of the teacher educators.</p> </div> </div> </div> <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p><strong>Ali Suleman Abdella, </strong>Seattle Public Schools, Seattle. Email: asabdella@seattleschools.org</p> <p><strong>Aslam Fataar, </strong>Faculty of Education, Stellenbosch University. Email: afataar@sun.ac.za</p> </div> </div> </div> Copyright (c) 2022 Journal of Higher Education in Africa https://journals.codesria.org/index.php/jhea/article/view/1888 Tue, 25 Jan 2022 00:00:00 +0000 4 - Comparing Pedagogy in Kenya’s Public Universities: The Roles of University Managers https://journals.codesria.org/index.php/jhea/article/view/1889 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Past studies have shown that the increased enrolment of students in public universities has not been matched with supporting human and technical resources. This has affected the quality of teaching and learning. This article examines pedagogical approaches in the context of mass expansion of tertiary education in selected public universities in Kenya. Further, the authors explore how managers within these institutions support academic staff in pedagogical innovations. The results from a survey of selected public universities showed that certain teaching and learning pedagogies have been favoured and used in these institutions to accommodate the increasing number of students. Further, although the study shows that there is an effort on the side of university lecturers and managers to use and/or support pedagogies that favour the large number of students, there are bottlenecks that are currently beyond their control. These include inadequate funding, staffing, and physical facilities, among others. Subsequently, there are calls for the Ministry of Education and Commission for University Education to work hand in hand with universities if significant quality education is to be realised in Kenya’s public universities.</p> </div> </div> </div> <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p><strong>Susan M. Kilonzo, </strong>Associate Professor of Sociology of Religion, Maseno University, Kenya. Email: mbusupa@yahoo.com</p> <p><strong>Kennedy Onkware, </strong>Professor of Philosophy, Masinde Muliro University of Science and Technology, Kenya. Email: kenonkware@gmail.com</p> <p><strong>Pamela A. Oloo, </strong>Senior Lecturer, Maseno University, Kenya. Email: aoloo2001@yahoo.com</p> <p><strong>Simon G. Omare, </strong>Senior Lecturer, Moi University, Kenya. Email: omarexg@gmail.com</p> </div> </div> </div> Copyright (c) 2022 Journal of Higher Education in Africa https://journals.codesria.org/index.php/jhea/article/view/1889 Tue, 25 Jan 2022 00:00:00 +0000 5 - ICT Utilisation and Associated barriers in Teaching among Middle-level Academics in Nigerian Universities https://journals.codesria.org/index.php/jhea/article/view/1890 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This article seeks to understand the barriers to information and com- munications technology (ICT) utilisation among middle-level academics in Nigerian universities. It makes use of a cross-sectional survey and key informant interviews to interrogate the problem. A total of 1,325 middle- level lecturers drawn from 12 South-western Nigerian universities took part in the study. Because of the nature and character of the Nigerian state and the historical contexts of its higher education, the political economy approach was adopted along with ICT utilisation resistance theory to explain barriers to ICT utilisation in Nigerian universities. The article finds that there is a significant relationship between the availability, utilisation and quality of teaching in Nigerian universities. Specifically, it finds that in universities where lecturers had tablets they were 1.5 times more likely to deliver quality teaching. It also finds that in universities where lecturers used multimedia projectors, students were 2.7 times more likely to receive quality teaching. On the barriers to ICT utilisation, the article finds that lack of funding, lack of strong institutional policy and support infrastructure such as broadband internet connectivity and constant electricity supply are among the major constraints to ICT-based higher education. It therefore suggests the development of a comprehensive policy on ICT-based education and massive investment in university education in Nigeria.</p> </div> </div> </div> <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p><strong>John Lekan Oyefara, </strong>PhD, Department of Sociology, University of Lagos, Nigeria. Email: loyefara@unilag.edu.ng</p> <p><strong>Pius Adejoh, </strong>PhD, Department of Sociology, University of Lagos, Nigeria. Email: padejoh@unilag.edu.ng</p> <p><strong>Waziri B. Adisa, </strong>PhD, Department of Sociology, University of Lagos, Nigeria. Email: wadisa@unilag.edu.ng</p> <p><strong>Khadeejah A. Abdulsalam, </strong>PhD, Department of Electical and Elecronics, University of Lagos, Nigeria. Email: kabdulsalam@unilag.edu.ng</p> <p><strong>Tunde Alabi, </strong>M.Sc., Department of Sociology, University of Lagos, Nigeria. Email: taalabi@unilag.edu.ng</p> </div> </div> </div> Copyright (c) 2022 Journal of Higher Education in Africa https://journals.codesria.org/index.php/jhea/article/view/1890 Tue, 25 Jan 2022 00:00:00 +0000 6 - Les imaginaires populaires de la femme âgée face aux accusations de sorcellerie en République centrafricaine : une perspective genrée https://journals.codesria.org/index.php/jhea/article/view/1891 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>Since its irruption into the vocabulary of the social sciences, gender has not ceased to give rise to numerous reflections, publications, colloquia, etc. by researchers, particularly those at the University of Bangui. In fact, in the social representation systems of most Central African ethnic groups, the relationship between men and women is strongly influenced by socio-cultural constraints, rooted in patriarchy. As a result, women have become the object of a “gendered social construction” and therefore suffer the consequences flowing from it. In this same socio-anthropological perspective, elderly and infertile women are subjected to violence due to accusations of witchcraft. These imaginary and stereotyped facts constitute a real departure from feminist ideology, as defended and conveyed by the social sciences. In the past, elderly women were venerated and respected because of the powers they possessed, unlike the mistreated elderly women in the West. Based on an ethnographic approach and a qualitative analysis, this article aims to question the dangers of perceptions related to elderly women. The aim is to highlight the representations contained in the subconscious of the population, linked to elderly women in the Central African Republic in the era of «modernity». The study is based on direct observation of the environment. In addition to factual observation, empirical data was collected through semi-directive and free interviews with elderly women and resource persons.</p> </div> </div> </div> <p>&nbsp;<strong>Narcisse Landry Kevis Kossi, </strong>Département des Sciences sociales, Université de Bangui, République centrafricaine. E-mail : landrykevis@yahoo.fr</p> </div> </div> </div> Copyright (c) 2022 Journal of Higher Education in Africa https://journals.codesria.org/index.php/jhea/article/view/1891 Tue, 25 Jan 2022 00:00:00 +0000 7 - Politique de financement et gouvernance des universités publiques sénégalaises : vers un nouveau paradigme ? https://journals.codesria.org/index.php/jhea/article/view/1892 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Like most OECD countries in the 2000s, higher education in Senegal, is in the process of undergoing a major change. The Government of the Republic of Senegal has established results-based funding through multi-year performance contracts signed with public universities. Students (past and present) and companies are also asked to contribute funding. In terms of governance, on the one side, the meeting of the university, internal decision-making body, is replaced by the board of directors composed of academics and outsiders representing the world of business, local communities and civil society and chosen for their management skills and their address book. Lasly, the State restructures its institutional relations with the public universities by setting up the executive management of the higher education and the national authority of quality insurance of the higher education.</p> </div> </div> </div> <p><strong>Melyan Mendy, </strong>Maître de Conférences, Coordinateur, Laboratoire de recherches en Sciences économiques et sociales (LARSES), Université Assane Seck, Ziguinchor, Sénégal. Professeur associé, IFGE/EMLyon Business School, France. Email : mmendy@univ-zig.sn ; melyan.mendy@gmail.com</p> Copyright (c) 2022 Journal of Higher Education in Africa https://journals.codesria.org/index.php/jhea/article/view/1892 Tue, 25 Jan 2022 00:00:00 +0000 8 - Existe-t-il un effet genre dans les performances académiques des étudiants dans les facultés des sciences économiques et de gestion au Cameroun ? Cas de la FSEG de l’université de Yaoundé II https://journals.codesria.org/index.php/jhea/article/view/1893 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>The objective of this research is to determine whether there is a gender effect in the performance of students in the Faculty of Economics and Management of the University of Yaounde 2. Student performance is studied from two perspectives: selectivity and exam success. We used a flow analysis and a sequential multinomial model to study this performance. Using the 2015-2016 student cohort of 2,488 individuals, the results show that the performance gap in this faculty is gendered in favour of girls. The latter have a lower selectivity rate than men; moreover, their chances of success are higher than those of men at all levels of study.</p> </div> </div> </div> <p><strong>Étienne Atala, </strong>Département d’économie des ressources humaines Faculté des sciences économiques et de gestion Université de Yaoundé II. Email: atalaetienne@yahoo.com</p> Copyright (c) 2022 Journal of Higher Education in Africa https://journals.codesria.org/index.php/jhea/article/view/1893 Tue, 25 Jan 2022 00:00:00 +0000 JHEA, Volume 19, n°1, 2021 - Full Issue https://journals.codesria.org/index.php/jhea/article/view/1884 <div class="page" title="Page 3"> <div class="layoutArea"> <div class="column"> <p><strong>Contents</strong></p> <div class="page" title="Page 3"> <div class="layoutArea"> <div class="column"> <p>Enhancing the Digital Transformation of African Universities: COVID-19 as Accelerator<br><strong>Paul Tiyambe Zeleza &amp; Paul Mzee Okanda............................. 1</strong></p> <p>Competencies and Proficiencies in Special Education: The Case of Ethiopian Universities<br><strong>Workneh E. Woldehana &amp; Damtew Teferra......................29</strong></p> <p>Teaching Styles of Educators in Higher Education in Eritrea: Teacher-centred or Student-centred?<br><strong>Ali Suleman Abdella &amp; Aslam Fataar.............................45</strong></p> <p>Comparing Pedagogy in Kenya’s Public Universities: The Roles of University Managers<br><strong>Susan M. Kilonzo, Kennedy Onkware, Pamella A. Oloo &amp; Simon G. Omare.............................63</strong></p> <p>Information Communication Technology (ICT) Utilisation and Associated Barriers in Teaching among Middle-level Academics in Nigerian Universities<br><strong>John Lekan Oyefara, Pius Adejoh, Waziri B. Adisa, Khadeejah A. Abdulsalam &amp; Tunde Alabi ......................95</strong></p> <p>Les imaginaires populaires de la femme âgée face aux accusations de sorcellerie en République Centrafricaine : une perspective genrée<br><strong>Narcisse Landry Kevis Kossi.........................121</strong></p> <p>Politique de financement et gouvernance des universités publiques Sénégalaises : vers un nouveau paradigme ?<br><strong>Melyan Mendy..................................141</strong></p> <p>Existe-t-il un effet genre dans les performances académiques des étudiants dans les facultés des sciences économiques et de gestion au Cameroun ? Cas de la FSEG de l’Université de Yaoundé II<br><strong>Etienne Atala.......................................171</strong></p> </div> </div> </div> </div> </div> </div> Copyright (c) 2022 Journal of Higher Education in Africa https://journals.codesria.org/index.php/jhea/article/view/1884 Tue, 25 Jan 2022 00:00:00 +0000