Deterritorialising to Reterritorialising the Curriculum Discourse in African Higher Education in the Era of the Fourth Industrial Revolution

Autor/in	Fomunyam, Kehdinga George
Titel	Deterritorialising to Reterritorialising the Curriculum Discourse in African Higher Education in the Era of the Fourth Industrial Revolution
Quelle	In: International Journal of Higher Education, 9 (2020) 4, S.27-34 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Higher Education; Artificial Intelligence; Information Technology; Industrialization; Technological Advancement; STEM Education; Foreign Countries; Curriculum Development; Educational Objectives; Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Künstliche Intelligenz; Informationstechnologie; Industrialisation; Industrialisierung; Technological development; Technologische Entwicklung; STEM; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Afrika
Abstract	The Fourth Industrial Revolution is upon us, and it comes with implications for the higher education curriculum and organisations within Africa. Technology that was ubiquitous in previous decades, is now becoming obsolete. Artificial intelligence and digitization, which are features of the Fourth Industrial Revolution, are now the order of the day. Organisations are moving with such technological advancement by adopting newly created technologies of the Fourth Industrial Revolution. Without doubt, the currently used curriculum in Africa is obsolete; and does not capture the changes being ushered in by the Fourth Industrial Revolution. Therefore, the higher education curriculum must be responsive to the Fourth Industrial Revolution, as this will prepare students in Africa for the challenge ahead. This study theorises on, and has concluded, that deterritorialization and reterritorialization are useful in making the African higher education responsive to the curriculum. The study recommends the introduction of Science, Technology, Engineering, and Mathematics (STEM) education into the African higher-education curriculum in Africa. STEM will produce students who are technically savvy, helping students in Africa to acquire the needed skills to perform seamlessly in organisations operating within the Fourth Industrial Revolution era. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01