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This theoretical paper reviews the current theory about curriculum transformation and renewal in higher education in Africa and, in particular, South Africa. Although the findings are applicable to different universities, the pedagogical approach of North-West University will be the focus. The aim is to understand curriculum responsiveness pertaining to decolonisation and sustainable development that can align with the African Union's proposed Agenda 2063. The epistemology is from a practical public theological paradigm. A single-system research method has been followed to integrate current research about tertiary education curriculum transformation with the latest practice theory. Three different aspects are explored, namely how Agenda 2063 is applicable to higher education in a post-colonial context, the fibre of human relations based on Nagy's contextual theory, and the curriculum as a powerful tool for change. The paper concludes that lecturers and students can join forces in growing towards the Africa they want by active experiential student-centred pedagogy. [ABSTRACT FROM AUTHOR]

With the growing demand for tertiary education, especially in Africa, the transformation of contact universities to dual-mode institutions is critical. However, conventional universities have had limited success establishing the dual-mode delivery stream. This paper assesses barriers to adoption and implementation of open and distance learning (ODL) in conventional higher education institutions in Cameroon, Kenya and Rwanda by applying a framework on innovation adoption to case studies of ODL in higher education in these countries. This qualitative meta-study shows that the transition to dual-mode is not systematic and that there are various barriers, ranging from national policy and funding; infrastructure, organisational structure and capacity; complexity and cost of ODL; as well as student and staff skills and perceptions, which have impeded adoption. Based on the findings, this paper makes recommendations for implementing ODL in existing conventional universities. Cases of successful transition to dual-mode are provided. [ABSTRACT FROM AUTHOR]

This paper uses panel data from two new data sets on educational attainment to investigate the effects of education on several development outcomes in African countries. I find that education has a positive and significant impact on these development outcomes. I also find that different levels of education affect development outcomes differently; for some development outcomes, primary and secondary education may be more important than tertiary education, while for some development outcomes, such as income growth rate, tertiary education may be more important. The results of this paper have implications for development policy in African countries. [ABSTRACT FROM AUTHOR]

In both policy and research contexts, internationalisation in African higher education is welcomed for its potential to strengthen local capacity and cautioned against for its potential to extend long-standing asymmetries of power in international partnerships. This paper examines two sets of developments which seek to re-orient internationalisation to allow for greater local control, local focus and local benefit. The one relates to a more formalised policy, planning and research approach to internationalisation and the other pertains to an intra-regional form of internationalisation under the influence of the Bologna process. The paper explores prospects for internationalisation on the continent to yield more equal North-South partnerships and to support the revitalisation agenda and its development priorities in higher education. It suggests that continuing lack of local capacity, continuing structural inequalities in partnerships, and insufficient interrogation of dominant concepts and models of internationalisation may still pose problems in moving towards an alternative internationalisation politics in African higher education. [ABSTRACT FROM AUTHOR]