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University of Ghana, 18Th-20Th OCTOBER 2017

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University of Ghana, 18Th-20Th OCTOBER 2017 INTERNATIONAL ASSOCIATION OF UNIVERSITIES (IAU) 2017 INTERNATIONAL CONFERENCE Held: University of Ghana, 18th-20th OCTOBER 2017 PLENARY SESSION III TOPIC: INSTITUTIONAL AND SOCIETAL EXPECTION OF HIGHER EDUCATION LEADERSHIP SPEAKER: PROF. KWAME BOASIAKO OMANE-ANTWI Vice Rector, Pentecost University College, Accra-Ghana (Affiliated to University of Ghana) Contact: +233 244 320 448 Email: [email protected] CHANGING CLIMATE OF HIGHER EDUCATION – THE DRIVERS OF CHANGE IN GHANA • The expansion of higher education systems – Public/Private university systems (Current Number of Accredited Tertiary Institutions in Ghana as at September, 2017 is 196; Private Universities 78) source - NAB accessed 18/10/17 • Increased academic freedom – Access to tertiary education is opened to both the elite and the less privileged • Diversification of provision – private universities offering wide range of programmes catering for the needs of society • Diversity of students – Increase in International Students (12.6% of total enrollments in Private Universities – Akplu, 2016); International Faculty, Adult Learners. Monday, October 23, 2017 2 CHANGING CLIMATE OF HIGHER EDUCATION – THE DRIVERS OF CHANGE IN GHANA • Changing Mode of delivery – new modes of delivery: Evening, Weekends, Regular, Modular and Distance programmes • Leveraging on ICT application – increase in online learners and resources • Funding Arrangement – Faith-based organisations/NGOs/Private individuals investing in higher education. • Diminishing Government Funding – 6.16 % and 7.98% of GDP in 2014 and 2013 respectively were spent on Education (World Bank, 2014). Monday, October 23, 2017 3 TERTIARY EDUCATION IN GHANA – KEY STAKEHOLDERS (INSTITUTIONAL/SOCIETAL) • Government – through Ministry of Education, National Centre Tertiary Education, National Accreditation Board • Parliamentary Select Committee on Education • Employers – Industry, Commerce and Public Sector • Sponsors/Various Owners of Higher education institution • Parent and Guardians • Students/Leaners • Professional Associations/University Groupings – e.g. Medical and Dental Council, Nursing and Midwifery Council, ICAG, Council for Independent Universities (CIU), Vice-Chancellors’ Ghana (VC Ghana), University Teachers Association of Ghana (UTAG), National Union of Ghana Students (NUGS), Committee of Polytechnic Principals, etc. • Civil Society Organisations - Consumer Groups, Media Monday, October 23, 2017 4 COMMON EXPECTATIONS OF STAKEHOLDERS • Meeting of stringent criteria to improve higher education standards • Governance – representative, accountable and working governance system • Staffing – qualified, research oriented, quality teaching • Physical Facilities – adequate and user friendly environment • Library Facilities – well resourced, up to date and ICT enabled • Demand driven programmes – innovative programmes meeting national development agenda • Research and Innovation – respected research centre providing innovative products and publications • Financial Sustainability – able to support ongoing university programmes, projects and other activities What kind of leadership would satisfy these composite expectations? Monday, October 23, 2017 5 LEADERSHIP TAXONOMY – THE EXPECTATIONS • Strategic thinker – strategic thinking is necessary (must have a strategic plan) providing strategic direction for all facets including funding • An accomplished achiever – higher educational institutions must be run like a business • Driven by a strategic vision and plan • Run quality regime with excellence • Develop systems, processes and reporting • Has mentoring and succession plan • Exhibit interest in research, innovation and publications • An excellent fund-raiser Under these circumstances, will the leader need an autonomy to operate? Monday, October 23, 2017 6 SOME UNIQUE HIGHER EDUCATION LEADERSHIP CHALLENGES IN GHANA • Finding a proper balance between governmental control and institutional autonomy – the case of public universities • Politicians aversion for productivity (graduate numbers as against academic ranking). • Challenges of multiple oversight (Multiple and sometimes confusing regulatory requirements applicable to Private Universities) – Affiliation, Mentorship, etc. • Cost challenges – the dilemma of consumer demand for quality and at the same time public outcry of increasing cost of education What kind of leadership is required to confront the above challenges? Monday, October 23, 2017 7 THE WAY FORWARD – THE CASE OF HIGHER EDUCATION LEADERSHIP IN GHANA • Revamp how university leaders are appointed – Practice Meritocracy as against politicisation/nepotism • Rationalisation of regulatory regimes • Development of multiple sources of Funding for tertiary education/institutions as against over reliance on public purse • Government to see private higher education as a public good, the providers as partners in development and offer incentive to private providers • Appropriate Policy framework and the political will to address challenges in higher education is a must Is the current government-university partnership addressing the challenges of 21st century tertiary education environment? Monday, October 23, 2017 8 THANK YOU 9.
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