This article is written within a conceptual space that considers engineering as a heteronomous discipline. In this context, we analyse how the state has intervened in the development of the body of knowledge of engineering discipline in a developing country in a process known as decolonisation and the political dynamism this has created. We take…

This book delves into the role of higher education as a means of sustainable development in Sub-Saharan Africa. Contributions from across the region examine the strategies and technological advances available to enable students to deal with an uncertain future and are organised under two key themes: Curriculum and Teaching and Higher Education and…

This paper makes a critical appraisal of teacher education programmes in achieving curriculum goals. Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, school and wider community.…

This study intends to present a bespoke teacher professional development MOOC designed by Teacher Education for Sub-Saharan Africa (TESSA) team that allows MOOCs to become a viable means offering cost-effective, quality professional teacher development. TESSA is a network of teachers and teacher educators, working to improve classroom teaching in…

The collection of papers presented in this issue of Critical Studies in Education adds to the expansive body of work on teachers and teaching. Collectively, the papers draw our attention to new ways the field is problematising the emerging and evolving conditions that shape the work, lives and identities of teachers. With this editorial…

Some institutions of higher education in Kenya have adopted e-Learning with the aim of coping with the increased demand for university education and to widen access to university training and education. Though there are advantages that accrue from adopting e-Learning; its implementation and provision has not been smooth sailing. It has had to…

University administrators, academic staff and students are key agents of internationalisation of higher education, particularly at the institutional level. The growing volume of literature on internationalisation has looked at the role that these stakeholders play. However, few studies in Kenya have examined these stakeholders' conception of the…

The concept of work-integrated learning (WIL) is significant as it has a considerable influence on a student's fitness for the workplace upon graduation. This paper aims to determine the perception of graduates of the United States International University -- Africa (USIU-A) towards the quality of the internship program and especially the effects…

Background: Engineering design is widely recognized as a field that can generate key innovations for complex problems, such as those elucidated in the Sustainable Development Goals (SDGs). However, engineering design training is not widely accessible to the global community, particularly to people experiencing the challenges that the SDGs are…

Adequate and quality higher education is important for enhancing peace in most countries as well as among neighbouring communities. However, financial barriers deny Kenyan ASAL communities from accessing higher levels of education, limiting their access to the education necessary for enjoy benefits associated with education such as; employment,…

The internationalisation of higher education is a dynamic and specific process that is continuously shaped by the context in which it occurs. This article reports on a study that explored perceptions on the internationalisation concept and how it manifests in public universities in Kenya. The article harnesses a phenomenographic analysis approach…

With the recent declaration of Sustainable Development Goals to 2030 at the United Nations, all nations are focused on ensuring inclusive and equitable quality education and promote life-long learning opportunities for all. In this respect, a well-structured and holistic curriculum is an important first entry point in guiding learning processes…

No country can afford mass access and high quality-it will never happen (Altbatch, 2012). Massification has characterized global higher education since the mid-1940s starting in the United States, spreading to Europe and East Asia in the 20th Century, before expanding to Sub-Sahara Africa. Various scholars have linked massification, and the…

How do we equip future teachers to create a more sustainable world? This study follows one teacher educator from the US seeking to bring change and support new pedagogical ideologies within Kenya. The research question is, Can one class on transformative teacher education make a difference in training future teachers?

This book examines some of the major higher education reforms and policy shifts globally, particularly in the light of recent shifts in quality and standards-driven education and policy research. It critiques the neo-liberal ideological imperatives of current higher education and policy reforms, and illustrates the way that changes in the…