Report Council of the United Nations University
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
UNESCO Kalinga Prize Winner - 1999 Prof
Glossary on Kalinga Prize Laureates UNESCO Kalinga Prize Winner - 1999 Prof. Marian EWURAMA ADDY An Eminent Bio-Chemist & Science Popularizer from Ghana [Born : Marian Cole, February 7, 1942... ] Public Understanding of Science is crucial for development. If people do not understand science, they may not accept its product. ...Prof. Marian Addy Science is buit of facts the way a house is built of bricks; but an accumulation of facts is no more science than a Pile of bricks is a house. ...Henri Poincare / Marian Addy Scientists are made, not born. ...Marian Addy 1 Glossary on Kalinga Prize Laureates KALINGA PRIZE FOR THE POPULARIZATION OF SCIENCE A Brief Profile of Prof. Marian Addy The 1999 Kalinga Prize for the Popularization of Science was awarded ex aequo to Professors Marian Ewurama Addy from Ghana and Emil Gabrielian from Armenia at a ceremony organized in UNESCO’s Paris Headquarters in November 1999. Professor Marian Addy (born 1942) is Professor to study science and helping the general public to of Biochemistry at the University of Ghana, where accept and understand science. The questions are she specializes in teaching and researching the designed to be of relevance to people’s daily lives. clinical aspects of biochemistry. Among other The programme is sponsored by industry. In research projects, she has led the departmental recognition of her accomplishments in ‘marketing’ research group on medicinal plants and is currenly science to the public, the Chartered Institute of using the hepatic isozyme induced by pollutants Marketing in Ghana nominated Professor Addy as a means of monitoring pollution in the aquatic ‘Marketing Woman of the Year’ in 1995, a departure environment. -
Ungku Aziz's Perspective on 'Development'
Türkiye İslam İktisadı Dergisi, Cilt 2, Sayı 1, Şubat 2015, ss. 1-15 Turkish Journal of Islamic Economics, Vol. 2, No. 1, February 2015, pp. 1-15 UNGKU AZIZ’S PERSPECTIVE ON ‘DEVELOPMENT’ M. Syafiq BORHANNUDDIN1 Abstract This paper explores some key insights and lessons from Royal Professor Ungku Abdul Aziz bin Ungku Abdul Hamid (born 1922 – present), a celebrated academician in Malaysia, on development. Drawing from Ungku Aziz’s main articles, papers and books, the paper attempts to make wider connections with regards to Ungku Aziz’s endeavour in development. This paper sheds new light and draw lessons on the meaning of ‘development’ and its implications to the Muslim community. The main finding indicated that Ungku Aziz had creatively interpreted ‘development’ geared towards the needs of the local community away from the Western-centric notion and ideals. It is not mere imitation of modern Western conception of ‘development’, nor is it a wholesale rejection of it, but it is a creative interpretation that takes into consideration the economic reality as well as the spiritual, social and cultural well being of the local community. This study also revealed that the Ungku Aziz’s conception of ‘development’ has significant relationship with the right theological and civilizational interpretation of the religion of Islam. This paper contends that Ungku Aziz’s conception of ‘development’ should be expanded further using the right religious and civilizational framework as part of the continuous civilizing process of the Muslim world. Keywords: Ungku Aziz, Economic Thought, Development, Education, Well-Being, Malaysia 1.Introduction The 20th century saw the imposition of key concepts from a dominant civilization—the West—to the rest of the world. -
[ 1980 ] Appendices
Roster of the United Nations 1347 Appendix I Roster of the United Nations (As at 31 December 1980) DATE OF DATE OF DATE OF MEMBER ADMISSION MEMBER ADMISSION MEMBER ADMISSION Afghanistan 19 Nov. 1946 Greece 25 Oct. 1945 Poland 24 Oct. 1945 Albania 14 Dec. 1955 Grenada 17 Sep. 1974 Portugal 14 Dec. 1955 Algeria 8 Oct. 1962 Guatemala 21 Nov. 1945 Qatar 21 Sep. 1971 Angola 1 Dec. 1976 Guinea 12 Dec. 1958 Romania 14 Dec. 1955 Argentina 24 Oct. 1945 Guinea-Bissau 17 Sep. 1974 Rwanda 18 Sep. 1962 Australia 1 Nov. 1945 Guyana 20 Sep. 1966 Saint Lucia 18 Sep. 1979 Austria 14 Dec. 1955 Haiti 24 Oct. 1945 Saint Vincent and Bahamas 18 Sep. 1973 Honduras 17 Dec. 1945 the Grenadines 16 Sep. 1980 Bahrain 21 Sep. 1971 Hungary 14 Dec. 1955 Samoa 15 Dec. 1976 Bangladesh 17 Sep. 1974 Iceland 19 Nov. 1946 Sao Tome and Barbados 9 Dec. 1966 India 30 Oct. 1945 Principe 16 Sep. 1975 Belgium 27 Dec. 1945 Indonesia2 28 Sep. 1950 Saudi Arabia 24 Oct. 1945 Benin 20 Sep. 1960 Iran 24 Oct. 1945 Senegal 28 Sep. 1960 Bhutan 21 Sep. 1971 Iraq 21 Dec. 1945 Seychelles 21 Sep. 1976 Bolivia 14 Nov. 1945 Ireland 14 Dec. 1955 Sierra Leone 27 Sep. 1961 Botswana 17 Oct. 1966 Israel 11 May 1949 Singapore3 21 Sep. 1965 Brazil 24 Oct. 1945 Italy 14 Dec. 1955 Solomon Islands 19 Sep. 1978 Bulgaria 14 Dec. 1955 Ivory Coast 20 Sep. 1960 Somalia 20 Sep. 1960 Burma 19 Apr. 1948 Jamaica 18 Sep. 1962 South Africa 7 Nov. -
Gender Center and Gender Mainstreaming
Gender Center and Gender Mainstreaming Educational level: University | Beneficiaries: Students, faculty, and staff Background Assessments of universities such as Jimma University1 and the University of Dar es Salaam (UDSM)2 that found sexual harassment and violence and high attrition of female students played a role in developing gender centers.1 At the University of Western Cape, campus activism on issues including gender imbalances in salary and career development, sexual harassment, and maternity leave and child care contributed to the creation of a gender center.3 In other institutions, national and institutional commitment was key. For example, one of the objectives of the Presidential Working Party to establish Moi University was to develop a gender center, and the university’s 2005-2014 strategic plan committed to incorporating gender issues in policy decision-making processes.4 Makerere University also enjoyed a supportive national legislative environment in Uganda.5 Description Many institutions, including Jimma University, Moi University, UDSM, and Makerere University, note the role of the gender centers in promoting gender mainstreaming. The gender centers, offices, and committees at the institutions included in this review shared some common functions, including gender equality-related policy development, provision of training, skills-building, mentoring, counseling services, networking, information sharing, and research. Some institutions also provide scholarships to female students (Jimma University,6 Makerere University,5 University of Toronto7); facilitate housing for female faculty (Jimma University,6 University of Western Cape3); develop curricula on gender-related issues (the University of Ghana8); and develop proposals for “gender sensitive infrastructure within the University”9 (Sokoine University of Agriculture). The University of Toronto has multiple offices that work on diversity and equity issues. -
Evaluation Executive Summary CIEE Legon, Ghana Spring 2017 The
Evaluation Executive Summary CIEE Legon, Ghana Spring 2017 The Academic Consortium Board (ACB) of CIEE is pleased to present the following report on the CIEE Study Center Programs at the University of Ghana, Legon. The report of the site visit team was received by members of the ACB. After review, the ACB accepted the report, and presents it to the Academic Consortium. The “Plan for Program Evaluation” is available at http://www.ciee.org. We wish to make clear at the outset that we greatly value the cooperation of the University of Ghana. This report is a review of CIEE's program and not a review or evaluation of the University of Ghana as an institution. The review focuses on the program offered by the CIEE Study Center and on the courses offered by CIEE as part of the program at the University of Ghana. In addition, the site visit team has examined CIEE's relations with the host institution and its analysis has been presented to CIEE staff. I. Evaluation Team members: Maxine Sample, Ph.D., Professor of English and Director of International Education Virginia State University Rebecca Bergren, Dean for Global Initiatives and Director, Center for Global Education Gettysburg College II. Colleagues with whom the Evaluation Team met: CIEE Legon Study Center Staff: Resident Director, Resident Coordinator, and Program Assistants University of Ghana Dean of International Programs Office; Pro Vice Chancellor, Academic Affairs; Ghana Assistant Registrar for International Programs CIEE Legon program faculty; Legon Upals; CIEE Legon program students Three homestay families University of Ghana direct enroll classes (5) CIEE Twi language classes (2) Internship partners: West African AIDS Foundation, Home Community Orphanage, Ghana Anti‐Corruption Coalition, and Anane Memorial International School Program directors of other study abroad programs: ISEP, SUNY‐Legon, and UC‐Berkeley Education Abroad Program (UCEAP) Ashesi University Director, Office of Diversity and International Programs; Provost III. -
University Regulations Handbook
1. GENERAL INFORMATION ON UNIVERSITY OF GHANA Postal Address - P. O. Box LG 25, Legon, Ghana Fax - (233-302) 500383/502701 Telephone - (233-302) 500381/500194/502255/502257/ 502258/500430/500306/514552 E-mail - [email protected] [email protected] Overseas Address - The Overseas Representative Universities of Ghana Office 321 City Road, London, ECIV ILJ, England Tel: 44 (0) 207-2787-413 Fax: 44 (0) 2077-135-776 E-mail:[email protected] Language of Instruction - English 1 UNIVERSITY OFFICERS PRINCIPAL OFFICERS Chancellor - H. E. Kofi Annan Chairman, University Council - Professor Yaw Twumasi Vice-Chancellor - Professor Ebenezer Oduro Owusu OTHER OFFICERS Pro-Vice-Chancellor - Professor Samuel K. Offei (Academic and Student Affairs) Pro-Vice-Chancellor - Professor Francis N. A. Dodoo (Research Innovation and Development) Registrar - Mrs. Mercy Haizel Ashia University Librarian - Professor Perpetua Sakyiwa Dadzie PROVOSTS College of Basic and Applied Sciences - Professor Daniel K. Asiedu College of Education - Professor Michael Tagoe (Acting) College of Health Sciences - Professor Patrick F. Ayeh-Kumi College of Humanities - Professor Samuel Agyei-Mensah DEANS Student Affairs - Professor Francis K. Nunoo International Programmes - Professor Ama De-Graft Aikins School of Graduate Studies - Professor Kwaku Tano-Debrah College of Basic & Applied Sciences School of Agriculture - Professor Daniel B. Sarpong School of Biological Sciences - Professor Matilda Steiner-Asiedu School of Engineering Sciences - Professor Boateng Onwuona-Agyemang School of Physical -
List of Participants Information Received by Thursday, 16 September 2004 at 5:00 P.M
IAEA International Atomic Energy Agency General Conference GC(48)/INF/16 Date: 19 September 2004 General Distribution Original: English Forty-eighth regular isession Vienna, 20 - 24 September 2004 List of Participants Information received by Thursday, 16 September 2004 at 5:00 p.m. Contents Page 1. Member States 1-110 2. Representation of States not Members of the Agency 111-112 3. United Nations and Specialized Agencies 113 4. Intergovernmental Organizations (IGOs) other than United Nations and 114-117 the Specialized Agencies 5. Non-Governmental Organizations (NGOs) 118-125 An asterisk following a name indicates that the participant's spouse is present in Vienna. Please note that titles provided in French and Spanish have been informally translated into English by the Secretariat. Requests for changes in subsequent editions of this list should be made to the protocol office in writing. 1. MEMBER STATES AFGHANISTAN Head of Delegation: Mr. ZiaNEZAM * Ambassador to Austria Resident Representative to the Agency Deputy Head of Delegation: Mr. Amanullah ZEWERI * Senior Counsellor Alternate to the Resident Representative ALBANIA Head of Delegation: Mr. ZefMAZI Ambassador Resident Representative to the Agency Deputy Head of Delegation: Mr. FatosYLLI Director of the Institute of Nuclear Physics Alternate: Ms. Albana DAUTLLARI First Secretary, Permanent Mission in Vienna Alternate to the Resident Representative ALGERIA ANGOLA Head of Delegation: Mr. Joao Baptista NGANDAJINA Minister of Science Deputy Head of Delegation: Mr. Fidelino Loy De Jesus FIGUEIREDO Ambassador Resident Representative to the Agency Alternate: Ms. Maria Candida Pereira TEIXEIRA Coordinator of the Multisectorial Unit of Science and Technology Advisers: Mr. Jesus Joaquim BAPTISTA Multisectorial Unit of Science and Technology Mr. -
University of Ghana Certificate Sample
University Of Ghana Certificate Sample How sticky is Zary when two-piece and briefless Ignace intertwinings some potables? Foregone and tarmacadam Fairfax metring her Wallasey valuating unpractically or tube reflectingly, is Alaa pubescent? Inseparably transpirable, Dimitri aphorize fyrds and goggles rubberneck. Students of university ghana certificate sample below steps on Similarly considered by voluntarily taking place for. If any information. Education in Ghana WENR World Education Services. All foreign certificates must receive authentication and equivalencies from. Le vostre informazioni personali sul tuo dispositivo se sono strettamente necessari per visualizzare le traitement des cookies to an internationally recognised politics and also seen to pay? Australia Belize British West Indies Canada- excluding Quebec Fiji Ghana Guyana. Contrary to anyone that the of ghana or phd education that. Ghana certificate attestation and documents legalization Certificate issued from Ghana can attest or apostille from any Ministry or nut in Accra. Graduate Certificate in Bible and Theology On Campus. For students pursuing non-degree study submit to Quick feedback Form somewhere for students visiting from another university to just ahead certificate programs. Photo of Balme Library of University of Ghana Accra Ghana by. Has University of Ghana started giving admission? Swayam certificate sample. Purchase an AUCC Admission voucher from other branch of Cal Bank in Ghana. To submit with affidavit explaining why you still get biometric birth certificate in business. Our staff and ghana of university certificate sample. This certificate sample should discuss any field of certificates build upon meeting these cases. REGISTERED GENERAL NURSE DIPLOMA Resume. Certificate Wisconsin International University College Ghana. Ghana Communication Technology University in Ghana is an academically comprehensive and globally inclined urban problem rural Technology university. -
Introducing Icoe Real Periperi U Periperi U Approved As IRDR International Centre of Excellence IRDR - HQ Other Icoe Periperi U
Introducing ICoE REaL Periperi U Periperi U Approved as IRDR International Centre of Excellence IRDR - HQ Other ICoE Periperi U Academy of Sciences in Taipei, Taiwan VaRM -University of South Carolina, Columbia, USA UR & S - National University of Colombia, Colombia * Periperi U Consortium Joint Centre for Disaster Research - Massey University, Wellington, New Zealand * Periperi U Consortium: Bahir Dar University - Ethiopia, University of Science and Technology – Houari Boumediene - Algeria, Ardhi University – Tanzania, Makerere University – Uganda, University of Antananarivo – Madagascar, University of Ghana – Ghana, University of Gaston Berger – Senegal, Technical University of Mozambique – Mozambique, Moi University – Kenya, Ahmadu Bello University – Nigeria, University of Stellenbosch – South Africa An African Partnership of 11 HEIs 1. Bahir Dar Univ. 2.•Makerere? Conclusion Univ. slide 3. Moi Univ. 4. Ardhi Univ. 11 5. Technical Univ. Mozambique 6. Univ. of Antananarivo 7. Stellenbosch Univ. 8. Univ. of Ghana 9. Gaston Berger Univ. 10.Univ. Science & Technology Houari Boumediene 11. Ahmadu Bello Univ. … ‘virtual centre’ for DRM capacity building in Africa Periperi U Partner Staff Salary Periperi U Facts Sources Full Funding from USAID 11 African universities 26% 42% Partial Funding (USAID and University/ 168 core & adjunct staff external) Full funding from 32% University/ External 8 languages of instruction source Core and Adjunct staff, and total staff per partner 45 40 35 30 25 Core staff 20 15 Adjunct staff 10 Total staff 5 0 Logic Model for Purposive Engagement of HEIs Achievements Short Courses 57 2011-2014? Participants 1,417 Growing global Academic progs/modules 18 visibility & confidence in African scholarship Students registered 870 in this field. -
Lund University's Strategy for Cooperation with Africa
STRATEGY 27 November 2014 Reg. no SAMV 2014/176 Vice-Chancellor Lund University’s strategy for cooperation with Africa Approved by the vice-chancellor on 27 November 2014 A. Summary Lund University wishes to reinforce its cooperation with African universities. Internationalisation is one of the University’s prioritised strategies and increased cooperation with Africa is in line with this strategy. Rapid societal changes are underway in several African countries and a mutual need for cooperation and exchange is now evident. Lund University has previously built up cooperation in Asia, not least in China, and the time is now ripe for strategic investment in Africa. In a time of accelerating globalisation, we see an increased interest among our lecturers and students in collaboration with Africa. Also, the developments of recent years entail that some funding bodies, such as the Swedish International Development Cooperation Agency, SIDA, or the European Commission, require university-wide strategies, agreements or contracts. In this context, higher education institutions with well-developed strategies and a well thought-out organisation have a clear competitive advantage. The proposed strategy can be seen as a first step towards achieving this. Lund University shall: • Develop university-wide cooperation and student exchange with the University of Witwatersrand, South Africa, the University of Nairobi, Kenya and Makerere University, Uganda, and develop its cooperation with Addis Abeba University, Ethiopia, the University of Dar es Salaam, Tanzania, Cairo University, Egypt and the University of Ghana. • Work towards increased funding for the above collaborations from various funding bodies such as the European Commission (e.g. Erasmus+ and H2020), the Swedish International Development Cooperation Agency, SIDA (e.g. -
Fundraising at African Universities
FUNDRAISING AT AFRICAN UNIVERSITIES LESSONS FROM THE AMERICAN FUNDRAISING MODEL Ten senior executives from African higher education institutions talk about the challenges they face in fundraising and reflect on some of the lessons that they learned in New York City, during their participation in the study visit on the American fundraising model, organized annually by the King Baudouin Foundation United States (KBFUS). FUNDED THROUGH THE GENEROUS SUPPORT OF INTRODUCTION “TO SECURE AFRICA’S PROSPERITY, HIGHER EDucatiON HAS A CRITICAL ROLE TO PLay.” Speaking at an entrepreneurship conference their organizations. Much of the region is ex- during his 2015 trip to Kenya, U.S. President periencing rapid economic growth, while a Barack Obama described Africa as a “conti- “youth bulge” that could lead the continent’s nent on the move.” To accelerate this trajec- young population to double by 2050 provides tory and secure Africa’s prosperity, higher a potentially rich source of future students. At education has a critical role to play in produc- the same time, Africa is home to some of the ing smart business leaders, skilled legal and world’s highest rates of poverty, hunger, and medical professionals, and informed policy- inequality. makers. For any fundraiser operating in this environ- Yet when it comes to fundraising, universities ment, the challenges are manifold. Often, little face tough challenges, as the comments of government funding is available for higher ed- participants in the KBFUS study visit reveal. The ucation, as many of the professionals we inter- question for these leaders is how to generate viewed point out. the funding needed to deliver the high-quality education that will be a cornerstone of Africa’s Many of the institutions we spoke to supple- progress. -
DOCUMENT RESUME HE 029 200 the Role of the University
DOCUMENT RESUME ED 398 773 HE 029 200 AUTHOR Husen, Torsten, Ed. TITLE The Role of the University: A Global Perspective. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Paris (France).; United Nations Univ., Tokyo (Japan). PUB DATE 94 NOTE 235p. PUB TYPE Collected Works General (020) Reports Descriptive (141) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Access to Education; Change Strategies; *College Instruction; *College Role; Developed Nations; Developing Nations; Distance Education; Educational Attitudes; *Educational Change; *Educational Economics; *Educational Methods; Educational Trends; Equal Education; Foreign Countries; Futures (of Society); Higher Education; Information Technology; International Studies; Political Influences; Politics of Education; Socialism; Trend Analysis; *Universities IDENTIFIERS Africa; Asia; Europe (West); Latin America ABSTRACT This collection of 12 essays is drawn from a May 1990 panel meeting in Paris, Franc in conjunction with a joint United Nations University/United Nations Educational, Scientific, and Cultural Organization project on "The Changing Role of the Universities." Papers are grouped into those on: the general role of the university, regional conceptions of the university, the economics of higher education, and strategies of learning. Essays include: (1) "The Idea of the University: Changing Roles, Current Crisis and Future Challenges" (Torsten Husen);(2) "Evolution of Universities" (Yash Pal);(3) "Universities in the Post-Industrial Society" (Edward W. Ploman);(4) "The Role of the University in Asia in the 21st Century" (Ungku A. Aziz);(5) "Higher Education in Africa" (T. L. Maliyamkono); (6)"Education for All in Latin America in the 21st Century and the Challenges of External Indebtedness" (Fernando Reimers);(7) "The State Socialist Model of Higher Education: An Assessment" (Pal Tamas);(8) "Higher Education in Western Europe" (Wolfgang Mitter);(9) "Economics of Higher Education" (Mark Blaug); (10) "Global Learning" (Edward W.