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Title: The outcome of constructive alignment between open educational services and learners’ needs, employability and capabilities development: Heutagogy and transformative migration among underprivileged learners in Rwanda
Authors: Nkuyubwatsi, Bernard
First Published: 22-Jun-2016
Publisher: Cogent OA
Citation: Cogent Education, 2016, 3: 1198522
Abstract: While teachers play an important role in education and supporting learning, many learners in under-resourced settings are not privileged to have access to teachers. Some of these underprivileged learners deal with the issue by engaging in self-determined and self-directed learning. Their efforts sometimes pay off with access to formal higher education and financial resources they would not access otherwise. This paper reports and discusses data from interviews with two secondary education graduates who hunted and learned on their own notes from the field of Math–Physique (Mathematics and Physics), took national exams as non-formal learners and won government sponsorship and student loans that are highly competitive in Rwanda. The informants subsequently completed their undergraduate education in Physics and Applied Mathematics, respectively. One of them was completing his master’s degree course in Applied Mathematics at the time of the interview. The data revealed decision-making, dedication and perseverance as key attributes of these learners. The informants adopted different strategies vis-à-vis challenges they encountered when they were learning on their own, and none of them surrendered. This study may benefit underprivileged learners as well as educators and institutions that are interested in opening up higher education in under-resourced settings.
DOI Link: 10.1080/2331186X.2016.1198522
ISSN: 2331-186X
Version: Publisher Version
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © the authors, 2016. This is an open-access article distributed under the terms of the Creative Commons Attribution License (, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Appears in Collections:Published Articles, School of Education

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