Lifelong learning, human capital development and the career advancement of women in the telecommunications industry in South Africa

Dosunmu, Akinola George; Adeyemo, Kolawole Samuel

doi:10.1177/0950422218765501

Cited by 18 publications

(8 citation statements)

References 27 publications

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“…Owing to their dual roles as both teaching staff members and administrators, HODs face additional challenges. HODs are expected to possess effective teaching techniques, expertise, curriculum management skills, leadership skills and the ability to handle day-to-day challenges (Dosunmu and Adeyemo, 2018). Moreover, HODs impress teachers by demonstrating their vision for their respective subjects and departments.…”

Section: Literature Reviewmentioning

confidence: 99%

Islamic economics and finance instructional leadership and curriculum practices: a case study of selected public universities in Saudi Arabia

Ibrahim¹,

Abdullah²,

Ismail³

et al. 2023

IMEFM

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Purpose This study aims to explore the instructional leadership practices implemented by academic professionals and leaders to enhance the curriculum of Islamic economics and finance (IEF) in two public universities in Saudi Arabia. Design/methodology/approach This study used a qualitative approach, using a case study methodology that focused on two meticulously chosen universities in Saudi Arabia. A total of 21 academics from two public universities in Saudi Arabia who worked in IEF schools were selected for semi-structured interviews. Findings The findings showed that two universities in Saudi Arabia that offer degrees in IEF exhibited limited instructional leadership. The findings indicate four apparent barriers that may explain the lack of involvement in instructional leadership and fair practices in the IEF curriculum at Saudi Arabian universities. According to this study, a positive collegial climate in Saudi universities’ IEF promotes shared instructional leadership. Research limitations/implications The use of a limited qualitative method and small sample of respondents in this study may not provide enough evidence to generalise the findings to all universities and higher education schools in Saudi Arabia. Although a case study was used to describe IEF curriculum management and implementation at the two universities, caution should be exercised when applying these findings to other institutions. Practical implications IEF schools in Saudi universities need to leverage their positive, collaborative and relationship-building environments to develop activities that promote shared instructional leadership. Originality/value The research findings can offer valuable insights and examples for school leaders to develop instructional activities and promote the concept of “shared instructional leadership”. This approach involves delegating responsibilities and actions to others to enhance the IEF curriculum’s quality. Policymakers and university officials can use these findings to enhance strategic policies.

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Section: Literature Reviewmentioning

confidence: 99%

Islamic economics and finance instructional leadership and curriculum practices: a case study of selected public universities in Saudi Arabia

Ibrahim¹,

Abdullah²,

Ismail³

et al. 2023

IMEFM

View full text Add to dashboard Cite

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“…They had clearly all continuously engaged in opportunities that had enabled them to develop their career paths. Dosunmu and Adeyemo (2018) maintain that the continuous learning of women in corporate settings in relation to their careers will assist them to develop their career pathways within an organization. In support of the views expressed by Bola, Sandra, and Aisha, Walsh et al (2016) suggest that there is a need for women to attend professional training courses which are relevant to their jobs to acquire a better understanding of the job and to enable them to succeed in their careers.…”

Section: Internal Trainingmentioning

confidence: 99%

Women and Status of Lifelong Learning in Nigeria

Dosunmu¹

2021

The Education Systems of Africa

Self Cite

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In Nigeria, lifelong learning is been promoted through adult learning for women, more education centers such as vocational learning centers were established to cater for female learners (Olaniyi FO, Acad J Interdiscip Stud 3:493, 2014). In other words, vocational centers were created to encourage girl-child and women to take on vocational skills programs in order to bridge the gap. Though the present status of lifelong learning in Nigeria espouses literacy rates among women in terms of access to continuous education through the establishment of the ministry of women affairs to give more attention and support for women who have been deprived in the past (Para-Mallam F, Compare J Comp Int Educ 40:459-477, 2010). The government implemented a policy of literacy programs for both men and women to motivate and sensitize them across all the states which thus helps to reduce the level of illiteracy in the country (Odukoya D, Formulation and implementation of educational policies in Nigeria. Educational Research Network for West and Central Africa (ERNCAWA). Retrieved from http://www.slideshare.net, 2009). This chapter reviews the history of education

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“…[13] propose the use of artificial intelligence as a tool to promote the spread of lifelong learning. [14] refer to the possibility of lifelong learning to create the conditions for creating a political culture that can avoid discrimination against women in the workplace. The authors made the case of South Africa.…”

Section: Introduction-research Question 2 Literature Reviewmentioning

confidence: 99%

The Determinants of Lifelong Learning in Europe

Costantiello¹,

Laureti²,

Leogrande³

2022

Preprint

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The article affords the question of lifelong learning in Europe using data from the European Innovation Scoreboard-EIS in the period 2010-2019 for 36 countries. The econometric analysis is realized using WLS, Dynamic Panel, Pooled OLS, Panel Data with Fixed Effects and Random Effects. The results show that lifelong learning is, among other variables, positively associated to “Human Resources” and “Government procurement of advanced technology products” and is negatively associated, among others, to “Average annual GDP growth” and “Innovation Index”. A clusterization is realized using the k-Means algorithm with a confrontation between the Elbow Method and the Silhouette Coefficient. Subsequently, a Network Analysis was applied with the distance of Manhattan. The results show the presence of 4 complex and 2 simplified network structures. Finally, a comparison was made among eight machine learning algorithms for the prediction of the value of lifelong learning. The results show that the linear regression is the best predictor algorithm and that the level of lifelong learning is expected to growth on average by 1.12%.

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Lifelong learning, human capital development and the career advancement of women in the telecommunications industry in South Africa

Cited by 18 publications

References 27 publications

Islamic economics and finance instructional leadership and curriculum practices: a case study of selected public universities in Saudi Arabia

Islamic economics and finance instructional leadership and curriculum practices: a case study of selected public universities in Saudi Arabia

Women and Status of Lifelong Learning in Nigeria

The Determinants of Lifelong Learning in Europe

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