DOCSLIB.ORG

July 2020 Focus.Cdr

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
July 2020 Focus.Cdr UNIVERSITY OF NAIROBI September 2020 VarsityFA magazineocus of the University of Nairobi UoN'sUoN's 88thth VVice-ice-ChancellorChancellor UNIVERSITY OF NAIROBI Our Vision A world-class university committed to scholarly excellence Our Mission To provide quality university education and training and to embody the aspirations of the Kenyan people and the global community through creation, preservation, integration, transmission and utilization of knowledge. Our Core Values • Freedom of thought and expression • Excellence • Care • Good governance • Innovativeness and creativity • Partnership and teamwork ISO 9001:2015 CERTIFIED VarsityFocus I N S I D E Prof. Stephen Kiama installed as UoN's UNIVERSITY OF NAIROBI 8th Vice-Chancellor VarsityFocus 5 Published by Office of the Vice-Chancellor Director of Corporate Affairs University of Nairobi P.O. Box 30197 - 00100 Nairobi Tel: 020 4913193 Experts speak on Email: [email protected] COVID-19 pandemic www.uonbi.ac.ke Copyright 15 University of Nairobi, 2020 All rights reserved Editor John A.O. Orindi, mCIPR Alumni Association Assistant Editor targets 1000 students Pamellah Asule for scholarships Consulting Editor 19 Otuma Ongalo Editorial Team Mariam Maina , mCIPR Peter Muturi Johnson Kinyua Brian Ouma UoN in talks for Peter Wekesa Esther Nekesa GIS Laboratory Peter Oluoch Naomi Nyaboga B.D Njuguna 32 Julius Thuranira Immaculate Kadikiny Silas Katam Photography Charles Muriuki Students tipped on Kevin Wamola Peter Oluoch Huawei certifications Creative Design 41 Kevin Wamola www.uonbi.ac.ke 1 VarsityFocus Editorial team John A.O. Orindi, mCIPR Pamellah Asule Otuma Ongalo Editor Assistant Editor Consulting Editor Editorial members Mariam Maina, mCIPR Peter Muturi Johnson Kinyua Brian Ouma Peter Wekesa Corporate Affairs Ag. Registrar Administration Career Services Office Advancement Office Vice Chancellor’s Office Esther Nekesa Peter Oluoch Naomi Nyaboga B.D. Njuguna Silas Katam Corporate Affairs Corporate Affairs Career Services Office Planning Division Procurement Division Immaculate Kadikiny Julius Thuranira Kevin Wamola Corporate Affairs Corporate Affairs Photographer/Creative Designer 2 www.uonbi.ac.ke VarsityFocus Editor’s note The new virtual reality in university education he education sector is reeling online lectures and examinations and huge investment involved in from the devastating effects of was poised to hold a virtual developing an academic to the level Tthe Covid-19 pandemic. All graduation ceremony on 25 of a professor or a member of the non- educational programmes have been September 2020. The University had teaching staff to top administrator affected due to the closure of also conducted a virtual inauguration level. educational institutions at all levels. of the new Vice-Chancellor in As the government directs more The abrupt closure and indefinite addition to holding many corporate resources towards the fight against suspension of on-campus teaching events and webinars online. These Covid-19, due consideration should and learning by the government in are commendable milestones. be given to the ongoing research in M a r c h 2 0 2 0 c a u g h t m a n y On the flip side, the transition to our universities targeting the universities and colleges flat-footed. online education needs to take into discovery of vaccines against Unable to adapt to the new consideration the plight of students infection by the coronavirus, drugs for environment where formal learning is from poor backgrounds and those treatment, and other long-term only possible through technology, living with disability to ensure that solutions to the pandemic. A budget many institutions resigned themselves they are not marginalised. Education boost for university research will to their fate. However, encourage innovation. A institutions that had invested stimulus package, granted i n d e v e l o p i n g t h e i r Going forward, the University of Nairobi to universities to support technological and human Senate is very emphatic that the blended their mission of knowledge resource capacity, like the development, will ultimately University of Nairobi, mode of delivery, involving online and help the society to recover intensified the use of face-to-face components, is the way to go and emerge stronger in the technology in order to post-Covid-19 period. This is c o n t i n u e w i t h t h e i r - JOHN A.O.ORINDI, mCIPR - what has been done in programmes. EDITOR Australia and the United The shift to e-learning at States to acknowledge the UoN was quick but not without its fair is a tool for empowerment and for value of research. share of challenges. The lack of promoting equality and at no time Going forward, the University of internet coverage in some parts of the s h o u l d i t c o n t r i b u t e t o t h e Nairobi Senate is very emphatic that country and the cost of data for marginalisation of some members of the blended mode of delivery, students were some of the problems the community. involving online and face-to-face that slowed down the transition to Universities are also staring at components, is the way to go. Virtual virtual learning. The University found massive losses in the wake of the learning will no longer be a choice a solution through engaging internet pandemic. It is costly to keep idle staff but an integral form of teaching and service providers like Telkom Kenya on the payroll. The slowdown in learning. and Safaricom to provide reliable i n t e r n a t i o n a l r e s e a r c h a n d The Varsity Focus team is proud of the and affordable data for learning. The collaboration activities has also exemplary leadership provided by partnerships with Google, Cisco, and impacted negatively on research- the University of Nairobi by adopting Microsoft in the provision of platforms related incomes. On a sad note, the use of technology to overcome the for online learning and virtual coronavirus infections have claimed bottlenecks brought about by the meetings also helped the University to the lives of renowned academics and closure of on-campus learning. Keep overcome the teething challenges. some members of the non-teaching it up UoN. staff at the University. The departed At the beginning of August 2020, colleagues will not be easy to replace JOHN A.O.ORINDI, mCIPR given their experience as well as the UoN had already conducted 10,467 EDITOR www.uonbi.ac.ke 3 VarsityFocus Vice-Chancellor’s message Unitate et Labore! Unite in Labour for a better future University of Nairobi towards a financial reforms will lead to efficient trajectory of excellence. payment and receipts management to Firstly, we will need to invest our check revenue leakage while energies and resources in setting up a enhancing the optimal utilisation of comprehensive integrated data resources, reduction of wastage, and management system. This will entail review of the financial viability of re-engineering our business processes income generating units. These and embedding the use of technology r e f o r m s w i l l a l s o c o v e r t h e in curriculum content delivery; human procurement functions so as to resource management; financial maximise efficiency, increase management; student management, transparency and accountability, and including the administration of exams; deliver value for money. An efficient research grants management; and and optimal internal financial Prof. Stephen Gitahi Kiama, timetabling among others. ecosystem will allow the university to Vice-Chancellor Secondly, we will need to refresh our m ov e wi t h c o n fi d e n c e w h e n m a n a g em ent, a d m i n i st ra t ive, mobilising for external resources ngraved on the University of oversight, and governance structures. because of the assurance that every Nairobi logo are the Latin This will entail the elimination of cent received will, at the very least, words, 'Unitate et Labore'. E redundant and overlapping systems, render 100 percent of its value. This means 'unite in labour'. As a processes, structures, and reporting The net effect of these measures is an community, we are bound to this call. centres. It will also entail encouraging i n c r e a s e d u n i v e r s i t y v a l u e During my installation as Vice- the flow of power, resources, proposition, making us the destination Chancellor on June 5, 2020, I responsibility, and accountability to of choice for both local and appealed to all staff and students to the lowest levels. We will also need to international students, scholars, make every effort to recalibrate our institutionalise efficient decision and innovators, and industry. We are also collective culture and attitudes policy making and implementation at aiming at becoming the preferred towards teamwork, while upholding every level. knowledge partner for government as discipline and integrity; commitment Thirdly, we will need to embark on the regards ideas, solutions, consultants, to duty and scholarship; and path of fit-for-purpose training. We and policy direction. efficiency and excellence. shall relook at our university course I am confident that with the Indeed, with your support and offerings and assess the level to which implementation of these measures, we dedication of time and energies in they respond to market, industry, will be true to our mission, 'To provide honest service to our university, we are societal, and government needs as we quality university education and set to reach the promised land in also weed out redundant and t ra i n i n g a n d t o e m b o dy t h e building an enduring legacy of o v e r l a p p i n g c o u r s e s a n d aspirations of the Kenyan people and academic excellence.
Load more

Recommended publications
  • Gender Center and Gender Mainstreaming
    Gender Center and Gender Mainstreaming Educational level: University | Beneficiaries: Students, faculty, and staff Background Assessments of universities such as Jimma University1 and the University of Dar es Salaam (UDSM)2 that found sexual harassment and violence and high attrition of female students played a role in developing gender centers.1 At the University of Western Cape, campus activism on issues including gender imbalances in salary and career development, sexual harassment, and maternity leave and child care contributed to the creation of a gender center.3 In other institutions, national and institutional commitment was key. For example, one of the objectives of the Presidential Working Party to establish Moi University was to develop a gender center, and the university’s 2005-2014 strategic plan committed to incorporating gender issues in policy decision-making processes.4 Makerere University also enjoyed a supportive national legislative environment in Uganda.5 Description Many institutions, including Jimma University, Moi University, UDSM, and Makerere University, note the role of the gender centers in promoting gender mainstreaming. The gender centers, offices, and committees at the institutions included in this review shared some common functions, including gender equality-related policy development, provision of training, skills-building, mentoring, counseling services, networking, information sharing, and research. Some institutions also provide scholarships to female students (Jimma University,6 Makerere University,5 University of Toronto7); facilitate housing for female faculty (Jimma University,6 University of Western Cape3); develop curricula on gender-related issues (the University of Ghana8); and develop proposals for “gender sensitive infrastructure within the University”9 (Sokoine University of Agriculture). The University of Toronto has multiple offices that work on diversity and equity issues.
    [Show full text]
  • C U R I C U L U M V I T
    CC UU RR II CC UU LL UU MM VV II TT AA EE NAME: GEORGE KINOTI KING'ORIAH (Prof.) (Dr.) QUALIFICATIONS: B.A. (Land Econ.), M.Sc. (Econ.), M.I.S.K. M.A.S.P., Ph.D., REGISTERED VALUER (Kenya) NATIONAL HONOURS: Member of the Order of the Burning Spear of Kenya (MBS) from 1995 December. AGE: 60 years. CURRENT EMPLOYMENT: Executive Secretary: National Council For Science and Technology, Kenya. MARITAL STATUS: Married with five children - Two daughters and three sons: Caroline Gakii, 27: Duane Kithinji, 22: Willy Ntongai, 18: Matilda Mukami, 12: Michael Mutuma, 9 years. EDUCATION: 1952 – 1956: Uringu Primary School, NYAMBENE, KENYA. 1957 – 1960: Kanjalu Intermediate School, NYAMBENE, KENYA. 1961 – 1964: Meru School; Passed Cambridge Overseas School Certificate with Division I. 1965 – 1966: Thika High School; Passed Cambridge Overseas Higher School Certificate. 1967 – 1971: Bachelors Degree Course in Land Economics at the University of Nairobi, and graduated with Honours, Second Class Lower Division. 1971 – 1973: Valuation (Real Estate Appraisal) Pupil in the Department of Lands, Ministry of Lands and Settlement. Kenya. In August 1973, elected a full Member of the Institution of Surveyors of Kenya (Valuers and Estate Managers' Chapter), thereby acquiring a postgraduate diploma of the institution. 1977 – 1978: Attended a Graduate course in Economics at Indiana State University, Terre Haute, Indiana, U.S.A.; and 1978, obtained a Master of Science degree (in Economics: Urban Regional Analysis) of that University. 1978 – 1980: Enrolled for a Ph.D. course in Economic Geography (Urban-Regional Science Major). On June 26, 1980, defended a doctoral thesis successfully, and in August 1980 obtained a Doctor of Philosophy degree (in Economic Geography) of that University.
    [Show full text]
  • Evaluation Executive Summary CIEE Legon, Ghana Spring 2017 The
    Evaluation Executive Summary CIEE Legon, Ghana Spring 2017 The Academic Consortium Board (ACB) of CIEE is pleased to present the following report on the CIEE Study Center Programs at the University of Ghana, Legon. The report of the site visit team was received by members of the ACB. After review, the ACB accepted the report, and presents it to the Academic Consortium. The “Plan for Program Evaluation” is available at http://www.ciee.org. We wish to make clear at the outset that we greatly value the cooperation of the University of Ghana. This report is a review of CIEE's program and not a review or evaluation of the University of Ghana as an institution. The review focuses on the program offered by the CIEE Study Center and on the courses offered by CIEE as part of the program at the University of Ghana. In addition, the site visit team has examined CIEE's relations with the host institution and its analysis has been presented to CIEE staff. I. Evaluation Team members: Maxine Sample, Ph.D., Professor of English and Director of International Education Virginia State University Rebecca Bergren, Dean for Global Initiatives and Director, Center for Global Education Gettysburg College II. Colleagues with whom the Evaluation Team met: CIEE Legon Study Center Staff: Resident Director, Resident Coordinator, and Program Assistants University of Ghana Dean of International Programs Office; Pro Vice Chancellor, Academic Affairs; Ghana Assistant Registrar for International Programs CIEE Legon program faculty; Legon Upals; CIEE Legon program students Three homestay families University of Ghana direct enroll classes (5) CIEE Twi language classes (2) Internship partners: West African AIDS Foundation, Home Community Orphanage, Ghana Anti‐Corruption Coalition, and Anane Memorial International School Program directors of other study abroad programs: ISEP, SUNY‐Legon, and UC‐Berkeley Education Abroad Program (UCEAP) Ashesi University Director, Office of Diversity and International Programs; Provost III.
    [Show full text]
  • University Regulations Handbook
    1. GENERAL INFORMATION ON UNIVERSITY OF GHANA Postal Address - P. O. Box LG 25, Legon, Ghana Fax - (233-302) 500383/502701 Telephone - (233-302) 500381/500194/502255/502257/ 502258/500430/500306/514552 E-mail - [email protected] [email protected] Overseas Address - The Overseas Representative Universities of Ghana Office 321 City Road, London, ECIV ILJ, England Tel: 44 (0) 207-2787-413 Fax: 44 (0) 2077-135-776 E-mail:[email protected] Language of Instruction - English 1 UNIVERSITY OFFICERS PRINCIPAL OFFICERS Chancellor - H. E. Kofi Annan Chairman, University Council - Professor Yaw Twumasi Vice-Chancellor - Professor Ebenezer Oduro Owusu OTHER OFFICERS Pro-Vice-Chancellor - Professor Samuel K. Offei (Academic and Student Affairs) Pro-Vice-Chancellor - Professor Francis N. A. Dodoo (Research Innovation and Development) Registrar - Mrs. Mercy Haizel Ashia University Librarian - Professor Perpetua Sakyiwa Dadzie PROVOSTS College of Basic and Applied Sciences - Professor Daniel K. Asiedu College of Education - Professor Michael Tagoe (Acting) College of Health Sciences - Professor Patrick F. Ayeh-Kumi College of Humanities - Professor Samuel Agyei-Mensah DEANS Student Affairs - Professor Francis K. Nunoo International Programmes - Professor Ama De-Graft Aikins School of Graduate Studies - Professor Kwaku Tano-Debrah College of Basic & Applied Sciences School of Agriculture - Professor Daniel B. Sarpong School of Biological Sciences - Professor Matilda Steiner-Asiedu School of Engineering Sciences - Professor Boateng Onwuona-Agyemang School of Physical
    [Show full text]
  • African Regional Interest Group Virtual Meeting 2021
    African Regional Interest Group Virtual Meeting 2021 JUNE 28 - 30 AfRIG2021.org #AFRIG @IntPharmacoEpi Presented in conjunction with MURIA Welcome to AfRIG On behalf of the International Society for Pharmacoepidemiology (ISPE), the Africa Regional Interest Group (AfRIG) and the Medicines Utilizations Research in Africa (MURIA) Group, we welcome you to ISPE AfRIG and MURIA’s virtual conference on Pharmacoepidemiology and medicines utilization in Africa. The conference theme: “Building research Dr. Kwame Appenteng capacity in Pharmacoepidemiology for healthcare Chair, ISPE Africa systems in Africa: Data Networks and Analytics to Support Patient Care and Medical Products Policy” is timely given the increasing interest in Pharmacoepidemiology training and research in recent years and propelled by the COVID-19 pandemic. Several African countries are in the process of developing healthcare databases that could potentially be utilized for patient-centered research purposes. Globally, there is growing use of real-world data for health-related research, and for regulatory decision-making regarding the safety and effectiveness of marketed medicinal products and devices. This is therefore an exciting scientific meeting, which draws on the collective Prof. Brian Godman knowledge and experience of a multi-disciplinary MURIA panel of leading global experts, to share and gain insights into ongoing scientific research in Africa, explore pharmacoepidemiology opportunities for the African continent, and to find avenues for collaborative scientific research work for the benefit of patients in Africa. We hope you enjoy every session of the conference. Dr. Olaf Klungel, FISPE President, ISPE African Regional Interest Group | Virtual Meeting 2021 pharmacoepi.org | #AfRIG | @IntPharmacoEpi | 2 AFRIG 2021 Virtual Meeting Scientific ProgramThank you to the AfRIG 2021 Virtual Committee Meeting Planning Committee for their commitment and dedication to developing an outstanding educational program.
    [Show full text]
  • 00100, Nairobi, Kenya Phone 0722980511/0733515310 Email Address: [email protected] [email protected]
    Lecturer-Department of Sociology Kenyatta University P.O. Box 43844- 00100, Nairobi, Kenya Phone 0722980511/0733515310 Email address: [email protected] [email protected] Qualifications PhD, Sociology, Kenyatta University, Kenya MA, Sociology, University of Nairobi Postgraduate Diploma in Education, University of Nairobi BA, Kenyatta University, Kenya Fellowship Fellow of the African Doctoral Dissertation Research Fellowship (ADDRF) PUBLICATIONS Muiya, B. M. (2010). The effects of cost-sharing on healthcare services provision in Kenya: Utilization, Management and Access. Lambard Educational Publishers. Muiya, B. M. (2014 –awaiting publication). Equity in healthcare provision: ensuring social protection in health through health insurance in Kenya. The Politics of Social Protection in Kenya Fifty Years after Political Independence. Nairobi: French Institute for Research in Africa (IFRA- Nairobi). Muiya, B. M. (2014, June). The nature, challenges and consequences of urban youth unemployment: A case of Nairobi City, Kenya. Horizon Research Publishing. Muiya, B. M., & Kamau, A. (2013, November). Universal health care in Kenya: Opportunities and challenges for the informal sector workers. International Journal of Education and Research, 1(11). 2 1 UNIVERSITY LEVEL TEACHING MATERIAL Maina, L. & Muiya, B. M. (2015) Crime Analysis & Prevention. Online Learning Material for the Digital School of Virtual and Open Learning, Kenyatta University Muiya, B. M. (2015) Introduction to Criminology. Online Learning Material for the Digital School of Virtual and Open Learning, Kenyatta University Muiya, B. M. (2015) Fundamentals of sociology. Online Learning Material for the Digital School of Virtual and Open Learning, Kenyatta University Muiya, B. M. (ed) (2015) Research methods & statistics. Online Learning Material for the Digital School of Virtual and Open Learning, Kenyatta University Muiya, B.
    [Show full text]
  • HEI ICI Projects Selected for Funding 2017-2019
    HEI ICI projects selected for funding 2017-2019 Name Coordinating HEI Field Granted state aid (€) Duration of project Partners Partner countries BUCSBIN Kathmandu University School of Management (KUSOM), Nepal; Oulu University of Applied Business, administration Building University Capacity to Support Business Incubation in Nepal 694 785,00 2017-2019 King's College, Nepal Nepal Sciences and law 1 (BUCSBIN) Associated partners: idea Studio Nepal, Young innovations Alth Ld BUSCO Social sciences, University of Iringa, Tanzania ; Sebestian Kolowa Memorial University, Diaconia University of Building sustainable and resilient communities through co-creation journalism and 599 777,00 2017-2019 Tanzania Tanzania Applied Sciences 2 between universities and businesses information Haaga-Helia University of Applied Sciences, Finland University of Dar es Salaam, Tanzania Eduardo Mondlane University, Mozambique EARLI Engineering, Addis Ababa University, Ethiopia Tanzania Promoting education and research on energy efficient lighting and Aalto University manufacturing and 606 931,00 2017-2019 Associated partners: Fundo de Energia (FUNAE), Mozambique ; Mozambique renewable energy for sustainable development construction Elecetricidade de Mozambique, EP (EDM), Mozambique ; Empresa Ethiopia Nacional de Parques e Ciência e Tecnologia, Empresa Publica - 3 ENPCT, Mozambique ; Ethiopian Energy Authority, Ethiopia ELFA 2 Eritrea Learning For All (ELFA) 2: Developing Post-Graduate Degree University of Jyväskylä Education 410 182,00 2018-2019 Eritrea Institute
    [Show full text]
  • Research Article the Challenges of Student Affairs at Kenyan Public Universities
    Journal of Student Affairs in Africa | Volume 1 (1&2) 2013, 33–48 | ISSN 2307-6267 | DOI: 10.14426/jsaa.v1i1-2.34 research article The challenges of student affairs at Kenyan public universities Tamara Yakaboski* and Matthew Birnbaum** Abstract Kenya is increasingly turning to the promise of mass higher education to help solve a range of economic and social issues. These efforts have had profound effects on university students, faculty and professionals who provide the vital student support services necessary for academic success. This case study explores the challenges that face Kenyan student services professionals within the context of the country’s history and cultures. Kenya’s student service professionals face four major challenges: the increasing costs of attendance, the resulting impact on student behaviours and actions, lack of training and senior leadership, and regular campus closures. Keywords student affairs, accommodation, student housing, student services, university environment, higher education. The challenges of student affairs at Kenyan public universities Kenya is increasingly turning to the promise of mass higher education, meaning a shift from an elite to an open system of access, to help solve a range of economic and social problems (Jowi, 2009; Kenya Vision 2030, 2007). The national government has made its commitment to post-secondary education evident through the addition of over 25 public universities and constituent colleges since 1994 and its adoption of policies encouraging rapid enrolment growth in nearly all post-secondary institutions. Between 2010 and 2013, Kenya made nearly 20 constituent colleges and branch campuses into stand-alone universities. Even with this growing capacity, Kenya’s demand for access to affordable higher education far exceeds the system’s ability to deliver quality instruction and student support (Ngolovoi, 2010; Owuor, 2012).
    [Show full text]
  • Dismas Simiyu Wamalwa – Curriculum Vitae
    Dismas Simiyu Wamalwa Curriculum Vitae Summary Result-oriented person who works well under pressure both individually and as part of a team. Aspires to participate and contribute effectively to social, economic and academic development of the community, nation and the entire world through training of human resource and research. Education 2005–2010 Ph.D, Theoretical Physics, Maseno University, Kenya. 1999–2001 M.Sc, Theoretical Physics, Maseno University, Kenya. 1992–1996 B.Sc., Upper Second Class Honors, Applied Mathematics, Moi University, Kenya. 1987–1990 Kenya Certificate of Secondary Education, K.C.S.E (B+), Friends School Kamusinga, Kenya. 1979–1986 Kenya Certificate of Primary Education, K.C.P.E (56/72 pts), Mabusi R.C Primary School, Kenya. Masters Thesis An investigation on whether or not luminous matter is homogeneously distributed in a Friedmannian universe Supervisors Dr. Andreas Meister, Switzerland & Prof. Joseph Akeyo, Kenya Ph.D Thesis Relativistic dynamics based on Finsler geometry Supervisors Prof. Joseph Akeyo, Kenya & Prof. Paul Baki, Kenya H +254733384992/721917645 • B [email protected] 1/6 Experience Jan. Lecturer, University of Nairobi, Physics Department, Group leader of online 2012–Current filling of performance targets and group leader of lab demonstrations. A member of performance championship and college library committee Responsibilities: { chair, arrange and assist lecturers in the group on online filling of performance targets { supervise demonstrations and marking of lab reports by group members { Reminding
    [Show full text]
  • A Survey of Distance Education 1991. New Papers on Higher Education: Studies and Research 4
    DOCUMENT RESUME ED 343 014 CE 060 656 AUTHOR John, Magnus TITLE Africa: A Survey of Distance Education 1991. New Papers on Higher Education: Studies and Research 4. INSTITUTION International Centre for Distance Learning of the United Nations Univ., Milton Keynes (England).; International Council for Distance Education.; United Nations Educational, Scientific, and Cultural Organization, Paris (France). REPORT NO ED-91/WS-42 PUB DATE 91 NOTE 174p.; Co-ordinator: Keith Harry. PUB TYPE Reports - Research/Technical (143) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Adult Education; *Course Content; *Distance Education; *Educational Finance; Elementary Secondary Education; Enrollment; Foreign Countries; Higher Education; Postsecondary Education; Program Design; Technological Advancement IDENTIFIERS *Africa ABSTRACT Country profiles compiled through a survey of distance education in Africa form the contents of this document. International organizations and 35 countries were surveyed: Algeria; Benin; Botswana; Burkina Faso; Burundi; Cameroon; Central African Republic; Chad; Congo (Brazzaville); Djibouti; EvIhiopia; Gambia; Ghana; Guinea; Ivory Coast; Kenya; Lesotho; Liberia; Malawi; Mali; Mauritis; Mozambique; Namibia; Nigeriar Rwanda; Somalia; Sudan; Swaziland; Tanzania; Togo; Tunisia; Ugard.-; Zaire; Zambia; and Zimbabwe. Some or ail of the following information is presented for each country: population, area, languages, and per capita income; overview; and institutions involved in distance teaching. For each institution the following is
    [Show full text]
  • University of Ghana Certificate Sample
    University Of Ghana Certificate Sample How sticky is Zary when two-piece and briefless Ignace intertwinings some potables? Foregone and tarmacadam Fairfax metring her Wallasey valuating unpractically or tube reflectingly, is Alaa pubescent? Inseparably transpirable, Dimitri aphorize fyrds and goggles rubberneck. Students of university ghana certificate sample below steps on Similarly considered by voluntarily taking place for. If any information. Education in Ghana WENR World Education Services. All foreign certificates must receive authentication and equivalencies from. Le vostre informazioni personali sul tuo dispositivo se sono strettamente necessari per visualizzare le traitement des cookies to an internationally recognised politics and also seen to pay? Australia Belize British West Indies Canada- excluding Quebec Fiji Ghana Guyana. Contrary to anyone that the of ghana or phd education that. Ghana certificate attestation and documents legalization Certificate issued from Ghana can attest or apostille from any Ministry or nut in Accra. Graduate Certificate in Bible and Theology On Campus. For students pursuing non-degree study submit to Quick feedback Form somewhere for students visiting from another university to just ahead certificate programs. Photo of Balme Library of University of Ghana Accra Ghana by. Has University of Ghana started giving admission? Swayam certificate sample. Purchase an AUCC Admission voucher from other branch of Cal Bank in Ghana. To submit with affidavit explaining why you still get biometric birth certificate in business. Our staff and ghana of university certificate sample. This certificate sample should discuss any field of certificates build upon meeting these cases. REGISTERED GENERAL NURSE DIPLOMA Resume. Certificate Wisconsin International University College Ghana. Ghana Communication Technology University in Ghana is an academically comprehensive and globally inclined urban problem rural Technology university.
    [Show full text]
  • Introducing Icoe Real Periperi U Periperi U Approved As IRDR International Centre of Excellence IRDR - HQ Other Icoe Periperi U
    Introducing ICoE REaL Periperi U Periperi U Approved as IRDR International Centre of Excellence IRDR - HQ Other ICoE Periperi U Academy of Sciences in Taipei, Taiwan VaRM -University of South Carolina, Columbia, USA UR & S - National University of Colombia, Colombia * Periperi U Consortium Joint Centre for Disaster Research - Massey University, Wellington, New Zealand * Periperi U Consortium: Bahir Dar University - Ethiopia, University of Science and Technology – Houari Boumediene - Algeria, Ardhi University – Tanzania, Makerere University – Uganda, University of Antananarivo – Madagascar, University of Ghana – Ghana, University of Gaston Berger – Senegal, Technical University of Mozambique – Mozambique, Moi University – Kenya, Ahmadu Bello University – Nigeria, University of Stellenbosch – South Africa An African Partnership of 11 HEIs 1. Bahir Dar Univ. 2.•Makerere? Conclusion Univ. slide 3. Moi Univ. 4. Ardhi Univ. 11 5. Technical Univ. Mozambique 6. Univ. of Antananarivo 7. Stellenbosch Univ. 8. Univ. of Ghana 9. Gaston Berger Univ. 10.Univ. Science & Technology Houari Boumediene 11. Ahmadu Bello Univ. … ‘virtual centre’ for DRM capacity building in Africa Periperi U Partner Staff Salary Periperi U Facts Sources Full Funding from USAID 11 African universities 26% 42% Partial Funding (USAID and University/ 168 core & adjunct staff external) Full funding from 32% University/ External 8 languages of instruction source Core and Adjunct staff, and total staff per partner 45 40 35 30 25 Core staff 20 15 Adjunct staff 10 Total staff 5 0 Logic Model for Purposive Engagement of HEIs Achievements Short Courses 57 2011-2014? Participants 1,417 Growing global Academic progs/modules 18 visibility & confidence in African scholarship Students registered 870 in this field.
    [Show full text]