DOCSLIB.ORG

Schooling for Sustainable Development

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Schooling for Sustainable Development Schooling for Sustainable Development Volume 8 Series editors John Chi-Kin Lee, Education University of Hong Kong, Tai Po, New Territories, Hong Kong Michael Williams, Emeritus Professor of Education, Swansea University, UK Philip Stimpson, Formerly Associate Professor, Faculty of Education, University of Hong Kong This book series addresses issues associated with sustainability with a strong focus on the need for educational policy and action. Current attention and initiatives assume that Education for Sustainable Development (ESD) can be introduced successfully and gradually into schools worldwide. This series explores the issues that arise from the substantial and sustainable changes to be implemented in schools and education systems. The series aims to counter the prevailing Western character of current research and enable cross-cultural comparisons of educational policy, practice, and project development. As a whole, it provides authoritative and comprehensive global coverage, with each volume providing regional/continental coverage. The volumes present data and insights that contribute to research, policy and practice in ESD- related curriculum development, school organization and school-community partnerships. They are based on ESD-related project experiences, empirical studies that focus on ESD implementation and teachers’ perceptions as well as childhood studies that examine children’s geographies, cultural characteristics and behaviours. More information about this series at http://www.springer.com/series/8635 Heila Lotz-Sisitka • Overson Shumba Justin Lupele • Di Wilmot Editors Schooling for Sustainable Development in Africa Editors Heila Lotz-Sisitka Overson Shumba Environmental Learning Research School of Mathematics and Natural Centre (ELRC) Sciences Education Department, Rhodes University Copperbelt University Grahamstown, South Africa Kitwe, Zambia Justin Lupele Di Wilmot Chief of Party: USAID, Strengthening Faculty of Education Educational Performance Up (STEP-UP) Rhodes University Lusaka, Zambia Grahamstown, South Africa Schooling for Sustainable Development ISBN 978-3-319-45987-5 ISBN 978-3-319-45989-9 (eBook) DOI 10.1007/978-3-319-45989-9 Library of Congress Control Number: 2016957748 © Springer International Publishing Switzerland 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Contents Part I Orientation to Education for Sustainable Development and Schools in Africa and Education for Sustainable Development Learning Processes 1 ESD, Learning and Quality Education in Africa: Learning Today for Tomorrow ............................................................................... 3 Heila Lotz-Sisitka and Justin Lupele 2 Situated Learning in Relation to Human Conduct and Social-Ecological Change ................................................................ 25 Rob O’Donoghue 3 Deliberations on a Changing Curriculum Landscape and Emergent Environmental and Sustainability Education Practices in South Africa ........................................................................ 39 Ingrid Schudel Part II Curriculum Innovations: Teaching, Learning, and Assessment 4 The Relation of Mainstreamed Environmental Education to the Modern Schooling System in Zambia ......................................... 57 Charles Namafe and Manoah Muchanga 5 The Culture Hut Concept as Curriculum Innovation: Engaging the Dialectic Nature of Heritage in Zimbabwean Schools to Support ESD Learning ......................................................... 67 Cryton Zazu 6 Integrating Afrocentric Approaches for Meaningful Learning of Science Concepts ................................................................................. 79 Charles Chikunda and Kenneth Mlungisi Ngcoza v vi Contents 7 The Uptake of Education for Sustainable Development in Geography Curricula in South African Secondary Schools ........... 93 Carolina Dube 8 Education for Sustainable Development in the Namibian Biology Curriculum ................................................................................ 107 Sirkka Tshiningayamwe 9 Developing Problem-Based Learning Approaches to Water Education in Mauritius ........................................................... 119 Ravhee Bholah 10 Issues-Based Enquiry: An Enabling Pedagogy for ESD in Teacher Education and School Geography ...................................... 129 Di Wilmot Part III Integrated Approaches to Education for Sustainable Development in Schools 11 Integrating School Community Concerns in Framing ESD and Educational Quality......................................................................... 141 Raviro Chineka and Cecilia Mukundu 12 Integrating Learners’ Voices into School Environmental Management Practices Through Dialogue............................................ 153 Nthalivi Silo 13 Improving the Quality of Education Through Partnerships, Participation and Whole-School Development: A Case of the WASH Project in Zambia ....................................................................... 175 Justin Lupele, Bridget Kakuwa, and Romakala Banda Part IV Teachers and Teacher Education 14 Learning as Connection: Pedagogical Innovations to Support ESD Learning Processes in Science Teacher Education Settings .................................................................................. 189 Overson Shumba and Royda Kampamba 15 Strengthening Teachers’ Knowledge and Practices Through a Biodiversity Education Professional Development Programme ....................................................................... 205 Zintle Songqwaru and Soul Shava 16 Education Quality and the Introduction of New Teaching Methods into Teacher Education .............................. 219 Evaristo Kalumba Contents vii 17 Reflecting on Innovative ESD Pedagogies in the Context of Teacher Education in Lesotho ........................................................... 231 Tšepo Mokuku and Mantoetse Jobo 18 Enhancing Agency and Action in Teacher Education in Zimbabwe ............................................................................................ 245 Caleb Mandikonza and Cecilia Mukundu 19 Towards Professional Learning Communities: A Review ................... 259 Sirkka Tshiningayamwe and Zintle Songqwaru 20 Development of ‘Fundisana Online’: An ESD E-Learning Programme for Teacher Education ....................................................... 275 Shepherd Urenje, Wolfgang Brunner, and Andrew Petersen Contributors Romakala Banda is a Commonwealth scholar and a final year master of science education for sustainability student at London South Bank University. She has 4 years of experience in the WASH sector and has specialised in the integration of gender in WASH (water, sanitation and hygiene) with a focus on equity and inclu- sion in WASH as well as the integration of WASH in national policy and official school curriculum including WASH material development. She has wider interests in sustainable development particularly with regard to participatory approaches, advocacy for equality and climate change responses. Social research and capacity building are among her key competencies. She currently serves as technical advisor for the Reform of the Water Sector Programme with Deutsche Gesellschaft fur Internationale Zusammenarbeit – GIZ-Zambia – for both rural and urban water pro- grammes including water resource management for climate change resilient agriculture. Ravhee Bholah A Fulbrighter and Tertiary Education Commission scholar, Dr. Ravhee Bholah is associate professor in the Department of Science Education and coordinator of the education for sustainable development (ESD) at the Mauritius Institute of Education (MIE). He has been coordinating various ESD and climate change education (CCE)-related projects and has also been actively involved in cur- riculum and learning resource development at institutional and national levels. He has been a consultant for UNESCO, UNDP and Government of Japan-funded proj- ects related to ESD, CCESD and Africa Adaptation Programme. He has published in and reviewed various scientific papers for international peer-reviewed journals and conference proceedings. Wolfgang Brunner has studied Earth sciences, zoology, botany and geography at Swedish Universities in Stockholm, Uppsala and Umeå and has
Load more

Recommended publications
  • Quality Assurance Challenges and Opportunities Faced by Private Universities in Zimbabwe
    Journal of Case Studies in Education Quality assurance challenges and opportunities faced by private Universities in Zimbabwe Evelyn Chiyevo Garwe Zimbabwe Council for Higher Education ABSTRACT The study sought to provide an understanding of the quality assurance challenges and opportunities faced by private universities in Zimbabwe. The study analyzed the factors determining provision of quality higher education in private universities and the resultant effects of failing to achieve the minimum acceptable standards. The author employed the case study method which falls within the qualitative research paradigm. The major techniques used were documentary analysis, direct observation and participant observation by the author. The results showed that financial constraints and poor corporate governance were the major factors leading to failure by private universities to uphold high quality standards. The study also highlighted the need for an effective national quality assurance agency in making sure that only institutions with the necessary financial, material and human resources should be allowed to operate as private universities. Key words: Quality, quality assurance, private university, corporate governance Quality assurance challenges, Page 1 Journal of Case Studies in Education INTRODUCTION Private universities in Africa should be considered a potential growth industry, which may generate revenue, employment and other spillovers to the rest of the economy (Nyarko, 2001). In Zimbabwe, private universities started in 1992 in response to the need to fill in gaps in access to higher education. The legislative measures initiated to establish private institutions of higher education also opened doors for the entry of cross-border higher education which is offered through private providers. Kariwo (2007) reported that the private higher education sector in Zimbabwe contributed a small share of enrolments and programme offerings in higher education .
    [Show full text]
  • The Republic of Zambia Ministry of General Education Directorate of Early Childhood Education
    THE REPUBLIC OF ZAMBIA MINISTRY OF GENERAL EDUCATION DIRECTORATE OF EARLY CHILDHOOD EDUCATION QUALITY EARLY CHILDHOOD EDUCATION IN ZAMBIA PRESENTED BY CHRISTINE M. MAYONDI ( MRS ), DIRECTOR-ECE 1 7 TH NOVEMBER, 2016 EDUCAID.BE ANNUAL CONFERENCE 2016 B RU S S ELS Outline 2 — Introduction — Background information on Zambia — Recent Developments in Zambia in Promoting and Providing Quality Early Childhood Education — Quality in Early Childhood Education — Challenges in ECE Provision in Zambia — Conclusion — Way Forward Quality ECE Provision in Zambia 1 Introduction 3 — Education is powerful and proven vehicle for sustainable development. — What children learn early lasts a life time. Quality ECE Provision in Zambia Location of Zambia in Africa ( 1/3) 4 Quality ECE Provision in Zambia 2 Population of Zambia (2/3) 5 — Zambia’s 2016 population was projected at 16,452,896 million (CSO, 2010) — Male-8,247,413 — Female-8,205,483 — Age of the population v 46.7% (7,682,844)- under 15 years v 50.8% (8,359,552)- between 15 and 64 years v 2.5% (410,500)- 65 years and above Quality ECE Provision in Zambia Education Structure ( 3/3) 6 — Zambia’s (formal) Education system consists of Early Childhood Education (ECE), primary, secondary and professional or tertiary levels. — ECE (pre-school) provides for children aged 3-6 years. ¡ Private schools ¡ Community schools ¡ Grant aided school ¡ Public schools Quality ECE Provision in Zambia 3 Recent Developments in Zambia in Promoting and Providing Quality Early Childhood Education (1/4) 7 — The ECE mandate was moved from the Ministry of Local Government and Housing (MLGH) to the Ministry of General Education (MoGE) in 2004.
    [Show full text]
  • Educational Television; Facility Planning; Centers; Instructional Media
    DOCUMENT RESUME ED -ill 394 IR 002 450 / AUTHOR Patel, Jisubhai Z. TITLE Evolving. a.Model LearningResodrce Center for a ,Developing, Country (Zambia).. , PUB, DATE 72 "NOTE 177p.; Ph.D. Dissertation,Wayne State University' EDRS PRICE MF-$0.76 HC-$9.51 Plus Postage DESCRIPTORS *Developing Nations; EducationalResources; Educational$Specifications;,EducationalTechnology;, Educational Television; FacilityPlanning; ,Information - Dissemination; *_nstructidnalMaterials Centers; Instructional Media; MediaResearch; Models; National Programs; Personnel Needs;Resource Centers; School Libraries, IDENTIFIERS' Zambia ABSTRACT ' For a developing nation sucha Zambia, quality education, utilization ofmanpower, and proper training are priority problems. Therefore a studywas conducted to establish and document the need for a,well-planned, staffed'andexecuted learning resource center to solve some of that country'slearning problems. BasiC facts about,the country of Zambiawere collected. A review of the literature and a survey,of*learningresources center organization and development in developed countrieswas conducted. Based on the identified needs of the countryof Zambia, a basic philosophy gathered from the literature, andthe experiences of developed countries, a'detailedplan for a phased program to establisha learning-resource center for Zambiawas prepared. Recommendations included means of developinga phrlosophic base, purpose, organizational *structure, plan,program, personnel, physical facilities, and time line ofevents. A bibliography is appended.
    [Show full text]
  • Annual Report
    2016 ANNUAL REPORT Regional Master’s Degree Programme in Climate Change ACTIVITIES SARUA developed a new three-year strategy for 2017-2020, focused on Capacity Development for LEADERSHIP and QUALITY, adopted by its Executive Committee and members at a Triennial General Meeting (TGM) in September 2016. A new Executive Committee was elected for the three-year period. A Vice-Chancellors Leadership Dialogue E SARUA Regional Master’s Degree Programme in Climate Change B Harmonisation of African HE Quality Assurance and Accreditation [HAQAA] F SARUA Triennial General Meeting C University Leadership and Management Training Programme [UNILEAD] G Education for Sustainable Development D SARUA Digital Universities Programme H SARUA Out and About UNIVERSITIES SEEK UNITED FRONT IN OPEN access DEBate A VC Leadership Dialogue: Open Access What benefits would accrue from more and African Research Publishing in the 21st effective communication of the scholarship in Century the region? In May 2016, SARUA, together with UNESCO, Magna Charta Observatory and the IP Unit at the University of Cape Town The focus on Open Access was triggered by an announcement hosted a Leadership dialogue as a pre-event to Going Global that Elsevier was sponsoring the development of an open access 2016. It was attended by Vice-Chancellors, research executives African megajournal, in collaboration with the African Academy and higher education stakeholders with an interest in Open of Sciences (AAS), the African Centre for Technology Studies, the Educational Resources (OER). Presentations were received South African Medical Research Council and IBM Research Africa. on the South American, European and African This initiative, under the auspices of the Elsevier approaches to open access with an emphasis Foundation, an independent charity founded by on lessons to be learned for a Southern African the company, appears to be doing a lot of the strategy and approach.
    [Show full text]
  • The Impact of Early Childhood Education on Child Development in Selected Schools in Lusaka Urban
    THE IMPACT OF EARLY CHILDHOOD EDUCATION ON CHILD DEVELOPMENT IN SELECTED SCHOOLS IN LUSAKA URBAN Submitted By Sarah Shamoya 018-885 BDS i Table of Contents CHAPTER ONE: INTRODUCTION ..................................................................................................... 1 1.1 Introduction ........................................................................................................................... 1 1.2 Study Background ................................................................................................................. 3 1.3 Statement of the Problem ...................................................................................................... 6 1.4 General research objective .................................................................................................... 7 1.4.1 Specific objectives of the study ...................................................................................... 7 1.5 Main Research Question ....................................................................................................... 7 1.5.1 Specific Research Questions .......................................................................................... 7 1.6 Assumptions .......................................................................................................................... 8 1.7 Significance of the Study ...................................................................................................... 8 1.8 Justification of the Study ......................................................................................................
    [Show full text]
  • Causes of Low Student Enrolment at the Zimbabwe Open University's Harare
    Turkish Online Journal of Distance Education-TOJDE April 2015 ISSN 1302-6488 Volume: 16 Number: 2 Article 8 CAUSES OF LOW STUDENT ENROLMENT AT THE ZIMBABWE OPEN UNIVERSITY’S HARARE-CHITUNGWIZA REGION FOR THE PERIOD 2008-2013 David BISHAU Zimbabwe Open University, Faculty of Arts and Education Harare, ZIMBABWE Wellington SAMKANGE Zimbabwe Open University, Faculty of Arts and Education Harare, ZIMBABWE ABSTRACT The focus on Open and Distance Learning (ODL) has given people an alternative to acquiring and developing skills in areas of their choice especially those related to their jobs. While its introduction was met with different responses, it could be noted that in some cases ODL has been viewed with scepticism and in others it has been received with excitement and hope. Such euphoria and hope has in some instances contributed to an increase in enrolment in higher institutions of higher learning that offer the ODL model. However, these high enrolments have not been sustained in the case of the Zimbabwe Open University, Harare- Chitungwiza Region. There has been a decline in enrolments over the past five years. This study sought to identify the causes of low student enrolment at the Zimbabwe Open University’s (ZOU) Harare- Chitungwiza Region was conducted. The study used the qualitative research methodology, guided by the grounded theory paradigm as it sought to answer the questions about ‘why’. Data were collected through open-ended questionnaires, interviews, participant observation and through the social medium. The data were collected from current students, inactive students and alumni. Data were analysed through open coding and axial coding.
    [Show full text]
  • The Role of Private Higher Education Provision in Zambia: Changing the Higher Education Landscape in Africa
    International Journal of Humanities and Social Science Vol. 8 • No. 6 • June 2018 doi:10.30845/ijhss.v8n6p11 The Role of Private Higher Education Provision in Zambia: Changing the Higher Education Landscape in Africa Daniel L. Mpolomoka, Z Ambian Open University AMBIA Selina Band Mbono Vision Dube Zambian Open University Akombelwa Muyangana University of Zambia Esther Kanduza, Zambian Maina Kaleba, Zambian Open University Abstract This paper is anchored on the assumption that the world is approaching the end of two important international initiatives, the Decade of Education for Sustainable Development (2014) and the Millennium Development Goals (2015). Given such a scenario, Africa is gaining increased attention due to the innumerable challenges it faces in striving to achieve sustainable development. There is unanimity that African countries should improve their capacities to cope with emerging challenges. As a result, their higher education institutions need to drastically improve their own educational programmes and associated research facilities for training future generations of skilled personnel. This paper concludes by making critical observations on the general populace’s expectations of private higher education learning institutions. Keywords: Private higher education, Africa, Zambia, Learning Introduction The world we live in is radically changing from that of a couple of decades ago. It is an era of globalization, with growth of economic and social activities across national boundaries being common features. Berdahl (2008) outlines some of the major changes today, which include technological revolution in communications (the internet and large‐scale computerized information systems). Given such circumstances, both public and private institutions of higher learning face many challenges of local, national and global context.
    [Show full text]
  • Principles on National Security and the RTI Participants
    Principles on National Security and the RTI Participants Sandra Africa Sandra (Sandy) Africa is an associate professor in Political Sciences at the University of Pretoria in South Africa, and the head of the Institute for Strategic and Political Affairs (ISPA) at the University. She is also the vice- chairperson of the African Security Sector Network, a pan-African forum of scholars, policy advocates and security practitioners who have a common interest in promoting security sector reform in Africa. Sandy regularly facilitates training programmes in governance for stakeholders in the South African, Southern African and African security sectors. She is the author of Well-kept secrets: The right of access to information and the South African intelligence services published by the Institute for Global Dialogue and the FES in 2009. She was recently appointed as a fellow of the Carnegie Council for Ethics in International Affairs. Sayeed Ahmad Sayeed Ahmad is the country program manager at Asian Forum for Human Rights and Development (FORUM-ASIA), a Bangkok based regional Human Rights organization with 47 member organizations from 16 Asian countries. Sayeed looks after the organization’s human rights advocacy activities for those Asian countries, especially in the area of Freedom of Expression and Freedom of Peaceful Assembly and Association. Sayeed is a lawyer, who worked in Bangladesh for many years with national human rights organizations as well as the National Human Right commission (NHRC). Camila Asano Camila Asano is the coordinator of the Foreign Policy and Human Rights Project at Conectas Human Rights. She has been working for eight years at the institution, initially focusing on research areas and now on international affairs.
    [Show full text]
  • Gpafy2020lgrantees-Abstracts.Pdf
    U.S. Department of Education Office of Postsecondary Education International and Foreign Language Education Office Fulbright-Hays Group Projects Abroad (GPA) Program CFDA 84.021A GPA Short-term and Long-term Grant Awards List and Project Abstracts Fiscal Year 2020 Group Projects Abroad Program FY 2020 Grant Awards List Funding Page Grantee Institution State Host Country Amount Number SHORT-TERM PROJECTS American Institute for Resource and Human Development GA Ghana $88,815 4 Bennett College NC Morocco $83,600 6 Cabrini University PA Zambia $79,926 8 Chaminade University of Honolulu HI The Philippines $100,000 10 Clemson University SC India $99,676 11 Bosnia and College of Saint Benedict and Saint John’s University MN $81,008 12 Herzegovina Metropolitan State University of Denver CO Morocco $80,859 13 New England Educational Leadership Institute MA China $97,625 14 Rhode Island College RI Guatemala $60,518 16 University of Arizona AZ Uzbekistan, Tajikistan $100,000 17 University of California, Berkeley CA China $94,072 18 University of Central Florida FL Argentina $95,348 19 University of Georgia GA Tanzania $94,460 20 University of Pittsburgh PA Kenya, Uganda $99,380 21 Virginia Polytechnic University VA Tanzania $89,595 22 Virginia Polytechnic University VA Zambia $99,232 22 Voorhees College SC Barbados $99,860 24 Winona State University MN Ecuador $80,048 25 Xavier University OH Colombia $77,360 26 LONG-TERM PROJECTS American Councils for International Education DC Russia, Kazakhstan $238,500 29 American Institute of Indian Studies
    [Show full text]
  • Tackling Transport in Africa the TEST Network
    Tackling Transport in Africa The TEST Network Dr Jürgen Perschon / EURIST European Institute for Sustainable Transport Hamburg / Germany Learning Centre UN CSD 19 May 4 th 2011 - New York Based on Gary Haq www.sei-international.org Stockholm Environmental Institute, UK [email protected] Content Introduction Key Challenges Objective of the TEST Network Current Activities & First Results www.sei-international.org [email protected] Introduction ““Transport,Transport, Environment,Environment, ScienceScience andand TechnologyTechnology (TEST)(TEST) NetworkNetwork ””.. -The EU supports the development of a research network in six African countries - Tanzania, Zambia, Uganda, South Africa, Mozambique and Zimbabwe -Fund: ACP Science and Technology Programme of the 9th European Development Fund www.sei-international.org [email protected] Partners Network Leader Stockholm Environment Institute, University of York International Partners European Institute for Sustainable Transport, Germany (EURIST) Country Partners Mozambique – Universidade Eduardo Mondlane South Africa - University of Cape Town Tanzania - Ardhi University Uganda - Makarere University Zambia - University of Zambia Zimbabwe - University of Zimbabwe www.sei-international.org [email protected] Urbanisation (1950-2030) Relative Growth 300 250 world Africa 200 Asia 150 Europe LAC 100 Northern America 50 Oceania 0 1950 1960 1970 1980 1990 2000 2010 2020 2030 (2000= 100%) • Africa’s urban population growth rates continue to be the highest in the world • Approximately 3.3 to 3.7 per cent annually • African based population are growing faster than the counterparts in Asia (UNDESA, 2004) www.sei-international.orgwww.sei.se [email protected] Motorization • A key source of urban air pollution in Cairo, Cape Town, Dakar, Nairobi and Johannesburg • In 2000 Africa had 2.5 per cent of the total world vehicle population, approx.
    [Show full text]
  • Challenges for Open and Distance Learning (ODL) Students: Experiences from Students of the Zimbabwe Open University
    Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.6, No.18, 2015 Challenges for Open and Distance learning (ODL) Students: Experiences from Students of the Zimbabwe Open University Maxwell C.C. Musingafi 1* Barbra Mapuranga 2 Kudzai Chiwanza 3 Shupikai Zebron 4 1. Zimbabwe Open University, Development Studies, Masvingo Regional Campus 2. Zimbabwe Open University, Disability Studies, Mashonaland East 3. .Zimbabwe Open University, Library and Information Sciences, Harare 4. Zimbabwe Open University, Counselling, Mashonaland West Regional Campus Abstract The purpose of this study was to investigate the challenges facing Open and Distance Learning students at the Zimbabwe Open University (ZOU). The study was conducted at ZOU Masvingo Regional Campus. The study employed both qualitative and quantitative approaches. The main data collection techniques were questionnaires and structured interviews, supplemented by documentary review. Tables, frequencies and percentages were the key descriptive statistics used to analyze and present the findings. The results showed that ODL learners were challenged with a range of obstacles in their course of studies. The most reported challenges were lack of sufficient time for study, difficulties in access and use of ICT, ineffective feedback and lack of study materials. It was recommended that ZOU should strive to achieve effective and balanced teaching and learning system that satisfies the desire of the learners to the extent that they would wish to come back to the institution for further studies and feel proud to recommend the institution to others who are seeking for knowledge. Key words: challenges, ODL, students, ZOU, drop-out rate, late programme completion, ICT, Masvingo.
    [Show full text]
  • The Medical Education Partnership Initiative (MEPI): Innovations and Lessons for Health Professions Training and Research in Africa
    Omaswa F, et al. The Medical Education Partnership Initiative (MEPI): Innovations and Lessons for Health Professions Training and Research in Africa. Annals of Global Health. 2018; 84(1), pp. 160–169. DOI: https://doi.org/10.29024/aogh.8 ORIGINAL RESEARCH The Medical Education Partnership Initiative (MEPI): Innovations and Lessons for Health Professions Training and Research in Africa Francis Omaswa*, Elsie Kiguli-Malwadde*, Peter Donkor†, James Hakim‡, Miliard Derbew§, Sarah Baird‖, Seble Frehywot‖, Onesmus Wairumbi Gachuno¶, Steve Kamiza**, Isaac Ongubo Kibwage¶, Alfred Mteta Kien††, Yakub Mulla‡‡, Fitzhugh Mullan‖, Jean B. Nachega§§, Oathokwa Nkomazana‖‖, Emilia Noormohamed¶¶, Vincent Ojoome*, David Olalaye***, Sandy Pillay†††, Nelson K. Sewankambo‡‡‡ and Marietjie De Villiers§§ MEPI was a $130 million competitively awarded grant by President's Emergency Plan for AIDS Relief (PEPFAR) and National Institutes of Health (NIH) to 13 Medical Schools in 12 Sub-Saharan African coun- tries and a Coordinating Centre (CC). Implementation was led by Principal investigators (PIs) from the grantee institutions supported by Health Resources and Services Administration (HRSA), NIH and the CC from September, 2010 to August, 2015. The goals were to increase the capacity of the awardees to pro- duce more and better doctors, strengthen locally relevant research, promote retention of the graduates within their countries and ensure sustainability. MEPI ignited excitement and stimulated a broad range of improvements in the grantee schools and countries. Through in-country consortium arrangements African PIs expanded the programme from the 13 grantees to over 60 medical schools in Africa, creating vibrant South–South and South–North partnerships in medical education, and research. Grantees revised curricular to competency based models, created medical education units to upgrade the quality of education and established research support centres to promote institutional and collaborative research.
    [Show full text]