Introduction

1. Decolonization of Education in Rural Universities: Exploring a new praxis for sustainable development by Chinaza Uleanya and Yasmin Rugbeer

2. Introduction • South Africa is described as one of the leading nations in Africa in terms of economy and university education (IMF 2015 and WUR, 2017). • It was once a British colony which possesses foreign influence in its educational system (Nelson Mandela Foundation, 2004). • Statistically, there is high rate of dropouts from tertiary institutions in South Africa. The country experiences about 40% drop-out rate annually. • The reason for the high drop-out rate has been explored in different areas, by different people

3. Intro. Cont. • The causes of the high drop-out rate has been attributed to different reasons such as the quality of education provided among others (Akooje & Nkomo, 2008). • However, an area of focus that seems to be left-out is the issue of foreign practices in local environments.

4. Intro. Cont. • In the early 1960s when most African nations just gained independence, the focus was on Africanizing African institutions. • Huge success was achieved as that led to the establishment of several universities that are still in existence till date and have produced great people to be reckoned with across the globe.

5. Intro. • It fostered unity among African nations. • However, the reverse seems to be the case in recent times. • The BIG questions yet unanswered remain: what has happened and what is happening to our African institutions? • Why foreign practices in local environment?

6. Aim of the study • Hence, the reason for this study which sought to find out the effect(s) of foreign practices in our universities, with emphasis on the language of instruction

7. Theoretical Framework • The theory of decolonization was adopted for this study. • Decolonization theory is a set of beliefs that favour’s community, indigenous life and epistemology (Sium, Desai, Ritskes, 2012). • They aver that decolonization is always in conflict with colonial ways of reasoning and acting. However, it demands indigenous starting point. • This implies that decolonization can be fully experienced when indigenous people hold their indigenous practices in esteem and put them into action in formal and informal settings (Alfred, 2009b).  

8. Methodology • Mixed Methods: quantitative and qualitative • Quantitative • Questionnaires • Qualitative - Interviews • Data analysis • Thematic analysis • Descriptive statistics

9. Delimitation • Only one university in South Africa was adopted for the study.

10. Sampling • Purposive sampling procedure was followed in selecting the country and institution • Convenient Sampling procedure was followed in selecting the lecturers for interviews • Random sampling procedure was followed in selecting the student respondents who were issued questionnaire

11. Results The findings from the quantitative study are first presented, followed by those of the qualitative.

12. Table 1: I experience challenges when the English language is adopted as medium of instruction

13. Table 2: I prefer and understand lecturers who adopt the home language when lecturing

14. Table 3: I lack interest when lectures are taught purely in the English language

15. Table 4: I struggle to express myself in English even when I know what to write

16. Table 5: I will do better if taught in the home language

17. Findings from Qualitative Data Language of Instruction is a challenge to undergraduates in the university. • Our students seem to understand, but language is and issue. • If the language of instruction is less complex and easily understood, then learning exercise will be easily comprehended, however if the reverse is the case, learning becomes a challenge. • The use of local language as medium of instruction cannot be ruled out.

18. Qualitative study cont. • When students are asked to express themselves: ask or provide answers to questions in English medium, they remain quiet, but when allowed to express themselves in the local language, they perform beyond expectation. • I believe, the language of instruction needs to be changed after all, that will make the university indigenous, which is what our university stands for.

19. Result cont. • Which is better or should be preferred: meet world standard with lacked understanding, or understand a concept properly, with less of world standard and provide solutions to challenges of our immediate environment.

20. Previous Learning Experience • High school learners grow to become people they have been trained to be. Whatever learners are built to become are the things they end-up becoming. • I strongly believe that the current experiences of students are dependent on their previous experiences, yet our high schools are established to fit into the western culture, norms and beliefs, though the home front distorts these practices. This will affect the experiences of students in the university. • We cannot change the rule of the game half way, hence, if we must consider adjusting the curriculum for university students to suit local demand, it must begin from the high schools.

21. Policy Making and Implementation • Our universities were built on policies of the colonial masters and are still living by them, this is affecting the students negatively. • Until policies are made to preserve and promote our academic culture as Africans, we continue to live in slavery. • Policies should be made to ensure that the curriculum covers for whatever our students will meet in their immediate environment, before considering global demand.

22. Recommendations • Education policies should seek to address indigenous issues before seeking to address global issues. • The policy on language of instruction in universities should be revisited in order to help address the needs of indigenous students.

23. Recommendation cont. • The curriculum of universities should be decolonized to enhance better performance by students. • Quality should be put into university education in addition to the decolonization policy to help add more values to the lives and knowledge of students. • Quality can be in term of provision of adequate facilities, materials, recruitment of qualified lecturers, amongst others.

24. Conclusion • Language of instruction, high school and university curriculum as well as policy making and implementations are major issues that need to be considered for decolonization to effectively take place.

25. Conclusion • However, a major side effect of decolonization is that, students may be found wanton in meeting global standard or being at par with their contemporaries.

26. Take home??? • If given the opportunity to take your kids to a school where the home language is adopted as medium of instruction, would you gladly accept? • Your guess is as good as mine. • Then where do we go from here?

27. . SIYABONGA Dankie THANK YOU