Evaluating the Implementation of International Computing Curricular in African Universities: A Design-Reality Gap Approach

Autor/inn/en	Dasuki, Salihu Ibrahim; Ogedebe, Peter; Kanya, Rislana Abdulazeez; Ndume, Hauwa; Makinde, Julius
Titel	Evaluating the Implementation of International Computing Curricular in African Universities: A Design-Reality Gap Approach
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 11 (2015) 1, S.17-35 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Developing Nations; Competence; Global Approach; International Cooperation; Design; College Curriculum; Computer Science Education; Foreign Countries; Private Colleges; Information Technology; Capacity Building; Curriculum Development; Case Studies; Observation; Interviews; Documentation; Content Analysis; Stakeholders; Coding; Educational Policy; Technology Uses in Education; Competition; Educational Methods; Nigeria + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Kompetenz; Globales Denken; Internationale Kooperation; Internationale Zusammenarbeit; Computer science lessons; Informatikunterricht; Ausland; Privathochschule; Informationstechnologie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik; Dokumentation; Inhaltsanalyse; Codierung; Programmierung; Politics of education; Bildungspolitik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wettkampf; Educational method; Erziehungsmethode
Abstract	Efforts are been made by Universities in developing countries to ensure that it's graduate are not left behind in the competitive global information society; thus have adopted international computing curricular for their computing degree programs. However, adopting these international curricula seem to be very challenging for developing countries having in mind that they were developed for developed rather than developing countries realities. In this paper, we use Heeks (2002) design-reality gap as an evaluative space for an international computing curricula assessment. We employed the OPTIMISM concepts of the design reality gap framework to focus on the match or mismatch of implementing such curricula in a developing country setting. We based our evaluation on the design and implementation of an international (British) computing degree programs in a private university in Nigeria. Our analysis shows that significant progress has been made, but that important gaps between design and reality exist, hence, challenges persist. The study concludes with some recommendations for policy makers advancing an agenda for "ICTs for Development" in the education sector. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http::ijedict.dec.uwi.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01