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    Daniel King
    Ramon Torrent

    You’ve found in this page of the webinar all needed documentation: the videos, the written materials and the very clear questions raised by prof. Olusola Oyewole, the Secretary general of the Association of African Universities.

    I’m now opening the Discussion Forum. You can intervene in it at your convenience (concerning time) and with a very large freedom of expression (concerning form and substance), but I suggest not being too long in each post: it is better to multiply your interventions and your responses to those of your colleagues than to intend to “say everything” in your first post. The idea is that the debate be lively.

    You can raise any question related to the topic of the webinar. But I’d suggest framing the interventions (at least the first ones; when the debate is launched it acquires a life of its own) as specific responses to prof. Olusola’s specific questions or to a combination of them. For example, if you assume that a curricular reform is needed, how can it be brought about?


    Basiru Mbenga

    I have listened to all videos and downloaded the relevant documents.

    The issue of teaching and learning predominantly in use by majority of AHEIs presently contravenes the dictates of the ‘Africa We Want”

    It is gratifying to note that there is a paradigm shift in Teaching and Learning. However, transformative teaching and learning strategies calls for major education policy revisions, strong political will, huge investment in digital infrastructure, capacity building/training,legislature, reliable uninterrupted electricity supply, affordable internet connection and secured broad band, among others.

    I will continue the discussion focussing more on rhe role of digital technology in 21st Century Learning.

    Basiru Mbenga

    Dear Prof. Ramon,

    I have watched all videos, downloaded reading materials and sent comments but no reply. I cannot even access my comments.

    Best regards, Basiru

    Basiru Mbenga

    Answers to AAU Secretary General Prof. Olusola’s Questions
    a. What is the current approach to teaching and learning in Africa?
    The current approach to teaching and learning in Africa is premised more on the traditional method where the teacher is seen as a purveyor of knowledge and learners are rather taken as passive listeners. Students tend to imitate the teacher/instructor.
    What are the demerits of the current approach to teaching and learning in Africa?
    According to critics of this approach, it leaves narrow gap for students to discover their capabilities and exposes their inability to apply 21st century skills
    b. What new approach is being proposed to teaching and learning in Africa?
    The Transformative approach is being proposed which allows the learner to play a more participatory role in the teaching and learning processes.
    c. What are the benefits of the new approach?
    This approach allows the leaner to play a more active role in the learning process through experiential activities, projects and problem-solving (process skills). It can also lead to discovery of knowledge and skills and innovation
    d. What will it take to re-calibrate African professors and learners for the new approach to teaching and learning in Africa?
    It will require policy, curriculum change, investment and training
    e. How can we further promote life-long learning in Africa?
    Lifelong learning can be promoted through the implementation of the CESA/STISA frameworks including paradigm shift in curriculum design, teaching and learning strategies, regional and continental synergies among AHEIs and increased GDP/education national and institutional budgets
    f. What roles do digitalization have to play in the new approach to teaching and learning in Africa?
    a. Increases experimental learning,
    b. Enhances flipped classroom,
    c. Allows learners to learn at their own pace,
    d. Creates world-wide collaboration and partnership,
    e. Promote innovation, reduces drudgery,
    f. Bridges the digital divide,
    g. Provides relevant knowledge and skills,
    h. Increases access and ensure quality education provision,
    i. Ensuring that higher education is responsive to Africa’s priorities and relevant to the labour market
    Basiru Mbenga
    Centre Manager Insight Training Centre
    Kuntaya, The Gambia

    Basiru Mbenga

    Teaching and learning are education processes.

    These processes have undergone several stages in human history and educational development. Each process has also been underpinned by educational psychology and philosophy.

    In my opinion, Constructivism tends to echo the need to allow learners to take greater control of the learning process while teachers act as facilitators.

    Thus, there is teaching for learning and learning for teaching.

    As teachers, it is important to note that whilst teaching you endeavour to learn from what learners learn. Conversely, learners learn when teachers teach. Therefore it is apparent that each process is a sine qua non to the other.

    With the advent of new technologies and A.I. in education as well as the ongoing revision of STISA, it is inevitable that a strongsr synergy must be built between AAU and regional blocks to support AHEIs in their quest to apply transformative teaching and learning.


    Comments from Prof. Olusola Oyewole (Association of African Universities, Accra, Ghana) It has been quite refreshing listening to the presentations, which I believe are highly educative. I am quite happy with the answers given to the questions I raised earlier. I am however concerned on what we should do in Africa to make our teachers and professors to key into the new mode of teaching and learning. We therefore need to develop a strategy that will promote unlearning, learning and relearning. I hope the videos and documents could be left online for more time so that more people can learn from these very valuable resources on teaching and learning.


    Let me start with a general comment inspired by the last comment by Prof Olusola , on what can be done to make our teachers and Professors to plug into the new mode of teaching and learning.
    From my experience , before COVID-19 came to disrupt our comfort zones, most teachers and more so Professors resisted any new thing in what they were used to, after all the legislative authorities give them ‘Academic Freedom’ that they may drive the teaching process the way they know best without worrying about a big brother checking what they are doing. However, during COVID-19 , the very existence of the traditional teaching methods were under great threat. University Senates had to embrace the new technology inspired methods , and the teachers had to tore the line (almost using threats and coercion from University Management). I see most very happy with the use of Synchronous and asynchronous methods.

    So, i propose the following;
    a) Each University to administer a survey targeting the teachers and the professors because each University maybe at a different level of use of the new mode of teaching and learning
    b) from the responses , we are able to design the interventional strategy
    c) AAU rolls out a sensitization targeting all the Universities

    Dr. Michael Wangai
    Snr Quality Assurance Officer
    University of Nairobi


    Hi everybody, after going through the materials posted, I believe that the development of an independent, autonomous learner should be one of the key objectives of teaching and learning in higher education in line with the major philosophical trend in higher education. Consequently, the curriculum including the assessment approach should be designed appropriately. Since students do not develop relevant study skills at secondary school, there is a need to fill in this gap at the level of HE. Students should develop key autonomous study skills to face the challenges of learning at a higher education level.
    Best wishes,

    Basiru Mbenga

    Hi Assodah,

    Your contribution regarding training students on study skills to natch the new trend in teaching and learning in AHEIs is worthwhile.

    Changes in the curriculum and assesssment styles should be approached holistically. Student assessment should include, for example, the use of portfolios to support the acquisition of higher order thinking skills, among other.

    AHEI administrators and quality assurance bodies are key players in transformative teaching and learning.

    Warm regards.
    Basiru Mbenga.


    Adewale Olusegun OBADINA, I have read through and downloaded all the attached documents which are highly educative and focused directly on the Africa HEIs challenges. I have challenges in watching and listening to the videos (Private Video. Sorry, you don’t have permission to watch). May be I would have gotten more information through the videos (I need help to overcome the challenges).

    Responses to Prof. O.B. Oyewole first set of questions:
    a. What is the current approach to teaching and learning in Africa?
    The current approach to teaching and learning in most HEIs in Africa is teacher-centered.
    b. What are the demerits of the current approach to teaching and learning in Africa?
    The current approach to teaching and learning in Africa, focus on passing tests based on a huge syllabus, and not understanding the techniques and skills that are required to find answers. The learning process is thus severely devalued.

    It also focused almost exclusively on the clan or tribe and hardly prepared its recipients for outside contact.

    b. What new approach is being proposed?
    There is need for shifting to an even more student-centered approach, that’s the facilitator style of teaching. Instead of giving one-directional lectures, a facilitator encourages inquiry-based learning. Students learn by asking questions and discussing real-world case studies.?

    c. What are the benefits of the new approach?
    It has numerous benefits, including increased engagement and motivation, improved critical thinking and problem-solving skills, greater independence, and personalized learning, it boosts confidence in learners and encourages them to apply and advance their knowledge and skill set.

    d. What will it take to re-calibrate African professors and learners for the new approach to teaching and learning in Africa?
    There is need for professional development opportunities for professors which should be provided through: (i) organization of professional development workshops for faculty and tutors, (ii) establishment of professional learning communities for faculty and tutors. There is also need for redesigning of content in HEIs curriculum; restructuring the timetable to allow more structured opportunities for teaching using student-centered approach, and integrating student-centered approach into the curriculum across all subjects.

    f. What roles do digitalization have to play in the new approach to teaching and learning in Africa?
    Digitalization tools enable students to collaborate, exchange ideas, solve problems together, and develop communication skills. This is particularly important in the context of collaborative learning, where students may be located in different places and interact virtually. It can also increase student engagement and helps students work through difficult concepts with multiple resources. Digitalization will also saves time and money and students no longer have to buy or rent large volumes of textbooks just to use about 30% of them before the information is no longer relevant.

    Best Regards
    OBADINA Adewale Olusegun
    Federal University of Agriculture,
    Abeokuta, Nigeria

    Basiru Mbenga

    Hello OBADINA,
    I read your comments and concur with the commemts.

    I reckon, the introduction of Performance Management System (PMS) for HEIs teaching staff and administrators will make them more accountable of their roles and responsibilities to students, properietors and other stakeholders.

    Introduction of PMS in AHEIs calls for development/review of strategic plans followed by allocation of individual work plans with key performance indicators to each person for implementation and review on a quarterly basis with a view to measuring progress, identifying challenges and mapping out way forward.

    Best regards.
    Basiru Mbenga.


    Yes Basiru,when we speak about the transformative approach, all key stakeholders should contribute to the process with a focus on the student experience. The administrators have to help in providing the appropriate environment for this transformation.

    Basiru Mbenga

    Hello Adewale,

    You mentioned having challenges to watch the Webinar videos. I believe you have registered for the Webinar. If not, you must register first to allow the Site Administrator to allocate you a code which enables you to access the audio-cum-video clips.

    Best wishes.

    Basiru Mbenga

    Given the latest statistics from UN Sustainable Development Goal 4 on quality education which seeks to ensure inclusive quality education and promote lifelong learning, the world is far behind achieving quality education, despite slow progress.

    a. 84 million children will be out of school by 2030
    b. 300 million will lack basic literacy and numeracy skills
    c. Only 1 in 6 countries will achieve universal secondary school completion target.

    Low-and-lower-middle income countries face nearly $100 million financial gap to meet their education targets.

    Admist these alarming statistics, African countries must wake up from their slumber to address these worrisome challenges with greater commitment to achieve the ‘Afria We Want.’

    Increase in education financing is important but cultivating the right mindset among learners, teachers and other relevant stakeholders is paramount for effective and efficient quality education delivery.


    Best wishes.
    Basiru Mbenga.

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