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Heutagogy as an alternative in teacher education: conceptions of lecturers and pre-service teachers of school of education and life-long learning, SDD-UBIDS
The Influence of Parental Migration on the Psychosocial Development of Children Left Behind in South Wollo Zone
Science Competence-based Curriculum Implementation in Rwanda: A Multiple Case Study of the Relationship between a School’s Profile of Implementation and its Capacity to Innovate
Multinational corporations and sustainable development goals: an interventionist approach toward quality tertiary education in Nigeria’s case study (Etisalat)
Heutagogy as an alternative in teacher education: conceptions of lecturers and pre-service teachers of school of education and life-long learning, SDD-UBIDS
by Linus Mwinkaar
Introduction: The needs of today’s higher education have changed and higher education does not need a one-way communication from teacher to student but rather learn to appreciate the new role of the teacher as a facilitator with mutual responsibilities toward the creation of knowledge. Heutagogy, which emphasizes learner autonomy and the creation of self-determined learners, has garnered attention as a potential solution to address the evolving needs of teacher preparation. However, empirical research on the beliefs and attitudes of Heutagogy within the teacher education context remains limited. This study aimed to fill this gap by exploring the beliefs and attitudes of lecturers and pre-service teachers of the School of Education and Life-Long Learning (SoELL) at SDD-UBIDS. Methods: Convergent mixed method design with both quantitative and qualitative data analysis, the study collected both quantitative and qualitative data on 513 Pre-service teachers and 30 Lecturers from SoELL, SDD-UBIDS using a four-point Likert scale questionnaire and interview. Results: The findings revealed diverse perspectives among Lecturers and Pre-service Teachers regarding Heutagogy, with varying levels of understanding, acceptance, and readiness for implementation. Lecturers expressed enthusiasm for Heutagogy’s potential to foster learner autonomy and critical thinking skills, while pre-service teachers demonstrated varying levels of readiness and comfort with self-directed learning approaches. Discussion: Lecturers and Pre-service teachers expressed willingness to embrace a self-determined approach in which the learner reflects on what is learned and how it is learned and where the Lecturers teach the learners how to learn by themselves. The cognitive conflict and the inadequacy of pre-service teachers’ preparedness will necessitate a shift in their attitudes toward developing autonomy skills to effectively navigate the challenges of the 21st-century knowledge economy. Copyright © 2024 Mwinkaar and Lonibe.
The Influence of Parental Migration on the Psychosocial Development of Children Left Behind in South Wollo Zone
by Tesfaw, Getnet
Though the migration of parents contributes to poverty reduction and children’s material well-being, the emotional and social turmoil are not yet well investigated. This article ex-plored the influence of the migration of parents on the psychosocial development of children left behind in Southern Wollo, Ethiopia and whose either one or both of their parents had migrated abroad. Accordingly, data were qualitatively gathered from 13 children whose parents migrated from Southern Wollo, Ethiopia. The data were gathered through interviews and observation checklists. The collected data were analyzed thematically. The results of the study demonstrated that despite children’s awareness of the reasons for their parents’ migration, children do not want their parents to migrate, leaving them behind. It was also found that left-behind children experienced feelings of rejection, lack of parental love, sad-ness, despair, lack of confidence, and lack of motivation in schooling following the migration of parent(s).To alleviate the problem of children left behind various forms of support such as from friends, families, and caregivers have to be implemented. Government and non-gov-ernment organizations have to create conducive environments for the left-behind children so that the children get psychosocial and other services from counselors, psychiatrists, social workers, and mental health professionals. © 2022, University of Gondar. All rights reserved.
Science Competence-based Curriculum Implementation in Rwanda: A Multiple Case Study of the Relationship between a School’s Profile of Implementation and its Capacity to Innovate
by Nsengimana T.
In order to prepare Rwandan citizens for a competitive world, a competence-based curriculum (CBC) has been implemented since 2016. The problem addressed by this study is “under which conditions will the implementation of the intended science curriculum be realised in classroom”. Framed by the Rogan and Grayson theory of curriculum implementation, a multiple case study was conducted to explore the relationships between a school’s profile of science CBC implementation and its capacity to support innovation. This was done by interviewing 12 teachers, observing and recording 23 of their science lessons, and surveying school facilities in their three schools. The data were presented in narrative form based on ratings (1–4) of lessons and schools’ capacity to innovate. Despite the variations between teachers and schools in CBC implementation caused by differences in individual professional development and schools’ capacity to innovate, the results revealed high levels of appropriate CBC implementation in aspects of classroom interactions, teaching and learning activities, and assessment. On the other hand, a low implementation level was noticed in the aspect of science-in-society. The study findings relate the profile of science CBC implementation to some aspects of a school’s capacity to innovate, particularly individual teacher’s experience, inadequate preparedness to enact CBC and inadequate teaching and learning resources for science. For successful implementation of science CBC, strong and regular training programmes that focus on how the new ideas are put into practice, together with the provision of teaching and learning resources for science, are recommended. © 2021 Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE).
Multinational corporations and sustainable development goals: an interventionist approach toward quality tertiary education in Nigeria’s case study (Etisalat)
by Ismail Bello
The central argument of this paper was to examine the intervention of Multinational Corporations toward improving tertiary education. Tertiary education in Nigeria is undoubtedly challenged; among these issues are inadequate funding and mismanagement of funds, infrastructural problem, and ongoing strike by university lecturers. A qualitative method of data collection and analysis was used for the study. Interviews were conducted, and NVivo software was utilized in the transcription, coding, and analysis of data from the interview. This was supported by the secondary data, including journals, relevant books, periodicals, newspaper reports, internet sources, government releases, and CSR reports. The findings reveal that per Sustainable Development Goals for education (SDG 4: Quality Education), Etisalat has considerably improved Nigeria’s Tertiary education. This includes the Etisalat telecommunications engineering postgraduate program. The scholarship was also provided for university lecturers to improve their capacity. It has empowered the local lecturers to learn cutting-edge competence in telecommunication engineering. Since its inception, the merit scholarship award has improved the knowledge of STEM among Nigeria’s tertiary institutions. This study adds to the literature on the role of non-state actors, especially Multinational Corporations, in developing the education sector in Nigeria and achieving sustainable development goals around the globe. © 2023 The European Association for the Advancement of the Social Sciences.
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