The need for an educational paradigm shift in sub-Saharan Africa

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dc.contributor.authorOjok, Karlo
dc.contributor.authorKimatu, Josphert N.
dc.contributor.authorMutambo, James
dc.contributor.authorOkidi, Lawrence
dc.contributor.authorRuhiu, Samuel
dc.contributor.authorMäättänen, Satu
dc.contributor.authorLaitinen, Eija
dc.date.accessioned2025-10-06T12:58:32Z
dc.date.available2025-10-06T12:58:32Z
dc.date.issued2023-12-21
dc.description.abstractTeachers have traditionally been regarded as transmitters and learners as receivers of knowledge. This paradigm is now shaken up with calls to reform the pedagogical practices from teacherdominated to learner-centered methods, to improve the quality of education, and subsequently employment opportunities of graduates. This article discusses the current status quo of teaching and learning in African higher education institutions, and the knowledge required to facilitate an educational paradigm shift towards student-centered methods. In an effort to jumpstart this paradigm shift, the article proposes a research study on teaching perceptions, to determine the factors that contribute to implementing student-centered approaches.
dc.identifier.citation: Ojok, K., Kimatu, J. N., Mutambo, J., Okidi, L., Ruhiu, S., Määttänen, S. & Laitinen, E. (2022). The need for an educational paradigm shift in sub-Saharan Africa. In E. Laitinen, S. Määttänen & U.-M. Knuutti (eds.), Problem-based learning & agropreneurship in Africa. HAMK Unlimited Professional, 14.12.2022. https://urn.fi/URN:NBN:fi-fe2022120970258
dc.identifier.urihttps://urn.fi/URN:NBN:fi-fe2022120970258
dc.identifier.urihttp://hdl.handle.net/20.500.14270/688
dc.language.isoen
dc.publisherHAMK Unlimited Professional
dc.relation.ispartofserieshttps://urn.fi/URN:NBN:fi-fe2022120970258
dc.titleThe need for an educational paradigm shift in sub-Saharan Africa
dc.typeArticle

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