AFRICA

Defying the notion of ivory tower in aftermath of COVID-19
Universities throughout the world and those in Africa in particular have been criticised for being ivory towers: aloof, unaccountable and disengaged from the interests of their communities. African universities especially have been incessantly, unfairly and harshly attacked for not lifting the continent out of its cycle of poverty and economic deprivation – as if they were the only players in the complex web of the development universe.This allegation has been on the table for decades – without any vigorous rebuttal from institutions. In fact, this narrative has been instrumental in shaping the discourse on the contribution of African universities to the development of the continent, supporting the notion that such contribution is insignificant.
This article discounts the notion of the ‘Towerisation’ of African universities as the current pandemic is decisively exhibiting their role as frontline institutions in combating the killer disease.
Ivory tower – Where is the evidence?
In a book chapter in Flagship Universities in Africa, Damtew Teferra observes that the unflattering term ‘ivory tower’ has often been evoked to criticise (flagship) universities as much for their purported inclinations as to what matters most in the international sphere as for their presumed lack of relevance to conditions in their own backyard.
Criticism of these institutions has been harsh despite their massive contributions, as measured by the graduates – including doctors, nurses, educators, engineers, architects, accountants, lawyers, and agriculturists, among others – they have produced and their impact on the everyday lives of citizens and nations despite the huge challenges. The long-standing allegations, and charges, have been that the contribution of universities is lacking.
Since the COVID-19 pandemic, universities have sent most of their students and staff home. However, many remain involved in a host of activities aimed at combating the disease. Here is a snapshot of direct community-related activities undertaken by universities, in addition to their role in providing life-saving medical services.
‘Relevant’ research
African universities have been widely criticised for not undertaking (relevant) research or for focusing on ‘blue-sky’ research which is considered less relevant to the needs of the people. While governments have provided virtually no research grants to most African universities, they have been among the most vocal of critics.
Currently, quite a number of universities are undertaking research on issues of COVID-19 in national contexts. Ethiopian universities are already undertaking 30 research projects – one has already indicated it is engaging in over 20 such efforts. A Ghanaian university is undertaking gene sequencing. Others are involved in developing a vaccine and in antibody development, among others. All of them are visibly and directly contributing to the needs of their communities.
Public awareness
Since university students have returned home following closures, institutions, in close cooperation with their respective communities and their authorities, have been making efforts to deploy them in a number of public awareness initiatives. Accordingly, students and staff have been deployed in reaching out to their communities in markets, religious institutions and other public spaces to raise public awareness of the disease.
Materials that have been produced, packaged and translated at the universities are being used in these endeavours. Universities that own community radio stations have used them for this purpose.
Production of consumables
University labs and teaching centres have shifted into producing essential health and sanitary items needed in preventing the spread of the pandemic. This includes using chemical laboratories to produce sanitisers and liquid soaps and using fashion design labs to produce masks and medical apparel.
These activities have become common in a number of universities in Africa since the outbreak of COVID-19 – largely prompted by a lack of such resources in the respective countries. Quite a number of universities in Africa, from Botswana to Gambia and from Nigeria to Namibia, are involved in these activities.
Design and development of equipment
The world has witnessed a shortfall of preventive equipment and curative medicines which has sparked diplomatic wrangles between countries such as India and the United States. This has prompted many countries to produce home-made products. As a result, a number of universities have been involved in designing, developing and producing prototype headgear, ventilators, ‘oxygenators’ and even dedicated software.
Testing, quarantine and storage
Many African public universities have teaching hospitals which now serve at the forefront of testing and medical services for combating the pandemic. Universities, owing to their resources, have also been chosen as one of the best locations for the quarantine of patients. University facilities are also being used for storing necessary medical supplies.
Philanthropic activities
Students and staff are also involved in a number of philanthropic activities that range from fundraising, to supporting the weak, the sick and the elderly. Volunteerism is being rekindled as students and staff are engaged in multiple direct community services. Oh, yes, many university facilities have turned into emergency bunkers in the service of their communities.
From global competitiveness to human survival
Recently, higher education has been advanced as key to economic development and global competitiveness. Vigorous arguments have been advanced to support higher education to achieve these core objectives.
COVID-19 has now added a new frontier in the case for supporting higher education: ensuring the very survival of the human species. In the face of the mighty adversary that is devouring the confidence and capacity of powerful economic, political and medical forces, all those remarkable human advancements and achievements appear to be in great danger.
The key role of universities in all aspects of human life and in combating the pandemic is now so evident as to be beyond doubt. This is in concert with the arguments already made by Teferra to situate higher education (in Africa) at the centre of human development in the blueprints of development imperatives such as the Sustainable Development Goals.
A new perspective post-pandemic
COVID-19 has made it clear, once again, that countries cannot depend on the knowledge-producing capacity of others elsewhere. For that matter, putting to use knowledge produced elsewhere itself requires capacity built on the ground. The nature of the virus is such that countries are rekindling their relationships with their universities as they seek indigenous solutions to an ‘exotic’ problem.
Ethiopia, Cameroon and South Africa, for instance, are working actively to develop capacity in indigenous knowledge and innovations. Initiatives to promote African responses to COVID-19 are now commonplace on the continent and these institutional experiences of more intimate social engagements may come in handy in a post-COVID-19 era.
Many stakeholders have disproportionately and unfairly criticised universities for what they claim is a lacklustre engagement in issues of national significance. COVID-19 has helped universities to showcase what they are capable of. The sceptical public, distrustful governments and diffident development players will hopefully attain a new perspective on the ‘lease’ of universities post-COVID-19.
Public relations is the Achilles heel of universities. Thus, universities must seize this historic opportunity to proactively pronounce their role and vigorously and systematically communicate their raison d’être in order to assume a position in society commensurate with their contributions. Multiple strategies sanctioned by national and regional organisations, such as university, professional and civic associations, will be paramount in achieving this goal.
Damtew Teferra is professor of higher education at the University of KwaZulu-Natal, South Africa, and founding director of the International Network for Higher Education in Africa. E-mail: teferra@bc.edu or teferra@ukzn.ac.za; Wondwosen Tamrat is associate professor and founder-president of St Mary’s University, Ethiopia, and PROPHE (Program for Research on Private Higher Education) affiliate. E-mail: wondwosentamrat@gmail.com or preswond@smuc.edu.et.