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Main Article Content
Editorial
Jude Ssempebwa
Abstract
This issue of Makerere Journal of Higher Education is particularly opportune. At a time when decolonisation, Artificial Intelligence (AI), internationalisation, and quality assurance are topical in higher education discourse, the issue includes articles in which authors based at universities in Kenya, Nigeria, South Africa, and Uganda contribute various findings and perspectives to the discussion.
Through the experience of Abu Mayanja—an illustrious Ugandan higher education student who was expelled from Makerere College and, controversially, sent by one of Uganda’s last colonial governors, Sir Andrew Cohen, to study at King’s College, Cambridge, in 1953—Kasozi discusses the colonial political history of higher education in Uganda/East Africa. Drawing extensively on contemporary sources, the article vividly illustrates how Britain’s post-World War II circumstances and aspirations shaped the development of higher education in Uganda/East Africa. Readers will find that the article illuminates aspects of the context in which the coloniality that scholars and practitioners here are challenging originated.
Oganah-Ikujenyo and Okezue as well as Okoth discuss aspects of the role of higher education in promoting the development and adoption of technology for development. The former make specific reference to pursuit of food and nutrition security in Nigeria, explaining that precision technology, biotechnology, mobile digital applications, and digital education platforms—all within the ambit of higher education at various levels—can improve yields, enhance food preservation and increase awareness of nutrition. Therefore, these authors illustrate the relevance of higher education to SDG 2 and development generally. On the other hand, Okoth situates the ongoing AI revolution in a rich history of educational and research technology. That way, he paints a balanced picture of AI that will improve comfort with the controversial technology and (imperceptibly) proffers insights for the ethical and constructive adoption of the emerging technology in scientific research.
Shawa as well as Nankindu et al. critique internationalization at universities in South Africa and Uganda respectively. Delving into different attributes of internationalization (i.e., curricula and international student support services), the authors make a common point: the universities should deepen their internationalization—by reflecting it in their curricula (South Africa) and offering tailor-made language support to international students (Kyambogo University). I hope readers will find the suggestions the authors make towards realization of these possibilities relevant to their institutional/ national contexts.
Finally, making reference to examples worldwide, Dosunmu and Soji-Oni argue a case for women-only universities in Nigeria while Bola interrogates the link between pedagogical practices at selected universities and graduate employability in the Country. Accordingly, they contribute evidence/ insights on deepening access to higher education and improving the relevance of this education, both critical attributes of quality assurance in higher education.
I hope readers find this issue of the Journal a useful resource. I also hope that readers will contribute to the discussions by corresponding with the authors and through future submissions to the Journal.
