What Is Access, Quality, Global Access To Higher Education In Africa

Access, Quality, Global Access to Higher Education in Africa

Introduction

According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), access to education is a “human right for all throughout life and that access must be matched by quality” (UNESCO, 2016. Themes: Education for the 21st Century section, para. 2). More than ever before, the affordances of Information Communication Technologies (ICTs) has made it possible to expand access of affordable higher education to underrepresented populations in both developed and developing countries (Olcott, 2013). This is especially true since open education, that is, open distance learning (ODL) and Open Educational Resources (OERs) provide affordable access to higher

Expanding access to higher education must ensure equal distribution of resources for everyone: that the same quality of education available to privileged groups that have always had access to higher educational and adequate resources are available to groups that are historically left out of the access and benefits of higher education; that in the case of South Africa, government and stakeholders ensure that the apartheid admission preferences are eradicated so as to level the playing field (Naidoo, 1998); that well deserving student who come from an underserved or disadvantaged group have access to higher education; and finally, that the use of technology as a vehicle to broaden access by way of open and distance learning (ODL), not only provides access to higher education, but also provides high quality educational programs that are compatible with the job market at an affordable cost to learners (McMillan Cotton,

In addition, The State of Education in Africa Report 2015 (SEAR) reports that only 6% of college age students in the sub-Saharan Africa are college students compared to 26% of college students who are in the same age group, globally. In addition, the ratio of professor to student is 50% more in African universities than universities across the globe (SEAR, 2015). This questions the effectiveness of teaching and learning or whether goal and objectives are met or even if they are meeting the goals of UNESCO in providing equitable quality education to