The innovative instructor and the innovative learner in Africa-A review
DOI:
https://doi.org/10.64754/thedyke.v19i1.573Keywords:
innovation, education, innovative instructor, creativity, Africa, readingAbstract
This review paper provides clear insight towards the issue of the innovative teacher and the innovative learner. Major research questions include (a) What is the role of education in innovation? (b) What are the opportunities that are presented for both the instructor and the learner to be innovative? (c) What are the challenges faced by the instructor and the learner in education for them to be innovative? (d) What is the nexus between African educational policies and innovation practices? (e) What is required to increase the link between education and innovation in Africa? To address demands of the questions, cross-sectional literature review was carried out through desktop literature search to gather already existing data. Published and grey literature with aspects related to Africa will be highly considered, although global literature was be included for comparison. Inclusion andexclusion of documents was determined by key words and abstract content. Literature show that educational innovations equip the instructors and learners for challenges faced by society and instructors are considered as key drivers of didactic innovations. Educational innovations expose instructors to new teaching methods and gives emphasis on lifelong learning. Learners have the opportunity to interact with the instructor and among themselves as well as the flexibility to learn at their own pace providing them flexibility. Nevertheless, literature identifies challenges that include poverty, digital literacy and internet connectivity, cultural issues, political factors, socio-economic factors and brain drain. The study recommends investment in research, promotion of practical activities, incorporating technologies with user friendly applications, creating supportive environments, and policy formulation and implementation.
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