REPORT ON SURVEY OF RENEWAL EFFORTS OF SELECTED AFRICAN HIGHER EDUCATION INSTITUTIONS

By

Ladipo Adamolekun Independent Scholar

Prepared for the Association of African Universities (AAU) Accra, Ghana, September 2005. Table of Contents

Acknowledgments List of Tables List of Boxes Acronyms

Executive Summary

Introduction

I. Context of Survey

II. Vision and Mission Statements

III. Strategic Plans: Overview of Contents, Some Implementation Experiences, and Main Areas of Capacity Needs

IV. Governance Structures

V. Resource Mobilization

VI. Budgeting and Financial Management Systems

VII. Human Resources Development and Management

VIII. Managing Students’ Affairs

IX. What Universities Expect from the Association of African Universities

X. Miscellaneous: Private Universities; Information and Communication Technology; Distance Education; Networking; Languages and African Universities

Annexes 1. List of Selected Fourteen Higher Education Institutions 2. List of Persons Met 3. Survey of Renewal Efforts of Selected African Higher Education Institutions: Discussion Points 4. Documents Obtained from the Higher Education Institutions Visited

www.coursefunds.com 2 ACKNOWLEDGEMENTS

I would like to thank the Association of African Universities (AAU) for giving me the opportunity to undertake this survey of selected African higher education institutions. I would like to acknowledge, with gratitude, the role of the African Capacity Building Foundation (ACBF) in financing the cost of the assignment. I owe a debt of gratitude to the senior managers that I met in the fourteen selected universities for making time to discuss with me the various issues relating to the survey. I learnt a lot from the exercise and I am delighted that each of the institutions found it worthwhile. I am also grateful to AAU Secretariat staff with whom I discussed their organization’s capacity needs. Finally, I would like to thank the relevant staff in AAU and ACBF as well as the staff in the institutions visited that took care of logistical support arrangements. Their superb arrangements ensured that I did not find the challenging task burdensome.

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LIST OF TABLES

Table 1 Vision Statements Table 2 Mission Statements Table 3 Some of the Topics Covered in Strategic Plans Table 4 Ibadan: Implementation Progress Report on Vision Document Table 5 Sources of Income Table 6 Teaching and Non-Teaching Staff in Some HEIs Table 7 Examples of Actions that HEIs Expect from the AAU

LIST OF BOXES

Box 1 Women Leadership Programme in UCAD Box 2 The University of Ibadan Endowment Fund Box 3 Fundraising for Africa University, Mutare, Zimbabwe Box 4 Decentralization of the Bursary at Ibadan Box 5 Innovative Approach to Motivating Researchers at UNISA Box 6 Annual Performance Evaluation of Academic Leaders at Ibadan Box 7 University Teaching and Learning Centre, University of Zimbabwe Box 8 Two-Language Policy at Africa University, Mutare, Zimbabwe

www.coursefunds.com 4 EXECUTIVE SUMMARY

This report is based on the main findings from a survey of the renewal efforts of fourteen selected African higher education institutions (HEIs) in eight countries. The survey was conducted in June and July 2005. Seven main issues are covered in the report: (i) Vision and Mission Statements; (ii) Strategic Plans; (iii) Governance Structures; (iv) Resource Mobilization; (v) Budgeting and Financial Management; (vi) Human Resource Management; and (vii) Managing Students’ Affairs. Five other topics are highlighted at the end of the report under the rubric, “Miscellaneous”: (i) Private Universities; (ii) Information, Communication Technology (ICT); (iii) Distance Education; (iv) Networking; and (v) Languages and African Universities. For each of the seven issues covered, attention is drawn to the main thrusts of developments in the different universities with particular reference to both similarities and differences and some examples of “good practices”.1 The objective is to enable the different institutions surveyed as well as those that were not selected for the survey to learn from the findings in the report. The main focus of the exercise is a review of the strategic plans that have become the centrepiece of the activities linked to the renewal efforts in the different universities. An overview of the contents of the strategic plans is followed by a brief presentation of some implementation experiences and a summary of the main capacity needs of the different institutions. The implementation experiences provided are for Africa University, Eduardo Modlane University, University of Ibadan, and University of Zimbabwe. The main capacity needs highlighted are in four clusters: infrastructure-related needs, research-related needs, staff development and training needs, and ICT needs. Without exception, the HEIs surveyed would like the AAU to play an advocacy role for African HEIs in general, and its members in particular, vis-à-vis African governments in respect of the need for greater support to the institutions, as well as vis-à- vis African and international organizations interested in supporting African higher education sector. The long list of specific expectations of the HEIs from the AAU include the following, among others: promote linkages/partnerships among member HEIs at sub-regional and continental levels; help universities concerned with solving the bandwidth problem regarding ICT; introduce and implement a continent-wide honours system for distinguished African academics; help with staff and student mobility; and develop a general framework for collaboration among African HEIs, including a code of conduct. Finally, the five topics highlighted at the end of the report (as “miscellaneous”) emerged as areas of concern in a majority of the HEIs surveyed. While ICT, Distance Education and Networking are addressed in many of the strategic plans, the issues raised on private universities and languages emerged mostly during the discussions at the institutions. AAU would need to consider how best to respond to them.

1 The examples of “good practices” highlighted in this report are no more than samples; there are certainly some others.

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ACRONYMS

AAU Association of African Universities ACBF Africa Capacity Building Foundation CEO Chief Executive Officer DATAD Database of African Theses and Dissertations DFID Department for International Development (United Kingdom) DRC Democratic Republic of Congo DVC Deputy Vice Chancellor HEI Higher Education Institution HRM Human Resource Management ICT Information, Communication Technology NORAD Norwegian Agency for Development and Cooperation ROAP Roster of African Professionals SAREC Swedish Agency for Research Cooperation SIDA Swedish international Development Agency TOKTEN Transfer of Knowledge Through Expatriate Nationals UNDP United Nations Development Programme VC Vice Chancellor WB World Bank

www.coursefunds.com 6 REPORT ON THE SURVEY OF RENEWAL EFFORTS OF SELECTED AFRICAN UNIVERSITIES

Introduction This report is based on a survey of fourteen African universities in eight countries in the context of an agreement by the African Capacity Building Foundation (ACBF) to finance the cost of a project focused on strengthening the capacity of the secretariat of the Association of African Universities (AAU) as well as on supporting capacity building in African higher education institutions (HEIs)2 in two areas: (i) leadership development and management and (ii) information and communication technology (ICT). To better understand the specific issues to cover and the activities to finance, AAU and ACBF decided to commission a study of the capacity needs of AAU’s Secretariat and a survey of the renewal efforts in selected African HEIs. In selecting the 14 institutions to be surveyed, it was decided that in addition to member institutions of the Association (both paid up and those in arrears) a few non-members would be included. Three other factors were considered: representation of private universities; representation of specialized universities (one university for women and one university of technology); and representation of universities in post-conflict situations. The list of the selected universities is provided as Annex 1.3 And the list of persons met in the institutions is provided as Annex 2. To ensure that the survey of the fourteen universities covers more or less the same issues, ten discussions points agreed upon by the AAU, ACBF and the author were made available to each of the universities in advance of the author’s field visit for the exercise. The ten discussion points constitute Annex 3.

I. Context of the Survey African higher education has been at a critical juncture since the 1980s as a result of economic austerity and benign neglect in most countries. The inadequacy of funding combined with an enrolment explosion resulted in a reduction in the capacity of most African universities to provide for effective research and learning and a general drop in the quality of higher education in Africa. Over the period, global trends as well as political and other challenges at the national and continental levels have heightened the significance of knowledge and knowledge institutions in the stability and development of Africa. Further, the current wave of democratization and continental self-reliance and cooperation, notably through the New Partnership for African Development (NEPAD), have improved the environment for critical enquiry and brought to prominence the need for greater cooperation and self-reliance among African higher education institutions.4 It is against this backdrop that African HEIs embarked on renewal efforts at different times during the last fifteen years or so in response to the challenges posed by developments at the national, regional and global levels. By the time this survey was undertaken in June/July 2005, all the selected institutions were at different stages of their renewal efforts and, predictably, progress recorded was uneven: the better endowed

2 Higher education institution and university are used as synonyms in this report. However, as used in the report, HEI covers only institutions that award degrees. 3 The abbreviation indicated in front of each HEI in the Annex (same as is indicated after the first full mention of each institution) is used consistently throughout this report. 4 This succinct overview of the state of African HEIs is from the “Executive Summary” of “AAU Strategic Plan 2003-2010”, 2003.

www.coursefunds.com 7 institutions operating in stable and conducive environments were making more progress than those with limited resource endowment and/or unstable environments. However, without exception, each institution was committed to strengthening its capacity to improve performance in respect of the common areas of learning, research and community service/engagement. The main findings of the survey constitute the remaining sections of this report.

II. Vision and Mission Statements Each of the fourteen (14) universities visited, with one exception, has a vision and/or a mission statement – see Tables 1 and 2. However, only a few have explicit statements of core values or principles. An interesting case is that of UZ that encapsulates its values in the one word “integrity”. Not surprisingly, the chief architects of the vision statements are the rectors, vice- chancellors (VCs) and presidents, usually on their assumption of office: examples include Igbinedion University (Igbinedion), Universite Cheick Anta Diop (UCAD), University of Ibadan (Ibadan), University of Nairobi (Nairobi), University of South Africa (UNISA), and University of Zimbabwe (UZ). This underscores the widely acknowledged point that leadership matters. In the case of UZ that has undergone two cycles of visioning, it is significant that while the mission statement of the institution remained unchanged, there are significant modifications in the vision statement, obviously reflecting the change in the leadership. It is also reasonable to conjecture that the modifications took into account the changes in the immediate external environment – the Zimbabwean realities of 2003 compared to those of 1997/1998.

Vision statement in its first strategic plan, 1998-2002: “To be (and be recognized by others as) the leading University in a peaceful and prosperous Zimbabwe”

Vision statement in its second strategic plan, 2003-2007: “To be (and be recognized by others as) a leading University working for prosperity, peace and dignity in Zimbabwe and beyond”.

The following explanation is provided in the second strategic plan: “The value of ‘dignity’ has been included in the vision because it is now known that it would be impossible to enjoy peace and prosperity without dignity”. The document is silent on two other important modifications: (i) the need to work for peace and prosperity instead of taking them for granted and (ii) concern with the extension of the university’s influence beyond the national frontiers.

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TABLE 1 Vision Statements

INSTITUTION VISION STATEMENT Africa University The vision of Africa University is improved quality of life, peace and prosperity for the peoples of Africa through quality higher education that includes teaching, research, community service, and leadership development. Daystar University Daystar University aspires to be a distinguished, Christ-centred, African institution of higher learning for the transformation of church and society. Eduardo Mondlane None University Igbinedion To be a University of international standard where knowledge is created, University developed and sustained with excellence for the good of mankind. Institut Superieur de To place the development and the well-being of people at the centre of all Management strategic and managerial decisions through a permanent quest for excellence, quality and performance. National University The vision of the National University of Rwanda is to become a bilingual and of Rwanda regional University of excellence based on solid IT-supported education and problem-oriented research leading to peaceful, democratic and gender-balanced transformation of urban and rural society. Tshwane University To be the leading higher education institution with an entrepreneurial ethos of Technology that promotes knowledge and technology, and provides professional career education of an international standard, which is relevant to the needs and aspirations of Southern Africa’s people (bold as per source). Universite Cheick UCAD has articulated a vision around six parameters of knowledge: quality; Anta Diop, relevance; cooperation; financing; internet and communications; and students themselves. Universite de Not available Kinshasa University of Ibadan To expand the frontiers of knowledge and transform the society through innovation. University of A world-class African University and a community of scholars committed to the Nairobi promotion of academic achievement and excellence in research as an embodiment of the aspirations of the Kenyan people and the global community. University of South Towards the (sic) African university in the service of humanity Africa University of To be (and be recognized by others as) the leading University working for Zimbabwe prosperity, peace and dignity in Zimbabwe and beyond. Women’s University The Women’s University in Africa seeks to be the best African University in in Africa the promotion of gender equity and equal opportunities in tertiary education.

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TABLE 2 Mission Statements

INSTITUTION MISSION STATEMENT Africa University The mission of the Africa University is to provide higher education of high quality, to nurture students in Christian values, and to help nations of Africa achieve their educational and professional goals. Africa University will play a critical role in educating the new leadership of African nations. Daystar University Daystar exists to develop effective, Christian servant-leaders and professionals through the integration of Christian faith and holistic learning for the transformation of church and society in Africa and the world. Eduardo Mondlane Eduardo Mondlane University is committed to being a centre of excellence in the University educational, scientific, cultural and technological contexts, educating its graduates for life and assuming responsibility in the process of innovation and knowledge transfer in sustainable development. Eduardo Mondlane University strives to integrate and assert itself in the world scientific community, and to be both agent and object of change and transformation in society. Igbinedion 1. To pursue excellence in teaching, research and scholarship through the University provision of world-class facilities and opportunities for education, training and employment, to all those able to benefit, without discrimination. 2. To enhance human advancement, prosperity and welfare, through teaching and research that encourage the applications of knowledge, promote discipline and emphasize self-employment, and to acquire and manage resources effectively to achieve these aims. Institut Superieur de Train men [and women] with ability to synthesize, able to understand and Management reconcile the imperatives of organizations, thanks to a learning pedagogy carried out around the following dimensions: learn to learn; learn to be; learn to do. National University The National University of Rwanda … [has] a commitment to teaching, research, of Rwanda and community service…[is] committed to bringing about a knowledgeable and gender-balanced society built on sound citizenship and life-long learning skills; building a comprehensive research capacity and to promote knowledge generation; developing strong community-oriented academic and research programmes in all fields. Tshwane University In support of [our] vision, we create, apply and transfer knowledge and of Technology technology of an international standard through cooperative professional career education programmes at undergraduate and postgraduate levels; serve and empower society by meeting the socio-economic development needs of Southern Africa through the fruits of our teaching and the skills of our staff and students; extend parameters of technological innovation by making knowledge useful through focused applied research and development; and establish and maintain a strategic partnership network locally and internationally for the mutual benefit of the institution and its partners. Universite Cheick Not available. Anta Diop Universite de Not available Kinshasa University of Ibadan To be a world-class institution where conditions for learning are excellent, research and services are outstanding, and where staff and students are worthy in character and sound judgment. University of A centre for learning and scholarship; preparing students for academic pursuits, Nairobi professional development, enhanced personal lives, and responsible global citizenship; extending the frontiers of knowledge through research, creative works, and scholarship; fostering an intellectual culture that bridges theory with practice; contributing to social, economic, and cultural development; and, through

www.coursefunds.com 10 intellectual products, enhances the quality of life of the people of Kenya and all humanity. University of South The University of South Africa is a comprehensive, open learning and distance Africa education institution, which… provides quality general academic and career- focused learning opportunities underpinned by principles of lifelong learning, flexibility, and student-centredness; undertakes research and knowledge development guided by integrity, quality and rigour; participates in community development by utilizing its resources and capacities for the upliftment of the disadvantaged; is accessible to all learners, specifically those on the African continent, and the marginalized, by way of a barrier-free environment, while responding to the needs of the global market; addresses the needs of a diverse learner profile by offering relevant learner support, facilitated by appropriate information and communication technology; develops and retains high quality capacities among its staff members to achieve human development, by using the resources at its disposal efficiently and effectively; cultivates and promotes an institutional ethos, intellectual culture and educational experience that is conducive to critical discourse, intellectual curiosity, tolerance, and a diversity of views; contributes to good and responsible society by graduating individuals of sound character and versatile ability; and meets the needs of the global competitive society by nurturing collaborative relationships with its stakeholders and other partners. University of Enabling our clients and customers to make meaningful contributions to Zimbabwe sustainable development in Zimbabwe. To this end we provide high quality education, training and advisory services on a needs oriented basis. We guarantee the above by maintaining excellence in Teaching, Learning, Research and Service to the community. Women’s University The Women’s University in Africa is dedicated to reducing disparity by providing in Africa a gender sensitive and socially responsible educational training and research institution using state of the art technology in Africa. The University is open to all regardless of colour, creed and disability.

Are the statements well disseminated in the institutions? Are they widely accepted? The persons met in all the institutions responded to both questions in the affirmative. However, the author was unable to probe the veracity of these assertions because he only met top and senior managers in the different institutions. Because a mission statement is focused on the purpose of each institution, there are striking similarities among the institutions as they are all committed to research, teaching and community service. The only notable difference is that the two faith-based institutions make explicit reference to Christian values. For example, the mission statement of Africa University (AU) includes a commitment “to nurture students in Christian values”. For Daystar University (Daystar), its mission is to be achieved through “the integration of Christian faith and holistic learning for the transformation of church and society in Africa and the world”. Most of the strategic plans make references to such values as university autonomy and academic freedom; truth and honesty; social justice; meritocracy; openness and transparency; accountable governance; and the pursuit of excellence. However, only some explicitly link their core value(s) and/or principle(s) to their vision and mission statements: Eduardo Modlane University (EMU), Institut Superieur de management (ISM), Nairobi, National University of Rwanda (NUR), Tshwane University of Technology (TUT), UNISA, and UZ. Considering the controversies on the impact of liberalization on HEIs in the continent, it is significant that NUR includes a commitment to “market orientation” in its list of values, in addition to some of the common ones already mentioned. (Although ISM does not formally commit to a “market orientation”, the documents made available to the author by the institution show that its strategies and practices are, to a great extent, influenced or underpinned by a market orientation).

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III. Strategic Plans: Overview of Contents, Some Implementation Experiences and Main Areas of Capacity Needs Strategic planning is already a salient feature of the institutional strengthening or renewal efforts in the majority of the HEIs that were surveyed for this report. Of the 14 institutions, ten had either just launched their plans or were already implementing them.5 (UZ was already implementing its second strategic plan). Of the others, Ibadan was implementing a hybrid vision document that had many features of a strategic plan whilst a committee was preparing its first strategic plan. Universite de Kinshasa (Kinshasa) and Igbinedion were just embarking on the preparation of their first strategic plans. Only ISM has taken a different route by seeking and obtaining a private sector quality certification - ISO 9001: 2000 - for its “Management Postgraduate Programmes”. The certification covers the period, June 2004 – June 2007. In some institutions, the adoption of the idea of a strategic plan is linked directly to the visioning exercise initiated by the Rector/VC/President. In others, it is a requirement of the sponsoring government. Some of the strategic plans also acknowledge varying contributions from development partners either as sources of inspiration or as providers of technical assistance at the preparation stage. All the institutions (including those that are just embarking on the preparation of their plans) expect external support for financing the cost of implementing the activities in their plans. Specifically, some institutions would like AAU to take the lead in lobbying for financial support to enable African HEIs implement the activities in their strategic plans. The infusion of funds into African HEIs promised within the context of the Commission for Africa (Blair Commission) was specifically mentioned in about three of the institutions.6 All the institutions with strategic plans assert that a participatory process was adopted in the preparation of the documents. It was easy to confirm this assertion in the few cases where the planning process cascaded down to the levels of faculties and departments and the administrative and technical departments, divisions and units, resulting in sectoral strategic plans. A good example is the case of UZ where the section on “Arrangements for implementation” of the 2003- 2007 strategic plan includes the following: “Deans of faculties and Directors of Units will ensure that constituent strategic plans are completed on a timely basis… These plans will be submitted to the university’s Strategic Plan Implementation and Monitoring Committee for approval”. (The author was given a copy of the strategic plan for UZ’s library). In the case of Ibadan, there is a students’ version of its “Vision for the 21st Century”.

Overview of Contents There are significant similarities in the issues covered in the different strategic plans reviewed for this report. The following are the main issues covered, in varying degrees, in the plans:  Teaching and learning

5 Only a summary of the strategic plan for the Women University in Africa (WUA) was made available for review for this exercise. UZ was already implementing its second strategic plan. In addition to its Strategic Plan 2001-2008, AU prepared in 2003 an “Institutional Self-study” to be used for the purpose of seeking accreditation within the US higher education system. Several issues covered in the strategic plan are also covered in the self-study with some improvements in the latter. For example, the vision statement that is now preferred and is on the institution’s website (and used in this report) is an improvement on the one contained in the strategic plan. 6 An African Higher Education Renewal Fund could be created and AAU member institutions would be invited to submit funding requests that would be assessed competitively before decisions are taken on funding. The design and management of the fund can draw on the experiences of a few countries (for example Nigeria and South Africa) that have established similar funds in the general field of education.

www.coursefunds.com 12  Research  Governance structures and leadership  Resource mobilization  Information and communications technology  Library facilities  Human resources  Students’ affairs  Services to the community  Networks, partnerships and linkages.

There are varying combinations of the above issues in the different plans. The pattern of coverage in the plans in respect of five selected topics are summarized in Table 3.

TABLE 3 Some of the Topics Covered in Strategic Plans

INSTITUTION Vision Governance Situational Resource Management and Structures Analysis Mobilization Processes** Mission* (SWOT) Africa University X X X X XX

Daystar University X X X X X

Eduardo Mission X X XX Mondlane Only University Igbinedion X - - - - University Institut Superieur X - - - - de Management National XX - X X *** University of Rwanda Tshwane XX X - X X University of Technology University of X X - X X Dakar University of X X X X XX Ibadan University of - - - - - Kinshasa University of XX X X X XX Nairobi University of XX X X X XX South Africa University of XX - X - *** Zimbabwe Women University X in Africa

www.coursefunds.com 13 * Institutions that state explicitly their core value(s) and/or principles have two crosses (XX) for this issue. EMU’s mission statement also includes explicit statement of the institution’s principles. ** Institutions that specifically address implementation arrangements for their strategic plans have two crosses (XX) for this issue. *** It addresses implementation arrangements, including the provision of a Logical Framework that would facilitate monitoring and evaluation. However, management processes such as human resource management and financial management are not addressed in the strategic plan.

It is important to make the point that a majority of the institutions pay special attention to gender issues: AU, EMU, Nairobi, NUR, TUT, UCAD, UNISA and Women’s University in Africa (WUA). UCAD has articulated a “Women’s Leadership Programme” whose main points are summarized in Box 1.

Box 1: Women’s Leadership Programme in UCAD The essential objectives of the programme are: - Promotion of university women. In order for this to happen, a favourable work environment must be created so that women can excel in their careers - Reinforce the presence of women professors - Improve the mobility of university women by understanding [and facilitating] the flexibility they may need. - Increase the number of women in the directors group [senior management] at UCAD so that they will have power to influence decisions made at the university - Provide access to a university diploma [degree] for as many young women as possible… To achieve these objectives, it is important to put in place, within two years, a certain number of strategies: - The development of a specific fund for research carried out by university women - Reinforce the capacity of women in leadership techniques and in information and telecommunications technology. With reinforced capacities, women will be more interested in leadership positions - Facilitate access to computer equipment by giving each senior female academic and administrator a lap top that will allow her to work from home where her presence is often necessary. - Accommodation and mentoring of young women students by [working] university women

Source: Rector’s Office, Strategic Plan for the Development of UCAD (with minor editing by the author).

To guaranty gender equity, EMU identifies six actions in its strategic plan: (i) mobilize the university community to become involved in awareness-raising campaigns in society, especially at secondary school level, on the importance of women’s participation in higher education; (ii) achieve balance in the quantity and quality of accommodation for students of both sexes; (iii) create conditions for supporting student mothers so they can progress and successfully conclude their university courses; (iv) combat all forms of sexual discrimination in the teaching process; (v) improve women’s access to science, technology and management posts; and (vi) assure women equal progression and development in the career structure and equal access to post- graduate scholarships. Both TUT and UNISA seek to achieve female targets that are consistent with the government’s employment equity policy. Nairobi would seek to achieve full equity in appointments of qualified women in managerial positions within five years. For its part, WUA has developed a comprehensive gender policy and the institution’s guiding principle is to

www.coursefunds.com 14 consider “gender equality as an integral part of all WUA’s policies, programmes and projects”. The highlights include the goal of 80:20 female/male ratio in student recruitment (actual from inception in 2002 to 2005 was 75:25) and staff component should be two-thirds females and one- third males. Another issue that almost all the institutions take seriously is community service/engagement. For example, at Daystar, the department of community development that involves enrolled students in hands-on community development work in districts and at the grassroots is the fastest growing undergraduate degree programme in the university. In the other institutions, varying numbers of students (hundreds of them at UCAD) engage in community activities in such areas as environment, health and sanitation, literacy campaigns (adult education), agriculture, and HIV/AIDS awareness and prevention. Before turning attention to implementation experiences, it is important to highlight the relationships between the strategic plans of individual HEIs and the sector policy and/or strategic plan of supervisory Ministries of (Higher) Education or the regulatory agencies for HEIs. While the strategic plan of NUR 2004-2009 was adopted after the country’s Ministry of Education had finalized its 2003-2008 strategic plan (in which human resource and research development in higher education were priorities), implementation of EMU’s strategic plan 1999-2003 had to be delayed until the country’s Ministry of Education had finalized its own strategic plan that included the government’s strategic thrusts for HEIs. Fortunately for EMU, it did not have to change the main thrusts in its own plan even though funds for financing its activities were not allocated until the ministry’s strategic plan was launched and its time frame was changed to 2001- 2006.7 In Kenya, each HEI is required to formally present its strategic plan to the regulatory agency for HEIs before embarking on implementation. In South Africa, the Department of Education provided guidelines that both TUT and UNISA followed in preparing their strategic plans (TUT calls its own an “institutional operating plan”).

Some Implementation Experiences Of the four universities with significant experiences in plan implementation, UZ is the most advanced. By June 2005, it had completed one strategic plan cycle and was in the second year of implementing the second plan. The other three universities (AU, EMU and Ibadan) have implementation experiences of between 18 and 36 months.

AU: Prepared in 2001, AU’s strategic plan had not yet been formally approved by June 2005. However, budget allocations have been made since 2002 in alignment with the activities contained in the plan. (The approval process appears to have been complicated by the need to prepare a separate “Institutional Self-study” in 2003. See footnote 4). An implementation plan and logframes were developed for plan implementation and monitoring. The academic expansion programmes envisaged in the plan were reported to be on track, including the establishment of a Faculty of Health Sciences and a modest postgraduate training programme in a few of the faculties. Three areas of steady implementation progress highlighted by the central administration are: redress of gender imbalance (two of six faculty deans were women in June 2005 compared to zero in 2001), marketing the university’s programme in Africa and the world at large (the number of African countries represented in the annual cohorts of graduates has been steady at about 14), and strengthening Alumni Association.

EMU: In June 2005, the second strategic plan was under preparation. The areas of successful implementation highlighted by the officials are:

7 EMU’s second strategic plan will be aligned with that of the Ministry of Education and will cover 2006- 2010.

www.coursefunds.com 15  Establishment of a directorate of planning to drive plan implementation, undertake monitoring and evaluation and coordinate the preparation of succession plans. In June 2005, the directorate was finalizing an evaluation of the 1999-2003 (extended to 2006) plan.  Reform of curricula (close some courses, introduce new ones)  Introduction of postgraduate training at the Master’s level in several faculties including medicine, arts and sciences. (PhD degrees are scheduled to begin in the faculty of arts in 2005/06). In the faculty of science, the number of staff trained at Master’s degree and PhD levels doubled between 1999 and 2003.  Promotion of the university’s image.  Some progress regarding development of physical plant, human resources development and guaranteeing gender equity. Some of the priorities that had not been implemented by 2005 include, among others, move towards financial sustainability, improving social conditions, and evaluation of the quality of teaching. And the objective of guaranteeing continuity of the strategic planning process has not been achieved, at least, not as envisaged in 1999.

Ibadan: The monitoring of the implementation of Ibadan’s vision document is the responsibility of the Director of Planning who reports directly to the VC. An extract from his implementation progress report prepared for the purpose of this survey is provided in Table 4.

TABLE 4 Ibadan: Implementation Progress Report on Vision Document KEY AREAS DECISIONS IMPLEMENTATION Governance: The Committees must be manageable in Receiving the attention of Committee System size, have specific terms of reference appropriate officers. Senate and time frame, running cost well has directed that all provided for and reports of ad hoc Committees should report at committees published in a special the end of each session. edition of the University Bulletin. Academic Matters: All new students should be Not yet implemented. The Students interviewed orally and scored by the Joint Admission and Admission departments or units into which they matriculation Board are seeking admission (JAMB)* is currently (2005) contesting the issue. Staff and Student Recruitment and appointments to Operational. There shall be Matters: teaching and non-teaching positions closer scrutiny to ensure Establishment to be based on merit and equal merit and eliminate fraud. Affairs opportunities for all. Infrastructure: Buildings on campus are to be Halls of residence and Buildings periodically renovated and when residential staff buildings necessary rehabilitated while new are being renovated and buildings will have internet ready rehabilitated. All new facilities installed. buildings will have internet- ready facilities subject to availability of funds. Financial Matters: Annual budgets must be reviewed Being implemented by the Fund management twice a year while a twice-yearly Bursar from January 2005.

www.coursefunds.com 16 report will go to the development committee and Senate through the Office of the Vice Chancellor.

UZ: Although no comprehensive report on the implementation of the institution’s first plan had been produced, the senior officials met broadly agreed on a “fair” score in respect of a significant number of the priority activities in the plan including, among others, introduction of new Master’s degree programmes for subject areas where there are none, incorporation of ICT components into all programmes, revamping academic staff development programme, professional development training for staff (academic and non- academic), improving system of internal communication, and undertaking effective public relations and marketing for UZ. They also asserted that inadequate funding was the major reason for inability to implement the plan in full. Regarding the second plan (2003-2007) whose mid-term review was in progress by mid-2005, the foreign exchange crunch in the country (for most of the preceding 12 months) was cited as a major constraint to plan implementation. However, steady progress was reported in respect of some of the priority activities in the plan such as provision of equipment and up to date materials for the University Library and the sub-libraries; improvement of facilities; the decentralization of the administration of finance, income generation, research and consulting/advisory services; and adoption and implementation of a policy on ICT. A majority of the other strategic plans pay attention to implementation arrangements, including monitoring and evaluation. Examples include Nairobi, NUR, TUT, and UNISA. They also have logical frameworks or action matrices that would facilitate monitoring and evaluation. Furthermore, TUT has developed performance indicators for five priority areas: academic programmes, student equity, student efficiency, staff equity, staff qualifications and outputs.

Main areas of capacity needs The following are some selections from the areas of capacity needs highlighted in the different strategic plans. The list is not exhaustive and the main clusters of needs are not matched to the HEIs.  Infrastructure-related needs: physical infrastructure such as teaching space, library space, conference centres with video conferencing facilities, and sporting facilities. The specific needs vary from one HEI to another. The following are some examples: new buildings for teaching space or renovation/expansion of existing spaces; expansion of libraries to take into account the explosion in the number of students or renovation of existing libraries or both; and creation of scientific/technological parks.  Research-related needs: funding research projects; science and technology-related equipment, laboratory supplies, library books and journals; opportunities for collaborative research.  Staff development and training needs: all HEIs would like to provide continuous education and training for both teaching and non-teaching staff; improved pedagogy for academic staff; and expansion of postgraduate training programmes to meet both increased demand for teaching staff and to cope with demographic

www.coursefunds.com 17 succession of departing senior academics. Regarding postgraduate training capacity, some HEIs are at the early stages of developing capacity in this area (AU, EMU and NUR) while others are seeking to expand their already significant programmes (Ibadan, Nairobi, UCAD and UZ).8 For senior managers (both academic and non-academic) the specific areas mentioned include change management and financial management.  ICT needs: high bandwidth Internet access; acquisition of hardware, software; and ICT infrastructure for libraries.

In addition to these four clusters of capacity needs, it emerged clearly from the survey that the HEIs need quality leadership not only at the level of rectors and VCs but also at the levels of the other “principal officers”, deans of faculties and heads of departments as well as the directors and heads of the administrative and technical services. Although no attempt at evaluation was undertaken during the survey, it appears reasonable to assert that the varying degrees of progress recorded in the HEIs in their institutional renewal efforts in the last decade or so is traceable, in each case, to the quality of leadership provided by successive (or incumbent) rectors and VCs and the other senior university managers.

IV. Governance Structures There are both similarities and differences in the governance structures of the universities surveyed. The similarities are due to the fact that all the institutions are focused on the same three primary purposes: research, teaching and community service, albeit with different weights attached to each purpose. The differences are due partly to the sources of inspiration (for example, Anglophone versus Francophone) and partly to ownership (public versus private); and in some cases, the ages and sizes of the universities account for the differences. In all the public universities, the chief academic and administrative officer (that is, the chief executive officer) is the rector or VC. There was broad agreement on the need for a credible and legitimate rector/VC: whether he is appointed through an innovative open competitive process as is the case in Nairobi or by the government, the critical factor appears to be that the person appointed needs to enjoy credibility and uncontested legitimacy in the university community to be able to provide strong and effective leadership. The consensus litmus test agreed upon is the total absence of political patronage consideration when a government controls the appointment process.9 All other officers that constitute the top management (called “principal officers” in some Anglophone countries) and the entire management group are hierarchically subordinate to the rector or VC. Above the VC, UCAD has only a General Assembly of the University over which he presides, in contrast to three different instances in Anglophone countries: the Governing Council, the Chancellor and the Visitor. The Council is the supreme administrative decision making body while the Chancellor and Visitor perform largely ceremonial functions. Normally, the Council is chaired by a government appointee (from outside the university) and it comprises other government nominees and representatives of the Senate (the supreme academic decision making body). The VC is a member and the registrar serves as the Council secretary. In the case of UCAD, the rector chairs the University General Assembly that is the supreme decision making

8 For example, Ibadan’s plan is to increase the number of postgraduate students to 60% of total enrolment within five years and UZ aims at an increase to 25% within the same time frame. 9 A good illustration is provided by UCAD whose statute expressly obliges the government to appoint as rector one of the serving deans in the university who must have been duly elected to that office.

www.coursefunds.com 18 body. But university decisions are subject to close supervision by the government – much closer than is the case with Anglophone universities vis-à-vis ministries of education and regulatory agencies. Of course there some differences at the level of details among the Anglophone universities.10 Below the VC, the Senate and a more or less elaborate committee system constitute the governance instances with the VC as the chair of Senate and of almost all the statutory committees (with the exception of two or so joint Council/Senate committees that are presided over by the chair of the Council). The deans of faculties that constitute a critical sub-set of the management group are elected in some HEIs (for example, UCAD and Ibadan) while they are appointed in others (UZ).11 In the majority of public universities, the other principal officers besides the VC (registrar, bursar, and librarian) are appointed on contracts. Deputy rectors and deputy vice chancellors (DVCs), where they exist, are either elected (Ibadan, UCAD) or appointed (EMU, UZ). The differences in the governance structures within the group of private HEIs are almost as significant as those between them as a group and the public HEIs. Thus, for example, the governance structures at ISM comprise a hands-on president/CEO, supported by a small management team comprising a director general responsible for administration, finance and student affairs and a few other managers, including an academic coordinator. In contrast, Igbinedion, a secular private university, has governance structures that are modeled on the structures of Nigerian public universities (for example, Ibadan) at the level of the VC and below. Above the VC, the founder is the dominant “power”, regardless of a formal organ like Governing Council. WUA’s governance structures are close imitations of those in UZ. Regarding the two faith-based universities (AU and Daystar), the Methodist church is represented in the structures above the VC at AU while Daystar church interests are represented in the structures above the VC at Daystar. The governance structures below the VC in both universities are close to those in Anglophone public universities. Many of the HEIs are likely to agree with the summary of the reform of governance structures spelled out in Nairobi’s strategic plan: to achieve “leaner governance organs with shorter turnaround times”. Ensuring quicker decision-making (through reform of the Committee System) is also mentioned by Ibadan and UZ. The other important governance reform measure mentioned by a few HEIs (for example Daystar and UCAD) is the introduction and implementation of changes that would align their governance structures with the same concerns with accountability, transparency and participation that are emphasized in their vision and mission statements

V. Resource Mobilization The sources of revenues for the HEIs are the following: government subsidy, tuition fees, and self generated revenues referred to variously as “third stream” revenues and internally generated revenues. As shown in Table 5, there are significant differences among public HEIs regarding resource mobilization as there are among private HEIs. Regarding private HEIs, the most notable difference is the significant resources provided for faith-based institutions through churches in contrast to the secular private institutions that depend, to a great extent, on revenues from tuition fees. There are also differences between public universities and private ones, notably in respect

10 On this aspect of government-university relationship, some of the differences in the practices at Ibadan, Nairobi and UZ could be as significant as the differences between them as a group and those at UCAD. 11 Until 1999/2000, UZ had elective deans. According to the incumbent VC (a staff of UZ for over two decades), appointed deans have proved more effective than elected deans. The author met rectors/VCs in other HEIs that considered elected deans more effective than appointed deans. This is obviously a good topic for debate.

www.coursefunds.com 19 of government subsidies that are available to the former and not to the latter. Several of the public universities surveyed depend on government subsidy for close to 90 percent of their total income. The exceptional case of Nairobi is a recent development that dates from the late 1990s, beginning with modest enrollment of fee-paying students into what was called “parallel programmes”, that is the same undergraduate and postgraduate programmes taught by the same teachers in the evenings and weekends. This category of fee paying students now constitute the “Module II” admissions as distinct from “Module I” admissions who pay no fees and are financed through the subsidy provided by the state. (“Module III” admissions into distance education who will pay fees are scheduled to begin in 2005/06).

TABLE 5 Sources of Income

Countries Government Tuition Sponsoring Development Internally Subsidies Fees religious Partners* Generated organizations Revenues AU - 55% 25% 15% 10% DAYSTAR - 80% 10% - 10% EMU 60% - - 30% 10% IGBINEDION - 97% - 3% ISM - 100% - - - NUR 89% - - - 11% IBADAN 90.4% - - - 9.6% KINSHASA** - NAIROBI 45% 45% - - 10% TUT 50.5% 31% - 18.5% UCAD 59.6% 2.4% 30% 8% UNISA 40% 40% - 20% UZ 83% 2% - - 15% WUA ***

* For AU, all 15% refer to donations and grants from sources that are distinct from the sponsoring religious organization. For example, donors to AU include USAID. For EMU, the 30% is roughly a 50:50 split between grants and loans/credits. The latter are in reality indirect government subsidy. According to UCAD record, the 30% is obtained through [international] “cooperation”. No breakdown between grants and loans/credits is provided. Whatever proportion is loans/credits would be an indirect government subsidy as in EMU. ** According to the relevant officials met, the state pays staff salaries and no capital grants are provided. Tuition fees constitute 90% of the university’s total income. *** Details on income in the “Financial Statement 2003-2004”do not match the sources indicated in this Table except that tuition constituted 45% of the total and WUA receives no subsidy from the government.

Notes 1. Data for most universities are for the most recent financial year (2004 or 2003/2004). In a few cases, they are averages for the most recent three to five years (for example the data for Ibadan are the averages for 1999/200 through 2003/2004). In the case of TUT the figures are for projected income for 2005.

www.coursefunds.com 20 2. A variety of sources of income are subsumed under the rubric “Internally Generated Revenue”. In several universities, grants and gifts from foundations are regarded as part of IGR. And in Ibadan, earnings from fees charged for postgraduate programmes are regarded as part of IGR.

All the universities seek to expand their sources of funds through more less similar approaches: establish or strengthen fundraising and alumni offices, establish or expand income generating activities (notably consultancy services), create or expand endowment funds or foundations. A few universities have established their own private companies that spearhead internal revenue generation (for example, Ibadan and Nairobi). Colleges, faculties, departments and units also seek to generate revenue in support of their core activities and there are agreed guidelines on the sharing of the proceeds of such revenue mobilization efforts (for example, at Ibadan and UCAD). The faculties that have succeeded more than others in different HEIs in mobilizing own resources are Medicine, Agriculture, Law, and Social/Management Sciences. Nairobi has embarked on a comprehensive assessment of its assets base - land, residential properties, farms, livestock, and intellectual property – with a view to deriving revenue from their commercial exploitation. One other creative approach to resource mobilization at AU is soliciting funds from individuals and families (in the USA) to finance the cost of buildings (staff houses, student dormitories, faculty building) that are named after them. AU and a couple of other HEIs would like to see African governments grant tax concessions to African companies, families and individuals who make grants and donations to such institutions. There are probably good practices in this area already in some African countries but none was mentioned in the eight countries visited. AAU could help identify such good practices and disseminate its findings among African HEIs.

Box 2: The University of Ibadan Endowment Fund

When the University celebrated its 25th anniversary in 1973, it launched an appeal fund for developmental projects. The launching produced about N670,000.00. The University did not want the donation to be mixed with other funds. Hence a separate committee was established comprising Alumni of repute to manage the funds. The UI Endowment Fund was then registered with the Corporate Affairs Commission as a separate entity. It operates separately from the university administration, has its own accounts and reports directly to the University Council. The funds realized were invested in shares and evaluated from time to time. All dividends are ploughed back to purchase more shares. At the end of each year, part of the surplus of each year is paid to the University as dividends. Such dividends, which started from about, N100,000.00 about twenty-five years ago has increased over time. The dividend paid to the University for 2004 was N30 million. The shares of the Endowment Fund as at the beginning of 2005 were valued at about N1.4 billion. A section of the Bursary manages the funds and keeps all the records. Source: From a “Note” prepared by the Bursar, University of Ibadan, July 8, 2005 with minor editorial changes by the author.

Note: Many HEIs have adopted the Endowment/Foundation route. They include AU, EMU, TUT, UCAD, and UNISA. By June 2005, most of the plans for endowment and

www.coursefunds.com 21 foundations were still on the drawing board except at AU where the endowment fund was about US$22 million. UCAD’s Foundation was launched in February 2005.

Box 3: Fundraising for Africa University, Mutare, Zimbabwe The bulk of fundraising for AU is through a Development Office housed at the General Board of Higher Education and Ministry in Nashville, Tennessee, USA. The Development Office’s primary mission and responsibility is to raise funds commensurate with the capital, endowment, and operational needs of the University. The office sets annual and quadrennial fund-raising goals and implements strategies to meet those goals. The strategies include fund-raising, friend- raising, solicitation and stewardship. It interprets the programmes of the University to local churches, organizations, and agencies throughout the United Methodist connection and beyond.

Note: The head of the Development Office is the University’s Associate Vice Chancellor for Institutional Advancement and one of the institution’s principal officers.

Source: Africa University Prospectus 2003-2005, p. 16

VI. Budgeting and Financial Management Systems In some HEIs, there is a serious problem of the allocation of a high proportion of their recurrent budgets to personnel costs (as high as 90% in a few cases), leaving very little to be spent on operations and maintenance. The senior managers of the institutions concerned admitted that there is overstaffing in respect of the non-teaching staff. Not surprisingly, the private HEIs have managed to avoid this problem as they keep their non-teaching staff strength small unlike the public universities where the non-teaching staff are more than the teaching staff in several cases, including one HEI where there is a 1:2 ratio of teaching to non-teaching staff. In countries where HEIs depend on governments for their capital budgets, the experience in most of the institutions is the inadequacy and unpredictability of the annual allocations. A few HEIs are fortunate in being able to mobilize funds for capital expenditure through one or more of the special sources of income mentioned in section IV above – see Table 5 Most of the public universities claim that their budgetary process is participatory but none of the private universities makes the same assertion. Indeed, two or three of them admitted that their budgeting and financial management systems are centralized (ISM, Igbinedion and WUA). With the exception of one private university, all the universities in the survey have varying numbers of professionally qualified accountants in their bursaries. Almost every institution uses an accounting software for budgeting and financial management but only a few have fully computerized financial management systems. And only three or so have fully decentralized financial management to the levels of the individual faculties and other cost centres (for example, Ibadan, UNISA and UZ). See Box 4 for a summary of Ibadan experience.

Box 4: Decentralization of the Bursary at Ibadan

About 1991, the University of Ibadan decided to operate a collegiate structure and this required the decentralization of core activities in university administration, especially finance, registry and student matters. When the collegiate system was abandoned in 1996, all the other units returned

www.coursefunds.com 22 to their central offices but the Bursary retained its decentralized units. Under the arrangements, the Bursary maintained the following Faculty Finance Offices. - Finance Office for Faculties of Arts, Social Sciences and Law - Finance Office for Faculty of Education - Finance Office for Faculties of Science and Technology - Finance Office for Faculties of Agriculture, Forestry, Veterinary Medicine and Pharmacy - Finance Office for Faculties in the College of Medicine A Chief Accountant heads each of the Finance Offices. Each maintains its separate books of Accounts and banks. All funds accruing to the Faculties are disbursed to the respective Finance Offices where the departments and other units make withdrawals. This system has enabled the main (central) Bursary to deal with the few units in central administration and utilize available time to plan for the financial health of the university. Source: From a “Note” prepared by the Bursar, University of Ibadan, July 8, 2005 with minor editorial changes by the author.

Only a few HEIs claimed that their budgets are explicitly linked to their strategic plans. For example, UZ’s zero-based budgeting is linked to an annual plan that is a 12-month slice from the strategic plan. (This was an assertion of the bursar confirmed by a few deans met as well as by the VC). However, this approach cannot be adopted in countries where there is tight government control of university budgets. For example, in Mozambique, government’s prior approval is required before the EMU can fill vacancies for both academic and non-academic staff. The institution does not enjoy the financial autonomy to use funds for purposes set out in its approved budgets. This practice probably prevails in a few of the other HEIs surveyed. Regarding the critical issue of having an adequate number of qualified staff to manage the finances of the institutions, the situation in the HEIs is “mixed”: some are better endowed than others. One group of institutions is adequately staffed at the professional and accounting technician levels whilst a second group has an adequate number of staff for managing their institution’s finances but they lack staff that have obtained professional qualifications, that is, belonging to one of the established accounting bodies whose technical and ethical standards help to assure quality financial management. However, all the bursars (or chief finance officers) met during the survey demonstrated commitment to good financial management, including the need for attention to both efficiency and accountability. The majority of the institutions have established internal audit units that report directly to the CEO of each institution but the author was unable to critically review the their activities. The need for continuous education and training of finance officers was stressed in most of the institutions.

VII. Human Resources Development and Management There is a significant difference between the majority of the universities surveyed that employ teaching and non-teaching staff without discrimination of race, gender, sex and religion and one faith-based university that employs “only born again and committed Christian academicians and staff”. The impression of the author from the discussion of HRM at the institution is that the restricted target population for staff recruitment has not posed a problem. But there is acknowledgment in some part of the strategic plan that the institution would be unable to recruit from among people who “separate faith from their work rather than integrating the two”. Another special HRM case is the explicit adoption of a policy in South African universities (UNISA and TUT in the context of this report) that seeks to redress the serious racial imbalance in the composition of both teaching and non-teaching staff. The goal is to significantly increase the representation of blacks and women in academic and administrative posts, especially at senior

www.coursefunds.com 23 levels.12 As already mentioned, some of the other universities have an explicit policy that seeks to achieve gender balance in staffing. Not surprisingly, the problem of demographic succession in staffing (especially academic) was more acute in the older universities (for example, UCAD, Ibadan, Nairobi, and UZ) than in the newer universities (for example, Daystar, NUR and WUA).13 For example, at Ibadan, it is estimated that over 40 percent of the current stock of 256 professors would have retired by 2010. Because staff development efforts were minimal from the late 1980s to about 2000, replacing them constitutes a challenge to the university’s leaders. The “solution” adopted in Nairobi and other public universities in Kenya is setting the retirement age at 70 (cf 65 in Ibadan), thereby assuring that senior academics would spend a few more years during which the ranks of the succeeding generation of professors would increase. At the same time, there would be a significant number of senior academics to help produce more junior academics for the system. The problem of inadequate academic staff is exacerbated by a huge increase in the demand for experienced senior staff linked to the establishment of many private HEIs since the early 1990s. In Kenya, the number of private universities increased from two around 1990 to over one dozen in 2005; in Rwanda, all the eight private universities were established during the last eight years; and in Nigeria twenty-three private universities were licensed between 1999 and 2005. Of this number, about 18 would be operational during 2005/2006. All the universities in the survey are agreed that in-country expansion of postgraduate programmes is the sustainable route to the steady production of junior academics. However, inadequacy of senior academics and/or equipment (in respect of science and technology) constitute constraints in most of the institutions. In 2005, EMU had only 11 full professors (7 of them expatriates) and 45 associate professors. The composition of non-teaching staff (administrative, technical and service staff) poses serious problems in some public HEIs (see Table 6). In the case of UCAD, it is not only a quantitative problem, it is also qualitative: of the total 1129 staff, close to 62% have only secondary school-level qualification or less while only about 7 percent are top-level professionals and managers. (The problem of quality in the other HEIs with a large size of non-teaching staff is likely to be similar to UCAD’s even though relevant data were not provided to the author). Another HRM problem that relates to non-teaching staff is the alignment of their conditions of service on what prevails in the national civil service system. In a few cases, the staff are treated purely and simply as an integral part of the national civil services. In the cases where university Councils are the employers of both established academic and non-academic staff, there is debate on the extent to which salaries and conditions of service should be aligned, given the international “market” for academics compared to the local/national “market” for non-academics.

TABLE 6: Teaching and Non-Teaching Staff in Some HEIs

HEIs TEACHING NON-TEACHING STUDENT POPULATION Africa University 52 33 1201 Daystar University 100 150 2000 Eduardo Modlane 1069 11,000 University Igbinedion University 220 180 4000

12 For example, the national Black/White target ratio is 80:20. In 2005, UNISA was at 30:70 and it hopes to attain 70:30 by the end of the strategic plan period in 2015. 13 Igbinedion has an ageing professorate by “choice” (as an interim measure) as its stock of 23 professors comprises mostly retirees, visiting, and associate (part-time) staff.

www.coursefunds.com 24 National University of 348 776 8000 Rwanda Universite Chieck Anta 1200 1219 30,000 Diop University of South 1218 2552 230,000 Africa

Motivation While some of the universities have sought to reinstate a few traditional methods of motivation for staff, others have introduced some innovative methods.14 One of the notable traditional methods is the provision of decent housing at affordable costs (for example, UCAD) or at virtually no cost at all, except for payment of utilities (Igbinedion). To encourage scholarly publications in reputable international journals, Igbinedion introduced in 2004/2005 a small financial reward for staff members whose papers are published in such journals. The innovative approach to motivating researchers in UNISA is summarized in Box 5 below.

Box 5: Innovative Approach to motivating Researchers in UNISA. The South African National Research Foundation (NRF) rates researchers in different disciplines every year. In 2004, the vice-chancellor of UNISA decided to organize a reception in honour of the NRF-rated researchers, in recognition of their achievement. On June 13, 2005 I attended the second reception organized to honour 19 new NRF-rated researchers. At the reception, a manager in NRF gave a “motivating” address on the need for greater attention to nurturing a research culture in the country’s higher education institutions. This was followed by citations for the 19 rated researchers. The 2005 cohort of rated researchers work in a wide range of disciplines, including astronomy, computer science, history, literature, management science, natural science, and philosophy. At the end of the reception it was announced that the recognition of NRF-rated researchers in the university would henceforth be an annual event. Cumulatively, UNISA currently has 70 NRF-rated researchers.

For details on NRF’s research rating, see its website: www.nrf.ac.za

Some universities mentioned the provision of small research grants and funds to support staff participation at conferences and seminars as highly appreciated incentives by academic staff. Another example of innovative approach to motivation that is mentioned in the strategic plan of EMU (but not yet implemented) is the introduction of a system of annual honours and rewards to be attributed by a specialized commission to the most outstanding people involved in holding university events and in the performance evaluations in the different sectors. At Igbinedion, a “Dean of the Year Award” and a “Staff of the Month Award” (from the ranks of teaching and non-teaching staff) were introduced during 2004/2005. Finally, Nairobi’s strategic plan includes a bold motivation initiative for professors, “the real vehicles of academic activity, as leaders of research and warrantors of the unity and interaction of research and teaching”: “Their remuneration should be determined by their output at internationally competitive levels and not on ‘State fixed Wages’.” Most universities are likely to be interested in how Nairobi translates this idea into practice.

14 One senior manager in one of the universities observed that “usual [traditional] motivation factors are no longer usual”. This is a reference to the period of decay when salaries became seriously eroded and some universities were unable to pay allowances as and when due.

www.coursefunds.com 25

Performance management A notable area of focus in the renewal efforts of some of the universities is a serious attention to performance management. At Nairobi and UNISA, there is a performance contract between the VC15 and the Governing Council of each university. The form used in UNISA that was made available to the author is detailed and both the rewards for good performance and actions to be taken in case of unsatisfactory performance are clearly set out. Performance contracts linked to a bonus system cascades down to the level of the senior management group (pro VC, DVC, vice- principals and executive deans and directors). At Ibadan, all academic leaders holding elective and appointed posts are assessed/evaluated annually, using suitably designed forms. The office holders assessed are: VC and deputy VCs, provosts and deans, and heads of departments/units and directors of institutes. The bursar, librarian and registrar have contract appointments and the evaluation of their performance is built into their contacts. The procedure for the annual assessment of the VC and deputy VCs at Ibadan is summarized in Box 6 below.

Box 6: Annual performance evaluation of academic leaders at Ibadan Towards the end of each session, a panel constituted for assessing the performance of a leader shall send appropriate forms out to those who are eligible to assess him/her. The panel will deliberate on the submissions, and make recommendations to the appropriate body that is empowered to make a final pronouncement on the matter. The officer concerned shall be formally informed of the outcome of the exercise. The entire exercise shall normally not last more than FOUR WEEKS (sic). Notes. - The panel that conducts the evaluation of the VC and deputy VCs is constituted by the Senate and the “appropriate body” that makes a final pronouncement on the matter is the Council - Faculty boards (or academic board for the provost) set up the panels that conduct the evaluations of the provost and the deans and it is the Senate that takes “any necessary action”. - The panels that conduct the evaluation for heads of departments/units and directors of institutes are their academic members and their recommendations are sent to the VC “for necessary action”.

Source: University of Ibadan. The Vision for the 21st Century, pp. 16-17.

TUT has elaborated a performance model – “People Model” – whose building blocks are high performance teams linked to effective relationships, high performance individuals and effective leadership. At AU, consultants from Ernst Young helped to develop performance management forms for staff and they are helping with its implementation. Two other universities (Daystar and Nairobi) mention performance management in their strategic plans without spelling out how it would actually be carried out. Daystar plans to “introduce performance-based pay and rewards” and to “design, develop and implement performance evaluation tools”.

Staff development and training All the universities visited attach great importance to staff development and training. Each of the universities combines sending young academic staff to obtain higher degrees with introduction or expansion of graduate training programmes. The problem of trained staff that fail to return to their home universities is common, albeit with varying degrees of severity among the institutions.16 Although the idea of bonding trainees is widely used, its effectiveness is generally

15 The full title of the chief executive officer in UNISA is Principal and Vice Chancellor. 16 Between 1985 and 1999, UZ claimed a 100% return rate of his Staff Development Fellows. Because of steady increases in the number of trainees that failed to return from 2000 onwards, only 2 persons were sent abroad in 2004/2005 compared to the dozens that used to be sponsored annually up to the late 1990s.

www.coursefunds.com 26 limited even when bonding of trainees is taken seriously as in NUR.17 The preferred solution in most of the universities is reliance on local graduate training programmes. One essential precondition for developing young academics that EMU seeks to address (since 1999) is building their capacity to conduct research. Specifically, it introduced an open fund for training junior academics in research methodology. Competitive research proposals prepared by young academics are awarded grants (maximum of US$15,000) and a senior academic is assigned to supervise each successful junior academic. The US$150,000 available for the awards annually is provided by the Swedish Agency for Research Cooperation (SAREC), the Government of Mozambique, and the World Bank (since 2002). The awards target subject areas where research capacity is weak. Most HEIs mention loss of staff through “brain drain” but only a few mentioned loss through the HIV/AIDS pandemic. (In one of the universities, 52 percent of established academic positions were vacant in the faculty of medicine) A few of the universities surveyed attach importance to achieving “excellence in teaching and learning”, as one of such universities (Daystar) has put it. To this end, Daystar created a Centre for Excellence in Teaching and Learning (CETL) in 2001 with terms of reference that include the following: orientation of new faculty to the educational philosophy and vision of Daystar; faculty development programmes; further education opportunities for Daystar faculty; develop “smart classrooms” and train faculty on how to use them effectively; and actively participate in the work of the Africa-wide Christian Higher Education Faculty Development Network. According to Daystar’s strategic plan, CETL is under-funded and under-utilized because the university’s management gives a low priority to faculty development issues and the university timetable is so full that there is no opportunity to schedule the Centre’s activities. The experience in UZ, through its University Teaching and Learning Centre (UTLC), comes close to a good practice (see Box 7)

Box 7: University Teaching and Learning Centre, UZ. Established in 1983, the University Teaching and Learning Centre (UTLC) focuses exclusively on academic staff. The Centre’s mission is “to provide professional programmes of the highest quality that will assist the University’s academic and ancillary staff to maximize their teaching and learning skills and facilitate effective student learning, and to cooperate with other higher education institutions to the same end.” The main activities of UTLC include the following: research on teaching and learning; disseminate information on teaching and learning; conduct induction and teaching development workshops; organize dialogues, lectures and seminars. The workshop series it organizes covers the following areas, among others: induction courses, designing and reviewing courses, student and staff relations, lecturing techniques, teaching large classes, teaching and learning in small groups, practical classes, and instructional technology. UTLC liaises with the university’s Information Department to organize the University professorial Inaugural Lectures. In recent years, UTLC organized workshops for academic leaders (deputy VCs, deans and heads of departments) on strategic plan preparation and implementation. Finally, a testimony to the influence of the Centre is

17 NUR’s contract for trainees (a copy was made available to the author0 includes clauses that obliges an employer that poaches a returned trainee (after completing his/her studies) to deduct from monthly salaries to repay the university. The final avenue for enforcement is taking both the trainee and his new employer to court.

www.coursefunds.com 27 that its staff are represented on each Faculty team established to assess individuals being considered for promotion on the basis of outstanding teaching.

Sources: Write-up on the UTLC by its Director and information obtained from a general handout on UZ provided to the author.

Although several HEIs mention the elements of what would constitute a human resource development/management policy no example of a comprehensive policy was presented to the author. Attention has already been drawn to the situation at TUT and UNISA where both institutions referred specifically to the employment equity policy (that is, focused on one aspect of HRM) of the national government. Perhaps the closest is UZ that states very clearly in its Five-Year Strategic Plan 2003-2007 the scope of the HRD policy it intends to develop and implement: “a comprehensive Human Resource Development Policy covering Capacity Building for all staff, Code of Conduct, Performance Appraisal, and retention incentives, such as guaranteed funding for contact and sabbatical leaves”.

VIII. Managing Students’ Affairs The management of students’ affairs is taken very seriously in all the HEIs. In the privately owned institutions, the tuition fees paid by the students constitute the main source of income. Therefore, ensuring the satisfaction of the students is a primary concern of the management teams of such institutions. It is significant that in one such institution, two of three students unrest that occurred during the past five years arose from complaints about not having value for money: they demonstrated against increase in fees when there was decline in hostel and transport services. In some public institutions, students unrest are caused by a wide variety of issues such as high tuition fees, inadequate financial aids (or scholarships), poor welfare services (especially accommodation and feeding)18 and protests against government policies focused on both educational and other areas. Some of the public universities have experienced students’ strikes and campus unrest that resulted in the closing of the universities for periods ranging from a few weeks to several months, and, in a few cases campuses have been closed for full academic years. Ibadan, Kinshasa, and UCAD reported the worst cases, especially in the 1990s. In contrast, the academic years in all the private universities have been stable The recent decision of the Nairobi to raise the profile of the staff responsible for students’ affairs to the level of a DVC (Student Affairs) indicates the importance attached to this aspect of university management. In the other HEIs, students’ affairs are managed either by deans (academic) or by a senior manager in the administrative services. While the former is responsible directly to the VC, the latter is responsible directly to the registrar. The author did not explore the differences (if any) between having an academic and having an administrator as the responsible official for managing students’ affairs. Regardless of whether it is an academic or an administrator, the remit covers the same issues: students’ governance, welfare services, health care (with particular reference to HIV/AIDS), counseling, and conflict resolution. HEIs pursue the common objective of promoting leadership training among students in different ways. The public universities allow students’ union activities (within established rules and regulations) as well as various types of students’ organizations, including clubs organized around subject disciplines. Most of the private HEIs limit students’ organizations to the club or association variety and none of them allows students’ unions (with “governments”) as they are

18 Experiences with outsourcing or privatizing students; welfare services are “mixed”: some have gone well while others have not succeeded, especially in cases where the policies are imposed in a top-down manner.

www.coursefunds.com 28 known in public universities. A few institutions encourage students to engage in community development activities (for example, Daystar). Both public and private HEIs take disciplinary matters seriously, especially in institutions where they assume violent proportions (for example, the problem of cultism at Ibadan).19 Another problem that all the institutions take seriously is the HIV/AIDS pandemic – a few mentioned AAU’s HIV/AIDS Toolkit. Students’ participation in aspects of university governance is also a common practice in the HEIs. However, some HEIs allow a wider scope for students’ participation, including representation in Governing Boards/Council and Senate (AU, EMU, Nairobi, NUR, UNISA, WAU) than others that allow students’ participation only in lower governance organs (for example, Ibadan).

IX. What HEIs Expect from the Association The expectations of the HEIs from AAU summarized in Table 7 are samples of the responses to the question posed by the author on the subject. Several institutions mentioned the same expectations that are recorded for only one or two institutions. Notable examples are: promotion of collaborative research and staff and student exchange. Another expectation that several institutions mentioned is the need for AAU to lobby African governments on behalf of its member institutions in respect of some specific issues, notably the bandwidth problem and the crucial importance of allocating significant resources to research and development.

TABLE 7 Examples of Actions that HEIs Expect from the AAU

Universities Actions expected from AAU Africa university Promote linkages/partnerships among member HEIs at sub-regional and continental levels; share reports of AAU-sponsored surveys and studies among member institutions; help coordinate organizations that seek to enhance connectivity in African HEIs. Daystar University Introduce and implement “affirmative action” for private member HEIs; promote staff exchange; ensure members’ access to research activities of African universities Eduardo Mondlane Bring strategic plan of the Association to the attention of African University governments; make the promotion of peace and conflict management one of the core areas of attention; promote the conduct and dissemination of research in African universities. Igbinedion University Provide an expert to help with preparation of strategic plan; create and disseminate a database of retired African professors; provide guidance on sourcing financing the cost of upgrading library, laboratories, and research facilities Institut Superieur de Help with staff and student mobility; facilitate cooperative relations Management among libraries in public and private HEIs; ensure easy access to research reports and publications of AAU. National University of Promote staff exchange; promote collaborative research; help with Rwanda quality assurance. Tshwane University of Create a quality and qualifications framework for use across the Technology continent; coordinate debate on the definition of an African university; provide guidelines for HEIs that operate across national borders with due attention to competition over candidates and the economic implications.

19 A peculiar disciplinary problem in Ibadan and other public tertiary institutions in Nigeria is the phenomenon of cults that are alleged to causes mayhem on campuses. A former VC of one of the public universities has co-authored a book on the problem – A. Ekpo and A. Agbo, Behind the mask, n.p., 2005.

www.coursefunds.com 29 Universite Cheick Anta Do more lobbying (advocacy) for HEIs vis-à-vis African governments, Diop African Union, international foundations, and donors; create sub-regional bureaus to ensure effective continental presence; extend activities of network on distance learning to cover francophone institutions. Universite de Kinshasa Seek to persuade governments to attach priority to HEIs through provision of adequate and predictable support; assist universities to finance the priorities in their strategic plans through funding under the Blair Plan; organize a study of the problems of universities in post- conflict countries. University of Ibadan Support provision of pedagogical training for university teachers; promote student and staff exchange; undertake census of experts in rare skill areas and disseminate among members University of Nairobi Improve communication with member HEIs; launch an African Journal of Higher Education; introduce and implement a continent-wide honours system for distinguished African academics. University of South Articulate a common vision of African HEIs; develop a general Africa framework for collaboration among African HEIs, including a code of conduct; create and widely publicize a database on capacities that are available within African HEIs, with particular reference to specialized and rare areas of expertise. University of Help universities concerned with solving the bandwidth problem Zimbabwe regarding ICT; help develop e-learning capacity within member institutions; promote exchange of external examiners among African universities Women’s University in Support universities that are interested in distance education; promote Africa student exchange; invite WUA to participate in conferences, training workshops and seminars.

The request of many of the institutions surveyed that AAU provides access to expertise (or capacities) available within African HEIs is only partially met by the existing Roaster of African Professionals (ROAP) that the Secretariat maintains. The experts listed in ROAP would need to be critically reviewed periodically (once every four or five years?) by panels of experts who would identify the most solid academics (crème de la crème) in the different disciplines. A separate database, distinct from ROAP would need to be created for these categories of expertise. For example, HEIs would normally go to this list to select external examiners.20 Some members of the Association that are in arrears (for example, Kinshasa) would like to join the group of members in good standing through a total or partial debt “forgiveness”. UCAD that is aware of a debt reduction decided upon at the Association’s General Assembly held in Cape Town in February 2005 would like to receive confirmation from the Secretariat about payment arrangements. The fact that several of the universities would like to obtain more information about AAU and have access to the results of its sponsored research and studies suggests that there is urgent need for improved communication between AAU and its members on the one hand and its dissemination approaches in respect of products that it would like to share with members, non-

20 A precedent in the humanities is the panel of literary experts that selected Africa’s top 100 books of the 20th century. For the more broad-gauged purposes suggested here, four panels could be constituted on each occasion: one each for the humanities, medicine, science and technology, and social/management sciences.

www.coursefunds.com 30 members and the interested public on the other.21 Reliance on the communication and dissemination through the Internet makes sense and as connectivity penetration deepens in HEIs, this method of communication would become more effective and reliable.22 In the meantime, the secretariat might consider placing advertisements in selected newspapers and magazines to draw attention to urgent, topical and important reports and activities. The following are some additional specific expectations mentioned by the HEIs that are not in the summary provided in Table 7  Help its members develop e-learning capacity  Identify and publicize centres of excellence in different disciplines in African HEIs  Help expose young academics to African and international experiences  Liaise with UNDP to develop and execute a TOKTEN programme for African academic staff in the Diaspora.  Facilitate postgraduate training by the stronger departments in better endowed HEIs for students from institutions with weaker capacity.  Identify and disseminate information on sabbatical opportunities within African HEIs.  Help identify experienced academics that would accept short-term teaching assignments in member institutions that need their expertise.  Coordinate the inputs of African universities prior to the meetings of the Association of Commonwealth Universities as well as those of the Agence Universitaire de la francophonie.23

X. Miscellaneous (i) On Private Universities In the eight countries visited during the fieldwork for this report, it would not be an exaggeration to talk about the rise and rise of private universities from the 1990s to the present with the decade 1995-2005 as their “golden age”. By mid-2005, Nigeria had approved 23 private universities (all of them between 1999 and 2005), Kenya (18), Rwanda (8, all between 1995 and 2005), Senegal (6), Mozambique (6) and Zimbabwe (4).24 In a majority of these countries (Senegal is a notable exception) a significant number of the private universities are faith-based: about 50 percent in Kenya, Mozambique, Nigeria, Rwanda, and Zimbabwe. Five of the 14 HEIs covered in this report are private and two of them are faith-based (AU and Daystar). In addition to some of their distinguishing features already highlighted in the relevant parts of the report above, three other points about private HEIs in general deserve to be mentioned.

 Private HEIs in AAU: The Association has established a set of criteria for reviewing the applications of private universities to join its ranks and of the current (July 2005) 195 members, fifteen (15) are private HEIs. However, the Association might wish to consider adding a criterion that would ensure that a private university that applies for membership

21 Complaints about lack of response to applications to advertisements of AAU (sponsored or coordinated) fellowships can be taken care of by specifying in the advertisements that only successful candidates would be contacted. 22 AAU would need to make its website more informative and up-to-date. 23 AAU would also have to keep abreast of developments within the Association of the Portuguese Speaking Universities as well as the Association for Arabophone Universities. 24 In 2002/2003, one third of students enrolled in undergraduate degree programmes in Mozambique were in private HEIs. Comparable data on Senegal for 2004/2005 were 15,000 of total enrollment of 60,000 students pursuing undergraduate and postgraduate degrees (that is, 25%) were enrolled in privately owned HEIs. Of he 18 HEIs in Kenya, 6 are chartered (that is, can award own degrees) and 12 are registered (that is, can only award degrees of recognized national or international universities until they are chartered).

www.coursefunds.com 31 does not maintain a parasitic relationship with one or more of its existing members in the home country (see second bullet below).  Relationships between private and public universities: The obvious starting point is to stress that private HEIs complement the public universities in expanding access to higher education to a greater number of students; they increase the choice of students and their parents; and they enhance research, teaching and community service in their different countries, and in some cases in one or more sub-regions. Overall, private universities only accentuate competition over staff and students and increase quality dilution – the former is healthy while the latter is unavoidable. However, the problem of academic staff of public universities that “moonlight” in private universities has become a problem in almost all the countries visited where the two types of institutions co-exist. (“Moonlighting” means that the concerned academics from public universities teach without taking permission and earn fees that are not disclosed to their own universities). In addition to the ethical dimension of the problem, there is also the question of the moonlighters’ reduced attention to their primary responsibilities in their own universities. Some rectors/VCs expressed disapproval of these bad practices but no solutions were proffered.  Phenomenon of failed private universities: The phenomenon of “failed” private universities was mentioned in the Democratic Republic of Congo and Zimbabwe. In DRC, it was a case of the founders of two private universities requesting the state to take over the institutions. In Zimbabwe, the Great Zimbabwe University, sponsored by the Dutch Reformed Church, failed and the government had to step in to distribute its students among the public universities. Against this background, it would make sense for governments that encourage private participation in the higher education sector to be proactive in taking steps to prevent failure

In the light of these developments, AAU would need to consider arranging for an assessment of private provision in the higher education sector as a follow up to the “Policy Forum on Private Higher Education in Africa” it organized in collaboration with ADEA/WGHE and the International Institute for Education. The objective would be to produce recommendations that would ensure healthy collaborative relationships between public and private HEIs.

(ii) On Information and Communication Technology (ICT) There is high awareness of the usefulness (actual and potential) of ICT in all the HEIs. UNISA is an unrivalled leader in this area as its well-developed distance education programmes are delivered largely through ICT. Both UNISA and TUT use ICT extensively as a management tool. On a continuum from limited to extensive use of ICT as a management tool, UNISA and TUT will be near the “intensive” end while Kinshasa, WUA and Daystar would be near the “limited” end. The other HEIs would lie somewhere in-between the two groups. However, the key persons responsible for ICT in the different institutions are almost all uniformly enthusiastic about ICT and they are very keen to extend the scope of its usage in their respective institutions. Two main problems were highlighted: lack of funds for the purchase of hardware and software (especially Kinshasa) and bandwidth problem (especially EMU and UZ). At the level of staff and students, the use of ICT varies enormously in the HEIs, ranging from high familiarity in a few to moderate familiarity in some and limited familiarity in the others. There is much catching up to do in the majority of the institutions that are possibly more representative of the majority of AAU member institutions than the few where staff/student use of ICT is high or moderate.

(iii) On Distance Education

www.coursefunds.com 32 Leaving aside the unique case of UNISA that is primarily a distance education institution (distance education started there in 1945), all the other HEIs expressed interest in this approach to learning. However, there are significant differences among them. In a few cases (for example, WUA), it is just an idea that has not yet gotten off the drawing board. In countries with National Open Universities (for example, Nigeria and Zimbabwe), there would be additional constraints to individual universities (Ibadan and UZ) that seek to establish their own distance learning programmes. The recently launched African Council on Distance Education would be a useful forum for all HEIs interested in the subject and AAU could help mobilize support for the Council.

(iv) Networking Each of the HEIs is involved in varying numbers of networks both inter-African and international. Networking of the international variety is of two types: participation in a network of HEIs both African and non-African and partnerships between an African HEI and a non- African HEIs. (There is also extensive networking at the Departmental and Faculty/School levels but these are outside the scope of this report). EMU has a strong network (focused on animal, plant and environmental sciences) with one university each in Namibia and South Africa that involves exchange of both staff and students. (The network benefits from financial support from NORAD and the governments of the three institutions concerned). Of the ten partnerships between UZ and ten universities in Canada and USA, four involve student exchanges only, two include staff and student exchanges and the remaining four involve collaborative research as well as staff and student exchanges. Not surprisingly, the two faith-based private universities participate in one or more networks involving African and non-African faith-based HEIs (for example, the International Centre for the Promotion of Christian Higher Education).

(v) Languages and African Universities Of the main language areas covered by AAU members, English and French are the most widespread. (The two others are Arabic and Portuguese). No African language is used as a main language in any of the fourteen HEIs surveyed for this report. (The author is aware of only Afrikaans that is used as a main language in at least one South African university, Stellenbosch). Two language policies deserve to be highlighted: the ambition of NUR to become a bilingual university (French and English) and AU’s “Two Language Policy” (see Box 8). EMU is almost de facto bilingual: Portuguese is the main language but the country’s membership of the Commonwealth accounts for increasing attention to English. (At least, the incumbent VC is tri- lingual as the author’s discussion with him was in both English and French). Given the strong interest expressed in almost every HEI in the promotion of staff and student exchanges, it would make sense for the institutions to pay greater attention to developing competence in French in Anglophone countries and vice versa. The global dominance of English has more or less ensured that HEIs that use French as their main language are already paying serious attention to it and it is, therefore, the institutions that use English as their main language that need to do more about teaching French.

Box 8: Two-Language Policy at Africa University According to this policy, every student who graduates from Africa University must be proficient in English but should also have some working knowledge of either French or Portuguese (at least as tourists). Students have to take and pass either French for Beginners or Portuguese for Beginners. Those from French or Portuguese backgrounds enroll on the English as a Second Language Programme

Source: “Africa University Institutional Self Study. November 2003”

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ANNEX 1 LIST OF SELECTED FOURTEEN HIGHER EDUCATION INSTITIONS

1. Africa University, Mutare, Zimbabwe (AU)

2. Daystar University, Nairobi, Kenya (Daystar)

3. Eduardo Mondlane University, Maputo, Mozambique (EMU)

4. Igbinedion University, Okada, Edo State, Nigeria (Igbinedion)

5. Institut Superieur de Management, Dakar, Senegal (ISM)*

6. National University of Rwanda, Butare, Rwanda (NUR)

7. Tshwane University of Technology, Pretoria, South Africa (TUT)

8. Universite Cheick Anta Diop, Dakar, Senegal (UCAD)

9. Universite de Kinshasa, Kinshasa, Democratic Republic of Congo (Kinshasa)

10. University of Ibadan, Ibadan, Nigeria (Ibadan)

11. University of Nairobi, Kenya (Nairobi)

12. University of South Africa, Pretoria, South Africa (UNISA)

13. University of Zimbabwe, Harare, Zimbabwe (UZ)

14. Women’s University in Africa, Harare, Zimbabwe (WUA)

www.coursefunds.com 34 ANNEX 2 LIST OF PERSONS MET IN THE INSTITUTIONS

1. Daystar University Professor G. Nguru, Vice Chancellor Deputy Vice Chancellor (Academic) Finance Manager Librarian Finance Manager, Registrar Human Resources Manager Dean of Students Corporate Affairs Manager

2. University of Nairobi Acting Vice-Chancellor Prof. P. Mbithi Deputy Vice Chancellor (Administration and Finance) Prof. P. Olima Dean, Faculty of Arcitecture Prof. W. Wanyande Dean, Faculty of Arts Prof. P. Kanyari Dean, Faculty of Veterinary Medicine Prof. N. Akech Dean, Faculty of Science Prof. P. Kobonye Deputy Principal, Deputy Principal, CHSS Ms S. Mathiaugani University Librarian Mr. M. Karue Finance Officer Dr. S. Nyandemo Chairman, University Academic Staff Union Mr. W.J Asilla Registrar, Planning (Ag) Mr. B.M Waweru Ag. Academic Registrar Mr. C.O. Ombati Registrar, Administration Mr. F.M. Mislwa Dep. Registrar, Administration Mr. L.S Cheson Assistant Registrar, VC’s office DR. Wamugunda Wakimanid. Dean of students Mr. R. Lugwe Director, SWA Chief Medical Officer

3. National University of Rwanda Mr. J. Kabakeza Personal Assistant to the Rector Mr. C. Karugu Financial Director Dr. E. Nkeramihigo Doyen, Faculte de Medicine Prof. (Mrs.) P> Nkurikiyunukiza Chef de Department Lettres Mr. V. Ntaganira Registrar Mrs. A. Kagwesage Vice Dean, Faculty of Arts and Humanities Mr. I. Ruzigana SESG M. F. Ndahayo Vice Dean, Faculty of Sciences and Technology M. J. Kanani The Academic Secretary/Agronomy M. J. Gatsinri Director, School of Journalism and Communication M. D. Hodari Director, School of Modern Languages Prof. S. Mureramawa Vice-Rector (Academic)

4. Universite de Kinshasa Recteur

www.coursefunds.com 35 M. E. Kumu Direceteur des Ressources Humaines M. D. Kpalawele President de l’ACS M. B. Lutungu Directeur des Services Academiques M. K. Makionna Directeur, Chef de Services du Personnel M. N. Nzita-wa-Nzenzo Directeur, Chef de Services des Affaires Sociales Mme. M. Mbishi-Ambele Responsable de la Bibliotheque, Faculte e Droit M. S. Lese Directeur de la Communication au Rectorat M. L. Kalenga Directeur du Patrimoine M. P. Kumanenge Professeur, Faculte des Sciences M. M. Placide Directeur general de la Regie des Constructions Prof. N. Kabemba Doyen, Faculte des Sciences Economiques et de Gestion Prof. S. Kivilu Coordinateur de la Cellule de Gestion de la Cooperation et President du Conseil Scientifique de l’Universite Prof. K. Mule President APJ M. C. Basos Centre Informatique Mme. M. Mwifi Directrice, Chef de Service/SAFI M. M. Isalonga Directeur des Ouevres Estudiantines Prof.. N. Obotela Directeur de Cabinet du Recteur Prof. Virima, Secretaire general academique Mme. E. Nkanda Directeur, Chef de Services, Administrateur de Budget

5. University of South Africa Prof. N. Mathabe Pro Vice Chancellor Vice Principal Executive Direcor Office of the Pro Vice Chancellor Executive Director Human Resources

6. Tshwane University of Technology Prof. R. Ngcobo Ag. Vice Chancellor B. Maphai Executive Director, Students Affairs Dr. D. Tromp Chief Financial Officer Prof. H. Durrheim Deputy Vice Chancellor (Academic) A. Mashego Deputy Vice Chancellor (Human Resources) Prof. Mbudzeni Sibara Deputy Vice Chancellor

7. Eduardo Modlane University Prof. B. Mazula Recteur Prof. O. Quilambo Scientific Director Dr. J. Matsinhe Director, Human Resources Affairs Dr. M. Mussuenge Finance Director Prof. C. Madivate Pedagogic Director Dr. G. Mataveia Academic Register Director Prof. M. Loureiro Planning Director

8. Africa University Prof. J. Kurewa E. Stanley Jones Professor of Evangelism Mr. L. Midzi Assistant Registrar Dr. P. Fasan Dean, Faculty of Health Sciences Mr. W. Machacha Network Engineer, ICT Dr. K. Mandisodza Senior Lecturer Mrs. B. Pfukani University Librarian

www.coursefunds.com 36 Dr. S-G Ilunga Dean, Faculty of Management and Administration Dr. (Rev.) P. Chikalu University Chaplain Mr. F. Hodza Lecturer Dr. A. Shankanga Interim Director, Institute of Peace, Leadership and Governance Prof. J. Quaishie Dean, Faculty of Education Prof. F. Tagwira Dean, Faculty of Agriculture Mr. F. Chikange University Registrar Ms A, Stevens Director, Information and Public Affairs Mrs. W. Mazinri Assistant Bursar

9. Women University in Africa Mrs. A. Mupawanda Chair, Governing Council Mrs. M. Mufanddaedza Assistant Registrar (Human Resources) Mrs. P. Makoni Deputy Dean of Students Mr. G. Chikwa Lecturer Mr. R. Tigere Lecturer Mr. G. Magaiza Lecturer S. Mugari Director of Finance and Planning Ms J. Makawa Dean of Studies

10. University of Zimbabwe Vice Chancellor Dr. K. Manungo Ag, Dean, Faculty of Arts Dr. (Mrs.) C. Dyanda Dean, Faculty of Education Dr. (Mrs.) A. Tsanga Faculty of Law (representing the Dean) Dr. C. Mutisi Dean, Faculty of Agriculture Mr.. J. Chikondo Dean, Faculty of Commerce Prof. C. Mararike Ag. Dean, Social Studies Mr. S. Chevo Registrar Mr. Bhebhe Deputy Registrar, Human Resources Dr. (Mrs.) B. Mbambo University Librarian Mr. I. Dhlamini Bursar Dr. G. Hapanyenwi Director, Computer Centre Eng. W. Nyemba Deputy Dean, Faculty of Engineering Prof. W. Mujaji Dean, CHS Prof. P. Chimanikire Director/IDS Mr. D. Chihombori Director, International Relations

11. University of Ibadan Professor Odejide Deputy Vice Chancellor (Academic) Prof. F. Egbokare Director, Distance Learning Dr. A. Hassan Faculty of Science (representing the Dean) Prof. (Mrs.) A. Adebayo Dean, Faculty of Arts Mrs. K. Olatunji Registrar Mr. M. Akinrinmade Central Administration Prof. A. Agbaje Dean, Faculty of Social Sciences Prof. O. Itiola Dean, Pharmacy Prof. (Mrs.) J. Olawoye Dean, Agriculture and Forestry Prof. O. Omole, Dean, Faculty of Technology Prof. B. Olufemi Dean, Faculty of Veterinary Medicine Dr. O. Ademowo Representing Director, IAMRAT

www.coursefunds.com 37 Prof. J. Lawoyin Representing Dean of Dentistry Prof. A. Iwara Director, Institute of African Studies Mrs. G. Ekpenyong Ag. University Librarian Mr. O. Osasona Director of Planning Prof. A. Ogunkunle Dean of Students Bursar

12. Igbinedion University Prof. E. Osaghae Vice-Chancellor Dr. D. Olopade Bursar Prof. A. Odutuga Dean, Basic Medical Sciences Dr. (Mrs.) S. Asagwara Registrar Prof. M. Padonu Community Medicine Mrs. C. Okoh College of Law Mr. A Orgeh Principal Assistant Registrar Dr. S. Wara Acting Dean, College of Engineering and Technology Prof. T. Daramola Provost, College of Medicine Prof. D.E. Agbonlahor Consultant to the University Mrs. L. Ayegbayo Deputy Registrar/Secretary, Postgraduate School Prof. R. Ekundare Professor of Economics

13. Universite Cheikh Anta Diop Professor A. Sall Recteur Dr. A Cisse Secretaire general/Rectorat M.. M. Peye, Directeur/Rectorat M.. Gueye M. M. Athie Directeur, Administration et Finance M. S. Kah Cabinet/Rectorat Mme A. Mbengue DAJ/Rectorat B. Toguebaye Directeur M. S Ndiaye Directeur, Informatique Mme. A. Cisse DIACS/Rectorat M. D. Ague PUD/Rectorat Mme. A. Diallo Direction de la Communication/Rectorat M. B. Dieng Direction de la Communication/Rectorat

14. Institut Superieur de Management (Universite Internaitionale) M. A. Diaw President M. M. Dieye Responsable, Ecole Doctoral M. M. Keita Directeur general M. A. Sy Controleur general, charge des resources humaines P. Thiam Mediatheque Mme. M. Sy Responsable de relations avec les institutions eatatiques M. P. Ntyene Formateur en developpement personnel M. S. Diaby Responsible du systeme management de qualite M. A. Diallo Responsble du Bureau Recherche M. S. Daboiko Departement e-learning

www.coursefunds.com 38 ANNEX 3 INSTITUTIONAL CAPACITY NEEDS ASSESSMENT OF SELECTED AFRICAN HIGHER EDUCATION INSTITUTIONS: DISCUSSION POINTS

The objectives of the survey of selected higher education institutions are: 1. To identify the vision and mission of the surveyed institutions 2. To find out if they have developed strategic plans and assess the content of these plans 3. To assess the implementation mechanisms and institutions in place for such plans 4. To assess the organizational and leadership structures and their relevance to the challenge of change management 5. To assess the resources mobilization and utilization strategies of these institutions 6. To assess the budgeting and financial management systems and institutions 7. To assess the human resources development, utilization and motivation structures and policies 8. To assess staff development strategies including planning for demographic changes within the staffing structures 9. To assess systems for managing student problems including counseling, tutoring, mentoring, conflict management and student welfare issues 10. To assess other issues that the assessor may find necessary and related to leadership and management of Higher Education Institutions.

Core stakeholders to meet in each member institution are the key members of the community that can shed light on the above objectives. They would include, among others, the following: - Principal Officers: Vice-Chancellor, Registrar, Librarian, and Bursar - Selected senior academics (Deans, Heads of Department/Divisions/Units) - Selected senior administrators - Staff associations of academics and administrators Some of the meetings would be in the form of structured/unstructured interviews while others could be in the form of Focus Group Discussions.

www.coursefunds.com 39 ANNEX 4 Documents Obtained at the Higher Education Institutions Visited

African University Proposed Strategic Plan 2001-2008 Prospectus 2003-2005

Daystar University Strategic Plan 2005-2010

Eduardo Mondlane University Strategic Plan, 1999-2003. Cooperation at the Eduardo Mondlane University Indicadores de Ciencia e Tecnologia em Mocsmbique 2002-2003 Estatisticas 2004

Igbinedion University Handbook of General Information & Prospectus. 2004/2005 Academic Session

Institut Superieur de Management Revue de Presse Manuel Qualite Presentation Generale

National University of Rwanda Contrat de formation National University of Rwanda Strategic Plan (2004-2009)

Tshwane University of Technology Institutional Operating Plan (2004/5 – 2007)

Universite Cheick Anta Diop Professor A. S. Sall. Notre Vision de l’UCAD, Octobre 2003. Strategic Plan for the Development of UCAD.

Universite de Kinshasa Plan directeur et plan d’action d’informatisation de l’universite de Kinshasa, 2004.

University of Ibadan Strategic Planning Committee. Turning with the Century. New Strategic Directions for the University of Ibadan (Planning Guidelines). Ibadan: Ibadan University Press, 1998. The Vision for the 21st Century, 2003. The Links Programme

University of Nairobi The University of Nairobi Act, 1985. Strategic Plan 2005-2010: Towards world-class excellence. 15th April 2005. Financial Regulations. First Edition, 2003. Information Booklet, 2004

www.coursefunds.com 40 University of South Africa UNISA: A six-month merger review of the new comprehensive University of South Africa, July 2004. Chronological report on the strategic planning undertaken within the new University of South Africa. Pre-reading for the UNISA 2015 Strategic Planning Workshop, 7-8 April 2005. UNISA. Principal and Vice-Chancellor. Performance agreement: 1 July to 31 December 2003. Servicing performance agreements. Performance implementation, monitoring and review. UNISA 2015 Strategic Plan – Request for Information, January 2005. On structures and restructuring – an OD think piece. UNISA 2015 Strategic Plan, Draft, 15 May 2005.

University of Zimbabwe Five-Year Strategic Plan 1998 to 2002 Five-Year Strategic Plan 2003 to 2007 University of Zimbabwe library. Strategic Plan, 2003-2007. University teaching and Learning Centre, University of Zimbabwe. Action Plan. Revised March 2005. The International Relations Office (IRO) at a Glance. A Guide for Staff. Faculty Ordinance No 44

Women University in Africa Strategic plan 2004-8 Policy on Gender Equality (draft) Annual Report (September 2002-August 2003) Annual Report (September 2003-August 2004)

Documents of the Association of African Universities AAU Strategic Plan, 2003-2010. Sixth Senior Management Workshop (SUMA VI). Course Director’s Report. October 1999. Seventh Senior Management Workshop (SUMA 2000). Course Director’s Report. September 2000. Eighth Senior Management Workshop (SUMA VIII), October 27-November 4, 2001. Course Director’s Report. Conference of Rectors, Vice Chancellors and Presidents of African Universities (COREVIP), Mauritius. Summary of Proceedings, March 2003. Core Programme of Activities 2005-2009.

Other Documents Consulted Association for the Development of Education in Africa. Working Group on Higher Education. 2004. Higher education innovations in Sub-Saharan Africa with specific reference to universities. Accra: Association of African Universities. Association of African Universities and International Association of Universities. 2004. Guide to Higher Education in Africa. Third Edition. Houndmills, Basingstoke: Palgrave Macmillan National University Commission, Nigeria. Manual on University Management ______. Nigerian Universities and the Management of Change. Proceedings of the Third National Training Programme for Senior University Managers (NATPSUMA III), 2001. Obanya, P. ADEA/WGHE: Three years of anchorage with AAU (An internal assessment of the ADEA Working Group on Higher Education), May 2005. World Bank. 1997. Revitalizing Universities in Africa. Strategy and Guidelines. Prepared by Association of African universities and The World Bank. Washington, D.C.: The World Bank.

www.coursefunds.com 41 Zeleza, P. and A. Olukoshi (eds.) 2004. African universities in the twenty-first century. Volume 1: Liberalization and internationalization and Volume II: Knowledge and Society. Printed by UNISA Press, Pretoria, South Africa.

Websites - Association of African Universities – www.aau.org - Association for the Development of Education in Africa (ADEA) Working group on Higher Education (WGHE) – www.adeanet.org

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