scholarly journals International Lessons for African Higher Education and Economy

2015 ◽  
Author(s):  
Pundy Pillay
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Higher Education Policy ◽  
Sub Saharan Africa ◽  
Higher Education System ◽  
Education Planning ◽  
Role Of The State ◽  
The Usa ◽  
Institutional Differentiation ◽  
Sub Saharan

This article distils some important lessons for Sub-Saharan Africa using case studies of three systems which have successfully linked their economic development and higher education policy and planning: namely Finland, South Korea, and North Carolina state in the USA. These lessons include the link between economic and education planning; the need for a high quality schooling system as the foundation for a productive higher education system; the importance of institutional differentiation, and the role of the state. Finally, it suggests reasons why policy makers should take note of the importance of higher education for development generally, and for economic development specifically.

Uninettuno University for Refugees: a Model of Network for an Education without Boundaries

2020 ◽  
Vol 7 (10) ◽  
pp. 454-466
Author(s):  
Maria Amata Garito
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Arab World ◽  
Knowledge Exchange ◽  
The United States ◽  
Sub Saharan Africa ◽  
Higher Education System ◽  
The World ◽  
Sub Saharan ◽  
The University

In the European countries, and especially in Italy, one of the hardest challenges we are facing these days is the escalating crisis of migrants and refugees coming from the Arab World and Sub-Saharan Africa countries. The history of universities tells us that the first Universities realized a networked model in which students shaped their own study path, moving from one institution to another across Europe in order to attend the lectures by the best lecturers from different Universities. The Medieval higher education system, therefore, acted as a bridge between different cultures, fostering knowledge exchange, sharing and construction based on a networked organizational model, and an educational model promoting discussions and debates (questio and disputatio). Nowadays, ICT technologies, and above all the Internet, allow Universities to re-create a network of knowledge and of students and professors, sharing experiences and competences from different social and cultural backgrounds. The International Telematic University UNINETTUNO developed and implemented an internalization model and a psycho-pedagogic model, whose main characteristics are described in this paper, promoting the collaboration among Universities from the United States, Europe, Asia and above all from the Arab World Countries. Through this collaborations, UNINETTUNO developed the first higher education portal in the world which is available in 5 languages (Italian, English, French, Arabic and Greek), enrolled students from 168 countries of the world. The success of these international cooperation activities inspired UNINETTUNO in the creation of an Internet-based portal (The University for Refugees — Education without Boundaries, that will be presented in this paper) allowing refugees and migrants to access the University for free from any place across the world, providing services like: Recognition of the study title, Recognition of Professional Skills, Language Learning courses, Health Services, Mutual Rights and Duties. This initiative, launched in 2016, became a true laboratory of intercultural and interlingual communication that promotes a truly effective model of cooperation and inclusion with refugees and students from different parts of the world.

From 'crisis' to 'transformation'? Shifting orthodoxies of African higher education policy and research

2008 ◽  
Vol 1 (1) ◽  
pp. 58-88 ◽  
Author(s):  
Yann Lebeau ◽  
David Mills
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Academic Research ◽  
Research Capacity ◽  
Teaching Quality ◽  
Sub Saharan Africa ◽  
Post Colonial ◽  
Continental Scale ◽  
Policy Paradigm ◽  
Sub Saharan

After years of neglect, there is renewed international interest in higher education in sub-Saharan Africa. Comparative projects have been launched on a continental scale, looking at the socio-economic relevance of higher education, often with the aim of reviving failing institutions. A new 'transformation' policy paradigm has replaced a previously dominant rhetoric of 'crisis'. Promoted by the major funders, this discourse has been adopted by many within African governments and university administrations. We argue that such interventions are possible because of the particular post-colonial historical ties among African, European and American academies. They represent the latest stage of donor involvement in African universities, and are made possible by the outward-looking perspectives of many African scholars. Yet is this latest paradigm shift leading to real changes in research capacity and teaching quality within African institutions? Is it informed by specific institutional needs? We compare research and development projects led by donors with those led by academics themselves. Attempts by international donors to invigorate locally relevant research capacity are limiting the re-emergence of academic autonomy. Academic research 'collaborations', especially those led by European and American scholars, fare little better.'

Dynamics of Collaboration between U.S. Foundations and African Universities

2020 ◽  
pp. 370-384
Author(s):  
Fabrice Jaumont
Keyword(s):  
Higher Education ◽  
Sub Saharan Africa ◽  
African Countries ◽  
Theoretical Frameworks ◽  
Institutional Perspective ◽  
Donor Funding ◽  
Higher Education System ◽  
Sub Saharan ◽  
Recent Project ◽  
The Relationship

The question of interest in this chapter is the recent project referred to as the Partnership for Higher Education in Africa, and the partner Foundations' goal to contribute to the transformation of a select number of universities in selected African countries. Can public universities in sub-Saharan Africa fully accept the solutions proposed by a private donorship from the West? In exploring the question this chapter draws upon the theoretical frameworks of neo-institutionalism and resource dependency to analyze the related issues. It also reviews, within a neo-institutional perspective, the long-standing debate on U.S. foundations' international activities, and discusses these foundations' perceived influence over Africa's higher education system. Applied to the relationship between U.S. foundations and African universities, this lens seeks to shed new light on the debate about donor funding and its influence on educational reforms.

Dynamics of Collaboration between U.S. Foundations and African Universities

2016 ◽  
pp. 167-185
Author(s):  
Fabrice Jaumont
Keyword(s):  
Higher Education ◽  
Sub Saharan Africa ◽  
African Countries ◽  
Theoretical Frameworks ◽  
Institutional Perspective ◽  
Donor Funding ◽  
Higher Education System ◽  
Sub Saharan ◽  
Recent Project ◽  
The Relationship

The question of interest in this chapter is the recent project referred to as the Partnership for Higher Education in Africa, and the partner Foundations' goal to contribute to the transformation of a select number of universities in selected African countries. Can public universities in sub-Saharan Africa fully accept the solutions proposed by a private donorship from the West? In exploring the question this chapter draws upon the theoretical frameworks of neo-institutionalism and resource dependency to analyze the related issues. It also reviews, within a neo-institutional perspective, the long-standing debate on U.S. foundations' international activities, and discusses these foundations' perceived influence over Africa's higher education system. Applied to the relationship between U.S. foundations and African universities, this lens seeks to shed new light on the debate about donor funding and its influence on educational reforms.

scholarly journals Implications of Governance, Natural Resources, and Security Threats on Economic Development: Evidence from Sub-Saharan Africa

2021 ◽  
Vol 18 (12) ◽  
pp. 6236
Author(s):  
Husam Rjoub ◽  
Chuka Uzoma Ifediora ◽  
Jamiu Adetola Odugbesan ◽  
Benneth Chiemelie Iloka ◽  
João Xavier Rita ◽  
...  
Keyword(s):  
Economic Development ◽  
Natural Resources ◽  
Causal Effect ◽  
Sub Saharan Africa ◽  
Security Threats ◽  
African Countries ◽  
Significance Level ◽  
Long Run ◽  
Short Run ◽  
Sub Saharan

Sub-Saharan African countries are known to be bedeviled with some challenges hindering the economic development. Meanwhile, some of these issues have not been exhaustively investigated in the context of the region. Thus, this study aimed at investigating the implications of government effectiveness, availability of natural resources, and security threats on the regions’ economic development. Yearly data, spanning from 2007 to 2020, was converted from low frequency (yearly) to high frequency (quarterly) and utilized. Data analysis was conducted using Dynamic heterogeneous panel level estimators (PMG and CS-ARDL). Findings show that while PMG estimator confirms a long-run causal effect of governance, natural resources, and security threats on economic development, only natural resources show a short-run causal effect with economic development, while the CS-ARDL (model 2) confirms the significance of all the variables both in the long and short-run. Moreover, the ECT coefficients for both models were found to be statistically significant at less than 1% significance level, which indicates that the systems return back to equilibrium in case of a shock that causes disequilibrium, and in addition, reveals a stable long-run cointegration among the variables in the model. Finally, this study suggests that the policy makers in SSA countries should place more emphasis on improving governance, managing security challenges, and effectively utilizing rents from the natural resources, as all these have severe implications for the economic development of the region if not addressed.

Focus Group Methods for Formative Research in Child Survival: An Ivoirian Example

1988 ◽  
Vol 8 (4) ◽  
pp. 297-316 ◽  
Author(s):  
Deborah Glik ◽  
Andrew Gordon ◽  
William Ward ◽  
Kale Kouame ◽  
Mahbi Guessan
Keyword(s):  
Focus Group ◽  
Program Planning ◽  
Child Survival ◽  
Sub Saharan Africa ◽  
Focus Group Interviews ◽  
Education Planning ◽  
Group Methods ◽  
Interview Methods ◽  
Sub Saharan ◽  
Group Interviews

The study reported here represents the ongoing development of focus group interview methods in support of health education planning for child survival programs in the CCCD project in Sub-Saharan Africa. Using illustrative examples from a field experience in Cote d'Ivoire, methods that enhance the usefulness and validity of focus group interviews for health program planning are discussed.

scholarly journals Unusual in Growth and Composition: Ethiopian Private Higher Education

2017 ◽  
pp. 19-21 ◽  
Author(s):  
Wondwosen Tamrat ◽  
Daniel Levy
Keyword(s):  
Higher Education ◽  
Private Higher Education ◽  
Sub Saharan Africa ◽  
Limited Role ◽  
The Future ◽  
Sub Saharan

Ethiopia’s private higher education (PHE) sector is the largest or second largest in sub-Saharan Africa, however a mix of enabling and restrictive policies have let PHE play a limited role in key respects. This article surveys the current landscape and asks important questions regarding the future of PHE.

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