Numéro

Vol. 10 No 2 (2012): Revue de l’enseignement supérieur en Afrique

3 - Translating Equitable Access into Retention and Success in African Higher Education: The Role and Responsibility of Individual Institutions

https://doi.org/10.57054/jhea.v10i2.1554
Sabiha Y. Essack
https://orcid.org/0000-0003-3357-2761

Corresponding Author(s) : Sabiha Y. Essack

essacks@ukzn.ac.za

Revue de l’enseignement supérieur en Afrique, Vol. 10 No 2 (2012): Revue de l’enseignement supérieur en Afrique

Résumé

L’accès à l’égalité des résultats dans les groupes marginalisés au sein de l’enseignement supérieur en Afrique nécessite des stratégies innovatrices pré et post-admission des étudiants. La sélection utilise des outils prédictifs de réussite, de soutien exhaustif et global des étudiants, des programmes et des interventions pédagogiques traitant, selon des modèles équitables de changement, l’accès et la réussite en même temps. Ce document donne un aperçu de la hausse des taux de participation à l’éducation dans les pays africains, et décrit des programmes et des stratégies pédagogiques de soutien des étudiants qui permettent de traduire l’accès à l’éducation en stabilité et réussite.

Mots-clés

Education pedagogique etudiant
Sabiha Y. Essack. (2012). 3 - Translating Equitable Access into Retention and Success in African Higher Education: The Role and Responsibility of Individual Institutions. Revue De l’enseignement supérieur En Afrique, 10(2), pp. 47–62. https://doi.org/10.57054/jhea.v10i2.1554
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)
BibTeX
Les références
  1. African Union, 2006a, Second Decade of Education for Africa (2006-2015) Plan of Action, African Union, Addis Ababa, Ethiopia.
  2. African Union, 2006b, Strategic Plan of the Commission of the African Union Volume 3: 2004-2007 Plan of Action, African Union, Addis Ababa, Ethiopia.
  3. African Union, 2004, Strategic Plan of the African Union Commission Volume 1: Vision and Mission of the African Union, African Union, Addis Ababa, Ethiopia.
  4. Arendale, D.R., 2005, Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography, General College University of Minnesota, Minneapolis, MN.
  5. Badat, S., 2005, ‘South Africa: Distance Higher Education Policies for Access, Social Equity,Quality, and Social and Economic Responsiveness in a Context of the Diversity of Provision’,Distance Education, 26 (2): 183-204.
  6. Bank, T.W., 2009, Accelerating Catch-up: Tertiary Education for Growth in Sub Saharan Africa, The World Bank, Geneva, Switzerland.
  7. Bloom, D., Canning, D. and Chan, K., 2005, Higher Education and Economic Development in Africa, Harvard University, Massachusetts.
  8. Blunt R.J.S. and Conolly, J., 2006, ‘Perceptions of Mentoring: Expectations of a Key Resource for Higher Education’, South African Journal of Higher Education, 20 (2): 195 - 208.
  9. Botha, M.M., 2007, ‘Africanizing the Curriculum: An Exploratory Study’, South African Journal of Higher Education, 21 (2): 201-216.
  10. Botha, H.L., Brand, H.J., Cilliers, C.D., Davidow, A., de Jager, A.C. and Smith, D., 2005, ‘Student Counselling and Development Services in Higher Education Institutions in South Africa’, South African Journal of Higher Education, 19: 655-678.
  11. Clancy, P. and Goastellec, G., 2007, ‘Exploring Access and Equity in Higher Education: Policy and Performance in a Comparative Perspective’, Higher Education Quarterly, 61 (2): 136-154.
  12. Coughlan, F., 2006, ‘Access for Success’, South African Journal of Higher Education, 20 (2): 209-218.
  13. Council for Higher Education, 2004a, Improving Teaching and Learning Resources, Council for Higher Education, Pretoria, South Africa.
  14. Council for Higher Education, 2004b, South African Higher Education in the First Decade of Democracy, Council for Higher Education, Pretoria, South Africa.
  15. Council for Higher Education, 2001, Developing African Higher Education, Council for Higher Education, Pretoria, South Africa.
  16. Crosling, G., Heagney, M. and Thomas, L., 2009, ‘Improving Student Retention in Higher Education’, Australian Universities’ Review, 51 (2): 9-18.
  17. Cross, M., Shalem, Y., Backhuse, J. and Adam, F., 2009, ‘How Undergraduate Students “Negotiate” Academic Performance within a Diverse university environment’, South African Journal of Higher Education, 23 (1): 21-42.
  18. Dlodlo, N. and Beyers, R.N., 2009, ‘The Experiences of South African High School Girls in a Fab Lab Environment’, Proceedings of the World Academy of Science, Engineering and Technology, 37: 423-430.
  19. Favish, J., 2005, ‘Equity in Changing Patterns of Enrolment, in Learner Retention and Success at the Cape Technikon’, South African Journal of Higher Education, 19 (2): 655-678.
  20. Granados, R. and Lopez, J.M., 1999, ‘Student-run Support Organizations for Under- Represented Graduate Students: Goals, Creation, Implementation and Assessment’, Peabody Journal of Education,
  21. (2):135 - 149.
  22. Guiffrida, D., 2005, ‘Othermothering as a Framework for Understanding African American Students’ Definitions of Student-Centered Faculty’, The Journal of Higher Education, 76 (6): 701-723.
  23. Holmes, S.L., Land, L.D. and Hinton-Hudson, V.D., 2007, ‘Race Still Matters: Considerations for Mentoring Black Women in Academe’, The Negro Educational Review, 58 (1-2): 105-129.
  24. Jones, B., Coetzee, G. and Bailey, T., 2008, ‘Factors that Facilitate Success for Disadvantaged Higher Education Students’, Rural Education Access Programme, Cape Town, South Africa.
  25. Kilfoil, W.R., 2008, ‘A Model for Learning Development’, South African Journal of Higher Education, 22 (5): 1019-1028.
  26. Kloot, B., Case, J.M. and Marshall, D., 2008, ‘A Critical Review of the Educational Philosophies Underpinning Science and Engineering Foundation Programmes’, South African Journal of Higher Education, 22 (4): 799-816.
  27. Koch, E., Foxcroft, C. and Watson, A., 2001, ‘A Development Focus to Student Access at the University of Port Elizabeth: Process and Preliminary Insights in Placement Assessments’, South African Journal of Higher Education’ 15 (2): 126-131.
  28. Laden, B.V., 2004, ‘Serving Emerging Majority Students’, New Directions for Community Colleges, 127: 5-19.
  29. Le Grange, L., 2008, ‘Challenges for Enacting an Indigenous Science Curriculum: A Reply to Ogunniyi and Ogawa’, South African Journal of Higher Education, 22(4): 817-826.
  30. McLaughlin, K., Moutray, M. and Muldoon, O.T., 2007, ‘The Role of Personality and Self-efficacy in the Selection and Retention of Successful Nursing Students: a Longitudinal Study’, Journal of Advanced Nursing, 61 (2):211-221.
  31. Meyer, M.H. and Bushney, M.J., 2008, ‘Towards a Multi-stakeholder-driven Model for Excellence in Higher Education Curriculum Development’, South African Journal of Higher Education 22 (6):1229-1240.
  32. Morrison, J.M., Brand, H.J. and Cilliers, C.D., 2006, ‘Assessing the Impact of Student Counselling Service Centres at Tertiary Education Institutions: How should it be approached?’, South African Journal of Higher Education, 20 (5): 655-678.
  33. Page, B.J., Loots, A. and du Toit, D.F., 2005, ‘Perspectives on a South African Tutor/ Mentor Programme: The Stellenbosch University Experience’, Mentoring and Tutoring, 13(1): 5-21.
  34. Shochet, I.M., 1994, ‘The Moderator Effect of Cognitive Modifiability on a Traditional Undergraduate Admissions Test for Disadvantaged Black Students in South Africa’, South African Journal of Psychology, 24 (4): 208-215.
  35. UNESCO, 2008, Education for All Global Monitoring Report 2009, UNESCO, Paris, France.
  36. Van Wyk, J-A. and Daniels, F., 2004, ‘An Integrated Mentoring Strategy for Service Learning in Higher Education’, South African Journal of Higher Education, 18(2): 359 - 370.
  37. Venter, E., 2001, ‘AConstructivist Approach to Learning and Teaching’, South African Journal of Higher Education, 15(2): 86-92.
  38. Venter, I.M., Blignaut, R.J. and Stoltz, D., 2001, ‘Research Methodologies Explored for a Paradigm Shift in University Teaching’, South African Journal of Higher Education, 15 (2): 162-169.
  39. Waetjen, T., 2006, ‘Measures of Redress: Defining Disadvantage in a University Access Programme’.
Read More

Biographie de l'auteur

Sabiha Y. Essack

Professor Sabiha Essack (B. Pharm., M. Pharm., PhD) is the South African Research Chair in Antibiotic Resistance and One Health and Professor in Pharmaceutical Sciences at the University of KwaZulu-Natal. She was a Wellcome Trust Research Fellow (1997-8) who undertook research training towards her PhD research at St Bartholomew’s and the Royal London School of Medicine and Dentistry in the UK.

Professor Essack began her professional career with the B. Pharm degree in 1988 and practiced as a hospital pharmacist for 3 years in the KZN Dept. of Health before returning to university in 1992 to pursue the M. Pharm and PhD degrees. She established the Antimicrobial Research Unit at UKZN and secured several research grants from the World Health Organization (WHO), the Norwegian Agency for Development Cooperation, the UK Medical Research Council (MRC), the Swedish Research Council for Health, Working Life and Welfare, the Oppenheimer Memorial Trust, the South African MRC and the National Research Foundation investigating strategies for the prevention and containment of antibiotic resistance. Her research is published in several journals and presented at a number of national and international conferences.

Professor Essack is Vice Chair of the WHO Strategic and Technical Advisory Group for Antimicrobial Resistance, Senior Implementation Research Advisor at the International Centre for Antimicrobial Resistance Solutions in Denmark and member of the International Pharmacy Federation (FIP)AMR Commission at The Hague in The Netherlands. She also serves as expert consultant on AMR and antimicrobial stewardship (AMS) to the WHO. Professor Essack is chairperson of the Global Respiratory Infection Partnership, vice chairperson of the AMR Insights AMR Ambassadors Network, serves on the Advisory Board of the Combating Antibiotic Resistant Bacteria Biopharmaceutical Accelerator) in the US, the Fleming Fund Expert Advisory Group in the UK, the Market Analysis Expert Advisory Group of the Global AMR Research and Development Hub in Germany. She is a member of the Wellcome Trust Surveillance and Epidemiology of Drug Resistant Infections Consortium in the UK. She served as Vice Chairperson of the South African Ministerial Advisory Committee on AMR, the FIP Working Group on AMR, the South African Chapter of the Global Antibiotic Resistance Partnership and the South African Antibiotic Stewardship Programme. Professor Essack was founder of the South African Chapter of the Alliance for the Prudent Use of Antibiotics.

Professor Essack is the Deputy President, General Secretary and member of the Council of the Academy of Sciences of South Africa. She is a peer-reviewed member of the Southern Africa FAIMER Regional Institute and co-founder of the South African Committee of Health Sciences Deans. She previously served as Ministerial appointee on the Board of the Office of Health Standards Compliance and the National Health Research Ethics Council.

Professor Essack is a key contributor on the virtual community of practice on National Action Plan Development convened by the WHO in Geneva, has facilitated a situational analysis of AMR in Botswana and Malawi and co-authored the Botswana, Eritrean and Mauritian National Action Plans on AMR. She was also the AMR lead on the Joint External Evaluation of the Implementation of the International Health Regulations Capacities in Lesotho.

Her expert opinion has been sought on the Methodology for the AMR Benchmark developed by the Access to Medicines Foundation, the World Bank Report on “Pulling Together to Beat Superbugs” as well as the WHO Policy Brief on AMR Multi-Sectoral Collaboration, the WHO Global Inter-professional AMR Competency and Curriculum Framework for Health Workers Education and Training, the WHO Stewardship Toolkit for LMICs and the United Nations Environment Programme report on Environmental Impacts of Antimicrobial Resistance.

Professor Essack’s current research interests include:
• Evidence-informed strategies for the prevention and containment of antibiotic resistance based on (1) surveillance of antibiotic use and resistance in human, (food) animal and environmental health (One Health), (2) risk factors for the infection/colonization by antibiotic resistant bacteria, and, (3) infection prevention and control, water sanitation and hygiene (WASH), good husbandry and biosecurity.
• Molecular epidemiology, pathogenomics and metagenomics of antibiotic resistance using whole genome sequencing and bioinformatics analysis for the characterization of antibiotic resistance and virulence genes, their associated mobile genetic elements and genomic environments, clonality and phylogeny.
• Health policy and health systems strengthening to optimize the management of infections in the context of antibiotic resistance and stewardship.

Télécharger ce document PDF
PDF (ENGLISH)
Statistic
Read Counter : 1209 Download : 110