The place of academia and industry in the adoption and adaptation of educational technologies for a post-COVID-19 recovery in Africa.

The COVID-19 pandemic disrupted livelihoods on different fronts and at varying degrees globally. The global education sector was one of the key sectors that bore the heaviest brunt, particularly in the teaching and learning delivery modes. For instance, digital educational technologies became vital methods for teaching and learning. In response, a number of initiatives were adopted by countries to lend insight into how to cope with the emergent challenges, as well as how to alleviate the challenges brought about by the pandemic for post-COVID-19 recovery and growth. In this paper, we explore the contribution of industry and academia to post-COVID-19 recovery and growth, with a special focus on education technologies (ICT)'s adoption and promotion of entrepreneurial efforts in Africa. To attain the paper's objective, we used a scoping review approach to obtain crucial literature from credible and relevant databases to demonstrate and deliver succinct, stronger, clear, and clarified findings on the areas of focus. Additionally, we visited websites of certain international organizations that supported sub-Saharan Africa (SSA) countries in response to the COVID-19 pandemic, specifically focusing on responses targeting the education sector. The findings highlighted in this paper reveal that both academia and industry have a significant contribution to building back better efforts for a post-COVID-19 recovery and growth. Such efforts operate within the realms of adoption and adaptation of technology in the education sector, and increased emphasis on involvement in entrepreneurship practices. The paper also offers salient recommendations on how to better improve academia and industry's involvement in post-COVID-19 recovery and growth efforts.

Association between physical activity participation and perceived social isolation at older ages: Do social participation, age and sex differences matter?

BACKGROUND: Physical inactivity is a major risk factor for poor health. However, it is unclear how physical activity (PA) is associated with perceived social isolation (PSI) in older age. This study aims to explore 1) association between PA and PSI among older people in Ghana and 2) if social participation (SP), age and sex modify any associations. METHODS: The study focused on 1,201 men and women aged ≥50 years in the AgeHeaPsyWel-HeaSeeB Study. Multivariate ordinary least squares (OLS) models were specified to estimate the regression coefficients and standard errors for the associations of PA and SP with PSI adjusting for potential confounders. RESULTS: Multivariate OLS regressions showed that engagement in SP (b = -0.442; SE = 0.140; p < 0.001) and regular PA (b = -0.338; SE = 0.152; p < 0.005) were independently associated with decreasing PSI. Also, SP modified the PA-PSI association such that resourceful SP reinforced the link between PA and PSI (b = -0.709; SE = 0.276; p < .005). Finding revealed sex (men: b= -0.712; SE = 0.266; p < 0.005; women: p = 0.083) and age differences (65+: b = -0.437; SE = 0.206; p < 0.005; 50-64: b = -0.502; SE = 0.252; p < 0.05) in the effect of PA on PSI. CONCLUSIONS: Findings provide insight into the importance of specific and combined effects of SP and PA on PSI in older age. Public health, clinical practice, and social policy efforts should target social healing and group PA interventions to improve older adults' emotional health.

Factors associated with research productivity in higher education institutions in Africa: a systematic review.

Background: There are low levels of research productivity among Higher Education Institutions (HEIs) in Africa, a situation that is likely to compromise the development agenda of the continent if not addressed. We conducted a systematic literature review to synthesize evidence of the factors associated with research productivity in HEIs in Africa and the researchers' motives for research. Methods: We identified 838 publications related to research productivity in HEIs in Africa from various databases, from which we included 28 papers for review. The inclusion criteria were that (i) the paper's primary focus was on factors associated with research productivity, and motivations of doing research among faculty members in Africa; (ii) the setting was the HEIs in Africa; (iii) the type of publication was peer-reviewed papers and book chapters based on primary or secondary data analysis; and (iv) the language was English or French. Essays, opinions, blogs, editorials, reviews, and commentaries were excluded. Results: Most of the studies operationalized research productivity as either journal publications or conference proceedings. Both institutional and individual factors are associated with the level of research productivity in HEIs in Africa. Institutional factors include the availability of research funding, level of institutional networking, and the degree of research collaborations, while individual factors include personal motivation, academic qualifications, and research self-efficacy. Conclusions: Deliberate efforts in HEIs in Africa that addressed both individual and institutional barriers to research productivity are promising. This study recommends that the leadership of HEIs in Africa prioritizes the funding of research to enable researchers to contribute to the development agenda of the continent. Moreover, HEIs should build institutional support to research through the provision of research enabling environment, policies and incentives; strengthening of researchers' capabilities through relevant training courses, mentorship and coaching; and embracing networking and collaboration opportunities.