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This paper examines the availability or otherwise of structures in universities in Africa for ensuring and promoting the promoting the pedagogical competence of lecturers. The characteristics that university students do observe in their lecturers while performing their pedagogical duties and which they abhor are also examined. Data were collected through interviews with 100 university lecturers, 200 university students and twenty key university administrators. In all, a total number of twenty universities in Africa were covered with two universities in each country. The universities span ten countries in Africa. Findings from the study show that only 20% of the universities sampled have adequate structures in place for continuous pedagogical development of all lecturers. All the students interviewed (100%) came up with traits that they observe in their lecturers when carrying out their pedagogical duties and which they abhor. Attempt is made to draw out the implications of the findings and to make relevant suggestions. [ABSTRACT FROM AUTHOR]

Swenson (2007) observed that "in the space of one brief decade, the internet has changed our world and most of us with it". He remarked further that our ways of doing things are different now as a result of digital revolution in education. To be successful therefore in a 21st century world, in which knowledge is generated at an ever increasing pace, requires that learning be made an ongoing process of skill development and knowledge creation. Online education programs are a reflection of this new world as they offer education without borders (Levine & Sun, 2003). Online education has experienced dramatic expansion while institutions of higher learning continue to increase online course offerings in an effort to satisfy student demand (Capra, 2011). However, Capra submitted further that, while this growth is impressive, it is not without unintended negative consequences. As a result of the increasing import of online education over the years, attempt is made in this paper to examine some of the negative consequences inherent in this innovative form of education which one sees as issues and challenges. The paper also discusses the implications of the identified issues and challenges with strategic suggestions made as to the way forward [ABSTRACT FROM AUTHOR]

Online education, defined as a platform for delivering educational content and facilitating instructor -- student interaction over a computer network (Shelton & Saltsman 2005, pp 3-4 ) came of age in the 1990's and grew rapidly over the next decade (Allen & Seaman, 2010). 96% of US Universities currently offer online learning opportunities; with over 3 million students enrolled (Ebersole 2007). In addition, several colleges and universities around the globe now offer degrees that can be accomplished online. The promise and potential of online education is laudable; it has the ability to make education more convenient and accessible. Advances in technology has made this possible since learning can occur "asynchronously" anytime, anywhere, anyplace (Sloan 2010). However, studies (for example-Gerlaugh et al 2007, Popham 2009, Saxon and Calderwood 2008) have shown that teaching and assessment in schools; within the in-class, blended and online set up, are concentrated on cognitive achievement to the detriment of affective and psychomotor development of learners. In the light of this, and because of the fact that comprehensive assessment is an indispensable aspect of any meaningful educational program, attempt is made in this paper to examine the implications of the aversion to the teaching and assessing of affective characteristics in online education. The paper also makes strategic suggestions as a way forward. [ABSTRACT FROM AUTHOR]

A comprehensive Assessment is indispensable for effective guidance, appropriate placement of students and relevant educational development. This paper attempts an examination of issues concerning the affective domain of assessment as an integral part of general assessment and draws out the implications of these issues. The paper also discusses the significance and the need for consistent affective assessment and the modality of using the data obtained through affective assessment to provide holistic educational experience to students. Among other things, it is suggested that students and educators be made to realize the value of affective attributes. To do this successfully, these attributes are to be clearly and specifically developed, taught and assessed in their own rights as opposed to their being simply integrated in cognitive tasks. [ABSTRACT FROM AUTHOR]