Decolonization of education: exploring a new praxis for sustainable development

ABSTRACT

The study investigated the causes of poor quality learning experienced by undergraduate students in a South African university considering the implication of foreign practices on the learning abilities of the students. Survey research design was employed to carry out the study. The population of the study comprised undergraduate students and academic staff members of the selected institution. 400 undergraduate students and 8 academic staff members were randomly selected as sample for the study. Data analysis indicated that language of Instruction, high school education background of students, education policies and curriculum of the institution contribute to the poor academic performance of the sampled students. Based on the findings, the study recommends the decolonization and restructuring of the type of education being offered to students in African universities and partnership between universities and corporate establishments to enhance productivity and innovation, as well as meeting the Sustainable Development Goals (SDGs) in Africa.

KEYWORDS:

• Access with success
• decolonization
• globalization
• sustainable development
• participatory access

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Chinaza Uleanya

Chinaza Uleanya is a researcher and post doctoral fellow in the department of Educational Management and Leadership, University of Johannesburg, South Africa. He holds a doctoral degree from the University of Zululand, South Africa. His niche research area is rural education. He has written and published different articles following his niche research area.

Yasmin Rugbeer

Yasmin Rugbeer is a researcher and the current director for the Centre for Teaching and Learning, University of Zululand. Amongst her niche research areas is First Year Experience.

Sunday Olawale Olaniran

Sunday Olawale Olaniran is a researcher and postdoctoral fellow in the University of Zululand, KwaZulu-Natal, South Africa. He holds a doctoral degree from in Social Science Education, from the same institution. He is an astute researcher and has written extensively on various research areas in the field of education.