Researching higher education in Africa as a process of meaning-making: Epistemological and theoretical considerations

The article argues for a new way of thinking about knowledge construction in African higher education, as a basis for developing new theoretical and epistemological insights, founded on inclusivity, epistemic freedom and social justice. It recognizes “coloniality as a fundamental problem in the modern age”, thereby enabling scrutiny of knowledge for decolonization (to make change possible) and knowledge of decolonization (about decolonisation itself). Following Bourdieu, such thinking also requires degrees of vigilance which entail fundamental epistemological breaks; or put differently, it requires epistemological decolonization as a point of departure. Thus, the future of tertiary education in Africa, must be located within a new horizon of possibilities, informed by a nuanced political epistemology and ontology, embedded in the complex African experience and visibility of the colonized and oppressed.  In short, there can be no social justice without epistemic justice.   Key words: African higher education, alternative thinking, epistemological decolonisation, social justic

Optimising the Treatment of Invasive Candidiasis – A Case for Combination Therapy

Invasive candidiasis is a rising global health threat with increasing incidence, persistently high mortality and diminishing treatment options. Antifungal resistance has rapidly emerged and spread, with multidrug resistant species deemed an urgent and serious threat (US CDC). While acknowledging the key role of antifungal stewardship and infection control in curbing spread, we examine the role of antifungal monotherapy in driving resistance and the potential for combination therapy to prevent stress adaptation and emergence of drug resistance. In addition to its role in mitigating resistance, combination treatment may improve drug penetration, expedite fungal clearance, and allow lower, less toxic doses of individual drugs to be used. A growing body of laboratory-based evidence suggests that antifungal combinations can yield synergistic activity against Candida spp, including against frequently multidrug resistant Candida auris. It is imperative to test these combinations in clinical trials, incorporating resistance endpoints as a marker of success

If not now, when? Time for the European Union to define a global health strategy

Speakman, E. M., McKee, M., & Coker, R. (2017). If not now, when? Time for the European Union to define a global health strategy. Lancet Global Health, 5(4), e392-e393. https://doi.org/10.1016/S2214-109X%2817%2930085-

African identity and curriculum transformation at universities in South Africa

This paper argues for the notion of African identity to be placed at the centre of creating a new African university as part of the education decolonisation project. Defining the African university does not mean a total negation of Western ideas and epistemologies, but rather the foregrounding of African identity, traditions and culture. The paper recognises that Africa is part of a global economy, hence African university curricula must (among other phenomena) be responsive to the Fourth Industrial Revolution (4IR), pandemics and climate change. Drawing on recent African identity-driven curriculum transformation developments at four South African universities, the paper recognises differences in institutional initiatives, some with detailed curriculum transformation plans and others with no clear plans. Based on a literature review and document analysis methods, the results suggest that progress in curriculum transformation is mediated by context and history, as well as differences in institutional commitment to the decolonisation education project. The authors suggest that – with support from government and policymakers – a clear and detailed programme of curriculum transformation is needed, underpinned by a moral imperative to foreground African identity in the transition to the new African university

Towards a context-relevant, institution-based ICT integration model of teacher education curriculum at diploma level in Zimbabwe

 21st Century requirements for teaching and learning, driven by ICT advancements have opened doors for the development of models to guide and enhance ICT integration. Some countries have adopted international models and others have adapted them to suit their own environments. Zimbabwe still remains silent on what model it is using as there is no clear framework (policy related to ICT in education). In this paper, the authors focus on the Zimbabwean teacher education landscape in the absence of neither a distinct localised model   nor an international one. Using literature review, document analysis and reviews of a proposed model, by six teacher educators from three secondary school teacher education colleges in Zimbabwe (carried out through semi structured interviews) this paper seeks to propose a framework for the integration of ICTs in teacher education curriculum. Drawing from literature around the Zimbabwean ICT landscape and its ICT policy framework, models proposed in the broader African and global contexts, we argue for a context-relevant and institution-based model of ICT integration for the teacher education curriculum in Zimbabwe. This proposed model privileges the localised contextual issues and takes a critical view of models which assume similarity of conditions across countries and institutions. Moreover, the model has relevance for ICT integration in the teacher education programmes of countries facing political and socio-economic challenges similar to those which Zimbabwe is facing