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Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa
Tumuheki, P., Zeelen, J. & Openjuru, G. L., 14-Jan-2016, In : International Journal of Educational Development. 47, p. 54-62 9 p.Research output: Contribution to journal › Article › Academic › peer-review
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Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa. / Tumuheki, Peace; Zeelen, Jacobus; Openjuru, George L.
In: International Journal of Educational Development, Vol. 47, 14.01.2016, p. 54-62.Research output: Contribution to journal › Article › Academic › peer-review
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TY - JOUR
T1 - Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa
AU - Tumuheki, Peace
AU - Zeelen, Jacobus
AU - Openjuru, George L.
PY - 2016/1/14
Y1 - 2016/1/14
N2 - Building on the participation model of Schuetze and Slowey, this study contributes to the public discourse on theoretical considerations for guidance of empirical research on participation of non-traditional students (NTS) in higher education in Sub-Saharan Africa (SSA). Drawing from empirical work at Makerere University Uganda, we found that improving only the institution environment cannot suffice as there are also other factors affecting participation outside the institutional structures. These include family and work environments and context specific factors like perceptions and socio-cultural environment of the Ugandan society. A conceptual model specific to SSA is thus proposed, and the capability approach presented as the most insightful in elucidating the participation realities of NTS in SSA.
AB - Building on the participation model of Schuetze and Slowey, this study contributes to the public discourse on theoretical considerations for guidance of empirical research on participation of non-traditional students (NTS) in higher education in Sub-Saharan Africa (SSA). Drawing from empirical work at Makerere University Uganda, we found that improving only the institution environment cannot suffice as there are also other factors affecting participation outside the institutional structures. These include family and work environments and context specific factors like perceptions and socio-cultural environment of the Ugandan society. A conceptual model specific to SSA is thus proposed, and the capability approach presented as the most insightful in elucidating the participation realities of NTS in SSA.
KW - higher education, non-traditional students, lifelong learning, Sub-Saharan Africa, capability approach
M3 - Article
VL - 47
SP - 54
EP - 62
JO - International Journal of Educational Development
JF - International Journal of Educational Development
SN - 0738-0593
ER -
ID: 30956800