Main Article Content
The review study closely introspects’ on the prerequisites of evidence-based curriculum within the realms of specialized skills development agenda as pursued through higher education Institutions in Africa. Explicitly, the constraining factors that bedevil the leather sector are identifiable when appropriate research designs tools are applied. As such, in the process of identifying the constraints, renascence themes could, therefore, be beneficial in collecting evidence in support of developing curriculum. Such a developed curriculum stands higher chances of acceptability and aptly mitigates against challenges related to specialized skills development. The review succinctly indicates that in the process of identifying the themes, the scope of collecting evidence becomes attainable, thus, improving curricula that entails a participatory and transformative orientation. Indeed, during the review phase of the study, three main perspectives are depicted to be consequential in attaining a comprehensive, evidence-based curriculum, such as; action research, backward curriculum design perspective and theoretical perspective. Therefore, about this perspective, a reflection based on personal experiences and related to new knowledge with what they already know leads to constructivism. The relevancy of a constructivist strategy is observed to facilitate the observatory and evaluative stance during the development of evidence-based curriculum. Moreover, in consolidating and sustaining the benefit of such a developed curriculum, threshold concept was found during the review that it complements the process and strengthens the collecting evidence for curriculum development. Accordingly, therefore, the result of the review study indicate that Africa would position itself for initiating transformational changes in aspects of specialized higher education, fruition towards socio-economic benefits (e.g. employment, wealth creation and technology transfer), reversal of urban-rural or inter/intra continental migration flurry.
Alsubaie, M. A. (2016). Curriculum Development: Teacher Involvement in Curriculum Development. Journal of Education and Practice, 7(9), 106-107.
Bergold, J., & Thomas, S. (2012). Participatory research methods: A methodological approach in motion. Historical Social Research/Historische Sozialforschung, 191-222.
Biglan, A., & Ogden, T. (2008). The evolution of evidence-based practices. European Journal of Behavior Analysis, 9(1), 81-95.
Board, J. (2013). Learning theory-Constructivist Approach. Retrieved February, 19, 2013.
Bruner, J. (1990). Acts of Meaning Cambridge, MA: Harvard University Press.
Bruniges, M, (2005). An evidence-based approach to teaching and learning. Paper Presented at the using
data to support learning research conference., Melborne. Retrieved on 5th May 2018 from http://research.acer.edu.au/research_conference_2005/15.
Cervone, H. F. (2017). What does the evolution of curriculum in knowledge management programs tell us about the future of the field? VINE Journal of Information and Knowledge Management Systems, 47(4), 454-466.
Glickman, C. D., Gordon Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2013). The basic guide to supervision and instructional leadership (3rd ed., pp. 250-262). Boston: Pearson.
Cousin, G. (2006). in Meyer, J.H.F. and Land, R. (eds.), Overcoming Barriers to Student Understanding: threshold concepts and troublesome knowledge, London and New York: Routledge.
Haggbloom, S.J.; Warnick, J.E.; Jones, V.K.; Yarbrough, G.L.; Russell, T.M.; Borecky, C.M.;
McGahhey, R. (2002). "The 100 most eminent psychologists of the 20th century". Review of General Psychology. 6(2): 139–152. doi:10.1037/1089-26184.108.40.206.
Handler, B. (2010). Teacher as curriculum leader: A consideration of the appropriateness of that role
assignment to classroom-based practitioners. International Journal of Teacher Leadership. Volume 3. ISSN: 1934-9726.
Hansen, R. E. (2000). The role and experience in learning: Giving meaning and authenticity to the
learning process in schools. Journal of Technology Education, https://doi.org/10.21061/jte.v11i2.a.2 Retrieved on 5th May 2018 from https://scholar.lib.vt.edu/ejournals/JTE/v11n2/hansen.html.
Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3),
Kemmis, S. and McTaggert, R. (2005). Participatory action research communicative action and the public spher. In Handbook of qualitative research, 559-602.
Lewis, J., & Caldwell, B. J. (2005). Evidence-based leadership. In The Educational Forum (Vol. 69, No. 2, pp. 182-191). Taylor & Francis Group.
Meyer, J.H.F. & Land, R. (2003). Threshold concepts and troublesome knowledge (1): linkages to ways of thinking and practising, in Rust, C. (ed.), Improving Student Learning – ten years on. Oxford: OCSLD.
Meyer, J. H. F, Land, R., & Baillie, C. (Eds.). (2010). Threshold concepts and transformational learning (Vol. 16). Rotterdam: Sense Publishers.
Mwinyihija, M. (2017). Probing Africa’s Potential in the background of unskilled workforce and commodity dependence in the leather sector on 19th – 20th October 2017 held at Izmir, Turkey
IS& Ni 978-605-33-222-5. Retrieved on 5th of May 2018 from https://www.researchgate.net/publication/322156947_PROBING_AFRICA'S_POTENTIAL_IN_THE_BACKGROUND_OF_UNSKILLED_WORKFORCE_AND_COMMODITY_DEPENDENCE_IN_THE_LEATHER_SECTOR.
Mwinyihija, M. (2014). Evaluation of Africa’s critical demographic trends in the leather sector development and integration of novel participatory ‘Triple Helix\ approach. The International Journal of Management. Vol. 3(3); 6-14.
Piaget, J. (1987). The role of necessity in cognitive development Possibility and necessity, Vol. 2, University of Minnesota Press, Minneapolis (1987) (Original work published 1981)
Reid, J., Briggs, J., Carlisle, S., Scott, D., & Lewis, C. (2017). Enhancing utility and understanding of evidence based practice through undergraduate nurse education. BMC nursing, 16(1), 58.
Richards, J.C. (2013). Curriculum approaches in language teaching: forward, central and backward design. RELC Journal, 44(1), 5 – 33.
Taber, K. S. (2014). Methodological issues in science education research: a perspective from the philosophy of science. In M. R. Matthews (Ed.), International Handbook of Research in History,
Philosophy and Science Teaching (Vol. 3, pp. 1839-1893). Dordrecht: Springer Netherlands.
Vygotsky, L.S. (1978). Mind in society; The development of higher mental processes. Translated and edited by (M. Cole, V. John-Steiner, S. Scribner, and Souberman. Cambridge, MA: Harvard University Press.
Vygotsky’s socio-cultural theory of... (PDF Download Available). Available from: https://www.researchgate.net/publication/279279381_Vygotsky's_socio-cultural_theory_of_literacy_Scaffolding_children_to_read_and_write_at_an_early_age [accessed Jun 18 2018].
Wiggins, G., & McTighe, J. (1998). What is backward design. Understanding by design, 1, 7-19.