Abstract
tries, with 23 countries receiving significant funding for systemic change. Nearly one-third million students benefited directly, including more than 1,000 female scholarship beneficiaries. The assessment also found that the foundations invested more on higher education than would have been possible without the partnership. One leading initiative is in the area of information and communications technology identified as a priority intervention at a joint workshop with the UN Economic Commission for Africa. With an initial investment of more than $5 million, the partnership commissioned the African Virtual University to consolidate bandwidth demand from several universities and negotiate its acquisition from satellite companies at a significantly lower cost. No single foundation would have had the network and the human resources to start and sustain this effort over time. PHEA has also attracted the attention of other foundations and agencies. The William and Flora Hewlett Foundation and the Andrew W. Mellon Foundation formally joined the partnership in April 2005. The six foundations have pledged to continue the partnership though 2010 and to invest $200 million over the next five years, expanding the number of beneficiary countries to include Kenya, Egypt, and Madagascar. Four special initiatives will receive joint support: (a) provision of broadband and utilization of information and communication technology to improve access to information and production of knowledge in African universities; (b) development of research on higher education innovations, institutional transformation,
Highlights
One leading initiative is in the area of information and communications technology identified as a priority intervention at a joint workshop with the UN Economic Commission for Africa
PHEA has attracted the attention of other foundations and agencies
Four special initiatives will receive joint support: (a) provision of broadband and utilization of information and communication technology to improve access to information and production of knowledge in African universities; (b) development of research on higher education innovations, institutional transformation, While the African universities will determine whether our efforts have been successful, there are many signs that our collaboration is bearing fruit
Summary
African universities continue to contend with a shortage of academic staff and so do not seem capable of mobilizing the intellectual strength needed to drive capacity-building efforts on the continent. Following the surveys and interviews, we organized workinternational higher education africa focus 7 shops on each of the campuses to share our preliminary results with a representative group from the target units, as well as other members of the university community—including graduate students, members of senate, and human resource personnel. Ten members of staff in the Economics Department at the University of Ghana, most of whom were of the rank of senior lecturer have, for example, resigned over the last three years, mostly to take up positions with local and international organizations outside of academia. In those departments where there is no significant attrition, the problem of recruitment is a reality. Dissatisfaction with salaries is a key factor undermining the commitment of academics to their institutions and careers and, their decision or intent to leave
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