Limits of and possibilities for the Limits of and possibilities for the reconstruction and development ofreconstruction and development ofreconstruction and development of reconstruction and development of Zimbabwe’s higher education system: an Zimbabwe’s higher education system: an insider’s perspective from outside.insider’s perspective from outside.insider s perspective from outside.insider s perspective from outside.

Kuzvinetsa P DzvimboKuzvinetsa P. DzvimboUnisa

April 24th 2010

IntroductionIntroductionIntroduction …Introduction …

What is the challenge: main focus of the presentation:1 Key limits to reconstruction and1. Key limits to reconstruction and

development of the system.2. The possibilities for reconstruction and

d l tdevelopment.3. Continuities and discontinuities in the

reconstruction of the system …y4. Conclusion: what can be done immediately.

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Presentation acknowledges Presentation acknowledges thatthat

Key actors in the system know the etiologies f th h ll d h t t t dof the challenges and how to reconstruct and

develop the system.There are gains being made in the systemThere are gains being made in the system already. So there is hope and a promising future.A bi i f l l i l i lA combination of local, regional, continental and global models are instructive to our challenges.challenges.A critical theoretical framework is essential as a lens to examine the issues at hand so as to

d t d th i ti t di ti dunderstand the existing contradictions and a potential future state of higher education system. 3

Possibilities for improving Possibilities for improving learning teaching and stafflearning teaching and stafflearning, teaching and staff learning, teaching and staff performance …performance …

Development of t hi & l i

• Critical reflection on relevance of our programs (local/global).

• Expose hiatus between the actual and the possible.

• What type of graduate do we want to produce?

• What is and should be our context of

• Contextualized models and frameworks of teaching and learning at all levels e.g. constructivism.

• Development of critical discourses in

teaching & learning models? • Attempts to measure:

• National targets.• Institutional targets.• Faculty targets.• Individual targets.• What is our niche areas?• Paucity of statisticsknowledge production.?

Renewal of current programs (PQM)

teaching, learning and research.• Regional and global benchmarks.• Contextualized models of QA in the Zimbabwean university.

• Paucity of statistics

Measuring institutional & individual performanceperformance

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Thoughts on developing collective Thoughts on developing collective learning architectures: the possibilitieslearning architectures: the possibilitieslearning architectures: the possibilities learning architectures: the possibilities … … Wenger, E. (1998:236Wenger, E. (1998:236--239)239)

Facilities for engagement: iti f ticommunities of practice -

competence, mutuality and continuity in learning in locally

Facilities for alignment: common focus, vision,

coordination of standards & methods, feedback, policies,

processes, etc among

Facilities for imagination: opportunities for exploration,

trajectories & pushing boundaries in creativity by

gro ps of ni ersities processes, etc among universitiesgroups of universities

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Thoughts on reThoughts on re--constructing QA in the constructing QA in the academy: suggestions for ZCHE &academy: suggestions for ZCHE &academy: suggestions for ZCHE & academy: suggestions for ZCHE & ZUVCA ZUVCA

Deregulation and decentralization of

power from the government to …

Institutions, Faculties, Departments and

Individual academicsgovernment to …

te-N

CH

E

Monitors quality of programs in pr

ovid

es Incentives to universities for self

Mar

ket The invisible

hand of the market

Sta

t p ginstitutions and programs.

Sta

te for self

regulation. regulates quality in universities?

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Alternative policy instruments for Alternative policy instruments for rere--establishing QA in Zimbabweestablishing QA in Zimbabwerere establishing QA in Zimbabwe establishing QA in Zimbabwe ……Focus Locus of influence

Professional self State (direct) Market regulationProfessional self regulation

State (direct) regulation

Market regulation

Research Professional peer judgment.

Research assessment(direct link to funding

Competitiveallocation of research funds by(direct link to funding

of universities)Lessons from the SA model.

research funds by the state to individuals and universities.

Teaching and • Professional • Assessment Student basedTeaching and learning

Professional disciplines and organizations.

• Professionalcertification and licens re of

Assessment regulation.

• Academic audits

• Subject assessments

Student based funding and tuitionfees.

Information pro isionlicensure of

courses.• External

examining systems.

assessments.• State

certification and licensure.

• State conducted

provision

y• Voluntary

accreditation.accreditation.

• Performance indicators.

• National examinations

Source: Adapted from : Dill, 2003:5.

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Suggestions for a focus on Suggestions for a focus on knowledge production and skillsknowledge production and skillsknowledge production and skills knowledge production and skills developmentdevelopment

ResearchSkills

development: employment

Work integrated learning

Research and

innovation: knowledgeemployment learning knowledge production

Focus on links

between

Current economic

crisis needsEfforts to enhance

Linkages to the A refocus on

postIntroducing

possible role between higher

education and the

economy

crisis needs graduates who can create

employment

relevance of curriculum

and programs

revitalization of economy,

state and civil society

post graduate

training and research

pof the

university in incubating

ideas

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Post graduate training & Post graduate training & h h ibili ih h ibili iresearch: the possibilities …research: the possibilities …

Focus on young academics and recent PhDs.C lid ti f d t l t i iConsolidation of doctoral training programs locally, in SA and abroad.Training in research methods for young g y gresearchers locally, in SA, and abroad. Should every university be involved in post graduate training?graduate training?Should all universities be involved in research as the basis for teaching and learning? A th l t b l d f th SAAre there lessons to be learned from the SA model of research and comprehensive universities?

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Role of ICTsRole of ICTsRole of ICTsRole of ICTsBiggest challenges:

B d idth il bilit i th t◦ Bandwidth availability in the country.◦ Reliability and cost of bandwidth for

universitiesPossibilities:◦ Expansion of the fiber optic cable from SA.

U f bl d d d f t hi &◦ Use of blended modes of teaching & learning. ◦ Development of pedagogical models to

integrate teaching and multi media technology applications. ◦ Staff development to use technology for p gy

teaching, research and student support.◦ Training of students to migrate to online

learning, tutor and peer support 10

Role of ICTs: possibilities of the Role of ICTs: possibilities of the ldldopen world …open world …

The role of ICTs:H i Zi b b ’ i t ll t l it l i◦ Harnessing Zimbabwe’s intellectual capital in the Diaspora for post graduate mentoring, teaching and support.

Use of open access, open source and open educational resources, plus distributed learningdistributed learning.P2PU Concept:◦ Sense makers structure online courses and

tutors facilitate small groups of up to fourteen learners.

Developing virtual communities ofDeveloping virtual communities of teaching and learning across borders.

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Some focus areas: improving Some focus areas: improving lib i f ilib i f ilibrary information systemslibrary information systems

Use of free open access resources. Development of communities of practice:◦ Sharing ideas on prioritization of digital &

print resources such as e books?print resources such as e-books?Possible linkages to South African, African and global digital resources andAfrican and global digital resources and organizations such as INASP.Creativity about the notion of the C eat ty about t e ot o o t ephysical library and sourcing software and hardware for libraries!

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Conclusion: what can be done Conclusion: what can be done immediately?immediately?immediately? immediately?

Development of higher education leadership and management programs in conjunctionand management programs in conjunction with SA & overseas universities, bilateral and multilateral organizations. With a focus inter alia on:alia on:◦ Planning and Strategic Management.◦ Budgeting and Financial Management ◦ Fund raising, marketing, incubation of projects

and innovation◦ Academic and Staff Developmentp◦ Managing the challenge of HIV/AIDS◦ Student services◦ Blended modes of teaching and learning◦ Blended modes of teaching and learning◦ Creative use of existing facilities

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Thanks

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