Resumen de Design and implementation of degree programmes in Teacher Education
Matete Madiba (coord.), Rosemary Moyana (coord.), Honoratha Mushi (coord.)
The purpose of this publication is to report on developments and outputs of the Tuning Africa Teacher Education Subject Area Group (SAG) since the first phase of Tuning initiative in the African continent.
The Tuning transformational vision in Africa has been directed towards improving the higher education sector by enabling production of competent graduates through a review of current curricular with the intention of building relevant content, context and pedagogy which qualitatively and quantitatively fit into the continent’s requirements for the 21st Century global knowledge economy. According to UNESCO (cited in Lawson and Askell-Williams, 2007) today’s rapidly changing world demands that education systems be re-oriented so as to equip graduates with life skills packed with generic and specific competencies needed across multiple fields. Among the competences needed are skills to effectively use information communication technologies (ICT), capacity for independent learning, capacity to work in teams, ethical entrepreneurship, civility and coping with human diversities among various cultures.
