Report of Contributions - Fifteenth General Conference: The Future of African Higher Education - Association of African Universities ...
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Fifteenth General Conference:
The Future of African Higher
Education
Report of Contributions
https://event-mgt.aau.org/e/gencon15Fifteenth General … / Report of Contributions MOLECULAR DYNAMICS STUDY …
Contribution ID: 3 Type: not specified
MOLECULAR DYNAMICS STUDY ON THE
MISCIBILITY OF POLYLACTIC ACID (PLA) BLENDS
WITH OTHER POLYMERS
ABSTRACT
One of the challenging tasks involving polymers is synthesis of ones with desired properties. It re-
quires much resources and is time consuming. Conventional methods involve trial and error where
different molecules are tested and experimented in the laboratory. Even with this, the methods
are not guaranteed to culminate in achieving the desired properties. Therefore, polymer blend
using simulation tools is employed in the recent years. This work presents a Molecular Dynam-
ics Simulation in studying the miscibility of the mixtures of polylactide (PLA) with polystyrene
(PS), natural rubber (NR), low-density polyethylene (LDPE), high-density polyethylene (HDPE)
and polyethylene terephthalate (PET). The simulation was attained using the Forcite and Blend
modules of Material Studio. Temperature effect is considered on the blend mixtures as free energy
(Gm), the Flory-Huggins interaction parameter (Chi or χ), the mixing energy (Emix) and the phase
behaviors were analyzed during the study. The generally accepted measure of miscibility in blend
mixtures is when interaction parameter (Chi or χ) is negative or less than 1 and non-miscibility
when is positive or greater than 1 is employed in the study. The results of the simulation showed
that PLA/PS, PLA/NR, PLA/LDPE and PLA/HDPE blends were miscible at 472 K, 365 K, 405 K and
409 K respectively. While no miscibility point was achieved for PLA/PET blend between the tem-
perature range of 1-10000 K. the miscibility points led to the evaluation of mixing energies of 0.941
kcal/mol, 0.727 kcal/mol, 0.805 kcal/mol and 0.813 kcal/mol for PLA/PS, PLA/NR, PLA/LDPE and
PLA/HDPE blends respectively. No mixing energy was evaluated for PLA/PET blend because no
miscibility point was achieved. Also, the phase behaviors of the blend mixtures were analogous
and have a single critical point. The critical points correspond to an optimal mole fraction of 0.5
for the mixtures at 339 K, 255 K, 280 K and 282 K for PLA/PS, PLA/NR, PLA/LDPE and PLA/HDPE
blends respectively. The study results implied that PLA will be miscible with the polymers for all
the temperatures above 472 K except with PET. The favorable interaction observed when PLA is
mixed with PS, NR, LDPE and HDPE is due to the non-polar nature of the polymers. But because
PET is polar and PLA is non-polar, the blend had no miscibility, it is affected by polarity therefore
cannot mix. The results achieved are in agreement with the theory.
Contact Details
+2348034646935
Institutional affiliation
Ahmadu Bello University, Zaria.
Primary author: Mr ADAMU, Yusuf (Ahmadu Bello University, Zaria.)
Co-authors: Mr JOJI, Abubakar Saleh (Ahmadu Bello University, Zaria); Mr MAHMUD, Aminu
Dikko (Ahmadu Bello University, Zaria); Mr JAFAR, Umar Musa (Ahmadu Bello University, Zaria)
https://event-mgt.aau.org/e/gencon15Fifteenth General … / Report of Contributions MOLECULAR DYNAMICS STUDY … Presenter: Mr ADAMU, Yusuf (Ahmadu Bello University, Zaria.) Track Classification: Contributions of African Higher Education Institutions (HEIs) towards Achieving Sustainable Development Goals November 4, 2021 Page 2
Fifteenth General … / Report of Contributions Intellectual Property and Knowle … Contribution ID: 5 Type: not specified Intellectual Property and Knowledge Management in Institutions of Higher Education in Zimbabwe Institutions of higher education in Zimbabwe have been at the center knowledge creation and dis- semination. However, the institutions have come under criticism as many graduates are failing to get jobs and the country’s economy relies mainly on foreign imports. This led to suggestions for changes in curriculum, the promotion of Science, Technology, Engineering and Mathematics (STEM), the beneficiation of natural resources and the transformation of knowledge into commer- cialization products. More fundamentally, epistemological issues such as the nature of knowledge were asked indicating that knowing is more than memorizing while traditional economic theories which limit property to movable and immovable assets were questioned. The notion of intangible assets was put forward with the need to protect the intellectual community of individuals and com- munities. It was noted that some geographical indications such as Mazoe or Tanganda had been registered as trademarks by multinational companies such as Schweppes or Meikles. This paper aims at assessing how academics have shifted from Publish or Perish paradigms to the Protect, Publish and Prosper which implies generating knowledge, protecting it as intellectual property and transforming it into commercialisable products and services. Contact Details 263202060026 Institutional affiliation Africa University Primary author: Dr BIGIRIMANA, Stanislas (Africa University) Presenter: Dr BIGIRIMANA, Stanislas (Africa University) Track Classification: Contributions of African Higher Education Institutions (HEIs) towards Achieving Sustainable Development Goals November 4, 2021 Page 3
Fifteenth General … / Report of Contributions Enhancing the Contribution of Hi …
Contribution ID: 6 Type: not specified
Enhancing the Contribution of Higher Education in
Fourth Industrial Revolution
Global society is changing because of the shifts in technological capacity; higher education must
change with it. This paper explores the contribution of higher education in the fourth industrial
revolution; the societal changes from the fourth industrial revolution will require higher education
to develop a greater capacity for ethical and intercultural understanding, placing a premium on
liberal arts-type education with modifications to adapt to the particular
issues raised by fourth industrial revolution technologies and their disruptions to society. Rapid
adjustment of higher education institutions is needed by expanding their capacity to accommodate
the acquisition of new knowledge by researchers. Social and educational transformations from the
first three industrial revolutions can provide a starting point in our considering the potential trans-
formations in higher education arising from the Fourth
Industrial Revolution (4IR). The literature and analysis presented show a new approach of enhanc-
ing the contribution of higher education in the fourth industrial revolution and help the universi-
ties in considering some changes in its restructuring in delivering four industrial revolution agenda.
Literature analyzed to show that higher education institutions have a complex, dialectical and ex-
citing opportunity that can potentially transform society for the better. The fourth industrial rev-
olution is powered by artificial intelligence and it will transform the workplace from tasks based
characteristics to human-centered characteristics. Therefore improving the quality of service in
higher education can bring about a significant change in society. The study used the data for the 35
respondents of higher education institutions. The study collected secondary data and a diagnostic
test was done on study variables which included the test of normality and reliability test. The test
of normality showed that data was a little skewed and kurtotic and did not differ significantly from
normality. Based on the results obtained from the analysis of the study, the study recommends
that more studies be done on the topic so as to establish unknown factors that enhance higher ed-
ucation in the fourth industrial revolution. Out that all the independent variables the study found
out they have a positive correlation with the dependent variable. The study recommends the adop-
tion and implementation of higher education in the fourth industrial revolution as a continuous
process of creating, acquiring, and transferring knowledge as one or two practices may not yield
the desired results. The study also recommends that higher education should embrace the fourth
industrial revolution so as to enhance efficient economic
growth.
Key Words: industrial, revolution, institutions, fourth
Contact Details
+254720532905
Institutional affiliation
University of Nairobi
Primary author: Mr NDIRANGU NGUNJIRI, Ndirangu
November 4, 2021 Page 4Fifteenth General … / Report of Contributions Enhancing the Contribution of Hi … Presenter: Mr NDIRANGU NGUNJIRI, Ndirangu Track Classification: Contributions of African Higher Education Institutions (HEIs) towards Achieving Sustainable Development Goals November 4, 2021 Page 5
Fifteenth General … / Report of Contributions When education goes viral: Triag …
Contribution ID: 8 Type: not specified
When education goes viral: Triaging challenges and
harnessing opportunities from the COVID-19
pandemic
Education is vital to sustainable development and growth. In order to realise the optimum potential
of society, it is necessary to harness the full skills and potentials of individuals, which is facilitated
through education. Given the importance of education in improving people’s lives—both the erst-
while Millennium Development Goals (MDGs) and the current Sustainable Development Goals
(SDGs) aim to improve the quality of education globally.
Nevertheless, there are core challenges and inequities to the goal of global quality of education.
The COVID-19 pandemic is regarded as the worst challenge facing humanity since the Spanish Flu,
a century ago with implications for all sections of modern society including education. This study
employs qualitative methods involving studies of literature and interviews with resource persons.
It investigates how the coronavirus pandemic is impacting education especially the SDG goal of
ensuring inclusive and equitable quality education and promote lifelong learning opportunities for
all. As the world commences the final decade of action in delivering the SDGs, it considers criti-
cal lessons and opportunities for developing more robust teaching and learning infrastructure in
the post-Covid era to leave no one behind. Because growth, development, and poverty reduction
depend on the knowledge and skills that people acquire–not the number of years that they sit in a
classroom–reinforcing mechanisms for quality education cannot be overemphasised. This will go
a long way for education to successfully play its pivotal role in holistic and inclusive development.
This study contributes to the debate towards accelerating implementation of the SDGs in a fully
integrated approach. This comes with implications for the related Leave No One Behind Agenda.
As 2030 draws closer, the study highlights cross-cutting, high-return priorities that have strong
potential to unlock progress across multiple SDGs.
Institutional affiliation
University of South Africa
Contact Details
+27780475614
Primary author: Dr FELIX KWABENA, Donkor (University of South Africa)
Presenter: Dr FELIX KWABENA, Donkor (University of South Africa)
Track Classification: The Future of African Higher Education Post-COVID-19
November 4, 2021 Page 6Fifteenth General … / Report of Contributions Review of Empirical Studies on the …
Contribution ID: 9 Type: not specified
Review of Empirical Studies on the Efficacy of the
Culturo –Techno- Contextual Approach in Breaking
Difficulties Related to Studying Concepts within the
African Region
Recommendations for the use of indigenous knowledge systems to enhance educational perfor-
mance has been ripe in many parts of the world. Anchored on ethnophilosophy, the desk review,
reports on three thesis and dissertations that tested the efficacy of the Culturo – Techno- Contex-
tual – Approach; an indigenous knowledge system in breaking difficulties in the study of concepts
in African schools. Empirical findings of the three studies suggests the model is effective for en-
hancing student understanding of subjects within the African educational space. While critiquing
the relatively small sample sizes in all the three studies, this review recommends further testing
of the model in other regions of the world to further establish its efficacy or otherwise in teaching
and learning.
Contact Details
+233243101626
Institutional affiliation
University of Professional Studies - Accra
Primary authors: Mr FRED, Awaah (University of Professional Studies - Accra); Ms SUWADU,
Bugoma (University of Burundi); Mr OLASUNKANMI, Gbeleyi Adio (Lagos state University); Mr WAN-
GUWABO, David Byamungu (Free University of Great Lakes - Congo)
Presenter: Mr FRED, Awaah (University of Professional Studies - Accra)
Track Classification: Contributions of African Higher Education Institutions (HEIs) towards
Achieving Sustainable Development Goals
November 4, 2021 Page 7Fifteenth General … / Report of Contributions MECHANICAL AND WATER AB …
Contribution ID: 10 Type: not specified
MECHANICAL AND WATER ABSORPTION
PROPERTY OF MICRO-SISAL FIBRE REINFORCED
WASTE LOW DENSITY POLYETHYLENE
COMPOSITE
ABSTRACT
We report in this study some mechanical properties and water absorption behavior of treated micro
sisal fibre waste low density polyethylene (wLDPE) composite. The fibres were treated with sodium
hydroxide and benzoyl chloride solution to improve fiber-matrix bonding. The effects of various
treatments were analyzed by Fourier transform infrared spectroscopy (FT-IR). The composite was
produced by compression moulding technique using different weight fractions (0, 5, 10, 15) wt%
fibre on the matrix. The composite samples were characterized for tensile, flexural, impact and
water absorption properties. The results revealed that micro sisal particles improved the tensile
property of the waste low density polyethylene matrix. Fiber loading of 10 wt% gave the best
flexural and impact strength of the composite corresponding to 29 MPa and 4.55mJ/mm2 while
15 wt% gave the best tensile strength of 12.43 MPa. Generally, fiber treated with 50 ml benzoyl
chloride gave better impact and flexural strength compared to those treated with NaOH. However,
fibres treated with NaOH showed improved tensile strength at all fibre loading in this study. Hence,
can be used for interior applications such as car seat, dash board, and car interior for decorative
purposes or other interior parts of automobile where high strength is not considered a critical
requirement. Therefore, waste low density polyethylene matrix composite reinforced with micro
sisal particles is a good material for engineering applications.
Key words
Micro-Sisal, Mechanical Properties, Water Absorption, Waste Low Density Polyethylene.
Contact Details
+2348034646935
Institutional affiliation
Ahmadu Bello University, Zaria.
Primary author: ADAMU, Yusuf (Ahmadu Bello University, Zaria)
Co-authors: Mrs MALIK, Hafsat O. (Ahmadu Bello University, Zaria); Mr ADO, Abubakar Datti (Ah-
madu Bello University, Zaria); Mr IKECHUKWU, Benjamin Orie (Ahmadu Bello University, Zaria); Mr
JOJI, Abubakar Saleh (Ahmadu Bello University, Zaria)
Presenter: ADAMU, Yusuf (Ahmadu Bello University, Zaria)
Track Classification: Contributions of African Higher Education Institutions (HEIs) towards
Achieving Sustainable Development Goals
November 4, 2021 Page 8Fifteenth General … / Report of Contributions Internet à l’école
Contribution ID: 11 Type: not specified
Internet à l’école
Ce projet appelé ‘’Internet à l’école’’ est une étude expérimentale qui va durer six mois et com-
porte trois phases. Il concerne d’abord les universités, les écoles professionnelles et les centres
techniques de formation.
La première phase est la phase préparatoire. Elle consiste à chercher avec l’aide de ces écoles, des
partenaires techniques et financiers pour des dons d’équipements informatiques déjà utilisés ou
des nouveaux outils informatiques. Mais cela dépend de la capacité financière du partenaire. Le
partenariat avec les fournisseurs d’accès internet et les compagnies de téléphonies mobiles sera de
déployer un internet à haut débit dans toutes les écoles concernées par ce projet. La mise en place
d’un comité de supervision pour une bonne répartition des équipements tout en tenant compte
du besoin et de la réalité de chaque école fait partie de ce projet. La recherche des volontaires
informaticiens pour la formation des élèves est également inclut dans cette phase.
La deuxième phase s’étend sur trois mois. C’est la phase au cours de laquelle la formation des élèves
va commencer. Les élèves seront amenés à se familiariser aux ordinateurs et à avoir une bonne
maitrise du clavier et de la saisie de texte. Mais avant le début effectif de cette formation, tous
les formateurs vont subir des séries de questions sur la pédagogie de l’enseignement en général
et sur l’informatique et l’internet en particulier. Des documents élaborés pour une mise à niveau
des formateurs seront mises à leur disposition. Cette méthode permettra d’éviter certains blocages
pendant la formation des élèves. Cette phase comporte aussi un comité chargé de visiter fréquem-
ment tous les sites d’apprentissage avec un rapport hebdomadaire à soumettre. Après chaque
semaine de formation, tous les élèves et formateurs seront évaluer. Cette évaluation permettra de
connaitre le résultat de chaque école et réparer les insuffisances constatées.
La troisième phase est la phase finale du projet. Elle s’étend également sur trois mois. Comme la
deuxième phase, celle-ci a aussi un comité de suivi et d’évaluation. Cette partie est la plus impor-
tante du projet. Elle consiste à montrer aux élèves l’importance de l’internet dans notre vie sociale,
scolaire et professionnelle. Elle est la plus importante du fait qu’elle est intégralement basée sur
l’apprentissage en ligne. Pour retenir toute l’attention des élèves, les formateurs seront amenés à
donner l’exemple de la pandémie du covid-19 qui a obligé les gens à rester à la maison pendant un
temps pour ne pas contracter ou propager le virus.
Cette crise sanitaire à permit de savoir qu’au Niger la plupart des élèves ne savent pas manipuler
un ordinateur. La cause est l’absence d’une salle informatique dans les écoles et le manque de
moyen financier des parents d’élèves pour garantir un ordinateur à leurs enfants. Si ces élèves
étaient préparés d’avance dans l’apprentissage en ligne, cette crise sanitaire allait même leur per-
mettre de rehausser leur niveau d’études étant à la maison. Cette situation a donc eut de graves
conséquences sur le niveau des élèves. Alors ce projet apparait comme la solution idéale pour
réparer ces manques.
Le résultat de ce projet est de débloquer l’économie numérique du pays, d’obtenir une commu-
nauté d’étudiants suffisamment éduquée dans le numérique. Cette communauté aura la possibilité
d’accéder aux informations et à communiquer en tout temps, elle sera à mesure de chercher des
bourses d’études, d’obtenir des stages et emplois publiés en ligne. Elle sera aussi à mesure de
s’ouvrir au monde extérieur et de comprendre qu’il y’a des gens victimes d’inégalités et de dis-
criminations à cause de leur sexe ou de la couleur de leur peau. Ce projet va également ressortir
des chercheurs et porteurs de projets innovants.
Le partenariat extérieur est vivement souhaité. Des équipements électroniques utilisés et misent
dans des magasins pour ne plus être réutiliser, peuvent être envoyés vers le Niger. Ces équipements
November 4, 2021 Page 9Fifteenth General … / Report of Contributions Internet à l’école seront recyclés une fois au Niger puis acheminer vers les écoles. Des dons d’appareils de surveil- lance et de contrôle pour la mise en place d’un système sécuritaire robuste à l’entrée et aux alen- tours des écoles est très indispensable pour ce projet. En définitif, une éducation de qualité couplée à l’apprentissage en ligne est une parfaite procédure pour un monde modernisé, innové et équilibré. Ainsi donc grâce à cette méthode, le covid-19 ou toute autre pandémie similaire ne sera plus un obstacle pour les élèves vers un apprentissage en continue. Contact Details 00227 90 78 51 81 Institutional affiliation Equipment and Technical Services Primary author: Mr BAAHE DADDE, Sanoussi Presenter: Mr BAAHE DADDE, Sanoussi Track Classification: Contributions of African Higher Education Institutions to Addressing the Challenges linked to the COVID-19 pandemic November 4, 2021 Page 10
Fifteenth General … / Report of Contributions Mainstreaming E-learning across …
Contribution ID: 13 Type: not specified
Mainstreaming E-learning across the Digital Divide
in Africa
The paper focused on mainstreaming e-learning across the digital divide in Africa. Africa as a
continent still struggles till date to catch up with the rest continents of the world in the area of
innovation and use of digital technology in schools and across other non-educational institutions.
Similarly, on the African continent, the level of acceptance and usage of digital technology for
teaching and learning seem to differ across the different regions. The problems of the study is
therefore focused on determining if higher educational institutions in East and West Africa are
ready for e-learning in this digital age (taking into cognizance the “new norm” we have found
ourselves in the higher education community due to the impact of the Covid-19 environment) and
the barriers faced in the adoption of technology in teaching and learning. Four research questions
and four hypotheses were postulated to guide the study. The design adopted for the study was
descriptive survey which intends to ascertain the existing situation in these regions. Population
of the study comprised all the ICT heads in the ICT units of the 1,225 higher education institu-
tions recognized by Unirank in 2020. There were 160 institutions randomly selected for the study
comprising 80 institutions in East Africa and 80 institutions in West Africa and the respondents
were drawn using the random sampling technique. The instrument used for data collection was a
20-items questionnaire titled “Mainstreaming E-Learning across the Digital Divide in Africa Ques-
tionnaire” (MELaDDAQ). The questionnaire was validated by three Measurement and Evaluation
experts comprising experts from University of Lagos and University of Port Harcourt (West Africa)
and one from Kenyatta University (East Africa). There were 20 ICT heads (ten from each region)
who were not part of the selected sample used to determine the internal consistency of the instru-
ment and the reliability of the instrument was determined using Cronbach alpha statistics with an
index of 0.87. Research questions raised were answered using mean and standard deviation while
the hypotheses were tested using z-test at 0.05 level of significance. Findings of the study revealed
that the institutions in West Africa were better ready for e-learning than those in East Africa. It
was also revealed in the study that the effects of digital divide included delay in communication
and social isolation. The study also revealed that the barriers to mainstreaming e-learning across
the digital divide include poor infrastructure and government regulations among others. It was
recommended that educational institutions should partner with giant ICT companies around the
world to bridge the digital divide limiting the mainstreaming of e-learning in Africa.
Keywords: Mainstreaming; E-Learning; Digital Divide; Africa; Higher Educational Institutions
Contact Details
+2347061649506
Institutional affiliation
Nigeria Maritime University
Primary authors: Mr ELIJAH, Paul Tamaragaibi (Nigeria Maritime University); Prof. ETEBU,
Ongoebi Maureen (University of Port Harcourt)
November 4, 2021 Page 11Fifteenth General … / Report of Contributions Mainstreaming E-learning across … Presenters: Mr ELIJAH, Paul Tamaragaibi (Nigeria Maritime University); Prof. ETEBU, Ongoebi Maureen (University of Port Harcourt) Track Classification: Mainstreaming e-learning and the digital divide November 4, 2021 Page 12
Fifteenth General … / Report of Contributions The Last Digital Frontier: The His …
Contribution ID: 14 Type: not specified
The Last Digital Frontier: The History and Future of
Science and Technology in Africa
This talk tells a long-overdue and timeless story of the rise of mankind in Africa, uncovers inven-
tions and innovations across the continent throughout time, and paints a forecast of its digital
revolution in the 21st century and beyond. For too long the birthplaces of “the world’s religions”
have been revered with annual pilgrimages, holidays, and stories that have stood the test of time.
However, the birthplace of humankind has been forgotten; lost in the history books, souls, and
celebrations of modern-day Homo Sapiens. Through interviews with prominent African figures
and the most recent research and insights from archeologists, scientists, and historians, hear the
long overdue and timeless tale, The Last Digital Frontier: The History and Future of Science and
Technology in Africa as told by ASINGIA and other African voices.
Contact Details
+13474809490
Institutional affiliation
DreamGalaxy Academy
Primary author: ASINGIA, Brian (DreamGalaxy Academy)
Presenter: ASINGIA, Brian (DreamGalaxy Academy)
Track Classification: Contributions of African Higher Education Institutions (HEIs) towards
Achieving Sustainable Development Goals
November 4, 2021 Page 13Fifteenth General … / Report of Contributions A Review of Funding Patterns For …
Contribution ID: 15 Type: not specified
A Review of Funding Patterns For Higher Education
Institutions In Lesotho
ABSTRACT
Worldwide universities are facing budgetary cuts due to twinkling sources of funds. Universities
are competing for shares on budgetary slices with other social sectors. Budgetary cuts are even
more profound with universities in developing countries especially in Africa. Higher Education
Institutions (HEIs) in Lesotho are not exceptions. The government being the main funder of HEIs
has taken a strategic stance of reducing funding to HEIs. HEIs are called upon to explore other
means of funding. Given the crucial role HEIs play in socio economic development, this constrains
to fulfil their roles effectively. The paper explores different sources of funding available for HEIs
in Lesotho. The purpose of this exploration is to develop a framework which could adequately
improve funding to HEIs in Lesotho. National and institutional policy documents were reviewed
to establish how institutions understand the funding phenomenon and strategies they adopt stay
afloat. In addition, targeted interviews were undertaken to have an insight into the subject. Find-
ings reveal that there are different funding patterns to HEIs in Lesotho. For instance, there is
subvention to HEIs, student bursary loans from the Ministry of Planning through National Man-
power Development Secretariat (NMDS), special project funds and other international donors. It
was further revealed that funding patterns are not uniform which makes it difficult to secure reg-
ular budgets, given inconsistency surrounding the pattern. Also, funding leakage has observed as
a result of funding some programmes which are offered across the border. It is believed that such
funds could have been used to fund other programmes which are offered in the country. Based
on the findings, a framework is proposed for making funding consistent and cost effective. Such
a framework is also intended to address shortcomings and leveraging as a result of inconsistency.
The current paper differs from the previous papers as it proposed the framework to be adopted to
mitigate the shortcomings of the current funding patterns.
Keywords: Higher Education funding, subvention grants, loan funding, capital expenditure
Contact Details
+266 22275000 Ext. 5939
Institutional affiliation
NATIONAL UNIVERSITY OF LESOTHO
Primary author: Mr NKETEKETE, Malefetsane (National University of Lesotho)
Co-author: Dr MOJALEFA, Mamoeletsi (NATIONAL UNIVERSITY OF LESOTHO)
Presenters: Mr NKETEKETE, Malefetsane (National University of Lesotho); Dr MOJALEFA, Mamoeletsi
(NATIONAL UNIVERSITY OF LESOTHO)
Track Classification: Funding of African Higher Education Institutions in the face of unpre-
dictable Economy
November 4, 2021 Page 14Fifteenth General … / Report of Contributions Challenging the Future of Higher …
Contribution ID: 16 Type: not specified
Challenging the Future of Higher Education in
Africa: Argumentation of Functional
Internationalisation Activities
The spike on the discourse on internationalization of higher education has stimulated higher educa-
tion institutions to actively straddle between responding national needs and international demands
with all its significance and ramifications. While the increased popularity of internationalisation
is being discussed and heralded as key success, there is very little debate about the functional re-
ality regarding internationalisation activities and challenges in African context. It is time African
higher education unfold reality about the success of internationalisation by measuring against its
contribution to the achievement of mission and core goals of higher education in African institu-
tions. The presentation is a product of an analysis of the book; Higher education in Africa: The
international Dimension: by Damtew Teferra and Jane Knight. The book project was instituted to
identify trends, new developments and challenges related to the international dimension of higher
education. The book presented reports from 11 countries. (Botswana, Egypt, Ethiopia, Ghana,
Kenya, Mauritius, Mozambique, Nigeria, Senegal, South Africa and Tanzania). The study used an
interpretive and descriptive approach. Qualitative data was generated through document analy-
sis. Thematic analysis was deployed to identify emerging and dominating themes as a focus for
interpretation of the study. The analytical framework was guided by the theory of planned behav-
ior which stipulates determinants of facilitators and barriers to behaviour performance. This is
weighed by evaluating a higher education actions and commitment that shows degree of control.
The search revealed diversity of elements, activities, programmes, policies and strategies. It also
revealed that internationalisation responsibilities span into a number of agencies and executive
bodies involved in internationalisation activities. The general picture depicted from the sampled
countries in the book revealed that; internationalisation is taking place on moderate scale; low
to medium and limited in scope and organisation. Therefore, to simply accept the premise that
internationalisation will be successful without policies and strategies do not only fail to recognise
the circumstances of internationalisation of higher education, but also overlooks the complexity
and diversity of higher education and its vision, missions and values. This does not derogate the
capacity of higher education institutions; however, it brings understanding on how higher educa-
tion should act and use a criterion that recognises the diverse goals of higher education during
internationalisation implementation. In conclusion, African higher education should learn to uti-
lize research results in the formation of national and institutional policies. Higher education in
Africa should draw a hierarch of internationalisation activities in line with higher education press-
ing issues like, access, equity, quality and relevance. African higher education should separate
internationalisation activities for national interest and activities which respond to institutional
needs. Although higher education institutions are international by nature, but discussion about
internationalisation should recognise; sovereign states, bi-lateral or multi-lateral relations between
individual nationals.
Key words: Higher Education, Higher Education Leadership, internationalisation, International
education,
Contact Details
+264818108703
Institutional affiliation
Namibia University of Science and Technology
November 4, 2021 Page 15Fifteenth General … / Report of Contributions Challenging the Future of Higher … Primary author: Prof. KUFAINE, Noel (Namibia University Science and Technology) Presenter: Prof. KUFAINE, Noel (Namibia University Science and Technology) Track Classification: The Future of African Higher Education Post-COVID-19 November 4, 2021 Page 16
Fifteenth General … / Report of Contributions The Proliferation and Propensity o …
Contribution ID: 17 Type: not specified
The Proliferation and Propensity of Publications in
Predatory Journals among Academics in Institutions
of Higher Education in Ethiopia: Implications for
SDG
The paper examines the proliferation and propensity of publications in predatory journals by aca-
demics in institutions of Higher Education in Ethiopia and its implication for the success of SDG.
Predatory journals are known for collecting money at the expense of scientific knowledge. Since
the problem is not studied from the Ethiopian context, literatures on the subject are hardly avail-
able. The study consulted 32 authors and the their published works from seven purposively se-
lected universities. The target journals were both those identified by Beall as predatory and those
which are not listed by Beall. All journals where authors’ publication appeared were carefully scru-
tinized on the basis of eight relevant criteria suggested to identify reputable journals against the
predatory ones. Most of the authors contacted were young lecturers currently working in different
institutions selected on the basis of their consent and regardless of their areas of specializations.
Concerning the timeframe, the published works of the sample authors are published from 2014
onwards. The inspection work on the journals focuses on extracting distinct features of predatory
journals. Accordingly, the study found that over 89 percent of the articles were published in preda-
tory journals. If this trend continues, it may result in the development of incompetent research
and the proliferation of poor quality research, which would tarnish the reputation of the academia
and hamper the sustainable development endvour of the country. The phenomena may also result
in knowledge loss, ruins the prestige of institutions and tempts the national effort to achieve the
global SDG. Limiting the scope of databases in which the journals are indexed and accredited to
Scopus, Web of Science and ProQuest may help to address this scourge significantly.
Contact Details
0921789226
Institutional affiliation
Woldia University, Ethiopia
Primary author: Mr MOHAMMED YIMER, Mohammed (Lecturer@Woldia University,Ethiopia)
Presenter: Mr MOHAMMED YIMER, Mohammed (Lecturer@Woldia University,Ethiopia)
Track Classification: Contributions of African Higher Education Institutions (HEIs) towards
Achieving Sustainable Development Goals
November 4, 2021 Page 17Fifteenth General … / Report of Contributions Challenges Faced By Higher Educ …
Contribution ID: 18 Type: not specified
Challenges Faced By Higher Education Institutions
When Migrating From the Traditional To The Digital
Classroom During COVID-19
BY
Vannie Naidoo
School of Management, Information Technology and Governance,
University of KwaZulu-Natal, Durban, Westville Campus, Private Bag
X54001, Durban 4000, South Africa
Telephone: 1Fax: 1
E-mail: naidoova@ukzn.ac.za
COVID-19 was by far, the most catastrophic, humanitarian crisis to face man in history. The
COVID-19 pandemic impacted on all areas of society. Higher Education also felt the impact of
COVID-19. As governments mandated shut downs and lock-downs within respective countries
and closed borders, to curb the rising infection levels, universities too had to shut their doors dur-
ing these times. South Africa was no different, as the country also instituted a National lock-down
and registered COVID-19 as a National Disaster. Under National Disaster, the country had differ-
ent stages of lock- down. Level 5 being complete shutdown of business and only allowing essential
services like police, army, medical practitioners, petrol stations, food and grocery shops, firemen,
navy and limited bus and taxi transport to continue services. Anyone who was not an essential
worker had to stay at home during this stage of Lock-Down.SA had one of the harshest lock-downs
in the world and this in itself had taken a toll on the lives of academic staff and students. Even
when SA universities reopened its doors and allowed students on campus, the new- normal was
not easy to get accustomed to as wearing mask and social distancing and sanitizing hands and tem-
perature checks, was a new social norm. Digitization of higher education had been on the agenda
for many years in Africa, but it took the COVID-19 pandemic to get digitization implemented at
an even faster pace than anticipated within universities in the African continent. However, make
no mistake, the process of ongoing development and implementation of digital learning platforms
within African universities still poses many challenges. The 4th Industrial revolution has changed
the playing field in many sectors, Higher Education being one of them. New advancements and
innovation in ICT’s and technology within teaching and learning has created innovative tools that
assist academics in providing better, more interesting ways of improved teaching and learning to
its’ learners. During the pandemic, overnight African universities went from the tradition class-
room to the virtual platform. These new online learning platforms and technologies, was sudden,
that on the job-training for staff was urgently required, so that they could familiarize themselves
and learn how to use and implement the new online learning platforms and the ICT’s that come
with it. Students also had to be trained on using the new online learning platforms. The main aim
of this paper is to highlight new knowledge on the migration of higher education in Africa to a
digital learning platform. The main objectives will be to unpack the the following key themes:
• COVID- 19 and migrating to online teaching platforms in Higher Education
• Perceptions on E-learning in African Universities
• SA perspective and How They have Migrated to Online Learning Platform – Example of
University of KwaZulu- Natal
• Challenges Faced by Online Learning During COVID-19
• Designing Strategies As A Way Forward
KEYWORDS: COVID-19, HIGHER EDUCATION, ON-LINE LEARNING, SOUTH AFRICA, TRAIN-
ING
November 4, 2021 Page 18Fifteenth General … / Report of Contributions Challenges Faced By Higher Educ … Contact Details WhatsApp : +27681135552 Institutional affiliation University of KwaZulu-Natal & AAU East Africa Sudan Primary author: Prof. NAIDOO, Vannie (University of KwaZulu-Natal & AAU East Africa Su- dan) Presenter: Prof. NAIDOO, Vannie (University of KwaZulu-Natal & AAU East Africa Sudan) Track Classification: Contributions of African Higher Education Institutions to Addressing the Challenges linked to the COVID-19 pandemic November 4, 2021 Page 19
Fifteenth General … / Report of Contributions Framing the Role of Higher Educa …
Contribution ID: 19 Type: not specified
Framing the Role of Higher Education in Sustainable
Development: A Case Study Analysis
Abstract
Purpose- Higher Education Institutions (HEIs) should play a fundamental role in achieving the
international 2030 Sustainable Development (SD) agenda. Quality education is the fourth of the
Sustainable Development Goals (SDGs), and one of the targets related to this is to ensure that by
2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs
provide a motive for HEIs to integrate SD concepts into their day-to-day practices.
Methods- This paper presents the results of a case study analysis of the role and successful tech-
niques of HEIs in achieving SD in three countries, Germany, Japan, and Egypt. Primary data
was collected by semi-structured interviews with three Cairo University (CU) officials, while sec-
ondary data was collected by reviewing the universities’ official websites, reports, publications,
and related papers. This study introduces a novel framework for HEIs’ SD analysis and assessment,
which guides HEIs and educational leaders to support SD to fulfill their countries’ commitments
to achieving the SDGs. This framework is based on five categories (1) Strategic Direction & Institu-
tional Working Practices, (2) Supporting Students, (3) Supporting University Staff Competencies,
(4) Supporting Society’s Stakeholders & Networking, and (5) Sustainable Campus. Consideration
is given to the potential role of HEIs to support SD in each of these areas.
Results- CU could learn from the novel and pioneer practices of The Leuphana University of Lüneb-
urg (LUL) and University of Tokyo (UT) to fill in the gaps it has in different roles. Also, it can put
more effort into adopting the suggested higher education programs of Egypt’s Vision 2030.
Originality- The paper compares three universities, one in each of the case study countries. It
draws conclusions that identify ways in which the paper’s framework and findings can help to
guide SD practice in HEIs internationally, especially those in the developing world.
Limitations- This research is limited to case analysis comparing three countries, including Ger-
many, Japan, and Egypt. Secondly, this study has neglected school education, which is equally
essential in the sustainable development of the country.
Implications- HEIs can also use the framework and the findings in this paper to evaluate their
current roles in supporting SD, identify the gaps, and take actions accordingly to address their
weaknesses.
Keywords: Sustainable Development, Higher Education, Sustainable Development Goals, HEIs,
Vision 2030
JEL Codes: I23, I25, Q01
Contact Details
+971555525059
Institutional affiliation
Faculty of economics and Political Science- Cairo University
Primary author: Prof. ELMASSAH, Suzanna (Professor of Economics- Cairo University)
November 4, 2021 Page 20Fifteenth General … / Report of Contributions Framing the Role of Higher Educa … Co-authors: Mrs GAMAL , Doaa (PhD Student- Cairo University); Prof. BILTAGY, Marwa (Cairo Univerity) Presenter: Prof. ELMASSAH, Suzanna (Professor of Economics- Cairo University) Track Classification: Contributions of African Higher Education Institutions (HEIs) towards Achieving Sustainable Development Goals November 4, 2021 Page 21
Fifteenth General … / Report of Contributions Engendering Sustainable Develop …
Contribution ID: 20 Type: not specified
Engendering Sustainable Development
Competencies in Higher Education: The Case of
Egypt
Abstract
Higher Education Institutions are a crucial player in achieving the international 2030 sustainable
development agenda on the national levels. This study examines the role that Cairo University
plays in promoting sustainable development competencies (a vital goal identified by the United
Nations) through its formal and non-formal educational practices. This investigation represents
the initial empirical effort that explores the promotion of sustainable development competencies
in the Middle East. Specifically, it contributes to the literature by investigating factors that affect
sustainable development competencies and by utilizing a Middle Eastern context. Finding reveals
that there is a significant difference in the level of sustainable development competencies between
students in different majors and colleges.
1. Introduction
The world is heading now towards achieving the international Sustainable Development Goals
(SDGs) promulgated in 2015 by the United Nations (UN). Countries are required to educate their
citizens to be able to achieve the goals on the national level. Higher Education Institutions (HEIs)
are one of the crucial national players in educating citizens. One specific target of the fourth goal
of SGDs (Education) is that all learners develop Sustainable Development Competencies (SDCs) as
part of their education. SDCs are knowledge, skills, abilities, and attitudes that students/graduates
should acquire to be qualified to achieve Sustainable Development (SD).1
In this study, “competency” 2 is a critical term that calls upon schools to use enhanced indica-
tors that measure real-life outcomes to determine “competency” rather than rely on test scores.
Competencies are personal characteristics that afford the effective execution of a particular task
in a given organization (McClelland, 1973). They are a general capability based on knowledge,
experience, values, and dispositions. The person develops capabilities through involvement with
educational practices (Hutmacher, 1997), and thus transcends mere knowledge and skills (OECD,
2005). UNESCO has encouraged educational institutions to shift to competency-based education
to promote lifelong learning and graduate citizens who can solve global problems.
The previously mentioned phenomena led to the current study. Using Cairo University as the host
institution (one of the oldest and largest universities in the Middle East and North Africa (MENA)
region), this empirical effort investigates the role of higher education institutions in building stu-
dents’ SDCs. The results of the present work will provide guidance and insights to the MENA
region higher education institutions that will assist them in graduating competent students who
will be proactive citizens and future leaders enacting international and local SD agendas.
Contact Details
+971555525059
Institutional affiliation
Faculty of Economics and Political Science- Cairo University
November 4, 2021 Page 22Fifteenth General … / Report of Contributions Engendering Sustainable Develop … Primary author: Prof. ELMASSAH, Suzanna (Professor of Economics- Cairo University) Co-authors: Prof. BILTAGY, Marwa (Professor of Economics- Cairo University); Mrs GAMAL, Doaa (PhD student- Cairo University) Presenter: Prof. ELMASSAH, Suzanna (Professor of Economics- Cairo University) Track Classification: Contributions of African Higher Education Institutions (HEIs) towards Achieving Sustainable Development Goals November 4, 2021 Page 23
Fifteenth General … / Report of Contributions Education and Culture is the Prop … Contribution ID: 21 Type: not specified Education and Culture is the Proper Entrance to Africa..! “Green Entrepreneurial Education in Africa” Between Egypt and Africa to which we belong to a strong historical relationship, it is one of the founding countries of the Organization of African Unity in May 1963 and which hosted the first African summit on its soil in July 1964, and it had a great role and a voice in all African issues. In past, the influx of African students seeking knowledge and education to Al-Azhar Mosque in Egypt, then they returned to their countries to spread what they learned among their citizens. Africa is the continent of the sun and the moon and the port of the blossoming stars, its honorable land gave birth to time and gave the world its life… and on its land the immortal River Nile passes, it was and still is telling the stories of lovers and the mourners of longing. Africa, that man standing with pride, and steadfast beauty in front of the winds of the oppressive time, a voice cheering for freedom, seeking emancipation, and rejecting humiliation. The common features among the inhabitants of the African continent are many and many and include various scientific, political, economic, social, and cultural fields, which are areas that must be encouraged to develop in order to form the pillars in support of Africa, and it is truly a bold and important step to bring the African continent out of its dwarf borders to bright future prospects, and this requires opening the door widely for educational integration on a scientific basis, serving the interests of all parties. The idea of infusing green entrepreneurship into education has spurred much enthusiasm in the last few years. A myriad of effects has been stated to result from this, such as green economic growth, job creation and increased societal resilience, but also individual growth, increased uni- versities engagement and improved equality. Putting this idea into practice has however posed significant challenges alongside the stated positive effects. Lack of time and resources, teachers’ fear of commercialism, impeding educational structures, assessment difficulties, and lack of defi- nitional clarity are some of the challenges practitioners have encountered when trying to infuse green entrepreneurship into education. This paper aims to clarify some basic tenets of green entrepreneurship in education, focusing on what it is, why it is relevant to society, when it is applied or not and how to do it in practice. The intended aim of this paper is a clarification attempt of existing research in the domains of green entrepreneurship, education, psychology and philosophy to give some guidance. Why green entrepreneurship is relevant to education has so far primarily been viewed from eco- nomic points of view. This has worked fairly well for elective courses on higher education level highly interesting impact that green entrepreneurship gave a high motivation and engagement resulting deep learning. Students can become highly motivated and engaged by creating value to other people based on the knowledge they acquire, and this can fuel deep learning and illustrate the practical relevancy of the knowledge in question. Those students that pick up strong interest and aptitude for value creation can then continue with elective courses and programs focusing on how to organize value creation processes by building new organizations. Such an approach has far-reaching implications on how to plan, execute and assess green entrepreneurship in education. Contact Details profhamedead@gmail.com November 4, 2021 Page 24
Fifteenth General … / Report of Contributions Education and Culture is the Prop … Institutional affiliation Cairo University Primary author: Prof. HAMED, A. Ead (Cairo University) Presenter: Prof. HAMED, A. Ead (Cairo University) Track Classification: Contributions of African Higher Education Institutions (HEIs) towards Achieving Sustainable Development Goals November 4, 2021 Page 25
Fifteenth General … / Report of Contributions The Psychological impact of … Contribution ID: 22 Type: not specified The Psychological impact of COVID-19 change management strategies on working-studying parents The COVID-19 pandemic has led to a shift in the way of doing things around the global world. One sector that has felt the impact of the pandemic is the education sector. Schools had to close and reopen, with adjustments in the way of learning from previously used traditional approaches. The reopening of schools was met with scepticism from the educators, learners and parents. Among the individuals affected by these changes are the working-studying parents who had to adjust to the new ways of doing things, the uncertainty as well as adjusting to the new way of learning. They also had to adjust to the new way of learning for their children, yet still maintain a balance between work, studying and parenting, and adjust alongside the whole nation. This article explores the psychological impact of COVID-19 on working-studying parents through a qualitative approach. Interviews were conducted on a sample of parents who were both working and studying from the Buffalo City Municipality in the Eastern Cape in South Africa. The findings of the study will guide in the adoption of practices by management and school leadership in adopting policies that are not only inclusive but also promote employee and student wellbeing and mental health. Key Words: COVID-19, working-studying parents, mental health, education, well-being, change management Contact Details +27 73261 6129 Institutional affiliation UNIVERSITY OF FORT HARE Primary authors: Dr RUZUNGUNDE, VONGAI (UNIVERSITY OF FORT HARE); Dr ZHOU, SINDISO (UNIVERSITY OF FORT HARE) Presenters: Dr RUZUNGUNDE, VONGAI (UNIVERSITY OF FORT HARE); Dr ZHOU, SINDISO (UNIVERSITY OF FORT HARE) Track Classification: Contributions of African Higher Education Institutions to Addressing the Challenges linked to the COVID-19 pandemic November 4, 2021 Page 26
Fifteenth General … / Report of Contributions Endowment funds in Zimbabwe s …
Contribution ID: 24 Type: not specified
Endowment funds in Zimbabwe state universities-
What is the missing link ?
Endowment Funds in Zimbabwean state Universities: What is the missing Link?
Lifa Maposa, Abania Nyathi, Tendekaivanhu Mutambanadzo & Lungisani Mpofu
National University of Science and Technology (NUST), Zimbabwe
lifa.maposa@nust.ac.zw;abania.nyathi@nust.ac.zw;lungisani.mpofu@nust.ac.zw;tendekayivanhu.mutambanadzo@nust.ac
Abstract
This research paper seeks to understand why endowment funds have not been implemented in
Zimbabwe universities to date despite their much celebrated usefulness consequently it also seeks
to establish the feasibility of Endowment funds in Zimbabwean state universities. The research
utilises two approaches, (i) Qualitative inductive approach seeking to assess the willingness, aware-
ness and capacity of Zimbabwean universities in this regard and (ii) Deductive desktop research to
assess the adequacy of the market conditions, regulatory and organisational structures in allowing
the creation of such funds. This comes at the backdrop of poor research output from local universi-
ties, poor rankings in the global calendars, failure to attract professorial staff in key university units,
limited funds to fund scholarships by these academic institutions as well as insignificant, innova-
tive interactions with industry participants. State universities in Zimbabwe are all purposively
sampled into the research and a combination of an electronic questionnaire and electronic Focus
Group Discussions and electronic interviews are used. Document analysis is used to complement
the three approaches mentioned above and specifically, document analysis will involve analysis of
Acts of parliament governing universities and laws governing the operations of endowment funds
in Zimbabwe in general. Finance directors, Pro-Vice Chancellors and Vice Chancellors, University
council Chairpersons and other council committee members as well as other senior members of
the university executives in all state universities are the target respondents.
Preliminary results indicate a number of obstacles which include lack of knowledge by executive
management, lack of vibrant university alumini activities, lack of interest from the donor commu-
nity and ever changing economic ‘climate’ as well as lack of regulation clarity.
Contact Details
+263772857609
Institutional affiliation
National University of Science & Technology
Primary author: Dr MAPOSA , LIFA (Lecturer)
Co-author: Mr NYATHI , Abania (Lecturer)
Presenters: Dr MAPOSA , LIFA (Lecturer); Mr NYATHI , Abania (Lecturer)
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