[Issue 7] Media Monitoring: Extract of Press News on Higher Education in Africa

  1. Morocco World News

Morocco, EU Sign Partnership to Bolster Research and Innovation in Mediterranean (Morocco)

Morocco and the European Union (EU) signed a cooperation agreement setting out the conditions for Morocco’s collaboration in the Partnership for Research and Innovation in the Mediterranean Area (PRIMA) on Tuesday, in Brussels. The partnership was signed at the headquarters of the Council of the European Union by Morocco’s Minister of National Education, Vocational Training, Higher Education, and Scientific Research, Said Amzazi; President-in-Office of the EU Council, Dimiter Tzantchev; and European Commissioner for Research, Science, and Innovation, Carlos Moedas. The Ambassador of Morocco to the EU, Ahmed Reda Chami, also attended the signing ceremony.With this agreement, Morocco is now formally part of the 19 member States and countries around the Mediterranean that are working to develop innovative solutions for sustainable water management and food production, which remain major challenges in the region.

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  1. Mail and Guardian

A more flexible curriculum approach can support student success (South Africa)

Financial access is extremely important for poor and working class students wanting to get a foot in the door at universities. But on its own this isn’t a guarantee of success. South Africa has very poor student throughput (that is, from enrolment to graduation) and low retention rates in undergraduate education. Only 30% of students complete a three-year bachelor’s degree in three years. And less than two-thirds complete within an additional two years. A recent study of students’ experiences in BA and BSc degree programmes found that curriculum structure and flexibility can play a crucial role in students’ progression and success. The study traced the influence of higher education on the lives of 73 young people who had registered for a BA or BSc at one of three South African universities. In-depth interviews were carried out with them six years after their first year at university. We found that most students didn’t enter university with fully formed ideas of their interests and strengths. The experience of knowing exactly what they wanted to do, coming to university and seamlessly doing it, was rare.

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  1. TechZim

Five Lies about Technology In Higher Education Most Lecturers Believe (Zimbabwe)

Higher education in the 21st Century shouldn’t be boring. Gone are the days where students endured a two-hour mental assault from a disinterested professor. At least they should be gone, by now. After all, education is not a consultation but a collaboration. Therefore, the role of a university professor is not to prove how much she knows but to facilitate learning. I believe it is time for universities in Zimbabwe to enter the digital age by embracing technology as an essential aid to learning. It is quite shocking that even though all universities have an IT department and sometimes even teach computer science up to postgraduate level, none of them have fully embraced online learning. Education is about relevance, engagement, and synthesis, and not just knowledge acquisition as we are forced to believe. It is pointless to acquire knowledge that you don’t know how to apply. So, how can universities, and even relevant government ministries make education more relevant? How can lecturers ensure their students are engaged with the subject matter, so that they reach a point of creating new knowledge? If you ask any lecturers in Zimbabwe they will tell you this: for the quality of education to improve, the infrastructure should improve, new and more textbooks should be bought, the classes should be small and intimate, the education system in primary and secondary level should improve, lecturers should not be overworked.

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For more details, Download complete Issue Media Monitoring.Extract for Higher Education news in Africa. 007

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