Africa
Education for sustainable and rational approach to the use of medicinal plants in Benin: Co-constructive pedagogical strategy, research, and dissemination of good practices
Phytomedicine is an integral part of the healthcare system in many African countries, and in Benin 80% of population rely on medicinal plants as their primary source of medication. Our project is based on the idea that establishing a sustainable and rational approach to the use of medicinal plants in Benin requires complementary activities targeting both higher education on phytomedicinal research and the popularisation of good practices in medicinal plants use among traditional healers. Our four-step implementation plan will allow us to produce more precise data on training needs (step one), before strengthening teachers’ pedagogical practices (step 2), then strengthening researchers working in the field of the valorisation of medicinal plants (step 3) and finally impacting the actors of traditional medicine (step 4). Overall, these activities aim to promote internalization of teachers, researchers and students within the participating institutes and to promote long-lasting research and education collaborations between them.
Finland-Ghana collaboration in hybrid teacher education (CocoEd)
The CocoEd project develops research-based hybrid teaching and learning in Ghanaian teacher education. With digital technologies becoming powerful tools to enable remote communication, collaboration and learning, there is more flexibility to organise both virtual and face-to-face teaching and learning according to specific needs and the changing situation. This flexibility is especially important in areas lacking qualified teachers, but also in emergencies such as pandemics and political conflicts. The project seeks to research and develop feasible and practical alternative means for remote learning by paying attention that poor internet connection is a reality in Ghana. A Mini-ÅAU-Campus initiative by Åbo Akademi University provides an interesting research context to test, try, and research new solutions for hybrid pedagogy. The CocoEd project re-establishes, widens and strengthens the long-term collaboration between the University of Helsinki, Åbo Akademi University, and the University of Cape Coast, Ghana.
Learning to design – Designing to learn (LDDL)
The “Learning to design – Designing to learn” (LDDL) project is a research collaboration between the University of Helsinki and the University of Johannesburg and aims to ensure inclusive and equitable quality education as well as to promote continuous learning opportunities for all. We will conduct research on pupils learning in post 4IR era through the design of digital artifacts, such as Lego-robots, videoclips, and reports in the context of science, technology, engineering, and mathematics (STEM) teaching and learning. The proposed project will support researchers and teachers in research-practice partnership (RPP) design STEM project-based learning (PBL) modules, which engage primary pupils in designing digital artifacts in order to research pupils’ design processes and their learning of transversal and sustainability competences, especially creative, critical and computational thinking skills in low-income areas of South Africa and in Finland. RPP will support researchers and teachers learning and the adoption of the designed innovative teaching modules.
New directions in development studies and sustainability: Reconsidering global challenges and local realities
The “New directions in development studies and sustainability: Reconsidering global challenges and local realities” project consists of collaboratively designed and delivered intensive courses, entailing exchange of development studies doctoral students and staff. It focuses on theoretical knowledge, writing and research skills as well as curriculum design collaboration, to provide significant long-term benefits to all partner institutions. The project structure consists of two in-person intensive course exchanges, two virtual exchanges, two virtual seminars as well as routine virtual team collaboration on curriculum development and coordination, joint research, and publication activities. Current paradigms and curricula in development studies around the world have become outdated and detached from global dynamics and local realities. This is clear when considering the United Nations’ Sustainable Development Goals (SDGs) and the African Union’s Agenda 2063. Analysis and understanding of the relationship between global challenges and localities is more relevant now than ever. The courses address topics proposed by the African partner HEIs, including: localisation of SDGs; multilateralism and recolonisation of Africa; climate change and agriculture; economic partnerships, trade, and international cooperation.
Research-based and future-oriented curriculum review and development for teacher education in Kenya (REFORD)
The REFORD Project refers to “research-based and future-oriented curriculum review and development for teacher education” at the University of Nairobi and Strathmore University, Nairobi, Kenya. It aims to support students to acquire skills needed in 21st century life and the labour market. The project curriculum will align with the Competency Based Curriculum (CBC), launched for basic education in Kenya in 2017. The current focus is on rolling out CBC in higher education institutions and teacher education. The research to be conducted under the proposed project will specifically strengthen the designing of curricula, improve the quality of delivery of teacher preparation programmes, and thus, strengthen the preparedness of the higher education institutions to implement the CBC. The future horizon is changing constantly. Education in the Global South must meet aspirations of sustainability. To expedite the achievement of Sustainable Development Goal 4 (SDG 4), educational structures need to provide relevant competences, models, and a future-oriented mindset that sustains our 21st century lives.
The developmental dynamics in motor and early numeracy skills in children who are at risk of mathematical learning difficulties – A cross-cultural comparison across African countries (AEN-Africa)
The “Active early numeracy in Africa” project will produce new scientific knowledge by investigating the development dynamics of early numeracy and motor skills learning among young African children. There is a growing learning crisis in African countries, thus targeted instruction and structured cost-effective pedagogy strategies are needed. To answer this, we develop and test the effectiveness of 8-weeks interventions (combined early numeracy and motor skills, motor skills, and an early numeracy intervention) with 180 children aged 5-6 years, who are performing low in early numeracy, to prevent mathematical learning difficulties. We control individual variation in executive function, language, fine motor skills, and socioeconomic variables. We collect a longitudinal sample with 600 children, measuring early numeracy, motor, language, executive functions skills, and physical activity. Based on the results, and with our teacher-researcher ecosystem, we develop open access materials and support for teachers and other stakeholders, related to early numeracy learning and learning difficulties in Africa.
Knowledge of interculturality ‘otherwise’: Developing a research-based international partnership between universities in China, Finland, and Morocco
Knowledge of interculturality is often too ‘Euro- and western-centric’ in global scholarship and education, leaving little space for the Global South to speak in its own (negotiated) terms about the notion. Based on our former GINTL online exchange project between universities in China and Finland, this research-based international cooperation links up scholars and students from different parts of the world (China, Finland, and Morocco) to ‘expand the horizons of knowledge production’ about interculturality. A series of videos will be produced by world experts from the participating institutions about interculturality to help students unthink and rethink their knowledge of the topic in long-term virtual exchanges. This important project thus explores ways of rebalancing power imbalances between Global North and Global South voices in the production of knowledge about interculturality ‘otherwise’.
Doctoral researchers produce information for practical needs in the shared doctoral researcher position system
Africa
The University of Eastern Finland has selected 14 new doctoral researchers for its shared doctoral researcher position system. They will begin their doctoral research this year. The selected persons work simultaneously for the University of Eastern Finland and another employer. The University has appointed them to part-time positions as doctoral researchers, and their main task is to conduct doctoral research in the University's doctoral programmes.
Reflections on the GINTL symposium at the 2023 FERA Conference: ‘Bridging education research, practice and global education development’
Africa, China, India, Global
This year, just like last year, Global Innovation Network for Teaching and Learning (GINTL) organised a symposium at the FERA conference centred around the theme ‘Bridging education research, practice and global education development’. In this blogpost, we present highlights from the symposium presentations, emphasise the significance of collaboration as core principle in closing the research-practice gap in education development, and present some key takeaways.
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