<p>Worldwide, universities are considered assets for empowering local communities, hence making "community engagement" or "third mission of universities" popular. Community-university engagement has thus become a strategy for universities to generate, apply, use knowledge and other university resources outside academic environments. While arguments in this book indicate that universities have great potential to empower communities, it also remains largely true that communities also empower universities in many respects. The potential for each partner to contribute can be compromised when conditions necessary for success are not considered. Communities, for example, lose trust and resent exploitation of their resources when universities alone gain from these exchanges. Both parties should participate actively to contribute to national development agendas such as poverty reduction, illiteracy and youth unemployment, just to mention a few. An emphasis on social impact through community-university engagements exists as well. This is particularly needed where engagement agendas are traditionally underrepresented or marginalized in development activities. This book was inspired by the authors' experiences as community development experts with special interest in development agendas that address social exclusion. When properly conceived, community-university engagements can offer unlimited benefits in respect to community empowerment. Different chapters of this book map out essential characteristics and conditions for effective engagements.</p>

Leveraging Community-University Engagements for Social Impact With Lifelong Penchants (Education in a Competitive and Globalizing World)

Education & Teaching

Lekoko, Rebecca Nthogo

Nthomang, Keitseope

Higher & Continuing Education

Nova Science Pub Inc

Developing programmes for adult learners in Africa is one of five books in the African Perspectives Series, which addresses adult learning in Africa from African perspectives. This title provides a critique of the dominant research paradigms that misrepresent or ignore Africa's cultural social and philosophical underpinnings. It explores the context of adult learning in Africa - its basis as an oral society, its colonial heritage and current legacy of colonialism, the impact of continuing postcolonial intrusions into policy development, and the need for research paradigms that expose these contexts. The title asserts the need to embed research in earth- and spiritual-centred philosophies that take into account Africans' physical and personal realities, their politics of knowledge and indigenous value systems, and proposes making cultures and values an integral part of research designs instead of merely identifying them as research objects. The title identifies quantitative, qualitative and multi-method approaches, and is based upon existing research methods teaching in Africa. It is grounded in African adult education contexts and draws on material and experiences from research courses taught in African universities. It emphasises the importance of combining quantitative methods with qualitative research that is embedded in adult education contexts and that builds on indigenous knowledge. Examples of the contexts addressed in the title includes: village communities, agriculture development workers, literacy and income generation projects, community policing strategies, brigades, vocational training centres, mass health awareness campaigns such as HIV/AIDS, work-based education and training, management development, needs analyses, and the training of adult education trainers.

Developing Programmes for Adult Learners in Africa (African Perspectives on Adult Learning)

Business & Money

Gboku, Mathew

Education & Reference

United Nations Educational

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