An autoethnographic exploration of higher education curriculum evaluation in Africa: implications for the education system
Despite the importance of the curriculum to societal development and well-being, very little attention has been given to curriculum evaluation vis-a-vis the strategies and impact on the African society/higher education system. Being a qualitative ethnographic study, this study explored the reflectio...
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| Format: | Article |
| Language: | English |
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Universidade Óscar Ribas
2025-07-01
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| Series: | SAPIENTIAE |
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| Online Access: | https://publicacoes.uor.edu.ao/index.php/sapientiae/article/view/457 |
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| author | Mensah Prince Osiesi Sylvan Blignaut Muki SF Moeng Monica Ngozi Odinko |
| author_facet | Mensah Prince Osiesi Sylvan Blignaut Muki SF Moeng Monica Ngozi Odinko |
| author_sort | Mensah Prince Osiesi |
| collection | DOAJ |
| description | Despite the importance of the curriculum to societal development and well-being, very little attention has been given to curriculum evaluation vis-a-vis the strategies and impact on the African society/higher education system. Being a qualitative ethnographic study, this study explored the reflections of four higher education academics on the essence of and impact of curriculum evaluation on the African society, as well as the strategies for higher education curriculum evaluation. The study is collaborative autoethnographic research. The purposive sampling technique was used to select four experienced academics from higher education institutions in Nigeria and South Africa. The researchers were the data collection tools. Results were reflectively and critically analyzed and collated using a dedicated WhatsApp platform. Verbatim reporting was utilized to report the study’s findings. Findings reveal that evaluating the higher education curriculum avails of it with the expectation of what a curriculum should be, as well as meeting global standards, competitiveness, and societal needs; curriculum evaluation does necessitate positive transformation on the general standard of education; and strategies for its evaluation are diverse and context oriented. For a higher education curriculum to meet the expectations of the 21st century, its evaluation should be regularly and collectively carried out by education players and actors. The challenges impeding effective and regular evaluation of the higher education curriculum in Africa should be urgently addressed. |
| format | Article |
| id | doaj-art-6a83b613f3094b2aa040dcd0ebe2c7ed |
| institution | Kabale University |
| issn | 2183-5063 2184-061X |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Universidade Óscar Ribas |
| record_format | Article |
| series | SAPIENTIAE |
| spelling | doaj-art-6a83b613f3094b2aa040dcd0ebe2c7ed2025-08-20T03:28:47ZengUniversidade Óscar RibasSAPIENTIAE2183-50632184-061X2025-07-01111799610.37293/sapientiae111.06334An autoethnographic exploration of higher education curriculum evaluation in Africa: implications for the education systemMensah Prince Osiesi0https://orcid.org/0000-0002-7660-6127Sylvan Blignaut1https://orcid.org/0000-0002-5514-0604Muki SF Moeng2https://orcid.org/0000-0001-9805-766XMonica Ngozi Odinko3https://orcid.org/0000-0001-8128-2238Nelson Mandela UnivertsityNelson Mandela UniversityNelson Mandela UniversityUniversity of IbadanDespite the importance of the curriculum to societal development and well-being, very little attention has been given to curriculum evaluation vis-a-vis the strategies and impact on the African society/higher education system. Being a qualitative ethnographic study, this study explored the reflections of four higher education academics on the essence of and impact of curriculum evaluation on the African society, as well as the strategies for higher education curriculum evaluation. The study is collaborative autoethnographic research. The purposive sampling technique was used to select four experienced academics from higher education institutions in Nigeria and South Africa. The researchers were the data collection tools. Results were reflectively and critically analyzed and collated using a dedicated WhatsApp platform. Verbatim reporting was utilized to report the study’s findings. Findings reveal that evaluating the higher education curriculum avails of it with the expectation of what a curriculum should be, as well as meeting global standards, competitiveness, and societal needs; curriculum evaluation does necessitate positive transformation on the general standard of education; and strategies for its evaluation are diverse and context oriented. For a higher education curriculum to meet the expectations of the 21st century, its evaluation should be regularly and collectively carried out by education players and actors. The challenges impeding effective and regular evaluation of the higher education curriculum in Africa should be urgently addressed.https://publicacoes.uor.edu.ao/index.php/sapientiae/article/view/457autoethnographycurriculum evaluationhigher education in africa |
| spellingShingle | Mensah Prince Osiesi Sylvan Blignaut Muki SF Moeng Monica Ngozi Odinko An autoethnographic exploration of higher education curriculum evaluation in Africa: implications for the education system SAPIENTIAE autoethnography curriculum evaluation higher education in africa |
| title | An autoethnographic exploration of higher education curriculum evaluation in Africa: implications for the education system |
| title_full | An autoethnographic exploration of higher education curriculum evaluation in Africa: implications for the education system |
| title_fullStr | An autoethnographic exploration of higher education curriculum evaluation in Africa: implications for the education system |
| title_full_unstemmed | An autoethnographic exploration of higher education curriculum evaluation in Africa: implications for the education system |
| title_short | An autoethnographic exploration of higher education curriculum evaluation in Africa: implications for the education system |
| title_sort | autoethnographic exploration of higher education curriculum evaluation in africa implications for the education system |
| topic | autoethnography curriculum evaluation higher education in africa |
| url | https://publicacoes.uor.edu.ao/index.php/sapientiae/article/view/457 |
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