Contemporary Issues in Higher Learning - Impact in Developing Countries - Literature review Example

CONTEMPORARY ISSUES IN HIGHER LEARNING: IMPACT IN DEVELOPING COUNTRIES Student’s name Course & code Professor’s name University City Date Introduction Higher learning sector is crucial to the success in the economy of developing countries. As a matter of fact, these institutions produce qualified individuals who can generate entrepreneurial ideas that can be applied for both national development and international cooperation (Altbach, 2015). However, in the 21st century there has been emergence of issues in these institutions which through survey have to be determined whether they enhance and empower the higher learning institutions to enhance developments in the relevant countries (Kurup et al, 2014). This retrospect paper seeks to establish the contemporary issues surrounding higher learning and their impact on developing countries. Privatization in the higher learning sector In a reports from the research conducted in Africa by UNESCO, it reveals that many institutions of higher education are developing under private funding. In countries like Brazil, Mexico, and most African countries, almost 50 percent of the universities are privately owned (Negi, 2016). In the research by UNESCO, this growth in the private sector is attributed to a number of factor. First, with the increased globalization, the demand for education in most of the developing countries has increased in the past two decades (Negi, 2016). In order to cater for this demand, there has been need to develop private institutions since the governments in the developing countries do not have enough funds to set up enough institutions. For example, in Kenya, in 1991, the World Bank withheld credit assistance to Kenyan education sector insisting that the government has to restrict the number of students enrolled into the public universities. Secondly, the regulations set by the bodies governing admissions to public higher learning institutions are discriminative in nature which leaves many secondary school graduates unadmitted to those institutions (Negi, 2016). In so doing, it opens up chances for private participation in the provision of the higher education. For example, Solusi University in Zimbabwe, which is affiliated with Andrew University, was set up since there were many students in the country graduating from secondary school and did not get the opportunities at the public institutions. The third factor that influences the setting up of private universities is the demand for courses that are employment oriented. In a report by Nigerian University Commission, it is indicated that most of the private universities specialize in courses that the public views marketable (Müller-Christ et al, 2014). These courses include business related courses which prove lucrative in the employment sector. Bearing this in mind, students opt to be enrolled in private institutions where chances of employability are high like self-employment and entrepreneurship compared to public institutions where one has to go through the whole system and still wait for the government to employ them (Negi, 2016). Wals, 2014, conducted a survey and found out that another factor that has enhanced this growth of private universities is that people view private education to be efficient and effective compared to public dorm of education. In a research by National Accreditation Council for Technical Education (NACTE) in Tanzania, it was established that most of the private universities are owned by multi-national corporations (Müller-Christ et al, 2014). This implies that the corporations have only one mandate at a time which is improving the facilities in those institutions which is enhanced by the tuition fee from the students (Kurup, et al, 2014). Due to this, performance in those institutions is improved because students are provided with the necessary facilities for research compared to public institutions which has a burden of many universities to be sponsored. Such institutions include Daystar University in Kenya which is owned by a United States based company, Daystar Company (Wals, 2014). Another dimension in the privatization of higher institutions is the privatization of the public institutions. As discussed by Kurup, et al, 2014 on engagements in higher education, this dimension is presenting a threat to the survival of the public institutions. Scholars who have researched in this dimension argue that there is limited funding by the government to these institutions which leads to the projects and research in those institutions to a halt. For this reason, institutions like universities have encompassed private wing in the public universities to raise funds that will enable them fund projects without depending entirely on the governments. Universities like University of Nairobi in Kenya have introduced Module II and III which are self-sponsored students apart from having the Module I who are sponsored by the government (Wellington, 2015). Research into this contemporary issue that is experienced in higher education BY Stromquist & Monkman, 2014, have found out that the privatization has a positive impact on development of education in developing countries. This is attributed to the fact that within public institutions of higher education, there is least competition in terms of innovation. Due to this, public institutions are slow and less responsive in development. Therefore, with the emergence of private institutions, there is healthy competition which will see the public institutions growing and being innovative (Stromquist & Monkman, 2014). On the other hand, there can be negative impact from this privatization in that most of the people in developing countries are poor and therefore will not be in a position to cater for education in higher institution (Kurup, et al, 2014). Due to this, there will be creation of social classes and the gap between the rich and the poor will be widened. This will eventually lead to political instability in such countries and other vices because many people will resort to other means of survival since many people will be illiterate and will not secure employment opportunities (Stromquist & Monkman, 2014). Globalization and education Research by World Trade Organization (WTO) together with Organization for Economic Cooperation and Development (OECD) have shown that globalization is one of the contemporary issues in higher learning institutions in developing countries (Altbach, 2015). In the 21st century, people are connected through various ways in that they are as though they exist at one place. These activities include economics through trade, education and technology. In a journal, Globalization, Societies and Education, the importance of this globalization is discussed in detail (Altbach, 2015). To start with, in a research by OECD together with WTO, it is indicated that the global competitiveness of a country depends on the standards of education in the relevant country. For instance, developing countries depend so much on foreign countries for various reasons like financial aid and assistance in fight against terror (Altbach, 2015). For a country to interact with others, they have to communicate in a common language. Taking this into consideration, King, 2014, in a document by European Commission on teaching of English as a language in African universities, it was revealed that most of the higher learning institutions in Africa taught foreign languages in order to enable the graduates to interact internationally. In a report by Beijing Summit, more than 210 institutions have been set up in Africa through collaboration between china and most of the countries in Africa. For example, due to the setting up of a Chinese based institute in Mauritania, teaching of civil engineering has been incepted apart from teaching of Chinese which then strengthens ties between the two countries (King, 2014). Moreover, there has been integration of Chinese language into teaching curriculum in many African universities like Cairo University in Egypt, Tunisian Higher Institute of Language and Confucius Institute at the University of Nairobi in Kenya. Through this integration, most of the students in those institutions stand a chance of being employed in china apart from getting scholarship in those countries (King, 2014). Technology Bagarukayo & Kalema, (2015) conducted a research into application of technology in South African universities. In the research, they examined the extent to which technology has been applied in South African universities. The examined applications included eLearning usage in the universities, learning management and social software (Lwoga, 2012). In the e-learning context in South Africa, the universities have implemented practices like provision of email, online journal and web hosted libraries (Bagarukayo & Kalema, 2015). This inclusion of technology through e-learning helps learners access information and enhance their learning experiences. Universities like Durban University of Technology has entered partnership with IBM to help in provision of e-learning services for its students (Lwoga, 2012). Algeria in partnership with Michigan State University and USAID, increased its e-learning network in order to incorporate more students in the higher learning institutions (Lwoga, 2012).. The University of Nairobi in Kenya has embraced this form of technology and applied it in the open and distance learning. Through the open and distance learning, the university is able to admit foreign students who do not necessarily have to reside in Kenya for their studies (Brannock et al, 2013. In a report by annual conference on education in information technology by Brannock et al, 2013, it was established that higher institutions of learning in Uganda do not just apply software in management of learning system, but also in developing the necessary applications. In partnership with Microsoft, the university students have designed Matibabu application, which is used for diagnosis of malaria without body pricking (Brannock et al, 2013. Besides, application of software like SPSS is essential in calculations and data analysis applied in Cape Peninsula University of science and technology in South Africa (Bagarukayo & Kalema, 2015). When the students learn how to use such applications, it can then be useful in calculations of demographic data and help predict population growth in developing countries which helps in budget preparation by the government (Brannock et al, 2013). As indicated in the research by Bagarukayo & Kalema, 2015, technology has proven useful in the higher learning institution in developing countries. As indicated in the findings, the implementation of technology in such countries as Uganda, technology has been applied in helping solve problems in tropical regions like malaria. Moreover, as technology is inculcated into higher learning institutions, it ensures that quality education is offered (Brannock et al, 2013). Applications like anti-plagiarism software used by African International University in Congo ensures that the quality of research papers done by the students in the university are of international standards (Lwoga, 2012). With the quality of education offered in a country comes with the Improvements in interaction for the country which opens up for better investment opportunities. HIV/AIDS In a research conducted by Higher Education AIDS Programme (HEAIDS) between 2008 and 2009, among 21 higher learning institutions in South Africa, it indicated that there was 2.8 percent prevalence of HIV in University of KwaZulu-Natal among staff and the students (Simbayi et al, 2014). In the same report, it was established that HIV prevalence in the higher learning institutions was 3.1 percent. Moreover, the prevalence of HIV in KwaZulu-Natal region is slightly higher than other parts of the country. Given the figures from that survey, it is indicative that the level of HIV in higher learning institutions in developing countries is alarming (Wellington, 2015). Since it is expected that the educated population should be aware of the HIV/AIDS epidemic, it is surprising that the universities are having such a high prevalence (Simbayi et al, 2014). Taking the example of University of KwaZulu-Natal and the region in which it is located, it is evident that the population is highly influenced by the trend at those institutions. HIV/AIDS being an epidemic worldwide, the government of South Africa has to incur so much costs in trying to contain the menace. This has an impact on the economy of the country in that the money that could be used in other development areas will now be used in the fight against HIV/AIDS. In another report by Daily Nation newspaper in Kenya, 14th of April 2005, a fourth year student at Moi University, Eldoret Kenya, admitted having sex with students and lecturers 124 and only six of them used condoms (Altbach, 2015). She claimed to have decided to do so after being infected and by that, she was revenging against the male gender. With the testimony in the report, it is clear that most of the students are reckless and forget the expectations the society has in them. The impacts spread of HIV in higher learning institutions has on the countries include loss of educated members of the society leaving behind uneducated members which leads to slow economic development in the countries (Simbayi et al, 2014). Due to these deaths, the societies become impoverished and because there is less members of the families that remain in working conditions. The study conducted by Kurup et al, 2014, it is revealed that the countries in sub-Saharan Africa have put in place various means in a move to curb the spread of aids in higher learning institutions. This is done through community monitoring whereby HIV/AIDS data is collected from both students and staff members in the institutions. This has been implemented by Mzumbe University in Tanzania and Technical University of Mombasa in Kenya. Methodology Aims and objectives of the proposal The research is aimed at sourcing sharing information about the ongoing studies into the contemporary issues surrounding higher learning institutions in developing countries. The findings in the study are meant to be used in raising awareness about the impacts of the contemporary issues (Bryman & Bell, 2015). These includes addressing the dangers posed by AIDS, the merits and demerits of privatization of higher learning institutions in developing countries and also the achievements achieved through globalization and technology. Research design Since the research requires collection of both primary and secondary sources of data, it will be necessary to have in different phases (Layder, 2012). As discussed by Bryman & Bell, 2015, first phase will involve application of quantitative research method to get data from archived sources with information about the topic under discussion. In this approach, sources from surveys conducted earlier by other researchers will be examined. These sources will include: i. Demographic data from different developing countries ii. Reports from UNESCO, World Bank, USAID, among others iii. Survey reports by World Trade Organization and other researchers on the topic. In this phase, the following questions will be answered: i. What is the prevalence percentage of HIV/AIDS in sub-Saharan Africa? ii. How has technology been inculcated into the higher learning institutions? iii. How has globalization influenced learning in higher learning institutions in developing countries? In phase two, the research will apply qualitative approach whereby questionnaires will be used to collect data from the chosen sample (Bryman & Bell, 2015). Given that prevalence of HIV/AIDS in Kwazulu-Natal is 3.1 percent, then 31 people among 1000 people have contracted HIV and in every 1000 students of University of Kwazulu-Natal are infected, it implies that in every 1000 participants in the questionnaire filling there probably will be victims who will provide first-hand information on the impact the epidemic has on them and the immediate family. Questions answered here will include: i. How has the government addressed the HIV/AIDS problem in higher institutions? ii. How do the people perceive the developments in private institutions of higher learning? iii. Is application of technology in higher learning institutions important to students and the society at large? Discussion by Lynder, 2012, it is necessary to get a sample for the research which will include demographic data from the governments and relevant universities, information provided by selected group in the society about 1000 people who will help fill questionnaires. The data required in the research will include bio data from relevant institutions about their students and staff, admission records from both public and private institutions, and reports from conferences on globalization and technology as relating to various institutions (Lynder, 2012). The bio data will be important to determine the prevalence of HIV/AIDS among students. Besides, assessed the admission records form private institutions against these from public will help draw informed conclusions about the development of the public sector in higher learning (Lynder, 2012). Data analysis In the data analysis procedure discussed by Bryman & Bell, 2015, the analysis of the collected data is necessary for suggesting conclusive decisions. In order to ease the data analysis process, it is necessary to determine the common ideas that exist within the collected data in order to offer explanatory sequence in cases of recurring themes. This will be taken into consideration while analyzing the data under quantitative approach (Wellington, 2015). In the second phase, the data from the respondents will be categorized according to the nature of their responses. This is to imply that responses acknowledging similar ideas and opinions will be placed under one category to help in forming concrete arguments after gauging the responses for particular questions (Lynder, 2012). Ethical considerations The aspects under the research revolve around personal life of real people in the higher learning and the societies around them (Wellington, 2015). Due to this, it will be necessary to consider confidentiality of the respondents and the data collected. Therefore, every participant will be treated as anonymous whereby, no names will be covered in the report which will ensure their privacy is not infringed. This is because many people find it hard to live with those known to have been affected by HIV/AIDS and so as not to stigmatize the respondents, it will be necessary not to expose their information (Wellington, 2015). Conclusion Conclusively, the contemporary issues surrounding higher learning in developing countries have both positive and negative impact on the countries (Wals, 2014). Basing on previous researches and surveys, it is evident that privatization of higher learning, globalization and technology are to an extent useful to the well-being of the concerned countries (Müller-Christ et al, 2014). For example, the development of Matibabu application to help detect malaria in tropical countries will be useful in the control of malaria in the relevant countries. On the other hand, HIV/AIDS has proven to be disadvantageous to the universities and the societies in general. In the surveys analyzed, it is evident that it has negative impacts on the national economy apart from impoverishing the affected individuals. Therefore, the governments need to act and curb the menace in the higher learning. References Altbach, P., 2015. Higher education and the WTO: Globalization run amok. International Higher Education, (23). Bagarukayo, E. and Kalema, B., 2015. Evaluation of eLearning usage in South African universities: A critical review. International Journal of Education and Development using Information and Communication Technology, 11(2), p.168. Brannock, E., Lutz, R. and Napier, N., 2013, October. Integrating authentic learning into a software development course: an experience report. In Proceedings of the 14th annual ACM SIGITE conference on Information technology education (pp. 195-200). ACM. Bryman, A. and Bell, E., 2015. Business research methods. Oxford University Press, USA. King, K., 2014. China’s Higher Education Engagement with Africa: A Different Partnership and Cooperation Model?. Education, Learning, Training: Critical Issues for Development, pp.151-173. Kurup, A., Tukdeo, S., Singai, C.B. and Muthaiah, K., 2014. Engagements in Higher Education Seminar Reports (NIAS Report No. R27-2014). Layder, D., 2012. Doing excellent small-scale research. Sage. Lwoga, E., 2012. Making learning and Web 2.0 technologies work for higher learning institutions in Africa. Campus-Wide Information Systems, 29(2), pp.90-107. Müller-Christ, G., Sterling, S., van Dam-Mieras, R., Adomßent, M., Fischer, D. and Rieckmann, M., 2014. The role of campus, curriculum, and community in higher education for sustainable development–a conference report. Journal of Cleaner Production, 62, pp.134- 137. Negi, L., 2016. Impact of Privatisation on Education. Global Journal of Multidisciplinary Studies, 5(2). Simbayi, L., Shisana, O., Rehle, T., Onoya, D., Jooste, S., Zungu, N. and Zuma, K., 2014. South African national HIV prevalence, incidence and behaviour survey, 2012. Pretoria: Human Sciences Research Council. Stromquist, N.P. and Monkman, K. eds., 2014. Globalization and education: Integration and contestation across cultures. R&L Education. Wals, A.E., 2014. Sustainability in higher education in the context of the UN DESD: a review of learning and institutionalization processes. Journal of Cleaner Production, 62, pp.8-15. Wellington, J., 2015. Educational research: Contemporary issues and practical approaches. Bloomsbury Publishing. Read More