Table of Contents

Table of Contents

Preface

Acknowledgements

Section A: Education in Africa and the Discourse of Decolonisation

Chapter 1. The Rhetoric of Decolonisation in Higher Education in Africa: Muse, Prescriptions and Prognosis
(Gilbert Motsaathebe, PhD, Department of Journalism, Film and Television, University of Johannesburg, Johannesburg, South Africa)

Chapter 2. Language and Communication Issues in the Education of Africa
(Isaac Mhute, Department of English and Communication, Midlands State University, Zvishavane, Zimbabwe)

Chapter 3. Spotlighting Postgraduate Studies in Kenyan Universities: Strengths, Weaknesses and the Way Forward
(Albert Mugambi Rutere, Ezekiel Mbitha Mwenzwa and Moses Gatambuki Githigia, School of Humanities and Development Studies, Laikipia University, Nyahururu, Kenya, and others)

Chapter 4. Unbridled IT Invention and Curriculum Design and Implementation in the Informing Sciences in Sub-Saharan African Universities
(Samuel C. Avemaria Utulu, PhD, Aderinola O. Dunmade and Mariam O. Aborisade, Department of Information Science, Faculty of Business and Social Sciences, Adeleke University, Ede, Osun State, Nigeria)

Section B: Education in Africa during a Pandemic Crisis

Chapter 5. The Implications of COVID-19 on Institutions of Higher Learning: A Case of Zimbabwe and South Africa
(Trust Matsilele, Department of Media and Public Relations, Cape Peninsula University of Technology, Cape Town, South Africa)

Chapter 6. The Pandemic Discourse and Education in Africa: Insights from Selected COVID-19 Speeches
(T. O. Adesanmi, M. Adegbite and C. A. Ogazie, Bayreuth Academy, University of Bayreuth, Bayreuth, Germany, and others)

Section C: Education in Africa and Gender Issues

Chapter 7. At the Crossroads: Educated Women Negotiating Marital Dilemmas in Urban Uganda
(Peace Musiimenta, PhD, Florence Kyoheirwe-Muhanguzi, PhD, and Josephine Ahikire, PhD, School of Women and Gender Studies, Makerere University, Kampala, Uganda)

Chapter 8. University Education in Kenya: Gender and Social Protection Challenges and the Way Forward
(Ezekiel Mbitha Mwenzwa and Albert Mugambi Rutere, Department of Social Sciences, Karatina University, Karatina, Kenya, and others)

Section D: Education in Africa, IKS and Transnational Education

Chapter 9. Misunderstanding and Misgivings of Indigenous Knowledge System: A Critique of the Challenges of the Updated Zimbabwean Religious Studies Curriculum
(Zivave Wilson and Isaac Mhute, Ndawi High School, Gutu, Zimbabwe, and others)

Chapter 10. Transnational Education (TNE) Partnerships and the Environment of Distance Learning in Higher Education in Ghana: Where Are We and What Do We Have to Do Now?
(Hope Pius Nudzor, PhD, Francis Ansah, PhD, Michael Boakye-Yiadom, PhD, and Theophilus Odame Danso, Institute for Educational Planning and Administration, University of Cape Coast, Cape Coast, Ghana)

Index