The Status Quo of Doctoral Education in Universities in Zimbabwe
Globally, the importance of highly qualified human resources (holders of doctoral degrees) in providing the requisite skills for knowledge economies is well acknowledged. Sadly, African universities are reportedly lagging behind in terms of satisfying the required quantity and quality of doctoral graduates (Harle, 2013). This study was aimed at providing empirical evidence on the status of doctoral education in Zimbabwe as well as identifying the reasons for the status quo. Documentary evidence and telephonic interviews were used to collect data from all the 15 (40%) registered universities in Zimbabwe. The interviews involved doctoral students enrolled in local universities as well as in foreign universities, aspiring doctoral candidates and senior academics based in local universities.The findings showed that six out of the 15 universities were offering programmes at doctoral level in 2014 giving a share of 0.2%. The combined doctoral degree enrolment was 150 translating to a share of 0.18% of the total student enrolments. A total of 28 people graduated with doctorates from Zimbabwean universities in 2014. Approximately 565 academics from Zimbabwean universities were pursuing doctoral degrees at universities in the region notably in South Africa and Zambia and yet only one university in Zimbabwe enrolled students from the region. The reasons for this state of affairs included the stringent regulatory environment regarding doctoral study in Zimbabwe, shortage of supervisors due to brain drain, unavailability of doctoral programmes at 60% of the local universities and inadequate funding and resources. The study the study recommends that ZIMCHE and universities should revisit their standards and regulations. In addition, government needs to adequately remunerate university staff and provide funding for research and doctoral studies.
Social Treatment of Graduate Students in Kenya: A Case of One University
There is intensive enrolment of postgraduate students in order to sustain national capacity for university teaching and research. However, this development is no challenge-free for the graduate students face a number of problems which varies from economic to social. This research investigated the social treatment of Graduate Students in one university in Kenya. The researcher used informal interviews and discussion to get the opinions of the respondents, that is, the graduate student at that university. The researcher also collected data through observation for she is one of the graduate students at that university. Data was analyzed qualitatively and findings revealed that graduate students were from different countries of Africa including Zimbabwe, Kenya, Malawi, and Uganda. The respondents were happy with the library and classrooms services. However, they were staying in pairs in small rooms and facilities meant for one. They were also affected by noise from the undergraduate students for they shared the same premises. Again, the respondents complained of long queues at the single food outlet of the university and academic offices for they are given same treatment with the many undergraduate students on first-come-first serve basis. The study recommends separate residential places for graduate and undergraduate students; separate food collection points for graduate and undergraduate students and different student cards for undergraduate and graduate students so that graduate students are recognized and are given due respect. It also recommends adjustment on the part of the graduate students. Keywords : higher education; graduate students; social treatment
The Need For A Sacred Science
The meaning of a science rooted in the sacred, its contrast to modern science and its pertinence to us today.