5 - Expanding Higher Education for the Public Good: Ghanaian Stakeholders’ Perspectives on the Quality Dimension
Revue de l’enseignement supérieur en Afrique,
Vol. 20 No 2 (2022): Revue de l’enseignement supérieur en Afrique: Numéro spécial sur Conceptualiser et rechercher le rôle du bien public des universités en Afrique
Résumé
Cette étude a examiné les points de vue de vingt-trois parties prenantes liées au secteur de l’enseignement supérieur (ES) au Ghana, afin de comprendre les liens qu’elles établissent entre l’ES et la réalisation du bien public. L’étude, qui a été menée en 2018, était purement qualitative, utilisant des entretiens individuels et des discussions de groupe. Les résultats montrent que les parties prenantes établissent des liens étroits entre la qualité des apports dans l’enseignement supérieur, les approches utilisées pour transmettre et évaluer les connaissances et compétences pertinentes, et la qualité des diplômés. Ils ont également établi des liens entre la qualité de l’enseignement supérieur, les produits et leur capacité à servir le bien public en abordant les problèmes de la société. L’implication est que la qualité d’une institution est mesurée par la qualité des investissements qui y sont faits, la qualité du corps professoral et de l’enseignement et sa capacité à servir le bien public. L’étude recommande que les établissements d’enseignement supérieur conçoivent des programmes qui développent régulièrement la compétence pédagogique du corps professoral de l’enseignement supérieur afin de rendre la pédagogie de l’enseignement supérieur plus adaptée aux besoins de la société. Cela plaide également en faveur de la fourniture d’un soutien académique/de rattrapage aux étudiants qui peuvent être sous-préparés pour l’enseignement supérieur, tout en veillant à ce que la qualité des praticiens et des participants de l’enseignement supérieur soit d’un niveau acceptable. Enfin, les établissements d’enseignement supérieur devraient créer des conditions propices à des innovations en matière de financement, de bonne gouvernance et de responsabilité.
Mots-clés
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)BibTeX
- Adenira, A., Ishaku, J., and Yusuf, A., 2020, Youth employment labour market vulnerability in Ghana: Aggregate trends and determinants, in McLean M. L., ed., West African youth challenges and opportunity paths, Newark, NJ: Rutgers University Press, pp. 187–211.
- Antwi, M. K., 1992, Education, Society and Development in Ghana, Accra: Unimax Publishers Ltd.
- Arum, R., and Roksa, J., 2011, Academically adrift: Limited learning on college cam- puses, Chicago, IL: University of Chicago Press.
- Baah-Boateng, W., 2015, Unemployment in Ghana: A cross sectional analysis from demand and supply perspectives, African Journal of Economic and Management Studies, Vol. 6, pp. 402–415.
- Blaich, C., and Wise, K., 2010, Wabash national study of Liberal Arts Education 2006-2009: Overview of findings from the first year, http://www.liberalarts. wabash.edu/study-4th-year-data/.
- Bri ish Council, 2015, University education, employability and the skills gap in Ghana: Perspectives of students, London, UK: British Council.
- Chapman, D., and Adams, D., 2002, Education in developing Asia. The quality of education: Dimensions and strategies, Hong Kong: Asian Development Bank, Comparative Education Research Centre, University of Hong Kong.
- Danish Trade Union Development Agency, 2020, Ghana labour market profile 2020, Copenhagen: DTDA.
- Darvas, P., and Palmer, R., 2014, Demand and supply skills in Ghana: How can training programmes improve employment and productivity, Report No. 89064- GH, Washington, DC: World Bank.
- Ghana Statistical Service, 2014, Ghana living standards survey round 6 (GLSS 6) labour force report, Accra: GSS.
- Gillies, D., 2015, Human capital theory in education, in Peters, M., ed., Encyclopedia of educational philosophy and theory, Cham: Springer Science + Business Media. https://doi.org/10.1007/978-981-287-532-7_254-1
- Goode, F., 2016, Approaches to Ghana’s higher education: Challenges drawn from the U.S. Community College model, Walden doctoral dissertation and doctoral studies, University of Walden.
- Hénard, F. and Roseveare, D., 2012, Fostering quality teaching in higher education: Policies and practices, An IMHE Guide for Higher Education Institutions, Paris: OECD Publishing.
- Hinton-Smith, T., 2012, Assessing progress and priorities in widening participation, in Hinton-Smith, T., ed., Widening participation in higher education: Casting the net wide? Basingstoke: Palgrave Macmillan, pp. 295–311.
- Isa, A., and Yusoff, W. Z. W., 2015, State of physical facilities of higher education institutions in Nigeria, International Journal of Scientific and Research Publications (IJSRP), Vol. 5, No. 4, pp. 1–5.
- Marginson, S., 2016, The worldwide trend to higher education: Dynamics of social stratification in inclusive systems, Higher Education, Vol. 72, pp. 413–434.
- McCowan, T., 2016, Universities and the post-2015 development agenda: An analytical framework, Higher Education, Vol. 72, pp. 505–523, DOI 10.1007/ s10734-016-0035-7.
- Ministry of Education [MOE], Ghana, 2005, Education sector performance report, Accra: MOE.
- Ministry of Education [MOE], Ghana, 2019, Education sector medium-term development plan: 2018-2021, Accra: MOE.
- Muthui, J. K., 2013, Factors influencing demand for higher education opportunities by primary school teachers: A case of Matinyani District, Kitui county, Master’s dissertation, University of Nairobi.
- NCTE, 2016, Statistics on Tertiary Institutions in Ghana, Accra, NCTE.
- Oketch, M., McCowan, T. and Schendel, R., 2014, The impact of tertiary education on development: A rigorous literature review, London, UK: Department for Inter- national Development (DFID).
- Powell, J. W., and Solga, H., 2011, Why are higher education participation rates in Germany so low? Institutional barriers to higher education expansion, Journal of Education and Work, Vol. 24, No. 1, pp. 49–68."
- Robeyns, I., 2006, Three models of education: Rights, capabilities and human capital. Theory and Research in Education, Vol. 4, No. 1, pp. 69-84.
- Schultz, T. W., 1961, Investment in Human Capital, American Economic Review, Vol. 51, pp. 1-17.
- Stufflebeam, D. L., 2003, The CIPP Model for Evaluation, Annual Conference on the Oregon Program Evaluators Network (OPEN), Portland, Oregon.
- Subair, T., Okotoni, C. and Adebakin, A., 2012, Perceived quality of infrastructure in selected Nigerian Universities, Makerere Journal of Higher Education, Vol. 4. DOI: 10.4314/majohe.v4i1.9.
- Teixeira, J., Amoroso, J. and Gresham, J., 2017, Why education infrastructure mat- ters for learning, Education for Global Development, https://blogs.worldbank.org/ education/why-education-infrastructure-matters-learning.
- UNESCO, 1998, World Conference on Higher Education in the Twenty-first Century: Vision and Action, Paris, https://unesdoc.unesco.org.
- UNESCO, 2003, Gender and education for all: The LEAP TO EQUALITY, EFA Global Monitoring Report, Paris: UNESCO publishing.
- UNESCO Institute for Statistics, 2013, Gross enrolment ratio (per cent) in tertia- ry education, Paris: UNESCO, http://www.uis.unesco.org/Education/Pages/tertiary-education.aspx.
- UNESCO, 2015, Education for All 2000-2015: Achievements and challenges, Paris: UNESCO Publishing.
- Woessmann, L., 2004, Institutions for Better Education, CESifo DICE Report 4, Journal for Institutional Comparisons, Vol. 2, No. 4.
- World Bank, 2017, Higher education for development: An evaluation of the World Bank group’s support, Washington, DC: World Bank.
- Wright, E. and Horta, H., 2018, Higher education participation in “high-income” universal higher education systems: “Survivalism” in the risk society, Asian Education and Development Studies, Vol. 7, No. 2, pp.184-204. DOI:10.1108/ AEDS-07-2017-0061
Les références
Adenira, A., Ishaku, J., and Yusuf, A., 2020, Youth employment labour market vulnerability in Ghana: Aggregate trends and determinants, in McLean M. L., ed., West African youth challenges and opportunity paths, Newark, NJ: Rutgers University Press, pp. 187–211.
Antwi, M. K., 1992, Education, Society and Development in Ghana, Accra: Unimax Publishers Ltd.
Arum, R., and Roksa, J., 2011, Academically adrift: Limited learning on college cam- puses, Chicago, IL: University of Chicago Press.
Baah-Boateng, W., 2015, Unemployment in Ghana: A cross sectional analysis from demand and supply perspectives, African Journal of Economic and Management Studies, Vol. 6, pp. 402–415.
Blaich, C., and Wise, K., 2010, Wabash national study of Liberal Arts Education 2006-2009: Overview of findings from the first year, http://www.liberalarts. wabash.edu/study-4th-year-data/.
Bri ish Council, 2015, University education, employability and the skills gap in Ghana: Perspectives of students, London, UK: British Council.
Chapman, D., and Adams, D., 2002, Education in developing Asia. The quality of education: Dimensions and strategies, Hong Kong: Asian Development Bank, Comparative Education Research Centre, University of Hong Kong.
Danish Trade Union Development Agency, 2020, Ghana labour market profile 2020, Copenhagen: DTDA.
Darvas, P., and Palmer, R., 2014, Demand and supply skills in Ghana: How can training programmes improve employment and productivity, Report No. 89064- GH, Washington, DC: World Bank.
Ghana Statistical Service, 2014, Ghana living standards survey round 6 (GLSS 6) labour force report, Accra: GSS.
Gillies, D., 2015, Human capital theory in education, in Peters, M., ed., Encyclopedia of educational philosophy and theory, Cham: Springer Science + Business Media. https://doi.org/10.1007/978-981-287-532-7_254-1
Goode, F., 2016, Approaches to Ghana’s higher education: Challenges drawn from the U.S. Community College model, Walden doctoral dissertation and doctoral studies, University of Walden.
Hénard, F. and Roseveare, D., 2012, Fostering quality teaching in higher education: Policies and practices, An IMHE Guide for Higher Education Institutions, Paris: OECD Publishing.
Hinton-Smith, T., 2012, Assessing progress and priorities in widening participation, in Hinton-Smith, T., ed., Widening participation in higher education: Casting the net wide? Basingstoke: Palgrave Macmillan, pp. 295–311.
Isa, A., and Yusoff, W. Z. W., 2015, State of physical facilities of higher education institutions in Nigeria, International Journal of Scientific and Research Publications (IJSRP), Vol. 5, No. 4, pp. 1–5.
Marginson, S., 2016, The worldwide trend to higher education: Dynamics of social stratification in inclusive systems, Higher Education, Vol. 72, pp. 413–434.
McCowan, T., 2016, Universities and the post-2015 development agenda: An analytical framework, Higher Education, Vol. 72, pp. 505–523, DOI 10.1007/ s10734-016-0035-7.
Ministry of Education [MOE], Ghana, 2005, Education sector performance report, Accra: MOE.
Ministry of Education [MOE], Ghana, 2019, Education sector medium-term development plan: 2018-2021, Accra: MOE.
Muthui, J. K., 2013, Factors influencing demand for higher education opportunities by primary school teachers: A case of Matinyani District, Kitui county, Master’s dissertation, University of Nairobi.
NCTE, 2016, Statistics on Tertiary Institutions in Ghana, Accra, NCTE.
Oketch, M., McCowan, T. and Schendel, R., 2014, The impact of tertiary education on development: A rigorous literature review, London, UK: Department for Inter- national Development (DFID).
Powell, J. W., and Solga, H., 2011, Why are higher education participation rates in Germany so low? Institutional barriers to higher education expansion, Journal of Education and Work, Vol. 24, No. 1, pp. 49–68."
Robeyns, I., 2006, Three models of education: Rights, capabilities and human capital. Theory and Research in Education, Vol. 4, No. 1, pp. 69-84.
Schultz, T. W., 1961, Investment in Human Capital, American Economic Review, Vol. 51, pp. 1-17.
Stufflebeam, D. L., 2003, The CIPP Model for Evaluation, Annual Conference on the Oregon Program Evaluators Network (OPEN), Portland, Oregon.
Subair, T., Okotoni, C. and Adebakin, A., 2012, Perceived quality of infrastructure in selected Nigerian Universities, Makerere Journal of Higher Education, Vol. 4. DOI: 10.4314/majohe.v4i1.9.
Teixeira, J., Amoroso, J. and Gresham, J., 2017, Why education infrastructure mat- ters for learning, Education for Global Development, https://blogs.worldbank.org/ education/why-education-infrastructure-matters-learning.
UNESCO, 1998, World Conference on Higher Education in the Twenty-first Century: Vision and Action, Paris, https://unesdoc.unesco.org.
UNESCO, 2003, Gender and education for all: The LEAP TO EQUALITY, EFA Global Monitoring Report, Paris: UNESCO publishing.
UNESCO Institute for Statistics, 2013, Gross enrolment ratio (per cent) in tertia- ry education, Paris: UNESCO, http://www.uis.unesco.org/Education/Pages/tertiary-education.aspx.
UNESCO, 2015, Education for All 2000-2015: Achievements and challenges, Paris: UNESCO Publishing.
Woessmann, L., 2004, Institutions for Better Education, CESifo DICE Report 4, Journal for Institutional Comparisons, Vol. 2, No. 4.
World Bank, 2017, Higher education for development: An evaluation of the World Bank group’s support, Washington, DC: World Bank.
Wright, E. and Horta, H., 2018, Higher education participation in “high-income” universal higher education systems: “Survivalism” in the risk society, Asian Education and Development Studies, Vol. 7, No. 2, pp.184-204. DOI:10.1108/ AEDS-07-2017-0061