Association Of African Universities Research Articles

Regional Open Science Dialogue in Southern Africa

The Regional Open Science Dialogue in Southern Africa workshop hosted by TCC Africa, Public Library of Science (PLOS), Association of African Universities (AAU), Africa Open Science Platform (AOSP), University of Pretoria, and University of Capetown.

Covenant University (TRANSFER FORM) 2022/2023 Post-UTME/DIRECT ENTRY Admission Form is out [09045532041}-{0904-553-2041]- PROF MRS. ZAINAB.Covenant University (CU) is a private Christian university in Ota, Ogun State, Nigeria.[1][2][3] It is affiliated with Living Faith Church Worldwide and is a member of the Association of Commonwealth Universities, Association of African Universities ,

Covenant University (TRANSFER FORM) 2022/2023 Post-UTME/DIRECT ENTRY Admission Form is out [09045532041}-{0904-553-2041]- PROF MRS. ZAINAB.Covenant University (CU) is a private Christian university in Ota, Ogun State, Nigeria.[1][2][3] It is affiliated with Living Faith Church Worldwide and is a member of the Association of Commonwealth Universities, Association of African Universities ,

Professionalization of Educational Leadership for the Members of the Association of African Universities

This study sets out to theorize and conceptualize internal stakeholders’ provision of Educational Leadership for the Members of the Association of African Universities (AAU). It reviews research materials, policies and modalities in developing educational leadership, African Philosophies of Education (APE) and interviews of university academic staff and students in measuring the success of professionalization of educational leadership. The purposive sampling technique of data collection is used to ensure representativeness and qualitative methodology, including the use of document-based content analysis in order to generate valid, reliable and rich data based on interviews with academic staff, administrators and students. The findings of this study will contribute to the deeper understanding of internal stakeholders’ provision of a decolonized Educational Leadership Curriculum (DELC) objective at Postgraduate Diploma, Master’s and Doctorate programmes in Educational Leadership is therefore proposed for African universities. This will enable education leader, schools and School system leaders to play a critical role in having a clear vision, the ability to communicate the vision to team members, the ability to organize in an effective and efficient manner, inspiring subordinates towards the fulfillment of the organization’s goals, and balancing the conflict of interest of all subordinates and stakeholders. The proposed leadership learning programs focus on the actual improvement of schools and the educational systems to achieve equity, diversity, social inclusion, peace, economic growth and prosperity. These leadership programmes will address the challenges of developing human capital and well-being, promoting employment and economic integration, governance, strategic management and democracy in the different African union countries.

Advocacy and Capacity Building in Open Access & Open Science to top management staff in African Higher Education Institutions

TCC Africa (Training Centre in Communication), PLOS (Public Library of Science), and AAU (Association of African Universities) collaborated with the intent to increase awareness and education of Open Science and Open Access in Africa.

Professional Variables and Staff Readiness to Utilise Internet-Based Channels for Research Communication in An Era of COVID-19

This study assessed the professional variables of academic staff in African varsities and their readiness to Utilise Internet-Based Channels for Research Communication in an era of COVID-19. Drawing from Maslow’s hierarchy of needs theory, the study was guided by four null hypotheses. The quantitative research method based on the virtual cross-sectional survey design was adopted. A total of 8,591 academics in African universities were the targeted demographic of this study. However, data were collected from a virtual snowball sample of 1,977 respondents (males, N = 1347; females, N = 630) from 24 African countries. A validated electronic survey, with three major aspects, was employed for data collection. The e-survey was released on the Association of African Universities' Telegram forum, which includes 1,622 participants from diverse African nations and regions. Members of the forum, who are all academics, were invited to complete the survey and publish it on their universities' internet-based forums. Coded data were analysed using descriptive and inferential statistics such as the Kruskal Wallis Non-parametric test. The non-parametric test was used because the data failed to meet the normality assumptions required to perform a parametric test. Results indicated, amongst others, that there are considerable variances in staff preparedness to use internet-based channels for research communication based on their educational credentials, educational qualification, rank and areas of research interest. According to the survey, academics with a doctoral degree; grade II lecturers; staff with 3 to 6 years of service; and staff in the medical sciences demonstrated a higher propensity of readiness to use internet-based channels for research communication. Based on these findings key theoretical, practical and research implications are discussed.

The Kgotla as a Spatial Mediator on South African University Campuses

Higher education in South Africa is experiencing a time of accelerated change, increasing complexity, contested knowledge claims and inevitable uncertainty. Academia, and by proxy the place which accommodates the academic function, stand central to this debate. The need for a decolonised curriculum on the African continent dates back to the inauguration of the Association of African Universities (AAU) in 1967. The AAU called for the adherence to world academic standards in the service of Africa and its people. The #FeesMustFall (#FMF) movement placed renewed prominence on the necessity of a curriculum that includes Indigenous Knowledge Systems (IKS). In spatial terms, the Kgotla forms part of the IKS. The Kgotla represents both a meaningful place and a system of communication. The spatial construct surrounding the #FMF movement lacks interrogation and debate. This article highlights the requirement of a meaningful place on South African university campuses where different voices can be heard. The importance of place is analysed at the hand of two #FMF events. Firstly, the Principal of the University of the Witwatersrand (WITS) sitting down to meet with disgruntled students. Secondly, the President of South Africa leaving protestors in wait on the southern terrace of the Union Buildings. This article concludes by stating the need for a place on South African university campuses to address the complex issues facing not only students but society at large.

The Journey from Quality to Accreditation: What is after?

In 1977, the Medical Education Unit (MEU) has been founded in the Faculty of Medicine, Al-Azhar University with its main goal to reform medical education. Since its foundation, several short (2-3 days) courses were held in teaching and assessment. In 2001, the philosophy of MEU has been shifted from short courses to long training courses (2 weeks) in the field of teaching, assessment and research. The aim and objectives were to prepare the university teacher for his new career after awarding the doctorate degree, and before assignment as a staff member. In 2005, the Educational Quality Assurance (EQAU) had been founded. Since then, several attempts were carried out to write a self study and to develop s strategic plan. In 2016, a new self study and strategic plan (July 2016-June 2021) were formulated. The vision and mission reflected the role of our Faculty in achieving distinction in medical education, scientific research, and community service, within a moderate Islamic culture. The Faculty has been accredited in April 2017 by the National Authority of Quality Assurance and Accreditation of Education (NAQAAE) in Egypt. Moreover, in July 2017, a team from the Association of African Universities and some other experts from Africa and Europe also visited our Faculty. The major standards measured were program planning and management, curriculum development, teaching and learning and assessment and program results. Rating score was 15.43/5=3.09 which meant Good Quality. The team recommended further quality improvement based on systemic and systematic approaches to strengthen the unique role in higher education and research nationally and internationally. In September 2017, Al-Azhar Faculty of Medicine adopted the idea of integrated medical education. Moreover, in October, 2017, a scientific committee was formulated from the Al-Azhar Faculties of Medicine, Dentistry and Pharmacy in order to make unified research plan for the medical sector. In conclusion, since the foundation of Al-Azhar Faculty of Medicine, it strives towards quality. More work is needed not only to keep the Faculty accredited, but also to improve and enhance quality, in addition to international accreditation and recognition.

Alternative hosts and seed transmissibility of soybean blotchy mosaic virus

The Association of African Universities (AAU), the Genomics Research Institute (GRI) at the University of Pretoria, South Africa and through the National Research Foundation Incentive Grant for Rated Scientists.

Data networks and sustainability education in African universities

Purpose – The purpose of this paper is to provide a case study report of the development of data networks and initial connectivity in the Sub-Saharan African (SSA) region and how that development evolved into the formation of research and education (R & E) networks that enable new collaborations and curriculum potential. Design/methodology/approach – This case study is presented through the past 20 year’s operations and field activities of the Network Startup Resource Center (NSRC) at the University of Oregon, who in partnership with the National Science Foundation has worked together to significantly train network engineers in Africa on how to develop regional R & E networks that can link together the various research universities in SSA. Findings – The author shows how the development of these networks have fostered improved collaboration between African and US scientists, particularly around issues that relate to climate change. This paper contains testimonials from both scientists and on-the-ground key directors in Africa about the value of these improved networks. The expansion of regional R & E networks has allowed the Association of African Universities (AAU) to launch sustainable development as one of its new core programs over the period 2013-2017. Within this new core AAU program are four sub-themes: agriculture and food security, water resources management, climate change and energy. All of these themes will benefit directly from these new, network-enabled, data-sharing abilities. Practical implications – The current state of network-driven curriculum and curriculum exchange between African universities is assessed and compared that to that in the early days of academic network penetration (1990-2000) in the USA to find similar rates of evolution. Since 2015, SSA has sufficient network access and connectivity to now enable a wide variety of new collaborative research and collaborative academic programs. Originality/value – The experience and operational competence of the NSRC at the University of Oregon needs to be detailed and espoused. No other American university has had such an impact on Africa in terms of improving its overall network infrastructure enabling new kinds of collaborative research on real-world problems, such as climate change and resource depletion in Africa.

English

This article is informed by the Implementing the Third Mission of Universities in Africa (ITMUA) which was an 18 months Action Research collaborative regional research project incepted January 2010 to August 2011. It was a Support Project of the UK Department for International Development (DFID) in Africa, and the Association of African Universities (AAU), Accra under the Mobilizing Regional Capacity Initiative (MRCI). During the three staged Action Research Project, 10 work packages were completed. The four universities which were part of the ITMUA project provide testimony and point of contact that African universities can work together on collaborative projects that depict university service to communities in their regions. A conclusion drawn from the impact assessment journal prepared during the life of the project suggests that there are positive evidence based initiatives to write about selected African universities that have fruitfully brought the 18 months collaborative engagement research project to a fruitful completion. Key words: Impact assessment, Implementing the Third Mission of Universities in Africa (ITMUA), Millennium Development Goals (MDGs), community service.

Power Dynamics in International Negotiations toward Equitable Policies, Partnerships, and Practices: Why it Matters for Africa, the Developing World, and their Higher Education Systems

Abstract Based on lessons learned from examining the relationship between several international organizations and African higher education, this paper unveils the subtleties and complexities of power dynamics in negotiations, provides illustrative cases to enhance such understanding, discusses the implications of power dynamics in negotiations over higher education policy, and provides a glimpse at the necessary ingredients to build sustainable and healthy international partnerships. Based in a conceptual framework of power dynamics, the paper hinges on international regimes for its theoretical foundation, and on the intersection of conflicting agendas for a transformative higher education in Africa, as advocated by the Association of African Universities (AAU) and the General Agreement on Trade in Services (GATS), for its historical framework. An understanding of the subtleties and complexities of power dynamics in international negotiations is critical for Africa at this crossroads of her relationship with BRIC countries, particularly amidst the competition between China and other superpowers and their respective organizations over Africa as a market arena. This understanding will also be important for examining newly claimed ‘reformed’ policies originating from the historically dominant Western countries because (a) the dimensions of this relationship are still being negotiated/established, thus a good time to address power dynamics; (b) Africa is engaged in a quest for development through partnerships; and, (c) African scholars are often confronted with the idea of a higher education system by African design. With a focus on Africa that simultaneously highlights the problem of developing nations more generally, this paper discusses four categories of power – hermeneutical, informational, manipulative, and monetary – that must be taken seriously into account in international negotiations as they have dire consequences for the developing world.

Higher Education, Policy Networks, and Policy Entrepreneurship in Africa: The Case of the Association of African Universities

Higher education institutions in Africa are increasingly vital to development efforts. While there is burgeoning research that suggests many universities are reforming in order to include intentional development efforts, perceived crisis and the paucity of resources on the continent has created a contentious relationship between higher education and development. To surmount this prevailing sentiment, alternative organizations that facilitate higher education's contribution to the development process in Africa should be considered. One such alternative is the higher education policy network. This case study examined the Association of African Universities (AAU) as a policy network influencing development in Africa. The results are interpreted through Roberts and King's (1991) notion of policy entrepreneurship, a framework that provides an analytical understanding of AAU activities in policymaking and development. We suggest that this framework may be pursued with more intentionality by higher education policy networks, particularly in regard to building organizational capacity and monitoring and evaluating policy innovations.

Mainstreaming environment and sustainability: an analysis of a master’s in environmental science and a tree-planting project at Chancellor College, University of Malawi

In 2004, Mainstreaming Environment and Sustainability in African Universities (MESA) was formally launched by UNEP, UNESCO and the Association of African Universities. This paper sets the stage for a critical analysis of ESD by reviewing historical perspectives of conservation in Africa as a means of appreciating the need for African universities to mainstream both environmental concerns and those relating to sustainability. Two case studies from Chancellor College, University of Malawi are discussed to illustrate that good practice in mainstreaming environment and sustainability requires challenges to be refined and knowledge to be extended on an ongoing basis. To analyse the reorientation of the curriculum for Education for Sustainable Development (ESD), the paper examines the introduction of an Environmental Science Master’s programme at the college and notes how environmental issues are covered. The article also looks at the college’s tree-planting programme in terms of the training, research and outreach involved.

Research Productivity-Visibility-Accessibility and Scholarly Communication in Southern African Universities

The project for the revitalisation of Southern Africa’s higher education sector is dependent on, among other things, the capacity of the region’s universities to produce research, to communicate that research to a broad public audience and to use the research output in the process of educating future generations of graduates. Given this context, research output in the great majority of Southern African universities is barely visible. While the introduction of new digital media may offer greater accessibility and expanded opportunities for the visibility of scholarly communication, this may be insufficient to meet the needs of the many scholars and other actors who seek to build on existing bodies of knowledge, whether to advance society or in order to create knowledge for its own sake. This article reports the findings of two 2008 studies – The state of public science in the SADC region and Opening access to knowledge in Southern African universities. Working within a frame which understands knowledge produced in universities as a public good, this article examines the issues at play in terms of the productivity-visibilityaccessibility of scholarly communications in regional higher education. The conclusion discusses a possible approach to improve such productivity-visibility-accessibility, through the adoption of a strategic vision of open access to knowledge and through consideration of two breakthroughs pertinent to achieving a vision of revitalised higher education in the region. 1 A partnership constituted by the Association of Commonwealth Universities, the Association of African Universities and the South African University Vice Chancellors Association, now Higher Education South Africa.

Review: Power, Politics, and Higher Education in Southern Africa: International Regimes, Local Governments, and Educational Autonomy

Power, Politics, and Higher Education in Southern Africa: International Regimes, Local Governments, and Educational Autonomy by Jose Cossa. Amherst, NY: Cambria Press, 2008. 226 pp. ISBN 9781604975154. For more than 15 years, expanding student access to basic education has been identified by many countries as among their highest priorities. Revised timelines by 155 countries aim to achieve universal primary education (UPE) by 2015, and UPE is included as one of the United Nations’ eight Millennium Development Goals (MDGs). For African countries, however, this focus has meant a significant decline in attention given to promoting higher education, particularly in funding for national universities. Many international donors involved in applying MDGs for UPE tell countries that they must choose primary education funding above all other levels. Despite this commitment, primary education remains underfunded, clearly showing that governments do not have enough money for either primary or higher education, much less both. Consequently, Jose Cossa’s Power, Politics, and Higher Education in Southern Africa represents a welcome addition to an area of research that is severely lacking. Cossa’s aim is to analyze the interaction between African universities and the World Trade Organization’s General Agreement on Trade and Services (WTO/GATS), specifically “those concerns that relate to the conceptualization, interpretations, assumptions, and power relations manifest in the interaction” (p. 4). In light of the WTO’s stance on economic liberalization and its impact on higher education policy across the continent, Cossa focuses on the Association of African Universities (AAU) and draws on AAU documents to highlight their concerns. Specifically, he cites one AAU source concerned that integration of the WTO will intensify external forces to the detriment of internal decision-makers and that profit may become the priority rather than national development, especially for institutions that are struggling financially. To articulate the complexities of interactions between global and international regimes, Cossa analyzes their power dynamics through conceptual, qualitative, and quantitative analysis in interviews with employees from representatives from global international organizations, such as the World Bank, the International Monetary Fund, and the United Nations, and international organizations which operate on a regional levels, specifically the Southern African Development Community, the African Union, the North Atlantic Treaty Organization, and the Non-Allied Movement. These interviews cover issues of power affecting these donor organizations and African national governments, specifically hermeneutical, informational, manipulative, monetary, and regulatory powers. From the existing literature and these methods, Cossa gathers a number of useful findings in understanding power dynamics between regional (RIR) and

African e‐Journals Project2007202Michigan State University, with the Association of African Universities and the African Studies Association. African e‐Journals Project. East Lansing, MI: Michigan State University 1999‐. Gratis Last visited December 2006 URL: http://africa.msu.edu/AEJP/

African e‐Journals Project2007202Michigan State University, with the Association of African Universities and the African Studies Association. <i>African e‐Journals Project</i>. East Lansing, MI: Michigan State University 1999‐. Gratis Last visited December 2006 URL: http://africa.msu.edu/AEJP/

Library Capacity Building in Africa or the Exportation of Technolust? Discerning Partnership Models and Revitalization Efforts in the Age of Globalization

SUMMARY Africana librarians in the United States work to sustain a larger dialogue, one that contributes to democratic futures in Africa through the support of libraries and indigenous publishing in Africa. Yet we are also products of colonial legacies which have engendered Western domination to the detriment of Africans. Can librarians from the West contribute to sustainable democratic futures by supporting the catalytic role of librarians in Africa who strive to support African-centered scholarship and struggles against legacies of colonialism? Or will we re-inscribe colonial legacies through our partnerships and promotion of Western centered models? Based upon the author's tour of selected higher education settings and academic libraries in Kenya and South Africa in 2001, the author reflects upon libraries in the context of “development” in Africa. The author begins to discern potentially viable models and develop criteria for partnerships by comparing methods of advocacy, collaboration and projects for information and digital futures. Descriptions of efforts to “build capacity” within African librarianship include those of African librarians and their associations, The Association of African Universities (AAU), The Africana Librarians Council (ALC), The World Bank, and The International Network for the Availability of Scientific Publications (INASP). The author observed the marketing of technology in Africa and characterizes some of the privileged dialogue on Information Communication Technologies (ICT) as the exportation of “technolust” which the author argues, contributes to increased privatization and the sacrifice of support to public universities. Such privatization reduces the broad social role of librarians and further marginalizes reference services. The author identifies critical literacies and sharing of cross-continental experience as essential in creating “mutually beneficial partnerships” to support cooperative, sustainable, democratic, information futures. In an effort to continue this important conversation and develop “true partnerships,” the author shares her experience and reflection. Calls for dialogue throughout the African diaspora and beyond to promote community-based, democratic education and a sustainable intellectual, reading culture in Africa are recommended.

1 - Higher Education Finance and Accessibility: Tuition Fees and Student Loans in Sub-Saharan Africa*

* An earlier version of this paper was presented to a conference, “Improving Tertiary Education in Sub-Saharan Africa: Things that Work!” sponsored by the Association of African Universities and the World Bank, in Accra, Ghana, September 23–25, 2003.“Revenue supplementation” in higher education refers to shifting higher education costs away from relying mainly (sometimes virtually exclusively) on government, or the taxpayer, and toward parents, students, philanthropists, businesses, and other sources. “Cost-sharing” refers more specifically to requiring that parents and stu- dents pay all or most of tuition, lodging, and food costs, and other fees, as well as lessening the value of grants or raising the effective interest rate on student loans. This article identifies some of the historic resistance to cost sharing as well as its rationales—the most compelling of which is the sheer need for revenue, coupled with the increasing unlikelihood that African governments can raise enough rev- enue by taxation to meet currently underfunded social needs and simultaneously provide substantially more to meet the rising costs of higher education. The article identifies some limitations to the “dual-track” tuition policies in East Africa and some reasons for the many failures African countries have experienced with stu- dent loan programs. It cautions against the prevailing fascination with income- contingent loans and makes recommendations, drawn both from theory and from the few empirical examples of “things that work.”

3 - Privately Sponsored Students and Other Income-Generating Activities at the University of Nairobi*

* An earlier version of this paper was presented to a conference, “Improving Tertiary Education in Sub-Saharan Africa: Things That Work!” sponsored by the Association of African Universities and the World Bank, in Accra, Ghana, September 23–25, 2003. Beginning in the 1994–1995 academic year, the government sharply cut university funds from the Kenyan exchequer, challenging the University of Nairobi to diver- sify its revenue sources. In response, the university adopted the concept of the “entrepreneurial university” and created a wholly owned, independent, profit-mak- ing holding company, the University of Nairobi Enterprises and Services Limited (UNESL). Those involved in the planning determined that the university should concentrate on its core competence, which was adding value to knowledge. The most fruitful—and radical—development was the addition of the Module II (or parallel) programs that accept privately sponsored students, thus embracing tuition fees and the concept of cost-sharing at least for these students but for the benefit of the entire university. Overcoming initial resistance, Model II and other income- generating activities have allowed the university to greatly enhance its financial base and increase access to its educational programs.

Book Reviews : J.F. Ajayi, Lameck K.H. Goma and G. Ampah Johnson, The African Experience with Higher Education (Accra: Association of African Universities; Athens, OH: Ohio University Press; London: James Curry, 1996), 276 pp. Paper

Book Reviews : J.F. Ajayi, Lameck K.H. Goma and G. Ampah Johnson, The African Experience with Higher Education (Accra: Association of African Universities; Athens, OH: Ohio University Press; London: James Curry, 1996), 276 pp. Paper