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msillah
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#81 Posted: Mon Sep 29th, 2008 21:47 |
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A good way to achieve a balance between education of the masses and improving the quality of education provided by higher institutions is through the development of a community college structure based on the needs of particular countries. In countries such as Liberia, Angola, Sierra Leone, where the effects of wars have created a gap in the education of entire generations, and even in countries where education is usually discontinued for economic reasons, the US model of community colleges, as well as England’s Polytechnics should play a vital role. Large numbers of unschooled, unskilled, and unemployed youth, the majority of whom have taken up residency in city shanty towns, pose challenges for Africa’s budding democracies. History has taught us that a large uneducated and unemployed masse can provide a formidable political and social threat to the kind of stability necessary for the infusion of quality education.
The problems of space and money are two of the most common reasons for incomplete schooling in Africa, and this is where a community college or technikon model is long overdue. The funding issue, because is a salient to all these discussions, and, it is clear African governments are already doing as much as they can right now. There are in many African countries , numerous elementary , and some secondary schools that are privately owned, and while such schools are sometimes too expensive for everyone, they create vacant space in the government schools, as more affluent students flee government institutions for lack of quality. Unfortunately, the secondary schools can absorb only a small fraction of students from elementary schools, and the universities an even smaller number.
Community Colleges in the U.S. depend on a model of finance that tracks full time enrollment while matching class size against faculty availability. The model is elastic. In most of the U.S. there is a sufficiency of qualified instructors and a scarcity of full time teaching positions, so we have plenty of qualified adjuncts to hire for teaching when demand requires. These colleges tend to be smaller and closer to the communities they serve. Tuition is also much less than University because overhead is lighter. As mentioned before, no one size fits all in looking at African education, but cost effectiveness, involvement with the community, and enrollment elasticity have much to offer when plugging holes in educational infrastructure.
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Anne-Claire Hervy
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#82 Posted: Tue Sep 30th, 2008 03:37 |
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MESSAGE FROM THE MODERATORS/ MESSAGE DES MODERATEURS (EN FRANCAIS CI-BAS)
Dear Participants,
The discussion continues to be very interesting and informative – we are greatly encouraged by the obvious interest in this initiative and in strengthening Africa-U.S. institutional collaboration. With this post we wish to clarify a few things related to the Initiative and continue to raise a few additional questions for discussion.
Clarification on the Initiative
We are pleased to see widespread recognition of the importance of the full spectrum of higher education for national and regional development. We wish to clarify here that the planning grant competition and future Initiative competitions will be open to all institutions of higher education in Africa and the United States, community colleges, polytechnics, universities, public and private, etc.
The Initiative is also trying hard to develop an RFA that is not overly prescriptive, while at the same time sets broad goals and objectives. The RFA, therefore, will not dictate, for example that proposals must focus only on teacher training or on the development of research capacity. Nevertheless the discussion here helps us better frame the overall goals and objectives that will underpin the RFA and future long-term programs.
Finally, while we certainly recognize the need for investments in infrastructure in African higher education, Initiative grants will likely be limited primarily to investments in people and organizational structures due to the fact that funding levels will not allow for the construction of buildings or major infrastructural investments. The Initiative hopes its investments, however, will help leverage investments from other donors for needed investments in infrastructure.
Over the next few days and weeks, we are going to put forth aspects of the framework of the RFA as we continue to explore the broader issues at the same time.
Questions
If quality and quantity are both important, let us further explore how one best works towards both at the same time, especially given limited funding. What role does research and community outreach play in teaching quality and capacity? What role can information technology play in this issue?
We are also interested in hearing examples of institutions well connected to the private, civil society and government sectors. What have been the challenges faced in establishing and maintaining these connections? How have these connections helped to make their institutions more relevant? Have these connections led to increased funding?
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EN FRANCAIS
Chers participants,
Le débat continue a être très intéressante et informative - nous sommes encouragés par l'intérêt évident dans cette initiative et dans le renforcement de la collaboration institutionnelle Afrique-États-Unis. Dans ce poste, nous tenons à préciser un certain nombre de choses liées à l'Initiative et de continuer à soulever quelques questions supplémentaires à la discussion.
Clarification sur l'initiative
Nous sommes content de voir une reconnaissance de l'importance de la gamme complète de l'enseignement supérieur pour le développement national et régional. Nous tenons à préciser ici que le concours pour les subventions de planification et tout concours futures seront ouverts à toutes les institutions de l'enseignement supérieur en Afrique et les États-Unis – les écoles polytechniques et vocationnelles, les universités, publiques et privées, etc.
L'initiative essaye aussi de développer un avis de demande (RFA) qui ne soit pas trop prescriptive en même temps qu’il fixe des buts et objectifs. L’avis, donc, ne stipulera pas, par exemple, que les propositions doivent se concentrer uniquement sur la formation des enseignants ou sur le développement de la capacité de recherche.
Enfin, lorsque nous reconnaissons la nécessité d’investir dans l’infrastructure de l'enseignement supérieur en Afrique, les subventions de l’Initiative seront probablement limitées principalement à des investissements dans les personnes et les structures institutionnels en raison du fait que le niveau de financement ne permettra pas la construction de bâtiments ou de grands investissements infrastructurels. L'Initiative espère que ses subventions aideront les investissements d’autres bailleurs de fonds pour les investissements nécessaires en infrastructure.
Au cours des prochains jours et semaines, nous allons mettre de suite les aspects du cadre de l’avis de demande (RFA) alors que nous continuons également à explorer les questions plus larges en même temps.
Questions
Si la qualité et la quantité sont à la fois important, laissez-nous étudier plus la façon dont nous puissions accomplir les deux en même temps, compte tenu en particulier un financement limité. Quel est le rôle de la recherche et de l’interaction avec la communauté dans la qualité et la capacité de l'enseignement? Quel rôle peut jouer les technologies de l'information dans cette question?
Nous sommes également intéressés à connaître des exemples d'institutions bien relié au secteur privé, la société civile et le secteur public. Quels ont été les difficultés rencontrées dans l'établissement et le maintien de ces connexions? Comment ces liens ont contribué à rendre leurs institutions plus pertinente? Est-ce que ces liens ont conduit à une augmentation du financement de l’institution?
Last edited on Tue Sep 30th, 2008 03:39 by Anne-Claire Hervy
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CraigBlewett
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#83 Posted: Tue Sep 30th, 2008 08:54 |
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If quality and quantity are both important, let us further explore how one best works towards both at the same time, especially given limited funding.....What role can information technology play in this issue?
The seeming impossible elixir of life, the balance of quality and quantity, in most situations cannot be achieved. However education powered by the mould-breaking paradigms enabled by technology does make this possible. I beleive that if we embrace Web 2.0 technologies with its support for collaboration, we are able to achieve both quality and quantity.
We are currently running a program (called NextEd) which is bringing together multiple universities around Africa in collaboration with universities in the USA. The beta phase which is currently underway involves one SA university (University of KwaZulu-Natal) and one USA university (Univserity of Massachusetts). This collaborative course allows students at both universities (quantity) to enjoy the teaching/guidance (through various Web 2.0 technologies) of top professorts from the USA (quality). As this program extends, so too do the opportunities to share quality courses, academic staff, etc with more universities throughout Africa.
Our student population is ready....and already embracing this technology...let's make sure the staff do likewise...and quickly, as a better enabling technology has never existed before.
Craig Blewett
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ayaye
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#84 Posted: Tue Sep 30th, 2008 09:32 |
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| We are delighted to read the very good contributions made. However, many of them seem to mean that African training institutions have not evolved at all since the Independance. Most of the education problems mentioned are the same that we are talking about since two decades. Among solutions to African Higher education problems, lots of reference had been made to US- African collaboration that helped in improving the quality of education in Africa. The Existing and very dynamic Africa-Africa collaboration has been a bit overlooked. The African training and research networks has been hardly mentioned. In these networks, member institutions composed of African training and research institutions share experiences, lessons and expertise and they succeed in building strong parnership and collaboration allowing the strongest institutions to assist the weakest in building their capacity. Capitalization of experiences and expertise is one important area they focus on to avoid duplication of efforts. Some of these African networks, including the Association of Africa Universities (AAU), the Africa Network for Agriculture, Agroforestry and Natural Resources Education (ANAFE), the Regional Universities Forum (RUFORUM), the Forum for Agricultural Research in Africa (FARA), and many others involved since many years in developing the critical mass of African scientists and developers, have a lot to share and offer in this US-Africa Higher education initiative.
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oluekundayo
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#85 Posted: Tue Sep 30th, 2008 12:55 |
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The general historical experience of Afrikan systems with American and indeed Western systems has been that of what in science fiction is called assimmilation. This comes from the perception and attitude that Afrikans are not credible contributors to any form of civilized knowledge. Unfortunately, our post-colonial experience has been mainly failure of systems left by the colonialist and the failure of development due to failure of any form of vision or mission in leadership. However, below the surface of this dismal picture, Afrika is the biggest per-capita exporter of intelligence and creativity in the world, with our intellectuals being at the cutting edge of knowledge, innovation and development in the western and other worlds.
What could have been responsible for this? Carter G. Woodson wrote the "Misseducation of the Negro," in which he pointed out that the education of none europeans(in this case people of Afrikan origin) by europeans results in an individual who cannot function in their own natural environment because they will neither find value nor hope in the environment that they can only see through the lense of the european. In other words, when a wolf teaches a deer about food, the deer will not find value in leaves and all those things that nourish it. The same has happened to Afrika.
The way that any partnership between Western and the currently developing African intellectual systems (albeit tinged by euro-centric approaches to knowledge systems) can be productive for Afrika is to first respect, acknowledge and constantly bear witness to the existence and utility of native intelligence in Afrika for Afrikans and the fact that this native intelligence is also relevant to life on the planet.
For example, with about 800 million people in sub-Sahara Afrika, a market exists that is not recognized by people in positions to make and implement strategic decisions on the continent. That market is larger than that of europe or the Americas. The ways Afrikans speak, dress, eat and live is unique to them and cannot be similar to others because environmental conditions so dictate. When graduates of Afrikan institutions of higher learning can look, not for jobs in companies and systems that are set up in the european fashion, but create systems, products and services that will not be destroyed by the so-called "market place," then the institutions will have made a true step/leap forward.
Thus what this whole exercise means to me and to the vast majority of Afrikans in Afrika is that any partnership of knowledge flow will only be possible or even productive if it does not presume to subsume or assimmilate Afrikan native intelligence but acknowledges and nurtures it. Thus Afrikans must beware of this greek gift.
Having stated this fundamental, it is suggested that any form of partnership must begin with Africans in diaspora working with Afrikans at home to begin the arduous but neccessary process of seeing improvement in quality of life in Africa as possible only if Afrikans begin in ernest, to identify, plan and implement epistemologies, theoretical paradigms, operationalized theories and processes that utilize Afrikan resources to address Afrikan needs. For this to occur, Afrikan Intellectuals everywhere will need their own re-education.
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jkmuliira
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#86 Posted: Tue Sep 30th, 2008 16:37 |
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| It is very important to encourage African institutions to take the lead on innovative approaches to solve African problems. However we also need to realise one important fact- most of the knowledge and innovations African countries tend to focus on are already existing in developed nations, universities and other institutions. Therefore the approach for scaling up innovation and improvement in standadrds of living should focus more on merging and intergration of African knowledge and skills with those of colleagues in the western countries. One sector that deserves greater consideration in these collaborative activities is the health sector. Shortage of healthcare providers and training of human resources for the health sector is one huge problem for all countries in sub-saharan Africa. This is compounded by HIV/AIDS, Malaria, poverty and immigration of trained personnel to developed nations. This is one area where small colleges in USA could collaborate with African Universities to design accelerated training programs. Other collaborations could focus on training African faculty in pedagogy, research and scholarship. Countries that have well trainned faculty and that have quality teaching, research, and scholarship are less likely to expereince acute shortage of healthcare personnel.
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mjharr
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#87 Posted: Tue Sep 30th, 2008 17:17 |
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| I think this is a very important point and would like to reiterate that developing the public health sector and improving health for all is critical. Unfortunalty, this ideal laid out in the 1978 Alma Atta Declaration has not yet been acheived. It is important to recognise that health is determined by the individual's knowledge, behavior etc. their relatioships with each other, access to goods and services (health, education, environmenta etc. ), the existence of a range of institutions and ultimatly the development and enforcement of laws and policies that protect all members of society and ensure accountablity at all levels. Programs must take into consideration these needs and build on what is available.. starting where the people are and providing in the collaboration what is needed as a priority over what is wanted. Putting in institutions that are not valued for the development that is needed in Africa will not contribute to long term growth and development. Many of the African countries have lost a considerable number of trained personnel and the tools for development since independence with various kinds of political instability including wars. Developing the knowledge and skills for improving the public's health across all dimensions is key.
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ggperrier
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#88 Posted: Tue Sep 30th, 2008 18:43 |
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| I think jkmuliira has a great point that African institutions need to take to lead in solving African problems. The contributor notes however that “the knowledge and innovations African countries tend to focus on are already existing in developed nations”. That is because whether trained in Africa or abroad, the models African academics have been introduced to are those appropriate for Industrial nations. Both Africans and those from outside the continent need help in changing their mindsets so we can develop new models of higher education that are appropriate to Africa and more specifically to the various local context within the continent. We all need to stop holding on to these old models we are so comfortable with and free ourselves to explore what other options might exist.
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nvmcvep
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#89 Posted: Tue Sep 30th, 2008 20:43 |
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“Where we are going” or what specific goals we are trying to accomplish are important to decide before we start. However, “how we get there” also needs consideration. Are people in Africa and in those institutions in the U.S. who would help prepared to address the capacity building needed in African higher-education student services? Our community college serves over 65,000 students. We address systemic challenges from the top down. But the work is done on six campuses and two centers one student at a time. Our College leadership continues to drive quality and accountability while hustling resources from local, state, and federal agencies. The College leadership leads with our grants development and private foundation outreach. The Provosts on each of our six campuses are accountable for enrollment and student performance. This College leadership acknowledges the requirements for faculty and staff professional development and pushes resources into that effort, so our faculty and staff can drive quality in our delivery of education services.
The answer to the question of what we need to change on campus to engage educational counterparts overseas, particularly in Africa, is leadership. Our college has as a strategic goal “internationalization of the curriculum” and has set benchmarks in our 2015 Strategic Plan. One of those benchmarks focusing College level leadership on that goal was hiring and supporting a Vice President for globalization. That was done and an Internationalization Strategic Plan was published in February of 2007. We are currently building out our globalization capacity on each of the six campuses. All concerned, faculty, staff, and students, are helping identify resources to make this real. One concern is how to make change and not undermine the entrepreneurial ethos of faculty already doing exchanges and other work overseas with their students. We are just starting and have much work to do. But we are getting there.
One example is with recent experience in Brazil, where (as one of five U.S. community colleges) we are partnered with Brazilian technical/vocational colleges. While both sides have begun by identifying beneficial approaches and programs from the other, the work now continues via technological means. Their central interests are inclusion and retention, or what we call “access” and “success.” Thus, what we have done in creating closely monitored programs that begin in mid-high school and end with graduation with a bachelor’s degree are of interest to them. Similarly, our use of data on student progress, orientation programs, intervention techniques, and other support systems are of great interest to them. For our part, environmental sciences and sustainable engineering programs will undoubtedly benefit through our association with them, which we hope will continue well into the future.
For African counterparts interested in community engagement we could marshal technical assistance teams with multi-dimensional subject matter expertise that are not $5,000 a week consultants, but professionals immersed in the practicalities of sustainable, community development focused education. We can model workforce development policies. But sustainability is built on real world partnerships. How to identify, nurture, and build partnerships has to be learned in the context of those partnerships. Our best practices include recognizing that each campus has a nearly unique context. The work with African counterparts would have to be done in their economies, with their institutional endowments and human capacity, and with their partners. It starts with leadership commitment on both sides and some resources—small resources for travel. The rest will follow.
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robfuller1
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#90 Posted: Tue Sep 30th, 2008 21:02 |
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| There have been some great ideas posted here. I'm excited that we have had comments from, by my count, 10 different countries across Africa plus US participants from all over the country. However, as large as the continent of Africa is, with some 53 countries and 8 territories represented, divided among several unique regions, are the issues the same? Obviously that was a rhetorical question, because the needs in North Africa are different than those in Sub-Saharan Africa, which are still different than southern Africa. Those issues of course are compounded by national governments, national priorities, colonial backgrounds, natural resources, etc. etc. ad infinitum. In the same way that the issues facing HEIs in the Northeast US are different than those facing So. California, for example. Are there a number of "global" imperatives in Africa that we can focus on, or a subset of regional issues, or should we be looking at individual cases? I would like to see some discussion of how we might coalesce our thinking around a more finite set of issues.
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babette
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#91 Posted: Tue Sep 30th, 2008 22:56 |
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| You bring up some serious concerns that need to be kept in mind as planning and policy-making go forward. In your travels, and research, have you seen models that might be appropriate to Africa, and if not, have you seen successful strategies for assessing how to meet needs most effectively? If not the educational models, then how critical is aligning curricula across continents? It seems to me that in this age of globalization, it would benefit all of us to re-assess what we are currently offering in light of best preparing students for future job markets.
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cwinkler
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#92 Posted: Wed Oct 1st, 2008 00:44 |
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Temple@hws.edu wrote: In our work with a couple of small universities in Liberia we've been developing a plan for entrepreneurship education. A Dutch NGO working with us is trying to arrange a grant to support micro-financing, so the students in the trainings will have a shot at practicing (or facilitating) some entrepreeurship. Stay tuned.
Does anyone on this list have experience witrh such activities?
Through the work of the City University of New York's Institute for Virtual Enterprise (http://www.ive.cuny.edu) we have been working on an international model for entrepreneurship education. The goal is to teach our students entrepreneurship within the contect of a global marketplace. Through our work (using Virtual Enterprise pedagogy) we have been able to connect instiutions, instructors and students from different countries via technology. We developed an online bank, credit card system, e-commerce and stock market system to support our instruction and conduct international sales presentations using online presentation software and Internet phone calls. Virtual Enterprise can be seen as a safe way to teach students the formation of a (local or global) business, taking it to market and operate it.Last edited on Wed Oct 1st, 2008 00:50 by cwinkler
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babette
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#93 Posted: Wed Oct 1st, 2008 03:57 |
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As his colleague, I'd like to add to what Christoph Winkler wrote (especially since he is quite modestly promoting a program he has been instrumental in putting in place/play over the past six years--VE has been implemented in a variety of credit and non-credit programs, across disciplines and educational levels with success. Its focus on entrepreneurship, problem solving, communication skills and practical application of often de-contextualized content (particularly in IT/STEM type degree programs) has been demonstrated. While wary of making VE sound like a panacea, as an instructor, what I've found so useful with VE is that the failures are more illustrative than any textbook or case study--as are, of course, the successes.
Lastly, as an aside, we are currently exploring a partnership with a local economic development corporation to use VE in conjunction with micro-financing outside of any (formal) educational setting to support local small business development.
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yohan
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#94 Posted: Wed Oct 1st, 2008 07:01 |
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To improve quality of education and at the same time to increase student enrollment (quantity) under the constraint of limited funding is clearly a complex optimization problem involving many variables. Noticeably there is no straight forward solution, but a variety of interventions. One pragmatic approach that could contribute towards optimal outcome in improving teaching quality and capacity is Developing Pedagogical Skills of the Teaching Staff.
For the quality of teaching and learning to improve, academic staff should actively extend their knowledge and skills not only in their discipline of profession but also in their teaching ability. Therefore serious attention should be given to staff development to ensure updating pedagogical skill of the academic staff. The traditional approaches of teaching need to be changed in order to enhance the quality of student learning. However, a shift from traditional approach is not just a simple change. The shift has significant implications demanding the restructuring of curricula and adapting of OUTCOMES-BASED-APPROCH in curriculum design, instructional delivery, and assessment methods.
This Africa-U.S. Initiative could play an important role in Developing Pedagogical Skills of the African Teaching Staff by supporting the established pedagogical resource centers in African higher education institutions. Through effective coordination, American education faculties may contribute in the capacity building of the teaching personnel by initiating staff development programs in pedagogical skills: student-centred teaching methodology, management of large classes, application of ICT resources, and action research to enrich student learning.
Regards,
Yohannes Woldetensae
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RoseQ
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#95 Posted: Wed Oct 1st, 2008 09:25 |
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I think it is important to see technology and virtual environments as an extremely powerful tool enabling collaboration and curriculum at numerous levels. We have seen the case cited by Chris (and his colleague) as well as the Nexted example cited by Craig Blewett; which we have developed and are piloting. There are also numerous other more practical ("on the ground") collaborations which have been promoted and discussed. Practical projects can be equally enabled by technology as project management, collaboration, discussion and knowledge management are common to all these endeavours and can all be leveraged by technology. This is not necessarily a universal cure, and I do not mean to suggest that, but it has extremely broad potential applicability. Advantages include leveraging expertise (while not requiring the person to travel), time and money. The benefit of having artefacts such as documents, recordings and lists of discussions secured for future use are extremely relevant. Consider the difference if this discussion was occurring at a conference (without recordings) or as a limited e-mail network? This is about enabling everyone to become content creators and not just consumers; then we will not have to argue about who created the model it will have been "all of us"
A constraint is certainly the physical infrastructure but I do believe one must look to the potential and not stutter to a halt in the face of the challenges. We in SOuth AFrica have expensive and limited bandwidth, we have rolling blackouts when our electricity provider determines it is necessary (Eskom) etc. Yet we still gain greatly by the endeavours we attempt...
Rosemary Quilling
Last edited on Wed Oct 1st, 2008 09:27 by RoseQ
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Cliff Monahan
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#96 Posted: Wed Oct 1st, 2008 10:33 |
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Improving the teaching skills and techniques in African institutions would cross disciplines and reach the general population through improved extension education programs. This would require fewer changes in bricks-and-mortar infrastructure. Instead, changes would target improvements in the human resources who will then continue teaching and training on a wide variety of subjects to the broadest audience, for the most affordable improvement that limited funding can provide. This idea has been expressed by several contributors advocating for training of trainers. A possible training program might bring instructors from multiple locations as well as multiple disciplines to a single venue for intensive workshops on teaching and learning. The use of new digital media and presentations is more affordable than printed materials, easier to change or update, and applicable to any discipline. Likewise, the rapidly growing presence of internet cafes and computer-savvy students suggests that digital avenues for improved teaching are widely accessible. Marshall McLuhan once wrote that 'Media IS the message.' We, in the US, can help the African instructors, then they choose the message.
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ckanyengo
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#97 Posted: Wed Oct 1st, 2008 12:18 |
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Questions
If quality and quantity are both important, let us further explore how one best works towards both at the same time, especially given limited funding. What role does research and community outreach play in teaching quality and capacity? What role can information technology play in this issue?
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As a librarian I believe strongly that Information Technology can be used as a tool to strengthen the quality of the teaching process by making use that both faculty and students. Already there are several initiatives that provide access to full text journals that universities can take advantage of. However, these will only be beneficial if the internet access is up to speed and that there are enough computers for everyone. Of course there is need for information literacy capacity building needed in the user community.
Christine Wamunyima Kanyengo, Zambia.
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vansantr
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Rick Van Sant
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#98 Posted: Wed Oct 1st, 2008 13:31 |
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Now that we have patted each other on the back for a week's worth of stimulating discussion, perhaps a moment of reflection and synthesis of a little less politically correct kind: Having read through all the postings at one sitting, I see several themes beyond the moderator's summaries.
(1) where we stand depends on where we sit... Participants from US institutions tend to promote the extension of the US University/College as we know it as the solution. Better research, technology, more money, consultations, workshops, etc. Participants from Africa tend to suggest that one cannot know African problems unless one is in Africa. Of course the people of Africa have not been able to solve their own problems which is why there is this inter-country initiative. The core question: Can a US model of education - in all of its variety - effectively improve Higher Education in Africa?
(2) relevance please... The most vocal cry is for "relevance". Duh..... is there any education system in the world that seeks to be "irrelevant"? Of course not. The question is: What is relevant education in Africa? What does it look like? As one participant so accurately noted, Africa is kind of a big continent - how does one make any kind of generalization about something this vast and complicated?
(3) gee, we already are doing stuff that works - learn from us.... No doubt that we are all engaged in this discussion because we care about the fate of the planet, the future of Africa, and the value of education. But we are where we are because we already hve made decisions about how we see the world and what we value. The more we have invested in creating a project or aproach the more wedded we are to seeing the solution in terms that we have already framed and are working with. Do we have any kind of real independent understanding of what interventions/supports in Africa have made a sustainable difference? What were the key elements that created the elusive sustainability (i.e., after the outside money is gone)? Perhaps a reminder that those who ignore history are condemed to repeat it
(4) above all, be politically correct... Hve you noticed how in this "discussion" there is very little dialogue. There are only a few actual responses to what anyone has said. That is too risky. Better to just lay out my thoughts in hopes of.... what? I may not know much, but I know that the answers to the deep complex questions that lay before the Initiative lay deeper than this pleasant, politically correct conversation.
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grockson
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#99 Posted: Wed Oct 1st, 2008 16:34 |
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I congratulate the originators for conceptualizing the system of approach. Its no doubt that higher education given less priority (logistics, funding and collaboration) in many developing countries. Its no doubt that a PhD student would be receiving a consolidated $150 per month as stipend a some university in Ghana. And with the absence of adequate equipment for relevant analysis, it would take longer period for the average postgraduate student to complete his/her eduction on time.
I consider a smart way of sustaining a higher eduction should focus on identifying critical needs of a country or region, resourcing research centers, and ensuring that students are well managed to perform.
Hope to receive comments from members.
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Oye Ibidapo-Obe
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| Joined: | Tue Sep 23rd, 2008 |
| Country: | Nigeria |
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| Country: | Nigeria |
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#100 Posted: Wed Oct 1st, 2008 16:40 |
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Let me comment briefly on the matter of funding of HEIs(Higher Education Institutions) vis-a-vis relevance of the institutions to the environment:
This has been a long standing issue and ordinarily one of three core 'raison deter' of Universities(teaching,research and community engagement(service)):
It is getting clearer that the society expects more direct impact of the Universities on their immediate environment;the days of the ivory tower standing aloof from the society that funds it is over!.It is more and more of the 'gown' first determining what the 'town' wants and then producing graduates,research outputs,consultations etc that will be of immediate use to the society.
We need to structure the curriculum and deliver such offerings with the various publics ie the key stakeholders must also participate in teaching and research in the Universities.
It is my opinion that the society needs to be convinced and strongly persuaded that the Universities have a lot of benefit in store for the society.
The society has moved away from mere rhetorics and is aware of both the availability of high class education overseas that opens the door to international competitiveness and opportunities because of the quality of the graduates.
What do we have to do in public institutions?-Quality through adission process,Quality of teaching delivery,Quality of facilities,equipment and environment etc.
The Second issue as to what the USA Institutions should do to assist with capacity building?
Some of the better trained teaching staff in African Universities graduated,especially for the Master and Doctoral degrees, in the United States.This has not been so currently due to the rather expensive tuition and living expences in the United States which the local institutions cannot afford.
The solution is to enable those American institutions to provide financial support in the some modified 'AFRGRAD' Version of the 1960/70s.
O.Ibidapo-Obe
Professor
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