23 October 2017 Register to receive our free newsletter by email each week
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Developing civic-minded university graduates
Cultivating a sense of self and developing an understanding of the concerns of both local and global communities have shaped the development of the University of Cape Town’s Global Citizenship: Leading for Social Justice Programme, which was launched in 2010.
A polytechnic by any other name
Ghana’s plans to convert polytechnics into technical universities is misguided and panders to elitist views about universities. The name tag ‘technical’ or ‘university’ is not a silver bullet for creating jobs and wealth or reducing poverty and unemployment.
What role for higher education in sustainable development?
Following the Decade of Education for Sustainable Development it is now incumbent on higher education institutions to integrate sustainable development in all their teaching, research, community engagement and campus activities.
Local researchers bypassed in effort to curb Ebola
Ebola funding needs to spur health services and research capacity in the worst hit nations. Currently there are worrying signs that local researchers have been left behind in the scientific effort to curb the deadly virus.
Transforming policy through science in Africa
An initiative to show how academics in the developing world can feed into policy has shown the value of scientific evidence in contributing to good governance.
MOOCs – Panacea or benevolent curse?
Online education programmes, and MOOCs in particular, may be considered disruptive technological developments with the potential to be useful in addressing higher education challenges. But this will only be realised if we avoid the twin evils of cynicism and evangelism and move towards collaborative education between universities in different parts of the world.
Critical to include HE in post-2015 development agenda
The alarming news emanating from the conversation on the post-2015 development agenda is that it may – as in the current Millennium Development Goals – perilously marginalise higher education from the priority it deserves in the highly anticipated development blueprint.
Good access to poor courses won’t create real learning
We contest the logic that higher education in Africa is a secondary investment priority: it is crucial for Africa’s development. But the conditions under which tertiary education operates in many African countries are not conducive to it making a useful contribution to development through the key pathways of research and innovation.
Horizon – Tantalising, daunting for ‘third countries’
South Africa qualifies as a so-called ‘third country’ to be an eligible recipient of Horizon 2020 funding and programmes. In ‘piggy-back’ pursuit of its own renditions of industrial leadership, excellent science and responses to societal challenges, South Africa finds itself both tantalised and daunted by this ground-breaking and wealthy instrument.
Building on digital libraries’ momentum
Governments in Africa have neglected library development and digital education, but there is no doubt that within a decade digital libraries will significantly shape higher education on the continent – especially in improved access, knowledge sharing and materials preservation.
Bold education action to drive transformation
Africa has achieved exceptional growth over the past decade, averaging 4.5% a year and underpinned by prudent macroeconomic management. Now we must achieve economic growth that is accompanied by poverty reduction and greater value addition. We must make strategic investments in human capital that will drive Africa’s economic transformation.
University research uptake gains ground
Research-intensive African universities can play an important role in contributing to the evidence base to address Africa's development challenges. In rising to meet these challenges through quality research, they are providing African solutions to African problems and stimulating local demand for better, stronger and more contextualised evidence.
Charting a course for intellectual property rights
Africa's experience with intellectual property rights is dismal and in urgent need of re-evaluation. Not many dispute the observation that 'for more than a century, African states have participated in IPR regimes with little or nothing to show for it in terms of economic development and transfer of technology'.
The promise of open, distance and e-learning
There is no doubt that open, distance and e-learning has huge potential in Africa to contribute to economic growth and poverty eradication, and to address social injustices and inequalities. But realising its potential depends on a sober assessment of ODeL as one variable among many factors in local and international post-secondary school contexts.
'Soft power' proof of the pudding – Not in the branding
The new approach to global partnership will not prevail simply by tampering with nomenclature. Rather, the conversation needs to sharply focus on how higher education stakeholders engage in proactively shaping the new cooperation paradigm.
Europe’s role in supporting a rising Africa
What should Europe’s role be in revitalising African higher education? A recent seminar highlighted some of the issues, including the fact that African higher education has always been very international and account needs to be taken of disparities between countries.
Where to from here for the African PhD?
There is broad agreement that Africa needs tens of thousands more PhDs, to renew an ageing professoriate and to staff rapidly expanding higher education, boost research and generate the high-level skills growing economies need. How is this to be achieved? Last week African university leaders and experts thrashed out a range of proposals, including on networks and collaboration, supervision incentives and the diaspora, political support and funding.
Confronting global knowledge production inequities
The research environment in the global South faces many pressing challenges, given resource inequality. Technical and financial issues aside, the values and practices shaped by the Northern research agenda contribute just as much to the imbalance.
Quality regimes in Africa – Reality and aspirations
Since the middle of 2000, a number of initiatives have been launched in Africa to develop common frameworks for comparable and compatible qualifications, to promote academic mobility. Quality and quality assurance play a crucial role in these initiatives. There have been achievements – but there are also major challenges and questions that require further attention.
PASET – A World Bank initiative for skills development
A workshop held in Ethiopia’s capital Addis Ababa on 8-10 July brought together high-level representatives from nine African countries and four emerging economic powers – China, Korea, India and Brazil. It was aimed at creating a major, multi-country Partnership in Applied Sciences, Engineering and Technology – PASET.
Universities are engines of continent’s development
In the light of Africa Day celebrations on 25 May and the 50th anniversary of the Organisation of African Unity – predecessor to the African Union – it is timely to look at the role of higher education in ensuring that the continent’s rapid economic progress results in sustained human development.
China in African education – A force for good?
China’s role in education in Africa is growing, with a recent focus on building capacity in science and technology and on promoting research that can improve people’s livelihoods. But these activities could be under threat if China reproduces the same patterns of dependency associated with North-South cooperation.
Collaboration key to tackling looming skills shortage
Libya faces rising demand for skilled workers in the oil and gas industry. Industry and higher education must work together to come up with relevant training that equips workers of the future with the right skills for the jobs that will need doing. Western universities are needed as partners in building Libya’s training resources.
Regulatory overkill threatens academic autonomy
Are all South African universities in systemic crisis? One would imagine so, given the recent legislative and policy actions of Higher Education and Training Minister Blade Nzimande. In recent months, he has been responsible for three sets of regulatory interventions, all of which erode university autonomy.
Need for a new HE focus on innovation and creativity
Libyan higher education and research has suffered from decades of censorship, negligence and corruption and is poorly funded and underdeveloped. A drive for creativity, innovation and commercialisation is urgently needed.