A Critical Perspective on the Challenges for Blended Learning and Teaching in Africa’s Higher Education

A Critical Perspective on the Challenges for Blended Learning and Teaching in Africa’s Higher Education

Alfred T. Kisubi
ISBN13: 9781466649798|ISBN10: 1466649798|EISBN13: 9781466649804
DOI: 10.4018/978-1-4666-4979-8.ch059
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MLA

Kisubi, Alfred T. "A Critical Perspective on the Challenges for Blended Learning and Teaching in Africa’s Higher Education." Cross-Cultural Interaction: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2014, pp. 1043-1066. https://doi.org/10.4018/978-1-4666-4979-8.ch059

APA

Kisubi, A. T. (2014). A Critical Perspective on the Challenges for Blended Learning and Teaching in Africa’s Higher Education. In I. Management Association (Ed.), Cross-Cultural Interaction: Concepts, Methodologies, Tools, and Applications (pp. 1043-1066). IGI Global. https://doi.org/10.4018/978-1-4666-4979-8.ch059

Chicago

Kisubi, Alfred T. "A Critical Perspective on the Challenges for Blended Learning and Teaching in Africa’s Higher Education." In Cross-Cultural Interaction: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1043-1066. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4979-8.ch059

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Abstract

This chapter challenges the readers’ thinking forward in some essential areas of educational change driven by the international imperative for Information and Communication technologies (ICT). It grapples realistically but also hopefully and creatively with many of the seemingly intractable difficulties that people involved in African change encounter, especially during this ICT age: Government policy makers and their usually politically handpicked higher-education administrators who see education reform as a national security priority, but, nevertheless, cede the responsibility of not only financing, but also implementing reform to international donors, who seldom serve Africa’s interests, but push their own agendas disguised as global development “aid.” These international “development” agencies inadvertently subvert equity oriented change efforts and substitute them with those of a comprador team of global and local state elite gainers, who push the responsibility of development through the state’s means of coercion down to the local, scarcely funded entities, such as the African higher education institutions (HEI). This wanton, undemocratic devolution or “structural adjustment,” results in the African HEIs, and governments’ extensive and deep-seated failings that make any hope of improvement appear to be far beyond reach. This chapter illustrates how and why that happens and makes suggestions for solutions.

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