23 September 2021  Issue No: 329

African universities, especially given their resource-constrained settings, have a multifaceted responsibility in public health preparedness and response. They have risen to the challenge of COVID-19 through harnessing partnerships nationally, regionally and internationally to fight the pandemic and prepare for future threats to public health.

From 2020 to 2029 the working-age population in Kenya is expected to increase by an average of one million people per year. A new report says Kenya’s higher education system could help to alleviate the unemployment problem by equipping graduates with workplace competencies.

Ethiopian universities appear to fall short in terms of familiarising their communities with the most critical policy documents that are intended to help them to discharge their responsibilities well. This knowledge gap that academic staff appear to have about national, sectoral and institutional policies can hamper reform efforts in the higher education sector.

There are some things that may appear to be little issues, but if not addressed properly and with care, they will almost certainly prevent you from achieving your goal. One of these issues is paying for your own studies. Obtaining funds is difficult. However, this does not imply that you are less worthy because you did not receive a scholarship.

A programme aimed at transforming African agricultural universities is nurturing agri-entrepreneurship through the mentorship of students who start their own businesses. This highlights the contribution that universities can make towards economic growth and development.

Are universities leaders or followers or intermediators and what are the implications for democracy? There are several variables that matter, including political geography. A snapshot of interactions of national politics and policies with universities may help to assess their roles and peer into their futures.

To further a culture of democracy through education, we need to revise our understanding of what learning is for, that does not ignore its ethical dimension. The Council of Europe has developed a Reference Framework of Competences for Democratic Culture that defines 20 competences around values, attitudes, skills and knowledge, and critical understanding.

A report on inclusion and diversity in higher education was launched this month, intending to feed into discussions by policy-makers and experts preparing for a meeting of ministers of education from Asia and Europe later this year. The ministers are expected to adopt a new strategy for the decade ahead, taking into account impacts of COVID-19 on education goals.