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OARE Participating Academic Institutions
OARE Participating Academic Institutions Filter Summary Country City Institution Name Afghanistan Bamyan Bamyan University Charikar Parwan University Cheghcharan Ghor Institute of Higher Education Ferozkoh Ghor university Gardez Paktia University Ghazni Ghazni University Herat Rizeuldin Research Institute And Medical Hospital HERAT UNIVERSITY Health Clinic of Herat University Ghalib University Jalalabad Nangarhar University Afghanistan Rehabilitation And Development Center Alfalah University 19-Dec-2017 3:14 PM Prepared by Payment, HINARI Page 1 of 194 Country City Institution Name Afghanistan Kabul Ministry of Higher Education Afghanistan Biodiversity Conservation Program Afghanistan Centre Cooperation Center For Afghanistan (cca) Ministry of Transport And Civil Aviation Ministry of Urban Development Afghanistan Research and Evaluation Unit (AREU) Social and Health Development Program (SHDP) Emergency NGO - Afghanistan French Medical Institute for children, FMIC Kabul University. Central Library American University of Afghanistan Kabul Polytechnic University Afghanistan National Public Health Institute, ANPHI Kabul Education University Allied Afghan Rural Development Organization (AARDO) Cheragh Medical Institute Kateb University Afghan Evaluation Society Prof. Ghazanfar Institute of Health Sciences Information and Communication Technology Institute (ICTI) Ministry of Public Health of Afghanistan Kabul Medical University Isteqlal Hospital 19-Dec-2017 3:14 PM Prepared by Payment, HINARI Page 2 of 194 Country City Institution Name Afghanistan -
Curriculum Vitae
ASSATA ZERAI, Ph.D. Professor, Department of Sociology, Associate Chancellor for Diversity; University of Illinois 3102 Lincoln Hall MC-454, 702 South Wright Street, Urbana, Illinois 61801 | 217-333-7119 [email protected] EDUCATION University of Chicago Ph.D. in Sociology Dissertation: Preventive Health Strategies and Child Survival in Zimbabwe 1993 University of Chicago M.A. in Sociology 1988 Anderson University B.A. in Sociology 1986 EMPLOYMENT University of Illinois, Urbana-Champaign Associate Chancellor for Diversity 2016-present University of Illinois, Urbana-Champaign Professor of Sociology 2016-present University of Illinois, Urbana-Champaign Affiliate, Women and Gender Studies 2016-present University of Illinois, Urbana-Champaign Director, Core Faculty, Center for African Studies 2015-16 University of Illinois, Urbana-Champaign Associate Dean, Graduate College 2014-2016 University of Illinois, Urbana-Champaign Associate Professor of Sociology 2002-2016 University of Illinois, Urbana-Champaign Director of Graduate Studies for Department of Sociology 2007-2012 University of Illinois, Urbana-Champaign Core Faculty, Center for African Studies 2009-2016 ASSATA ZERAI, PH.D. PAGE 2 University of Illinois, Urbana-Champaign Associate Professor, African American Studies and Research 2002-2006 National Development and Research Institutes, New York, NY Research Fellow 2003-2005 Syracuse University, Syracuse, NY Associate Professor, Department of Sociology 2002 Syracuse University, Syracuse, NY Assistant Professor, Department of Sociology -
The Evolution of the African Student in American Higher Education, 1960-1980
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Illinois Digital Environment for Access to Learning and Scholarship Repository FROM STUDENT TO IMMIGRANT: THE DIASPORIZATION OF THE AFRICAN STUDENT IN THE UNITED STATES BY OLANIPEKUN LAOSEBIKAN DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Policy Studies in the Graduate College University of Illinois at Urbana-Champaign, 2012 Urbana, Illinois Doctoral Committee: Associate Professor Christopher M. Span, Chair Professor James D. Anderson Associate Professor Yoon K. Pak Assistant Professor Bekisizwe Ndimande ABSTRACT This dissertation examines African student non-return within the larger historical pursuit of higher education in the United States by African students. Non-return by African students as addressed in this study is a process more than two centuries old extending directly across four defined phases of African student migrations. Key primary documents including the autobiographies of African students, correspondence between African students and other primary agents of African student migrations as well as oral interviews from African students turned permanent settlers from the fourth phase of African student migrations to the United States, are utilized in this dissertation. The perspectives of the non-returning African student in this dissertation address three important areas central to analyzing non-return; first, the factors that shaped the choices of non-returning African students to study in the United States; second, the social and cultural experiences encountered as a part of their educational migrations; and last, the decision to non-return. Non-return as articulated through interviews in this dissertation and supported by other primary and secondary source documentation is identified as a fluid process constantly shifting in response to internal and external pressures as well as historical and contemporary forces. -
UMU INFO BROCHURE -2018.Cdr
The United Methodist University of Liberia 508-C-17 Centennial Area, Ashmun Street 1000 Monrovia 10, Liberia, West Africa ----- ----- ----- ----- ----- ----- ----- ----- LAC-UMC LIBERIA “A LIGHT TO THE WORLD” ESTABLISHED 1998 2019 United Methodist University Liberia Project ----- ----- ----- ----- ----- ----- ----- ----- LAC-UMC LIBERIA “A LIGHT TO THE WORLD” ESTABLISHED 1998 Front view of the Multipurpose Classrooms & Office Complex Building Courtyard MAJOR FEATURES OF THE MULTIPURPOSE CLASSROOMS AND OFFICE COMPLEX BUILDING Descriptions Space/ Rooms 10. Conference Rooms 3 1. Instructional Classrooms 80 (With 6 Bathrooms) 2. Information Technology Labs 2 11. Bathrooms (Staff) 48 3. Computer Labs (General) 3 12. Bathrooms (Students) 54 4. Science Laboratories 4 13. Auditorium 1 (Biology/ Chemistry/ Physics) 14. Cafeteria 1 5. Library 1 15. Student Center 1 6. Clinic 1 16. Kitchen 1 7. Reading/ Study Rooms 2 17. Courtyards 2 8. Offices 33 18. Elevators 2 9. Teacher Lounges 3 Message From The Ofce of Institutional Development and Advancement Dear Students, Families, Friends, and Partners: It is our pleasure to share the 2018 brochure with you students, families, friends, and partners. We want to ensure that our stakeholders have pertinent information about the United Methodist University in Liberia. The United Methodist University is a co-education Christian institution of higher learning serving a diverse student population. The United Methodist University offers diploma, associate, bachelor, and master degree programs in several disciplines within seven (7) colleges: (College of Education, College of Health Sciences, College of Theology, College of Management and Administration, College of Liberal and Fine Arts, College of Science and Technology, the College of Agriculture), and the Rev. Dr. -
Review “African [Women] A-Liberate Zimbabwe”
Review “African [Women] a-Liberate Zimbabwe” [1] : Review of Reclaiming Zimbabwe: The Exhaustion of the Patriarchal Model of Liberation by Horace Campbell, David Philip Publishers, Cape Town, South Africa, 2003. Shereen Essof The crisis of the state and governance in Zimbabwe has divided Zimbabweans, the country's southern African neighbours and the international community. Given Africa's big challenges – HIV/AIDS, trade, debt, food shortages, environmental crises and unending civil wars ravaging failed states – it is striking that such significant symbolic political investment has been made in the fate of a small country (12 million people) with a rapidly declining economy no particular strategic significance. There is no doubt that the Zimbabwean situation is serious, or that President Robert Mugabe bears responsibility for the deep political crisis pervading the country, state-sanctioned repression and the mismanagement of the economy. The standard of living in Zimbabwe is worse today than it was in 1980. Some 65% of Zimbabweans are living either in poverty or extreme poverty (Campbell, 300). By July 2003, Zimbabwe had a currency shortage and an inflation rate of 450%. Its citizens face long queues for everything from bread to petrol. An agriculturally productive country has been reduced to seeking food aid. Further, Zimbabwe has one of the highest rates of HIV/AIDS infection on the continent, giving rise to a staggering 2 000 deaths per week. The pandemic has devastated Zimbabwe's social fabric and its productive and reproductive capacities (4, 169-70, 300), a tragic reality that has been aggravated by the sexist and homophobic public policies and practices of the Mugabe regime. -
Sustainable High Impact Infrastructure for Education and Agriculture Activity(Shine)
SUSTAINABLE HIGH IMPACT INFRASTRUCTURE FOR EDUCATION AND AGRICULTURE ACTIVITY(SHINE) OCTOBER 2016 - OCTOBER 2020 I IMPLEMENTER: JLN-B360 JOINT VENTURES The Sustainable High Impact Infrastructure for Education and Agriculture (SHINE) activity will provide construction services for vertical infrastructure activities in support of the USAID funded projects in agriculture, higher education, economic governance and natural resource management. Key to the implementation of this construction project will include close coordination with relevant Government of Liberia (GOL) agencies/ministries and USAID funded mechanisms working in the related sectors. Current Activities Providing construction services for the renovation/construction library expansion and construction of 5 new Staff Housing units at the Cuttington University, Bong County; Construction of Liberia Institute of Public Administration (LIPA) training building, Construction of three community colleges annexes (Classroom and laboratories) in Nimba, Lofa and Grand Bassa Counties. Develop detail engineering designs and resourced-construction schedules for all activities under this project. Supporting the development of maintenance capacity within primary beneficiary institutions USAID.GOV/LIBERIA Sustainable High Impact Infrastructure for Education and Agriculture Activity | 1 Providing laboratory equipment for the natural science building at the University of Liberia (UL) and agricultural technology centers at the Grand Bassa, Nimba and Lofa Community Colleges. Also providing grain -
Promoting Institutional and Scholarly Capacity for ECD in Sub-Saharan Africa
Promoting Institutional and Scholarly Capacity for ECD in Sub-Saharan Africa This report provides background to and results from the Early Childhood Development African Tertiary Survey: A partnership between the Association for the Development of Education in Africa- Working Group on Early Childhood Development (ADEA-WGECD), UNESCO/BREDA and the University of Victoria (UVic), Early Childhood Development Virtual University (ECDVU). Final Activity Report A. Description and Background The impetus for this project grew out of a convergence of interests and undertakings by various organizations regarding the further development of Early Childhood Education, Care and Development in Sub-Saharan Africa. One facet for accomplishing this objective is to increase both the capacity of tertiary institutions to play key innovative and supportive roles in the evolution of integrated Early Childhood Development (ECD) in their country, and the ability of individual scholars to expand Africa’s contributions to the international ECD and child development literature while enhancing country and regional research. It was critical, therefore, to determine the existing institutional ECD programmes and capacities and to identify key institutions and scholars that could move this agenda forward. In early 2009 discussions between Dr. Aster Haregot of UNICEF’s Eastern and Southern Africa Region (ESAR) and Dr. Alan Pence (UVic-ECDVU) resulted in a collaboration that produced a survey which asked respondents to identify undergraduate and graduate programmes in Early Childhood Education, Care and Development (ECD/ECCD/ECE) within tertiary institutions in their country, as well as scholars with an interest and expertise in the field. The survey was sent to 29 countries in sub-Saharan Africa (including 7 countries in the Western and Central Africa Region (WCAR) that had participated in the ECDVU programme). -
BFA Recipient Organizations in Africa by Country
BFA Recipient Organizations in Africa by Country Algeria University d’Oran Angola Save the Children Botswana BA ISAGO University College Golden Sun Services Botswana Book Project Cameroon ASEC-NW Cameroon Association of Journalists National Book Development Council The Presbytery of St. Andrew Cape Verde American Embassy of Cape Verde Chad United Nations High Commissioner for Refugees/Chad Congo Association AZUR Developpement Eritrea ACORD Asmara University Eritrian Relief Committee Ethiopia Abay Health College Addis Ababa College of Technology and Commerce Admas University College Amhara Development Association American Embassy Association For Children & Youth Cheha Wudma Devlopment Association CODE-Ethiopia Episcopal Conference Ethiopia Knowledge & Technology Transfer Society (EKTTS) Ethiopian Library & Information Foundation For Education Ethiopian Community Development Council Ethiopia Reads Horn Aid UK NIGAT Rotary Club of Addis Ababa SOS Children’s Fund The Gimbie SDA School The Love for Children Organization The Relief Society of Tigray Tigray Development Association YMCA-Ethiopia The Gambia Ministry of Education Rotary Club of Fajara United Kingdom’s Medical Reasearch Council Laboratories YMCA-The Gambia Ghana Action Child Mobilization Assasan Community Schools BRIDGE, Inc. Ghana Book Trust Ghana Institute of Engineers Ghana Institute of Linguistics Kpamba Scholarship Foundation Michael Lapsley Foundation Musab Aid Organization Namalteng Integrated Development Programme Peace Corps-Ghana Prometra Ghana Regent University College -
'The Art & Science of Fundraising'
‘The Art & Science of Fundraising’ A Study Visit to New York for Executives from African Universities and Cultural Institutions New York City Funded through the generous support of List of participants in the 2013 to 2018 study visit programs (Titles and affiliations as of year of participation) Prof. Otlogetswe Totolo, Vice-Chancellor, Botswana International University of Science & Technology, Botswana, 2016 Prof. Thabo Fako, Vice-Chancellor, University of Botswana, Botswana, 2013 Mr. Dawid B. Katzke, Deputy Vice-Chancellor, Finance & Administration, University of Botswana, Botswana, 2013 Dr. Baagi T. Mmereki, Director, University of Botswana Foundation, University of Botswana, Botswana, 2013 Ms. Pamela Khumbah, Director, Office of Advancement & Development, Catholic University Institute of Buea, Cameroon, 2016 Prof. Edward Oben Ako, Rector, University of Maroua, Cameroon, 2017 Ms. Djalita Fialho, Board Member, Pedro Pires Leadership Institute, Cape Verde, 2018 Amb. Honorat Emmanuel Koffi-Abeni, International Relations Advisor, MDE Business School (IHE-Afrique), Côte d'Ivoire, 2017 Mr. Didier Raux-Yao, Chief of Finance and Fundraising Officer, MDE Business School (IHE-Afrique), Côte d'Ivoire, 2017 Prof. Saliou Toure, President, International University of Grand-Bassam, Côte d'Ivoire, 2018 Mr. Samuel Koffi, Chief Operating Officer, International University of Grand-Bassam, Côte d'Ivoire, 2018 Ms. Ramatou Coulibaly-Gauze, Dir. of Admin. & Finance, International University of Grand-Bassam, Côte d'Ivoire, 2018 Prof. Léonard Santedi Kinkupu, Rector, Catholic University of Congo, Democratic Republic of Congo, 2017 Dr. Ese Diejomaoh, Projects Coordinator, Centre Congolais de Culture de Formation et de Développement, Democratic Republic of Congo, 2016 Ms. Nicole Muyulu, Nurse Educator & Hygienist, Centre Congolais de Culture de Formation et de Développement, Democratic Republic of Congo, 2016 Prof. -
The Impact of Walter Rodney and Progressive Scholars on the Dar Es
The African e-Journals Project has digitized full text of articles of eleven social science and humanities journals. This item is from the digital archive maintained by Michigan State University Library. Find more at: http://digital.lib.msu.edu/projects/africanjournals/ Available through a partnership with Scroll down to read the article. Tile IIBPact ofW .......... y .ad Progressive SeII.lln .. tile Dar es S..... SdIooI Horace Campbell Utqfiti Vol VIII No.2. 1986. Journal SmIOT lActurer. of the Faculty of Arts and Social Sciences, University ol/Jar es $4Itwn University of Oar es Salaam The University of Oar es Salaam in Tanzania faces the same problem of the contradictory nature of University education which is to be found in all States of Africa. Discontinuities between the pre-colonial, colonial and post~ 9Ol0nial patterns and methods of education continue as the present components of formal education strive to retain relevance to the needs of the society. The interconnections between education and various aspects of the life of the socie- ty.remain problematic in so far as the structures, content and language of hi&her education in Tanzania and indeed the rest of Africa remain geared to the train- ing of high level manpower. This requirement of skilled manpower meets the needs of the administration of the people but the needs of the producers are not immediately met by the University. Throughout the African continent, the educational needs of the vast majority of the toilers are met by the transmis- sion of skills and agricultural knowledge accumulated over centuries and con- veyed through practical experience rather than in a classroom. -
IDL-3341.Pdf
The International Developnent Research Centre is a public corporation created by the Parliament of Canada in 1970 to support research designed to adapt science and technology to the needs of developing countries. The Centre's activity is concentrated in five sectors: agriculture, food and nutrition sciences; health sciences; information sciences; social sciences; and communications. IDRC is financed solely by the Parliament of Canada; its policies, however, are set by an international Board of Governors. The Centre's headquarters are in Ottawa, Canada. Regional offices are located in Africa, Asia, Latin America, and the Middle East. ©1981 International Development Research Centre Postal Address: Box 8500, Ottawa, Canada KlG 3H9 Head Office : 60 Queen Street, Ottawa, Canada Avalos, B. Haddad, W. IDRC, Ottawa CA IDRC-TS23e A Revi ew of t eacher effec tiveness res earch i n Afri ca , Indi a, Latin America, Midd l e Eas t, Ma lays ia , Philippines , and Th ai land : syn t hes i s of results. Ot t awa , Ont., IDRC, 1981. 128 p. /IDRC publication/, /educational research/, /teaching personnel/, /evaluation/, /research methods/, /developing countries/ - /teachers/, /teacher training/, /teaching/, /teaching methods/, /bibliography/, /statistical data/ . UDC: 371 .136.001.5 ISBN: 0-88936-272-6 Microfiche edition available. IDRC-TS23e A REVIEW OF TEACHER EFFECTIVENESS RESEARCH IN AFRICA, INDIA, LATIN AMERICA, MIDDLE EAST, MALAYSIA, PHILIPPINES, AND THAILAND: Synthesis of Results Beatrice Avalos and Wadi Haddad This material, prepared for the Educational Research Review and Advisory Group, was originally produced as an IDRC Manuscript Report (IDRC-MRlO). The original text has been edited and included in our Technical Studies series in response to a growing demand to make the information more widely available. -
Preliminary Program Full V3.0
Preliminary Program nd 62 Annual Meeting Being, Belonging and Becoming in Africa Thursday, November 21, 2019 – Saturday, November 23, 2019 Boston Marriott Copley Place Boston, MA Program Committee Chairs: Matthew Heaton, Virginia Tech James Ogude, University of Pretoria Local Arrangements Committee Chairs: Abel Amado, Simmons University Rita Kiki Edozie, University of Massachusetts, Boston Kwamina Panford, Northeastern University Eric Schmidt, Boston University Preliminary Program uploaded July 12th, 2019 Please note: This version of the program is based on data submitted during the original CFP. Updates to Names, Titles, Affiliations received subsequently are not yet reflected in this document. Updated versions of the program integrating these updates will be uploaded to the site approximately every two weeks. The next update of the program will be made available online on July 31, 2019. All requests for revision of names, affiliations, or paper titles received by July 26, 2019 will be reflected in the subsequent version. Program Theme The theme of this year’s Annual Meeting is “Being, Belonging and Becoming in Africa.” While Africa is not and never has been homogenous or unitary, the existence of the ASA is predicated on the idea that there are things that distinguish “Africa” and “Africans” from other peoples and places in the world, and that those distinctions are worth studying. In a world increasingly preoccupied with tensions over localism, nationalism, and globalism, in which so many forms of essentialism are under existential attack (and fighting back), we hope that this theme will spark scholarly reflection on what it has meant and currently means for people, places, resources, ideas, knowledge, among others to be considered distinctly “African.” As scholars have grappled with the conceptual and material effects of globalization, the various disciplines of African Studies have also embraced transnational, international, and comparative approaches in recent decades.