Annexure II: Organisations That Local African Researchers Were Affiliated to That Have Published Impact Evaluations

Total Page:16

File Type:pdf, Size:1020Kb

Annexure II: Organisations That Local African Researchers Were Affiliated to That Have Published Impact Evaluations Annexure II: Organisations that local African researchers were affiliated to that have published impact evaluations Note: Although the list has been cleaned to allow for analysis, it reflects how authors indicated their affiliations and some inconsistencies in the level of detail reported might therefore exist. Organisation Eastern Africa Burundi: HealthNet TPO Burundi Ethiopia: Addis Ababa University Addis Continental Institute of Public Health Amhara Regional Health Bureau College of Health Sciences, Haramaya University Department of Medical Services, African Union Commission Department of Agricultural Economics, Haramaya University Department of Epidemiology, Jimma University Department of Health Education and Behavioral Sciences, Jimma University Department of Medical Laboratory and Pathology, Jimma University Department of Public Health, College of Health Sciences, Haramaya University Department of Sociology, University of Gondar Ethiopian Development Research Institute Ethiopian Economics Association/Ethiopian Economic Policy Research Institute Ethiopian Health and Nutrition Research Institute Ethiopian Institute of Agricultural Research Faculty of Public Health, Jimma University Faculty of Veterinary Medicine, Addis Ababa University Ethiopian Institute of Agricultural Research (EIAR) Family Health International (FHI) 360/Ethiopia Haramaya University Hiwot Ethiopia International Food Policy Research Institute International Maize and Wheat Improvement Center (CIMMYT) International Water Management Institute (IWMI) 1 John Snow Mekelle University Miz-Hasab Research Center Southern Nations, Nationalities, and Peoples' Regional Health Bureau The Carter Center United Nations World Food Program UNICEF Eritrea: National Malaria Control Program Kenya: Africa Inland Church Kijabe Africa Population and Health Research Centre (APHRC) Agricultural Economist at the International Maize and Wheat Improvement Center Applied Nutrition Programme, University of Nairobi CARE CDC Research and Public Health Collaboration Centre for Geographic Medicine Research – Coast (CGMR-C), Kenya Medical Research Institute Centre for Microbiology Research, Kenya Medical Research Institute (KEMRI) Centre for Vector Biology and Control Research, Kenya Medical Research Institute Coast Provincial General Hospital, Mombasa College of Health Sciences, Moi University Coptic Hospital ICRH Department of Agricultural Economics, University of Nairobi Department of Disease Prevention and Control, Ministry of Public Health and Sanitation Department of Educational Psychology, Kenyatta University Department of Medical Microbiology, University of Nairobi Department of Medicine, Moi University School of Medicine Department of Nursing Sciences, Moi University Department of Obstetrics & Gynaecology, AIC Kijabe Hospital Department of Obstetrics & Gynaecology, University of Nairobi Department of Paediatrics and Child Health, College of Health Sciences, University of Nairobi Department of Paediatrics, University of Nairobi Department of Surgery, Aga Khan University Hospital 2 Division of Malaria Control, Ministry of Public Health & Sanitation Egerton University Engender Health ESVAK Community Developments Initiatives Family Health International Global AIDS Program Health and Literacy Intervention Project Homa Bay District Hospital Horizon/Population Council ICROSS Impact, Research and Development Organization International Centre for Reproductive Health International Centre for Reproductive Health International Emerging Infections Program, Centers for Disease Control and Prevention International Livestock Research Institute (ILRI) Jacaranda Health KEMRI-Wellcome Trust Research Programme Kenya Medical Research Institute (KEMRI) Kenya Medical Research Institute (KEMRI) Centre for Geographic Medicine Research – Coast, and Wellcome Trust Research Programme Kenya Medical Research Institute, Centre for Public Health Research Kenyatta University Kenyatta University: Kenyatta Institute for Public Policy Research and Analysis Kisumu Polytechnic Malaria Public Health & Epidemiology Group, Kenya Medical Research Institute - Wellcome Trust Research Programme Masinde Muliro University of Science and Technology Medical Research Institute Ministry of Health Moi University School of Medicine Nutrition and Marketing Diversity Programme Partners in Health and Research Development, Kenyatta National Hospital 3 Partnership for Economic Policy (formerly CIMMYT) Pharmacy and Poisons Board Population Council Pumwani Maternity Hospital School of Economics, Kenyatta University School of Public Health and Community Development, Maseno University Family Health International 260 Strathmore University, Nairobi Support for Addiction Prevention and Treatment in Africa Elizabeth Glaser Paediatric Foundation Tegemeo Institute, Egerton University, P.O. Box 20498, Nairobi, Kenya Tenwek Hospital The International Maize and Wheat Improvement Center The Kenya Institute for Public Policy Research and Analysis United States Army Medical Research Unit University of Nairobi University of Nairobi - Department of Economics University of Nairobi Institute of Tropical and Infectious Diseases University of Nairobi, School of Medicine University of Nairobi, School of Public Health World Agroforestry Centre Rwanda: Economics and Management Department, National University of Rwanda Episcopal Church of Rwanda FXB-Rwanda Health Financing Unit, Ministry of Health of Rwanda Institute for Reproductive Health National University of Butare National University of Rwanda School of Public Health, Kigali, Rwanda Partners In Health Rwanda School of Public Health Tanzania: African Medical and Research Foundation AMREF Health Africa 4 Bagamoyo Research and Training Centre of Ifakara Health Institute Centre for Educational Development in Health Department of Epidemiology and Biostatistics, Muhimbili University of Health and Allied Sciences Department of Neurology, Muhimbili University of Health and Allied Sciences Department of Obstetrics & Gynaecology, Bugando Medical Centre and Teaching Hospital Department of Parasitology, Muhimbili University of Health and Allied Sciences Department of Pharmacology, Muhimbili University College of Health Sciences Department of Psychiatry and Mental Health, Muhimbili University of Health and Allied Sciences Department of Veterinary Medicine and Public Health, Sokoine University of Agriculture Director, International Institute of Tropical Agriculture Director, LINKAGES Project, Family Health International Faculty of Veterinary Medicine, Sokoine University of Agriculture Family Health International Ifakara Health Institute ILS Brothers Institute of Public Health, Muhimbili University College of Health Sciences International Institute of Tropical Agriculture Kagera Regional Hospital, Bukoba Kilimanjaro Christian Medical College Kongwa Trachoma Project Maweni Regional Hospital Ministry of Health and Social Welfare Muhimbili University of Health and Allied Sciences Mwanza Research Centre, National Institute for Medical Research National Institute for Medical Research (NIMR), Mwanza Centre National Institute for Medical Research, Muhimbili Medical Research Centre National Tuberculosis and Leprosy Control Program, Ministry of Health and Socio-Welfare PMTCT Program Mbeya Region, Ministry of Health and Social Welfare Public Health Laboratory-Ivo de Carneri, Wawi, Chake-Chake, Pemba Regional AIDS Control Program Mbeya, Ministry of Health and Social Welfare Reproductive and Child Health Unit, Ministry of Health, Revolutionary Government of Zanzibar Same Council Health Management Team 5 UNICEF Tanzania, United Republic of Tanzania Veterinary Investigation Centre Uganda: African Center for Tortured Victims Biochemistry Department, Makerere University Centers for Disease Control and Prevention Centre for Domestic Violence Prevention Clinical Epidemiology Unit and Department of Pharmacy, Makerere University College of Health Sciences Clinical Epidemiology Unit, and Department of Paediatrics and Child Health, Makerere University College of Health Sciences Clinical Epidemiology unit, School of Medicine, Makerere University College of Health Sciences College of Health Sciences, Makerere University Department of Agricultural Economics and Agribusiness. Faculty of Agriculture. Makerere University Department of Community Health, Mbarara University of Science and Technology Department of Dentistry, Makerere University Department of Epidemiology and Biostatistics, Makerere School of Public Health, Makerere University, New Mulago Hospital Complex Department of Food Science and Technology, Makerere University Department of Gender and Women Studies, Makerere University Department of Health Policy Planning and Management, Makerere University Department of Health Policy Planning and Management, Makerere University School of Public Health, Department of Obstetrics and Gynaecology, Makerere University Department of Paediatrics and Child Health, Makerere University Department of Psychiatry, Gulu University Department of Psychiatry, Makerere University Department of Psychiatry, Mbarara University of Science and Technology Economic Policy Research Centre Elizabeth Glaser Paediatric AIDS Foundation Entebbe Hospital Global AIDS Program, Centers for Disease Control and Prevention (CDC) Head of Department of Population Studies, Makerere University Infectious
Recommended publications
  • Advice on Qualification Equivalencies 2018-2019 University of Cambridge – Graduate Admissions Office
    Advice on Qualification Equivalencies 2018-2019 University of Cambridge – Graduate Admissions Office This document is advisory only and is designed to give Departments a guide for the minimum entry requirements for each country. It is worth noting that there can be great variation in the education systems between countries, and Departments should, as always, consider each application on the strength of the references and other supporting materials in addition to the academic qualification. The document has been compiled from a variety of sources including: UK NARIC (National Academic Recognition Information Centre for the United Kingdom) www.naric.org.uk; The International Office; and views from individuals in several Faculties. Please note that this table lists the University’s minimum requirements. Departments and Degree Committees differ in how they regard qualifications, and may therefore require a higher grade or qualification than that specified below. An academic case will be considered with relevant supporting information for applicants who do not meet these guidelines. Comments and views from colleagues on this document are very welcome. Please contact Clare Impey at the Graduate Admissions Office if you wish to comment on or add to any advice – [email protected] . When requesting more information about a specific case, it is helpful if you can send copies of the applicant’s academic transcripts where possible. ****NOTE: Where multiple grading schemes are listed on one transcript, whichever requirement is the highest should be applied. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z COUNTRY QUALIFICATION REQUIRED 2:1 EQUIVALENT FIRST EQUIVALENT COMMENTS Afganistan Master’s 85% Last updated 21/09/2017 COUNTRY QUALIFICATION REQUIRED 2:1 EQUIVALENT FIRST EQUIVALENT COMMENTS Albania Kandidat I Shkencave (Candidate of Sciences), the 8/10 9/10 Note: University Diploma (post Master I nivelit te pare (First Level Master’s 2007) = Dip HE, not sufficient.
    [Show full text]
  • REPORT – 10Th February 2021 REMOTE LEARNING for SUSTAINABLE EQUITY & ACCESS in HIGHER EDUCATION
    ONLINE VIDEO MEETING REPORT – 10th February 2021 REMOTE LEARNING FOR SUSTAINABLE EQUITY & ACCESS IN HIGHER EDUCATION GOLA! #LEARNINGMUSTNEVERSTOP GOLA Report Contents Section 1. Format & Participants 1.1 Introduction 04 1.2 Executive Summary & Key Findings of the Meeting 04 1.3 Format of Video Conference & this Report 06 1.4 Participants 07 Section 2. Discussion 2.1 Opening Statements 11 2.2 Lessons, Challenges and Responses to Covid 13 2.3 Connectivity and the ICT Infrastructure 16 2.4 Online & Blended Learning, Systems and Pedagogy 17 2.5 Assessment Concerns, Collaboration and Policy 20 2.6 Closing Q & A with Sir Steve Smith 23 Section 3. Appendices 3.1 Appendix A: Prof Yakubu Ochefu Presentation 27 3.2 Appendix B: Prof Cheryl Foxcroft Presentation 38 3.3 Appendix B: Kortext Presentation 49 02 Glo v FORMAT & PARTICIPANTS SECTION Format & 1. Participants 1.1 Introduction The purpose of this private video meeting for university vice chancellors and senior leadership officers from Africa, organised in partnership with Kortext, was to discuss the best approaches to enabling remote learning for students in higher education. Participants were encouraged to discuss the actions and policies of their universities, and to make recommendations where appropriate. whilst improving the digital skills development of teachers? In response to the Covid pandemic, many officials Is there now an opportunity for universities to have spoken of the challenges of remote learning in collaborate as purchasing consortia to gain better Africa, with need for a far more robust infrastructure value from the edtech and content providers? and more competitive pricing for the usage of data.
    [Show full text]
  • Managing Change at Universities. Volume
    Frank Schröder (Hg.) Schröder Frank Managing Change at Universities Volume III edited by Bassey Edem Antia, Peter Mayer, Marc Wilde 4 Higher Education in Africa and Southeast Asia Managing Change at Universities Volume III edited by Bassey Edem Antia, Peter Mayer, Marc Wilde Managing Change at Universities Volume III edited by Bassey Edem Antia, Peter Mayer, Marc Wilde SUPPORTED BY Osnabrück University of Applied Sciences, 2019 Terms of use: Postfach 1940, 49009 Osnabrück This document is made available under a CC BY Licence (Attribution). For more Information see: www.hs-osnabrueck.de https://creativecommons.org/licenses/by/4.0 www.international-deans-course.org [email protected] Concept: wbv Media GmbH & Co. KG, Bielefeld wbv.de Printed in Germany Cover: istockphoto/Pavel_R Order number: 6004703 ISBN: 978-3-7639-6033-0 (Print) DOI: 10.3278/6004703w Inhalt Preface ............................................................. 7 Marc Wilde and Tobias Wolf Innovative, Dynamic and Cooperative – 10 years of the International Deans’ Course Africa/Southeast Asia .......................................... 9 Bassey E. Antia The International Deans’ Course (Africa): Responding to the Challenges and Opportunities of Expansion in the African University Landscape ............. 17 Bello Mukhtar Developing a Research Management Strategy for the Faculty of Engineering, Ahmadu Bello University, Zaria, Nigeria ................................. 31 Johnny Ogunji Developing Sustainable Research Structure and Culture in Alex Ekwueme Federal University, Ndufu Alike Ebonyi State Nigeria ....................... 47 Joseph Sungau A Strategy to Promote Research and Consultancy Assignments in the Faculty .. 59 Enitome Bafor Introduction of an annual research day program in the Faculty of Pharmacy, University of Benin, Nigeria ........................................... 79 Gratien G. Atindogbe Research management in Cameroon Higher Education: Data sharing and reuse as an asset to quality assurance ...................................
    [Show full text]
  • RETHINKING AFRICAN PARTNERSHIPS for GLOBAL SOLUTIONS © Michigan State University RETHINKING AFRICAN PARTNERSHIPS for GLOBAL SOLUTIONS
    RETHINKING AFRICAN PARTNERSHIPS for GLOBAL SOLUTIONS © Michigan State University RETHINKING AFRICAN PARTNERSHIPS for GLOBAL SOLUTIONS EDITORS AND CONTRIBUTORS AMY JAMISON RICHARD MKANDAWIRE Coordinator, Alliance for African Partnership Director, Alliance for African Partnership Secretariat Michigan State University Michigan State University THOMAS JAYNE JAMIE MONSON Co-Director, Alliance for African Partnership; Co-Director, Alliance for African Partnership; University Foundation Professor of Agriculture Director, African Studies Center and Food Resource Economics Michigan State University Michigan State University ISAAC MINDE Coordinator, Alliance for African Partnership Michigan State University CONTRIBUTORS THELMA AWORI ADIPALA EKWAMU Chair Emeritus, Founding Chair and President Executive Secretary Sustainable Market Women’s Fund Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) SOSTEN CHIOTHA Regional Director PENINA MLAMA Leadership for Environment and Development (LEAD) Professor, Creative Arts Department and Mwalimu Nyerere Southern and Eastern Africa Professorial Chair in Pan-African Studies University of Dar es Salaam CHINWE EFFIONG Assistant Dean, The MasterCard Foundation Scholars MOSES OSIRU Program and Youth Empowerment Programs Deputy Executive Director Michigan State University Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) DAVE EKEPU Intern DAVID WILEY Regional Universities Forum for Capacity Building Professor Emeritus, Department of Sociology in Agriculture (RUFORUM) Director Emeritus, African Studies Center Michigan State University Rethinking African Partnerships for Global Solutions 1 ACKNOWLEDGEMENTS This edited volume is published by Michigan State University’s Alliance for African Partnership, and is the product of numerous discussions in 2016 and 2017 with colleagues in African universities, research institutes, governments, private sector organizations and civil society, as well as with strategic development partners and MSU’s Africanist faculty.
    [Show full text]
  • Gender Center and Gender Mainstreaming
    Gender Center and Gender Mainstreaming Educational level: University | Beneficiaries: Students, faculty, and staff Background Assessments of universities such as Jimma University1 and the University of Dar es Salaam (UDSM)2 that found sexual harassment and violence and high attrition of female students played a role in developing gender centers.1 At the University of Western Cape, campus activism on issues including gender imbalances in salary and career development, sexual harassment, and maternity leave and child care contributed to the creation of a gender center.3 In other institutions, national and institutional commitment was key. For example, one of the objectives of the Presidential Working Party to establish Moi University was to develop a gender center, and the university’s 2005-2014 strategic plan committed to incorporating gender issues in policy decision-making processes.4 Makerere University also enjoyed a supportive national legislative environment in Uganda.5 Description Many institutions, including Jimma University, Moi University, UDSM, and Makerere University, note the role of the gender centers in promoting gender mainstreaming. The gender centers, offices, and committees at the institutions included in this review shared some common functions, including gender equality-related policy development, provision of training, skills-building, mentoring, counseling services, networking, information sharing, and research. Some institutions also provide scholarships to female students (Jimma University,6 Makerere University,5 University of Toronto7); facilitate housing for female faculty (Jimma University,6 University of Western Cape3); develop curricula on gender-related issues (the University of Ghana8); and develop proposals for “gender sensitive infrastructure within the University”9 (Sokoine University of Agriculture). The University of Toronto has multiple offices that work on diversity and equity issues.
    [Show full text]
  • Sasakawa Africa Fund for Extension Education (Safe)
    THE SASAKAWA AFRICA FUND FOR EXTENSION EDUCATION (SAFE) by Deola Naibakelao, Managing Director, SAFE , KJ MEAS HRD Case Study Series, # 1, January 2013 Background SAFE Mission To promote more effective, demand-driven agricultural and Of sub-Saharan Africa’s estimated 150,000 extension officers rural development advisory services through appropriate in the early 1990s, perhaps only one in six had completed a training of mid-career advisory staff members and by bachelor’s or higher degree. About 70 percent held a strengthening agricultural education institutions in sub- certificate issued by an agricultural college of the Ministry of Saharan Africa to develop and sustain responsive formal Agriculture; another 15 percent tended to hold a higher continuing education programs. diploma degree in agriculture, usually issued by a university. SAFE is a product of two development imperatives: Thus about 85 percent of the extension workers of the era To bring African agricultural universities and colleges tended to begin their careers with a weak grasp of more fully into the agricultural and rural development agricultural science and limited skills in extension process through the creation of new, innovative communication. Other problems also hindered the continuing education programs. motivation of agricultural extension officers. For example, To expand and strengthen the knowledge and skills of even if they achieved success at the field level through their frontline agricultural and rural development advisory firsthand experience with farmers and farming, they were service providers to improve their capacity to more seldom able to rise to supervisory positions because they effectively serve the needs of smallholder farm families. lacked the minimum of a bachelor’s degree, which could push them into the “professional” rank.
    [Show full text]
  • The Case of Kashim Ibrahim Library, Ahmadu Bello University, Zaria
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by UNL | Libraries University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln April 2006 The Challenges of Computerizing a University Library in Nigeria: The Case of Kashim Ibrahim Library, Ahmadu Bello University, Zaria Grace Nok Ahmadu Bello University, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac Part of the Library and Information Science Commons Nok, Grace, "The Challenges of Computerizing a University Library in Nigeria: The Case of Kashim Ibrahim Library, Ahmadu Bello University, Zaria" (2006). Library Philosophy and Practice (e-journal). 78. https://digitalcommons.unl.edu/libphilprac/78 Library Philosophy and Practice Vol. 8, No. 2 (Spring 2006) (libr.unl.edu:2000/LPP/lppv8n2.htm) ISSN 1522-0222 The Challenges of Computerizing a University Library in Nigeria: the Case of Kashim Ibrahim Library, Ahmadu Bello University, Zaria Grace Nok Senior Librarian Kashim Ibrahim Library Ahmadu Bello University Zaria, Nigeria Introduction Ahmadu Bello University, Zaria is one of Nigeria's first generation universities, opening its doors in 1962. Like other universities, its functions include teaching, research, and community service. Ifidon and Okoli (2002) note that universities now have additional functions: • pursuit, promotion, and dissemination of knowledge; • provision of intellectual leadership;
    [Show full text]
  • Csa2020e-3130
    Reference Acronym Title Organisation Country CSA2020E-3113 FETP-CV Master in Field Epidemiology Training Universidade Nova de Lisboa (NOVA) Portugal for Portuguese-speaking West African Universidade de Cabo Verde Cape Verde Countries Syddansk Universitet Denmark Bandim Health Project Guinea-Bissau National Institute of Health (NIH) Mozambique Universidade Eduardo Mondlane Mozambique Instituto Nacional de Saúde Pública, Cabo Verde Cape Verde Universidade Agostinho Neto Angola Fundacao Manhica Mozambique Instituto de Higiene e Medicina Tropical (IHMT) Portugal Ministry of Health - Cabo Verde Cape Verde National Institute of Public Health, Angola Angola CSA2020E-3126 IDEA Consortium for Development of Busitema University Uganda Fellowship Sustainable Research Based Fellowship Ministry of Health - Uganda Uganda Training on Infectious Disease Makerere University College of Health Sciences (MakCHS) Uganda Epidemiology and Biostatistics in Africa Uganda National Council for Science and Technology (UNCST) Uganda Uganda Virus Research Institute (UVRI) The Open University Uganda Mbale Clinical Research Institute United Kingdom Uganda CSA2020E-3130 ARISE, Training of Epidemiologists in Disease University of Ghana Ghana COVID-19, Outbreaks and Epidemic Response in Norwegian Institute of Public Health Norway FETP, sub-Saharan Africa REDISSE, TEDOER- SSA CSA2020E-3131 TEBWA Training Epidemiologists and Université d'Abomey-Calavi Benin Biostatisticians for enhanced response London School of Hygiene and Tropical Medicine United Kingdom to disease outbreak
    [Show full text]
  • LIS Guidelines
    Africa Accreditors Ways of Ways of Ways to review performance LIS Schools looking at looking at performance outcomes 1 Botswana No reply University of Botswana 2 Egypt No reply Cairo University, Department of libraries and archival studies 3 Marocco No accreditation [email protected] 4 Kenia No reply Kenya School of Professional Studies Moi University 5 Namibia No reply University of Namibia 6 Nigeria No reply Bayero University, Kano University of Ibadan 7 Rwanda No reply - National University of Rwanda, Department of Computer Sciences 8 South Africa Government Resources, Student The quality assurance guidelines are based University of Zululand Agency (South evaluation of on SAQA Department of Education [email protected] African Data on the learning policies and followed by University Qualification students, experience approved quality assurance guidelines. The University of Western Cape Authority(SAQA) QA procedure is taken annually by Design and Assessment of external assessor and occasionally by University content of the student SAQA . program learning It is the University policy that departments External Assessors outcomes invite external assessor at least once in through exams every three years. Guidelines for external and/or assessors is provided with the policy and employers include items highlighted in this evaluations questionnaire. The government(Department of Education does solicit information on programmes offered at the University occasionally( eg within three years). Such information is used to determine the viability and suitability of qualifications. There are no policies or guidelines targeting LIS sector only. Site visit takes place and a self-evaluation report is delivered to the evaluation body. No public report is done as follow up.
    [Show full text]
  • Preservice Laboratory Education Strengthening Enhances
    Fonjungo et al. Human Resources for Health 2013, 11:56 http://www.human-resources-health.com/content/11/1/56 RESEARCH Open Access Preservice laboratory education strengthening enhances sustainable laboratory workforce in Ethiopia Peter N Fonjungo1,8*, Yenew Kebede1, Wendy Arneson2, Derese Tefera1, Kedir Yimer1, Samuel Kinde3, Meseret Alem4, Waqtola Cheneke5, Habtamu Mitiku6, Endale Tadesse7, Aster Tsegaye3 and Thomas Kenyon1 Abstract Background: There is a severe healthcare workforce shortage in sub Saharan Africa, which threatens achieving the Millennium Development Goals and attaining an AIDS-free generation. The strength of a healthcare system depends on the skills, competencies, values and availability of its workforce. A well-trained and competent laboratory technologist ensures accurate and reliable results for use in prevention, diagnosis, care and treatment of diseases. Methods: An assessment of existing preservice education of five medical laboratory schools, followed by remedial intervention and monitoring was conducted. The remedial interventions included 1) standardizing curriculum and implementation; 2) training faculty staff on pedagogical methods and quality management systems; 3) providing teaching materials; and 4) procuring equipment for teaching laboratories to provide practical skills to complement didactic education. Results: A total of 2,230 undergraduate students from the five universities benefitted from the standardized curriculum. University of Gondar accounted for 252 of 2,230 (11.3%) of the students, Addis Ababa University for 663 (29.7%), Jimma University for 649 (29.1%), Haramaya University for 429 (19.2%) and Hawassa University for 237 (10.6%) of the students. Together the universities graduated 388 and 312 laboratory technologists in 2010/2011 and 2011/2012 academic year, respectively.
    [Show full text]
  • The 9Th Toyin Falola Annual International Conference on Africa and the African Diaspora (Tofac 2019)
    The 9th Toyin Falola Annual International Conference On Africa And The African Diaspora (tofac 2019) THEME: RELIGION, THE STATE AND GLOBAL POLITICS JULY 1-3, 2019 @BABCOCK UNIVERSITY ILISHAN-REMO, OGUN STATE, NIGERIA PROGRAMME OF EVENTS FEATURING: DISTINGUISHED GUEST OF HONOUR CHIEF DR OLUSEGUN OBASANJO, GCFR, PhD Former President, Federal Republic of Nigeria CHIEF HOST PROFESSOR ADEMOLA S. TAYO HOST President/Vice-Chancellor, Babcock PROFESSOR ADEMOLA DASYLVA University Board Chair, TOFAC (International) GRAND HOST HE CHIEF DR DAPO ABIODUN, MFR Executive Governor, Ogun State, Nigeria CONFERENCE KEYNOTE SPEAKERS HE Bishop Matthew Hassan Kukah, Bishop of the Catholic Diocese of Sokoto, Nigeria Professor Bankole Omotoso, Writer, Dean, Faculty of Humanities, Elizade University Professor Ibigbolade Aderibigbe, Professor of Religion & Associate Director, The African Studies Institute, University of Georgia, Athens, USA BANQUET CHAIRMAN: His Imperial Majesty Fuankem Achankeng I, MA, MA, PhD The Nyatema of Atoabechied Ruler, Atoabechied, Lebialem Southwestern Cameroon & Professor, University of Wisconsin, Oshkosh, USA BANQUET SPECIAL GUEST OF HONOUR Professor Jide Owoeye Chairman, Governing Council & Proprietor Lead City University, Ibadan 2 NATIONAL ANTHEM Great lofty heights attain To build a nation where peace Arise, O compatriot, And justice shall reign. Nigeria’s call obey To serve our father’s land BABCOCK UNIVERSITY With love and strength and faith The labour of our heroes past ANTHEM Shall never be in vain Hail Babcock God’s own University To serve with heart and mind Built on the power of His Word One nation bound in freedom Knowledge and truth, Peace and unity Service to God and man Building a future for the youth Wholistic education, O God of creation, The vision is still aflame: Direct our noble cause Mental, physical, social, spiritual Guide our leaders right Babcock is it! Help our youths the truth to know Hail, Babcock God’s own University In love and honesty to grow Good life here and forever more.
    [Show full text]
  • Dynamic Drivers of Disease in Africa Consortium
    Who’s Who in One Health October 2015 The Dynamic Drivers of Disease in Africa Consortium www.driversofdisease.org Description and Scope of One Health Activities The Dynamic Drivers of Disease in Africa Consortium is a multidisciplinary research programme exploring the connections between disease, ecosystem change and wellbeing in Africa. The focus is animal-to-human disease transmission and the objective to help move people out of poverty and promote social justice. It has been working since 2012 in five African countries investigating the drivers of four zoonoses: Ghana (henipavirus infection); Kenya (Rift Valley fever), Sierra Leone (Lassa fever), and Zambia and Zimbabwe (trypanosomiasis). Key Collaborators and Participants The Consortium is led by the STEPS Centre, based at the Institute of Development Studies, Brighton, UK. Other partners are: In the UK: University of Cambridge, Institute of Zoology; University of Edinburgh; University College London (UCL); University of Southampton In Ghana: Wildlife Division of the Forestry Commission; University of Ghana; In Kenya: Department of Veterinary Services; International Livestock Research Institute; Kenya Medical Research Institute (KEMRI; In Sierra Leone: Kenema Government Hospital; Njala University Page 1 of 2 In Zambia: Ministry of Livestock and Fisheries Development; University of Zambia In Zimbabwe: Ministry of Agriculture, Mechanisation and Irrigation Development; University of Zimbabwe, Zimbabwe In Sweden: Stockholm Resilience Centre In USA: Tulane University Type of Organization The Consortium comprises a mix of academic/research institutions and government bodies. Address of Organization/ Group STEPS Centre Institute of Development Studies Library Road University of Sussex Brighton, BN1 9RE UK Contact(s) Naomi Marks Email [email protected] Telephone 44 (0)1273 915606 Agree to share contact information on the One Health website Sources of funding for Organization/Group The Dynamic Drivers of Disease in Africa Consortium is funded by the Ecosystem Services for Poverty Alleviation (ESPA) programme.
    [Show full text]