The case is about a university-based curriculum

East Africa

The growing problem of unemployment among university graduates in the region has highlighted the need to re-evaluate the quality of training and the relevance of courses offered by higher education institutions in the region.

The Fourth Industrial Revolution led to profound technological advances and disruptions in the higher education ecosystem – so it required a change of mindset in the way of higher education.

Universities are expected to produce graduates with digital competencies to integrate and streamline the digital labor market.

The use of robots, artificial intelligence, machine learning, and the added virtual reality have created a wide range of interactions between humans and technology.

This requires graduates with digital skills that may not be possible in the current approach to higher education.

Lesson 5.0

There is an urgent need for universities to take competency-based education and to explain the three main and cultural functions of Education 3.0 (1.0 Education, 2.0 Research, and 3.0 Community Access) to Education 5.0 (1.0 Teaching, 2.0 Research, 3.0 Community). Accessibility, 4.0 innovation, and 5.0 industrialization).

This will help them to constantly think about the important signal relationship between education, industry and the three communities in which they live.

Universities in the region need to start thinking about how they can use advanced technology to create learning experiences that meet the needs and needs of current and future digital natives.

Entrepreneurs who are easily adapted to job creation or the needs of the job market and the community at large should focus on producing graduates who are trained in entrepreneurial skills.

Competency-based curriculum development requires benchmarking and training in at least three areas: higher education institutions, industries and cooking centers, and / or startups.

Training in industries is associated with the development of employment skills, and training in developing centers or start-ups is primarily intended to promote entrepreneurship through entrepreneurship.

Qualification-based education is inevitable and the transition is underway to produce middle-level technical graduates who are required in the manufacturing sector for TVET.

It is expected that universities will produce graduates with new knowledge and learning skills that will enable them to hold positions in the graduate sector.

However, the development of new technologies has significantly changed this thinking and the focus is now on producing graduates with the skills needed to adapt to changing industrial and social trends.

These are some of the comments he made to the East African Inter-University Council (ICCA) in late July to discuss the future of higher education in the region. .

Change of position

The conference has developed strategies to develop our curriculum evaluation and development approaches to incorporate the teaching methods that enable graduates to be successful as independent entrepreneurs or in the job market.

The Covenant-19 epidemic The emergence of new technologies in higher education and in the development and delivery of high technology requires an immediate change in the perception and relevance of graduates to their changing needs. The industry.

We believe that the production of knowledge is the most important authority of any university. This can only be achieved through research and innovation.

However, there are other important roles that a university can play and contribute to society. These include, among other things, the development of technical, technological, digital, and information skills required for industrial development and new labor markets.

Emphasizing the need for exemplary change requires universities to develop strategies to improve their cultural practices to include innovation and industry. Such a change should include the establishment of a partnership with the manufacturing sector and the industry.

One example of these best practices is the creation of centers of excellence.

IUCEA is implementing a World Bank-supported project in the East and South African Higher Education Centers Project (ACEII) and out of the 16 centers in the East African community focus on five priority areas: industry, agriculture, health, education and practical statistics.

The environment around the centers of excellence must be kept alive in order to inspire other initiatives in host universities and beyond.

Therefore, there is a need to use this initiative to establish research-intensive universities in the region and policy makers should allow some universities to focus only on research, which will encourage research and development.

In addition, four inclusion centers have been established within the framework of the Export Project Centers and are having a positive impact. Industrial partnerships need to be explored in depth to market great ideas from students and researchers.

Under the IUCEA Regional Facilitator, the World Bank-supported East African Skills Transformation and Regional Integration Project is implementing three similar countries in television, vocational education, Ethiopia, Kenya and Tanzania.

The project has established 16 regional technical and vocational education and training centers in key areas of economic development, including manufacturing, energy and energy, agro-processing, transportation and infrastructure, as well as ICT.

Such a change is expected to have a significant impact on the East African Community’s industrial development agenda. But success depends on how fast the players are able to support and implement the symbolic shift.

In research and innovation, universities must also pay more attention to intellectual property and encourage their scholars to spend more on research money.

The current knowledge-based society and the Fourth Industrial Revolution require universities to promote the use of ICT through their guidance, learning and research, but also to support industries in promoting innovation based on the use of ICT.

Professor Gaspard Banyankimbon is the Secretary General of the Inter-University Council for East Africa (IUCEA).


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