Daniel Dei

By Dei Daniel, Osei-Bonsu Robert and Amponsah Samuel

Higher education is perceived as key to the comprehensive development of Africa. In line with this perception, various governments have initiated several policies and models in an attempt to build quality higher education for developing Africa’s human capital to positively respond to the global challenges of the twenty-first century. Despite these efforts, an observable gap still exists between higher education and socioeconomic development of Africa. This gap raises the question of how the quality of higher education in Africa could be improved to make the needed contribution to the comprehensive development of Africa. This chapter casts a philosophical outlook on higher education in Africa and doubts its relevance in Africa. The chapter reveals that commercialization of teaching and learning, scarcity of qualified faculty, inadequate resources for research, and ineffective governance of higher education institutions hinder African higher education from playing its role as a development agent. The chapter further claims that research collaborations across disciplines in higher education institutions, improvement in irregular/nontraditional modes of teaching and learning, utilization of student-based learning models, and restructuring the governance of higher institutions will help the African society reimagine the significance of these institutions to the socioeconomic developmental goals of the African society.

Part of the book: Pedagogy in Basic and Higher Education

By Daniel Dei

The study focuses on strengthening higher education in Sub-Saharan Africa through John Dewey’s My Pedagogic Creed. Many educationists widely admire Dewey’s philosophy of education, yet his enduring message—the inseparable connection between education and society—is often misunderstood. His deep understanding of the connection between the school and the larger social context is relevant to recent efforts by Sub-Saharan African governments to enhance authentic higher education. From the standpoint of Dewey’s fivefold themes—education, school, subject-matter, method, social progress—the study discusses the integration of educational resources for achieving the task of higher education in Sub-Saharan Africa. Though modern theorists may recast Dewey’s pragmatic theory of education, this social critical study proposes that Dewey’s placement of learners at the center of the interaction between the school and society points to a more satisfactory result that could reform higher education in Sub-Saharan Africa.

Part of the book: Pedagogy