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Nelson Fashina
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#121 Posted: Fri Oct 3rd, 2008 20:10 |
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| It is interesting to read the new postings on this weblog. And I like to conflate the ideas expressed by Babajide Elemo with that of Dorian and dovetail on the interventions of Oyewole, our "Super Moderator". The issues raised by all three contributors are fundamental, and we need to take a closer crtical look at them, by setting the records straight. Elemo is dissaitsfied with the role of industires in Highger Education (henceforth HE) in Africa, citing the example of Britain where industrial taxes have helped to promote HE especially at the Polytechnic level. This is a good point, and we need to be clinical about our assumptions. I think the case of Nigeria, for example, is encouraging in this regard: The Education Tax Fund (ETF)which the Obasanjo-led government put on solid functional footing has done a lot in the funding of education in Nigeria, apart from other besides of Nigeria's complex political peculiarites which may have short-circuited the free flow and channelization of the funds to their right targets without the hinderance of government bureaucracy and bottlenecks. And I think the reason why the fruits of the Nigerian example have not really been reaped is that basic facilities like electricity, water and good roads which are required to make the huge private, corporate and goverment investments in education workable are not available. And that leads me to Elemo's anecdote about the folly of giving out a "laptop to a school child who has no access to electricity, not even solar power"( Elemo, Friday Oct 3). This shows that Elemo knows, as we all know, that the problem with HE in an African country like Nigeria, for example, is not just the absense of funds from industrial taxes, and may not just be the problem of lack of funding by government either, but that it is an ambivalent problem accurately expressed in the irony of "giving a laptop to a school child who has no access to electricity, not even solar power!" It is often the case in Nigeria that when government provides water boreholes in rural areas, there is no electricity to power them. So, the rural folks can't get water from them. And the site becomes abandoned while the folks go ahead to fetch stream-water, even in the 21st century. And consequently, health problems arising from water diseases afflict the people thus costing government, individuals and families huge some of money for healthcare! African streams and rivers are already polluted by agro-allied chemicals. Thus, we cannot afford to drink stream water the way our peole did in pre-agro-chemical age in Africa. All these factors present a battery of reasons why an isolated talk or solution to education without taking a holistic view of the various layers of problems that are intertwined and related will only be "a road to nowhere". And that leads me to the contribution posted by Dorian, who blames teachers for their laziness whereby they fail to update their outdated lecture notes, and thus commit academic 'crime' by teaching outdated knowledge, comparable to a doctor who administers expired drugs on his patients. My answer to this is that rather than looking at the effects alone, we should also critially examine the cause! According to Dorian, "teachers have lost the love of teaching". My answer to this is first no, and then ayes, for obvious reasons. No, in the sense that when you claim they have lost the love of teaching, you have to look at the foundation of their employment or education as "teachers". In most African counties, there's no "professionalism" of teaching. Most people who get to teach, even at the lower education level, did not get trained as teachers. And those who get the training do so as their last alternative to doing nothing! So, in the first instance, they did not, and do not love the teaching job. Therefore, there's no love lost! Even at the HE level, 95% of lecturers did not undergo any training course in teaching. But, that doesn't stop anybody from imparting knowledge correctly and completely, if the facilites were there! And we need to also know that teachers welfare, salaries, emoluments and retirement plans/benefits ought to be assured! Otherwise there'll be no commitment.Thus, with respect to Oyewole's call for suggestions on "appropriate and practical actions that need to be taken" let me say these: (1.)We need more statistics to detail other African regions where company tax on education are not instituted. (2) Government bottlenecks on release of education funds be minimized (3) Award /recogniton system for corporate bodies, NGO's, industries and individuals who make signifcant financial/facility contributions to education (4.) Provision of basic amenities like electricity, roads. water in all education districts must be given prority and enabled as sacrosanct in law. (5.) Adequate library, both manual and online access to teachers and students (6.) IT technology to be made available in all educational institutions (7.) Teaching to be made a respectable profession through compulsory teaching training and appropriate remunearation, review of teachers' salaries, and other welfare packages that gurantee their professional confidence in the future and prospect of the job. (8.) Parents should have online access to their children/ward's class performance and exam transcripts as well as school behavior report sheet. (10.) Education should be made functional, practical instead of being fearfully "academic" and theoretical - a reason why many students run away from Mathematics, English and other core-science subjects. Why, for example, is it that those who get scared at Mathematics, Physics, Chemistry etc, in Africa get to do well and later beome medical doctors, engineers and computer scientists whenever they get to the United States? I think it's because of the friendly and practical teaching methods of US education. It's because they have access to good libraries, electricity,computers, water, good roads with the complement of correct psychological factors. The debate continues. . . Last edited on Fri Oct 3rd, 2008 21:00 by Nelson Fashina
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Dr. Denoya
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#122 Posted: Fri Oct 3rd, 2008 22:18 |
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I have more comments for reflection than answers to the questions posed in this interesting discussion.
a) Upgrading African HEIs by importing Western ideas offers opportunities and challenges. A critical element of any institutional partnership proposal is the acknowledgement of the roles that traditions, history, culture, and identity of African universities and their societies play in this initiative. As American HEIs increase their focus in African HEIs, bringing their Western ideas and practices, a risk that could develop is the feeling of marginalization by a number of African professorate. Recent ventures by American universities in Middle East universities have encountered (or created?) unexpected feelings of alienation in local professors. This occurred while launching new American programs and services in well established Arabic universities. As an anonymous Middle East professor observed, the university is like the army - you cannot give it to foreign professors, although there is no opposition to collaborative faculty exchange due to the globalized and competitive world. He felt that local culture is missing and ignored by the foreign newcomers. You can’t outsource cultural identity. There is consciousness that it is not only knowledge that partnerships pass on; it is more than that - it is cultural identity
It is no longer good enough to know that countries and people are different. One now needs to know how they are different, why they are different, and how the differences will affect cooperative efforts to achieve desired objectives. Global perspective and interdependence cannot be understood as a new brand of American parochialism. I echo the sentiment of one of the Africa-Initiative members, Mojúbàolú Olúfúnké Okome, Ph.D., Professor of Political Science, Brooklyn College, CUNY, that multilateral participation will only enforce a certain vision, “…that is informed by an externally defined agenda for tertiary education; again, because African intellectuals may not be treated as the experts that can help us find our way out of the woods.”
What can I suggest? I believe that in defining the goals of this initiative, it would be desirable to achieve cross-cultural empathy. Any publicly sponsored exchanges should rest in the principle of reciprocity. That is, sustaining scholarly and institutional exchanges should be based in a conviction that each side will obtain great benefits. An asymmetry in this regard would erode international trust. Anne-Claire, our moderator, timely indicated that amid the criteria for judging partnership proposals, it will be commitment to mutual learning about the program of work to be done collaboratively that will bring success.
b) The focus of Higher Education is shifting from teaching to learning. It will be important to define the paradigm that will support the teaching and learning framework in the Education and Teacher Training development issue of this proposal. A current and well accepted approach in the pedagogy of Teaching in higher education is the Student-Centered Approach. The Learner-Centered teaching paradigm focuses attention on what the student is learning, how the student is learning, conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To develop pedagogical skills of faculty will require the selection of the instructional paradigm that they will adopt to develop their syllabi and assessment tools to measure student learning. I concur with Yohannes Woldetensae, a member of this forum who indicated
that ”…an optimal outcome in improving teaching quality and capacity is Developing Pedagogical Skills of the Teaching Staff.” I will reiterate his observation, by emphasizing the need to define the teaching and learning paradigm that will accompany the delivery of professional development programs in the pedagogy of teaching.
I have used the Learner-Centered Approach in my professional development programs to train faculty from multiple disciplines at several higher education institutions. Results have shown significant change of faculty attitudes, interest in applying learning theories consonant with the Student-Centered approach, use of student-centered instructional activities, inclusion of civic engagement projects, and applications of Student-Centered formative and summative approaches supporting the process of measuring student learning outcomes. A key outcome of the pedagogy of teaching programs has been the recognition and need from the institutional leadership to initiate substantial systemic change at the institutional level, stimulating curriculum reviews, and examining faculty evaluation methods and other academic and services areas of the university.
My point is that faculty training on the pedagogy of teaching without considering the need for structural and organizational changes to adjust to the new educational paradigm, will create conditions for limited or no impact on the quality of educational outcomes. It is a systemic change.
b) Expansion of Partnerships – beyond American Higher Education Institutions: It would be meritorious to consider inclusion of museums and libraries as sites of cultural transmission and civic engagement collaborating in this initiative at African HEIs. This would strengthen the concept of informal education as part of student learning outcomes. It would be worthy to bring in Fulbright programs to this initiative. Fulbright programs an American funded agency with a solid trajectory in international educational exchanges. There are already members of this initiative who have benefitted from the Fulbright experience. I read member Ernest Uwazie’s comments, saying that his Fulbright experiences with summer faculty development programs in Africa (since 1993) have been positive. I also was honored to have the opportunity to be granted a Fulbright to work at a private university in Ethiopia.
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yohan
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#123 Posted: Sat Oct 4th, 2008 11:16 |
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I think much has been said about the various problems affecting the African higher education. As the continent has many deeply rooted difficulties that are accumulated through years, the challenge is not easy. However, as remarked by the Moderator Prof. Oyewole, we need to concentrate more on strategies and practical actions that contribute towards revitalizing higher education in Africa.
One important strategy is to increase the effectiveness and efficiency of higher learning institutions through the involvement of all stakeholders. This requires extensive awareness creation on the implementation of quality management within institutions. In-campus seminars have to be organized to mobilize the management, staff, and students in establishing culture of quality towards continuous improvement. Parents have to be encouraged to participate in institutions’ affairs. The interaction between professional associations, employers, civil societies, university leaders, and policy makers should be strengthened by facilitating appropriate forums. Governments should be committed for negotiation with concerned stakeholders to promote their countries education system.
Regards,
Yohannes Woldetensae
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Ruksana
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#124 Posted: Sat Oct 4th, 2008 13:15 |
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I am affiliated to a university in South Africa and our institutional vision and strategic plan is consistent with the vision of the AU higher education initiative.
The University’s strategic objectives as outlined in the 2010 Strategic Plan are summarised as follows:
- To develop our reputation as a research driven university and hence enrich our undergraduate teaching
- To develop graduates with high level and scarce skills to meet the needs of society in the sciences, engineering and advanced technology
- To develop strategic partnerships that will make Wits an active, committed, creative, innovative force that advances the public good
- To become the University of choice for excellent individuals and in so doing to attract top academic leaders from all sectors of our society and other countries
- To achieve a position of financial strength by developing sustainable third stream income supplemented by building reserves and endowment funds (http://www.wits.ac.za)
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Sefa-Dedeh
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#125 Posted: Sat Oct 4th, 2008 22:04 |
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This a very useful opportuinity to share ideas and experiences on these very crucial topics. I trust that through this initiative we will learn about successful programs in Africa HEIs.
To be connected and relevant are critical for all HE in Africa as the continent grapples with the myriad of developmental challenges.
The changes I expect from my institution are an internal re-awakening that increases public trust of HEI. This re-awakening should not be a top-down process but should involve the very core of academic departments and the staff (at all levels). Talk about relevance with stakeholders, public policy officials and establish partnerships that allows students and staff to have interactions with communities and industry.
Each Academic department should develop local partnership with communities and targeted industry to create a mutually acceptable environment for the generation of need-based information and training of human resources.
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Nelson Fashina
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#126 Posted: Sun Oct 5th, 2008 17:37 |
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| With regard to "Upgrading African HEIs by importing Western ideas" as an "offer" of "opportunities", I agree to the propositions of Denoya to a large extent. Our only port of ideational departure is the idea of the African "professorate" having a dwarf feeling about the injection of foreign experts into their faculties. The experience of the Middle East cited may be local and isolated due to the religious fundamentalist angle of social behavior. But in most of African Universities for example, the professorates are receptive to novel methods, and they are positively disposed towards expatriate faculties in the spirit of reciprocal exchange of knowledge cross-internationally. In fact, many of the prominent faculties in African Universities are produced by the same Wesern education system. I want to observe that although US resident scholars and teachers may have much to offer the African HEIs, this would mainly be in the areas of research and teaching methods as well as the offer of social orientation techniques, which would still have to be made compliant to peculiar African social situations and environmental variables. And these also depend on the peculiarities, contents, aims and objectives of each field of study. For example, a US professor of Transportation Geography may need some orientation on how that knowledge and stuff about the US sysyem may be made suitable and adaptable to a Nigerian transportation system. He would need some terminological orientation in order to be able to tranfer that knowledge to a target audience from an anglophone and francophone post-colonial African environment, thus bringing about the inextricable reciprocal benefits of knowledge! Last edited on Sun Oct 5th, 2008 17:39 by Nelson Fashina
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gkperrier
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#127 Posted: Mon Oct 6th, 2008 01:38 |
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The dialog so far in this e-conference has suggested drastic changes in the culture of HE institutions in Africa. The cultural change is from an outwardly focused institution based on U.S. and European models to an inwardly focused institution adopting structures and procedures appropriate for the obstacles and opportunities in and the needs of the local milieu. Institutional cultural change usually occurs slowly and the details of the change will need to emerge in an organic process within each institution and environment. The point being, that the changes cannot be prescriptive from the outside. I think, however, that we can develop a broad outline for the process or a list of possible actions that a HE institution in Africa can consult for initiating dialogue leading to these cultural changes. We can also determine what meaningful roles the diverse array of U.S. HE institutions can play in the process.
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PaulBoggs
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#128 Posted: Mon Oct 6th, 2008 01:45 |
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At LeTourneau University (LETU), which is primarily an undergraduate teaching institution, we began as a technical school in 1946, dedicated to training young men to work in post-WW II industry. Our students took classes in the morning and utilized what they had learned in the factory across the road in the afternoon. This legacy of “hands-on” application of theory to practice has continued, as LeTourneau grew into a college and then a university, in teaching in our engineering, science, business, and education classes. So, naturally, we agree with commentary that teaching quality must have a high priority. We also think that application or hands-on learning is best for the student.
We also agree that any HE initiatives must be driven by local needs in the country of the African partner. Our LeTourneau Engineering Global Solutions (LEGS) program is built upon a collaborative partnership between the local health care provider (hospital or clinic), the in-country NGO, and LEGS, to teach local prosthetic technicians to make the LEGS prosthetic device (a product of research and development at LETU), using locally available materials to meet the needs of above-the-knee amputees, the hospital/clinic, and the technicians. The concept blends research and education for LETU students, training and education for the in-country technicians, with technology transfer and capacity-building, utilizing and building on the skill sets of each partner in collaboration and cooperation, to meet local needs.
Based on our LEGS experience in East and West Africa and Bangladesh, we also agree that a successful collaboration would involve the US partner(s) in a “lead by example” role and the African partner(s) in an ownership role. Both partners, in an ideal collaboration, would fill equally important needs from the other, utilizing and sharing skill sets.
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Cliff Monahan
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#129 Posted: Mon Oct 6th, 2008 01:46 |
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I would like to share an experience that has molded my present approach to American-African partnering, but am going to preface that with 2 remarks on some trends within the discussions taking place here:
1) We must keep in mind that the limits of THIS funding opportunity will preclude making fundamental changes in a country's internal educational organization. Think pragmatically
2) American HEIs can 'offer' but not 'impose' their systems, or insights, and African HEIs must be receptive to these as 'opportunities' for adaptation to their specific needs.
Twenty years ago, I had an opportunity to work with a US initiative in Egypt aimed at increasing milk production. The US focus was to increase volume production that we have achieved here in the US, where we had a grain surplus. Much of the focus was on importing genetics of the American dairy cows that produce high volumes of milk low in butterfat as an alternative to the Egyptian buffaloes that produce low volumes high in butterfat. An Egyptian participant pointed out to me that Egyptians are not milk-drinkers, rather butter-eaters, and that volume is less important than butterfat content because rural Egypt does not have the refrigeration infrastructure for collection and transport of raw milk. Instead, Egypt uses the higher butterfat content to make cheeses and yogurt for consumption and ghee for frying foods. This is an efficient use for milk where refrigeration is limited. Additionally, our volume production is completely dependent on the grain resources not available in Egypt, as those are directed to human consumption, and their buffaloes eat burseem, which is grown in abundance. I realized immediately that the American organizers, while well meaning in their intentions, had almost no understanding of the Egyptian needs, but designed the program on American values, either without consultations or without listening during those consultations.
My conclusions, which are relevent to ur present discussions, highlight that American HEIs have expertise that can be adapted to African needs, but Americans must become better listeners and Africans must become better teachers so that we understand those specific needs.
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Anne-Claire Hervy
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#130 Posted: Mon Oct 6th, 2008 05:56 |
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A MESSAGE FROM THE MODERATORS/ UN MESSAGE DES MODERATEURS (EN FRANCAIS CI-BAS)
Dear Participant,
We have spent nine days discussing the first set of issues of this consultation which centered on what it means for higher education institutions to be connected and relevant and the changes that need to be made by African and U.S. higher education institutions, various stakeholders, policy makers, to be able to contribute to development and help in meeting the goals of the AU Second Decade of Higher Education in Africa.
We are working on a summary of the key points from this first phase that we hope to post later today or tomorrow. We also would appreciate your own summaries of what you think are the most salient points raised so far.
At this stage, before we move on to the next question, we’d like to pause for a moment and ask for feedback on how you feel the process is working so far. Constructive criticism would be greatly appreciated. (We have noted that dialogue among participants seems to be picking up in the last several days and we are pleased to see this – we hope it will continue and expand.)
In addition to moving on to Question 2, over the next few days, we are going to add a number of new features to the forum including a space for participants to post institutional profiles in order to facilitate the finding of potential partners. We will also set up a resources forum where participants can post papers and other resources related to higher education capacity building.
Thank you for your continued engagement.
Sincerely,
Olusola Oyewole and Anne-Claire Hervy
_____________________
EN FRANCAIS
Chers collègues,
Nous avons passé plus de neuf jours sur la première série de questions de cette consultation, qui centre sur ce que cela signifie pour les établissements d'enseignement supérieur à être connectés et pertinentes et quels sont les changements qui doivent être faits par les établissements d'enseignement supérieur en Afrique et aux E-U pour être en mesure de contribuer au développement et à contribuer à la réalisation des objectifs de la deuxième Décennie de l'enseignement supérieur en Afrique de l'Union africaine.
Nous travaillons sur un résumé des principaux points de cette première phase que nous espérons poster plus tard aujourd'hui ou demain. Nous apprécierions également votre propre résumé de ce que vous pensez sont les plus importants points soulevés jusqu'à présent.
À ce stade, avant de passer à la question suivante, nous aimerions demander des commentaires sur comment vous vous sentez le processus de travail est à ce jour. La critique constructive serait grandement appréciée. (Nous avons noté que le dialogue entre les participants semble être reprise au cours des derniers jours et nous sommes heureux de voir cela - nous l'espérons continuer à se développer.)
En plus de passer à la deuxième question, au cours des prochains jours, nous allons ajouter un certain nombre de nouvelles fonctionnalités sur le forum, y compris un espace pour poster des profiles institutionnels afin de faciliter la recherche de partenaires. Nous allons également mettre en place un forum de ressources où les participants peuvent afficher des documents et autres ressources liées au renforcement des capacités de l'enseignement supérieur.
Nous vous remercions de votre engagement.
Cordialement,
Olusola Oyewole et Anne-Claire Hervy
Last edited on Mon Oct 6th, 2008 05:57 by Anne-Claire Hervy
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rsyost
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#131 Posted: Mon Oct 6th, 2008 07:06 |
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Seems to me, from my limited experience, that there is a need to develop a shared vision of the potential for institutions of higher education in Africa and elsewhere to understand the unique conditions and needs to those the African institutions can serve and are designed to serve. This vision needs to be a living, changing source of inspiration, guidance, and direction in the management of the institutions themselves, and communicated to those institutions and collaborators who assist. The uniqueness, the resources, the challenges of the institutions and their clientele need to be central to the vision. This should be an inspiring, motivating, and sustaining vision. This is a portion of the commitment and guiding vision I have for my work with African institutions of higher education.
Russell Yost, University of Hawaii and Eduardo Mondlane University, Maputo, Mozambique.
Last edited on Mon Oct 6th, 2008 07:08 by rsyost
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RoseQ
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#132 Posted: Mon Oct 6th, 2008 10:29 |
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We are being asked for practical input. What would we think reviewers should be looking for when considering proposals? these are 2 elements that to me seem critical
- Projects (no matter their scale or their focus) should have an educational component. I find this difficult to articulate: Whether this is related to revisiting curriculum, pedagogy (such as active learning, constructivism/ constructionism), teaching-the-teacher, teacher-researcher reflective practice, incorporation of indigenous language in teaching or any other aspect that allows the teaching to be highlighted, reviewed and enhanced. Even in problem-driven research projects this element must be central; otherwise the "education" element highlighted as so important in the discussion of this initiative, may be overrun by research imperatives.
- This to me is about sustainability, an issue which many participants have stressed is critical. There are many facets to ensuring sustainability and I am just introducing one aspect: Projects need to demonstrate a commitment to including other stakeholders or roleplayers into the project. This can be expanding the scope of involvement of the participating institutions (across disciplines as one example), increasing the number of African institutions involved in a project to "spread" knowledge and to test/ ensure applicability in different African contexts, government, industry, community/ parents involvement either financially or in terms of enabling facilities or activities. I do not think it needs to be overly prescriptive but should consider an action plan that aims to include funding, participation and "support/ endorsement/ ownership" outside the boundaries of the initiating academics and a specific funding activity.
Rosemary Quilling
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Ruksana
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#133 Posted: Mon Oct 6th, 2008 11:18 |
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| An interesting point made by Rose RE: the "educational element" in research - we need to think about what makes research educational. For me it is research in rather than on Education - that is looking inside the activities constituted by the teacher, subject, student and context.
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gnonbaba
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#134 Posted: Mon Oct 6th, 2008 14:46 |
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Nos institutions d'enseignements supérieur doivent se tourner vers les formations et les recherches directement applicables dans nos pays. L'université en particulier doit s'ouvrir sur le secteur privé, sur les autres services de l'Etat et sur les populations qui ignorent en fait ce qu'llee produit en déhors de la formation.
Notre Université se tourne en effet de plus en plus vers les besions locaux, les besoins des populations du mlieu. On ne forme plus, pour former, maison forme des gens capables de résoudre les problèmes que vivent au quotidien les populations.
Des collaborations nationales multipartites sont nécessaires (secteur privé, secteur public, secteur formel et secteur informel) de mêmes que des collaborations avec des autres payas de la sous-région.
Surtout des collaborations avec des puissances comme des USA qui ont des moyens et des expériences qui peuvent nous soutenir dans notre stratégie de développement sont plus qu'impératives.
L'enseignement supérieur doit être le point de mire pour un développement durable. C'est lui qui doit illuminer les autres puisque par définition, c'est le lieu où se forment les élites.
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JWashington
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#135 Posted: Mon Oct 6th, 2008 15:31 |
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In order to still contribute to this conversation, I will answer the posted questions and simply reply...but let it be known that my input in this conversation took about a week for response, not due to deep thought and prose but because of the unstablity of the internet at my school and the lack of workable computers that can work on a basic level. I only say this, because if not another word is read, then it needs to be understood that there should not be a difference in an American University and an Africa University. The work is to make this world an universal enviornment condusive towards empower people to a productive future.
- 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?
The above statement means simply that will be dedicated institution involved with improving relations, curriculum, and opportunities within higher education thus building a stronger relationship between the country and continent that should result in a world economy. If higher education institutions are connected you broaden the world for students, faculty, and administration. This broaden world will equate towards professionals who are bi-cultured and then families that view life and politics with an equitable notation. This is what creates a world harmony, tolerance and respect through nations. Although, this is a romantic idea, isn’t the goal is to prepare people for the chance to live on the highest plane they deem possible?
- 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?
I work directly with AMEU in Liberia located in Monrovia. When walking through the campus, you see a direct need for equipment and technology. The systems that our students are working on weren’t the reality when I was a student in 1994 in the United States. For inadequate equipment being the standard in training is an insult. There is an dire need for books and study materials, even if the school is behind in playing catch-up then once again the need of computer technology is strongly reminded here because at least we would have the chance to download books. There is an irony in the cost to become compatible and competitive with other schools international yet there is now hidden fact that the economy of many African countries is much lower. When it is much harder to make one hundred dollars, when in America one hundred dollars could be spent on a business suit that was on sale?
We also need teachers. The educational system is valued to received but not work within. Because people see poverty they are determined not to go to school and work in a field that is not beneficial, therefore we also lose the chance to train students to become professors because financially we don’t offer the same perks that you find in the business, agriculture, or law sectors. There really isn’t enough space to continue a discussion in full context about the needs and desires for universities in Africa, but the fact that is important that a conversation is in progress. The key thing is knowing there is a time when talk should cease and action occurs. Our school is aligned with the goal and initiatives that have been set forth in this forum.
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aayeni
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#136 Posted: Mon Oct 6th, 2008 19:47 |
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This E-consultation is a useful exercise which brought out great diversities of opinions and ideas on the subject of developing a successful Africa-US Higher Education Initiative. It is not an easy task to summarize all the 127 (excluding moderators’ and administrators’ views) views expressed in a few lines. However, I believe an analysis of the nature of participation in the discussion should guide us a great deal to identifying clearly the similarities and differences of opinions in a “common sense” way. The “common sense” analysis in my view should be to breakdown the consultation into regional consensus. I agree with several contributors who pointed out that a one-size-fits-all RFP is not the right approach to tackling the important subject of Higher Education, especially from African perspectives.
Statistics on country participation in E-Consultation (3.00 EST, 10/06/08)
USA 69
South Africa (SA) 11
Kenya (EA) 10
Ghana (WA) 8
Ethiopia (EA) 6
Nigeria (WA) 4
Burkina Faso (WA) 3
Senegal (WA) 3
Uganda (EA) 3
Unidentified sources 2
Benin (WA) 1
Botswana (SA) 1
Lesotho (SA) 1
Liberia (WA) 1
Malawi (SA) 1
Togo (WA) 1
Zambia (SA) 1
Zimbabwe (SA) 1
Moderator/Admin 8
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Total 135
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Contributions from the US: 69 (54.3%)
Contributions from Africa: 58 (45.7%)
Excluding the eight (8) directives/comments by the super moderators and administrators of the Africa-US HEI e-consultation, 54.3% (69 out of 127) of the contributions came from the US and 45.7% (58 out of 127) came from Africa. A total of 16 countries from Africa contributed to the discussion, 12 English speaking, and four (4) French speaking. South Africa (11), Kenya (10), Ghana (8) and Ethiopia (6) top the list of contributing countries from Africa. Contributions came from six (6) countries in Southern Africa (SA), three (3) in East Africa (EA), and seven (7) in West Africa. If one assumed that contributors from these regions presented a fairly representative view of HE in the regions they come from, a focus on the regional contributions might be a good guide towards developing appropriate regional strategies. It seems to me therefore that the place to start is to separate the contributions into regions and summarize the opinions shared from the region. Appropriate RFP can then be developed that takes those views into consideration. (Language, [i.e. English/French] which projects the colonial history of each of the contributing countries and its possible role in HE may be a strong enough factor in the current state of HE in each country. If so, could this also be factored into RFP development?)
Unfortunately Central Africa would be left out if we used this criterion as there was no contribution from the region. From our experience and as the above statistics show, the least known part of Africa is the Central Region. This might be a reflection of limited access to global communication (Internet). It also emphasizes the dire need to bring this region to the same wavelength as the rest of Sub-Saharan Africa. Could the relative obscurity of the region be reason to give special consideration to developing a separate RFP that is peculiar to this region of Africa, where the outside world has little knowledge of human activities in relation to socio-economic development!!! Or should we simply leave the region behind?
The strong participation from the US in this e-consultation persuades me that we have the critical mass needed in the US to engage African partners in forward looking and fruitful collaborations that will promote sound HE on both sides of the Atlantic. The most limiting factors are the resources to sustain the zeal, namely: a purpose driven policy that recognizes education as the key to socio-economic development and massive investments in its implementation. Both Africa and the US as whole entities have to be involved as partners in the process. They both have to agree on what is important and devote resources to achieving set goals.
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akafst
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#137 Posted: Mon Oct 6th, 2008 20:51 |
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I am a faculty in a family medicine training program in the United States. Due to the increased interest in global health activities at both medical schools and post-graduate training programs in medicine there are many trainees going abroad. As this area develops, particularly in many major US institutions of higher education, we should design educational mechanisms that incorporate research, sustainability, and transfer of knowledge into the process. There are many barriers to true exchange and sharing on both sides, African and US. There are likely many more of "us" going there than there are African "learners" coming this way. Developing solutions that promotes true increased local capacity and manpower development without contributing further to the brain drain crisis would seem critical. Any educational development, particularly in the area of health care generally (not just physicians), must include curriculum, support and research for this part of higher education. Getting credit for time spent learning abroad - in an idealized "global" campus - would allow US based medical students and residents to participate more fully in this process and become the leaders of the future. Accepting African students and professionals into our institutes on a short-term basis, with fewer visa and state department problems, would encourage a true spirit of bilaterialism instead of the detrimental helplessness and dependency fostered by some aid programs. Thanks.
Scott Loeliger
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kwesib
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#138 Posted: Wed Oct 8th, 2008 23:06 |
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I believe this is a more than reasonable summary of the comments posted. I only take issue with the capturing of the "Model" in a problematizing framework. A "problem" focus tends to lead to a narrowing of effort as opposed to a broad and contextual approach. To focus on problems is to focus on deficits as opposed to strengths. It seems to me that HE in Africa needs to be enhanced and transformed in ways that contribute to the developmental needs of the countries. I would argue for a "Developmental Model" that can accomplish the same goals as listed in the problem model but emphasize the building of HE systems, that if effective and efficient, will lead to addressing multiple problems. Indeed, I thought the goal was to focus on strengthing higher education, not directly attacking problems. Otherwise this initiative becomes like most already in existence.
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ckalinganire
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#139 Posted: Sun Oct 12th, 2008 13:51 |
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Our universities are suffering from a lack of cooperation between themselves so that it is quite difficult to enrich each other and to share experiences or to conduct joint researches. Is it because of lack of means? Is it because there is no coordination? Maybe it is a matter to be taken into consideration for a better future! It is urgent to see how to develop such a cooperation and to encourage study and research visits in different countries. For this to happen, support from different stakeholders are awaited and US Higher Universities are well placed to promote such an initiative.
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