A NEW VICE-CHANCELLOR for UG Internationalization
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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. -
[ 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. -
World Conference on Higher Education
World Conference on Higher Education Higher Education in the Twenty-first Century Vision and Action UNESCO Paris 5–9 October 1998 Volume I Final Report 5WOOCT[QH major concerns of higher education. Special VJG9QTNF&GENCTCVKQPQP attention should be paid to higher education's role of service to society, especially activities aimed at *KIJGT'FWECVKQP eliminating poverty, intolerance, violence, illiteracy, hunger, environmental degradation and disease, and to activities aiming at the development of peace, through an interdisciplinary and transdisciplinary 1. Higher education shall be equally accessible approach. to all on the basis of merit, in keeping with Article 5. Higher education is part of a seamless system, 26.1 of the Universal Declaration of Human Rights. starting with early childhood and primary education As a consequence, no discrimination can be and continuing through life. The contribution of accepted in granting access to higher education on higher education to the development of the whole grounds of race, gender, language, religion or education system and the reordering of its links economic, cultural or social distinctions, or physical with all levels of education, in particular with disabilities. secondary education, should be a priority. 2. The core missions of higher education Secondary education should both prepare for and systems (to educate, to train, to undertake research facilitate access to higher education as well as offer and, in particular, to contribute to the sustainable broad training and prepare students for active life. development and improvement of society as a 6. Diversifying higher education models and whole) should be preserved, reinforced and further recruitment methods and criteria is essential both to expanded, namely to educate highly qualified meet demand and to give students the rigorous graduates and responsible citizens and to provide background and training required by the twenty-first opportunities (espaces ouverts) for higher learning century. -
Smallholder Agriculture in Sub-Saharan Africa George Benneh
HD 9000.6 • J:)2 no.4 noNAL FOOD POLICY RESEARCH INSTITlJTE The International Food Policy Research Institute was established in 1975 to identify and analyze alternative national and interna L tional strateg;es and poHc;es fo' meet;ng food needs of the devel· ~ oping world on a sustainable basis, with particular emphasis on I low-income countries and on the poorer groups in those coun- 1fPRJ tries. While the research effort is geared to the precise objective of contributing to the reduction of hunger and malnutrition, the factors involved are many and wide-ranging, requiring analysis of underlying processes and extending beyond a narrowly defined food sector. The lnstitute's research program reflects worldwide collaboration with governments and private and public institutions interested in increasing food production and improving the equity of its distribuiion. Research results are disseminated to policy makers, opinion formers, administrators, policy analysts, researchers, and others concerned with national and international food and agricultural policy. 161 IFPRI is a research center of the Consultative Group on lnterna- ~~ tional Agricultural Research and receives support from the Arab ~~ Fund for Economic and Social Development, Argentina, the Asia:i Development Bar.k, Australia, Belgium, Canada, China, Denmark, the European Commission, the Ford Foundation, France, the German Agency for Technical Cooperation (GTZ), the German Federal Min istr; for Economic Cooperation and Development (BMZ), India, the Inter American Deveiopment Bank, the lntern~tional Development Research Centre (Canada), ihe International Fund for Agricultural Development, Ire land, Jap.an, the Land and Agriculture Policy Centre (South Africa), Mozam bique, the Netherlands, Norway, the Philippines, the Rockefeller Founda tion, the Rural Industries Research and Development Corporation (Australia). -
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. -
AAU @ 50 Brochure ENG INSIDE.Cdr
Association of African Universities GOLDEN J U B I L E E B R O C H U R E GOLDEN JUBILEE B R O C H U R E 2 AAU @ 50 Celebration H.E. Nana Addo Dankwa Akufo-Addo President of the Republic of Ghana AAU @ 50 Celebration 3 Prof. Olusola OYEWOLE AAU President Prof. Etienne EHOUAN EHILE Secretary General 4 AAU @ 50 Celebration Welcome to Ghana AAU @ 50 Celebration 5 The AAU WHO WE ARE • The apex higher education organisation on the continent • Three working languages (English; Arabic and French) • Membership comprises about 400 higher education institutions drawn from 46 African countries • Membership comprises public; private (faith-based; for-profit; not-for-profit) higher education institutions and other regulatory bodies in Africa • Avenue opened for non-African institutions as Associate Members • The Representative Voice of the African Higher Education Community • The Lead Implementing Body of the Plan of Action for the Higher Education component of the African Union's Second Decade of Education for Africa (2006 – 2015); Currently spearheading the AU's higher education component under Agenda 2063 The Constituent Elements of the AAU Logo The AAU Logo • A traditional lamp • A flame with a continuous and steady contour • Africa graphically represented • A circle symbolizing continuity • Two interlocking rings symbolizing inter-university co-operation and the strengthening of African Unity • Stylized horns signifying the durability of co- operation and unity • Association of African Universities written in English, French and Arabic within the circle The Signicance of the AAU Logo Universities, by the “light of knowledge”, guide man on the road to progress and human dignity. -
Rethinking Higher Education Governance in Ghana This Is a Research Report of the CODESRIA
Rethinking Higher Education Governance in Ghana This is a research report of the CODESRIA: Higher Education Leadership Programme (HELP) Launched in 2011, with funding support from the Carnegie Corporation of New York (CCNY), the HELP program sought to support research networks, policy forums and publications to document and provide an understanding of transformations underway with regard to the governance and leadership of higher education institutions in Africa. In initiating the program, CODESRIA was motivated by the desire to contribute to the knowledge base and initiate policy debates that would deepen the reforms, as leadership and governance are central to ensuring the quality and relevance of higher education in the continent. CODESRIA Working Paper Series The CODESRIA Working Paper Series disseminates outputs from CODESRIA’s research activities. Working papers constitute work in progress. They provide insights into the breadth and depth of work undertaken by the Council’s various programmes and research networks. These are published to stimulate discussion and contribute to the advancement of knowledge. Rethinking Higher Education Governance in Ghana Reflections of a Professional Administrator Paul Effah Council for the Development of Social Science Research in Africa DAKAR © CODESRIA 2018 Council for the Development of Social Science Research in Africa Avenue Cheikh Anta Diop, Angle Canal IV BP 3304 Dakar, 18524, Senegal Website: www.codesria.org ISBN: 978-2-86978-786-5 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage or retrieval system without prior permission from CODESRIA. -
The Slow Death of Slavery in Nineteenth Century Senegal and the Gold Coast
That Most Perfidious Institution: The slow death of slavery in nineteenth century Senegal and the Gold Coast Trevor Russell Getz Submitted for the degree of PhD University of London, School or Oriental and African Studies ProQuest Number: 10673252 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10673252 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 Abstract That Most Perfidious Institution is a study of Africans - slaves and slave owners - and their central roles in both the expansion of slavery in the early nineteenth century and attempts to reform servile relationships in the late nineteenth century. The pivotal place of Africans can be seen in the interaction between indigenous slave-owning elites (aristocrats and urban Euro-African merchants), local European administrators, and slaves themselves. My approach to this problematic is both chronologically and geographically comparative. The central comparison between Senegal and the Gold Coast contrasts the varying impact of colonial policies, integration into the trans-Atlantic economy; and, more importantly, the continuity of indigenous institutions and the transformative agency of indigenous actors. -
Vice-Chancellor's Ceremony in Honour of Academic
VICE-CHANCELLOR’S CEREMONY IN HONOUR OF ACADEMIC AWARD WINNERS FOR THE 2018/2019 ACADEMIC YEAR HUMANITIES THURSDAY FEBRUARY 27, 2020 GREAT HALL @ 5:00 PM PROGRAMME 4:30 - Arrival of Guest 5:00 p.m. - Chairman’s Opening Remarks: Professor Ebenezer Oduro Owusu, Vice-Chancellor - Performance: Spoken Word Poetry By Mr. Dodzi Aveh - Presentation of Academic Awards: Mrs. Mavis Otoo-Ayeh College Secretary, College of Humanities - Performance: Choreopoem - Presentation of Academic Awards Cont.: Mrs. Emelia Agyei-Mensah College Secretary, College of Education Mrs. Yvonne Lartey Admission Officer, Academic Affairs Directorate - Acknowledgement of Sponsors: Mrs. Christy Badu Ag. Director, Academic Affairs Directorate - Remarks on Behalf of Sponsors: Mr. Felix Nyarko-Pong Sponsor of Mr. Felix Nyarko-Pong and Professor Cephas Narh Omenyo Awards - Vote of Thanks: Dennis Siayor A Representative of award Winners - Announcements - University Anthem - Group Photographs AWARDS 1. Sadhu T.L Vaswani/Indian Association of Ghana Endowment Fund Award for: Administration - Enock Ankomah Boamah Economics - Eric Baah - Mary Agyeiwaa Otaah 2. Professor Florence Dolphyne Prize for the Best Graduating Student in Phonetics and Phonology - Nadia Ibrahim 3. Paa Kwesi Yankey Prize for the Best Graduating Bachelor of Arts (BA) Student - Emmanuel Gyasi 4. Alumni Prize for the Best Level 200 Student in the Humanities - Nelda Naa Anyema Okine 5. Alumni Prize for the Best Level 200 Student in BSc. Administration - Mirabel Etornam Afeke 6. Stanbic (Bank) Awards for the Best Graduating Student in Modern Languages - Keith Oko Cleland 7. Stanbic (Bank) Awards for the Best Graduating Female Student in English - Priscilla Ama Forson 8. Stanbic (Bank) Awards for the Best Graduating Student in Music - Kingsley Kwadwo Okyere 9. -
Council of the United Nations University
REPORT OF THE COUNCIL OF THE UNITED NATIONS UNIVERSITY GENERAL ASSEMBLY OFFICIAL RECORDS: THIRTY-EIGHTH SESSION SUPPLEMENT No. 31 (A/38/31) UNITED NATIONS New York. 1983 NOTE Symbols of United Nations documents are composed of capitallette!1i combined with figures. Mention of such a symbol indicates a reference to a United Nations document. [Original~ English) [5 August 1983) <lONTENTS Paragraphs I. GENERAL OVERVI~ . 1 - 4 1 II. COUNCIL SESSIONS IN 1982-1983, OFFICERS, CQo!MITTEES, N~ MEMBERS AND COUNCIL COLLOQUIA •••••••••••••••••••••••••••• 5 - 13 2 Ill. IMPLEMENTING THE MEDIUM-TERM PERSPECTIVE, 1982-1987: PROGRAMME OF THE UNIVERSITY IN 1982-1983 ••••••••••••••••• 14 - 61 5 IV. ORGANIZATION AND MANAGEMENT OF THE UNIVERSITY PROGRAMME •• 62 - 73 15 A. Development Studies Division ••••••••••••••••••••••••• 65 15 B. Regional and Global Studies Division ••••••••••••••••• 66 - 67 15 C. Global Learning Division ••••••••••••••••••••••••••••• 68 - 70 16 1. Academic Services •••••••••••••••••••••••••••••••• 69 16 2. Information services •••••••••••••••••••••••• ~ •••• 70 16 D. Staffing ••••••••••••• , ••••••••••••••••••••••••••••••• 71 - 73 16 V. INSTITUTIONAL DEVELOPMENT AND FUND-RAISING ••••••••••••••• 74 - 76 17 VI. COLLABORATION WITH INTERNATIONAL EDOCATIONAL AND SCIENTIFIC ORGANIZATIONS ••••••••••••••••••••••••••••••••• 77 - 79 17 VII. PERMANENT UNIVERSITY HEADQUARTERS •••••••••••••••••••••••• 80 18 ANNEXES I. Members of the Council of the United Nations University and the Council Conunittees •••••••••••••••••.••••••••••••.•••••••••••••••••••••••...••• 19 11. Members of the Rector's Advisory COmmittee, project and Institutional Co-ordinators and staff members of the United Nations University...... 23 Ill. List of major publications, July 1982-June 1983 ••••••••••••••••••••••• 29 -iii- I. GENERAL OVERVIEW 1. During the period from July 1982 to June 1983, the United Nations University began to put into operation the plan of work described in its Medium-Term Perspective, 1982-1987, as adopted at the eighteenth session of the COuncil in November 1981. -
Induction of New Vice Chancellor
UNIVERSITY OF GHANA SPECIAL REPORTER PUBLISHED BY AUTHORITY NO. 788 FRIDAY, AUGUST 27, 2010 VOL. 48 NO. 10 PROCEEDINGS OF INDUCTION CEREMONY FOR PROFESSOR ERNEST ARYEETEY, VICE-CHANCELLOR MONDAY, AUGUST 2, 2010 CONTENTS Page Order of Proceedings 1 Chairman of Council’s Opening Address 3 Out-Going Vice-Chancellor’s Address 5 Vice-Chancellor’s Address 11 ORDER OF PROCEEDINGS 4.00 – 4.30 p.m. – Guests Seated 4.45 p.m. – Procession 5.00 p.m. – Dawuro – Welcome Address: Justice Dr. S.K. Date- Bah, Chairman of Council – Remarks by Professor C.N.B. Tagoe, Immediate past Vice-Chancellor – Chairman of Council introduces Vice- Chancellor – Ceremonial Handing over of notes – Chancellor administers Oath of Office – Address by Professor Ernest Aryeetey, Vice- Chancellor – University Anthem – Recession – In attendance : Ghana Dance Ensemble University of Ghana Jubilee Choir 1 WELCOME ADDRESS BY JUSTICE SAMUEL K. DATE-BAH, CHAIRMAN OF COUNCIL The Chancellor, Your Ladyship the Chief Justice, Honourable Minister of Education, Members of University Council, Members of Convocation, Honourable Members of Parliament, Distinguished Ladies and Gentlemen, We have gathered here this evening to formally induct the eleventh Vice-Chancellor of the University of Ghana into office. It is a very important occasion for all of us who are interested in the development and growth of this great institution. Before I do the formal introduction of the new Vice-Chancellor, let me on behalf of the Chancellor, His Excellency Mr Kofi Annan, welcome all present to the University of Ghana and to this ceremony in particular, with a few observations. There are two key players in today's function, namely; the new Vice- Chancellor and the just retired Vice-Chancellor and I would like to say a few words to each of them. -
World Conference on Higher Education in the Twenty-First Century: Vision and Action; Higher Education in the Twenty-First Centur
WORLD CONFERENCE ON HIGHER EDUCATION Higher Education in the Twenty-first Century Vision and Action UNESCO, Paris, 5 – 9 October 1998 VOLUME III – COMMISSIONS Part II Commission Reports and Papers ED-99/HEP/WCHE/Vol.III-2 Note of the UNESCO Secretariat The present volume is part of the Proceedings of the World Conference on Higher Education (Paris 5-9 October 1998) and comprise : Volume I: Final Report Volume II: Speeches and Lectures Volume III: Reports of the Commissions Volume IV: Reports of the Thematic Debates Volume V: Plenary Speeches Volume VI: Listing of Titles of Individual Documents. Documents are archived in the original language of delivery or in one of the language versions provided by the author. Copies can be obtained on request from the Division of Higher Education, UNESCO. Some documents are available in printed form only. Note du Secrétariat de l’UNESCO Le présent volume fait partie des Actes de la Conférence mondiale sur l’enseignement supérieur (Paris, 5-9 octobre 1998) et comprend : Volume I : Rapport final Volume II : Discours et exposés spéciaux Volume III : Rapports des commissions Volume IV : Rapports des débats thématiques Volume V : Discours en séances plénières Volume VI : Liste des titres des documents individuels. Les documents sont archivés dans la langue originale du discours ou de l’une des versions transmises par l’auteur. Les copies peuvent être obtenues sur demande adressée à la Division de l’enseignement supérieur, UNESCO. Certains documents ne sont disponibles que sur papier. Nota de la Secretaría