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2018 ANNUAL MEETING from Imitation to Innovation
2018 ANNUAL MEETING From Imitation to Innovation NOVEMBER 10 – 12, 2018 DOHA, QATAR HOSTED BY INDEX WELCOME ………………………………………………………………………… 3 AGENDA …………………………………………………………………………... 4 GROUP BREAKOUTS …………………………………………………………… 10 GOVERNING BOARD …………………………………………………………… 13 DOCTRINAL STUDY GROUPS ………………………………………………… 14 UNIVERSITIES ATTENDING …………………………………………………… 15 BOARD OF GOVERNORS ATTENDEES ……………………………………... 17 QATAR UNIVERSITY, COLLEGE OF LAW ATTENDEES …………………. 21 JUDICIAL ATTENDEES …………………………………………………………. 25 ATTENDEES ……………………………………………………………………… 29 SECRETARIAT …………………………………………………………………… 58 SINGAPORE DECLARATION ………………………………………………….. 59 MADRID PROTOCOL ……………………………………………………………. 61 JUDICIAL STANDARDS OF A LEGAL EDUCATION ……………………….. 62 SELF-ASSESSMENT REPORT ………………………………………………… 63 EVALUATION, ASSISTANCE, AND CERTIFICATION PROGRAM ……….. 66 2 WELCOME On behalf of all the members of the International Association of Law Schools Board of Governors, we want to welcome each and every one of you to our 2018 Annual Meeting. This is our eleventh annual meeting where over 115 law teachers from more than 30 countries have gathered together to discuss and formulate new strategies to improve legal education globally. Almost half of our participants are senior law school leaders (deans, vice deans and associate deans). We warmly welcome all the familiar faces from these many years – welcome and thank you for your continued engagement in advancing the cause of improving legal education globally. For those who are new, a special warm welcome from our community. Please meet your colleagues from around the world. We look forward to working with you in this challenging and engaging effort. The IALS is a non-political, non-profit learned society of more than 160 law schools and departments from over 55 countries representing more than 7,500 law faculty members. One of our primary missions is the improvement of law schools and conditions of legal education throughout the world by learning from each other. -
Recognized University Campuses in Kenya – July 2016
RECOGNIZED UNIVERSITY CAMPUSES IN KENYA – JULY 2016 NO. UNIVERSITY CAMPUS/CONSTITUTE ACCREDITATION NT COLLEGE STATUS A. BARINGO COUNTY 1. Kisii University Eldama Ravine Campus Under Review 2. Kisii University Kabarnet Campus Under Review B. BOMET COUNTY 3. University of Kabianga Sotik Campus Under Review C. BUNGOMA COUNTY 4. Kibabii University Main Campus Accredited in 2015 5. Masinde Muliro University of Bungoma Campus Under Review Science and Technology 6. Masinde Muliro University of Webuye Campus Under Review Science and Technology D. BUSIA COUNTY 7. Moi University Alupe University College Accredited in 2015 E. EMBU COUNTY 8. University of Nairobi Embu University College Accredited in 2011 9. Kenyatta University Embu Campus Under Review 10. Laikipia University Embu Campus Under Review F. GARISSA COUNTY 11. Moi University Garissa University College Accredited in 2011 G. HOMA BAY COUNTY 12. Maseno University Tom Mboya University Adopted as accredited in 2016 College 13. Maseno University Homa Bay Campus Under Review H. KAJIADO COUNTY 14. Adventist University of Africa Main Campus Accredited in 2013 15. Africa Nazarene University Main Campus Accredited in 2002 16. KAG EAST University Main Campus Adopted as accredited in 2014 17. The East African University Main Campus Accredited in 2010 18. KCA University Kitengela Campus Under Review I. KAKAMEGA COUNTY 19. Masinde Muliro University of Main Campus Accredited in 2013 Science and Technology 20. Mount Kenya University Kakamega Campus Accredited in 2016 J. KERICHO COUNTY 21. Kenya Highlands Evangelical Main Campus Accredited in 2011 University 22. Kenyatta University Kericho Campus Accredited in 2016 23. University of Kabianga Main Campus Accredited in 2013 24. -
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 -
PROF BEN SIHANYA, JSD (STANFORD) CURRICULUM VITAE, 1/3/2021, Monday
PROF BEN SIHANYA, JSD (STANFORD) CURRICULUM VITAE, 1/3/2021, Monday © Prof Ben Sihanya, JSD & JSM (Stanford), LLM (Warwick), LLB (Nairobi), PGD Law (KSL) IP and Constitutional Professor, Public Interest Advocate and Mentor Constitutional Democracy, ©, TM, IP, Education Law, Public Interest Lawyering Commissioner for Oaths, Notary Public, Patent Agent, Author, Public Intellectual & Poet University of Nairobi Law School & Prof Ben Sihanya Advocates & Sihanya Mentoring & Innovative Lawyering Author: IP and Innovation Law in Kenya and Africa: Transferring Technology for Sustainable Development (2016; 2020); IP and Innovation Law in Kenya and Africa: Cases and Materials (forthcoming 2021); Constitutional Democracy, Regulatory and Administrative Law in Kenya and Africa Vols. 1, 2 & 3 (due 2021) [email protected]; [email protected]; url: www.sihanyaprofadvs.co.ke; www.innovativelawyering.com Nairobi; Revised 3/2/2021; 12/2/2021; 1/3/2021 1 PROF BEN SIHANYA, JSD (STANFORD) CURRICULUM VITAE 1989 to Monday, March 1, 2021 Prof Ben Sihanya, JSD & JSM (Stanford), LLM (Warwick), LLB (Nairobi), PGD Law (KSL) IP and Constitutional Professor, Public Interest Advocate and Mentor Constitutional Democracy, ©, TM, IP, Education Law, Public Interest Lawyering Commissioner for Oaths, Notary Public, Patent Agent, Author, Public Intellectual & Poet University of Nairobi Law School & Prof Ben Sihanya Advocates & Sihanya Mentoring & Innovative Lawyering Author: IP and Innovation Law in Kenya and Africa: Transferring Technology for Sustainable -
Funded Degree Programmes and Partners Involved in Sub-Sahara Africa (2020/21)
Funded degree programmes and partners involved in Sub-Sahara Africa (2020/21) Regional universities/networks are participating in the scholarship programme as partner institutions Call for application West and Central Africa: Deadline: February, 10th 2021 West and Central Africa Benin • University of Abomey – Calavi (UAC) Faculty of Agronomic Sciences, Mathematics (Master, PhD) International Chair in Mathematical Physics and Applications (CIPMA), Natural Sciences (Master, PhD) Burkina Faso • International Institute for Water and Environmental Engineering (2iE), Engineering (Master, PhD) Ghana • University for Development Studies (UDS), Department of Public Health, Medicine - Public Health (Master Phil, Master Sc) • University of Ghana, Regional Institute for Population Studies (RIPS), Humanities / Political Science (Master, PhD) West African Center for Crop Improvement (WACCI), University of Ghana, Agricultural Sciences (Master, PhD) Nigeria • University of Ibadan, Subject fields: Fisheries Management and Energy Studies (Master) Network • Centre d 'Etudes Régional pour l'Amélioration de l'Adaptation à la Sécheresse (CERAAS), Agricultural Sciences (Master, PhD) Eastern Africa Call for application Eastern Africa: Deadline: December, 15th 2020 Ethiopia Addis Ababa University - IPSS, Subject field: Global & Area Studies (PhD) • Hawassa University - Wondo Genet College of Forestry and Natural Resources (WGCF), Agro-Forestry (Master) Kenya • Jomo Kenyatta University of Agriculture and Technology (JKUAT), Information Technology (PhD), Mechanical -
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. -
Report on the 1St ACM SIGIR/SIGKDD Africa School on Machine Learning for Data Mining and Search
SCHOOL REPORT Report on the 1st ACM SIGIR/SIGKDD Africa School on Machine Learning for Data Mining and Search Ben Carterette Hussein Suleman Douglas W. Oard Spotify / University of Delaware University of Cape Town University of Maryland [email protected] [email protected] [email protected] Abstract We report on the inception, organization, and activities of the 1st ACM SIGIR/SIGKDD Africa School on Machine Learning for Data Mining and Search, which took place at the University of Cape Town in South Africa January 14{18, 2019. 1 Introduction In January of 2019, ACM SIGIR and ACM SIGKDD co-sponsored the 1st SIGIR/SIGKDD Africa School on Machine Learning for Data Mining and Search,1 which took place at the University of Cape Town in South Africa. The event was conceived by SIGIR members with the aims of increasing opportunities in research from traditionally underserved communities, growing the IR and data mining communities in sub-Saharan Africa, and expanding the horizons of IR and data mining research. This is a report on the inception, organization, and activities of the event. Section 2 gives context on how the event came to be. In Section 3 we describe the organizational decisions and activities including committees, funding, calls for participation, and scientific program. Section 4 details the five days of the event, including lectures, labs, and other sessions. In Section 5 we detail the next steps for the initiative. 2 From inception to inauguration The inception of the event dates to the SIGIR conference in Tokyo in 2017. That year, the SIGIR Executive Committee organized the first SIGIR Diversity, Equity, and Inclusion (DEI) lunch for con- ference attendees. -
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.