The design studio and the associated design review can be regarded as the "signature pedagogy" of architectural education, where students garner the essence of what it means to be an architect. Here, novices are transformed into architects through the acquisition of architectural cultural capital. This paper investigates the design…

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…

Learning assessment is essential for education systems to provide quality and equitable education. Education partners, both national and international, are supporting education systems around the world in their efforts to develop and implement holistic learning assessment strategies and mechanisms. In many cases, examining how learning is being…

While there are many factors involved in delivering quality basic education, language is clearly the key to communication and understanding in the classroom. It is also a linguistic and societal reality that many developing countries are characterised by individual as well as societal multilingualism, yet a majority of multilingual societies in…

The United Nations has set forth an ambitious vision for education systems around the globe: cultivating life-long learning from early childhood through an individual's civic and work life. Schools must support children and youth in basic learning--including crucial socio-emotional, literacy, and numeracy competencies--to contribute to sustainable…

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…

The Global Partnership for Education (GPE) supports close to 70 developing countries to ensure that every child receives a quality education. The featured stories in this report show the progress that developing country partners are making in getting more children, especially girls, in school and learning. The results are not only evidence of…

Policymakers have increasingly advocated decentralization as a way of enhancing educational quality, although its potential in this area is still subject to debate. This article traces the impetus and popularity of the reform as a policy solution over the past few decades. It argues that three trends in particular have characterized the post-2000…

There has been a concern about the quality of school teachers being prepared at the university especially in pedagogy. The main objective of the study was to investigate the preparation of teacher-trainees in pedagogy in Kenyan universities.The theoretical framework of the study was based on Shulman's concept of pedagogical content knowledge. The…

This report, which has been developed through a partnership between the African Union Commission (AUC) and UNICEF, aims to: (1) track the progress that African nations have made in education, especially in relation to Sustainable Development Goal 4 (SDG4) and the Continental Education Strategy for Africa (CESA) goals; (2) identify the challenges…

Universalisation of primary education (UPE) has been a global issue since the early sixties, yet several decades later and even in the 21st century, many countries in Sub-Saharan Africa are still grappling with it. Unlike their counterparts in the developed world, its realisation in developing countries has been faced with a myriad of constraints.…

In the face of increasing social demand and cutbacks in state budgetary support, universities in African countries are now turning towards a multicampus system strategy. As African governments have adopted neoliberal education policies that place premium on entrepreneurialism, profit making, privatization, and markets as drivers of university…

From the late 1990s, education in East Africa started to be appraised on the basis of enrolment. The universalisation of primary education that started in Uganda in 1997--and peaked in Tanzania in 2002, as well as in Kenya in 2003--was politicised as the epitome of education reform. Yet, alternative voices called for consideration of improving…