Abstract: The aim of this paper was to investigate the Effect of English as a Medium of Instruction on Academic Performance of Students in Civil Engineering in Higher Learning Institutions. A Case of Rwanda Polytechnic, Huye College. Simple random sampling technique was further applied to obtain lectures and students from civil engineering department, making 198 target individuals. The study used a sample of 132 respondents from the sampled department at Rwanda Polytechnic Huye College. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression. The results of the findings indicated that English usage as medium of instruction was more correlated with the performance of students in civil engineering department (r = 0.611; p= 0.000). Multiple linear regression analysis showed that English usage as medium of instruction contributed to 71.9% of variation on the performance, hence plays a vital role in performance of students in Huye College. Additionally, it was further inferred that English usage as medium of instruction increases positive attitudes toward learning other subjects in civil engineering department. The study recommended that lecturers who teach modules in civil engineering, as influential figures in Huye College, consistently utilize only the English language during the teaching process to serve as effective role models for students.

Abstract: This study is entitled “The Social and economic impact of the COVID-19 Pandemic on private higher education in Rwanda.” The purpose of this study is to identify the social and economic impact of the COVID-19 Pandemic on private higher learning institutions in Rwanda. The researchers reviewed the related literature from physical and online documents. This research employed descriptive research design using both qualitative and quantitative approaches. The research adopted purposive sampling technique to determine a sample size of 437 respondents ranged from Students, Staff, and Senior Managers from 26 private HLIs in Rwanda. Data was collected through questionnaire, documentation, and interviews. Primary data were analyzed using SPSS. As results of this study, almost 90% of respondents confirmed that COVID-19 affected the enrolment numbers for both international and local students. Some HLIs, especially local-based ones, reported that this impact would continuously have negative financial consequences over the next 3 to five years. At almost all HLIs, COVID-19 affected teaching and learning activities where 91% of the respondents reported that classroom teaching had been replaced by remote teaching and learning. 100% of HLIs also reported that COVID-19 had affected the planning to carry out exams and it has had an impact on international students and staff mobility at 99% of participating HLIs. As a major recommendation, HLIs should have strategies in place to control future pandemic rather than considering the COVID-19 pandemic as a once-in-a-lifetime crisis.

Abstract: Higher Education institutions are considered the epitome of Knowledge where solutions for the Country’s problems are generated and where inventions, innovations and new ideas are gotten through research. With the coming of covid-19, it is evident that there is a surge of uncertainties pervading all areas of higher learning institutions. This touches on modes of learning, unpredictable financial conditions, student welfare and challenged enrollment. This literature review aimed to find out challenges catalyzing inclusion and access to education in Higher education institutions in Kenya. It further focused on suggested remedies in line with catalyzing change for inclusion and access to higher education during the Covid-19 era. After applying the concept map to the data from the selected studies, five challenges associated with influencing inclusion and access to higher education were identified: Technology, student/learner, Instructor, Financial and Curriculum design. The study revealed that higher institutions are shifting to remote access (virtual platforms), are more inclusive and more accessible to more student population despite being challenged with limitation of resources, uncertainty in enrollment, issues of advising and counseling students, inexperience of staff on the use of learning management systems and unpredictable financial conditions.The study offers suggestions on making education more inclusive and accessible in terms of recognition of interdependence of institutions in public space, awareness of complexity of teachers’ work and community lead learning, digital connectivity and online platform, access to information, affordable internet, reliable connectivity and other ways of protecting the School social space as education is transformed.

Abstract: Social interactions amongst peers were the sole purpose for the invention of social media platforms. Later on, realizing its potential, other sectors embraced the technology and has been strategically used to add value and in the case of Higher Learning Institutions (HLIs), reach learners beyond classroom walls. However, it was not clear enough whether social media is sufficiently utilized for learning as compared to social activities; thus, this research aimed at exploring this dilemma. A review of literature reveals that there is insufficient research done exploring perceptions of students in HLIs regarding their use of social media for learning. A random sample of 250 students from one HLI in Tanzania participated in the study belonging to the following disciplines; Pharmacy, Nursing, Natural and Applied Sciences, Education and Humanities and Commerce and Business Studies. Data was analyzed through SPSS statistical package. A principal finding is that the use of social media for knowledge sharing hasn’t only increased but rather supersedes that for social interactions. Social media is no longer just for relaxation and electronic commerce. Analysis recommends policy makers to formalize the use of social media for academic purposes, improve Information Communication Technology (ICT) infrastructure nation-wide and incorporate ICT subjects in studies from lower levels of education upwards. But most important, Digital Strategies in HLIs is mandatory if any significant impact of technology is intended; not only to support administrative tasks but rather be at the core of the institution’s strategy.