Transforming Curricula in African Higher Education Institutions: An African necessity

Part III

Regional approaches

Latin America & The Caribbean

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Middle East & North Africa

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North America

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Africa

Transforming Curricula in African Higher Education Institutions: An African necessity

Charmaine B. Villet

Abstract

The Higher Education sector on the African continent has seen exceptional growth over the last two decades, although enrolment rates continue to lag behind global figures. There are, however, deep concerns over the quality and relevance of the education students receive. This contribution defends an urgent focus on developing graduate competencies that will withstand the waves of change and the uncertainty of the global future. The curricula of most African universities continue to follow the traditional approach of accumulation of separate courses and credits. This approach is no longer able to meet the demands of the global society, which requires graduates to solve complex problems using creative, innovative and ethical thought and practices. African Higher Education Institutions should embrace a Transformation philosophy to curriculum thought and practice to attain the “Africa we want”. The question “Who will lead Africa into a bright future?” Requires universities to reflect on the challenges facing the continent and define what kind of citizens will be able to handle the challenges most effectively. The task of an adequate philosophy of higher education is not only to understand the university or even to defend it but to help change the institution.

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