Integrating Skills into Higher Education in Sub-Saharan African
| dc.contributor.author | Anumaka Ijeoma Blessing | |
| dc.contributor.author | Afam Uzorka | |
| dc.contributor.author | Danson Musinguzi | |
| dc.contributor.author | Richard Twinamatsiko | |
| dc.date.accessioned | 2024-12-17T12:48:36Z | |
| dc.date.available | 2024-12-17T12:48:36Z | |
| dc.date.issued | 2021-10 | |
| dc.description.abstract | Danson Musinguzi, Dept of Biological Sciences,KIU [email protected] Richard Twinamatsiko [email protected] Higher education in recent years has become complicated, because of the COVID19 pandemic making content delivering complex, and skills acquisition a bit difficult to learners. into all programs and courses in Sub-Saharan universities to improve economic development and increase employability. Teaching in higher education is a complex passing of knowledge and skills to learners. Unfortunately, universities in Sub-Saharan Africa teach mainly theories. The expected outcomes of higher education, are supposed to produce learned and productive individuals with skills that can manipulate, alter or change environment technically into a much better environment, in every aspect. The method of the study is constructivism, interpretative paradigm and knowledge claims; X rays some of the difficulties in including skills in higher education and also suggests ways. | |
| dc.identifier.issn | 2349-5162 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12493/14629 | |
| dc.language.iso | en | |
| dc.publisher | Kampala International University | |
| dc.title | Integrating Skills into Higher Education in Sub-Saharan African | |
| dc.title.alternative | ISSUES, PROBLEMS & PROSPECTS | |
| dc.type | Article |