Department of Educational Management and Administration

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Browsing Department of Educational Management and Administration by Author "Monk, David"

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    Collaboratively reimagining teaching and learning
    (Open Book Publishers, 2023) Fabian, Flora; Harle, Jonathan; Kalimasi, Perpetua; Kilonzo, Rehema; Lamaro, Gloria; Luswata, Albert; Monk, David; Ngowi, Edwin; Nzegwu, Femi; Sikalieh, Damary
    In 2020, the African Regional Forum on Sustainable Development proclaimed Africa would only attain the Sustainable Development Goals (SDGs) if “universities in Africa collaborate in research, teaching and community or societal engagement” (Ligami, 2020). In 2022, the UNESCO World Higher Education conference called on universities to “reshape ideas and practices in higher education to ensure sustainable development for the planet and humanity” (UNESCO, 2022). While there are regular calls for African universities to improve their teaching, finding ways to do this within the resources and the available time in already stretched institutions, at the scale required, have proven elusive. This chapter is a reflexive exercise, discussing the work of an international partnership, Transforming Employability for Social Change in East Africa (TESCEA), that aimed to reshape habits of teaching and learning in institutions of higher education.1 We, as TESCEA partners and authors of this chapter, hope that our example can make a significant contribution towards understanding how change can happen in higher education, and particularly in resource-constrained settings.
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    Collaboratively reimagining teaching and learning, In: Higher education for good
    (Open Book Publisher, 2023) Fabian, Flora; Harle, Jonathan; Kalimasi, Perpetua; Kilonzo, Rehema; Lamaro, Gloria; Luswata, Albert; Monk, David; Ngowi, Edwin; Nzegwu, Femi; Sikalieh, Damary
    In 2020, the African Regional Forum on Sustainable Development proclaimed Africa would only attain the Sustainable Development Goals (SDGs) if “universities in Africa collaborate in research, teaching and community or societal engagement” (Ligami, 2020). In 2022, the UNESCO World Higher Education conference called on universities to “reshape ideas and practices in higher education to ensure sustainable development for the planet and humanity” (UNESCO, 2022). While there are regular calls for African universities to improve their teaching, finding ways to do this within the resources and the available time in already stretched institutions, at the scale required, have proven elusive. This chapter is a reflexive exercise, discussing the work of an international partnership, Transforming Employability for Social Change in East Africa (TESCEA), that aimed to reshape habits of teaching and learning in institutions of higher education.1 We, as TESCEA partners and authors of this chapter, hope that our example can make a significant contribution towards understanding how change can happen in higher education, and particularly in resource-constrained settings. We begin by presenting our approach and then offer reflections on the change we observed, the ways in which this was achieved, and the challenges we encountered along the way.
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    Learning informally: A case for arts in vocational education and training in Uganda
    (Engage Creative Arts, 2022) Openjuru Ladaah, Maxwell; Ladaah Openjuru, George; Sanford, Kathy; De Oliveira Jayme ,Bruno; Monk, David
    This paper advocates for the inclusion of the arts in vocational learning programs in Uganda as an integrated form of holistic learning oriented towards empowerment and entrepreneurship. Using community-based research in the context of vocational education and training, our data emerged from open-ended interviews, focus groups and youth-led radio talk shows with stakeholders from public and private sectors, instructors, artists, and Non-Governmental Organisations (NGOs). Three significant themes arose from the data collected. First, pathways available to learners to become artists are limited by increasing neoliberal orientations towards education. Second, there is a thriving informal youth-led arts community in northern Uganda empowering young artists to pursue the arts as a livelihood. Third, the arts are socially delegitimated. That is, without ways for learners to generate income from the arts, they are not able to devote their time to learning through the arts, and their artistic endeavors are not recognized as important skills in their communities or in society. Although different, these three themes demonstrate that there is a vibrant space in the informal sector of arts to inform professional practices, that if supported by vocational education and training, have the potential to become important and much needed professional careers in Uganda.