Abstract
The aim of this paper was to look into Africa’s achievements in converting the fast technological and economic advancement in the international sphere into tangible transformation and enhanced higher educational opportunities for Africa’s youth. There are concerns among educationist on how e-learning systems can be harnessed to achieve the sustainable development goal (SDG) 4. While technology has enabled online education in various regions of the world, the same cannot be said for African public universities. Part of the problem lies in the lack of application of the Ubuntu philosophy to e-learning systems in higher education. To achieve the aims of this chapter, the author uses a combination of an empirical quantitative research conducted on e-learning in Ghanaian public universities and a literature analysis of the concept of Ubuntu. The study revealed that the teaching and learning culture of Ghanaian public universities encourages the adoption and usage of ICT tools as well as e-learning programs. Yet, the integration of technology into teaching and learning processes has remained largely rudimentary due to reasons such as the lack of e-learning technology, inadequate awareness, and absence of support from the ICT centers in the various public universities. Among other strategies, this chapter proposes the adoption of Ubuntu values as an effective pathway for the acceleration of the extensive use of e-learning technologies for teaching and learning in African public universities. The author believes that through this, more youth will gain access to affordable and quality higher education, thereby facilitating the achievement of the SDG 4.
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- 1.
University of Ghana , University of Professional Studies, Kwame Nkrumah University of Science and Technology, University of Cape Coast, University of Winneba, and University of Development Studies.
- 2.
KEWL, MOODLE, Web-CT, and Blackboard .
- 3.
Targets 3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
Target 4
By 2030, substantially increase the number of youth and adults who have relevant skills , including technical and vocational skills , for employment , decent jobs, and entrepreneurship .
Target 5
By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
- 4.
Target 4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development , including, among others , through education for sustainable development and sustainable lifestyles, human rights , gender equality , promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development .
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Kemeh, E. (2018). Ubuntu as a Framework for the Adoption and Use of E-Learning in Ghanaian Public Universities. In: Takyi-Amoako, E., Assié-Lumumba, N. (eds) Re-Visioning Education in Africa. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-70043-4_10
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DOI: https://doi.org/10.1007/978-3-319-70043-4_10
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