Repositioning the Role and Pedagogy of Teachers in Higher Education in the Context of Privatisation : The Case of Makerere University, Uganda

ウガンダの最も古い公立大学であるマケレレ大学は，この１０年静かな革命と引用される経験をしてきている．他の発展途上国においても特徴的な政府の財政支出削減と，頭脳流出による人的資源喪失を背景として，マケレレ大学は自費学生枠組の導入という大胆な転換を１９９３年に導入した．大学は政府に５％の民間からの収入を認めさせた．１９９６年までに，社会，芸術，教育そして法の各学部は夜間の自費学生プログラムを全面的に導入したのに対し，他の学部では昼間コースに多くの自費学生を入学させた．現在までほとんどの学部が自費学生プログラムを行っている．しかしこの静かな革命には課題もある．学生数の拡大と大学の財務向上により，教室での受講生が増加しただけでなく，能力・やる気・文化的背景に関する多様性が拡大した．高等教育への需要の変化と学生の特性変化に対応し，大学教員はその役割と教授法を見直す事が必要になってきている．本稿では大学教員の能力向上プロジェクトの実践からの発見を報告する．もし大学教員が教授と学習に関する変化を取り入れるべきなら，あきらかに振り返り活動が重要である．この発見はあらゆる学校の教員に対しあてはまる.In the last ten years, Makerere University, Uganda’s oldest premier public academic institution has experienced what has been variously referred to as a quiet revolution. With dwindling government funding that has been characteristic of most developing countries, and realizing that she was losing her human resource in the brain drain wave, Makerere University took a bold shift in 1993 by introducing a private students’ scheme. The University convinced government for 5% privately sponsored intake. By 1996, the Faculties of Social Sciences, Arts, Education and Law were offering fully fledged Private Evening programmes while other academic units had substantially increased their private students’ intake during the day government programme. To-date, almost all academic units in the university are running privately sponsored programmes. The quiet revolution has however not been without challenges. The expansion and refinancing of the university has meant that classes are not only larger but quite diversified in terms of student ability, motivation and cultural background. This has necessitated repositioning the role and pedagogy of the teacher in light of the changing demand for higher education and the changed student characteristics. In this article, findings from the university’s professional development project intended to develop and support teachers in their role are presented. What is apparent is the central position of reflective practice if teachers in higher education are to embrace changed views of teaching and learning. The findings are relevant to teachers at all levels of education