Lifelong learning, lifelong education and adult education in higher institutions of learning in Eastern Africa: the case of Makerere University Institute of Adult and Continuing Education

Openjuru, George Ladaah

doi:10.1080/02601370.2011.538182

Cited by 11 publications

(14 citation statements)

References 7 publications

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“…This massive demand, combined with the university's desire to improve its financial situation led to creation of non-traditional flexible study programmes in form of evening and external offerings, and expansion of existing access routes, bringing on board the diploma entry scheme (Makerere University, 1991). These developments in turn resulted into a dramatic change in the demographic profile of students, featuring an increasing number from non-traditional backgrounds-older and working students (Openjuru, 2011;Kasozi, 2002).…”

Section: Background On Access To Higher Education In Ugandamentioning

confidence: 99%

“…Especially in the African context NTS may have inferior feelings in relation to other students, lecturers, professors, and administrators, for being in institutions originally designed to serve the young traditional students (Kasworm, 2010). Or they may distant themselves from the formalised status of the learner such as that of student (Crossan et al, 2003) and expect to be treated with respect (Openjuru, 2011), in consideration of the power they enjoy at work and at home or as generally determined culturally in the wider society.…”

Section: Socio-cultural Norms Such As Gender and Agementioning

confidence: 99%

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Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa

Tumuheki

Zeelen

Openjuru

2016

International Journal of Educational Development

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Building on the participation model of Schuetze and Slowey, this study contributes to the public discourse on theoretical considerations for guidance of empirical research on participation of non-traditional students (NTS) in higher education in Sub-Saharan Africa (SSA). Drawing from empirical work at Makerere University Uganda, we found that improving only the institution environment cannot suffice as there are also other factors affecting participation outside the institutional structures. These include family and work environments and context specific factors like perceptions and socio-cultural environment of the Ugandan society. A conceptual model specific to SSA is thus proposed, and the capability approach presented as the most insightful in elucidating the participation realities of NTS in SSA.

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Section: Background On Access To Higher Education In Ugandamentioning

confidence: 99%

Section: Socio-cultural Norms Such As Gender and Agementioning

confidence: 99%

Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa

Tumuheki

Zeelen

Openjuru

2016

International Journal of Educational Development

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“…Consequently, many changes have been observed in the higher education systems of developed countries (Schuetze and Slowey 2000) and developing countries (Mohamedbhai 2008;Mamdani 2007;Sawyerr 2004). In Uganda, among the changes taking place in higher education is a growing diversified student population at universities, including students from non-traditional backgroundsolder and working (Kasozi 2002;Openjuru 2011) who had previously been excluded from participating in university education. Unlike the conventional university students who have studying as their sole obligation (Ford, Bosworth, and Wilson 1995), these 'new' types of students, whom we refer to in this article as non-traditional students (NTS), are more likely to have other life obligations with which they combine study (Kasworm 2003(Kasworm , 2004.…”

Section: Introductionmentioning

confidence: 99%

The influence of out-of-institution environments on the university schooling project of non-traditional students in Uganda

Tumuheki

Zeelen

Openjuru

2016

Studies in Higher Education

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Participation and integration of non-traditional students (NTS) in university education is influenced by factors within the institution and those external to the institution, including participants' self-perceptions and dispositions. The objective of this qualitative study is to draw from the life-world environment component of Donaldson and Graham's model of college outcomes for adults, to discuss the out-of-institution experiences of NTS participating in university education in Uganda. Findings derive from two elements: first, the social settings of work, family and community including the roles NTS play in these settings. The second element is connected to the first but goes deeper into individual relationships NTS have with important people around them. Both elements were found to be reinforcing and deterring to the NTS' university schooling project. To this end, we argue that to achieve quality-inclusive university education for all learners, the lifelong learning frameworks must be accentuated, even outside the university.

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“…Materu (2007) further highlights the fact that the major problems of African education are not, as most think, universality; rather, it is quality that is the problem, and the responsibility for quality of higher education ultimately rests with the Higher Education Institutions (H.E.Is). Higher education is deemed important to national economic growth and for nations and individuals to prosper and be able to cope with challenges; as such, the demand for higher education in Africa has increased phenomenally (Openjuru 2011). One of the possible interpretations is the current emphasis on an increased demand for quality of students' learning.…”

Section: Introductionmentioning

confidence: 99%

Students as learners through the eyes of their teachers in Rwandan higher education

Bamwesiga

Dahlgren

Fejes

2012

International Journal of Lifelong Education

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In this study, we aim to explore and thematically analyze the higher education teachers' notions about most important problems related to students' learning, including the teachers' notions of the approaches to learning that the students adopt The study was carried out in Rwanda, Central Africa, with 25 university teachers engaged in group interviews. Inspired by the concepts of metaphors for learning and approaches to learning, five main categories of students' learning problems were identified: Dependence, Physical and economic resources, experience of a deep approach to learning, reading culture, and previous preparation for higher education. These problems are interrelated and point to the need to understand study levels in education systems as being interdependent. The teaching and learning process of one level influences the quality of learning of the other level. A difference/gap in learning approaches between levels of education greatly impacts difficulty in students' learning and understanding especially when they shift from a lower level to another. Understanding educational levels as closely linked is thus of great importance for enhancing quality in learning in higher education in Rwanda.

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Lifelong learning, lifelong education and adult education in higher institutions of learning in Eastern Africa: the case of Makerere University Institute of Adult and Continuing Education

Cited by 11 publications

References 7 publications

Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa

Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa

The influence of out-of-institution environments on the university schooling project of non-traditional students in Uganda

Students as learners through the eyes of their teachers in Rwandan higher education

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