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- Convenors:
-
Doris Löhr
(Africa Multiple Cluster of Excellence, University of Bayreuth)
Taiwo Oloruntoba-Oju (University of Ilorin)
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- Chair:
-
Comfort Beyang Oben Ojongnkpot
(University of Buea- Cameroon)
- Discussant:
-
Bert van Pinxteren
(Leiden University)
- Format:
- Panel
- Streams:
- Economy and Development (x) Inequality (y)
- Location:
- Philosophikum, S75
- Sessions:
- Wednesday 31 May, -
Time zone: Europe/Berlin
Short Abstract:
Can Africa expand its education systems sufficiently using current medium of instruction policies? This panel considers the future of higher education in Africa, especially in relation to medium of instruction policies.
Long Abstract:
Bourdieu and Passeron (1979) have already pointed out how unequal access to education reproduces existing inequalities in societies and partly legitimizes them. In many countries in Africa, access to education is currently very unequal: there are both regional and class differences. In Africa, these inequalities are typically deepened by class-mediated differences in how well parents manage to give their children linguistic skills in the former colonial languages. Expansion of educational opportunities in line with the SDG goal of 'Access for All' is often considered key to the future of the continent. But can Africa expand its education systems sufficiently using current medium of instruction policies? This is a question that authors have recently raised with new urgency (see, for example, Oloruntoba-Oju, Van Pinxteren, Schmied, 2022). They have pointed out that although access to secondary and higher education has expanded dramatically in Africa over the past decades, both the levels of participation and the quality of education offered are still (far) below what is common in the global North. Furthermore, current educational offers are sometimes not well matched with labour market requirements. This is partly related to current medium of instruction policies. This panel will consider the future of (higher) education in Africa, especially looking at the relationship between access to higher education and the issue of medium of instruction. Papers on this topic are invited from all parts of the Continent.
Accepted papers:
Session 1 Wednesday 31 May, 2023, -Isabel Gerken (Institute for African Studies Cologne)
Paper short abstract:
Learning the Abugida writing system enables cognitive skill development leading to a complex understanding of language. Building on Asfaha’s work, I argue that adopting the writing system in higher education would improve academic performance and establish an African writing system in academia.
Paper long abstract:
Eritrea is one of the countries offering education in first-language education, which means reflecting the plurality of languages in its schooling system. This includes nine languages and three writing systems. Under the slogan “unity through cultural diversity” the Eritrean People Liberation Front promoted in 1991 a language policy in which local languages are used as the medium of governance and judiciary to ensure cultural and political autonomy. These plural language policies for education reflect the SDG goal “Access for All” and offer opportunities for learning strategies in language acquisition.
Asfaha's study on literacy acquisition in multilingual Eritrea (2009) states that learning the syllabary Abugida script (used in Tigrinya) is beneficial in language acquisition. The author discusses the relationship between language and orthography, examines the accessibility of phonological properties, consistency of mapping between pronunciation and sound, and writing. Concerning Abugida writing, Asfaha concludes that learning small or large units (syllables) leads to a better understanding of language and accessible phonological units improve reading and learning comprehension. In other words, the complexity of the writing system, which covers units instead of letters, enables learners to improve their language skills.
Based on these findings, I will discuss in my presentation the hypothesis that higher education would profit from teaching the Abugida writing system due to two reasons. First, the complexity of the writing system improves cognitive skills, impacting the perception of thinking. Second, adopting African writing systems within African higher education is an act of empowerment and liberation from colonial trajectories.
Ondina Giga (Helpo ISCTE - University Institute of Lisbon) Maria Antonia Barreto (IPLCEA-IUL) Joana Clemente (ISCTE)
Paper short abstract:
This paper analysis data from 4 years on promotion of access to higher education at STEM areas in Mozambique. Phase I, 2019-2022, included northern provinces and girls' students, while phase II (ongoing) includes the capital province and male students. Regional and gender disparities are considered.
Paper long abstract:
In Mozambique there are significant regional inequalities, between North and South, between rural and urban areas, and between boys and girls, with disadvantage for girls, rural areas, and northern provinces. Regarding school access, disadvantages may be a result of lack of parent's support, lack of knowledge and lack of motivation for higher education, no school material or textbooks, poor quality of education and no tools for catch-up activities. With the aim of reducing internal imbalances in relation to regional and gender representation in access to higher education in Mozambique, a program was created to help secondary school seniors prepare in the most relevant thematic areas for STEM university admission exams: Mathematics, Chemistry, Biology and Physics. To access higher education, students must complete secondary school and submit themselves to a specific university and degree admission exam. The program intends to prepare students for that exams.
Phase I took place in the northern provinces, Nampula, Niassa and Cabo Delgado, involving female students from rural and urban contexts, who got access to vocational guidance, smartphones, mobile data, learning materials and online classes.
Phase II, ongoing, also expanded to the southern province of Maputo, involving 25% boys. Students have access to online classes at the school support media center, complemented with vocational guidance and learning materials. Students profile (residence, gender, and family members prior access to higher education) and their path through higher education are collected to answer the question: which approaches better promote access to higher education according to student's specific vulnerability aspects?