https://www.africanminds.co.za/wp-content/uploads/2019/10/Sharing-Knowledge-Cover_recent.png 849 600 vene https://www.africanminds.co.za/wp-content/uploads/2020/02/logo.png vene2019-10-19 17:36:002020-03-24 10:33:15Sharing Knowledge, Transforming Societies: The Norhed Programme 2013-2020
In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of ‘knowledge for development’ in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event.
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From the early 2000s, a new discourse emerged, in Africa and the international donor community, that higher education was important for development in Africa. Within this ‘zeitgeist’ of converging interests, a range of agencies agreed that a different, collaborative approach to linking higher education to development was necessary. This led to the establishment of the Higher Education Research and Advocacy Network in Africa (Herana) to concentrate on research and advocacy about the possible role and contribution of universities to development in Africa. This book is the final publication to emerge from the Herana project.
https://www.africanminds.co.za/wp-content/uploads/2018/10/cover_anchored_in_place.png 849 600 vene https://www.africanminds.co.za/wp-content/uploads/2020/02/logo.png vene2018-10-26 18:35:002020-05-19 07:52:19Anchored in Place: Rethinking universities and development in South Africa
Tensions in South African universities have traditionally centred around equity (particularly access and affordability), historical legacies (such as apartheid and colonialism), and the shape and structure of the higher education system. What has not received sufficient attention, is the contribution of the university to place-based development. This volume is the first in South Africa to engage seriously with the place-based developmental role of universities.
https://www.africanminds.co.za/wp-content/uploads/2020/02/HE-Pathways-cover-FINAL.png 849 600 vene https://www.africanminds.co.za/wp-content/uploads/2020/02/logo.png vene2018-03-03 18:16:002020-10-06 14:33:23Higher Education Pathways: South African Undergraduate Education and the Public Good
In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development? These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent.
https://www.africanminds.co.za/wp-content/uploads/2020/02/Going-to-University-COVER.png 849 600 vene https://www.africanminds.co.za/wp-content/uploads/2020/02/logo.png vene2018-02-18 18:42:002020-03-24 11:05:56Going to University: The Influence of Higher Education on the Lives of Young South Africans
This accessible book brings together the rich life stories of 73 young people, six years after they began their university studies. It traces how going to university influences not only their employment options, but also nurtures the agency needed to chart their own way and to engage critically with the world around them. The book offers deep insights into the ways in which public higher education is both a private and public good, and it provides significant conclusions pertinent to anyone who works in – and cares about – universities.
https://www.africanminds.co.za/wp-content/uploads/2020/02/AM-ROER4D-cover-options-Round-3.png 849 600 vene https://www.africanminds.co.za/wp-content/uploads/2020/02/logo.png vene2017-12-12 16:49:002020-03-24 11:08:05Adoption and Impact of OER in the Global South
Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries.
https://www.africanminds.co.za/wp-content/uploads/2020/02/JET-TVET-cover-final.jpg 849 600 vene https://www.africanminds.co.za/wp-content/uploads/2020/02/logo.png vene2016-06-22 19:09:002020-03-24 12:35:09Change management in TVET colleges: Lessons learnt from the field of practice
The Technical and Vocational Education and Training (TVET) college environment is marked by increasingly stark juxtapositions between what needs to be achieved in the post-school education sector and the increasing difficulty of current conditions. The ‘triple challenge’ of poverty, inequality and unemployment weighs heavily on the social, political and economic fabric of the country and expectations are high that the TVET colleges can make a pivotal contribution to counter these challenges. Despite laudable increases in TVET enrolment, the education system needs to work harder to accommodate the weight of demand for post school further education and training (FET) band qualifications from young people not in education, employment or training. At the same time, it is vital to secure adequate quality in TVET programmes which depend so much on the competence and commitment of college lecturers.
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An absorbing and intelligent study, this book will be invaluable for anyone interested in the strategies scholars are using to adapt to the interconnectedness of the modern world. It offers fresh insights into how academics are attempting to protect the spaces in which they can freely and openly debate the challenges they face, while aiming to transform higher education, and foster scholarly collaboration.
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The second volume of the African Higher Education Dynamics Series brings together the research of an international network of higher education scholars with interest in higher education and student politics in Africa. Most authors are early career academics who teach and conduct research in universities across the continent and came together for a research project, and related workshops and a symposium on student representation in African higher education governance.
https://www.africanminds.co.za/wp-content/uploads/2020/02/cover_reflections.jpg 849 600 vene https://www.africanminds.co.za/wp-content/uploads/2020/02/logo.png vene2016-03-03 11:23:002020-03-24 12:58:25Reflections of South African University Leaders: 1981 to 2014
The inspiration for this collection arose in late 2013 in the Council on Higher Education’s (CHE) Monitoring and Evaluation Directorate, the directorate responsible for conducting research on the higher education landscape and monitoring the state of the sector over time. They noted that conditions besetting universities had grown increasingly complex, both globally but more especially locally, and the question arose – how had this altered the challenges to university leadership over the period, say, between the new political dispensation ushered in in 1994 and the second decade of the new millennium? More particularly, how had leaders with a proven track record of visionary and strong leadership during this period faced these challenges? How did they see the main changes that needed dealing with? What challenges did these changes pose and how were they successfully overcome? What did they think, looking back, were the main constituents of successful leadership and management? What wisdom could be distilled for posterity? The Directorate decided to invite a range of vice-chancellors and senior academic leaders who had completed their terms of office to contribute to a project that set out to gather such reflections and compile them into a publication.