Bridging Higher Education Skills for Transformation in Southern Africa | Chapter 10 | Quality Assurance Practices for Transformative Higher Education in Southern Africa

A gap exists between acquired skills and the labour market in Africa. This chapter aimed to bridge the gap between learning outcomes and real-world skills to achieve Aspiration 1 of the African Union Agenda 2063. This chapter unveiled forms of assessment that are summative and formative in tertiary institutions. It also identified examinations, quizzes and projects or take-home assignments as examples of continuous assessment commonly used in assessing students in tertiary institutions, though they are associated with unethical practices in various tertiary institutions. The chapter marked the importance of feedback loops, curriculum evaluation and modification and the much-needed quality assurance in the teaching and learning process. The author used documentary analysis and online platforms to gather information. It was then discovered by the author that feedback loops are missing in tertiary institutions, which might have an impact on the promotion of innovation and creativity skills to achieve the African Union Agenda 2063.

 

Author (s) Details

Kunatsa Gilbert
Ministry of Primary and Secondary Education, Zimbabwe.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49729-81-0/CH10

Influence of the Teachers’ Characteristics, Curriculum and Educational Aids on Effective Teaching in Guidance Schools of City of Rasht, Guilan, Iran | Chapter 8 | An Overview of Literature, Language and Education Research Vol. 6

Teacher has a key and effective role in the educational system. Teaching process is a series of reasonable, weighty and permanent actions which is done to present the course from a teacher. Effective teaching is one of the important issues in education and psychology. The main aim of the present research was a survey of the influence of the factors on effective teaching in Guidance Schools of City of Rasht, Guilan, Iran. The population of this research was 2237 from the City of Rasht, among them 200 males and females were selected randomly based on the Kerjeci and Morgan table. The research instrument was a researcher-made questionnaire having 30 questions with 96% Cronbach Alpha of reliability. Its validity was on the base of 3 professors’ viewpoints. The results show that teacher characteristics (age, sexuality, educational degree, financial status) and curriculum had no significant relationship with effective teaching (Meaningful level sig=0/337 and 0/254) and only applying educational aid means had a significant relationship with effective teaching process (Meaningful level sig=0/337). In the learning process, the use of educational aids as supplements reinforces and supports the education system. Teachers should have enough information about technology and modern educational media and deal with a positive approach.

 

Author (s) Details

 

Nader Ofoghi
Department of Social Sciences, Faculty of Humanities, University of Guilan, 3988, Iran.

 

Abbas Sadeghi
Department of Educational Sciences, Faculty of Humanities, University of Guilan, 3988, Iran.

 

Hosein Vahed
Department of Educational Sciences, Faculty of Humanities, University of Guilan, 3988, Iran.

 

Hosein Alizade
Graduate Office, University of Guilan, 3988, Iran.

 

Majid Khatibi
Education Organization, Guilan Province, Iran.

 

Sajjad Saadat
Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Iran.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v6/2917