Introduction: Re-visioning Education in Africa—Ubuntu-Inspired Education for Humanity

Peer support in sub-Saharan Africa: A critical interpretive synthesis of school-based research

“…Based on a critical interpretive synthesis of peer support practices reported in publications on schooling in sub-Saharan Africa, my synthesising argument is as follows: Peer support practices in the region reflect a view of students as a resource or asset of the school with educational responsibilities towards their peers. This is consistent with social norms that highlight interdependence and social responsibility (Phasha et al, 2017;Takyi-Amoako and Assié-Lumumba, 2018;Tamale, 2020), which are valued educational outcomes (Serpell, 2011;. Students' responsibilities towards their peers include facilitating access to education for disadvantaged groups such as children with disabilities and those from linguistic minorities; teaching and regulating the conduct of classmates; and in some cases providing psychosocial support for vulnerable learners.…”

Ubuntu as a complementary perspective for addressing epistemic (in)justice in medical machine learning

“…In the context of epistemic injustice in MML, this may refer to acknowledging the value of caregivers’ expertise and patients’ experiences, as well as fostering communication and cooperation between patients and healthcare professionals with various viewpoints and levels of knowledge. Finally, another significant aspect of Ubuntu involves valuing empathy, understanding and actively listening to others 8. In the same breath, the eradication of paternalism and power disparities is equally important to Ubuntu.…”

Restructuring of Tertiary Institution and Its Effects on Organisational Commitment and Job Satisfaction: A Study of Tamale College of Education, Ghana

“…Furthermore, besides investing in new faculty positions and launching targeted fund-raising activities, Pitts (2019) observed that a prominent set of responses at the local campus level will help to alter the academic structure by adding or, conversely, by deleting, courses, degree programs and departments. While the prevailing image of knowledge change in higher education has tended to be either inertia or expansion, Takyi-Amoako (2018) noted that for Africa, those who have made their professional lives within higher education settings in recent past also know otherwise or understand the threat if not the reality of selective consolidation and elimination of program. This is particularly true because for most colleges in Africa, there are academic areas that are deemed either insufficient, centrality, quality or not cost-effective.…”