Computer Science Education in Selected Countries from Sub-Saharan Africa
- Bainomugisha, Engineer, Bradshaw, Karen L, Ujakpa, Martin Mabeifam, Nakatumba-Nabende, Joyce, Nderu, Lawrence, Mduma, Neema, Kihoza, Patrick, Irungu, Annette
- Authors: Bainomugisha, Engineer , Bradshaw, Karen L , Ujakpa, Martin Mabeifam , Nakatumba-Nabende, Joyce , Nderu, Lawrence , Mduma, Neema , Kihoza, Patrick , Irungu, Annette
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/440223 , vital:73758 , xlink:href="https://doi.org/10.1145/3643037"
- Description: Computer Science education in sub-Saharan Africa has evolved over the past decades. The number of institutions offering distinct undergraduate programs has grown, thus increasing the number of students enrolling in the computer science discipline. Several computer science degree programs have emerged with one of the objectives being to satisfy the growing demand for local talent and skills. In this paper, we provide a snapshot of the evolution of undergraduate computer science education in selected countries in Sub-Saharan Africa over the past 20+ years and an overview of the developments in computer science education and observed trends. The setup of educational institutions in Africa and the operational context requires unique modalities for the design and delivery of computer science education that meets the demands of the industry, amongst others. This paper provides insights into the best practices in the computer science curricula in the selected countries, as well as an overview of the pedagogical and delivery approaches to computer science education. The paper highlights case studies from institutions in the selected countries, namely Uganda, South Africa, Ghana, Tanzania, and Kenya with a consolidated summary of the current and emerging challenges and opportunities in all these countries. The paper concludes by providing persectives on the future landscape of computer science in Sub-Saharan Africa.Computer Science Education in Selected Countries from Sub-Saharan AfricaBy Engineer Bainomugisha, Makerere University, Uganda, Karen Bradshaw, Rhodes University, South Africa, Martin Mabeifam Ujakpa, Ghana Communication Technology University, Ghana, Joyce Nakatumba-Nabende, Makerere University, Uganda, Lawrence Nderu, Jomo Kenyatta University of Agriculture and Technology, Kenya, Neema Mduma, Nelson Mandela African Institution of Science and Technology, Tanzania, Patrick Kihoza, Mzumbe University, Tanzania and Annette Irungu, Jomo Kenyatta University of Agriculture and Technology, Kenya
- Full Text:
- Date Issued: 2024
- Authors: Bainomugisha, Engineer , Bradshaw, Karen L , Ujakpa, Martin Mabeifam , Nakatumba-Nabende, Joyce , Nderu, Lawrence , Mduma, Neema , Kihoza, Patrick , Irungu, Annette
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/440223 , vital:73758 , xlink:href="https://doi.org/10.1145/3643037"
- Description: Computer Science education in sub-Saharan Africa has evolved over the past decades. The number of institutions offering distinct undergraduate programs has grown, thus increasing the number of students enrolling in the computer science discipline. Several computer science degree programs have emerged with one of the objectives being to satisfy the growing demand for local talent and skills. In this paper, we provide a snapshot of the evolution of undergraduate computer science education in selected countries in Sub-Saharan Africa over the past 20+ years and an overview of the developments in computer science education and observed trends. The setup of educational institutions in Africa and the operational context requires unique modalities for the design and delivery of computer science education that meets the demands of the industry, amongst others. This paper provides insights into the best practices in the computer science curricula in the selected countries, as well as an overview of the pedagogical and delivery approaches to computer science education. The paper highlights case studies from institutions in the selected countries, namely Uganda, South Africa, Ghana, Tanzania, and Kenya with a consolidated summary of the current and emerging challenges and opportunities in all these countries. The paper concludes by providing persectives on the future landscape of computer science in Sub-Saharan Africa.Computer Science Education in Selected Countries from Sub-Saharan AfricaBy Engineer Bainomugisha, Makerere University, Uganda, Karen Bradshaw, Rhodes University, South Africa, Martin Mabeifam Ujakpa, Ghana Communication Technology University, Ghana, Joyce Nakatumba-Nabende, Makerere University, Uganda, Lawrence Nderu, Jomo Kenyatta University of Agriculture and Technology, Kenya, Neema Mduma, Nelson Mandela African Institution of Science and Technology, Tanzania, Patrick Kihoza, Mzumbe University, Tanzania and Annette Irungu, Jomo Kenyatta University of Agriculture and Technology, Kenya
- Full Text:
- Date Issued: 2024
Data Visualization of Budgeting Assumptions: An Illustrative Case of Trans-disciplinary Applied Knowledge
- Cuthbert, Carol E, Pearse, Noel J, Bradshaw, Karen L
- Authors: Cuthbert, Carol E , Pearse, Noel J , Bradshaw, Karen L
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/440236 , vital:73759 , xlink:href="https://doi.org/10.54808/JSCI.22.01.130"
- Description: Trans-disciplinary research combines different fields into new conceptual and methodological frameworks. In this study, the SECI model of knowledge creation, which consists of Socialization, Externalization, Combination, and Internalization conversion modes, is used to analyze the implementation of a structured budgeting visualization system by a trans-disciplinary team. Through applied research in implementing a global budgeting system, budgeting assumptions are made explicit through visualization, transforming the approach to the budgeting process and its accuracy. This visualization, in turn, is enabled by assumptions underlying revenue planning, business services and employee compensation, and a visual process. The system displays a stepped approach, indicated by icons, representing the tasks involved in the budget process. For example, the system requires uploading the previous year’s information, setting the assumptions, calculating the suggested figures based on assumptions, and amending the proposed outcome. As adapted by Rice and Rice (2005), SECI is applied as the socialization of tacit-to-tacit budgeting assumption knowledge is solidified during the design phase of this transformation exercise. The externalization phase, in which budgeting assumptions are transformed from tacit to explicit, is evidenced during the configuration phase of the new system. The systemic collaboration results in the explicit assumptions being collectively leveraged across the regions during and after the “go-live” phase of system development. Finally, the internalization phase involves the explicit assumptions being transformed into new tacit knowledge as the experts evolve new assumptions derived from the transformation process. Semiotics provides variance information through hue, with, for example, darker colours indicating higher variances. This trans-disciplinary communication provides the means for increased efficiency and effectiveness. The resulting budget framework is visually validated through a heatmap by comparing the budgeting accuracy and assumption complexity between the different regions where it was implemented. In summary, value is added in developing a new data visualization process, focusing on the role of budgeting assumptions and using planning process visualizations. This approach improves communication efficiency, effectiveness, and understanding of budgeting while enhancing accuracy.
- Full Text:
- Date Issued: 2024
- Authors: Cuthbert, Carol E , Pearse, Noel J , Bradshaw, Karen L
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/440236 , vital:73759 , xlink:href="https://doi.org/10.54808/JSCI.22.01.130"
- Description: Trans-disciplinary research combines different fields into new conceptual and methodological frameworks. In this study, the SECI model of knowledge creation, which consists of Socialization, Externalization, Combination, and Internalization conversion modes, is used to analyze the implementation of a structured budgeting visualization system by a trans-disciplinary team. Through applied research in implementing a global budgeting system, budgeting assumptions are made explicit through visualization, transforming the approach to the budgeting process and its accuracy. This visualization, in turn, is enabled by assumptions underlying revenue planning, business services and employee compensation, and a visual process. The system displays a stepped approach, indicated by icons, representing the tasks involved in the budget process. For example, the system requires uploading the previous year’s information, setting the assumptions, calculating the suggested figures based on assumptions, and amending the proposed outcome. As adapted by Rice and Rice (2005), SECI is applied as the socialization of tacit-to-tacit budgeting assumption knowledge is solidified during the design phase of this transformation exercise. The externalization phase, in which budgeting assumptions are transformed from tacit to explicit, is evidenced during the configuration phase of the new system. The systemic collaboration results in the explicit assumptions being collectively leveraged across the regions during and after the “go-live” phase of system development. Finally, the internalization phase involves the explicit assumptions being transformed into new tacit knowledge as the experts evolve new assumptions derived from the transformation process. Semiotics provides variance information through hue, with, for example, darker colours indicating higher variances. This trans-disciplinary communication provides the means for increased efficiency and effectiveness. The resulting budget framework is visually validated through a heatmap by comparing the budgeting accuracy and assumption complexity between the different regions where it was implemented. In summary, value is added in developing a new data visualization process, focusing on the role of budgeting assumptions and using planning process visualizations. This approach improves communication efficiency, effectiveness, and understanding of budgeting while enhancing accuracy.
- Full Text:
- Date Issued: 2024
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