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India has one of the largest populations in the world with around 1.4 billion people. It also has a rich culture dating back over 10,000 years. Recently, scholars around the globe are showing increased interest in India and Indian students are actively involved in premier institutions in every region.
Adult Education in India is a ready reckoner for students, scholars, practitioners, and all others interested in the history of the development of adult education since India's ancient period to the present day. This volume addresses the activities of different adult educators like Raja Rammohan Roy, Iswarchandra Vidyasagar, Rabindranath Tagore, Dr. Bhim Rao Ambedkar and many more, contextualizing how they acted and influenced the cause of global adult education.
In more recent decades, as India’s economy has grown, and as the forces of industrialization, urbanization and globalization have become stronger in reshaping institutions; new ways of thinking about adult education have emerged. The idea of lifelong learning is now aligned to the requirements of the global knowledge economy. The focus on bare literacy is no longer considered sufficient, but only the first step towards preparing citizens to participate in the global market, to develop knowledge, skills and attitudes that enable them to become enterprising and entrepreneurs. The logic of the market has become dominant.
Adult Education in India is a ready reckoner for students, scholars, practitioners, and all others interested in the history of the development of adult education since India's ancient period to the present day. This volume addresses the activities of different adult educators like Raja Rammohan Roy, Iswarchandra Vidyasagar, Rabindranath Tagore, Dr. Bhim Rao Ambedkar and many more, contextualizing how they acted and influenced the cause of global adult education.
In more recent decades, as India’s economy has grown, and as the forces of industrialization, urbanization and globalization have become stronger in reshaping institutions; new ways of thinking about adult education have emerged. The idea of lifelong learning is now aligned to the requirements of the global knowledge economy. The focus on bare literacy is no longer considered sufficient, but only the first step towards preparing citizens to participate in the global market, to develop knowledge, skills and attitudes that enable them to become enterprising and entrepreneurs. The logic of the market has become dominant.
India has one of the largest populations in the world with around 1.4 billion people. It also has a rich culture dating back over 10,000 years. Recently, scholars around the globe are showing increased interest in India and Indian students are actively involved in premier institutions in every region.
Adult Education in India is a ready reckoner for students, scholars, practitioners, and all others interested in the history of the development of adult education since India's ancient period to the present day. This volume addresses the activities of different adult educators like Raja Rammohan Roy, Iswarchandra Vidyasagar, Rabindranath Tagore, Dr. Bhim Rao Ambedkar and many more, contextualizing how they acted and influenced the cause of global adult education.
In more recent decades, as India’s economy has grown, and as the forces of industrialization, urbanization and globalization have become stronger in reshaping institutions; new ways of thinking about adult education have emerged. The idea of lifelong learning is now aligned to the requirements of the global knowledge economy. The focus on bare literacy is no longer considered sufficient, but only the first step towards preparing citizens to participate in the global market, to develop knowledge, skills and attitudes that enable them to become enterprising and entrepreneurs. The logic of the market has become dominant.
Adult Education in India is a ready reckoner for students, scholars, practitioners, and all others interested in the history of the development of adult education since India's ancient period to the present day. This volume addresses the activities of different adult educators like Raja Rammohan Roy, Iswarchandra Vidyasagar, Rabindranath Tagore, Dr. Bhim Rao Ambedkar and many more, contextualizing how they acted and influenced the cause of global adult education.
In more recent decades, as India’s economy has grown, and as the forces of industrialization, urbanization and globalization have become stronger in reshaping institutions; new ways of thinking about adult education have emerged. The idea of lifelong learning is now aligned to the requirements of the global knowledge economy. The focus on bare literacy is no longer considered sufficient, but only the first step towards preparing citizens to participate in the global market, to develop knowledge, skills and attitudes that enable them to become enterprising and entrepreneurs. The logic of the market has become dominant.
Rebalancing Power in the Co-Construction of Knowledge
Establishing truly respectful, mutually beneficial, and equitable knowledge creation partnerships with diverse communities poses significant challenges for academia. Bridging Knowledge Cultures provides valuable insights into the dynamics involved and the obstacles encountered when attempting to establish meaningful research partnerships between different knowledge domains. This book goes beyond exploration by offering practical recommendations to overcome these challenges and forge effective collaboration between mainstream research institutions and community groups and organizations.
This book includes ten compelling case studies conducted by research and training hubs established through the global Knowledge for Change Consortium. These case studies encompass community-university research partnerships across various geographical locations, tackling a wide range of societal issues and acknowledging the wealth of knowledge created by local communities.
The overarching goal of this book is to inspire the next generation of researchers and professionals to embrace the richness of diverse perspectives and knowledge cultures. By advocating for the construction of "bridges" through practical approaches, the book encourages a shift from competition to collaboration in research. Ultimately, it aims to foster an environment where different forms of knowledge can intersect and thrive, leading to a more inclusive and comprehensive understanding of the world around us.
This book includes ten compelling case studies conducted by research and training hubs established through the global Knowledge for Change Consortium. These case studies encompass community-university research partnerships across various geographical locations, tackling a wide range of societal issues and acknowledging the wealth of knowledge created by local communities.
The overarching goal of this book is to inspire the next generation of researchers and professionals to embrace the richness of diverse perspectives and knowledge cultures. By advocating for the construction of "bridges" through practical approaches, the book encourages a shift from competition to collaboration in research. Ultimately, it aims to foster an environment where different forms of knowledge can intersect and thrive, leading to a more inclusive and comprehensive understanding of the world around us.
Rebalancing Power in the Co-Construction of Knowledge
Establishing truly respectful, mutually beneficial, and equitable knowledge creation partnerships with diverse communities poses significant challenges for academia. Bridging Knowledge Cultures provides valuable insights into the dynamics involved and the obstacles encountered when attempting to establish meaningful research partnerships between different knowledge domains. This book goes beyond exploration by offering practical recommendations to overcome these challenges and forge effective collaboration between mainstream research institutions and community groups and organizations.
This book includes ten compelling case studies conducted by research and training hubs established through the global Knowledge for Change Consortium. These case studies encompass community-university research partnerships across various geographical locations, tackling a wide range of societal issues and acknowledging the wealth of knowledge created by local communities.
The overarching goal of this book is to inspire the next generation of researchers and professionals to embrace the richness of diverse perspectives and knowledge cultures. By advocating for the construction of "bridges" through practical approaches, the book encourages a shift from competition to collaboration in research. Ultimately, it aims to foster an environment where different forms of knowledge can intersect and thrive, leading to a more inclusive and comprehensive understanding of the world around us.
This book includes ten compelling case studies conducted by research and training hubs established through the global Knowledge for Change Consortium. These case studies encompass community-university research partnerships across various geographical locations, tackling a wide range of societal issues and acknowledging the wealth of knowledge created by local communities.
The overarching goal of this book is to inspire the next generation of researchers and professionals to embrace the richness of diverse perspectives and knowledge cultures. By advocating for the construction of "bridges" through practical approaches, the book encourages a shift from competition to collaboration in research. Ultimately, it aims to foster an environment where different forms of knowledge can intersect and thrive, leading to a more inclusive and comprehensive understanding of the world around us.
Teaching International Law is a topic of great importance in international law academia. In the past renowned international lawyers and research institutions have dealt with this matter. This book brings together a larger number of established international lawyers who not only present the state of the art of this discipline but also their own vision and perspective. Traditionally, teachers of international law had considerable influence on the development and the understanding of this subject. The international legal system has profoundly changed but in time of enormous challenges for the survivel of mankind the voice of the teachers should again be heard.
Teaching International Law is a topic of great importance in international law academia. In the past renowned international lawyers and research institutions have dealt with this matter. This book brings together a larger number of established international lawyers who not only present the state of the art of this discipline but also their own vision and perspective. Traditionally, teachers of international law had considerable influence on the development and the understanding of this subject. The international legal system has profoundly changed but in time of enormous challenges for the survivel of mankind the voice of the teachers should again be heard.
Creating the New African University grapples with the existence of African universities, particularly in post-independent Africa, where Higher Education Institutions (HEIs) are supposed to live up to the expectations of being adaptive in dealing with prevalent complex, dynamic contemporary and future challenges facing African societies. The book tackles the issue of what ought to be done for African universities to maintain a structure and identity that ensures their relevance in Africa’s development through generating and transforming knowledge into actions for the common good. It engages issues within the context of how post-colonial transformative obligations have been managed in light of the prevalent epistemological and pedagogical underpinnings that form the foundations of these universities as they seek to break from the clutches of colonial legacies.
This book further highlights an urgent need to do away with silos and embrace a multidisciplinary, interdisciplinary, transdisciplinary and cross-disciplinary dialogical approach towards knowledge generation. Such an approach is essential in efforts aimed at enhancing the sustainable reconfiguration of university structures and functions whilst linking knowledge produced to diverse social, economic and political facets of African societies in ways that promote and sustain competitiveness in a rapidly globalising world beset with technological advancements.
This book further highlights an urgent need to do away with silos and embrace a multidisciplinary, interdisciplinary, transdisciplinary and cross-disciplinary dialogical approach towards knowledge generation. Such an approach is essential in efforts aimed at enhancing the sustainable reconfiguration of university structures and functions whilst linking knowledge produced to diverse social, economic and political facets of African societies in ways that promote and sustain competitiveness in a rapidly globalising world beset with technological advancements.
Creating the New African University grapples with the existence of African universities, particularly in post-independent Africa, where Higher Education Institutions (HEIs) are supposed to live up to the expectations of being adaptive in dealing with prevalent complex, dynamic contemporary and future challenges facing African societies. The book tackles the issue of what ought to be done for African universities to maintain a structure and identity that ensures their relevance in Africa’s development through generating and transforming knowledge into actions for the common good. It engages issues within the context of how post-colonial transformative obligations have been managed in light of the prevalent epistemological and pedagogical underpinnings that form the foundations of these universities as they seek to break from the clutches of colonial legacies.
This book further highlights an urgent need to do away with silos and embrace a multidisciplinary, interdisciplinary, transdisciplinary and cross-disciplinary dialogical approach towards knowledge generation. Such an approach is essential in efforts aimed at enhancing the sustainable reconfiguration of university structures and functions whilst linking knowledge produced to diverse social, economic and political facets of African societies in ways that promote and sustain competitiveness in a rapidly globalising world beset with technological advancements.
This book further highlights an urgent need to do away with silos and embrace a multidisciplinary, interdisciplinary, transdisciplinary and cross-disciplinary dialogical approach towards knowledge generation. Such an approach is essential in efforts aimed at enhancing the sustainable reconfiguration of university structures and functions whilst linking knowledge produced to diverse social, economic and political facets of African societies in ways that promote and sustain competitiveness in a rapidly globalising world beset with technological advancements.
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Abstract
The international nature of higher education is not new. The development of partnerships to facilitate the international mobility of scholars, students and knowledge has been happening for centuries. But in the last three decades, there has been a powerful transformation in the international landscape of higher education. It is no longer just people who are moving across borders, so are education programmes, providers, projects and policies. Research on student mobility, internal and external to Africa, exists but there is very little analysis on international programme and provider mobility (IPPM). The purpose of this chapter is therefore to explore the scope and scale of IPPM within Africa and with international partners. The focus is primarily on partnership programmes, international branch campuses, franchise arrangements, distance education and international joint universities. In general, the level of IPPM activity in Africa is seen to be moderate. But this is very difficult to assess given the lack of reliable data and the inconsistent use of terms. Nevertheless, preliminary research indicates that IPPM is increasing significantly and most often in a vacuum of necessary policies and regulations by the host African country. An IPPM classification framework is used to explain and give examples of the scope of IPPM activities in Africa. In addition, a brief case study on IPPM activities in Mauritius is provided to illustrate how about 35% of their students have increased access to higher education through IPPM. Another key objective of the chapter is to advocate for the importance of African universities and national governments to develop IPPM policies and data collections system and undertake further research on the benefits, risks and unintended consequences of IPPM.
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The relationships among higher education institutions (HEI s), states and society have always defined the nature of the transformation of higher education sectors. African higher education systems have passed through different transitions and carried out various roles since the time of their respective inceptions. Thus, it is crucial to understand their historical, socio-economic and political context to properly conceptualise HEI s’ roles and functions. Higher education interacts with an increasing number and variety of stakeholders within a constantly changing socio-economic and political landscape. The chapter provides an overview of the ongoing and changing roles and functions in African higher education in precolonial, postcolonial and contemporary contexts. It sets the scene for higher education transformation, reflecting on historical contexts, current realities and the future of African universities. The discussions in the chapter are framed by questions including: What roles and functions do African HEI s play in their respective societies? How can we design African universities that are optimally structured and calibrated within African contexts to facilitate the production of knowledge that diffuses into action for the common good? The chapter argues that African HEI s and their associated roles should be responsive to the needs, demands, capacities and aspirations of African societies. The policies of African universities need to be responsive to the changing environment and become progressive, thereby embracing innovative approaches as the hallmarks of quality.
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From the literature on decolonisation and decoloniality, one might conclude that global higher education conversations currently divide into two irreconcilable discourses. On the one side, there is the dominant paradigm of a hegemonic, neoliberal, Eurocentric, Western standard model of the university. On the other side, there is the discourse of an insurrectionist decolonial movement fighting for a viable alternative to the dominant paradigm. These opposing discourses, one may further conclude, play out very visibly in Africa in particular, hence the call for a New African University. My thesis in this chapter is that the assumption of two irreconcilable discourses is too simplistic. Within the apparent hegemony of the Western standard model, there are various voices calling for change. I argue that a discernible change is taking place on a broad front in our understanding of the mission of higher education and that much of this change is congruent with what the decolonial voices are advocating.
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Higher education in Africa seemed to have been biased towards Eurocentricism that often misrecognises legitimate knowledge claims in and about transformative change in the sector. Literature on higher education studies is replete with claims about how a primary focus on only Eurocentric knowledge (re)constructions seems to undermine forms of authentic knowledges. Like many universities on the African continent, allegiance to the hegemonic knowledge interests of a Global North seems to undermine attempts on the part of higher education institutions to cultivate more democratically inclusive knowledge spaces. There seems to be some misunderstanding of the (ir)relevance of knowledge produced in the north for communities in the south as if such forms of knowledge production invariably have a universalist potential. Consequently, legitimate transformative initiatives in the forms of decolonisation and decoloniality commensurate with post-humanist inquiry seem to remain disentangled from genuine epistemological actions to produce a New African University. The argument of this contribution is constituted by the pursuit of an autonomous African university enframed by virtues of objective freedom, just action and moral responsibility. In this way, the possibility that a New African University will manifest along a post-humanist discourse of higher education seems highly likely. Therefore, it is argued that a notion of entanglement that conceptually and pragmatically connects the imaginary of an African university with-in its higher education priorities seems to be a defensible act of higher education transformation. Hence, bringing decolonisation, decoloniality and post-humanism into conversation with justice in and about higher education seems to be apt and constructive for the enhancement of legitimate knowledge claims.
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This chapter departs from the notion that indigenous knowledge production is vital to development in Africa and goes on to point out the challenges to its production and dissemination concerning development in post-independence Africa. The chapter argues that development in the contemporaneous world demands the production of highly technical, scientific and organisational forms of rationalistic knowledge with concomitant epistemic virtues, and moral and social values. Therefore, Africa needs an epistemic orientational shift from the more intuitionist epistemic orientation of the traditional society, its epistemic virtues and its more partialist, particularistic moral and social values to a more rationalistic one; this shift, nevertheless, should integrate the beneficial processes and knowledge gains in the traditional paradigm. Therefore, the orientational shift expected is not one of discarding the traditional epistemic orientation but superseding and subsuming it into a modern knowledge production system that is thereby Africanised. The chapter examines how this is to be accomplished in the context of contestations about post-independence decolonisation and trans-colonisation. The chapter critiques decolonisation conceived as radical de-westernisation and identitarian essentialism, showing its inadequacy. It argues in favour of trans-colonisation (transcending colonisation), which emphasises indigenous epistemic creativity, freedom from the dictates of non-functional identitarian essentialism and the freedom of the African to appropriate and adapt from African knowledge resources, the colonial legacy and global resources, guided by truth, functionality and aesthetics. It is argued that trans-colonisation supports interculturality and heterosis (vigorous hybridity) in knowledge production and is also positioned to address issues of epistemic injustice and epistemicide. The chapter also looks generally at the implications of this perspective for the research and pedagogical agenda of educational institutions in Africa. The research design in this work is basically philosophical content analysis and evaluation involving conceptual exposition and clarification, logical and philosophical analysis and hermeneutics.