The Role of Philosophy in Fostering High Quality

The Role of Philosophy in Fostering High Quality Learning The question to be attempted: Can Africa have high quality education?

Background to the Paper • SDG No. 4: Ensure Inclusive and Quality Education for all and Promote Lifelong Learning • The theme of the symposium: African Response to Quality Education

Abstract The world has been struggling with how to achieve high quality learning from the Stone Age up to now. It is within the jurisdiction of philosophy, especially the philosophy of education, to chart the way forward for high quality learning. This paper analyses how philosophy can foster high quality learning and it contends that learning in the world is a factor of interrelated forces influenced by geopolitics which dictates what elites have to do. Philosophy points out the right direction for achieving quality learning but the impact of geopolitics goes against its tenets. Nevertheless, the basic solution with all philosophic underpinnings lies with genuine dialogue among all duty bearers.

Introduction • Philosophy can be defined as a fundamental and disinterested human attempt in any discipline to search for reality (summum bonum) through the use of reason and thought (Mautner, 2005) • Quality learning is the provision of educational opportunities to make learners self-reliant and problem solvers throughout their lives (IGI global. com, nd)

How philosophy fosters high quality learning • Stimulating thought and not focusing on ready answers e. g. in innovations • Evaluating values to ascertain their authenticity e. g. labour migration • Creating awareness • Pointing out areas for research • Creating awareness on symbiosis relationship between institutions of learning and the community

How philosophy fosters high quality learning (Cont. ) • Stimulating thought that fosters dialogue between learners and teachers e. g. in distance education • Fostering pedagogical competencies e, g. ubuntugogy, gender conscious pedagogy, political pedagogy, dialogic pedagogy • Fostering humanism e. g. shunning xenophobic behaviour

How philosophy fosters high quality learning (Cont. ) • Assessing learning. e. g. phenomenological assessment (both objective and subjective) • Stimulating thought on local, national, regional and global perspectives of learning • Incorporating learners needs in the curriculum • Creating awareness on career choices • Quota vs merit

Challenges to quality learning • Culture of the elite (educated) i. e. their taste for goods and services results in Europhilia and xenophilia (Nyamjoh, 2004 and K’Odhiambo, 2017, and Oelofsen, 2015) • Geopolitics, which is interaction between geography and politics in an attempt to control spaces and places (Efferink, 2009)

Culture of the elite (educated) • They may not use or promote locally manufactured goods or services that enhance local economy • They may opt to take their children to foreign lands for education, but when the children come back after graduation they are made leaders in education • They may repudiate their background e. g. indigenous knowledge

Geopolitics • Elections in Africa are controlled and funded by foreigners and multinationals and their interests, which may or may not focus on quality education, are to be served after elections(Eme & Anyadike, 2014 and Katz, 2003) • African decision for quality education is a function of a foreign body e. g. -Pan African University Institute for Water and Energy Sciences (including Climate Change) (PAUWES) is based at the Abou Bekr Belkaid University of Tlemcen, Algeria and it is supported by German Government

African decision for quality education is a function of a foreign body e. g. (cont. ) -Pan African University Institute for Life and Earth Sciences (including Health and Agriculture) (PAULESI) is based at the University of Ibadan, Nigeria and it is supported by Indian Government -Pan African University Institute for Governance, Humanities and Social Sciences (PAUGHSS) is based at the University of Yaoundé, Cameroon and it is supported by Swedish Government

African decision for quality education is a function of a foreign body e. g. (cont. ) -Pan African University Institute for Basic Sciences, Technology and Innovation (PAUSTI) is based at the Jomo Kenyatta University of Agriculture and Technology, Kenya and it is supported by Japanese Government -Pan African University Institute of Space Sciences is to be housed at the Cape Peninsula University of Technology in South Africa.

African decision for quality education is a function of a foreign body e. g. (cont. ) -To implement SDG No. 4 and Continental Education Strategy for Africa (CESA) (20162025), UNESCO and Kenya Government convened Pan African High-Level Conference on Education (PACE) from 25 th-27 th April, 2018 in Nairobi which came up with Nairobi Declaration and call for Action on Education -CESA is in line with AU Agenda 2063, also known as STISA-2063

African decision for quality education is a function of a foreign body e. g. (cont. ) -Most researches on issues, including education, in Africa are funded by foreigners and the Principal Investigator must come from the funding country -African Research Universities Alliance (ARUA) which was launched in 2015 by 15 African universities for the purpose of focusing research on African higher education has main funders as Carnegie Corporation of New York, Kresge, the Mellon Foundation

African decision for quality education is a function of a foreign body e. g. (cont. ) -African school curriculum does not represent people’s voice (Shizha, 2013), yet curriculum is the vehicle of culture manifested in education (Gumbo, 2009) -As noted by Higgs (2003), what is taken as education in Africa is just a reflection of Europe in Africa -Instruments for ascertaining quality in education is imposed from outside-Consider ISO, PA etc

Effects of culture of elites and geopolitics • No support for innovative and creative minds(Chotara, 2016 and Kumatoo. com, 2016) e. g. -Maurice Tito Gachamba (1932 -) of Kenya built airplane, “Kenya One”, and flew it in 1968 -Asmelash Zerefu of Ethiopia completed building his helicopter in 2001 but was denied chance to enroll in aviation college because of his height

Effects of culture of elites and geopolitics (cont. ) -Daniel Chingoma of Zimbabwe built a helicopter “Zimcopter” in 2003 but has not been recognised -A Nigerian physics student by name Mubarak Muhammed Abdullahi assembled a helicopter and was not allowed to showcase it at the 2007 Nigerian independence day -Onesmus Mwangi of Kenya assembled a helicopter in 2013 but was warned never to fly it

Effects of culture of elites and geopolitics (cont. ) -Felix Kambwiri of Malawi built a helicopter in 2016 but it has not been flown - Traditional gun makers in Africa are either tortured or jailed for life *At the 6 th Annual Devolution Conference held at Laikipia University from 4 th-6 th March, 2019, a car made by Ndiritiu Muriithi was showcased but it has been highly ridiculed on the social media

Parting questions • How many funding organisations are owned by Africans? • Do African organisations fund projects in either Europe or America? • Why must Africa value assistance from other so called developed countries? • Should we accept the status quo and move on?

Way forward • Dialogue among duty bearers (state actors and non-state actors) and critical pedagogy

References • Assanvo, William. (2017). Are West Africa’s gunsmiths making violence cheap? Retrieved from https: //issafrica. org on May 10, 2018. • Efferink, van Leonhardt. (2009). The definition of geopolitics-The classical, French and critical traditions. Retrieved from https: //exploringgeopolitics. org on June 10, 2019. • IGI global (nd). Retrieved from https: www. igiglobal. com on. June 2, 2019. • Oelofsen, Rianna. (2015). Decolonising Africa and intellectual landscape. Phronimon, Vol 16 No. 2.

References (cont. ) • Waweru, Job. 2015. Kenyan who made and flew aeroplane. Retreived from • https: //www. standard. co. ke>article on June 2, 2018. • Sampath, Padmashree Gehl. 2014. Industrial development in Africa: Trade, technology and the role of state. African Journal of Science, Technology, Innovation and Development, Volume 6, Issue 5, pp. 439 -453 DOI: 10. 1080/20421338. 2014. 970438

References (cont. ) • K’Odhiambo, Atieno Kili. (2018). Analysis of the determinants that impede decolonising the mind for a transformative education in Africa: A Paper presented at the 1 st international conference on decolonising education held at Embu University from 6 th to 8 th June, 2018 • Mautner, Thomas. (2005). The Penguin dictionary of philosophy. London: Penguin. • Nyamnjoh, Francis. (2004). Relevant education for African development: Some epistemological considerations. African Development, Vol. XXIX, No. 1.

PRESENTER Atieno Kili K’Odhiambo Cert Tchr Ed, Dip. Sp. Ed, B Ed, M Ed, Ph. D Senior Lecturer in Philosophy of Education and Special Needs Education Consultant Department of Educational Foundations University of Nairobi Email: kili@uonbi. ac. ke/atienokili@gmail. com Mobile Phone No. +254724750739