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lateefsanni
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#101 Posted: Wed Oct 1st, 2008 16:51 |
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On behalf of University of Agriculture, Abeokuta, Nigeria, I am answering the following questions from the bullet list at the end of Dr. Hervy’s initial post:
- Established on January 28, 1988 by the Federal Government of Nigeria, University of Agriculture, Abeokuta, Nigeria (UNAAB) has a tripodal mandate of teaching, research and extension. Our Vision is to evolve as a foremost institution in the triad of teaching, research and extension by attracting, managing and retaining appropriate human and material resources for the pursuit of the desired creative, imaginative and innovative change for sustainable agricultural and rural development in Nigeria. It is our contention that achieving such will make UNAAB a relevant and connected institution. Our challenge to the AU’s second decade is to promote our internationalization drive. Over the past two decades, the university collaborated and networked with national and international bodies including universities to create agricultural and industrial revolution in Nigeria. Of recent, the University had a Seminar by Prof O. B. Oyewole of AAU, Accra on Internationalization of the University of Agriculture, Abeokuta. The fallout of such lecture was formation of Internationalization committee headed by the two Deputy Vice Chancellors of UNAAB. My University is resolved to enhance the carrying capacity of our Academic, non teaching and students in partnerships with Universities and research institutes offshore.
- Expected changes: UNAAB intend to review her strategic plan, audit her curricula, sharpen her recruitment protocols to attracts offshore students and lecturers, improving number and quality of international professional bodies, conferences, seminars, industrial tours, and learning visits. We are committed to implement recommendations from the Internationalization committee in partnerships with AAU and other relevant bodies at regional and international levels.
- Development role expected of Institutions: Institutions of Higher Learning should be last bust stop for research for development that will promote public-private partnerships to improving the livelihoods and incomes of smallholder households and stakeholders in micro, small and medium scale enterprises in Africa.
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ernest uwazie
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#102 Posted: Wed Oct 1st, 2008 19:17 |
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Africa higher education could benefit from more engagement in critical areas of applied research, that contribute to human/social development, while aligning university linkages and partnerships along same lines. US institutions can assist greatly in this endeavor. One major area that relates to our work in Africa is conflict resolution and peace education training and curriculum development.
Increase in study abroad programs between US-African institutions would also enhance the goal of capacity building, strengthen research collaborations, and increase better understanding of Africa by US members. Our experiences with summer faculty development programs in Africa via the US Dept. of Education Fulbright-Hays Groups project Abroad seminars (since 1993) have been positive. A unique aspect of the program is the inclusion and sharing of of select k-12 teachers and university faculty who teach African studies in their respective institutions.
My university's strategic plan envisions more engagement in global education; the prospects for extending such vision with more robust programs in Africa are good; especially in the areas of conflict resolution, justice reform, health and social work, education, and engineering.
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Donokhomina
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#103 Posted: Wed Oct 1st, 2008 20:02 |
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. A good way to achieve a balance between precepts and pragmatism in Africa higher education is through developing entrepreneurship curriculum patterned after the U.S. model. Entrepreneurship and small business development has had its greatest impact in the U.S. economy during the last ten years. Africa higher education can benefit immensely through collaborative experiences with U. S. colleges and universities. In my opinion, as informed by my experiences as a Nigerian, A major void, gap, or shortcoming in the Africa educational system is lack of appropriate curriculum designed to develop entrepreneurial mindset. As Joseph R. Mancuso once wrote “It’s not the critic who counts, nor the observer who watches from a safe distance. Wealth is created only by doers, in the arena who are marred with dirt, dust, blood, and sweat. These are producers who strike out on their own --- “. Interdisciplinary, inter-institutional collaborations between U. S. universities/colleges and Africa higher institutions vis a vis entrepreneurship programs would be meaningful and relevant in addressing some of the nagging issues.
Dr. Don Okhomina
Fayetteville State University
USA
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kwesib
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#104 Posted: Wed Oct 1st, 2008 22:26 |
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I think the greatest role of HE in Africa is to be the research, development and in some cases implementation arm that responds to the strategic needs identified in the country (by the government or otherwise). That response needs to be comprehensive. That is essentially the idea behind the "land grant" missions of some US institutions.
That requires the buy-in to this idea from the national government which we know is often not the case. Indeed, some governments are antagonistic if not hostile towards universities and university professors.
I hope the outcome of this initiative is to not only build the capacity of universities but develop strategies for integrating HE directly into the developmental needs of the country. It would make little sense to me if these partnerships were not in response to the strategic and specific needs and demands of both the government and as expressed by the people.
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Akuno
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#105 Posted: Thu Oct 2nd, 2008 06:57 |
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From the cultural expressions and creative and performing arts perspective, relevance can not be divorced from identity formation. What is it that makes a nation a nation? What would characterise its people? How does education and schooling lead to personal, cultural and national identity? The education that succeeds in doing this will be one that will enable the recipient to connect with self, to be comfortable with self, and to be respectful to others' rights.
Changes in Africa will include the repositioning of indigenous knowledge systems, acknowledging their worth in contemporary economy, and recognising their role in shaping development. Indigenous knowledge is not 'past tense..used to be...'etc, but that which is alive and a source our direction
I work in an institution that does have a strategic plan whose vision is very much Afro-centric, recognising the need to put Africa at the forefront of planning and development. It however remains for the implementors to recognise what it is that constitutes 'African'.
I believe that insititutions of higher education should be at the forefront in matters of national devlopment by churning out informed and skilled policy makers and practitioners; contributing to the national philosophy through knowledge generation, assimilation and dissemination; steering the national development agenda through insight gained from research and objective perception of the nation; and leading the nation in finding its niche through the developmetn of a definable identity.
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UGANDA CHRISTIAN UNIVERSITY
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#106 Posted: Thu Oct 2nd, 2008 10:23 |
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Thank you for giving us this chance to air our views. My problem with our African leaders has been talking alot and doing very little of whatever they have talked about. Otherwise the African continent would not be where it is today in terms of development. I believe the above is important to bear in if the African Gvernments will fully support this initiative.
Back to the questions I wish to state as follows:
- it is indeed an earnest initiative which should be embraced by all institutions of higher learning in Africa. It is forum which will facilitate stadardisation of higher education, allow free movement of academicians and students, identification of relevant aspects of the Afican education and learning form from our friends in America.Much as our Governments have tried to make some changes in curricula since independence, these changes have not been able to march the trends in the needs of the people of Africa as far as their economic development is concerned. Higher institutions need to remain alert to respond to the needs of the people by directing their programsaccordinly to provide solutions and manpwer . This will be done through provision of appropriate training facilities, research and development and tapping into idigenous knowledge. This the entry point for this initiative
- it is always difficult to suggest and have the changes impemented in our institutions especially if you are operating at lower level of management and this is one of the problems most institutions in Africa are facing. As a matter of principle no institution will surviveor remain worth its name if remains static or conservative. Most institutions are constrained by resources. I do not represent my institution and so my comments are general.
- private/ higher institutions of learning partnership has been lacking in most African countries because these institutions were owned by Governments. However since liberalisation started more than twenty years ago there has been tangible and positive changes.These institutions need to invove the private sector in the process of curriculum development, participation in the training through internship, funding of the programs etc so as to build ta synergy. After all these are the emploers of these graduates.
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ayosalami
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#107 Posted: Thu Oct 2nd, 2008 11:16 |
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I think there is a need for teaching and research in higher institutions of learning in Africa to be repositioned within the context of the development needs, resources and priorities of the society. In this regard, research efforts and community engagement should be targeted at meeting peculiar needs of the immediate society. This calls for innovative research and community service. However, to stimulate innovative research, the private sector needs to be more connected with the higher institutions of learning in Africa. This link is either non-existent or very weak in most African countries. U.S. institutions can play an important role in encouraging innovative and action-oriented research in Africa through networking with tertiary institutions in Africa for capacity building. However, such networking should be geared towards domesticating capacity for capacity building in Africa.
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yohan
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#108 Posted: Thu Oct 2nd, 2008 12:04 |
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Establishing an Industry-Linkage-Unit within higher education institutions is important to promote close working relationship with business and industry. Such unit can facilitate practical attachment programs and industrial placement/internship for pre-graduating students. This will help to link higher education better to the labor market and making the training more relevant to economic growth. Besides,
University-Industry Partnership is crucial to strengthen the research capacity of African universities and to enhance their contribution in addressing the development needs in a range of social and economic priority areas. For mutual benefit, universities and the industry should cooperate in research and development projects. Moreover networks among universities, private enterprises, professional associations, and governmental sectors shall be institutionalized.
The Africa-U.S. Initiative may assist in policy development and capacity building for effective connection between Higher Education and the Industry based on good American practices that could be adapted to African contexts.
Regards,
Yohannes Woldetensae
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DUA
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#109 Posted: Thu Oct 2nd, 2008 13:55 |
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Let us first remember that Africa is a content filled with many countries, languages and cultures. So one model- British~French~US~etc may not be what each area needs. I feel that one needs to look at what the individual country's educational model is, identify the good and the bad of it, keep the good and then see which model would best fit and take the good from it as a complement.
Most developed countries have had a seed model which has morphed over time to fit their national, regional and local culture. Look at all the numerous models that exist in primary and secondary education here in the US alone. It is mind boggling at times: primary & secondary; primary, middle and secondary; intermediate schools; charter schools; elementary, junior, and high school... private secular, private religious, diocesan religious, public, public charter schools.
My question is why shouldn't the many nations of the African continent look, review, and shop before implementing a model? I think they should. And what ever model is chosen for their environment be sure that there is a long term commitment which may last years/decades between the institutions which adopt the model and the institutions which offered the model. What a great opportunity for both as the institutions on both sides learn and develop and maybe come up with a model which is stronger and can impact both facilities for the better...
We talk of community partnerships... What is community? We usually define it as an area we live in, which has specific boundaries. But in this technologic world why can't I define my community as West Africa, South America, Asia etc. and those areas define their community as Europe, the US & Canada, North Atlantic islands as well as their own locale. I see this as a challenge for all of us to redefine ourselves as instiutions of higher learning, individuals, communities, & cultures to enhance the next generation for the good of everyone through partnerships.
Thank you!
dua
Last edited on Thu Oct 2nd, 2008 14:55 by DUA
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Admin
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#110 Posted: Thu Oct 2nd, 2008 16:15 |
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MESSAGE DES MODERATEURS (EN FRANCAIS CI-BAS)/ MESSAGE FROM THE MODERATORS
Dear Participants,
As the time for Question 1 draws to a close (Question 2 begins on Monday, Oct. 6), let us again summarize some of the main issues we’ve heard through this discussion, clarify a few points about the Initiative, and finally, as promised in our last post, we will throw out for comment a part of the framework of the planning grant RFA.
1. Attempted summary of key points heard through this discussion – with clarification about the Initiative on some points. Please understand it is difficult to capture everything, and of course, not everyone is of the same opinion, but here is our best effort:
- A continent of differences. The context from one country to another (and one institution to another) varies greatly across the continent. It is difficult – or even impossible – to generalize about capacity building needs. Point of clarification on the Initiative: One of the virtues of a (well-designed) competitive grants program is that ideas/projects come from the institutions putting together the proposal – and are therefore more likely to respond to local needs and fit local contexts. The key is to set broad goals and objectives for the competition (through consultation and on the basis of research and analysis) that are not overly prescriptive, but provide a useful framework.
- A diversity of institutions is needed. All types of higher education institutions have an important role to play. Creating stronger linkages between these different types of institutions can help to strengthen higher education overall.
- Quality must not be sacrificed in attempting to meet extraordinary demand for higher education. In order to attract (public and private) investment, higher education institutions (HEIs) everywhere need to ensure they are providing valuable services to their stakeholders and need to ensure they are perceived to be providing valuable services. The quality of students and the quality of the education they receive therefore matter a great deal. Another service HEIs can provide is research, technology and innovation relevant to the development needs of their countries, regions and the world as a whole. Among the responses in this initial stage of the consultation, the message seems to be that teaching quality and capacity should be given a higher priority than research capacity – although the link between the two has also been noted by a number of individuals. Is this a fair characterization of our conversation?
- Linkages among African institutions are vital. In building partnerships with institutions in the United States, linkages between African institutions should not be neglected as there is a lot to be learned from the sharing of experiences from institutions working in similar contexts. Point of clarification on the Initiative: Partnership proposals for the Initiative can come from a consortium of African institutions partnering with one or several U.S. institutions. Partnerships of different types of institutions working together are expected to come forth through the proposal process.
- Partnerships – not technical assistance. The message that capacity building needs to be done in a collaborative manner is coming through loud and clear. It seems clear that there is much enthusiasm for strengthening ties between African and U.S. institutions. African institutions are looking for partners, however, not just consultants to provide technical assistance. Collaboration and mutual learning must be the basis of the relationships between African and U.S. institutions. U.S. institutions do not have all the answers. Point of clarification on the Initiative: Among the criteria for judging partnership proposals will be demonstrated commitment to mutual learning and shared decision making about the program of work to be done collaboratively. The African institutions must determine what their needs are, U.S. institutions must determine what their needs are – and together the institutions will determine how they will work together to help meet each others’ needs to build capacity – by working together and providing each other’s perspectives, the hope is that all institutions involved in the Partnership learns from the other partner(s).
An aspect of the framework of the RFA for feedback. Comments are greatly appreciated.
The Problem Model:
Each application will be expected to identify a development issue related to one of more of the six fields of focus in the Initiative. We fully expect that proposals can be interdisciplinary and cross-cutting. The six fields of focus are:
(1) agriculture, environment and natural resources,
(2) engineering,
(3) science and technology,
(4) health,
(5) education and teacher training, and
(6) business, management, and economics.
In the application, this development issue, and the factors that are driving it, should be described in some detail. This description of a development issue will be known the “problem model” (PM). In developing a PM, the rationale for its choice in the context of the African country’s or countries’ development challenges, and the African and U.S. partner institutions’ current capacities should also be described. A clear analysis of a particular development issue will provide the theme and rationale for the partnership, and building capacity to address the development issue will be the partnership’s principal goal. Examples of possible development issues include the development of human capacity to deal with HIV/AIDS, adaptation to climate change, watershed management, or how to provide more quality teachers or improve primary or secondary curriculum.
The concept of the problem model is to ensure that the resulting strategic plan has a focus to solve a problem of importance. That problem can be a research problem or can be a non-research problem that the partnership judges to be critical.
____________________________
EN FRANCAIS
Chers participants,
Comme le temps pour la première question touche à sa fin (Question 2 commence le lundi, 6 oct.), permettez-nous de nouveau la synthèse des réflexions que nous avons reçues depuis le début de la conversation, et la clarification de quelques points au sujet de l'Initiative. Enfin, comme promis dans notre dernier message, nous allons aussi introduire pour commentaire une partie du cadre de l’avis de demande (RFA) pour la subvention de planification.
1. Résumé des points essentiels - avec des précisions au sujet de l'Initiative sur certains points. S'il vous plaît comprendre, il est difficile de tout saisir, et, bien sûr, tout le monde n'est pas du même avis, mais ici est notre meilleur effort:
- Un continent de différences. Le contexte d'un pays à l'autre (et d’une institution à l'autre) varie énormément à travers le continent. Il est difficile - voire impossible - de généraliser à propos des besoins de renforcement des capacités. Point de précision sur l'Initiative: l'une des vertus d'un concours de subventions (bien conçu) est que les idées et les projets proviennent des institutions - et sont donc plus susceptibles de répondre aux besoins locaux et d’être adaptés aux contextes locaux. La clé est de fixer des buts et objectifs (en consultation et sur la base de la recherche et d’analyses) qui ne sont pas trop détaillés, mais qui fournissent néanmoins un cadre utile.
- Une diversité des institutions est nécessaire. Tous les types d'établissements d'enseignement supérieur ont un rôle important à jouer. Créer des liens plus forts entre ces différents types d'institutions peut contribuer à renforcer l'enseignement supérieur en général.
- La qualité ne doit pas être sacrifiée pour tenter de répondre à la demande extraordinaire de l'enseignement supérieur. Afin d'attirer les investissements (publics et privés), tout établissement d'enseignement supérieur (EES) doit veiller à ce qu'ils fournissent des services utiles et importantes et de veiller à ce qu'ils sont perçus comme offrant des services utiles et importantes. La qualité des étudiants et la qualité de l'enseignement qu'ils reçoivent donc compte considérablement. Un autre service que peut fournir les établissements d'enseignement supérieur et : la recherche, la technologie et l'innovation qui correspond aux besoins de développement national, régional et international. Parmi les réponses dans cette première étape de la consultation, le message semble être que la qualité de l'enseignement et le renforcement des capacités devrait être accordée une priorité plus élevée que la capacité de recherche - bien que le lien entre les deux a également été noté par un certain nombre de personnes. Est-ce une juste caractérisation de notre conversation?
- Liens entre les institutions africaines sont essentiels. En constituant des partenariats avec des institutions aux États-Unis, les liens entre les institutions africaines ne doivent pas être négligés car il ya beaucoup à tirer de l'échange d'expériences d'institutions travaillant dans des contextes similaires. Point de précision sur l'Initiative: Des propositions de partenariat peuvent venir d'un consortium d'institutions africaines, en partenariat avec un ou plusieurs établissements américains. Les partenariats de différents types d'établissements travaillant ensemble sont encouragés.
- Partenariats et non assistance technique. Le message que le renforcement des capacités doit être fait dans un esprit de collaboration est clair. Il est évident dans cette discussion qu'il ya beaucoup d'enthousiasme pour le renforcement des liens entre l'Afrique et les institutions des États-Unis. Mais les institutions africaines sont à la recherche de partenaires et pas seulement des consultants pour fournir une assistance technique. La collaboration et l'apprentissage mutuel doivent être à la base des relations entre les institutions africaines et américaines. Institutions américaines n'ont pas toutes les réponses. Point de précision sur l'Initiative: Parmi les critères d'évaluation des propositions de partenariat sera la démonstration de leur engagement à l'apprentissage mutuel et au partage des décisions sur le program de travail à faire en collaboration. Les institutions africaines doivent déterminer quels sont leurs besoins, les institutions des États-Unis doivent déterminer quels sont les leurs - et, ensemble, les institutions détermineront comment ils vont travailler ensemble pour répondre aux besoins de renforcement des capacités de chaque partenaire. En travaillant ensemble et en fournissant les perspectives de chaque institution, l'espoir est que toutes les institutions impliquées dans le partenariat apprendront l’un des autres.
Une partie du cadre de l'Appel de demandes (RFA). Vos commentaires sont grandement appréciés.
Le modèle de partenariat focalisé sur un problème:
Chaque proposition de partenariat sera appelée à identifier un problème de développement lié à l'un ou plusieurs des six domaines de concentration de l'Initiative. Nous nous attendons que certain propositions seront interdisciplinaire. Les six domaines d'activité sont les suivants:
(1) l'agriculture, l'environnement et des ressources naturelles,
(2) l'ingénierie,
(3) la science et la technologie,
(4) la santé,
(5) l'éducation et la formation des enseignants, et
(6) le commerce, la gestion, et l’économie. Dans la proposition, ce problème de développement, et les facteurs qui sont à la base du problème, doivent être décrites en détail. Cette description du problème de développement sera connu le "problème modèle" (PM). Dans l'élaboration d'un PM, la raison d'être de son choix dans le contexte de développement du ou des pays africaines, et les capacités actuelles des institutions partenaires américaines et africaines doivent également être décrites. Une analyse claire d'une question de développement fournira le thème et la raison d'être du partenariat, et le renforcement des capacités pour traiter ce problème de développement sera l'objectif principal du partenariat.
Des exemples de questions de développement possible incluent le développement de la capacité humaine à traiter le SDIA, l'adaptation aux changements climatiques, la gestion des bassins hydrographiques, ou la formation d’enseignants primaire ou secondaire.
Le concept du « problème modèle » est de faire en sorte que le plan stratégique résultant a un accent sur un problème d'importance. Ce problème peut être un problème de recherche ou peut être un problème d’enseignement que le partenariat juges d'être critique.
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mwdemment
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#111 Posted: Thu Oct 2nd, 2008 17:56 |
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One respondent made the comment that US institutions did not need to be focused locally which is a bit off the mark. US land grant institutions historically and all US HEI recently have had a local focus. For the state supported HEI in the US, one of the great constraints on being international was the strong political force that wanted their research and extension to be local and state based. Helping develop soybean technology in Brazil was viewed at helping the competition. It has been precisely that local focus and it successes that provide the political support of the land grant budgets (controlled in large part by the States' legislators). That said, international was often viewed as outside the appropriate sphere for the land grants and while not outrightly discouraged, it was often not a priority.
In California where our growth in so many industries and in agriculture (California is the #1 state in the US in agricultural production), has come through exports, and where we have a greater recognition today of our global connectiveness (taking the lead in the uS on global warming and carbon credits), international is now rising in priority. Most US HEI recognize the importance of being international and are looking for ways to do so, but are building from a base of support developed by being relevant locally. So it may be that HEI must build their base locally to be strong enough in the future to be able to compete globally.
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Tenywa
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#112 Posted: Thu Oct 2nd, 2008 22:41 |
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Talk with end users (e.g. farmers) clearly point to the increasing burden of raising fees from agricultural and non-agricultural activities to support students who do not often directly contribute to improvements of the farming systems “black box”. Connectedness means higher education to be communicating /in touch with the grassroots end-users. Relevancy means HE is able to respond to the needs of the communities addressing priorities.
The desired changes include change in teaching practice to student centered learning, change in the process of review and design of curricula to involve more the employers and other job market determinants. There is need to develop a home grown model linking agricultural education, research and outreach dimensions. Makerere University has a strategic plan along those lines.
HEI ought to prepare students (disciplinary) that can work in teams involving producers, private sector, consumer to identify real priorities of communities.
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nabdallah
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#113 Posted: Fri Oct 3rd, 2008 00:40 |
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To reach globalization for African Universities, the education system has to be approved both by US and EU Universities. Until now most of our degrees is not approved and graduate students had to take additional courses to have their certificates approved to enable them to work or to start post graduate studies abroad. To avoid that, we have to improve our curricula and way of teaching.
We need to have a better connection with US universities to improve our curricula, for example we could use experts from highly repetitive Universities to be reviewers for our programs and quality control experts to follow up the education system. Also, we need to update the education level of the staff members to teach up-to-date course contents in a suitable way that the students could reach easily. Also, we could get benefit from e-courses taught at US Universities to update ours. Open video conferences between universities in Africa and US, arrange conferences to discuss the mode of teaching and curricula development attended by stakeholders, decision makers and University members.
The Quality Assurance and Accreditation Project (QAAP) is one of the six priority projects directed towards the improvement of quality, efficiency and relevance of higher education in Egypt.
This project constitutes the cornerstone that is applied across the board to support every project within the higher education reform strategy, and will be the main focus of this operational manual.
As this project constitutes one of the main cornerstones of the Egyptian higher education reform strategy, a national committee was formed in October 2001, well before the startup of HEEP implementation, to pave the way for quality assurance and accreditation of higher education institutions and academic programs.
Its mission is "Ensuring the quality, continuous improvement, and efficient performance of Egyptian Higher Education institutions, and soliciting community confidence in their graduates caliber that fulfills international recognized standards."
Our objectives:
• Developing a National Quality Assurance and Accreditation system in Higher Education Institutions (HEIs)
• Establishing a National Quality Assurance and Accreditation Agency (NQAAA)
• Raising both HEIs and community awareness on the culture of Quality in Education
• Ensuring the quality of the University graduates to compete nationality, regionally, and internationally
• Establishing National Standards
• Building the self capacity of the Egyptian University toward continuous improvement of education
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Nelson Fashina
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#114 Posted: Fri Oct 3rd, 2008 00:47 |
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AU's vision for higher education in Africa is timely and the articulated objectives are focused on the right targets. However, I'm particularly interested in the inextricable role of African indigenous languages in the development of African compliant knowledge and research. Language is the repository of any people's values, culture, science/technology, wisdom, philosophy, epistemology, life and entire being. Language is the most natural and realistic map that delineates a people's authentic space and identity in the span of human existence. Thus, in order to achieve the set goals and objectives, an African language map must be drawn, and African language compliant education and research time-table must be drawn. Thus, active research interest in African Studies should be encouraged to make science and technology teachable and educable in African languages. From this stage, it'll be possible to develop science compliant numerals and chemical formulas in African languages. And we would be able to discover some proto-scientific 'knowledges' which were albeit latent and undeveloped in African indigenous languages , but are nevertheless a base for uncovering the science and technology templates which were lost by Africa consequent upon the historical slave project and Western colonialism. This will also be a training and re-orientation groundwork for revising the Western and their other Africana surrogates' old idea about Africa. It will prove that development and values are mutual, and their gains are reciprocal between Africa and the rest of the world. Take for example whenever African governments embark on literacy programs, the target is always to teach the so called illiterates their colonial master's languages as if literacy and civilization are nothing more than sailing across the atlantic ocean to the white man's world of langauge, culture and values. One can be literate and civilized in their own langauge, culture and values. And inspite of the postmodern clamor for globalization, every western continent is striving to dominate the confluence and concert of cultures at the 'global' center. Thus, instead of globalization, a safer alternative for Africa is 'Glo/calization' - a conflation of both 'globalization' and 'localization'. In summary, the kernel of my argument is that an"original" "knowledge" and "research" may only be achieved in Africa through an integrated educational approach that encourages African languages, African proto-science/technology and philosophy as part of its contents without prejudice to the well known Western alternative.
Nelson Fashina
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B.O. Elemo
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#115 Posted: Fri Oct 3rd, 2008 07:03 |
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It's been interesting reading contributions from participants in this dialog over the past week and like a few contributors have mentioned, there should be a better public- private partnership in the development and growth of our HEIs. Of specific importance is the role of industries. It is noteworthy that industries virtually transformed many HEIs especially the polytechnicsin Britain to what they are today. Sadly this is not the case in many African countries especially in Nigeria where I have been engaged in teaching and research for over 25 years. Most major players in the industrial landscape in Africa are subsidiaries of multinationals and they are more interested in the natural resources africa has to offer and not the people. Their definition of corporated responsibilty in Africa is different; ethics also has a different meaning when dealing with Africa. Unfortunately, most governments in Africa have challenges of quality leadership that easilty compromise with the multinationals. Things were so bad to the extent that Africa still depends on institutions outside Africa to help reduce the excesses of some of these multinationals. There is gross underfunding of education in Africa because it is presummed that govenments alone shoulders the responsibility. The earlier the private sector, especially the industries wake up to their social responsibility, the more likely that initiatives such as this will yield better results faster. As we look forward to forming partnerships, we have to look into the aspect of sustainability too. A friend sometime ago joked about giving out a laptop to a school child in Africa that has no access to electricity to power the gadget, not even a solar powered battery. I only hope as we get along in this creative endeavour, we will be thinking about getting our priorities right.
Babajide Elemo
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SEDOGO
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#116 Posted: Fri Oct 3rd, 2008 07:44 |
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BONJOUR à tous et à toutes
Les universités et autres institutions d’enseignement supérieur peuvent apporter et apportent une contribution importante au développement économique et social des régions et des nations, et dans une économie mondialisée, ce rôle prend une importance croissante. Il arrive toutefois trop souvent que les possibilités de synergie soient entravées par des failles dans la communication entre parties prenantes sous-régionales ou nationales et institutions d’enseignement supérieur, par l’insuffisance ou l’imprécision des signaux émis par les pouvoirs publics, et par des divergences dans les ordres du jour des établissements.
Bien cordialement,
Paul Henri SEDOGO
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#117 Posted: Fri Oct 3rd, 2008 08:10 |
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Bonjour à toutes et à tous
LIEN ENTRE INSTITUTIONS D'ENSEIGNEMENT SUPRERIEUR ET DEVELOPPEMENT
Le principal rôle de l’enseignement supérieur et de la recherche scientifique dans le processus de développement économique et social est de nos jours unanimement reconnue. En effet si, il y a quelques décennies, les ressources naturelles et le capital ont joué un rôle déterminant dans le développement d’un pays, la matière grise, la capacité d’innovation et l’esprit d’entreprise constituent aujourd’hui les principaux leviers de la croissance économique et du développement durable.
lieu de création, d’appropriation et de diffusion des savoirs, les structures d’enseignement supérieur et de recherche scientifique permettent de doter les nations et les individus des connaissances et des compétences appropriées les rendant capables de jouer pleinement leur rôle pour un développement socio-économique durable.
Cette posture des systèmes d’enseignement supérieur et de recherche scientifique est renforcée dans le contexte actuel de mondialisation et d’économie fondée sur l'économie de la connaissance .
Selon la Banque Mondiale,ces systèmes d'enseignement suprérieur exercent « une influence directe sur la productivité nationale qui, dans une large mesure, détermine le niveau de vie et l’aptitude d’un pays à être compétitif et à participer pleinement au processus de mondialisation. Plus spécifiquement, les établissements d’enseignement supérieur soutiennent les stratégies de croissance économique axée sur le savoir et la réduction de la pauvreté… ».
Il importe donc pour les pays africains de placer les systèmes d’enseignement supérieur au cœur de leurs stratégies de Développement.
Pour cela il faut définir et ou avoir une vision claire et des stratégies pertinentes pour la gestion et le pilotage de l’enseignement supérieur aux niveaux national, régional et international.
Il faut également, à l’échelle des établissements, définir des d’objectifs à atteindre en vue de l’optimisation de l’efficacité institutionnelle.
Bien cordialement,
Paul Henri
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#118 Posted: Fri Oct 3rd, 2008 08:35 |
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Bonjour à toutes et à tous,
La contribution de l'enseignement supérieur au développement durable
Selon l'UNESCO "Les universités et autres établissements d’enseignement supérieur ont la mission d’éduquer des diplômés hautement qualifiés et des citoyens responsables capables de s’intégrer dans tous les secteurs de l’activité humaine ; d’offrir un espace ouvert pour la formation supérieur et l’apprentissage tout au long de la vie ; de promouvoir, de créer et de diffuser les connaissances par la recherche et de fournir, dans le cadre de leur mission de service à la communauté, l’expertise appropriée pour aider les sociétés à assurer le développement culturel, social et économique ; d’aider à comprendre, interpréter, préserver, renforcer, promouvoir et diffuser les cultures nationales et régionales, internationales et historiques dans un contexte de pluralisme culturel et de diversité culturelle ; d’aider à préserver et à promouvoir les valeurs sociétales en assurant la formation des jeunes aux valeurs qui sont à la base d’une citoyenneté démocratique ; enfin, de contribuer au développement et à l’amélioration de l’éducation à tous les niveaux, notamment par la formation des enseignants.
Etant donné les rôles et fonctions des établissements d’enseignement supérieur dans la promotion du développement durable, les actions à entreprendre en priorité incluent :- accroître la pertinence de l’enseignement et de la recherche pour les activités et processus sociétaux qui favorisent l’adoption de comportements « soutenables », tout en décourageant ceux qui sont non viables ;
- améliorer la qualité et l’efficacité de l’enseignement et de la recherche ;
- réduire l’écart entre science et éducation, entre savoir traditionnel et éducation ;
- renforcer l’interaction avec les acteurs non-universitaires, en particulier avec les communautés locales et le secteur privé ;
- introduire des concepts de gestion flexibles et décentralisés ;
offrir l’accès aux connaissances scientifiques de qualité ; - faciliter aux étudiants l’acquisition des compétences nécessaires pour travailler ensemble, dans des équipes multidisciplinaires et multiculturelles
- apporter une dimension mondiale aux environnements individuels d’apprentissage etc."
On voit bien que les systèmes d'enseignemenr supérieur peuvent être au coeur des stratégies de developpement économiques des régions ou nations.
Bien cordialement,
Paul Henri SEDOGO
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#119 Posted: Fri Oct 3rd, 2008 12:17 |
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It is the nature of education to ask the relevant questions in every generation and very often they are the same questions, with different answers. Firstly, allow me to pick up on the question of stakeholders. It is impossible for me as a a higher education teacher, a citizen, a parent, a community worker, an activist, an employer to take off any of these hats when I look for answers. I would then define relevance from these diversities of perspectives.
I must make two apologizies in advance: (1) that I am in the middle of a project unrelated to my HE work; and (2) that my answer may not be `academic', a term that I prefer to denounce rather than explain, not least because HE in Africa have relegated themselves to the margins of society a position that has been ratified by governments through fiscal constraints. Why should more money be spent on HE when the graduates we train must be retrained almost from scratch in the workplace? I am quite surprised that the thesis of Michael Gibbons of Mode 2 knowledge has not been taken up with any enthusiasm, no not at all, by HE institutions. In a nutshell his thesis asserts that Mode 2 knowledge has been applied in every field of learning in industries for the last fifty years; and refers to that transdisciplinary knowledge that separates itself from learning for the sake of learning and the artificial compartmentalisation of knowledge into subjects.
I have seen lecturers at HE in every of the five AU regions use the same yellowed lecture notes of time gone by. How this cannot be criminal I don't know. If a doctor prescribed medicines that are passed their sell buy date, I will sue him or her. Our students should be educated to teach us when we teach badly. Otherwise who will help us evolve and progress in our thinking and become better teachers? This cannot be the job of further studies as most lecturers don't have this privilege.
We teachers have lost the love for teaching and our jobs compete with too many ephemeral interests in our lives. It would be interesting to develop instruments to measure a number of aspects of our professional lives such as eg, how much time we spend weekly preparing to teach; how much time on feedback to our student; how much time on obtaining inputs from all stakeholders in HE etc etc.
Re the diversities in Africa: this is often abuse as a cop out. There are certain fundamentals that can be done in every single HE institution in Africa from the richest to the poorest and irrespective of cultural traditions. Please note that I do not use the un-conceptualisable word culture (I speak of a culture of learning and teaching which is culture-less). We should get off our behinds and work as if it is our raison d`stre. Go back to the basics of teaching and learning and be prepared to commit ourselves to the vocation. If we can't or wont, let's then stop talking about education as if it is a game or a gamble. Or continue to talk while `Rome is burning'.
That's my penny/ devil advocates's worth for today. I will be out of the office for a few days and will pick up on more contributions on my return.
Doreen
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oyewole
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#120 Posted: Fri Oct 3rd, 2008 17:13 |
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Dear Doreen,
Thanks for expressing your concerns on the current state of higher education in many countries of Africa. However, the challenge at hand is to take appropriate and practical actions at revitilizing higher education in Africa. Can members share their views on practical actions that need to be taken by each of the stakeholders stakeholders - lecturers, university administrators and leaders, students, goverment, policy makers, parents, government?.
Oyewole
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