Authentic Learning in African Post-Secondary Education and the Creative Economy
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Notice bibliographique
Résumé
Authentic learning is a branch of constructivism, a pedagogical approach that places the student at the center of the learning experience. This instructional model has undergone gradual adoption in first-world countries, with underdeveloped countries still struggling to implement a systematic approach for incorporating authentic learning in the classrooms. In the meantime, the global economy has evolved from an industrial, factory-based economy to one involving the manipulation of knowledge. Consequently, the implementation of authentic learning has assumed an increased importance within education systems around the world, especially at the post-secondary level, where instructors need to prepare new graduates for a modern, service-oriented workforce. Authentic learning teaches the required soft skills that students can transfer from one situation to another: collaboration, communication, critical thinking, creativity, innovation, problem solving, and decision-making. In African countries, most teachers still use an instructivist, or teacher-centered approach to lesson planning and delivery, forcing students to learn through the memorization of isolated facts. This type of learning, which continues through all levels of education, leaves students unprepared for the twenty-first century workforce. Consequently, the following paper argues that African countries require a centralized and systematic approach for revising their education systems to promote authentic learning opportunities. The literature has enumerated the benefits to authentic learning, including enhanced motivation and learning outcomes for students as well as advantages for other stakeholders such as teachers. In addition to academic benefits, authentic learning also contains economic advantages by enhancing students’ readiness for the working world and citizenship duties as well as benefitting employers, individual sectors, and overall economies. Although Africa faces many hardships, including a paucity of resources, a wholesale revision of their education systems will ultimately prove advantageous in the long term. This modification requires the coordinated efforts of all stakeholders, starting with governments.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle