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Anne-Claire Hervy
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#1 Posted: Sun Sep 21st, 2008 16:18 |
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TO REPLY TO THE QUESTIONS BELOW, REPLY TO THIS TOPIC USING THE REPLY BUTTON ABOVE. USERS CANNOT BEGIN A NEW TOPIC OF THEIR OWN. WE HAVE SET IT UP THIS WAY TO AVOID FRACTURING THE DISCUSSION. THANK YOU
IN ENGLISH: (Texte français ci-bas)
In the AU’s Second Decade of Education the following vision for higher education is laid out:
“Complete revitalization of higher education in Africa, with the emergence of strong and vibrant institutions profoundly engaged in fundamental and development-oriented research, teaching, community outreach and enrichment services to the lower levels of education; and functioning in an environment of academic freedom and institutional autonomy, within an overall framework of public accountability.”
The priorities for the second decade are the following:- Promotion of research and original knowledge production in higher education
- Promotion, development and assurance of quality in African higher education
- Increased involvement of universities in the continent’s development efforts, including the development of the lower levels of education
- Ensuring appropriate levels of funding for the higher education sector.
The Africa-U.S. Higher Education Initiative is working to contribute towards achieving this vision and supporting these priorities by seeking funding for partnerships between African and U.S. institutions.
One of the priorities of the Initiative is to strengthen connections between African institutions of higher education and the public, private, and civil society sectors – locally, regionally and globally. The Initiative is concerned with increasing the relevance of higher education institutions both in Africa and the United States to our modern, globalized societies.
- What does this mean to you? What does it mean for higher education institutions to be connected and relevant? What changes need to be made at institutions of higher education both in Africa and the U.S. in regard to the issue of relevance and the other priorities of the AU’s Second Decade?
- If you are affiliated with an institution of higher education (in Africa or the U.S.), what changes do you feel need to be made at your institution? If you represent an African institution does your institution have a strategic plan and how does your institution’s vision fit with the AU’s vision?
- If you are a stakeholder in the private or civil society sector, what role do you expect institutions of higher learning to play in national and regional development?
- If you are a policy maker, what policy changes do you think are necessary to ensure that institutions of higher learning meet the objectives articulated by the AU and contribute to national and regional development?
- What is the development role that institutions of higher education ought to play?
TO REPLY TO THESE QUESTIONS, REPLY TO THIS TOPIC USING THE REPLY BUTTON ABOVE. USERS CANNOT BEGIN A NEW TOPIC OF THEIR OWN. WE HAVE SET IT UP THIS WAY TO AVOID FRACTURING THE DISCUSSION. THANK YOU
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EN FRANCAIS:
Dans le cadre de la Seconde Décennie d’Education de l’UA, la vision de l’enseignement supérieur suivante a été définie :
« La revitalisation complète de l’enseignement supérieur en Afrique avec l’émergence de puissantes et de dynamiques institutions profondément engagées dans les recherches fondamentales et orientées vers le développement, l'enseignement, l'approche communautaire et des services d'enrichissement aux niveaux de l’enseignement de base ; et leur fonctionnement dans un environnement de la liberté académique et de l'autonomie institutionnelle, dans un cadre global de la responsabilité publique. "
Les priorités de la seconde décennie sont les suivantes: - La promotion de la recherche et la production des connaissances en matière de l’enseignement supérieur
- La promotion, le développement, l’assurance de qualité dans l’enseignement supérieur
- Accroître l’implication des universités dans les efforts du développement du continent y compris le développement de l’éducation de base.
- Garantir un niveau de financement approprié au secteur de l’enseignement supérieur
L’initiative de l’enseignement supérieur Afrique – E.U s'efforce de contribuer à la réalisation de cette vision et à l'appui de ces priorités par la recherche de financement aux partenariats entre les institutions Africaines et américaines.
L'une des priorités de l'Initiative est de renforcer les liens entre les institutions africaines d'enseignement supérieur et les secteurs public, privé, et les organisations de la société civile – sur le plan local, régional et mondial. L'Initiative vise à accroître l’importance des institutions de l’enseignement supérieur en Afrique et aux États-Unis et les adapter à nos sociétés modernes et mondialisées. - Qu'est-ce que cela signifie pour vous? Qu'est-ce que cela signifie pour les institutions d'enseignement supérieur d’être connectées et d’être importantes? Quels changements doivent être faits dans les institutions d’enseignement supérieur en Afrique et aux États-Unis en ce qui concerne la question de l’importance et les autres priorités de la deuxième Décennie de l’éducation de l’UA?
- Si vous êtes affilié à une institution d'enseignement supérieur (en Afrique ou aux États-Unis), quels changements pensez-vous que votre institutions doit faire? Si vous représentez une institution africaine, votre institution a-t-elle un plan stratégique et la vision de votre institution correspond-elle à celle avec l'Union africaine?
- Si vous êtes un intervenant dans le secteur privé ou dans le secteur de la société civile, quel rôle pensez-vous que les institutions d'enseignement supérieur doivent jouer dans le développement national et régional?
- Si vous êtes un décideur politique, quelles réorientations politique jugez-vous nécessaires pour veiller à ce que les institutions d'enseignement supérieur atteignent les objectifs fixés par l'UA et à ce qu’elles contribuent au développement national et régional?
- Quel est le rôle de développement que les institutions d’enseignement supérieur doivent jouer?
Last edited on Wed Sep 24th, 2008 13:56 by
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John Ferrick
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#2 Posted: Wed Sep 24th, 2008 14:15 |
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All of these are obviously very broad questions that I feel need to be narrowed for us to get a better picture of what we in H.E. can and probably should do to achieve these goals. For instance, when we talk about "engaged in fundamental research" are we talking about setting up laboratories that can cater to cutting edge research? If so, then it seems we should go with our strengths with our role being one of assisting through joint research projects and training the future faculty and technical staff who will conduct this research. However, I am unclear as to where the resources will come from to create a truly modern research infrastructure and then to keep it going. Does it have to happen in each country or could it be done regionally? This might be where the private sector comes in, but they too have resource limits.
I believe that in the US, we need to think more creatively about our degree programs and the criteria for conferring degrees. Joint degree, dual degrees, etc. should be on the table. We have a goal of 'Internationalizing" our university and to me this means we have to think more creatively about what a degree from our university means...what should be included, who should be included, etc.?
As an institution of H.E. in the US, I believe we have an obligation to assist in issues that society confronts both her in our local communities as well on state, national and international venues. A part of our missions of research, teaching and outreach should be to look beyond our borders...both for the assistance of others as well as for the education of our own students, faculty and staff.
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HIWOT
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#3 Posted: Wed Sep 24th, 2008 14:55 |
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The issue of quality assurance should be viewed with the massification of higher education in Africa.With the increased number of cohorts of 18 year old members of the population aspiring to enter institutions of higher learning a pragmatic view of quality education will be in one way or another liable for compormise.The sticking point should not be on how to reconcile the two but to systematically institutionalize quality assurance mechanisms at at all levels.Of course quality matters can be seen from a perspective of the inputs required to fulfill what is prescribed within the profile of the anticipated graduate.The quality of the curiculum,the professors, books, laboratories, workshops etc. needs to be aligned within the budgetary limits of what can be achieved.In situations where less emphasis is given for quality assurance it will be obvious that expansions would take preceedence over quality.Hence the inputs necessary for ensuring quality in our universities should be seriously scrutinized and remedials put if graduates are to be engaged in the development of Africa.
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gkperrier
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#4 Posted: Wed Sep 24th, 2008 15:25 |
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The U.S. public university model of teaching, outreach, and research is not necessarily the best model for African institutions of higher education. An additional factor is that the U.S. model for public universities evolved organically over many years. It started with teaching, moved to outreach and extension and then developed a research component. My experience as a faculty member at Ahmadu Bello University in Nigeria and with many years in Africa is that imposing the U.S. model on Africa does not result in effective institutions of higher learning. This is especially true when all for components are initiated at one time in a large, but unsustainable influx of donor resources. I strongly feel that a rethink of what the role of the public university in Africa is needed. I also feel it is important for these institutions to start with teaching and expand in ways that resources allow and national priorities dictate.
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robfuller1
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#5 Posted: Wed Sep 24th, 2008 15:37 |
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I am excited to see renewed interest in the idea of institutions of higher education being more connected and relevant to our communities (local, regional and global). As an educator and practitioner in the international development arena, I have been disheartened by higher education's retreat into ivory towers of esoteric, arcane research that adds to the body of knowledge but doesn't have a practical application to solving the issues that plague us day-to-day (such as economic development, poverty alleviation, natural resource utilization, and democracy building to name but a few). Higher education (writ large) needs to get over the sense of snobbery that often manifests itself when we discuss the need for real vocational education, and human resource development in the form of training for real jobs that pay living wages.
I have been involved for the past 4 years in training practicing entrepreneurs across North Africa in particular, especially those who have shown an interest and a potential for growing their businesses, and the results have been phenomenal in terms of new business ventures created, the number of new jobs created, and the amount of additional wealth that contributes to their local communities. This program is a case of taking those who have shown an interest or propensity to pursue an area of interest, and providing them with the knowledge, skills and tools to succeed. I think there is a vast opportunity to apply this same methodology across the campus, to help students and the communities in which we operate commit their talents and abilities to improvement (priority 3 for the decade). But this takes money (priority 4 for the decade) and a willingness to set aside the petty politics that often manifest themselves in universities to actually work for the greater good (priority 2 for the decade).
I support the four priorities listed, but perhaps they are in the wrong order of precedence for the good they can contribute.
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Kent Mitchell
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#6 Posted: Wed Sep 24th, 2008 16:09 |
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For higher education institutions to be connected and relevant, they must sensitively mitigate against a global testing ethos whose influence instills damaging hierarchies inside teachers and learners. Switching from education in a mother tongue to a colonizing experience in a different tongue is not easy. Yet in many lands, that is what is asked. Soon the hierarchies inside reflect the conflation of hierarchies outside - and the damage begins. In order for teachers and schools to be the mentors they must be as they seek to bring young minds to higher levels of knowledge and expression, teachers and schools must be trusted emotionally by the learners who sit in classes. This trust depends on whether teachers are believed in by their administrations to the point that they feel free to be engagingly human as they teach. For the young take in knowledge through the right kind of comfort.
Testing's influence has the effect of making the universe of education cognitive. It is not. Any watchful parent or childcare worker knows that it is the emotional - meaning engagement - which leads to the cognitive. This is even more the case when the young are switching language codes as they learn.
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dteklu
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#7 Posted: Wed Sep 24th, 2008 16:12 |
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This means a lot of work. While the 4 priorities for the second decade are relevant and timely, their implementation requires a lot of work which needs to start immediately. The appropriate role of higher education in promoting development needs to be evaluated. Higher education institutions in Africa have to include development in their mission statements. There is a lot to be learned form the role community colleges in the United States play in the area of promoting economic and workforce development. African universities should take an active role in the economic development arena. Simply churning out research papers and PhDs is not enough. They have to become more relevant, take their appropriate place, and become the engines of growth. The higher education sector has always been viewed as the step child when it comes to appropriate levels of funding. There has to be a fundamental change in the way the higher education sector is funded if any of the priorities are to be implemented and realized.
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Jonathan Hubchen
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#8 Posted: Wed Sep 24th, 2008 16:30 |
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On behalf of Louisiana State University (LSU), I am answering the following questions from the bullet list at the end of Dr. Hervy’s initial post:
· “What does this mean to you? What does it mean for higher education institutions to be connected and relevant? What changes need to be made at institutions of higher education both in Africa and the U.S. in regard to the issue of relevance and the other priorities of the AU’s Second Decade?”
o As a land grant university, it is the LSU’s policy to enhance its stakeholders’ quality of life through education and research. Key foci for such education and research include optimal research use, environmental protection, enterprise development, human capacity building and community development. It is our contention that providing such services to our stakeholders (namely university students and residents of the State of Louisiana as mandated in our charter) makes LSU a relevant and connected institution. The challenge to LSU in regard to the issue of relevance and the other priorities of the AU’s Second Decade is to convince its policy makers and its faculty that its stakeholders should be globally expanded to include Africa as well as the rest of the international community. In addition, we at LSU hope to provide an example to African partner institution so that they might maintain a similar policy in regards to defining service to their stakeholders as a way to ensure their relevance. While we appreciate that this example will have to be adapted to the context of each collaborating African institution, we do maintain that the model of stakeholder service is a worthy one. · “If you are affiliated with an institution of higher education (in Africa or the U.S.), what changes do you feel need to be made at your institution? If you represent an African institution does your institution have a strategic plan and how does your institution’s vision fit with the AU’s vision?”
o As a US institution of higher learning, LSU is committed to make the following changes to make it a more active participant in globalization:
1) Conduct an institutional review of the current state of internationalization;
2) Determine learning outcomes for students as a result of international experiences and curriculum; and
3) Develop guidelines for a strategic plan to include recommendations and suggestions for:
a) A strategic approach to attracting international students,
b) An integrated and university-wide approach to study abroad, internships, and other international opportunities for LSU students
c) Improving the number and quality of opportunities for faculty and staff international professional development,
d) Engaging faculty in international grant initiatives and other international funding and research opportunities ,
e) Internationalization of the curriculum, and
f) Maximizing the presence of LSU’s international student, scholar and faculty population. As a participant in the Africa-U.S. Higher Education Initiative, LSU will apply these aims in terms of students, faculty and other stakeholders of African Partner Institutions · “What is the development role that institutions of higher education ought to play?”
o In terms of development, institutions of higher learning should be value-neutral providers on skills and knowledge that will enable stakeholders address the relevant issues to improving their livelihoods. Such objectivity is critical in enabling the institutions to act as facilitators in mobilizing different stakeholders and as mediators in conflicts. Last edited on Wed Sep 24th, 2008 16:41 by Jonathan Hubchen
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dteklu
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#9 Posted: Wed Sep 24th, 2008 16:36 |
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African higher education should include economic and workforce development as part of its main mission. Higher education should prepare a skilled workforce that is ready to take the challenges of being part of a global economy. The instructional programs should be matched to the needs of the particular country. This requires a concerted effort and a close working relationship with business and industry in identifying needs and critical areas. Higher education can play a very critical role of identifying current workforce and skill gaps and provide the appropriate level of training to fill the gap. Simply producing X number of PhDs, Y number of engineers etc. etc. without first looking at the need and relevancy to the country's economic realities is a total waste of the limited resources available to the education sector.
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Abegazb
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#10 Posted: Wed Sep 24th, 2008 17:09 |
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- Let me begin by commending this initiative and the key operative word that is used here is “relevance” - relevance of HEIs both in Africa…….. I do not like to separate relevance from quality because the two need to be balanced right from the word go.
- Secondly my observation of many African universities, and in fact what characterizes them from their US (or generally North) counterparts, is that they are less relevant in the countries and regions they are in because of their disproportionate focus on quality only to be like their counterparts.
- The AU, and other pan African organizations (eg NEPAD) have issued excellent documents but our African universities could do a lot more to better respond to these pan-African calls.
- I have been working in promoting intra-African cooperation in chemical sciences (http://www.nabsaonline.org) and have a track record of performance that is well documented. We were able to do this by networking among like minded scientists and sharing the resources that we have. Even then we may have done more on quality than relevance, and we are currently fine-tuning our strategies through cooperation with a global organization based in a US university (Rutgers in New Jersey).
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vansantr
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Rick Van Sant
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#11 Posted: Wed Sep 24th, 2008 17:12 |
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As a representative of US Higher Education, I think that the core issue for us is to answer the question: "how can our involvement help Higher Education in Africa" I know that this seems like such an obvious question, but when one considers the great variety and stratification of our institutions of Higher Learning, the answer becomes quite varied depending on the type of institution. Traditionally international assistance is dominated by the Research I institution, the religiously affiliated institutions with an outreach mission, and program specific insitutions like those seeking to offer MBA's across the globe. My experience in K-12 and post secondary education in developing nations has been that we bring leading edge strategies to a place that often needs trailing edge support. For me, the anwer to the question of how we can help begins with teacher training. How do we bring large scale teacher training to African institutions of higher learning to increase the effectiveness of the current "time on task" that is already in place. For this, we need "teacher teachers". Perhaps the African post secondary institutions need the most foundational assistance in terms of curriculum development, low cost teaching material development, culturally appropriate - pedagogically sound teaching methodologies etc.
The above premise is not exclusive but rather the starting point of a systematically inclusive aproach. Of course, either later or in paralell, research support is needed, of course infrastructure improvements are needed, of course resources must be secured. But time and again we have seen our international "aid" efforts stymied by lack of infrastructure to support advanced designs. Support for Africa's institutions of Higher Education begins with support for well trained teachers.
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Libuni
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#12 Posted: Wed Sep 24th, 2008 18:15 |
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Question 1.
· Strengthening connections with African higher education institutions is critical because these institutions are facing the same challenges that American institutions faced in the Emergent Era. These issues and challenges revolve around mission definition, knowledge production, dissemination, management and utilization.
To be connected means to be engaged in every aspect of that institution whether it has to do with joint planning sessions at college, department or disciplinary level or faculty and student exchanges and curricula coordination in terms of objectives and student learning outcomes.
· US institutions need to acknowledge and value research and original knowledge produced in African higher education institutions. Having an internationalization agenda does not stop at study abroad programs or occasional faculty exchanges. Efforts need to be made for joint-research experiences and truly engaged, well-thought out collaborations that promote and develop sustainable transformation.
· Institutions need to work with their governments to develop national plans that are congruent with the AU priorities. These plans need to distinctly delineate different missions for different institutions in the country similar (not that its the best) to Kerr’s California Plan with proper modifications of course for cultural, economic and social contexts. Along with the plan, adult learning centers, think tanks, research centers, etc need to be set up at the appropriate administrative levels to address the needs of the information age and the emerging knowledge economies.
· HE Institutions need to play the leading role in development. With their knowledge base of faculty and student resources, they should be addressing problems from the grassroots through community engagement to improve health, quality of life, the environment and agriculture for all citizens of the state as in the Wisconsin Idea.
Last edited on Wed Sep 24th, 2008 18:24 by Libuni
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A. Lepp
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#13 Posted: Wed Sep 24th, 2008 18:37 |
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As a professor for a US university, I would like to address the central question: What does it mean for higher education institutions to be connected and relevant? I was doing field work in a community neighboring a national park in east Africa frequented by many international researchers. I recall a member of the local community saying "The researchers are always in the park studying plants. They probably have already found the cure for AIDS. They'll take the cure home and we'll never learn of it." Thus the idea of Africa as a research laboratory for the West has to end. Western researchers certainly have a role in Africa but a greater effort should be made to apply the newfound knowledge locally.
Of course there is often little incentive for US researchers to this. The tenure and promotion process for example at research universities highly rewards new knowledge but gives little reward for applying new knowledge. It seems the application of new knowledge, in Africa, is essential for the relevance of any Africa-US partnership.
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Ogwude
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#14 Posted: Wed Sep 24th, 2008 19:16 |
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My experience with internationalization is that too much effort and resource is put on the institution and system development rather than on the student, the customer. We seek to develop and build facilities that will house very sophisticated research and high tech experiments. How about developing "kitchen-table"; real work force skills like welding, industrial maintenance, auto technology etc? I believe higher education in Africa must focus on work force skills training and preparing the African work force for the jobs of today and tomorrow.
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vpwick0
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#15 Posted: Wed Sep 24th, 2008 19:21 |
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| I believe that institutitions should acknowledge the need to expand the education of all people, and particularly in countries that are less developed than the United States. But to be relevant means not just getting together and having meetings. It means conducting research to create outreach that provides growth in areas where needed. As many believe the world is flat. We are all reachable much easier than ever before, therefore, it is easier to help others who are in need. The problem with some institutions is that students are not exposed to other countries with different environments who have different needs. Therefore, Interaction with people with differences creates a wealth of growth in knowledge on both sides. That I feel is what our institutions need to do. This takes inteactions with Black institutions to work with predominantly white instutitions to build relationships in Africa.
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RobHenderson
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#16 Posted: Wed Sep 24th, 2008 19:41 |
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Strategic vision requires marshalling of human and financial capital to achieve development objectives. The experience of community colleges is relevant because of their ability to generate support from states, municipalities and the business communities based on enrollment. Quality of reporting, transparency of administrative process and impact on local and regional development through partnership with country and municipal governments, partnerships with businesses that participate in the local and the global economies, and addressing the skills, certificate training, and workforce readiness of students allows community colleges to be a force in economic development and in the social and political change shaping their regions.
English as a second language in our college provides a platform for our student to reach the economy. Profitable and life changing employment follows from primary skills. Certifications for technical jobs in allied health, law enforcement, construction, plumbing, electrical engineering, information technology, community service, legal professions, translation services, automotive service, or hundreds of other fields allows this community college to build our region’s workforce and help shape the economy.
While educational functionality does not address questions of knowledge creation or fundamental research, it does have direct impact on the human capacity to staff and administer institutions of higher education and for broader economic transformation. Moreover, the engagement with the local business community ensures that skills taught are appropriate for employment; that certifications provided are current with technology and administrative practice; and that students and employers know of one another. It is as simple as acknowledging that English, French, Spanish, Arabic, or Portuguese as a second language remains central to broadening individual opportunities to participate in the global economy. On- line and in-person language instruction multiplies opportunities for engaging in the global economy. Community Colleges provide instruction that allow incumbent workers to develop additional skills, acquire additional degrees, and strengthen the community of teachers and instructors by providing access to peer reviewed instructional materials, lesson plans, and other resources.
The training of trainers and the teaching of teachers receives attention at pure research and knowledge generation institutions of higher education. The experience of structuring and administering education that is responsive to community development needs and on cost-effective delivery of remedial and developmental education to young adults and other learners, who have had their educational pathways interrupted, is not something that primary research institutions can or should do.
The experience of U.S. community colleges in promoting participation in community and regional development will not fit as a transfer model to Africa. However, on a county by county, district by district, and regional basis, important lessons are shareable. U.S. community colleges can provide technical assistance on the transparent reporting of enrollment and credit earned by students. Technical assistance in the design of educational policy that bridges the gap between secondary education and formal university education can be important in African growth.
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Judith Mikesch
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#17 Posted: Wed Sep 24th, 2008 19:55 |
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I couldn't agree more with this comment - I just returned to the USA from a teaching posting in Namibia, and my experience there leads me to think that it could be a serious mistake to try to apply the American/western university model to systems in Africa.
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Charles Gains
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#18 Posted: Wed Sep 24th, 2008 20:32 |
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1. Promotion of Research and Original Knowledge:
Higher Education is the key to advancing life and development on the African Contenent (AC). Africa has it's own standards, however. The "research and original knowledge" must address the standards of the AC.
2. Promotion, development and assurance of quality in African higher ed:
The HE key to imrovement in Africa is dependant on developing leadership in the discipline areas.
3. Increased HE and lower level education:
The role of HE must focus on the essentials first. Essentials like healthcare, infrastructure, planning, and resource management.
4. Appropriate HE funding:
Measureable outcomes are key to evaluating appropriate funding levels. This is controversial, but go back to the "essential needs" in (3) above. This is how to establish funding amounts and to prioritize funding projects.
Final comment for AC HE development:
Keep it practical, keep it simple.
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Gurcan
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#19 Posted: Wed Sep 24th, 2008 21:19 |
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dteklu wrote: African higher education should include economic and workforce development as part of its main mission. Higher education should prepare a skilled workforce that is ready to take the challenges of being part of a global economy. The instructional programs should be matched to the needs of the particular country. This requires a concerted effort and a close working relationship with business and industry in identifying needs and critical areas. Higher education can play a very critical role of identifying current workforce and skill gaps and provide the appropriate level of training to fill the gap. Simply producing X number of PhDs, Y number of engineers etc. etc. without first looking at the need and relevancy to the country's economic realities is a total waste of the limited resources available to the education sector.
Thanks for this comment; I couldn't agree more. Meeting the needs of the business and industry should be a high priority for HE in Africa; this could also help universities raise some funding (paying customers). This approach would require and greatly benefit from the use of adjunct faculty (people with industry or business experience). Another important area for HE is helping with policy and regulatory development in the country. In many countries, not enough investment or business development takes place because of lack of policy, policy or regulatory confusion, bureaucratic hassles, and so on. As a result, employment opportunities for better trained workforce is limited. Many leave their country, or get underemployed; in either case, their education is wasted from the country's perspective. After all, a university would benefit from having a large alumni group happily employed in the host country.
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Temple@hws.edu
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#20 Posted: Wed Sep 24th, 2008 22:24 |
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The most urgent priority is teacher training. Education for All has put millions more African children in primary schools and they are working their way up through the system. Because the quality of their education has sagged under the weight of their great numbers, many who reach university will be harder to teach. In addition, in areas like Liberia, years of civil war has badly disrupted students’ pre-university education, and university faculty struggle to teach students with gaps in their learning.
It costs $5000 to send a consultant from the US to Liberia for a week, and nearly that much to send one down from Western Europe. Yet in the area of teacher education, where my colleagues and I have been working, we’re not seeing many local experts from universities coming forward who are effective at teacher training, especially when that is tied to community development. So the $5000 consultants still fill several Brussels Air flights each week.
There are effective initiatives in faculty development that are current in US universities, and many involve approaches to service learning that necessarily make university education relevant to the community. Some of these can be imported into African universities, in my experience, with success. If the AU initiatives focused on teacher development—both for university faculty, and with encouragement for university faculty to help improve teaching in the 1-12 schools, you might have more results to show at the end of the decade.
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