The African Universities' Response to the Undergraduate Students' Need for Independent Learning and Critical Thinking Skills
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Date
2003
Authors
Ndethiu, Sophia M.
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
In this paper, the author challenges leaders, teachers and other stakeholders in institutions of higher learning in
Africa to give the promotion of independent learning and critical thinking skills the seriousness that it deserves.
Many students that join university do so with only "lower-order" learning abilities so that higher institutions of
learning need to respond by stepping in specific measures to bridge this gap. Universities have to be prepared to
equip students with "high-order" learning abilities that will guarantee independence, engender intellectual stimulation
and encourage independent scholarship while at the same time preparing them for life-long learning and
critical thinking that are the defining attributes of life in an information based society.
It challenges those universities that already have academic interventions for first-year students to interrogate the
role being played by these structures with a goal to strengthening their core aims and missions. The role that
universities can play to meet this very noble end is extrapolated against the current trends and realities within the
teaching/learning environments of African universities. The paper proposes that African universities should adopt
the "constructivist learning paradigm" which could guide our pedagogical choices if we are to develop learners
with greater capacities for learning now and in the future. It ends by offering some recommendations
Description
Paper presented at the Disparities in developing countries types, challenges and the way forward fourth international conference proceedings of the association of third world studies, inc. Kenya Chapter, held at Kenyatta University Nairobi, Kenya, September 17th to 19th, 2003