Draft Annual Report for the Year 2018
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Unicaf University
BRITISH ACCREDITATION COUNCIL INSPECTION REPORT MID-WAY PROBATION REVIEW (Independent Higher Education) INSTITUTION: Unicaf University ADDRESS: UNICAF Building Old International Airport 7130 Larnaca Cyprus P.O. Box 42572 6500 Larnaca Cyprus HEAD OF INSTITUTION: Dr Nicos Nicolaou ACCREDITATION STATUS: Probation Accreditation DATE OF INSPECTION: 3 September 2020 ACCREDITATION COMMITTEE DECISION AND DATE: PART A – INTRODUCTION 1. Background to the institution Unicaf University (UU/the Institution) is a privately owned, independent university that offers Bachelor’s, Master’s and Doctorate degrees via distance learning, as well as through a blended learning option. The administrative office of Unicaf University Federal is based in Larnaca, Cyprus, and all provision is centrally managed including the development of programmes. The Institution has teaching campuses in Malawi and Zambia, and learning centres offering enrolment advice and access to computer laboratories, internet and other student services in Egypt, Ghana, Kenya, Uganda, Morocco, Nigeria and South Africa. A new campus is being developed in Uganda. In addition, a new university licence has been awarded in Zimbabwe to support blended and online learning developments. BAC’s accreditation and this inspection cover only the provision in Malawi and Zambia. The vision of UU is to become a lead provider of higher education, combining e-learning with face-to-face instruction, and to contribute to relevant scientific research that serves the interests of local countries and communities across sub-Saharan Africa. The Institution aims to contribute to the educational and sustainable economic development of communities through the provision of accessible, internationally recognised education programmes that focus on developing professional and digital skills. -
Evaluation of a Quality Assurance Framework for Promoting Quality Research, Innovation and Development in Higher Education Institutions in Zimbabwe
Journal of the British Academy, 9(s1), 127–157 DOI https://doi.org/10.5871/jba/009s1.127 Posted 1 April 2021 Evaluation of a quality assurance framework for promoting quality research, innovation and development in higher education institutions in Zimbabwe Evelyn Chiyevo Garwe, Juliet Thondhlana and Amani Saidi Abstract: In the spirit of quality assurance, this paper presents a self-evaluation and peer review of the external quality assurance framework for research implemented by the national quality assurance agency for Zimbabwe. Documentary analysis and semi-structured interviews were used to develop a self-evaluation report which was then subjected to international peer review as is the norm in quality assurance evaluations. The evidence from self-evaluation indicates that the quality assurance framework generated significant improvement in the quality and quantity of research with gaps identified in doctoral training and supportive structures for research. Peer review recommended the inclusion of a performance-based research funding arrange- ment akin to the Research Excellence Framework (REF) used in the United Kingdom whilst throwing caution on the contentious nature of the REF. The paper recommends the development, implementation, and review of quality assurance frameworks for research to guide institutions, enhance research, and to maintain consistency and harmony in the research system. These findings can be adapted by different national quality assurance agencies involved in the regulation, promotion, and enhancement of the -
NEWS @GSU Gwanda State University Newsletter
NEWS @GSU Gwanda State University Newsletter Esprit De Corps December 2020 GSU SECOND STREAM STUDENTS GRADUATE INSIDE THIS ISSUE Gwanda State Uni- versity wins big .. University donates books .............. Official raising of GSU flag .............. Some of the Graduands GWANDA State University (GSU) endeavours ands attended the physical ceremony. In the First Year Students to be a world class centre of excellence for learn- light of the Covid-19 pandemic and in line ing, research and innovation in all academic with World Health Organisation (WHO) Orientation Pro- spheres, a vision that has put the Institution on guidelines and Government regulations, the the limelight. 2020 Graduation was mainly virtual, with gramme................ selected graduands being capped physically Following its inception in 2015, GSU opened its at the NUST Ceremonial Hall. doors for the first intake stream while it ran as a Staff bids farewell college under the National University of Science A GSU student, Grace Gatsi, who graduated with a to VC Prof and Technology (NUST). first class degree in Animal Science, was among other selected graduands who attended the physical Mlilo ................ History was made last year in 2019 when the ceremony while other graduands participated virtu- first cohort graduated under NUST. This year ally. has been another great year following the gradu- ation of 17 GSU students who also graduated Greater achievements lie ahead for Gwanda State Science Corner under the same institution. University as it looks forward to install the Chan- ……………. cellor on the anticipated first graduation to be held The year’s edition of the graduation was a bit in year 2022. -
Unai Members List August 2021
UNAI MEMBER LIST Updated 27 August 2021 COUNTRY NAME OF SCHOOL REGION Afghanistan Kateb University Asia and the Pacific Afghanistan Spinghar University Asia and the Pacific Albania Academy of Arts Europe and CIS Albania Epoka University Europe and CIS Albania Polytechnic University of Tirana Europe and CIS Algeria Centre Universitaire d'El Tarf Arab States Algeria Université 8 Mai 1945 Guelma Arab States Algeria Université Ferhat Abbas Arab States Algeria University of Mohamed Boudiaf M’Sila Arab States Antigua and Barbuda American University of Antigua College of Medicine Americas Argentina Facultad de Ciencias Económicas de la Universidad de Buenos Aires Americas Argentina Facultad Regional Buenos Aires Americas Argentina Universidad Abierta Interamericana Americas Argentina Universidad Argentina de la Empresa Americas Argentina Universidad Católica de Salta Americas Argentina Universidad de Congreso Americas Argentina Universidad de La Punta Americas Argentina Universidad del CEMA Americas Argentina Universidad del Salvador Americas Argentina Universidad Nacional de Avellaneda Americas Argentina Universidad Nacional de Cordoba Americas Argentina Universidad Nacional de Cuyo Americas Argentina Universidad Nacional de Jujuy Americas Argentina Universidad Nacional de la Pampa Americas Argentina Universidad Nacional de Mar del Plata Americas Argentina Universidad Nacional de Quilmes Americas Argentina Universidad Nacional de Rosario Americas Argentina Universidad Nacional de Santiago del Estero Americas Argentina Universidad Nacional de -
Media Monitoring: Extract of Press News on Higher Education in Africa
Issue 14 Media Monitoring: Extract of Press News on Higher Education in Africa 1. University World News Report highlights global trend towards higher Education cost sharing (Africa) As enrolment in higher learning institutions has been growing steadily driven by improved student progression rates and higher numbers of part-time students, governments around the world, including those in Africa, are finding ways to shift the cost burden, according to a recent United Nations Educational, Scientific and Cultural Organisation (UNESCO) report. UNESCO’s Global Education Monitoring report 2017-18 report titled Accountability in Education: Meeting our commitments was launched on 13 May at the recent Conference of African Ministers of Finance, Planning and Economic Development in Addis Ababa, Ethiopia. The Global Education Monitoring Report is a mechanism for monitoring and reporting on Sustainable Development Goal Four and on education in the other Sustainable Development Goals (SDGs). It is premised on the view that while responsibility for education is a collective one, accountability starts with governments which are the primary duty bearers of the right to education. The report argues that a lack of accountability risks jeopardising progress and allows harmful practices to become embedded in education systems. Director of UNESCO International Institute for Capacity Building in Africa, Yumiko Yokozeki, said the report shows that two strategies are commonly adopted by countries in the wake of increased higher education enrolment: the introduction of or increase in tuition fees to make up for reduced government allocations to universities; and encouragement of the private sector in the provision of degree programmes. This diversified enrolment options while allowing government to concentrate on the public system. -
Zimbabwe’S Research and Knowledge System: Literature Review and Analysis Dan Hodgkinson & Phillip Pasirayi
Zimbabwe’s research and knowledge system: literature review and analysis Dan Hodgkinson & Phillip Pasirayi Country profile: Zimbabwe - 2015 1 Table of Contents Summary ................................................................................ 3 1 Historical context ............................................................... 4 2 Zimbabwe’s research and knowledge system today ............ 5 2.1 Research and knowledge system landscape ................................................................................. 5 2.1.1 Size of system ........................................................................................................................................... 5 2.1.2 Government research and co-ordination structures ............................................................... 6 2.1.3 Higher education research structures ........................................................................................... 6 2.1.4 NGOs and international donors ........................................................................................................ 7 2.1.5 Private-sector research .................................................................................................................... 10 2.2 National vision .............................................................................................................................. 10 2.3 Performance of the knowledge and research systems today ...................................................... 11 3 How are research and knowledge used? ........................... -
Extract of Press News on Higher Education in Africa
Issue 65 Media Monitoring: Extract of Press News on Higher Education in Africa 1. University World News RUFORUM to hold triennial conference in francophone Benin (Benin) In a move that could mark an important step in breaking the boundaries that divide the African continent along the lines of the languages of their former colonisers, the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) has made a landmark decision to host a major continental event in a French-speaking country. RUFORUM has announced that it will hold its triennial conference in December 2021 in the francophone West African country of Benin. It will be hosted by the University of Abomey-Calavi, with the support of the Benin government, said Professor Adipala Ekwamu, RUFORUM executive secretary. The university was one of the first institutions in the region to join the RUFORUM network. Ekwamu said the decision is aimed in part at “promoting regional learning and inter-cultural and language exchange”. In reference to the COVID-19 pandemic, he said: “We are hopeful that things will return to normal to enable RUFORUM to hold its landmark meeting in a French-speaking West African country.” An offer first made in 2018: Ekwamu said in 2018 the government of Benin had sent its minister of higher education and scientific research with the offer to host a RUFORUM event, and made a follow-up during the 2019 annual convening of the organisation held at Ghana’s University of Cape Coast, underscoring the weight which some African governments are increasingly attaching to higher education events. “The offer was gladly accepted. -
Proceedings of the Official Launch & Workshop
Proceedings of the Official Launch & Workshop Phase 2: Higher Education Programme in Sub-Saharan Africa (HEP SSA) Contacts National University of Science and Technology Faculty of Industrial Technology P.O. Box AC 939, Ascot Bulawayo Zimbabwe Tel. +263 9 282842 www.nust.ac.zw Editors Compiled by : Mrs G. Tshuma Rapporteurs : Mrs G Tshuma ; Mrs M Nleya ; Mr LN Ndlovu ; Eng B Sarema ; Dr B Mtunzi ; Mr R Gonye ; Mrs SA Ndlovu ; Ms R Chikomo ; Mrs S Badza Photography by : Mrs R Chikomo Edited By : Eng. WM. Goriwondo Eng S. Mhlanga © NUST May 2017 i Table of Contents Contacts .................................................................................................................................................... Editors ...................................................................................................................................................... i Project Steering Committee ................................................................................................................... iv Workshop Organising Committee.......................................................................................................... iv Preface .................................................................................................................................................... v Workshop Program ................................................................................................................................ vi Table of Contents ................................................................................................................................... -
2021 Zim Infrastructure Investment Programme.Pdf
1 1 DISTRIBUTED BY VERITAS e-mail: [email protected]; website: www.veritaszim.net Veritas makes every effort to ensure the provision of reliable information, but cannot take legal responsibility for information supplied. 2 TABLE OF CONTENTS INTRODUCTION . 9 DRIVERS OF INFRASTRUCTURE INVESTMENT . 12 CLIMATE CHANGE . 15 INFRASTRUCTURE DELIVERY UPDATE . 17 Projects Delivery Review . 19 2020 Infrastructure Investment Programme Update . 21 NATIONAL DEVELOPMENT STRATEGY (NDS1) 2021-2025 . 33 2021 INFRASTRUCTURE INVESTMENT PROGRAMME . 35 Prioritation Framework . 36 ENERGY . 38 Sector Overview . 39 2021 Priority Interventions for the Energy Sector . 40 WATER SUPPLY AND SANITATION . 42 Sector Overview . 45 Dam Projects . 46 Urban Water and Sanitation . 48 Water Supply Schemes for Small Towns and Growth Points . 49 Rural WASH . 50 TRANSPORT . 51 Sector Overview . 52 Roads . 53 Rail Transport . 59 Airports . 60 Border Posts . 62 HOUSING DEVELOPMENT . 64 Policy Interventions . 65 Institutional Housing . 66 Social Housing . 68 Spatial Planning . 69 Civil Service Housing Fund . 70 DIGITAL ECONOMY . 70 Sector Overview . 71 2021 ICT Priority Interventions . 72 AGRICULTURE . 75 Irrigation Development . 76 HUMAN CAPITAL DEVELOPMENT AND WELL BEING . 80 Education . 80 Health . 82 Social Services . 86 TRANSFERS TO PROVINCIAL COUNCILS & LOCAL AUTHORITIES . 87 PROCUREMENT . 89 MONITORING AND REPORTING ON PROGRESS . 91 3 FOREWORD Occurrences of epidemics, natural disasters and calamities are often unpredictable, with volatile impacts on economies and communities across the globe. The resultant after-shocks invariably undermine income and employment prospects, exacerbating inequalities, in particular for vulnerable groups within societies. The COVID 19 pandemic, whose effects and devastation have been felt across all parts of the world, have magnified pre-existing differences in economic and social conditions of the vulnerable citizenry. -
E-Learning Encounters in Malawi Higher Education Institutions
International Journal for e-Learning Security (IJeLS), Volume 8, Issue 1, March 2019 E-learning Encounters in Malawi Higher Education Institutions Albert K. M. Y. Kayange Unicaf University, Malawi Abstract population growth of scholars. Disproportion of Higher Education is key to any country’s admittance to higher education is still a challenge economic growth and stability [1]. Countries flourish worldwide but worse in Africa. This is echoed by when their educational systems are doing well [2]. It Southern Africa Regional Universities Association is therefore worrisome that Malawi’s’ higher (2011) which registered its disappointment on the too education enrolment is among the lowest in the word low recruitment to higher education. This paper will (World Bank, 2016). Concurrently, UNDP (2014) therefore discuss the need for adapting e-learning in Report outlines that Malawi is one of the poorest Malawi, its challenges and the role of other education countries in the world and has a corresponding high partners in reinforcing e-learning in the country on a level of high rate of illiteracy. Higher Institutions in conceptual basis. Malawi like any other developing countries adopted e- learning in an effort to increase access to higher education in the year 2011 through both public and 2. Background private universities [5]. The educational reform was established without e-learning basic requirement Malawi got its independence from the British on th establishment. This paper will therefore discuss the 6 July, 1964 under the leadership of a dictator (Dr. importance of e-learning to a developing country like Hastings Kamuzu Banda) who established one party Malawi, its challenges and suggestions of how to rule. -
Examining the Impact of Industry 4.0 on Academic Libraries This Page Intentionally Left Blank Examining the Impact of Industry 4.0 on Academic Libraries
Examining the Impact of Industry 4.0 on Academic Libraries This page intentionally left blank Examining the Impact of Industry 4.0 on Academic Libraries JOSILINE PHIRI CHIGWADA Bindura University of Science Education, Zimbabwe NGOZI MARIA NWAOHIRI Federal University of Technology, Owerri, Nigeria United Kingdom – North America – Japan – India – Malaysia – China Emerald Publishing Limited Howard House, Wagon Lane, Bingley BD16 1WA, UK First edition 2021 Copyright © 2021 Emerald Publishing Limited Reprints and permissions service Contact: [email protected] No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library ISBN: 978-1-80043-657-2 (Print) ISBN: 978-1-80043-656-5 (Online) ISBN: 978-1-80043-658-9 (Epub) Dedication I dedicate this book to my beloved husband Isaya Chigwada who is also dealing with the effects of the industry 4.0 at his work place, my son Nathaniel Takudzwa Chigwada whose wish is to be an engineer, and my daughter Joanna Thandaza Chigwada who wants to be a doctor. -
University Students' Perceptions on Effectiveness of Female Lecturers
Journal of Culture, Society and Development www.iiste.org ISSN 2422-8400 An International Peer-reviewed Journal Vol.8, 2015 University Students’ Perceptions on Effectiveness of Female Lecturers in Zimbabwe Barbra Mapuranga 1 Tom Tom 2 Kudzai Chiwanza 3 Maxwell C.C. Musingafi 4* 1. Zimbabwe Open University, Disability Studies, Mashonaland East 2. Zimbabwe Open University, Development Studies, Harare National Office 3. Zimbabwe Open University, Library and Information Sciences, Harare 4. Zimbabwe Open University, Development Studies, Harare Regional Campus * E-mail of the corresponding author: [email protected] Abstract In this study we address pertinent cultural issues in the academia: the influence of upbringing and cultural contextual factors on perception and attitude to human relationships and capabilities. In the study we examine the perception of both male and female university students on the competence of their female lecturers. We randomly sampled two universities in Zimbabwe for this study: one state university and one private university. Although the study was guided by the mixed research design, the dominant approach to data collection and analysis was the qualitative design. In fact, the qualitative design was the most appropriate approach in dealing with perceptions, emotions and feelings. The study establishes that, on average, university (male and female) students rate their female lecturers lowly when compared to their rating of male lecturers. We thus conclude that students look down upon female lecturers and view them as ineffective. This perception has been found to be a result of culture and socialisation. There is therefore need to de-socialise and re-socialise children and youth so that they grow up with positive attitudes towards women and their capabilities in their communities.