Busitema University Library

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    A fairer future for higher education
    (Commonwealth business communications, 2023) Newman, Joanna
    The Commonwealth is home to one in three of the world’s youth. This young population has extraordinary potential to build a fairer, greener, and more prosperous future for all if empowered with the knowledge and skills they need to do so. Higher education is the key to unlocking this potential. Yet governments worldwide often focus on basic education reform, leaving higher education struggling to compete for funding and recognition.
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    Building resilience:
    (Commonwealth business communications, 2023) Kikwete, Jakaya
    The COVID-19 pandemic triggered a massive emergency in global education, threatening the futures of millions of girls and boys. World leaders and international organisations have sounded alarms over steep learning losses, increased dropout rates and children missing out on what is often their only meal of the day because their schools were shut.
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    Buried treasure? educational co-operation in the commonwealth
    (Commonwealth business communications, 2023) Obe, Peter R. C. Williams
    This year the crown to be used in King Charles’ coronation ceremony was first checked over and adjusted to fit its new wearer. Sir Shridath Ramphal, writing 14 years ago to celebrate the 50th anniversary of the first Commonwealth Education Conference in Oxford in 1959, described Commonwealth educational co-operation as ‘the Jewel in the Commonwealth Crown’. Many in the Commonwealth community now ask whether the Commonwealth crown also requires fresh scrutiny and refurbishment. Are the preciousstones of Commonwealth principles and programmes intact? Have some been dislodged or mysteriously disappeared? Does the educational ‘jewel’ to which Sir Shridath referred retain its lustre and prominent position, or has it become no more than a memory, a buried treasure?
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    Can the education sector fiddle while the planet burns?
    (Commonwealth business communications, 2023) Kanwar, Asha
    Four of the top carbon-emitting countries in the world are Commonwealth Member States, and some of the world’s lowest emitters, the Small Island Developing States (SIDS), are also in the Commonwealth. But unprecedented floods, droughts, heatwaves and natural disasters are common to all. However, many small states are the most vulnerable, facing an existential threat. The urgency of the crisis requires urgent action from all stakeholders, including the education sector.
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    Commonwealth disabled people’s forum view of the progress necessary to include all disabled young people in education
    (Commonwealth business communications, 2023) Rieser, Richard
    CDPF supports a Social Model/Human Rights approach to disability and full implementation of inclusive education across the Commonwealth.
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    Commonwealth education report 2023
    (Commonwealth business communications, 2023) Commonwealth business communications
    The Commonwealth, comprising 56 countries and a population of 2.5 billion, is a global network that collaborates to advance prosperity, democracy, and peace. Often referred to as a 'family of nations', it encompasses diverse geographical regions, religions, and cultures. The Commonwealth accounts for over 20 per cent of global trade and represents one-third of the world's population. Consequently, it presents extensive opportunities for commerce and investment, as well as significant challenges for sustainable development on a global scale. Against this backdrop, Commonwealth Business Communications publishes a series of reference books to help foster sustainable economic, social and environmental development across the Commonwealth. We are delighted to bring to you our latest publication: The Commonwealth Education Report 2023. Education serves as the cornerstone of development and progress. Beyond its role as a fundamental human right, it carries the weight of shaping a better society by instilling values and behaviours that promote positive change. However, the COVID-19 pandemic has inflicted the most severe disrupt ion to education systems in recent memory. It has exacerbated existing inequalities in accessing educational programmes and hindered the advancement of global development goals. The ramifications of the pandemic have propel led our reliance on digital tools and driven innovation within education systems whilst impacting children’s and educators’ mental health and exposing them to increasing challenges. As a result, individual governments bear a significant responsibility in formulating new strategies to address this unprecedented crisis. In light of these considerations, it is crucial to encourage educators and policymakers to reassess best practices and promote equal opportunities across the Commonwealth. As we reshape education in response to emerging technologies and policies, The Commonwealth Education Report 2023 focuses on solutions that can drive widespread change, equipping young people with the necessary skills to thrive in future crises. This report offers an enlightening perspective on the ongoing educational challenges, featuring contributions from leading experts in the field. Their collective wisdom sheds light on how Commonwealth nations can recover from the pandemic and achieve an inclusive and equitable quality education for all.
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    Connecting with the commonwealth:
    (Commonwealth business communications, 2023) Sherif, Yasmine
    Nations across the Commonwealth are impacted by a number of ongoing conflicts, emergencies and protracted crises that are pushing children out of school, disrupting economies and derailing development gains.
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    Constant and committed leadership:
    (Commonwealth business communications, 2023) Fung, Allison; Williams-Cumberbatch, Helen; Hunter, Bonita; Nkrumah-Young, Kofi
    Prior to the COVID-19 pandemic, many higher education institutions (HEIs) in the English-speaking Caribbean were already facing funding challenges, in particular those that depend wholly or in part on governments, directly or indirectly. Directly infers that payments are made to the institutions through government subventions, while indirectly reflects payments made through student loan facilities such as the Student Loan Bureau in Jamaica or the Government Assistance for Tuition Expenses (GATE) programme in Trinidad and Tobago. In addition to funding challenges, indigenous Caribbean HEIs have been grappling with the internationalisation of higher education and the concomitant competition from offshore entities, as well as the increasing availability of online programmes made possible by the significant advances in information technologies. Issues such as attracting high-quality academic staff and ensuring ongoing relevance and quality of programmes and courses in a highly globalised operating environment remain a constant consideration of the leadership of all HEIs.
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    DataCite & Open Scholarship Cadres for Uganda (DOSCU) :
    (Busitema University., 2024) Lugya, Fredrick Kiwuwa; Busitema University
    This document served as a planning framework for the DOSCU workshop to identify the milestone for a successful event in May 2024. As we progressed, adjustments and refinements were made to ensure alignment with the agreed-upon schedule and content by the organizing committee.
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    Developing collective leadership to improve education systems
    (Commonwealth business communications, 2023) Kopp, Wendy
    The findings of Research on Improving Systems of Education (RISE), the 10-year research project looking at education systems in low- and low-middle-income countries, point the way for policymakers interested in promoting large-scale change. The findings make clear that systems do not improve unless a commitment towards ensuring students learn is deeply held throughout the education system, political system, and society.
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    Don’t look up; look forward:
    (Commonwealth business communications, 2023) Schleicher, Andreas
    Globalisation and digitalisation have connected people, cities, countries and continents in ways that vastly increase our individual and collective potential. But the same forces have also made the world more volatile, more complex, more uncertain and more ambiguous. The world has seen a growing disconnect between the infinite growth imperative and the finite resources of our planet; between the financial economy and the real economy; between the wealthy and the poor; between the concept of our gross domestic product and the well-being of people; between technology and social needs; and between governance and the perceived voicelessness of people.
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    Ensuring accessible and inclusive education for all
    (Commonwealth business communications, 2023) Grima, Clifton
    Malta observes that the COVID-19 pandemic has affected and put unprecedented pressure on education and training systems worldwide. Education is fundamental to wellbeing and is a foundation of collective resilience. The need to rethink and reimagine its role was already acute before the pandemic, in light of technological changes and the need to reskill for the transition to a more sustainable economy.
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    Higher education in the commonwealth:
    (Commonwealth business communications, 2023) Chandramohan, Balasubramanyam
    Should countries focus on Higher Education or School Education? This has long been debated in several countries in the Commonwealth and beyond. In the past debates on development, Higher Education, or the Tertiary sector, was seen as a costly indulgence compared to investment in primary and secondary sectors. The rationale behind this perspective was that investing in early education would provide greater returns on investment in terms of social progress, as well as spin-off effects of having a bigger share of population equipped with essential literacy and numeracy skills. However, the role of Higher Education in achieving economic and social progress has been receiving increasing recognition as countries look to contributing to supply chains in a more integrated and mobile world. Also, notions of lifelong education have gained fresh recognition and prominence, not least in the United Nations Sustainable Development Goal 4 (SDG4), instructional tools, and flexible credentialisation of learning.
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    How to recover learning losses from covid-19 school closures in the pacific
    (Commonwealth business communications, 2023) Gutierrez, Leah C.
    A generation of students faces the risk of lower future incomes and fewer opportunities due to education interruptions caused by the coronavirus disease (COVID-19) pandemic. This generation of students is at risk of having lower productivity for the rest of their lives because of missed schooling. Globally, it is estimated that over 2 trillion hours of face-to-face learning have been lost.
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    Investments needed to transform education in Africa
    (Commonwealth business communications, 2023) Nyahunzvi, Vongai
    To reinvent and strengthen our education system, we need to train teachers as innovative leaders, who will find creative ways to maintain student engagement and enable learning even in the most complex circumstances.
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    IR Policy:
    (Busitema University, 2022) Lugya, Fredrick Kiwuwa; Busitema University; Busitema University Library; Busitema University Council
    This document describes in detail BDEARS Policy on Works that can be submitted to and stored in the BDEARS, the criteria for eligibility to deposit material along with the policy on long term preservation of material and quality control. The policy document also highlights the selection, retention and withdrawal procedures relating to research material held in BDEARS. BDEARS is an initiative of the University Library. It contributes to the commitment of the University to support research activities. It provides an open access platform to capture, store, index, and distribute globally a wide range of research outputs, including undergraduate, masters and doctoral theses, produced by the university’s academic staff, researchers, staff in the administrative units, graduate and undergraduate students. The aim of BDEARS is to promote the University’s research profile by exposing Busitema’s research outputs online. This will assist in increasing citation rates and the impact of Busitema research and innovations. BDEARS is a complement to traditional research publishing channels, not a replacement. It provides University researchers and graduate students with secure, stable and long-term storage of their Works in a centralized location.
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    It is so important to keep investing in skills as purse strings tighten
    (Commonwealth business communications, 2023) McGregor-Smith, Baroness Ruby
    The British economy is, like the rest of the world, facing stark economic challenges driven by the surge in inflation and energy costs. This massive headache for businesses has come just as they were adjusting to Brexit and the fallout from COVID-19.
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    Knowledge-driven actions:
    (UNESCO, 2022) UNESCO; UNESCO Global Independent Expert Group on the Universities and the 2030 Agenda; Parr, Adrian; Binagwaho, Agnes; Stirling, Andy; Davies, Anna; Mbow, Cheikh; Hessen, Dag Olav; Bonciani Nader, Helena; Salmi, Jamil; Brown Burkins, Melody; Ramakrishna, Seeram; Serrano, Sol; Schmelkes, Sylvia; Tong, Shijun; McCowan, Tristan
    Universities and, more broadly, higher education institutions (HEIs), need to use the knowledge they produce and their education of new professionals, to help solve some of the world´s greatest problems, as addressed by the Sustainable Development Goals (SDGs) set out by the United Nations (UN). Humanity is facing unprecedented challenges, most strikingly so in relation to climate change and loss of nature and biodiversity, as well as inequality, health, the economy, and a suite of issues related to the 2030 Agenda. Given this new reality in which the future of humans, along with other species, is at stake, it is time for HEIs and their stakeholders to systematically rethink their role in society and their key missions, and reflect on how they can serve as catalysts for a rapid, urgently needed and fair transition towards sustainability. The complexity of the issues at stake means that solutions should be part of a radical agenda that calls for new alliances and new incentives. It is also time for HEIs to make sustainability and SDG literacy core requisites for all faculty members and students. Sustainability education should bring students into contact with real-world problems and immersive experiences. Appreciating the greater good of both people and planet, and contributing to values beyond mere monetary gain will further enthuse and inspire students and faculty mentors alike. Ultimately, the educational culture at universities and HEIs needs to encourage students to learn via experimentation and critical thinking from multiple perspectives. This report is undoubtedly about the SDGs; however, it is important to realize that these will expire in 2030. We thus strongly recommend that HEIs, while being a part of that agenda, should also look ahead – not only to implementing the SDGs, but also to being intensively involved in crafting the next steps and goals beyond 2030. A long-term perspective needs to be adopted for both HEI activities and policies.
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    Life skills critical to achieving gender equality in and through education
    (Commonwealth business communications, 2023) Holst, Sarah
    Whilst most people recognise that enabling girls to access an education is not enough, it is becoming clearer that even attendance, as well as a quality classroom education, despite being a good start may not be enough to enable girls to progress through school and positively impact later-life outcomes.
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    Looking past recovery to transformation:
    (Commonwealth business communications, 2023) Christina, Rachel
    As the everyday threat of COVID-19 waned, 2022 was heralded as a year of education system recovery from drastic declines in enrolment and learning outcomes over the prior two years. Progress has been slow, however, and even among the best-resourced systems, the effects of school closures, learning disruption, and the psychosocial toll of the pandemic will linger for years. For education systems already challenged by constraints of poverty, violence, and other crises, the burden of recovery is even heavier.