Relevancy of New Higher Education Approaches in ‘Second Republic Zimbabwe’

Keche, Kudakwashe

doi:10.5772/intechopen.99934

Cited by 8 publications

(15 citation statements)

References 22 publications

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“…Everyone deserves the same education. Keche (2021) shares the same sentiments and argues that the best way to improve economic opportunity and reduce inequality is to increase educational attainment and skills.…”

Section: Policies For Access and Equity In Ghanaian Higher Educationmentioning

confidence: 99%

“…This is where higher education institutions and universities' role come into action as a basic resource with their human assets and research institutions capable of producing knowledge, creativity, and innovation represented in researchers, research centres, and scientific departments. Universities are considered a resource of economic development and the most important inputs of production processes for the knowledgebased economy in this century (Keche, 2021). This is the age of information and knowledge, and universities have a big role to play in the industrialization of any country because of their reliance on scientific research, creativity, and innovation.…”

Section: Relevance Of Higher Education To Innovation and Industrialis...mentioning

confidence: 99%

“…The Ministry of Education needs to adjust its intellectual property rights management strategy and devise tools to manage openness. Universities need to resolve how to interface the "closed innovation" paradigm required to acquire intellectual property rights in law and to introduce openness in the process of innovation and decentralized innovation process, (Keche, 2021). It is important to have Intellectual Property Rights, the institutional regulations that enable innovation by creating the incentives to invest in research and development so that researchers are sure of the security of their products.…”

Section: Strategies For Enhancing Access and Equity To Higher Educati...mentioning

confidence: 99%

“…The new Ghanaian State required citizens with the requisite knowledge, skills, and attitudes for shaping and propelling national development, and the place of higher education in accelerating national development was recognized (Bingab et al, 2016). However, the growth of higher education was slow with the state being the main provider (Keche, 2021). The expansion was witnessed in the 1980s, and the changing needs of the state, in the 1990s were characterized by an explosion in the establishment of many higher education institutions including non-government-owned entities (Effah, 2018).…”

Section: Introductionmentioning

confidence: 99%

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The Quest for Industrialisation and Development in Ghana: Pathways for Accessible and Equitable University and Higher Education

2022

JEP

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In recent decades, Ghana has made great strides in developing higher education, which has transformed lives, reduced poverty, and boosted prosperity. Equity and access to higher education have sparked one of the most highly charged debates of the past decade. Thus, scholars and researchers have tried to gain a better understanding of Ghana's higher education development from a variety of perspectives. In today's world, tertiary education is an important concept that contributes to national development and economic growth. Ghana's higher education has achieved tremendous growth in various areas including, increased access and participation, a growing private sector, a transformative policy environment, and expansion of academic facilities. However, in the development of higher education, barriers to access, inequalities in access to quality education, and unequal participation among women and minorities persist. Therefore, Ghana lags behind in innovation, industrialization, and national development, despite commendable progress in higher education. In this regard, this study answered four questions. ( 1) What is the significance of enhanced access and equity to higher education and university education to innovation and industrialization in Ghana? (2) What is the extent to which policies have made it possible to ensure access and equity to higher education in Ghana? (3) What are the factors compromising access to the higher education system in Ghana? (4) What are the possible options for addressing equity and access challenges in higher education? A qualitative research approach, entailing analysis of documents and publications was conducted. The documentary review provided a quick way of coming up with the research findings. Particular attention was on examining the relevance of enhanced access to higher education in Ghana's developmental needs. The data were analysed thematically, with the findings presented in line with the research questions. The study showed that universities' role comes into action as a basic resource with their human assets and research institutions capable of producing knowledge, creativity, and innovation represented in researchers, research centres, and scientific departments. Universities are considered a resource of economic development and the most important inputs of production processes for the knowledge-based economy in this century. Education policy points out that higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular, by the progressive introduction of free education. Access is compromised by a number of factors, including brain drain, resource inadequacies, and delays in decisionmaking. The study recommended that the government of Ghana should create a good environment for industrial growth through the provision of funds to universities for research and development. Furthermore, many organizations need to work to close the gaps as a way to achieve education equity. There is also a need for the universiti...

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Section: Policies For Access and Equity In Ghanaian Higher Educationmentioning

confidence: 99%

Section: Relevance Of Higher Education To Innovation and Industrialis...mentioning

confidence: 99%

Section: Strategies For Enhancing Access and Equity To Higher Educati...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Quest for Industrialisation and Development in Ghana: Pathways for Accessible and Equitable University and Higher Education

2022

JEP

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“…In Zimbabwe, it is critical for women to break the glass ceiling since the current emphasis in Higher Education is on Education 5.0, which focuses on the five pillars which are research, teaching, community services, innovation and industrialization. The lecturers are expected to empower their students to use their theoretical content knowledge in the creation of tangible goods and services in order to alleviate the country"s unemployment crisis (Ministry of Higher and Tertiary Education, Science and Technology, 2018;Keche, 2021).…”

Section: Glass Ceilingmentioning

confidence: 99%

Breaking the glass ceiling: A study of single academic women in one Zimbabwean university

Machibaya¹,

Ndamba²

2023

J. Afr. Stud. Dev

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The purpose of this study was to explore the factors that contributed to the success of single women lecturers who had hit the glass ceiling to become some of the respected PhD holders and professors at one university in Zimbabwe. The study employs the Africana Womanism theory, whereby the effects of the core independent dimensions of the theory are analyzed, namely; self-naming, self-defining, strength and ambition. Using the qualitative research approach, the research employed a case study design where in-depth interviews were used to collect data. Ten single female lecturers who are heads of families were purposively sampled from two departments under the School of Education. Data analysis was done using thematic coding. Findings indicate that factors which assisted single-mother lecturers to achieve their goals in their careers include positive attitudes, strong personalities, mentorship from colleagues and self-motivation. Recommendations were made for universities to promote factors which empower single women lecturers through facilitating discussions of identity issues, eliminating the obstacles that prevent them from advancing, and fostering work environments that allow them to work collaboratively in order to break the glass ceiling.

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Exploring the potential for enhancing green skills training, innovation and sustainable livelihoods in informal spaces of Harare, Zimbabwe: identifying gaps and opportunities

Manyati,

Kalima,

Owolabi

et al. 2024

IJSBI

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PurposeDespite growing emphasis on green skills, innovation, and sustainable livelihoods, research remains limited in the informal economy, particularly in developing countries. This study investigates gaps in green skills training, innovations and livelihoods among informal metal fabricators, shedding light on the challenges and opportunities within this sector. Specifically, the study critically assesses the potential for upskilling informal metal fabricators through Technical and Vocational Education and Training (TVET) institutions and university innovation hubs.Design/methodology/approachEmploying a qualitative interpretive methodology, we conducted 40 key informant interviews with small-scale informal metal fabricators operating in Magaba and Gaza home industries, two of Harare’s largest home industries in Zimbabwe. Subsequent key informant interviews were held with TVET educators and innovation hub lecturers. Observations were carried out over a period of three months to comprehensively explore the issues under investigation.FindingsGender disparities persist within informal innovation spaces, with women making strides in the traditionally male-dominated field of metal fabrication. However, challenges such as prejudices, stigma, ridicule and abuse hinder women’s full participation in manufacturing processes, often relegating them to less physically demanding roles like customer engagement and product marketing. Inequities in support for green skills training were evident, with the innovation hub model primarily catering to formally educated youth in universities, neglecting the active involvement of notable informal innovators with limited formal education. While a gradual shift toward renewable energy sources is observable in the informal economy, government-owned TVET institutions show minimal or no adjustments in course content to incorporate essential green skills. In light of the findings, the study proposes measures to ensure equitable green skills training, innovation and the promotion of sustainable livelihoods in the informal metal fabrication sector.Originality/valueThe findings of this study represent a novel contribution the gaps in green skills training in the informal economy and how these inform reforms for vocational learning and training practices and the incubation of innovations.

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Relevancy of New Higher Education Approaches in ‘Second Republic Zimbabwe’

Cited by 8 publications

References 22 publications

The Quest for Industrialisation and Development in Ghana: Pathways for Accessible and Equitable University and Higher Education

The Quest for Industrialisation and Development in Ghana: Pathways for Accessible and Equitable University and Higher Education

Breaking the glass ceiling: A study of single academic women in one Zimbabwean university

Exploring the potential for enhancing green skills training, innovation and sustainable livelihoods in informal spaces of Harare, Zimbabwe: identifying gaps and opportunities

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