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Digital Skills in Sub-Saharan Africa Spotlight on Ghana
Digital Skills in Sub-Saharan Africa Spotlight on Ghana IN COOPERATION WITH: ABOUT IFC Research and writing underpinning the report was conducted by the L.E.K. Global Education practice. The L.E.K. IFC—a sister organization of the World Bank and member of team was led by Ashwin Assomull, Maryanna Abdo, and the World Bank Group—is the largest global development Ridhi Gupta, including writing by Maryanna Abdo, Priyanka institution focused on the private sector in emerging Thapar, and Jaisal Kapoor and research contributions by Neil markets. We work with more than 2,000 businesses Aneja, Shrrinesh Balasubramanian, Patrick Desmond, Ridhi worldwide, using our capital, expertise, and influence to Gupta, Jaisal Kapoor, Rohan Sur, and Priyanka Thapar. create markets and opportunities in the toughest areas of Sudeep Laad provided valuable insights on the Ghana the world. For more information, visit www.ifc.org. market landscape and opportunity sizing. ABOUT REPORT L.E.K. is a global management consulting firm that uses deep industry expertise and rigorous analysis to help business This publication, Digital Skills in Sub-Saharan Africa: Spotlight leaders achieve practical results with real impact. The Global on Ghana, was produced by the Manufacturing Agribusiness Education practice is a specialist international team based in and Services department of the International Finance Singapore serving a global client base from China to Chile. Corporation, in cooperation with the Global Education practice at L.E.K. Consulting. It was developed under the ACKNOWLEDGMENTS overall guidance of Tomasz Telma (Senior Director, MAS), The report would not have been possible without the Mary-Jean Moyo (Director, MAS, Middle-East and Africa), participation of leadership and alumni from eight case study Elena Sterlin (Senior Manager, Global Health and Education, organizations, including: MAS) and Olaf Schmidt (Manager, Services, MAS, Sub- Andela: Lara Kok, Executive Coordinator; Anudip: Dipak Saharan Africa). -
Education Quarterly Reviews
Education Quarterly Reviews Siluyele, Nimrod, Nkonde, Edward, Mweemba, Malawo, Kaluba, Goodhope, and Zulu, Cleopas. (2020), A Survey on Student Preferences of Facilities and Models of Accommodation at Kapasa Makasa University, Zambia. In: Education Quarterly Reviews, Vol.3, No.2, 261-270. ISSN 2621-5799 DOI: 10.31014/aior.1993.03.02.138 The online version of this article can be found at: https://www.asianinstituteofresearch.org/ Published by: The Asian Institute of ResearcH The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of ResearcH Education Quarterly Reviews is a peer-reviewed International Journal. THe journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and metHodologies, curriculum, elementary and secondary education, HigHer education, foreign language education, teacHing and learning, teacHer education, education of special groups, and other fields of study related to education. As tHe journal is Open Access, it ensures HigH visibility and tHe increase of citations for all researcH articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education. The Asian Institute of ResearcH Education Quarterly Reviews Vol.3, No.2, 2020: 261-270 ISSN 2621-5799 CopyrigHt © The AutHor(s). All RigHts Reserved DOI: 10.31014/aior.1993.03.02.138 -
Economic and Social Council Distr.: General 7 February 2020
United Nations E/C.2/2020/CRP.46/Rev.1 Economic and Social Council Distr.: General 7 February 2020 Original: English ADVANCE UNEDITED VERSION 2020 session 25 July 2019 – 22 July 2020 Agenda item 17 Non-governmental organizations Draft report of the Committee on Non-Governmental Organizations on its 2020 regular session (New York, 20-29 January and 7 February 2020) Summary At its 2020 regular session, held from 20 to 29 January, and 7 February 2020, the Committee on Non-Governmental Organizations had before it 632 applications for consultative status, including 272 applications deferred from earlier sessions. Of the non-governmental organizations submitting those applications, the Committee recommended 274 for consultative status, deferred 339 for further consideration at its resumed session in 2020 and closed consideration without prejudice of 18 applications that had failed to respond to queries over two consecutive sessions of the Committee. The Committee also had before it five requests for reclassification of consultative status; it recommended granting two of those requests and deferred its consideration of the other three requests. The Committee took note of one request of merger and recommended that the newly formed organization be granted special consultative status. The Committee took note of 9 requests for a change of name. It also had before it 691 quadrennial reports, of which it took note of 614. The Committee heard 25 representatives of non-governmental organizations. The present report contains two draft decisions on matters calling for action by the Economic and Social Council. By draft decision I, the Council would: (a) Grant consultative status to 274 non-governmental organizations; * E/2020/XXX. -
Intern with Ashinaga Intern with Ashinaga Internship Information Two Three Snapshot Intern with Ashinaga
INTERN WITH ASHINAGA INTERN WITH ASHINAGA INTERNSHIP INFORMATION TWO THREE SNAPSHOT INTERN WITH ASHINAGA What is Ashinaga is a Japanese foundation Ashinaga? headquartered in Tokyo. We provide financial INTERNS OF What do we do? support and emotional ASHINAGA care to young people around the world who have lost either one or Headquarters both parents. Since 2013, over 500 Ashinaga’s support students and recent has enabled graduates have students who lost Tokyo, Japan participated in the one or both parents Ashinaga Internship or have a severly Program, supporting disabled parent our mission to provide to gain access to educational and higher education What emotional support for orphaned students in Japan and overseas. Over 110,000 students is the Our history Internship 55 years Program? The Ashinaga Internship Program started as an English teaching program for students in Japan. It has since grown exponentially to encompass several departments and functions at Ashinaga offices in Japan, Africa Ashinaga Uganda, and Senegal. Initiative What sets the Ashinaga Internship Program In 2014, the Ashinaga apart is that interns are encouraged to Africa Initiative (AAI) was develop their own projects and tailor the launched to extend our internship according to the skills they support to students from want to acquire. Through ongoing support all 49 sub-Saharan African and guidance from Ashinaga staff, interns countries. grow professionally and personally whilst making a real contribution to the work of an international NGO. s. INTERN WITH ASHINAGA INTERN STORIES FOUR FIVE INTERNSHIP PROGRAM IN JAPAN INTERN WITH ASHINAGA The Ashinaga Internship Program in Internship positions Japan change annually Information Some internship Ashinaga’s Japan-based interns work on departments: projects from our Tokyo headquarters or the Tokyo or Kobe Kokoro-Juku dormitories. -
Re-Fashioning African Studies in an Information Technology Driven World for Africa’S Transformation Joseph Octavius Akolgo
Contemporary Journal of African Studies 2019; 6 (1): 114-137 https://dx.doi.org/10.4314/contjas.v6i1.7 ISSN 2343-6530 © 2019 The Author(s) Open Access article distributed under the terms of the Creative Commons License [CC BY-NC-ND 4.0] http://creativecommons.org/licenses/by-nc-nd/4.0 Re-fashioning African Studies in an information technology driven world for Africa’s transformation Joseph Octavius Akolgo Phd Candidate, Institute of African Studies, University of Ghana Author’s email: [email protected] Abstract The African Studies programme, launched in the University of Ghana by Ghana’s first president, was for “students to know and understand their roots, inherited past traditions, norms and lore (and to) re-define the African personality” and the “inculcation of time honoured African values of truthfulness, humanness, rectitude and honour …and ultimately ensure a more just and orderly African society” Sackey (2014:225). These and other principles constitute some of the cardinal goals of the programme in both public and private universities in Ghana. Considering tertiary education as both a public and private enterprise, this paper seeks to enrich the discourse on African Studies by taking a retrospection of the subject and investigated university students’ perceptions of the discipline among public and privately funded spheres. Adopting a qualitative approach, the paper interviewed students on the relevance of the discipline in a contemporary information technology driven world. The outcome of such interrogation was that African Studies is even more relevant in the era of globalization than it might have been in immediate post independent Africa. -
Challenges for Open and Distance Learning (ODL) Students: Experiences from Students of the Zimbabwe Open University
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.6, No.18, 2015 Challenges for Open and Distance learning (ODL) Students: Experiences from Students of the Zimbabwe Open University Maxwell C.C. Musingafi 1* Barbra Mapuranga 2 Kudzai Chiwanza 3 Shupikai Zebron 4 1. Zimbabwe Open University, Development Studies, Masvingo Regional Campus 2. Zimbabwe Open University, Disability Studies, Mashonaland East 3. .Zimbabwe Open University, Library and Information Sciences, Harare 4. Zimbabwe Open University, Counselling, Mashonaland West Regional Campus Abstract The purpose of this study was to investigate the challenges facing Open and Distance Learning students at the Zimbabwe Open University (ZOU). The study was conducted at ZOU Masvingo Regional Campus. The study employed both qualitative and quantitative approaches. The main data collection techniques were questionnaires and structured interviews, supplemented by documentary review. Tables, frequencies and percentages were the key descriptive statistics used to analyze and present the findings. The results showed that ODL learners were challenged with a range of obstacles in their course of studies. The most reported challenges were lack of sufficient time for study, difficulties in access and use of ICT, ineffective feedback and lack of study materials. It was recommended that ZOU should strive to achieve effective and balanced teaching and learning system that satisfies the desire of the learners to the extent that they would wish to come back to the institution for further studies and feel proud to recommend the institution to others who are seeking for knowledge. Key words: challenges, ODL, students, ZOU, drop-out rate, late programme completion, ICT, Masvingo. -
The Rhetoric and Reality of Academic Linkages with Nigerian Higher Education
T.C. Türk ‹şbirliği ve Koordinasyon ‹daresi Başkanlığı Türk ‹nternational Cooperation and Coordination Agency AVRASYA ETÜDLER‹ 40/2011-2 (237-258) Developing Institutional Co-operation Strategies: The Rhetoric and Reality of Academic Linkages with Nigerian Higher Education Abdalla Uba ADAMU1 Abstract For many years after independence, many African countries relied on philanthropic grant-making organizations, principally from the United States, to provide institutional support empowerment in the development of their higher education programs. These support services were perceived by critics as part of the larger agenda of postcolonial globalization guaranteed to produce future African citizens with affinity and allegiance to the United States and other ‘development partner’ nations. Over the years, however, it became increasingly clear that the postcolonial discourse in African higher education requires a renegotiation of the principles and mechanisms of academic linkages which should be based on declared needs of the recipient institutions. This paper traces the mechanism of institutional co-operation between three American charitable organizations and Nigerian government in the area of higher education. It concludes by presenting the new strategies that were evolved as a basis for continuing institutional support to African higher education based on internal, rather than external needs of development partners. Keywords: Nigeria, higher education, Berkeley Mafia, linkages, Mac Arthur Foundation, Rockefeller Foundation, Ford Foundation, Azikwe. 1 Prof. Dr., Bayero University, Department of Science and Technology Education, Kano, Nigeria; [email protected] 238 Kurumsal İşbirliği Stratejileri Geliştirme: Nijerya Yükseköğretiminin Akademik Bağlantılarının Retoriği ve Gerçekliği Öz Bağımsızlık sonrası yıllarda birçok Afrika ülkesi yüksek eğitim programlarının güçlenmesini desteklemek için genelde ABD orijinli hibe-yapıcı hayırsever or- ganizasyonlara güvendi. -
ALA School Profile Newsletter Final
1 SCHOOL PROFILE 2018-2019 African Leadership Academy (ALA) is a premier educational institution that seeks to transform Africa by identifying, developing, & connecting its future leaders. ALA is a member of Global Online Academy, an exclusive online community School and Community of independent schools that offers online learning in a variety of subjects including Japanese: Language through Culture, Game Theory and Abnormal African Leadership Academy is a private, not-for-profit school designed to Psychology. prepare each student for a lifetime of leadership. ALA brings together the most promising 16-19 year old leaders from across Africa and beyond for an innovative two-year educational program. ALA welcomed its first class in Seminal Readings 2008. Every term the community takes part in an Academy-wide reading and ALA’s current enrollment is 260 students, with a 7:1 student: faculty discussion exercise known as Seminal Readings. Over the course of the ratio. Students come from 45 different countries, with no single week, all regular classes pause and groups focus entirely on reading and nationality representing a majority. discussing sets of readings. Class sizes are kept small to allow for each student to pave his or her own, This exercise provides an opportunity for the Academy to discuss issues of individual pathway to success. universal importance. Faculty members facilitate the discussions, allowing students the opportunity to debate, critically analyze and reflect on values Academics and identify shared values within the ALA community of leaders. The Academy’s Two Year Curriculum is uniquely designed to be intellectually Graduation Requirements enriching and to provide students with a strong academic grounding for the future. -
University of Kwazulu Natal
UNIVERSITY OF KWAZULU NATAL THE IMPACT OF THE SOCIO-POLITICAL CONTEXT ON PEACE EDUCATION: EXPERIENCES FROM THREE SELECTED UNIVERSITIES IN ZIMBABWE BY SIKHULULEKILE MASHINGAIDZE 209526105 A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF MASTER OF SOCIAL SCIENCE IN CONFLICT TRANSFORMATION AND PEACE STUDIES GRADUATE SCHOOL OF SOCIAL SCIENCES FACULTY OF HUMANITIES SUPERVISOR: DR. JORAM NDLOVU STAFF NUMBER: 36933 DECEMBER 2015 i DECLARATION I, Sikhululekile Mashingaidze, student number 209526105 hereby declare that this thesis is my own original work, has not been submitted for any degree or examination at any other university, and that the sources I have used have been fully acknowledged by complete references. This thesis is submitted in fulfilment of the Master of Science Degree in Conflict Transformation and Peace Studies in the Faculty of Humanities, School of Social Sciences at the University of KwaZulu-Natal, Durban, South Africa. Signature ____________________________ Date: December 8, 2015. ii ACKNOWLEDGEMENTS I am greatly indebted to my mentor and supervisor, Dr. Joram Ndlovu for his spirited commitment without which the completion of this project would have been an overwhelming task. Professor Geoff Harris enabled my participation in an enriching learning experience shared with other students from various parts of Africa. Each of us brought unique experiences to a Masters Programme whose significance proved more than just an academic pursuit but spoke to the much needed transformation of our communities towards a culture of peace. Special mention also goes to Dr. Sylvia Kaye whose coursework module in Peace Education provided a launch pad for my study. I am most thankful to Professor Percysledge Chigora from the Midlands State University (MSU) for enabling my research. -
Personal Mentoring / Coaching (Internationalisation, Leadership)
Mentoring and Coaching for Individuals Mentoring and Coaching for Individuals The offer The Global Impact Institute (GII) is able to offer a limited number of individuals the opportunity to be mentored or coached by experts in different areas of internationalisation. This will be particularly useful for you if you are new and relatively inexperienced in the field or who might you recently taken on new responsibilities in leadership of in internationalisation. You may also be seeking to: Develop an internationalisation strategy for your institution; Spearhead improvements in a particular aspect of internationalisation in your institution; Inform yourself quickly about new developments in this fast moving area; Resolve a particular issue related to internationalisation in your institution; Develop their skills in leadership, self-assessment or self-improvement. Our aim is to help you to improve your personal performance, increase your knowledge base, and increase your job satisfaction. Mentoring/coaching can be conducted either in loco or by distance using video-conferencing such as Skype or Zoom, for example. GII has members all over the world with deep knowledge in a variety of areas related to internationalisation. This means that at least one of our members is a maximum of 2 time zones away from you and thus we can usually provide real-time support if that is your preference. Mentoring/coaching can take various shapes, ranging from ͞quick orientation͟: a one-off consultation of one hour – perfect if your aim is to orientate yourself -
Ashinaga Uganda Dormitory Nansana, Uganda
2019 On Site Review Report by Bekim Ramku 5210.UGA Ashinaga Uganda Dormitory Nansana, Uganda Architect Terrain Architects / Ikko Kobayashi, Fumi Kashimura Client Ashinaga Uganda Design 2011-2014 Completed 2015 Ashinaga Uganda Dormitory Nansana, Uganda I. Introduction The Ashinaga Uganda Dormitory is located in a rapidly urbanising suburban town, 13 kilometres from Kampala, the capital city of Uganda. It stands on the equator but is high above sea level – giving it a comfortable climate, with winds blowing towards and from Lake Victoria, which lies in the south. This is a residential school for orphans – a home for 50 students from different countries in sub-Saharan Africa, where they learn how to live together with people of diverse cultures and where they prepare to enter universities abroad. The building materials were locally sourced – the bricks were made locally and were carefully selected. Through the long process of construction, masons and labourers developed pride in these hand-made bricks, which they had originally thought had no value. II. Contextual information A. Brief historical background Ikko Kobayashi, an architecture student from Japan, visited Uganda in 2003 for his gap year, and volunteered with the Ugandan-Japanese NGO Ashinaga Uganda, then as a visiting student at Makerere University and as the intern for a local architectural office. The NGO, founded in Japan to offer educational support to orphans, launched its international activities as a repayment of the world’s contribution after the 1995 Kobe Earthquake. At that time, Uganda had over two million orphaned children who had lost their parents because of HIV, thus Ashinaga decided to begin their activities here. -
Macrina Chelagat Lelei CV Acting Director, African Studies Program
Macrina Chelagat Lelei CV Acting Director, African Studies Program, University Center for International Studies & Adjunct Assistant Professor, Department of Administrative and Policy Studies School of Education, University of Pittsburgh 4137 Wesley W. Posvar Hall Pittsburgh, PA 15260, USA Telephone: +1-412-648-2058 E-mail: [email protected] http://www.ucis.pitt.edu/africa/content/dr-macrina-lelei Research and Teaching Interests International and development education, gender and education in Africa, equity and opportunity issues in education, and contemporary Issues in African Studies Education University of Pittsburgh, PhD, April 2002 School of Education, Department of Administrative and Policy Studies Program: Social and Comparative Analysis in Education (SCAE) Specialization: International and Development Education Research Dissertation: Expanding the Discourse on Grassroots Provision of Basic Education in Kenya: Listening to Voices of the village people Awards: Faculty/Student Research Fund, dissertation research support (2000 and 2001) Alumni Doctoral Fellowship (1998 and 1999) Graduate Student Assistantship (1997-2000) University of Pittsburgh, MLS, December 1996 School of Information Sciences Specialization: Academic Libraries, Data and Information Management Master’s Thesis: The Role of Academic Libraries in Improving Education Quality in African Countries: The Case of East Africa’s University Libraries Award: World Bank Scholarship, Washington, DC (1994-95) University of Leeds, England, TESOL Certification, December 1991 School