Qualitative Assessment of Selected Regional Training Institutions in West and Central Africa

QUALITATIVE ASSESSMENT OF SELECTED REGIONAL TRAINING INSTITUTIONS IN WEST AND CENTRAL AFRICA

THE AFRICAN-AMERICAN INSTITUTE QUALITATIVE ASSESSMENT OF SELECTED REGIONAL TRAINING INSTITUTIONS IN WEST AND CENTRAL AFRICA

REPORT OF A PROJECT UNDERTAKGN BY THE AFRICAN-AMERICAN INSTITUTE AND ME REGIONAL ECONOMIC DEVELOPMENT SERVICES OFFICE/WEST AFRICA, THE AGENCY FOR INTERNATIONAL DEVELOPMENT

REDSO/WA NO. 79-160

CYNTHIA WISE

ROBERT DIETERICH

THE AFRI CAN-PMERI CAN INSTITUTE 833 UNITED NATIONS PLAZA NEW YORK, NEW YORK TABLE OF CONTENTS PAGE

1.0 INTRODUCTION ...... 1 1.1 INVENTORY ...... 1.2 QUALITATIVE ASSESSMENT ...... 1.2.1 PROJECT OBJECTIVES ...... 1.2.2 AFRICAN MANPCWER NEEDS ...... 1.2.3 REPORT DESIGN ...... 1.2.3.1 OUTLINE ...... 1.2.3.2 INSTITUTICNAL SAMPLE ...... 1.2.3.3 LEVELS OF TRAINING ...... 1.2.3.4 REGIONAL EDUCATION ANALYS IS ...... 2.0 MEMODOLOGY ...... 9 2.1 TRAINING INSTITUTION QUESTIOWAIRE ...... 10 2.1.1 DESIGN ...... 10 2.1.2 SAMPLE...... 11 2.1.3 QUESTIONNAIRE RETURN RATE ...... 13 2.1.4 QUALITATIVE INDICATORS ...... 15 2.2 AID TRAINING INSTITUTIONS QUESTIONNAIRE ...... 16 2.2.1 DESIGN ...... 16 2.2.2 SAMPLE ...... 17 2.2.3 QUESTIONNAIRE RETURN RATE ...... 18 2.3 INSTITUTIONAL VISITS ...... 20 2.3.1 TRAVEL SCHEDULE ...... 2 1 2.3.2 SAMPLE ...... 2 2 2.3.3 METHODOLOGY ...... 2 3 3.0 GENERAL TRENDS IN REGIONAL EDUCATION ...... 26 3.1 GENERAL STATISTICAL PRESENTATION ...... 26 3.2 DEMOGRAPHIC TRENDS AMONGST NATIONAL INSTITUTIONS ..... 2 8 3.2.1 FWLE POST-SECONDARY ENROLLMENT ...... 3 O 3.2.2 FOREIGN STUDENT ENROLLMENT ...... 3 2 3.2.3 POST-SECONDARY SCHOOL GRADUATES BY LEVEL MID COUNTRY ...... 3 7 3.2.4 POST-SECONDARY SCHOOL GRADUATES BY FIELD AND COUNTRY ...... 43 3.2.5 POST-GRADUATE MI IVERS ITY DEGREES BY FIELD AND COUNTRY ...... 46 3.3 DEMOGRAPHIC TRENDS AMONGST REGIONAL INSTITUTIONS ..... 48 3.3.1 STUDENT ENROLLMENT ...... 48 3.3.2 SUB-REGIONAL DISTRIBUTION ...... 51 3.3.3 LANGUAGE OF INSTRUCTION ...... 51 3.3.4 TRAINING LEVELS ...... 5 2 3.3.5 FIELDS OF CONCENTRATION ...... 53 3.3.6 AFRICAN COUNTRY REPRESENTATION ...... 54 TABLE OF CONTENTS

PAGE 3.4 QUANTITATIVE ASSESSMENT OF REGIONAL TRAINING CAPABILITIES AMONGST 61 SAMPLED NATIONAL AND REGIONAL TRAINING INSTITUTIONS ......

3.4.1 GENERAL QBSERVATI OWS ...... ;. . . 3.4.2 QUANTITATIVE ANALYSIS ...... 3.4.2.1 GENERAL SAMPLE ...... 3.4.2.2 VARIATION BY TYPE OF INSTITUTION .... 3.4.2.3 VARIATION BY FIELD OF CONCENTRATION . 3.5 GENERAL CONCLUSIONS ...... 4.0 INSTITUTIONAL REPORTS ...... 4.1 INTRODUCTION ...... 4.2 INSTITUTIONAL REPORTS ...... 4.2.1 At-MADU BELL0 UNIVERSITY ...... 4.2.1.1 GENERAL BACKGROUND ...... 4.2.1.2 STUDENT POPULATION ...... 4.2.1.3 MAJOR PROGRPMS OF PRWECT RELEVANCE . 4.2.1.4 ADMISSIONS CRITERIA ...... 4.2.1.5 CURRICULA STRENGTHS ...... 4.2.1.6 FACULTY ...... 4.2.1.7 RESEARCH ACTIVITIES ...... 4.2.1.8 INSTITUTIONAL INFRASTRUCTURE ...... 4.2.1.9 FINANCIALANDBUDGETARYSTATUS ...... 4.2.1.10 RECOMENDATIONS ......

4.2.2 CENTRE AFRICAIN ET MAURICIEN DE PERFECTIONNEMENT DES CADRES (CAMPC) ...... 4.2.2.1 GENERAL BACKGROWD ...... 4.2.2.2 MAJOR PROGRAMS OF PRWECT RELEVANCE . 4.2.2.3 ADMISSIONS CRITERIA ...... 4.2.2.4 CURRICULA STRENGTHS ...... 4.2.2.5 FACULTY ...... 4.2.2.6 RESEARCH ACTIVITIES ...... 4.2.2.7 INSTITUTIONAL INFRASTRUCTURE ...... 4.2.2.8 FINANCIAL AND BUDGETARY STATUS ...... 4.2.2.9 RECOMMENDATIW ......

4.2.3 CENTRE REGIONAL DE FORMATI-ON POUR ENTRETIEN ROUTIER (CERFER) ...... 4.2.3.1 GENERAL BACKGROUND...... e...... e.. 4.2.3.2 STUDENT POPULATION ...... 4.2.3.3 WJOR PROGRAMS OF PROJECT RELEVANCE . 4.2.3.4 ADMISSIONS CRITERIA ...... 4.2.3.5 CURRICULA STRENGTHS ...... 4.2.3.6 FACULTY ...... 4.2.3.7 INSTITUTIONAL INFRASTRUCTURE ...... 4.2.3.8 FINANCIAL AND BUDGETARY STATUS ...... 4.2.3.9 REC@WENDATIONS ...... TABLE OF CONTENTS

PAGE 4.2.4 ECOLE INTER-ETATS D'INGENIEURS DE L'EQUIPEMENT RURAL (EIER) ...... GENERAL BACKGROUND ...... STUDENT POPULATION ...... MAJOR PROGRAMS OF PROJECT RELEVANCE . ADMISSIONS CRITERIA ...... CURRICULA STRENGTHS ...... FACULTY ...... RESEARCH ACTIVITIES ...... INSTITUTIONAL INFRASTRUCTURE ...... FINANCIAL AND BUDGETARY STATUS ..... RECOMMENDATIONS ......

4.2.5 ECOLE INTER-ETATS DES SCIENCES ET MEDECINE VETERINAIRES (EISMV) ...... GENERAL BACKGROUND ...... STUDENT POPULATION ...... MAJOR PROGRAMS OF PROJECT RELEVANCE . ADMISSIONS CRITERIA ...... CURRICULA STRENGTHS ...... FACULTY ...... RESEARCH ACT1VI Tl ES ...... INSTITUTIONAL INFRASTRUCTURE ...... FINANCIAL AND BUDGETARY STATUS ..... RECOMMENDATIONS ...... 4.2.6 ECOLE NATIONALE SLIPERIEURE AGRONOMIQUE (ENSA) . GENERAL BACKGROUND ...... STUDENT POPULATION ...... MAJOR PROGRAMS OF PROJECT RELEVANCE . ADMISSIONS CRITERIA ...... CURRICULA STRENGTHS ...... FACULTY ...... INSTITUTIONAL INFRASTRUCTURE ...... FINANCIAL AND BUDGETARY STATUS ..... RECOMMENDATIONS ......

4.2.7 GHANA INSTITUTE OF MANAGEMENT AND PUBLIC AOMIIVISTRATION (GIMPA) ...... GENERAL BACKGROUND ...... STUDENT POPULATION ...... MAJOR PROGRAMS OF PROJECT RELEVANCE . ADMISSIONS CRITERIA ...... CURRICULA STRENGTHS ...... FACULTY ...... RESEARCH ACTIVITIES ...... INSTITUTIONAL INFRASTRUCTURE ...... FINANCIAL AND BUDGETARY STATUS ..... RECOMMENDATIONS ...... TABLE OF CONTENTS

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4.2.8 INSTITUT AFRICAIN DE DEVELOPPEMENT ECONOMIQUE El DE PLANIFICATION (IDEP) ...... GENERAL BACKGROUND ...... STUDENT POPULATION ...... M4JOR PROGRAMS OF PROJECT RELEVANCE . ADMISSIONS CRITERIA ...... CURRICULA STRENGTHS ...... FACULN ...... INSTITUTIONAL INFRASTRUCTURE ...... FINANCIAL AND BUDGETARY STATUS ..... RECOMMENDATIONS ......

4.2.9 PAN AFRICAN INSTITUTE FOR DEVELOPMENT (PAID) INSTITUT PANAFRI CAI N POUR LE DEVELOPPEMENT ( IPD) ...... GENERAL BACKGROUND ...... STUDENT POPULATION ...... MAJOR PROGRAMS OF PROJECT RELEVANCE . ADMISSIONS CRITERIA ...... CURRICULA STRENGTHS ...... FACULTY ...... RESEARCH ACTIVITIES ...... INSTITUTIONAL INFRASTRUCTURE ...... FINANCIAL AND BUDGETARY STATUS ..... RECOMMENDATIONS ...... 4.2.10 REGIONAL INSTITUTE OF POPULATION STUDIES (RIPS) . GENERAL BACKGROUND ...... STUDENT POPULATION ...... MAJOR PROGRAMS OF PROJECT RELEVANCE . ADMISSIONS CRITERIA ...... CURRICULA STRENGTHS ...... FACULTY ...... RESEARCH ACTIVITIES ...... INSTITUTIONAL INFRASTRUCTURE ...... FINANCIAL AND BUDGETARY STATUS ..... RECOWENDATIONS ......

4.2.11 UNIVERSITE DE DAKAR ...... GENERAL BACKGROUND ...... STUDENT POPULATION ...... MAJOR PROGRAMS OF PROJECT RELEVANCE . ADMISSIONS CRITERIA ...... CURRICULA STRENGTHS ...... FACULTY ...... lNSTITUTIONAL INFRASTRUCTURE ...... FINANCIAL AND BUDGETARY STATUS ..... RECOMMENDATIONS ...... TABLE OF CONTENTS

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4.2.12 UNIVERSITE NATIONALE DE COTE D'IVOIRE ...... I64 GENERAL BACKGROUND ...... I64 STUDENT POPULATION ...... I64 MAJOR PROGRAMS OF PROJECT RELEVANCE . I67 ADMISSIONS CRITERIA ...... I68 CURRICULA STRENGTHS ...... I69 FACULTY ...... I70 RESEARCH ACTIVITIES ...... I71 IIVSTI TUTI ONAL INFRASTRUCTURE ...... I71 FINANCIAL AND BUDGETARY STATUS ...... I72 RECOMMENDATIONS ...... I72 4.2.13 UNIVERSITY OF IBADAN ...... I73 GENERAL BACKGROUND ...... I73 STUDENT POPULATION ...... I74 MAJOR PROGRAMS OF PROJECT RELEVANCE . I75 ADMISSIONS CRITERIA ...... I76 CURRICULA STRENGTHS ...... I77 FACULTY ...... I78 RESEARCH ACTIVITIES ...... I78 INSTITUTIONAL INFRASTRUCTURE ...... I80 FINANCIAL WID BUDGETARY STATUS ...... I81 RECOMMENDATIONS ...... I81 4.2.14 UNIVERSITY OF SCIENCE AND TECHNOLOGY (USTI ..... I82 GENERAL BACKGROUND ...... I82 STUDENT POPULATION ...... I82 MAJOR PROGRAMS OF PROJECT RELEVANCE . 183 ADMISSIONS CRITERIA ...... I84 CURRICULA STRENGTHS ...... I85 FACULTY ...... I85 RESEARCH ACTIVITIES ...... I86 INSTITUTIONAL INFRASTRUCTURE ...... I89 FINANCIAL AND BUDGETARY STATUS ...... I90 RECOMMENDATIONS ...... I90 4.2.15 UNIVERSITY OF SIERRA LEONE ...... I91 GENERAL BACKGROUND ...... I91 STUDENT POPULATION ...... I92 MAJOR PROGRAMS OF PROJECT RELEVANCE . I93 ADMISSIONS CRITERIA ...... I94 CURRICULA STRENGTHS ...... I94 FACULTY ...... I95 INSTITUTIONAL INFRASTRUCTURE ...... I96 FINANCIAL AND BUDGETARY STATUS ...... I96 RECOWlENDATIONS ...... I97 TABLE OF CONTENTS PAGE

5.0 AID PARTICIPANT TRAINING SUPPORT HISTORY AND TRENDS ...... 198 AID PARTICIPANT TRAINING IN THE U.S...... 199 AID PARTICIPNT TRAINING IN THIRD COWTRIES ...... 201 INTER-AFRICAN TRAINING SUPPORT ...... 201 TRAINING SUPPORT BY FIELD OF STUDY ...... 203 AID MISSION TRAINING SUPPORT ...... 203 USA1D RECCWIENDATIONS FOR REG1ONAL TRAINING INSTITUTIONS ...... 207 USAID PRCAIECTIONS OF FUTURE TRAINING NEEDS ...... 211 CONSTRAINTS TO REGIONAL TRAINING ...... 211 6.0 CONCLUSIONS ...... 213

INDEX TO TABLES ...... 244 GLOSSARY OF ACRONYMS. INITIALS. AND SYMBOLS ...... 247 1.0 INTRODUCTION The Qualitative Assessment of Selected Regional Training Institutions in West and Central Africa represents the second report of a project undertaken by the African-American Institute (MI) for The Regional Economic Development Services Off ice/West Africa (REDSO/WA) , of The Agency for International Development, on regional training in' West and Central Africa.

I. 1 INVENTORY The first report, Inventory of Selected Regional Training Institutions in West and Central Africa, ~g~ertoiredes Institutions de Formation Egionales S6lectives en Afrique Occidentale et Centrale, provided up-to-date information on selected post-secondary regional and national training institutions. The Inventory contains data on 61 institutions, 371 course offerings, in 13 countries including 4 anglophone and 9 francophone state$. The report presents information pertaining to course offerings, duration of study, diplomas/degrees offered, practical training components (if existent), admissions requirements and procedures, student population figures, foreign student enrollments and quotas, faculty, educational costs and institutional infrastructure. The Inventory is in English and French, depending upon the primary language utilized by the given institution. Training programs are categorized by the major development fields &fined for this project, namely: 1) Agriculture 2) Economic Planning 3) Education 4) Environment and Natural Resources 5) Health and Nutrition 6) Management and Public Administration 7) Rural Development 8) Technology and Engineering Further, the course offerings or training programs, are subdivided by levels of entry, as determined by the major entrance requirements. For the purposes of this study, the levels are defined as follows: 1) Post-secondary programs requiring less than full university entrance qualifications 2) University programs up to the Bachelor's Degree level 3) Graduate programs 4) Specialized short-term training 5) English/French language training The information presented in the 1nventory/~6~ertoirewas gathered by means of a comprehensive questionnaire sent to 124 institutions, university departments or programs in 17 countries, in November 1979. These programs were selected from an initial sample of 130 institutions and departments. Secondary sources were utilized when completed questionnaires were not available.

1.2 QUALITATIVE ASSESSMENT

1.2.1 PROJECT OBJECTIVES The present report is intended to evaluate the regional training capabilities of selected regional and national training institutions, and as such, supplements information presented in the first report. The objective, first and foremost, has been to assess the ability of the selected training institutions to 'I... service AID mission needs as an alternative to sending participant trainees to the United States..."* Secondly, of more long-term interest to AID and other major donor agencies involved in the promotion of African manpower development, is the question, hard to measure quantitatively, and to evaluate qualitatively, of the capacity, potential, and future of these institutions to meet pressing training needs at the post-secondary level. This project has identified local training resources in West and Central Africa, in the recognition that there are overwhelming advantages to conducting as much training as possible of African nationals at African institutions, despite some real but expected constraints.

1.2.2 AFRICAN MANPOWER TRAINING NEEDS One cannot generalize about African manpower needs without reference to the individual country, and/or region. One can, nevertheless, acknowledge general levels and fields of common need. There are pressing training demands for middle-level technicians, undergraduate professionalization, graduate specalization, and specialized short-term courses/seminars for civil servants, support personnel, and middle and senior-level staff. Such training may be formal or in- formal depending upon the professional objective sought. Increasingly, African governments, parastatal organizations, and private enterprise, are requesting targeted training in the form of refresher courses, in- service training, consultancy services, seminars, and applied research,

* REDSO/WA Project No. 79-160 -- Study of Regional Training Institutions in West and Central Africa -- Article 11-C-2. to enhance the expertise of professional staff, and to improve planning and administrative services. The major disciplines utilized for this study are those representing the significant areas of development concern. Despite the expansion of African educational and training institutions since independence, most African countries are still unable to meet their immediate national training requirements. There remain serious shortages in the training of agronomists , health and para-medical personnel, economic planners, natural re - source and environment experts, managers for the public and private sectors, community development officers , educational administrators and curriculum designers, and specialized engineers, to cite only a few generalized categories. There are specialized training needs such as project planning and management, fiscal policy, budgeting, and accounting, that relate to all development sectors. Some of these skills represent the key to the success or failure of major development projects. The absence of technical and managerial capabilities represents a serious impediment to national and international efforts to increase production, to improve the quality of life of the rural majority, to increase the viability of local econo- mies, and to reach national self-sufficiency. Skilled manpower is often as critical as capital input to development progress.

1.2.3 REPORT DESIGN

1.2.3.1 OUTLINE The Qualitative Assessment includes a methodological review (Section 2.0), a general assessment of regional education trends in West and Central Africa (Section 3.0), institutional case studies (Section 4.0) AID participant training history and trends (Section 5.0) , and general conclusions and recommendations (Section 6.0) .

1.2.3.2 INSTITUTIONAL SAMPLE The sample of 61 institutions represents four types of "regional" training institutions. There are institutions that are regional in structure, objective, and funding. These institutions, created to serve common educational needs within a region or group of neighboring countries, are generally funded by international organizations such as the United Nations or its specialized agencies such as UNDP, WHO, FAO, UNESCO, the World Bank, or African regional associations, such as llOrganisationCommune Africaine et Mauricienne (OM). A few of the regional or pan-African institutions are supported primarily through private, non-governmental funding sources, such as the Pan African Institute for Development (PAID)/Institut Panafricain pour le DBveloppement (IPD), or the Institut Africain pour le Zveloppement Economique et

Social - Centre Africain de Formation, (INADES-Formation). Secondly, there are national institutions which, either during the colonial or post-independence eras, have served a historical role in meeting regional tracing needs. Some of these universities, such as llUniversitB de Dakar, or the University of Sierra Leone, have maintained a regional status, due to their curriculum offerings, or given their commitments to accepting African nationals, or refugees from countries still engaged in the struggle for independence. Others have been disbanded totally, such as the institutions that once constituted higher education in Central Africa (FESAC), from 1961 to 1971. One should also note, in this category, institutions originally designed to serve regional functions, but that are now primarily national institutions meeting local educational needs. Examples are the Ghana Institute of Management and Public Administration (GIMPA) , and the Ecole Nationale de Statistique dlAbidjan. Third, there are research centers or institutions that are not training institutions per se, but that provide relevant applied research and short-ten programs that could be expanded on a regional basis. Such institutions include the International Institute of Tropical Agri - culture (IITA) in Nigeria, and the Land Administration Research Centre, and the Technology Consulting Centre in Ghana. Finally, there are professional associations such as The Associa- tion of African Universities (AM , or the Conseil Mricain et Malgache pour llEnseignement Supeieur (WS)., that have regional or inter- African activities. They were not surveyed for the Inventory, but were visited during the field evaluation. Their activities are noted as appropriate resources in the educational sector. The Bureau R6gional de 1 'UNESCO pour llEducation en Afrique PREDA) represents another type of regional and international professional organization. It provides, among other services, some short-term'training for educational personnel. More specific information is given in sub-section 2.1.2 about the institutional sample, and the criteria for the selection of programs and institutions. 1.2.3.3 LEVELS OF TRAINING This project addressed post-secondary training opportunities and capabilities, Programs at the upper-secondary/post -secondary level were, for the most part, eliminated. Nevertheless, it was occasionally difficult to make a sharp distinction. Some of the most relevant development- related programs may in actuality be secondary school level in terms of qualifications and training provided. Some programs were included as they cater to professionals with minimum formal credentials but with substantial professional experience, as to high school graduates with the educational qualifications but lacking in the professional wisdom acquired through on-the-job training. Examples of such institutions include the Centre de Formation Piscicole de Bouake, the Institut Africain pour le ~Aelo~~ementEconomique et Social - Centre Africain de Formation (INADES-Formation) , the Kaduna polytechnic, The Centre dtEtudes Economiques et Sociales de llAfrique de llOuest (CESAO), and the College of Agriculture, Samaru. 1.2.3.4 REGIONAL EDUCATION ANALYSIS Regional education in West and Central Africa is analyzed for this Qualitative Assessment by four broad categories of variables: 1) the type of institution, e.g. regional or national in objective , funding, enrollment 2) course offerings or training activities in the eight major development fields 3) the course distribution by the five levels of training, and 4) twenty-two indicators designed to assess the overall institutional strengths and limitations in meeting regional training requirements. An analysis of demographic and educational trends at national and regional institutions in West and Central Africa is presented in Section 3.0. A quantitative assessment of the regional training capabilities of the sample of 61 institutions is also provided. This analysis serves as background information for the more in-depth evaluation of regional training capabilities presented in Section 4.0. 2.0 METHODOLOGY The methodology utilized for the evaluation of the regional training capabilities of selected regional and national institutions in West and Central Africa consisted of several different techniques for data collection, data corroboration, and qualitative analysis. ' Questionnaires were used to obtain information from the pre- . selected sample of educational and training institutions. This method also served as an instrument for gathering additional data on AID mission third-country training requirements, and for seeking an AID qualitative input on currently available regional training programs. Accordingly, a special questionnaire was sent to all AID missions within the region. A selected group of the 124 sampled programs at 61 institutions were visited to obtain first-hand information for the Oualitative Assessment of Selected Regional Training Institutions in West and Central Africa. These visits to 6 countries and 27 institutions or programs consisted of semi-structured interviews. The data and general analysis were cross-verified by checking reliable secondary sources published by international educational organizations such as the Agence de Coopgration Culturelle et Technique, the Association of African Universities, the Association of Commonwealth Universities, The International University Exchange Fund, and UNESCO. Moreover, AAI's knowledge and experience acquired through years of administration of manpower training programs, and its regular contact with African educators and planning officials, served as additional information sources. 2.1 TRAINING INSTITUTION QUESTIONNAIRE

2.1.1 DESIGN The primary questionnaire, Regional Training Institutions Questionnaire, Appendix I, constituted a comprehensive series of 52 questions designed to obtain information in the following eight categories: 1) Administrative status 2) Curriculum and entrance requirements 3) Student population 4) Institutional facilities 5) Faculty and publications 6) Financial requirements 7) Additional relevant data pertaining to foreign applicants 8) Regional institutional cooperation This questionnaire, produced in English and French, with accompanying general instructions, and an appropriate cover letter outlining the purposes of the project, was sent to the 124 programs in 17 countries in West and Central Africa. The questionnaire was designed to coll.ect data for both the previously published Inventory of Selected Regional Training Institutions in West and Central Africa. RE~ertoiredes Institutions de Formation Regionales Selectives en Afrique Occidentale et Centrale, as we1.l as for this present report. It will be noted that the questionnaire covers a number of items not directly relevant to the Inventory, but specifically intended to meet the project goals of the Qualitative Assessment. The following items are included:

-- major institutional objectives -- foreign student enrollment and completion rates -- national distribution of foreign grantees -- residential capabilities and limitations -- library and documentation facilities - - co~!yosit ion of teaching/training faculty -- areas of major research activity -- special programs for women -- remedial educational and related services for students presenting academic deficiencies - - major sponsoring agencies for foreign na t i onals The institutions surveyed were requested to identify programs of major relevance to neighboring countries, and capabilities for the design and implementation of special short-term courses/seminars within their a-reas of expertise. Questions relating to the nature of international, regional, and inter-university/institutional exchange activities were designed to measure the extent of outreach beyond the area of immediate interest. The institutions were asked to describe their future directions and to provide an internal evaluation of major strengths, whether teaching staff, special programs, facilities, fields of on-going research, or any other relevant area.

2.1.2 SAMPLE The sample of institutions was determined by the general fields of concern to this evaluation, the levels of training defined, and the interest of maintaining balance between anglophone and francophone institutions. Initially, the preliminary list was based on the selection of four to five institutions, equally divided amongst the French and English-speaking countries, within each of the fields of training: Agriculture, Economic Planning, Education, Environment and Natural Resources, Health and Nutrition, Management and Public Administration, Rural Development, and Technology and Engineering. This selection process was duplicated for each of the eight fields of training at the four different training levels: 1) Level 1 - post- secondary training requiring less than full university entrance qualifications; 2) Level 2 - university programs up to the Bachelor's degree level ; 3) Level 3 - Graduate, or post-graduate programs; and 4) Level 4 - specialized short- term training. Intensive language training centers constituted a separate category. The final sample of 124 programs is the result of our efforts to identify quality programs, both classical and innovative, in West and Central Africa, that have been meeting regional manpower training needs, or that are hypothesized to have the educational and institutional resources to increase regional human resources training, The distribution of.programs by field of training is presented in Table 2.1.

REGIONAL TRAINING PROGRAM SAMPLE DISrRIBUTION BY FIELD

FIELD NO, :INSTITUTIONS

1) AGRICULTURE 2) RURAL & COMMUNITY DEVELOPMENT 3) ECONOMIC PLANNI NG 4) WGEMENT & PUBLIC ADMINISTRATION 5) EDUCATION 6) ENVIRONMENT AND NATURAL RESOURCES 7) HEALTH & NUrRITION 8) TECHNOLOGY & ENGINEERING 9) LANGUAGE TRAINING CENTERS 2.1.3 OUESTIONNAIRE RETURN RATE

A low return rate is to be expected on mail questionnaires. The returns received for this project were surprisingly high when one con- siders the vagaries of the international and local postal systems, the length of the questionnaire, and the minimal benefit to the cooperating institutions. Of the 89 surveyed institutions, 42 responses were received, or 47% of the total sample. By field of concentration, 52 of the 124 training programs provided responses constituting a 42% return rate. The success in receiving completed questionnaires was in part attributable to services of intermediaries -- AAI local personnel and AID Mission staff -- in ensuring receipt of the request, and in following up with educational authorities after a reasonable lapse of time.

Equally important are the relationships that the MI has maintained with many of these educational institutions through the administration of current training-.programs. There are significant variations in return rate by field of concentration, and by country, that are of general interest. Program and institutional responses by discipline of training are shown in Table 2.2.

QUESTIONNAIRE RESPONSE RATE BY TRAINING DISCIPLINE

FIELD NO. SURVEYED NO. RESPONSES % RESPONSES

AGRI CULTURE RURAL & COMMUNITY DEVELOPMENT ECONOMIC PWING WGEMENT & PUBLIC ADMINISTRATION EDUCATION ENVIRONMENT & NATURAL RESOURCES HEALTH & NUTRITION TECHNOLOGY & ENGINEERING LANGUAGE TRAINING TOTALS

TABLE 2.2 There was considerable variation in the return rate by country, as illustrated in Table 2.3. It will be noted that the three countries having a 100% return rate, Chad, Gabon, and Rwanda, had a total of one institution per country surveyed. More significantly, no completed questionnaires were received from five countries, Benin, Congo, Liberia, Niger, and Sierra Leone.

QUESTrONNArRE RESPONSE RATE FROM INSTITUTIONS BY COUNTRY

NO. SURVEYED NO. RESPONSES % RESPONSES

BENIN CAMEROUN CHW CONGO GABON GHANA IVCRY COAST LIBERIA MALI NIGER NIGERIA RWANDA SENEGAL SIERRA LEONE TOGO UPPER VOLTA ZAIRE

TOTALS 89 42 47

TABLE 2.3 rnformation is provided tn both the already published Inventory and the Qualitative Assessment on 61 regional and national training institutions. Data for the 19 of these institutions that did not com- plete the mail questionnaire were obtained from up-to-date institutional catalogues and statistical reports, reliable secondary sources, and/or

AA3: first-hand infomation from the current administration of inter- African training programs. 2.1.4 QUALITATIVE :INDICATORS Questionnaire responses served as the basis for the evaluation of twenty-two qualitative indicators. A quantitative assessment of the regional training capabilities of the sample of 61 institutions was determined by the presence or absence of these indicators. It should be noted that this evaluation does not measure individual institutional capabilities. Rather, the assessment represents the overall sample of institutions. The indicators are presented in

-Table 2.4.

QUALITATIVE IhlDICATORS FOR ASSESSMENT OF REGIONAL TRAINING CAPABILITIES

Regional Organization - by purpose 10% Foreign Enrollment 50% Overall Training Completion - all students 50% Foreign Training Completion - foreign students 5 African Nationality Enrollment - minimum 5 foreign African countries represented Foreign Admissions Quota External Examinations Requirement International Funding of Foreign Enrollment - major international sponsorship of foreign grantees International Degree Recognition International Cooperation - professional associations and inter-African exchange Language Training Preparatory Courses - correct academic and related deficiencies to ensure academic success Graduate Programs Practical Training 20% Female Enrollment Study and Reading Facilities Social Support Services - health, sports, eating, transport and recreation Residential Facilities Library Facilities Appropriate Faculty Size - 50% full-time faculty, less than 20 students per faculty member University Integration Specialized short-term training - ability to implement seminars, etc.

TABLE 2.4 The evaluation of regional training capabilities, as measured by the indicators enumerated above, is provided in Section 3.0.

2.2 AID TRAINING INSTITUTIONS QUESTIONNAIRE The second questionnaire used for the qualitative evaluation of the regional training capabilities of selected regional and national institutions in West and Central Africa was designed for AID missions or offices in the region covered by REDSO/WA. This questionnaire was not originally projected. However, there were major information gaps in data collection efforts to provide a historical perspective on the utilization of AID participant training funds, from AIDIWashington statistical sources. It was anticipated at the outset that a twenty year projection, 1958-1978, of AID training support by field of concentration, country of origin, and institution of enrollment could be presented. Towards this end, AID African mission input was deemed important, particularly for more accurate data relating to third-country training in Africa. Further, we were interested in AID mission qualitative contributions regarding future training projections, African training institutions utilized, or recognized to have the capabilities for regional training purposes, and general constraints to regional training. Although not indispensable, the information requested was designed to complement data generally available. The Aid Training Institutions Questionnaire, Appendix 11, including 14 questions, was sent to 20 AID Affairs Officers, Country Development Officers, and Mission Directors.

2.2.1 DESIGN The Questionnaire was designed to solicit responses to eight major qualitative and quantitative areas, as categorized below.

TOTAL AID FUNlING' (FY 69-79) ... AID Funding by Country ... AID Funding by Educational Sector ... AID Funding for Institutional Development Grants and Total Institutions supported

PART IC IPANT TRA Ihl ING SLIPPORT ... Total Individual Participant Training Grants ... Total In-Country Participant Training Grants ... Total Third-Country Participant Training Grants ... Total U.S. Participant Training Grants DISTRfBUTION OF GRANTS BY TRAINING DISCIPLINES ::

MAJOR AFRICAN INSTITUTIONS BY ENROLLMENT

INSTITUTIONAL ASSESSMENT

FUTURE CalNTRY MAhlPOWER AND HUMAN RESOURCES TRAINING NEEDS (10 YEAR PERIOD)

CONSTRAINTS ON THIRD-COUNTRY AND REGIONAL TRAINING

OTHER MAJOR DONOR AGENCIES FOR REGIONAL TRAINING

2.2.2 SAMPLE

As noted above, twenty AID offices or missions were surveyed, as determined by REDSO/WA. The countries are listed below.

BEN :[ N CAMEROON CAPE VERDE CHAD CONGO EQUATORIAL GUINEA GAMB IA GHANA GU INEA GU INEA- B IS SAU LIBERIA MAL I MAUR ITAN IA

:: Disciplines are those defined for this project, as described in the Introduction, Section 1.0, sub-section 1.1. NIGER NIGERIA SENEGAL SIERRA LEONE TOGO UPPER VOLTA ZAIRE This sample does not include three countries, Burundi, Gabon, and Rwanda, included in this project. In the case of Gabon, due to its OPEC status, and annual per capita income, there is no AID presence. Burundi and Rwanda are technically under the aegis of the REDSO/EA off ice. Angola, the major lusophone country offering post-secondary training, is not represented given the absence of diplomatic relations and U.S. congressional.funding.restrictions affecting AID development activity. For these reasons, it was not included in this project, even though UNESCO figures, albeit somewhat dated, confirm the presence of foreign African nationals enrolled in post-secondary programs. Questionnaires were sent to six AID country offices or missions that were not included in the Inventory, or the Qualitative Assessment, as virtually no or little post-secondary training of regional interest is being conducted. These countries include Cape Verde, Equatorial Guinea, Gambia, Guinea-Bissau, and Mauritania. Nevertheless, AID contributions in terms of participant training statistics, training projections, and qualitative.eva1uationof neighboring African institutions, were important for general evaluation purposes.

2.2.3 QUESTIONNAIRE RETURN RATE The return rate for The AID Training Institutions Questionnaire, was 40% of the 20 sampled AID offices, or 8 completed responses. The eight responding AID country or mission offices are listed below:

CAMEROUN GHANA GUINEA GUINEA-BISSAU MALI MAURITANIA NIGERIA SIERRA LEONE

The responses have been extremely useful in providing supplementary data on participant training support, AID country manpower training priorities, African institutions with regional training capabilities, and major constraints to regional training. In view of the time constraints established for the return of these questionnaires, we are extremely indebted to those successful in providing the requested data.

The relatively low return rate for this Questionnaire is undoubtedly prompted by several variables, including: a) the absence of records covering the 10 year period requested; b) limited support staff to assist in the data collection and analyses; c) personnel changes; d) other project priorities; e) and, at least in one case, Chad, the fore- closure of the AID mission. It is regrettable that no current information is available for countries that have considerable AID training activity, e.g. the Sahelian countries participating in the Sahel Manpower Development

Project, or that may be developing in-country training programs, e.g.

Upper Volta. Qualitative assessments of training institutions utilized for regional training in Senegal, Togo, and Niger would have been unseful, although certainly not indispensable to the project. The qualitative responses have been utilized in the overall consideration of African regional training capabilities. Information gathered from the AID Training Institutions Questionnaire is presented in Section 5.0. Participant Training expenditures, as distributed amongst grants in-country, in third-countries, and in the U.S., were for the most part, too incomplete to be utilized in a significant fiscal review of support for the last ten years. Consequently, the latest statistics available from the Office of International Training (IT) , provide the historical.data base of AID training support by field and country of origin. 2.3 INSTITUTIONAL VISITS To supplement infomation obtained from the Training Institutions Questionnaire, and to focus on specific institutions with regional training capacities or possibilities, travel to a selected number of countries and institutions was undertaken from March 20, 1980 to April 17, 1980 by the project manager and an educational consultant. Originally our desire was to have an agricultural expert serve as the second team member, preferably an African consultant. Protracted negotiations for the services of a competent Ivoirian hydraulics engineer on the teaching staff of the Ecole Nationale ~upsrieureAgronomique

(ENSA) , Ivory Coast, unfortunately failed due to bureaucratic, protocol, and timing requirements. Another African Ph.D. in agricultural economics, serving at the time on the staff of the International Institute of Tropical Agriculture (IITA) , had been identified and informally approached. Given the scheduling requirements, we were not successful in meeting the original personnel objective. The consultant utilized had extensive rural development experience in Sierra Leone, and general training in educational 21. development and anthropology, with emphasis on West Africa. He offered the distinct advantage of being associated with this project from the outset. It should be noted, that the requirement of a bilingual person did not make the identification process easy. There were U.S. consultants and educators having previously served on comparable evaluation teams, recomnended by university and AID contacts. However, financial requirements and language barriers eliminated most of them as serious.conteaders. These visits were extremely productive and indispensable in gathering additional information, in some cases collecting the cmpleted questionnaires, and forming the overall institutional assessments required for the Qualitative Assessment.

2.3.1 TRAVEL SCHEDULE The field evaluation schedule included 6 countries, 2 anglophone and 4 francophone, and visits to 27 institutions. More specifically, the itinerary is indicated below.

DATES COUNrRY/CITY (IES) 3/20/80-3/25/80 Senegal /Dakar 3/25/80-3/27/80 Sierra Leone/Freetown and NJ ala 3/28/80-4/1/80 Upper Vol ta/Ouagadougou 4/1/80-4/6/80 Ivory Coast/Abidj an 4/6/80-4/12/80 Ghana/Kumasi and Accra 4/12/80-4/17/80 Cameroun/Douala and Yaounde Since neither time nor budgetary provisions allowed an extensive or comprehensive trip, additional data were obtained on several relevant regional institutions in Togo, and major universities in Nigeria, during the course of regular

AAI staff travel to the two countries concerned. MI maintains part-time local field staff in all six countries. Their services were enlisted to make the requested appointments, and logistical arrangements. In passing it should be noted that without considerable transport assistance from our-representativein Ghana, it would have been impossible to meet the program schedule. Given the general economic situation, and the cost of petrol, cars and taxis are in rare supply. Plane seats are difficult to secure without per- sonal and protracted intervention. The MI staff are to be commended for extending themselves beyond the normal call of duty, despite their other professional responsibilities.

2.3.2 SAMPLE The sample of institutions visited was determined by several factors. We were interested primarily in institutions or programs that had a significant foreign student enrollment, and/or indicated regional training capabilities or possibilities. There was an attempt to achieve some balance between major anglophone and francophone institutions, which in reality was impossible given the absence of travel to Nigeria. Travel to and within Nigeria would have represented roughly 50% of the total Africa travel. While Nigeria has many internationally recognized quality institutions, the foreign student population is relatively small. The decision was made to cover a diversity of national, regional, research, and professional organizations, as opposed to a more limited sample of institutions and countries. In retrospect this decision was sound as the comparative assessments gained through the visits to the 27 institutions were necessary in our overall qualitative evaluation of a given institution. Such a comparative perspective would not have been possible by greatly reducing the sample of institutional visits. Initial-ly 18 institutional visits, in the six countries, were planned, distributed evenly among regional and national establishments. In one case, the Centre Inter-Etats de Formation, in Upper Volta, was unknown to all Voltaic educators consulted. While it was reported as a training center in a 1980 Inventory, we suspect that the establishment exists in name only, or is in the process of formation. We were successful in visiting 14 of these institutions. An additional 15 regional and national institutions, and professional organizations, were added to the total sample, primarily by pre-design. In a few cases, the organizations or institutions were interested in ex- changing views with the evaluation team, and soliciting financial aid, or scholarships. Consequently, the total number of programs or institutions covered by the field evaluation was 27, in 7 countries (including Togo), exclusive of a number of departments at the large universities such as the University of Ghana at Legon, The University of Science and Technology. Kumasi, The University of Sierra Leone, the Universit6 de Dakar, and the Universit6 Nationale de Cote dlIvoire. The list of institutions visited is included as Appendix 111,

263.3 METHODOLOGY The methodology for the African institutional visits consisted of semi-structured interviews. Appointments were requested with administrative personnel, faculty members, and representative foreign students, where possible. A topical outline for the interviews aimed at obtaining a perspective on foreign African training enrollment, institutional receptivity and capability of accepting third-country trainees, and major institutional strengths and constraints, e.g. curricula, faculty, facilities, foreign admissions quotas, and funding. There was general interest in this project. In almost all cases,

African educators and government officials extended every possible courtesy. Only in one instance were we informed that no information could be divulged without prior Ministry clearances. Fortunately in that case we decided, for other reasons, that the institution was not of significant quality to merit serious consideration. University personnel were very frank about institutional assets, and realistic as to constraints, many of a financial nature. There were lively open-ended discussions on the future of African post-secondary and graduate education, the need for more middle-level training institutions and support, and the priority increasingly attached to the encourage- ment of more relevant and applied research. Teaching staff and administrative officers provided invaluable information on other quality programs in West and Central Africa, within their respective disciplines.

There were, as might be expected, situations in which it was impossible to cover all items of concern. Time limitation was the major contributing factor, particularly when there was tight scheduling by the local coordinator, as in Ghana. In a few other cases, the personality and interest of the interviewee set the topical agenda. Regrettably, we were able to meet with foreign students at only two institutions, Fourah Bay College, and the Universit6 Nationale de

CBte dlIvoire. These students, primarily Zimbabweans and South Africans, were under MI/AID fellowship support, therefore most vocal about their programs and financial needs. At Njala University College the Registrar counselled against our meeting with the MI sponsored grantees as they had been "trouble makers" and therefore undeserving of an MI audience. The meetings held with the foreign African grantees were extremely useful in corroborating information provided by the university staff on faculty staffing by discipline, adequacy of social, medical, food, and residential facilities, and the competitiveness of the various programs. Meetings were held with the AID personnel in all countries visited. The objective was to report preliminary findings, and to seek feed-back from their own experiences on local and regional training institutions. 3.0 GENERAL TRENDS IN REGIONAL EDUCATION

A review of general trends in regional education in West and Central

Africa provides a useful perspective for the assessment of regional training capacities of selected institutions. This section provides comparative data on trends manifest at national and regional institutions.

A quantitative assessment of the regional capabilities of the 61 sampled institutions, according to the twenty-two qualitative indicators, defined in sub-section 2.1.4, is also provided.

Marry of the statistical tables presented in this section are based upon the latest available figures from the UNESCO Statistical Yearbook,

1980. It will, however, be noted that there is an uneven quality of data

'.* available from the reporting African countries, sane being considerably out-of-date. Rather than omitting certain countries from the statistical processes altogether it was decided to use the latest reported figures for general canparat ive purposes, recognizing that sane quantitative changes can be expected for certain states,

3.1 GENERAL STATISTICAL PRESENTATION

According to 1978 population figures the total population for francophone African states was 94 million, with Zaire having the largest population of close to 28 million. In anglophone West Africa, population estimates for 1978 were 89 million, with Nigeria constituting the largest country of 72 million inhabitants. The four lusophone

West and Central African countries had a total of close to 8 million inhabitants. The only Spanish-speaking Central African -country, Equatorial Guinea, had a population of 346 thousand. The population distribution by the sub-regions, and by country, is illustrated in Table 3.1. POPULATION ESTIMATES BY SUB-REGIONS WITHIN WEST & CENTRAL AFRICA (1978 -- PER THOUSANDS)

COUNTRY TOTAL COUNTRY TOTAL

FRANCOPHONE ANGLOPHONE

BEN IN GAMBIA BURUNDI GHANA CPMEROUN LIBERIA CAR NIGERIA CHAD SIERRA LEONE CONGO GABON SUB-TOTAL GU INEA IVORY COAST MALI MAURITANIA LUSOPHONE NIGER RWANDA ANGOLA 6,732 SENEGAL CAPE VERDE 314 TOGO GUINEA-BISSAU 553 UPPER VOLTA SAO TOME & PRINCIPE 83 2AI RE SUB-TOTAL 7,682 SUB-TOTAL

SPAN1 SH-SPEAKING

EQUATORI AL GU IhlEA 346 TOTAL

SUB-REGIONS SUB-TOTALS

FRANCOPHONE ANGLOPHONE LUSOPHONE SPANISH-SPEAKING

TABLE 3.1

SOURCE: UNESCO, STATISTICAL YEARBOOK, 1980, TABLE 1.1, PP. 31-40 UNESCOrs latest Statistical Yearbook, 1980, provides confirmation of the disparities in educational enrollment and completion by sex, at the primary, secondary, and post-secondary levels in 7 West and Central

African countries - Gambia, Ghana, Libel ia, Senegal, Sierra Leone, Togo, and Zaire. As noted in Table 3.2, the educational attainment ratio of men to women is approximately 2 to 1 at all levels, becoming more significant at the higher training levels. Moreover, the overall enrollments, both male and female, at the secondary and post-secondary levels constitute a small fraction of the total population. Although the population figures utilized for UNESCO's analysis are somewhat dated, these general trends probably still prevail. Table 3.3, presented in the following Section 3.2, describing demographic trends among national institutions in West and Central Africa, is based upon more recent population and enrollment figures by sex. It permits a more in-depth analysis of the post-secondary distribution, and the continuing disparity in educational enrollment by sex, which will undoubtedly lead to a further gap in male/female educational achievement.

3.2 DEMOGRAPHIC TRENDS An extrapolation of currently available UNESCO data pennits a general consideration, and historical analysis, of major trends in regional education in West and Central Africa. Of primary concern are the variables of female enrollment, foreign student population, and post-secondary school graduates by level of training, and field of concentration, and post-graduate degrees by discipline. One can distinguish some significant differences between the francophone and anglophone sub-regions, and by country. EDUCATIONAL ATTAINMENT OF POPULATION 25 YEARS AND OVER BY SEX FIRST LEVEL SECOND LEVEL TOTAL POPULATION % NO % % % ENTERED POST-SECONDARY COUI4T RY -SEX 25 +(THOUSANDS) SCHOOLING INCOMP. CCrYZPLETE -C 1 -C2 % ENTERED GAMBIA MF 204 (1973) F 97

GHANA MF 2,603 (1960) F 1,259

LIBERIA MF 47 1 (19621 F 235

SENEGAL MF 2,857 55.0 40.3 4.7 2.9 0.8 0.1 (1970) F 1,509 68.2 29.0 ,2.8 1.6 0.4 0.0

SIERRA LEONE MF 995 (1963) F 48 1

TOGO MF 710 (1970) F 395

ZAIRE MF 5,868 (1955) F

(1) - AGES 6+ - - FIGURE IWEDIATELY TO THE LEFT OF THE ARROW INCLUDES THE DATA FOR THIS COLUMN

TABLE 3.2

SOURCE: UNESCO STATISTICAL YEARBOOK, 1980, TABLE 1.4, PP. 56-73 Unfortunately, little relevant UNESCO data have been reported by lusophone countries, Nevertheless, with the exception of Angola, the other three Portuguese-speaking countries offer little, if any, local post-secondary training. They are among the countries that continue to rely on third-country training opportunities to form the cadres required for development and administration.

3.2.1 FEMALE POST-SECONDARY EIVROLLMENT As reported in Table 3.2, the educational enrollment and achievement of women in selected African countries are low. The number entering post-secondary institutions of training is, in all 7 cases, less than 1 percent. More recent data, as presented in Table 3.3, confirm that the percentage of female students enrolled in post- secondary programs, by sub-region, varies from 11-17%, with little significant difference between francophone, anglophone, or lusophone countries. According to the most recent student population figures 15.1%of the students in francophone institutions are women, the figure being 17.2% for anglophone Africa. There are no recent statistics available for Portuguese-speaking Africa, most notably Angola. There are a few countries that report a significant female student population: Liberia (22.8%), Upper Volta (21.7%), Senegal (18.9%), Benin (17.8%), and Togo (16.0%). One detects an increase in female enrollment over the past few years in a number of countries: Burundi (5,6%+), Congo (5.0%+), Mali (2.7%+), Niger (4.7%+), Togo (2.8%+), and the United Republic of Cameroun (3.0%+). This may be attributable to increasing government efforts to provide for the educational needs of women. On the other hand, the actual numbers are still relatively low as compared to the general population. FEMALE VERSUS TOTAL STUDENT ENROLLMENT IN POST-SECONDARY PROGRAMS COUNTRY -YEAR TOTAL FEMALE % FEMALE -YEAR TOTAL FEMALE % FEMALE FRANCOPHONE

BENIN BURUNDI WEROUN C.A.R. CHAD CONGO GABON GUINEA IVORY COAST MALI MAURITANIA NIGER RWANDA SENEGAL TOGO UPPER VOLTA ZAI RE

SUB-TOTAL 72,184 -- -- 47,479 -- --- (39,636) 5,979 15.1 (46,493) 5,330 11.5

ANGLOPHONE

GAMBIA ------GHANA 7 5 9,079 1,439 15.8 LIBERIA 7 5 2,404 536 22.2 NIGERIA 77 68,382 -- -- (1) SIERRA LEONE 77 1,594 -- --

SUBTOTAL

LUSOPHONE

ANGOLA -- -- CAPE VERDE -- -- GUINEA-BISSAU - -- SAO TOME-PRINCI PE --

SUB-TOTAL ------2,349 936 39.8 I ------TOTAL 153,643 -- -- I -- 97,57 1 (51,119) 7,954 15.6 (57,023) 7,571 13.2

TABLE 3.3

(1) PARTIAL DATA PREDICTS FEMALE STUDENT ENROLLMENT FOR NIGERIA AT APPROXIMATELY 15%.

SOURCE: UNESCO STATISTICAL YEARBOOK, i980, TABLE 3.11, PP. 432-480 3.2.2 FOREIGN STUDENT ENROLLMENT The total student population, as distributed by sub-region, is currently 65 thousand at francophone post-secondary institutions, and close to 56 thousand among the five West African anglophone countries. There is significant variation in foreign enrollment between the two areas. As noted in TabIe 3.4, 10% of the current population at francophone institutions, or 6433, are foreign trainees, and only 2.1%, or 1156, of the student enrollment at anglophone establishments are foreign. These foreign enrollment figures probably include all nationalities, not African third-country trainees exclusively. As a result, the overall percentage of third-country training is relatively small, given the number of institutions and countries represented in the sample. Foreign student enrollment has remained steady in actual numbers, 7589/7326 for the last ten years. There are significantly more foreign trainees attending francophone post-secondary institutions than anglophone universities and colleges. This is in part attributable to the fewer nurmber of countries and institutions in anglophone Africa, and a relatively small foreign student population in Nigeria as compared to its 1975 total enrollment estimate of close to 45 thousand. Of equal interest are foreign student enrollment reductions in many of the countries, particularly in francophone Africa. Generally, the percentage of foreign nationals dropped from 11.5% (1970-1977) to 6.3%. Some of the contributing factors can be identified. There has been an approximate 50% increase in total student population, at the post-secondary level. There is no proportionate general increase in foreign study or training. This is predictable as governments are attempting to build the necessary educational infrastructure to meet FOREIGN VERSUS TOTAL STUDENT ENROLLMENT IN POST-SECONDARY PROGRAMS

COUNTRY -YEAR -TOTAL FOREIGN % FOREIGN -YEAR -TOTAL FOREIGN % FOREIGN FRANCOPHONE

BEN IN 75 2,118 26 BURUNDI 75 1,002 174 CAMEROUN 77 9,060 204 C.A.R. 77 972 26 CHAD 76 758 45 CONGO 75 3,249 275 GABON 76 1,245 228 GUINEA ------IVORY COAST 76 8,701 1,527 MALI 77 4,216 102 MAURITLNIA ------NIGER 77 784 36 1 RWANDA 76 1,117 47 SENEGAL 77 9,454 2,224 TOGO 76 2,777 686 UPPER VOLTA 77 1,233 8 9 ZAIRE (1) 75 18,368 41 9 SUB-TOTAL 65,054 6,433 -9.9

GPMBIA ------GHANA 75 9,079 356 3.9 LIBERIA ------NIGERIA 75 44,964 446 1.0 SIERRA LEONE 75 1,642 354 21.6

SUB-TOTAL 55,685 1,156 -2.1 TOTAL 120.739 -7.589 -6.3

TABLE 3.4

SOURCES: UNESCO STATISTICAL YEARBOOK, 1980, TABLE 3.11, PP. 432-480 UNESCO STATISTICAL YEARBOOK, 1980, TABLE_3.14, PP. 625-629

(1) PROBLWS GENERAUX DE L'ENSEIGNEMENT UNIVERSITALRE, PRESSES UNIVERSITAIRES DU ZAIRE, KINSHASA, 1975, local manpower training needs. A general decrease in third-country training-is therefore to be expected. Certain country variations, representing increases or decreases in foreign student enrollment, need to be identified. These major changes apply principally to French-speaking countries. More specifically, the following six states account statistically for major changes:

BEN IN CONGO GABON IVORY COAST TOGO UPPER VOLTA

These changes are probably due to political and educational developments over a period of time. In the case of Benin, the decrease undoubtedly reflects changing Franco-Benin relations, and a new educational philosophy for post-secondary training to meet national demands. The change reported for Congo is probably attributable to the dissolution of the former regional Central African university and post-secondary system established by French cooperation. The reasons for the increase in foreign student enrollment in Gabon cannot be readily identified, other than institutional capabilities for receiving trainees from neighboring countries, including Zaire, Central

African Republic, Chad, Congo, and perhaps Sao Tome and Principe. The rather startling decrease in foreign enrollment reported by Ivory Coast is clearly attributable to the doubling of national enrollment figures, with only a slight increase in foreign enrollment. The figures for Togo indicate that local post-secondary centers are begiraing to serve significant regional training functions.

The 11%reduction in foreign student training in Upper Volta is probably a result of the changing structure, funding, and philosophy of the higher education system originally established between Niger and Upper Volta. At the outset, each country was to have certain faculties, with enrollment for the participating countries assured. However, given the division of disciplines, and the far greater number of Voltaic secondary school graduates, Niger had, and continues to have, a high percentage of Upper Voltan science and applied technology students, with fewer Nigerian students choosing, or being governmentally oriented into the classical hmanities fields originally located at the cqus in Ouagadougou. This system has now been disbanded for all practical purposes, and each country is concentrating its efforts on establishing the post-secondary infrastructure required for its secondary school graduates and manpower requirements. Given the cost of such efforts, science,agriculture, and technology students from Upper Volta will undoubtedly continue to attend the ~niversitzde Niamey, or other regional training centers, until such time as local capabilities can absorb the demand. The major host countries for third-country training; or those enroll- ing a significant foreign student population, are the following:

% FOREIGN ENROLLMENT

NIGER TOGO SENEGAL SIERRA LEONE GABON IVORY COAST BURUNDI One must, however, consider the actual mber of foreign trainees, as some of these countries have a relatively small post-secondary student population. By total enrollment figures the following countries appear to have significant foreign training activities.

FOREIGN TOTAL COUNTRY TOTAL FOREIGN ENROLLMENT

OVER 1000 SENEGAL IVORY COAST

OVER 500 TOGO 6 86

OVER 400 NIGERIA ZAIRE

OVER 300 NIGER GHANA SIERRA LEONE

OVER 200 CONGO GABON CAMEROUN

Zaire and Nigeria, with relatively small percentages of foreign students, e.g. 2.3% and 1.0% respectively, are among the five top receiving countries quantitatively with 419 and 446 foreign participants. This is attributable to their large student populations. It is interesting to note that .close to 50% of the foreign student population in West and Central Africa is located at post-secondary institutions in Senegal and Ivory Coast. Togo alone has a 9% foreign student enrollment. Zaire and Nigeria combined account for 12%of the third-country trainees. Three countries, Niger, Ghana, and Sierra Leone, have 14% of the total foreign enrollees. Congo, Gabon, and The United Republic of Cameroun, with a total estimate of 707 foreign students, enroll 9.3% of the foreign students in West and Central Africa. The country distribution of foreign trainees at major national institutions reflects the linguistic, political, and current realities of third-country training exchange in West and Central Africa. Ideally, regional training should be based upon relevancy of curricula, faculty strengths, similar agricultural climates, and other qualitative variables.

Inter-African exchange is still very much govenzed by former inherited colonial, linguistic, educational, and political factors. Data for the

1979 academic year are presented in Table 3.5 for four major national institutions, the Universit; Marien Ngouabi (Congo), the UniversitE de Dakar (Senegal), the Universit6 Nationale de CBte dtIvoire (Ivory Coast), and the University of Sierra Leone (Sierra Leone).

At the Universitg de Dakar, and the ~niversit; Nationale de CGte dvIvoire, the second largest category of foreign grantees are nationals from France, despite considerable representation from neighboring francophone countries. The country distribution for the University of Sierra Leone -- Fourah Bay College and Njala University College -- is anglophone. The African countrymost significantly represented is Zimbabwe.

3.2.3 POST-SECONDARY GRADUATES BY LEVEL AND COUNTRY Data presented in Table 3.6 provide a general perspective on the distribution of post-secondary school graduates by level of training and comtry. The three levels of education utilized by

UNESCO in their statistical reports correspond to the first three levels defined for this project, excluding specialized short-term training. There are interesting sub-regional, and country variations.

In general, the majority of graduates, or 58.2%, were enrolled in first degree programs at post - secondary institutions in anglophone and francophone Africa. By sub-region, the number obtaining bachelor s degree or equivalent qualifications, is higher for anglophone countries (74%) than for francophone African states (49.7%). The second largest FOREIGN STUDENT ENROLLMENT AND COUNTRY DISTRIBUTION AT FOUR AFRICAN UNIVERSITIES (1979)

UNIVERSITE MIEN NGOUABI UNIVERSITE DE DAKAR UNIVERSITE NATIONALE UNIVERSITE OF SIERRA CONGO SENEGAL DE COTE D'IVOIRE LEONE:: COUNTRY TOTAL COUNTRY TOTAL COUNTRY TOTAL COUNTRY TOTAL ZAIRE UPPER VOLTA 448 BEN1N 511 ZIMBABWE 147 CHAD FRANCE 336 FRANCE 389 CPMEROUN 33 C.A.R. MLI 257 UPPERVOLTA 226 NIGERIA 23 BENI N LEBANON 193 NIGER 192 U.S.A. 2 1 ANGOLA BEN IN 168 M4L I 162 GAMB IA 19 FRANCE TOGO 153 TOGO 124 LIBERIA 9 COMORO IS LANDS MAURITANIA 135 NIGERIA 116 GHANA 6 TOGO NIGER 124 SENEGAL 10 7 LESOTHO 6 BURUNDI CAMEROUN 76 C.A.R. 92 UGANDA 6 RWANDA IVORY COAST 69 GUINEA 79 LEBANON 4 CAMEROUN MOROCCO 66 LEBPNON 65 INDIA 2 GUINEA CHAD 6 1 CHAD 54 KENYA 2 N IGER GUINEA 58 GHANA 53 MALAW I 2 NIGERIA C.A.R. 54 CNROUN 47 ZAMBIA 1 GABON RWANDA 44 LIBERI-A 45 BOTSWANA 1 HAITI CONGO 4 1 MAURITANIA 3 0 NAMIBIA 1 ITALY GABON 29 CONGO 15 NETHERLANDS 1 IVORY COAST MAGASCAR 19 U.S.A. 15 PAKISTAN 1 MALI ZAIRE 18 GABON 13 SOUTH AFRICA 1 NAMIBIA GHANA 17 ZAIRE 10 SRI MKA 1 OTHER COUNTR IES OTHER COUNTRIES 183 OTHER COUNTRIES 133 OTHER COUNTRIES 1

SU B-TOTAL 418 2549

TOTAL STUDENT POPULAT ION 4J6 1 10,309

% FOREIGN 10.1% 24.7%

:: INCLUDES FOURAH BAY COLLEGE AND NJALA UNIVERSITY COLLEGE

SOURCES: UNIVERSITY STATISTICAL REPORTS

TABLE 3.5 GRADUATES OF WEST AND CENTRAL AFRICAN POST-SECONDARY INSTITUTIONS

BY LEVEL AND COUNTRY COUNTRY -YEAR LEVEL A LEVEL B LEVEL C -TOTAL FRANCOPHONE

BENIN BURUN) I CAMEROUN C.A. R. CHAD CONGO GABON GU INEA IVORY COAST WI MAURITANIA NIGER RWANDA SENEGAL TOGO UPPER VOLTA ZAIRE

SUB-TOTAL 4,583 6,070 1,559 12,212

% OF GRADUATES 37.5 49.7 12.8 100

ANGLOPHONE

GAMBIA ------GHANA 1972 2.8 1 880 138 1,299 LIBERIA 1975 0 234 0 234. NIGERIA 1973 849 3,406 238 4,493 SIERRALEONE 1975 68 275 76 419

SUB-TOTAL 1,198 4,795 -452 6,445

h % OF GRADUATES 18.6 74.4 7.0 100

TOTAL

~r % OF TOTAL GRADUATES 31.0 58.2 10.8 100

TABLE 3.6 GRADUATES OF WEST MID CENTRAL AFRICAN POST-SECONDARY INSTITUTIONS

BY LEVEL AND COUNTRY (TABLE 3.6. CONTINUED)

EXPLANATORY NOTES : LEVEL A -- DIPLOMAS AND CERTIFICATES NOT EQUAL TO A FIRST UNIVERSITY DEGREE

LEVEL B -- FIRST UNIVERSITY DEGREES OR EQUIVALENT QUALIFICATIONS

LEVEL C -- POSTGRADUATE UNIVERSITY DEGREES OR EQUIVALENT QUAL IF ICAT IONS

SOURCES: LIhIESCO, STATISTIWL YEARBOOK, 1980, TABLE 3.13, PP. 563-624

UNESCO, "STATISTICAL YEARBOOK, 1977, PP. 444-473 category of post-secondary training, as measured by recent graduates, is foml academic and/or professional training, typically certificate and diploma programs, at less than the first degree level. Again, there is some variation between anglophone and francophone sub-regions. There was a reported total of 4583 trainees, or 37.5%, graduating from technical/professional/ and middle-level academic programs at francophone institutions, as compared to a total of 1198 students, or 18.6%, completing equivalent programs in English-speaking West Africa. Graduate education is relatively limited, constituting close to 11%of the total graduates. Nevertheless, graduate degrees have doubled in the last 3-5 years. This is largely attributable to larger enrollments reported by the United Republic of Cameroun in recent years, indicating a change in post-graduate degrees from 3.2% to 12.8% since 1977.

The number would probably be higher if more recent graduate statistics from Nigeria and Ghana were available. Unfortunately, the 1980 Statistical Yearbook utilized 1973 estimates for Nigeria, and 1972 figures for Ghana. In reviewing the graduate degrees awarded by post-secondary institutions in West and Central Africa it should be noted that the post-graduate degrees undoubtedly include teacher training certificates at anglophone and francophone institutions, professional certificates and qualification programs in fields such as Law and Medicine, and not merely classical graduate programs leading to the Master's and Ph.D. degrees. Country variations in graduates by level of training are of comparative interest, and confirm educational trends. At the first level of training, including middle-level technical, teacher-training, agricultural and academic programs, the countries reporting a significant enrollment are Sefiegal, 2131; Zaire, 933; Nigeria, 849; and the United Republic of Cameroun, 709.

The largest number of first degree university graduates is found in the following anglophone and francophone countries: Nigeria, 3406;

Zaire, 1556; Ivory Coast, 1477; Ghana, 880; and Senegal, 616.

Post-graduate degree programs are understandably found at the larger traditional universities in West and Central Africa. In francophone Africa graduate programs are offered by the Universit6 de Yaoundg, 844 graduate degrees awarded in 1976; the LJniversit6 Nationale de

C8te dlIvoire, 338 post-graduates in 1976; and the Universit; Nationale du Benin, grantlng 224 graduate degrees or diplomas in 1978.

Although the Universite' de Dakar has the capability of providing considerable graduate training, only 41 post-graduate degrees were awarded in 1977. In 1979, the university reported a total of 359 post-graduate diplomas, certificates, and degrees, or 3%of all degrees awarded. Graduate train~ngis increasingly being developed, particularly with UNESCO funding, at the ~niversit; Natlonale du Zaire. Precise figures as to the total number of post-graduate degrees are not available. Nevertheless, the capability is still restrained, glven faculty, infrastructure, and hdlng constraints. UNESCO figures for graduate education in anglophone countries are much more dated than the statistics for the majority of rhe francophone countries, Nevertheless, as expected, the major graduate degree-granting countries are Nigeria, ';hanay and Sierra Leone. The main institutions are the University of Ghana at Legon, and the University of Science and

Technology, Kumasi, in Ghana, five insritut~onsin Nlgeria including Ahmadu Bello University, the Universities of Tbadan, Ife, Lagos, and

Nigeria at Nsukka, and Fourah Bay College and Njala University College, constituent colleges of the Univers.ity of Sierra Leone.

3.2.4 POST-SECONDARY SCHOOL GRADUATES BY FIELD AND COUNTRY The di.stribution of post-secondary graduates in anglophone and francophone countries by field of concentration reveals a strong emphasis on the humanities, education and social sciences with relatively few individuals trained in technology, agriculture, health and management. The distribution by ten fields is noted in Table 3.7.

FIELD TOTAL % OF TOTAL GRADUATES

ARTS AND HUMANITIES EDUCATION NATURAL SCIENCES SOCIAL SCIENCES LAW ENGINEERING AND TECHNOLOGY MEDICINE AhlD HEALTH AGRICULTURE BUSINESS AC)VIINISTRATION URBAN/RURAL DEVELOPMENT There is little variation by sub-region, or by count.ry. These trends in undergraduate training are disturbing given actual development priorities and the manpower needs for middle and senior-level agronomists, managers, community extension workers, and health practitioners. Nevertheless, this distribution is not atypical of the pattern found among university graduates in Western Europe and North America. Many of the developing countries, however, are finding an increasing over-supply of social scientists, lawyers, and generalists for which there is no immediate employment demand. Education, while occupying high priority for the training of future cadres, is often viewed by graduates as an interim profession, barring other educational opportunities. There is a dearth of graduates, and properly trained individuals, in the applied technical and agricultural fields. The result is the DISTRIBUTION OF POST-SECONDARY INSTITUTION GRADUATES BY FIELD OF STUDY BY COUNTRY URBAN/ NOT ARTS & SOCIAL BUS. NAT. MED. E ENG. & RURAL SPEC1 - COUNTRY YEAR TOTAL AGRIC. HUMITIES EDUC. LAW SCIENCES ADMIN. SCI. HEALTH TECH. DEVEL. FIED

FRANCOPHONE

BEN IN

BURUNDI

CAMEROUN

C.A.R.

CHAD

CONGO

GABON

GU INEA

IVORY COAST 1976 536 -

MALI 1977 30 64

MAURITANIA - - -

NIGER - - -

RWANDA 1976 2 5 3 9

SENEGAL 1977 376 75

TOGO 1972 5 0 48

UPPER VOLTA 1973 - 15

ZAIRE 1973 39 681 SUB-TOTAL -1483 - 1345 % OF GRADUATES 12.1 11.0 TABLE 3.7 DISTRIBUTION OF POST-SECONDARY INSTITUTION GRADUATES BY FIELD. OF STUDY BY COUNTRY (TABLE 3.7 CONTINUED

URBAN/ NOT ARTS G SOCIAL BUS. NAT. MED. & ENG. & RURAL SPECI- COUNTRY -YEAR TOTAL AGRIC. HMITIES EDUC. LAW SCIENCES ADMIN. -SCI. HEALTH TECH. DEVEL. FIED

GHANA 1972 1299 98 617 187 41 - (1) -

LIBERIA 1975 234 - 149 2 1 4 - (1) -

NIGERIA 1973 4493 302 884 877 266 1033 -

SIERRA LEONE1975 419 72 99 147 - 3 O -

SUB-TOTAL -6445 472 -1749 -1232 -311 -1063 -- -765 459 -394 -- -- % OF GRADUATES 100 7.3 27.1 19.1 4.8 16.5 - 11.9 7.1 6.1 - -

TOTAL 18,657 617 - -445 5 --3440 1794 -2408 -597 - 2665 911- -1063 -16 -691 % OF TOTAL GRADUATES 100 3.3 23.9 18.4 9.6 12.9 3.2 14.3 4.9 5.7 .1 3.7

(1) HUMANITIES INCLUDES SOCIAL SCIENCES

SOURCES: UNESCO 1980, TABLE 3.13 PP.563-625 UNESCO 1977, PP. 444-473

TABLE 3.7 (CONTINUED) continuing need to remain dependent upon expatriate staff to man key projects and services. This situation results in part from university facilities originally established by the former colonial powers. While most countries are attempting to encourage secondary school graduates to enroll in priority development fields, these efforts are limited by available institutions and third-country training opportunities in fields that are not locally available.

3.2.5 POST-GRADUATE UNIVERSITY DEGREES BY FIELD AND COUNTRY

The concentration of students in classical as opposed to develop- mental fields of training is even more accentuated at the post-graduate level, Table 3.8. UNESCO figures for ten anglophone and francophone countries in West and Central Africa indicate education as the first field of post-graduate training, representing 30% of all degrees. The total reflects a large number of education graduates reported by the

United Republic of Cameroun, and the absence of a breakdown between Human- ities and Education for Ghana and Sierra Leone. The second largest category of.post-graduate degrees is Arts and

Humanities, constituting 20.5% of the total reported number. Natural Sciences, with 16.5%of the post-graduate degrees, ranks as the third major category. Post-graduate degrees in applied scientific fields are limited in number. Medicine and health fields account for 5.6% of the graduate degrees granted; Engineering and Technology, 3.2%; Business Administration,

3.1%; and Agriculture, 0.5%. The number of post-graduate degrees is probably larger at the-present time -- the UNESCO statistics for Ghana and Nigeria are considerably out-of-date. Nevertheless, the general distribution by major fields has not changed significantly in recent years. DISTRIBUTION OF POST-SECONDARY INSTITUTION GRADUAT-ES BY FIELD OF STUDY BY COUNTRY

URBAN/ NOT ARTS & SOCIAL BUS. NAT. MED. & ENG. & RURAL SPECI- COUNTRY YEAR TOTAL AGRIC. HWITIES EDUC. LAW SCIENCES ADMIN. SCI. HEALTH TECH. DEVEL. FIED

BEN IN 1978 224 - 20 24 55 46

CAMEROUN 1976 8 44 - - 535 - -

CHAD 1976 64 - 25 17 - -

GHANA 1972 138 - 128 (1) - - -

IVORY COAST 1976 338 - 16 - 102 -

NIGERIA 1973 238 8 145 - 69 (2) -

RWANDA 1976 6 1 - - 2 1

SENEGAL 1977 41 - - - - -

SIERRA LEONE 1975 76 - 71 (1) - 1 (2) - TOTAL -1975 -9 -40 5 -582 -229 -47 % OF GRADUATES .5 20.5 29.5 11.6 2.4

TABLE 3.8

(1) ARTS & HUMANITIES INCLUDES EDUCATION

(2) IAW INCLUDES SOCIAL SCIENCES SOURCES: UNESCO, 1980 UNESCO, 1977 3.3 DEMOGRAPHIC TRENDS AMONGST REGIONAL INSTITUTIONS

The previous section has traced general trends in regional education at national institutions in West and Central Africa. General statistical information on African higher education, however, does not usually separate or identify statistics that apply to regional training institutions. As noted in the introductory section of the Qualitative Assessment, the definition of regional constitutes post-secondary institutions that are regional in training objective, administration, and/or student enrollment. Although representing a smaller number of institutions, there are significant variations in student enrollment, sub-regional distribution, language of instruction, level of training, and fields of concentration, as compared to the national institutions in West and Central Africa.

3.3.1 STUDENT ENROLMNT

The 20 regional training institutions responding to the Regional Training Institutions Questionnaire have a combined student population of 1643, as compared to 120,739 post-secondary students in West and

Central Africa, as reported in Table 3.4. To limit the study, however, to regional institutions would have presented too limited a sample of current regional training activities. Table 3.9 provides information on student enrollments for the 1979/ 1980 calendar year for each regional institution, with one exception. The Institut Africain pour le gveloppement Economique et Social (INADES) is not included in the present analysis. Its Inter-African adult education and extension activities are conducted by correspondence courses. STUDENT ENROLLMENT AT REGIONAL TRAINING INSTITUTIONS :IN WEST AND CENTRAL AFRICA -- BY INSTITUTION (1979-1980)

INSTITUTION COUNTRY TOTAL

CENTRE AFRICAIN ET MAURICIEN DE PERFECTIOWJEMENTDESCADRES (CAMPC) IVORYCOAST

CEMRE D'ETUDES ECONOMIQUES ET SOCIALES DE L'AFRIQUE DE L'OUEST (CESAO) UPPER VOLTA 542

CENTRE DE FMTIW ET DE PERFECTION- NEMENT DU PERSONNEL DES SERVICES DE SANTE (CFPPSS) TOGO

CENTRE DE FORMATION PISCICOLE DE BOUAKE (CFPB) IVORY COAST

CENTRE REGIONAL UE FORMATION POUR ENTRETIEN ROUTIER (CERFER) TOGO

ECOLE AFRICAINE ET MAURICIENIVE D'ARCHITECTLIRE ET D'LIRBAN ISME (WU) TOGO

ECOLE DE BIBLIOTHECAIRES, ARCHIVISTES ET DOCUMENTALISTES (EBAD) SENEGAL

ECOLE INTER-ETATS D' INGEN IEURS DE L'EQUIPEMENT RURAL (EIER) UPPER VOLTA

ECOLE INTER-ETATS DES SCIENCES ET MEDEC INE VETER INAI RES (E ISMV) SENEGAL

ECOLE INTER-ETATS DES TECHNICIENS SUPERIEURS DE L'HYDRAULIQUE ET DE L'EQUIPEMENT RURAL (ETSHER) UPPER VOLTA

INSTITUT AFRICAIN DE DEVELOPPEMENT ECONoMIQUE ET DE PLANIFICATIW (IDEP) SENEGAL

INSTITUT AFRICAIN ET MAURICIEN DE STATISTIQUE ET D'ECONOMIE APL IQUEE ( IAMSEA) RWANDA

INSTITUT DE FORMATION ET DE RECHERCHES DEMOGRAPH IQUES ( IFORD) CPMEROUN

INSTITUT PANAFRICAIN POUR LE DEVELOPPEMENT (IPD/AC) CAMEROUN

TABLE 3.9 ...(CONT.) STUDENT ENROLLMENT AT REGIONAL TRAIN'KNG 'INSTITUTIONS IN WEST AND CENTRAL AFRICA -- BY INSTITUTION (1979-1980) (CONTINUED)

INSTITUTION COUNTRY TOTAL

INSTITUT PANAFRICAIN POUR LE DEVELOPPEMENT ( IPD/AOS) UPPER VOLTA VAR IABLE

INTERNATIONAL INSTITUTE OF TROPICAL AGRICULTURE (IITA) NIGERIA C.A. 100

PAN AFRICAN INSTITUTE FOR DEVELOPMENT (PAID)

PROGRAFIME DE FORMATI ON POUR L'ENVIRCNNEMEWT (ENDA) SENEGAL

REGIONAL INSTITUTE OF POPULATION STUDIES (RIPS) GHANA

1,643

SOURCES: COMPLETED TRAINING QUESTIONNAIRES AND ACCOMPANYING STATISTICAL DATA

TABLE 3.9 3.3.2 SUB-REGIONAL DISTRIBUTION

Anglophone regional training institutions are extremely limited. Seventeen of the sample of twenty institutions are in francophone West and Central Africa. PAID, located in Buea, Cameroun, is a regional center for anglophone West Africa. It can therefore be considered as an English-speaking educational center, despite its location in a primarily francophone, albeit bilingual, country. The other two anglophone institutions are the International Institute of Tropical Agriculture (IITA), primarily an applied research organization in Nigeria, and the

Regional Institute of Population Studies (RIPS), in Ghana.

One contributing factor to the development of French- speaking post - secondary regional institutions has been the initiative taken by OCAM and its member states in establishing, with international and counterpart funding, programs to complement the fields offered by national institutions in the sub-region. Five of the regional institutions are OCAM generated -- EISMV, EIER,

IMEA, CAMPC, and EAMAU. United Nations financial support accounts for four other regional institutions, IDEP, RIPS, CFPPSS, and IFORD. The Conseil de llEhtente maintains responsibility for one formerly AID promoted center, CERFER. The other training institutions depend upon governmental, international, and/or private non-governmental contributions , in many cases a combination of several financial sources.

3.3.3 LANGUAGE OF INSTRUCTION

Most of these post-secondary institutions provide instruction in the major language utilized within the linguistic sub-region. Only two institutions, the Institut Africain de 6veloppement Econmique et de

Planification (IDEP), and the Progrme de Formation pour llEnvironnement (ENDA), both located in Dakar, have the capabilities of conducting programs in several languages. This is regrettable for potential trainees from English, Portuguese, and Spanish-speaking cultures who may present language deficiencies. There are intensive language training programs offered at some of the large francophone universities, and as identified in the Inventory. Nevertheless, this training is usually geared to future university students, not short-term trainees whose services cannot usually be spared for long-term, one year, language preparation programs. Consequently, regional training will undoubtedly continue to reflect the artificial linguistic barriers created by the colonialization process until more effort is directed towards in-country and/or special short-term intensive language training at regional centers, or affiliated universities.

3.3.4 TRAINING LEVELS Post-secondary regional training by level is almost evenly divided among the four general levels utilized for this evaluation, with the majority of-programsbelng frrst degree ones. Only three of the sampled institutions offer formal courses beyond the first degree level: The Institut Africain de D6veloppement Economique et de Planification (IDEP) offers a Master's degree in economic planning; The Regional Institute of Population Studies (RIPS) offers both a Master of Arts degree and a Doctor of Philosophy degree in Population Studies; and the Institut de Formation et de Recherches D6mographiques (IFORD) awards a graduate diploma in population studies and demography. Four regional training institutions provide post-secondary, technical, professional, and academic middle-level training. These institutions include the Centre de Formation Piscicole de Bouake, INADES-Formation, IPD/AC, and PAID, offering programs to secondary school graduates, or professionals having the field experience to compensate for educational shortcomings in the environmental, natural resources, and rural development sectors. Seven of the regional institutions sampled provide specialized undergraduate training in environment and natural resources, educational administration, economic planning, agriculture, and applied technology. Six regional post-secondary institutions offer various types of specialized short-term training. The fields include management, rural development, health, agriculture, and environment and natural resources.

3.3.5 FIELDS OF CONCENTRATION Unlike the concentration of graduates at national institutions in the humanities, arts, and liberal arts, as reported in sub-sections 3.3.4 and 3.2?5,the twenty regional training institutions identified for this project offer more applied and development related courses, seminars, and research. There are some regional programs in the humanities fields, e,g. journalism and translation, that have not been included in the sample, as they are not relevant to the project purpose. As a result, one must bear in mind that the sample is selective. Nevertheless, regional programs generally appear to be specifically designed to meet urgent manpower needs in key development fields that are not being ade- quately met by national institutions, qualitatively or quantitatively. Only the Ecole de ~ibliothGcaires,Archivistes et Documentalistes (EBAD), offers training m the educational field. Seven of the regional institutions specialize in agriculture and rural development training. Five offer economic plannmg and management. Environment and natural resources training is available at three reglonal institutions. One program offers inter-Afrlcan specialized short-term training in the medical and allied health se~cessector. 3.3.6 AFRICAN COUNTRY REPRESENTATION The student distribution by nationality at these regional training centers indicates that, in most cases, the institutions are truly being utilized on a regional basis. With the exception of CERFER, existing primarily, although not exclusively, for Conseil de 1 'Entente states, all others had a range of 10-20 African countries represented during the 1979-1980 academic year. The Centre de Formation et de Perfectionnement du Personnel des Services de Santd (CFPPSS] , had grantees from over 20 African countries, with significant representation from the lusophone countries of Guinea- Bissau, Cape Verde , Sao Tome and Principe , and Angola. IDEP had graduates from four anglophone East Mrican countries -- Ethiopia, Malawi, Uganda, Zambia -- and from three northern African states. It is also the only organization that had 100% foreign student enrollment. There have been few participants from Senegal in recent years. Foreign student enrollment, at these regional institutions, for the 1979/1980 academic year varies from 54%-loo%,the average being close to 75%, depending upon the given institution. The exception is the Centre d 'Etudes Economiques et Sociales de 1 'Afrique de 1 'Ouest (CESAO) reporting a 26% foreign enrollment. CESAO, however, is active in regional training activities of a more limited nature than the other institutions sampled. Given its primary objective of permanent adult, and grass-roots, education, it is interesting that there is any foreign student training involved.

3.-4 QUANTITATIVE ASSESSMENT OF REGIONAL TRAINING CAPABILITIES OF 61 SAMPLED NATIONAL AND REGIONAL INSTITUTIONS

As described in sub-section 2.1.4 institutional questionnaire responses served as the major information base for the identification and evaluation of twenty-two indicators designed to measure regional training capabilities. It should be noted that the qualitative indicators are not internally comparable. The presence or absence of a particular variable does not equal or replace the presence or absence of another indicator. As a result, it would be misleading to rank the institutions surveyed by the total number of indicators present. Further the quantitative total of indicators present at a given institution does not ips0 facto represent quality. Quality factors must in the end be measured by more than quantitative measures, e.g. field visits involving a combination of objective and subjective criteria. Nevertheless, a quantitative assessment of regional training capabilities provides useful information to educational planners. Variations can be observed by the type of institution, regional or national, the field of concentration, and, to some extent, by sub-region.

3.4.1 GENERAL OBSERVATIONS Some generalizations can be made about the sample of 61 regional and national institutions, despite the variety of institutions and countries represented. The large universities such as the Universitt? de Dakar, the National University of Ivory Coast, the Universite de Yaounde (now Universite du Carneroun), the two Ghanaian Universities, and the major universities in Nigeria, have greater regional training capacities, as measured by the total number of indicators present, than the smaller and specialized training centers. Regional institutions maintaining affiliation with national local structures tend to have more facilities for regional training than regional centers that have remained autonomous from local higher education institutions. There is some variance in regional training capabilities by field of concentration. National institutions offering the traditional and classical disciplines such as education, humanities, and the social sciences, have more capabilities for third-country training than the relatively newer institutions catering to more specialized development fields such as applied science and technology, rural development, and management and public administration, This is not altogether surprising as the development of quality faculty, appropriate infrastructure, and relevant support and research facilities are a function of time, and considerable investment that cannot be made overnight.

A comparative analysis by level of training indicates a greater likelihood of adequate facilities among institutions offering post- secondary first-degree training, and post-graduate specialization. Institutions offering primarily middle-level professional/academic training and/or specialized short-term programs tend to have, quantitatively, fewer overall resources. This is understandable in terms of past governmental priorities in most African countries, and overall educational expenditures. Historically, more attention has been focused on the development of undergraduate training, and recently, on graduate programs, than on technical, vocational, and non-degree training. There is indica- tion, nevertheless, that enrollments, although not necessarily reflected in third-country training figures, seem to be increasing at the inter- mediate level. This is in recognition of the widespread need for technicians and middle-level managers, It remains to be seen, however, whether these institutions will receive the financial support they deserve and require, given national and regional training requirements. In this respect, it is interesting to note that there are major private, non-governmental organizations that appear to be filling a major vacuum in technical/professional rural development and community extension training, and other relevant development fields. Such institutions include the PanAfrican Institute for Development (PAID), Institut PanAfricain pour le Developpement (IPD), the Centre dlEtudes Economiques et Sociales de llAfrique de l'0uest (CESAO), and the

Inst itut Afr icain pour le Developpement Economique et Social ( INADES) .

3.4.2 QUANTITATIVE ANALYSIS Data are presented in Table 3.10 relating to regional training capabilities measured by the quantitative presence of qualitative indicators, as defined previously for the Qualitative Assessment.

3.4.2. I GENERAL SAMPLE It is apparent that the most serious general constraints to regional training are the lack of adequate housing, graduate programs, preparatory/ remedial courses, and intensive language training opportunities. A significant number of reporting institutions, 39 of a total of 61 institutions, or 64.9%, have a minimum of 10% African foreign student enrollment. Given the UNESCO overall figures, as reported in sub-section 3.2.2, of 10% foreign student enrollment at francophone post-secondary institutions, and 2.1% at anglophone West African in.stitutions, the foreign student population among the sampled institutions is significant. Only 19 of the 61 institutions, or 31.1%, have more than a 20% female enrollment. This is not surprising given general characteristics of the educational systems and enduring social, historical, and religious factors. Nevertheless, when compared to the general figures for total female post-secondary enrollment in West and Central Africa, as reported QUALITATIVE INDICATORS AMONGST NATIONAL AND REGIONAL INSTITUTIONS

II\D ICATOR TOTAL INSTITUTIONS % INSTITUTIONAL SAMPLE

50% COMPLETION LIBRARY FACI LIT1ES INTERNATIONAL FUND1NG OF FOREIGN ENROLLMENT INTERNATIONAL DEGkEE RECOGNITION STUDY & READING FACILITIES SOCIAL SUPPORT SERVICES INTERNATIONAL COOPERATION PRACTICAL TRAIN'[ NG 50% FOREIGN AFRICAN COMPLETION EXTERNAL ADMISSIONS REQUIREMENT AFRICAN NATIONALITY ENROLLENT SPECIALIZED SHORT-TERM TRAINING APPROPRIATE FACULTY SIZE OPEN ADMISSION 10% FORE IGN AFR ICAN ENROLLMENT UNIVERSITY INTEGRATION RESIDENTIAL FACILITIES GRADUATE PROGRAMS REGIONAL STATUS 20% FEWLE ENROLLMENT PREPARATORY COURSES LANGUAGE TRAINING

SOURCE: TRAINING INSTITUTION QLIESTICMWAIRE RETURNS AND ACCOMPANYING STATISTICAL AND QUALITATIVE DATA

TABLE 3.10 in Section 3.2, sub-section 3.2.1, it would appear that women are benefiting from post-secondary training in key development disciplines. In the long run this may be far more significant to country development, and the active participation of wmen in the development process, than enrollment in the more traditional fields for which employment opportunities will be increasingly limited, other than teaching and research. Significantly, eight major indicators are present in over 85% of the institutional sample. These indicators include 1) 50% student completion rate (national and foreign included); 2) Adequate library facilities; 3) International funding of foreign enrollment; 4) Inter- national degree recognition; 5) Appropriate study and reading facilities;

6) Relevant social support services ; 7) International/regional cooperation; and 8) Supervised and organized practical training. Despite the nature of the institution, national or regional, basic facilities exist generally for increased cooperation between institutions on a regional basis, and for regional utilization of institutions for specialized training.

3.4.2.2 VARIATION BY TYPE OF INSTITUTION

A comparative analysis of the presence or absence of the twenty- two indicators, by type of institution is provided in Tables 3.11 and 3.12. Despite variations in total student enrollment figures, and course offerings, there are significant differences among four major indicators relating to basic facilities, practical training, admissions policies, and faculty. Regional institutions rank high, loo%, in providing supervised and required practical training as a basic component of the theoretical coursework. National institutions, or 78%, provide such practical or on-the-job QUALI TAT IVE T ND ICATORS BY REGIONAL TRAINING INSTITUTIONS

IND ICATOR TOTAL -% INSTITUTIONAL SAMPLE

1. REGIONAL STATUS 2. 10% FOREIGN AFRICAN ENROLLMENT 3. 50% COMPLETION 4. 50% FOREIGN AFRICAN COMPLETION 5. AFRICAN NATIONALITY ENROLLMENT 6. INTERNATIONAL FUNDING OF FOREIGN EhlROLLMENT 7. INTERNATIONAL COOPERATIOIV 8. PRACTICAL TRAINING 9. STUDY & READING FACILITIES 10. LIBRARY FACILITIES 11. INTERNATIONAL DEGREE RECOGNITION 12. EXTERNAL ADMISSIONS REQUIREMENT 13. SOCIAL SUPPORT SERVICES 14. SPECIALIZED SHORT-TERM TRAINING 15. RESIDENTIAL FACILITIES 16. APPROPRIATE FACULTY SIZE 17. OPEN ADMISSIONS 18. UNIVERSITY INTEGRATION 19. LANGUAGE TRAINING 20. 20% FEMALE ENROLLMENT 2 1. GRADUATE PROGRAM 22. PREPARATORY COURSES

SOURCE: TRAINING INSTITUTION QUESTIONNAIRE RETURNS AND ACCOMPANYING STATISTICAL AND QUALITATIVE DATA.

TABLE 3.11 QUALITATIVE INDICATORS BY NATIONAL- INSTITUTIONS

IND ICATOR TOTAL % INSTITUTION SAMPLE

1. 50% COMPLETION 2. LIBRARY FACILITIES 3. SOCIAL SUPPORT SERVICES 4. INTERNATIONAL DEGREE RECOGNITION 5. INTERNATIONAL FUNDING OF ENROLLMENT 6. STUDY & READING FACILITIES 7. EXTERNAL ADMISSIONS REQUIREMENT 8. INTERNATIONAL COOPERATION 9. OPEN ADMISSIONS 10. PRACTICAL TRAINING 11. 50% FOREIGN AFRICAN COMPLETION 12. APPROPRIATE FACULTY SIZE 13. SHORT-TERM TRAINING 14. UNIVERSITY INTEGRATION 15. AFRICAN NATIONALITY ENROLLMENT 16. RESIDENTIAL FACILITIES 17. 10% FOREIGN AFRICAN ENROLLMENT 18. GRADUATE PROGRAMS 19. PREPARATORY COURSES 20. 20% FEMALE ENROLLMENT 21. LANGUAGE TRAINING 22. REGIONAL STATUS

SOURCE: TRAINING. INSTITUTION QUESTIONNAIRE RETURNS CWD ACCOMPCWYING STAT1ST ICAL AND QUALITATIVE DATA.

TABLE 3.12 training, or apprenticeships as a formal requirement. As many of the regional institutions specialize in applied development disciplines, as opposed to supporting large departments in the humanities and fine arts, it is not surprising that applied field work is provided. The availability of adequate support services including health care, dining facilities, sports activities, and student recreational centers, tends to be generally more widespread at national institutions,

95%,than at regional institutions, 80.0%. There is significant variation between national and regional institutions in terms of open admissions policies and foreign admissions quotas. Only 45% of the regional institutions have open admissions standards based upon external admissions examinations such as the WASC,

GCE, or ~accalaurgat. This compares with 80.5% of the sampled national institutions that report admission based solely, or primarily, upon standard secondary school completion tests. This major difference in admission policies is attributable to the fact that most regional institutions are funded and administered by international or inter-African organizations such as OCAM, UNDP, WHO,

ECA, Conseil de ltEintente. As a result, quota systems are established by the governing boards to ensure equal representation in country enrollment by member states, depending upon defined training needs. Applicants must invariably be proposed by their respective Ministry, and be nominated officially by the participating Government. Note should be made of an additional limiting factor with regard to country admissibility at regional training institutions. Each member state is expected to support the operating budget of the host institution in proportion to the number of grantees sent for training. If, as in certain cases, member states have not paid their apportionment, their subsequent annual quota may be proportionally, or completely, reduced until the debt is paid. At many institutions in West and Central Africa, by comparison, foreign applicants are considered on the basis of academic credentials presented, and not generally by nationality, a second selection criterion operative at regional institutions. The application process can be far less bureaucratic, with grantees able to apply directly to the institution by providing the results of the required secondary school examinations. Eight national post-secondary institutions reported quota systems for third-country trainees. The two universities in Ghana, for example, the University of Ghana at Legon and the University of Science and Technology, Kumasi, indicated that foreign enrollment would not normally exceed 10% of the university spaces available. Other institutions such as the Universite de Dakar, and the UniversitE Nationale de Cote dlIvoire,while not specifying a fixed quota, reported that the foreign student enrollment would have to be increasingly limited given local training demands. Despite official quota systems at national institutions, flexibility is usually exercised particularly for government or international donor agency training requests. External admissions examination requirements are present among 80% of the regional sample, and 83% of the national institutions. This is not altogether surprising, although the reasons differ generally by type of institution. National institutions are increasingly obliged to rely on special university entrance examinations, or concours, in addition to the traditional secondary school diplomas, to have additional objective means of selecting the limited number of secondary school graduates that can be accommodated by the local education infrastructure. These additional entrance requirements serve as a serious constraint to other African nationals as the examinations are not administered externally. In some cases, however, they may be waived for foreign grantees in the interest of serving the educational needs of neighboring countries. At regional institutions, the ercaminations, while also intended to measure the quality of the secondary school applicants as an indicator of future post-secondary success, tend to be more specifically related to testing the theoretical and quantitative skills required for the specialized program. In the majority of cases, these examinations are administered regionally, or sub-regionally. Nevertheless, this represents a selection criterion which cannot be prejudged easily in advance by governments and donor agencies that are attempting to plan training according to manpower needs. Should these organizations be unsuccess- ful in pre-selecting a pool of candidates with high probability of success on the external entrance examination, the country quota for the training period is lost altogether. This points to the need for a quality pre-selection and identification process. Financial restraints imposed upon .both regional and national institutions by general economic conditions and external funding restrictions have created major difficulties in faculty recruitment and retention. Regional institutions have generally faced greater problems than national institutions. Findings presented in Tables 3.11 and 3.12 indicate that only 60%of the regional institutions have adequate faculty size, namely a minimum of 50%full-time teaching staff, as compared to national institutions, where 75.6% of the sample meet this criterion. Regional institutions are particularly affected by faculty recruitment difficulties due to the fact that they offer applied development fields and thereby require specialized academic skills that are in short supply.

Available candidates have considerable options other than the educational sector, and are often in high demand by governmental, private, and international organizations.

At national and regional institutions faculty recruitment is also a function of the major discipline. The demand and salary options for qualified personnel in economic planning, management and public administration, technology and engineering, are sufficiently high as to pose special problems to universities that cannot usually compete with the private sector. It is invariably in these fields, throughout West and Central Africa, that one finds unfilled faculty positions, and a consequent high proportion of part -time teaching personnel, or professeurs vacataires. This, of course, reflects the overall manpower shortage in French and English-speaking Africa typified by a critical dearth of well trained personnel, at all levels, in the fields related to agricultural and industrial development. One wonders, nevertheless, whether the quality of instruction can be maintained by part-time professionals and consultants, many of whom are suspected to have little, if any, pedagogical training. 66.

The absence of preparatory or remedial courses at regional institutions, obtainable at only 2 of 20 institutions, is attributable to the fact that the programs are highly competitive and selective. Given limited spaces and the volume of training demands, candidates are expected to present the academic and/or professional background required for success. Among national institutions in West and Central Africa relatively few, 39% of the sample, offer such preparatory coursework to assist candidates presenting major academic deficiencies. This may reflect the increasing number of secondary school graduates who qualify for admissions without requiring additional preparatory courses, or a preliminary year, particularly in the sciences and applied fields. Alter- natively, it represents growing pressures for limited post-secondary spaces. Certain national universities in Sierra Leone, Nigeria, and Zaire, offer special remedial or preparatory courses for nationals. In general, enroll - ment in these programs is not open to foreign nationals. The absence of special academic services is particularly regrettable for candidates from certain anglophone, francophone and lusophone African countries that have relatively weak secondary school systems, and that depend upon third-country training opportunities for manpower generation. The absence of such preparatory courses at the Universitg de Dakar, the Universit6 Nationale de Cote d1Ivoire, the University of Ghana, the University of Science and Technology, the University of Ibadan, for example, which have little difficulty in recruiting qualified national and third-country trainees, poses serious difficulties for countries such as Chad, Guinea-Bissau, Gambia, and Mauritania, to gain admissions, and more importantly, to compete successfully.

Other major areas of variance between national and regional institutions are listed in Table 3.13. INSTITUTIONAL VARIANCE BY QUALITATIVE INDICATORS

TOTAL % FOREIGN AFRICAN CWPLETION RATE

REGIONAL INSTITUTIONS NATI CNAL INSTITUTIONS

AFRICAN COUNTRY REPRESENTATION

REGICNAL INSTITUTIONS NATIONAL :[NSTITUTI CNS

INTERNATI ONAL FUNDING

REGIONAL INSTITUTIONS NATIONAL INSTITUTI CNS

INTERNATIONAL COOPERATION