senter for internasjonalisering av utdanning NOMA Norad’s Programme for Master Studies Final Report 2006-2014 Report Final Studies Master for Programme Norad’s

Norad’s Programme for Master Studies Final Report 2006-2014 Table of Contents

Introduction...... 5 4.2 Overview of programme Figure 6: NOMA students activities 2006–2014...... 34 enrolled 2007–2013...... 17 Executive Summary...... 6 4.3 Publications...... 37 Figure 7: NOMA graduates 2009–2015...... 18 1. The NOMA Programme 2006–2014...... 9 Figure 8: Completion rates 5. The NOMA Programme 1.1 From NFP to NOMA...... 9 by year of enrolment...... 18 at Country Level 2006–2014...... 39 1.2 NOMA develops...... 9 Figure 9: Project distribution by 5.1 Listed NOMA countries...... 39 awarding institution 2007–2014...... 26 1.3 From NOMA to NORHED...... 10 5.2 Countries that can further Norway’s Figure 10: Female applicants, contribution to peace and conflict 2. NOMA Programme Design...... 11 enrolled students and graduates...... 30 resolution and that are relevant to the 2.1 Programme objectives...... 11 rebuilding of society after conflict...... 45 List of Tables 2.2 Thematic fields...... 11 5.3 Countries with expertise and capacity Table 1: Key figures by country 2.3 Geographical areas...... 11 in higher education and research...... 47 of main partner institution 2.4 NOMA master’s Appendices...... 49 outside Norway 2007–2015...... 19 programme categories...... 11 Appendix A – List of NOMA projects...... 49 Table 2: Employment status 2.5 NOMA finances 2006-2014...... 12 after graduation 2007–2015...... 20 Appendix B – NOMA projects Table 3: Sustainability of 3. Results of the NOMA Programme...... 15 at Norwegian institutions...... 50 the NOMA master’s programmes...... 28 3.1 Indicators of success Appendix C – NOMA projects per country... 51 Table 4: NOMA Gender Incentive in the NOMA Programme...... 15 Bibliography...... 53 Activities supported...... 29 3.2 Capacity building through Table 5: Members of the NOMA NOMA students 2007–2014...... 16 List of Figures Programme Board 2006–2009...... 33 3.3 Capacity building through Figure 1: Number of NOMA projects within the thematic fields...... 11 Table 6: Members of the joint NOMA Produced by the Norwegian centre for partnerships...... 21 and NUFU Interim Board 2010–2011...... 33 international cooperation in education 3.4 Sustainability of the Figure 2: NOMA master’s programme categories...... 12 Table 7: Members of the joint NOMA and Excecutive Editor / Else Kathrine Nesmoen NOMA master’s programmes...... 26 Figure 3: Disbursements from SIU NUFU Programme Board 2012–2015...... 34 Editors / Sidsel Holmberg, 3.5 Gender equality connected to NOMA/NFP 2006–2014, Table 8: List of NOMA projects...... 49 Daniel Gundersen, Terje Kolbu Jacobsen and other cross-cutting issues in the NOMA inc. programme administration...... 13 Table 9: Number of NOMA projects at Photo / Cover: Frøy Katrine Myrhol Programme 2006-2014...... 29 Figure 4: NOMA accounts institutions in Norway...... 50 Page 2: Lujza Hamitouche Olsen – total expenditure 2006–2014...... 13 Table 10: Number of NOMA projects per ISBN 978-82-93017-49-3 (Web) ...... 4. NOMA Activities at Programme Level 33 Figure 5: Applicants to NOMA master’s country, institution and partner category..... 51 The report can be downloaded 4.1 The NOMA Programme Boards:...... 33 programmes 2007–2013...... 17 at www.siu.no.

2 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 3 E JØM RKE IL T M Nordic Ecolabel 2041 0699 - BODONI

2 4 9 Miljømerket trykksak 241 699 1 9 6 Trykksak Introduction

After almost ten years of cooperation between higher education institutions and researchers in the South and in Norway, Norad’s Programme for Master Studies (NOMA) has now come to an end. The conclusion of NOMA and its sister programme the Norwegian Programme for Development, Research and Education (NUFU) that ended in 2012 marks the completion of an important era of Norwegian support to higher education and research in the South.

It has been an exciting period of hard work, deep engagement and close cooperation. As can be seen from this report, which builds on close follow-up of many years of activities and evaluations and on a recent tracer study, most of the planned objectives were achieved.

In comparisons with similar programmes in other countries, these achievements have proven to be important, some even spectacular. This particularly applies to efforts to promote local ownership of programmes that originally were based in Norway. This has increased the potential for long-term sustainability, something that only can be assessed many years into the future.

The strong emphasis on equal participation in the programmes by both genders has also been surprisingly successful. Another factor that must be underlined is the strong engagement by the Norwegian research community in spite of the limited incentives offered in the programmes. Considerable efforts have been made by committed participants on both sides of the partnerships that were created.

Research and educational cooperation aimed at building capacity at the partner in- stitutions in the South is a complex endeavour. The experiences gained from this programme therefore also reveal pitfalls and problems that had to be dealt with during the many years of cooperation, and these are discussed in detail in the report. Most of these challenges follow from the asymmetric relationship which we see in all development cooperation projects where one party acts as donor and the other as recipient.

As can be seen from this report the most important outcome of the programme has been the increased capacity created in the higher education and research environments in the South. However, this is only the beginning. Much work remains to be done in this respect and the sustainability of these efforts as well as so many other similar programmes must be carefully monitored. The hope is that the new programmes that have been initiated in Norway and elsewhere will learn from the experience of these two successful programmes and thereby add to the much-needed research capacities in the South.

On behalf of the Programme Board for the NUFU and NOMA Programmes 2012-2015

Professor Lennart Wohlgemuth

TRAINING: The lack of highly qualified health workers such as midwives is a major problem in Uganda, says Rose Chalo Nabirye. In 2011 the first students enrolled in the NOMA “Master’s4 SIU programme : 2015 / Norad’s in midwifery Programme and for women’s Master Studieshealth” - at Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 5 Makerere University in Kampala. Photo: Runo Isaksen the NOMA Programme. In essence, the Issues to be revisited in Key results from the effect of the NOMA Gender Incentives a future evaluation of NOMA NOMA Programme 2007–2014 scheme introduced in the programme in One of the challenges for higher educa- • 44 demand-driven master’s 2011 seems to go beyond an increase in tion investment is that the full impact of programmes and courses with a the number of female students. Hopefully the investment is not realised immediate- high potential for continued local this positive effect will continue in the ly, but over a lifetime. This also applies relevance and sustainability were Executive Summary long run. to the NOMA programme. A rigorous established at 28 institutions of programme evaluation and a follow-up of higher education in 18 countries in Local ownership and sustainability of the graduate tracer study, revisiting some Africa, Asia and Latin America. the NOMA the master’s programmes of the issued suggested below, is therefore • 81 per cent of the NOMA-sponsored Background NOMA encompassed 44 projects located production of master’s graduates through Furthermore, the awarding of degrees and desired in order to make more confirma- graduates were awarded their Norad’s Programme for Master Studies at 28 institutions of higher education the NOMA master’s programmes has not the level of institutional responsibility for tory statements about what development master’s degrees by a higher (NOMA) was established in 2006. The in 18 countries in Africa, Asia and ­Latin only facilitated the recruitment of quali- a master’s programme are important in- impact on institutions and societies in the education institution in the South. programme provided financial support America. In addition, 12 Norwegian fied staff at the awarding institution, but dicators of the degree of local ownership South that can be attributed to the NOMA for the development and running of institutions of higher education served also made master’s graduates available to and institutionalisation of the master’s programme: • 2,031 NOMA-sponsored students master’s degree programmes in the as main partners in Norway, while 49 other higher education institutions in the programme. Of the 1,387 students who have been enrolled during the whole To what extent has NOMA compared South in a collaboration between local institutions in 20 different countries have country or region. had graduated by April 2015, 79 per cent • programme period. to its predecessor the NFP been and Norwegian higher education institu­ served as network partners. This adds up were awarded their master’s degrees efficient at improving the supply- • 1,487 sponsored students had tions. The programme was financed by to a total of 69 institutions in 27 countries It can therefore be assumed that, as by higher education institutions in the demand balance between North- graduated by April 2015. An the Norwegian Agency for Development that have been involved in the NOMA long as the education offered through a South.2 This is a strong indication of South the partner institutions when additional 127 students are expected Cooperation (Norad) and managed by Programme during the period between NOMA master’s programme continues to the institutionalisation of the master’s the element of institutional capacity to graduate in 2015. the Nor­wegian Centre for International 2007 and 2014. be relevant to the development of the programmes at the South institutions. building through partnerships was Coopera­tion in Education (SIU). country or region, increased capacity in However, the institutions in the South • The completion rate for the entire added to the aims and objectives of Employability of NOMA graduates the higher education sector will have a have pointed to funding issues as criti­ period is 73.2 per cent. the new programme in 2006? In 2014, the activities in NOMA came The first NOMA cohort graduated in positive impact on the development of cal to the sustainability of the NOMA • 41.5 per cent of the total number of to an end, and the programme was re- 2009. In total, 1,487 NOMA-sponsored the society in question. master’s programmes, and continued • One core aspect that should be NOMA graduates are female. placed by the Norwegian Programme for students had graduated by April 2015, external funding is a prerequisite for the considered is whether NOMA has 91.8 per cent of NOMA master’s Capacity Building in Higher Education with an additional 127 students ­expected Gender equality continuation and further development of provided value for money as regards • graduates who responded to the and Research for Development (NOR- to graduate by the end of 2015. The an- One of the main objectives of the some of the programmes. the need for capacity building in the NOMA/NUFU Tracer study report HED), which is administrated by Norad. nual completion rate between 2009 and NOMA Programme was to contribute to South. being in employment. The purpose of this report is therefore to 2015 has remained relatively stable at gender equality in education and to the Recruiting self-financing students or se- To what extent has the NOMA • The majority of the respondents have present the background to, framework for approximately 70 per cent. empower­ment of women. NOMA master’s curing other scholarship funding is there- partnership model been instrumental • obtained employment relevant to and the main results achieved by NOMA, programmes were expected to encourage fore inevitable if the 44 NOMA master’s in increasing the quality and their academic discipline. from 2006 until its final year, 2014. In addition to the NOMA-sponsored the enrolment of female candidates, and programmes that have been established relevance of the education offered at students, a large number of self-financed the aim was to reach 50 per cent female are to be sustainable in the long run. The the partner institutions involved in • The majority of the NOMA master’s The findings are based on the annual students were enrolled in NOMA master’s student participation through active probability of recruiting high-quality the collaboration? graduates remain in their country or reporting from the projects and higher programmes and courses and thereby recruitment strategies, gender perspec- students may increase as the students in region of origin. education institutions that participated in benefited indirectly from the collabora- tives, ‘gender mainstreaming’ and gender-­ the target group learn of the success of • One aspect related to the relevance the NOMA collaboration and the NUFU/ tion. relevant master’s programmes. The total NOMA graduates. This, in turn, can make and quality of the NOMA master’s • One-third report employment in a NOMA Graduate Tracer Study conducted number of female students enrolled in it easier to attract self-financing students, programmes offered is to what higher education institution in the by SIU in 2014. The employability of NOMA graduates the NOMA Programme increased steadily thereby enhancing the programmes’ extent the programmes secured South. is a strong indicator of the relevance of every year after the programme started, long-term sustainability. Some projects enrolment and equitable access for • The high share of graduate Results achieved by NOMA 2006–2014 the competence and capacity acquired by from 33 per cent in 2007 to 52 per cent have also actively sought cooperation less privileged groups. employment at higher education In many ways, NOMA represented a radi­ students in the different NOMA master’s in 2012.1 Over the whole project period with private actors, and other NOMA • Are the positive effects of the NOMA institutions is one of the key effects cal break with the past and with similar programmes. A high percentage, 91.8 per from 2007 to 2013, 42 per cent of the master’s programmes will continue with programme observed through the of the collaboration on institutional programmes at the time the programme cent of the NOMA Master’s graduates who 2031 students were female. funding from other sponsors. graduate tracer study with regard to capacity building. was established. The programme ­model responded to the NOMA/NUFU Tracer the employability of the graduates The production of master’s graduates was designed to enhance the effects study, report being in employment. In Of the total number of NOMA graduates, Regional cooperation • a result of the specific programme not only facilitated the recruitment on institutional capacity building in addition, the majority of these graduates 41.5 per cent are female, and there are no The NOMA Programme Document design and the South-North of qualified staff at the awarding the South by including the supply and report having obtained employment rele- substantial differences between male and emphasises that projects that stimulate institutional collaboration or just an institutions, but also made master’s demand side, and establishing master’s vant to their academic discipline. This can female students as regards graduating on regional cooperation should be encour- indication that higher education and graduates available to other higher programmes and recruitment incentives be viewed as one of the key achievements time. Overall, 41.7 per cent of the female aged. Fifty-nine per cent of the 44 NOMA investment in human capital is far education institutions in the country for students by providing scholarships. of the programme as regards its poten- graduates completed their studies on master’s programmes were multilateral more than just individual capacity or the region. The scholarship part of the programme tial for capacity building and transfer time, while the equivalent percentage for projects, with one or more network part- building? design appears to have been instrumental of knowledge and competences to the male graduates is 46.4 per cent. ners in the South. Within some of the • The building of North-South-South Is it possible that the NOMA master’s in recruiting critical numbers of students, national workforces in the public and partnerships, the network partners con- • networks at project and institutional programmes were draining already in particular female students. private sectors. From 2007 until 2014, reports have tributed students, while others secured level is regarded by the participants scarce institutional recourses from shown that institutional commitment student mobility within the programme as one of the most valuable outputs other less ‘prestigious’ educational The strategy for achieving capacity build- The vast majority of the graduates are and affirmative action combined with or provided access to a wider range of of the partnership cooperation under programmes offered at the South ing at the institutional level in the NOMA employed in the public sector and at additional funding of gender-related ac- academic and infrastructural resources. NOMA. partner institutions? programme was hence to establish mas- higher education institutions. In cases tivities in the projects have contributed In some of the multilateral projects, all ter’s programmes through a process of where the employers are higher edu- to development in the area, for example the South partners played an equal role, development, accreditation and running cation institutions, the employment of attainment of the aim of gender aware- and their ambition was to establish the of the programmes at the partner institu­ NOMA graduates implies increased ca- ness and the empowerment of women in master’s programmes at all institutions tions in South. pacity at these institutions. Moreover, the all aspects of the educational activities in involved in the collaboration.

1 In 2013, only one project recruited new NOMA-sponsored students, so there was a decrease in female enrolment from 52 per cent in 2012 to 30 per cent in 2013. 2 17.5 per cent of the students were awarded their master’s degree by a Norwegian institution, while the awarding institution is unknown for approximately 3 per cent of the graduates.

6 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 7 1. The NOMA Programme 2006–2014

1.1 FROM NFP TO NOMA An evaluation commissioned by Norad the new programme were located in the Norad’s Programme for Master Studies in 2005 concluded, once more, that the South was met by critical voices among (NOMA) builds on a long history of courses should be offered in developing students and academics, both in the Norwegian assistance for the develop- countries rather than in Norway.6 ­Courses South and in Norway, who emphasised ment of higher education in the South. run in Norway should be limited in the benefits of studying in a Norwegian Around 6,000 students from 50 coun- number, and students attending these environment. In addition, it meant a sig- tries received a fellowship for higher courses should be transferred to the nificant loss of income for the Norwegian education or training during the era of Quota programme. The evaluation also institutions, since only students enrolled the Norad Fellow­ship Programme (NFP) recommended a re-orientation of the in degree programmes in Norway could (1962–2008). In 1988, a report concluded development focus of the programme. trigger cost compensation from the that the NFP contributed little to compe- Ministry of Education and Research. The tence-building and institutional develop­ Following this, Norad decided to phase compensation offered to the Norwegian ment in developing countries and that out the NFP and instead introduce Norad’s institutions taking part in the NOMA none of the diploma courses offered were Programme for Master’s Studies (NOMA), Programme was regarded as inadequate established on the basis of a known need in which Norwegian institutions and by most of them. in the developing countries. The courses institutions in the South were to coop- were phased out and replaced by two- erate on offering degrees awarded by the NOMA was to a large extent modelled on year master’s degrees, resulting in fewer institutions in the South.7 The NFP had the Norwegian Programme for Develop­ courses and fewer students in the NFP in its last intake of students for ­courses in ment, Research and Education (NUFU) the late 1980s.3 Norway in 2006 and for courses ­located (1991-2012), which was especially de- in the South in 2007.8 signed to encourage involvement in real In 1993, Norad stated that the main goal decision-making by the partner insti- of the NFP was to contribute to strate- 1.2 NOMA DEVELOPS tutions in the South. Both programmes gic competence-building in developing were administered by SIU, but, until 2010, countries relating to public administra- One of the main conclusions from the they were kept organisationally separate tion and civil society. In the mid-1990s, 2005 NFP evaluation was that the scheme and had separate programme boards. Norad started purchasing places from was largely a supply-driven fellowship While the main aim of the NUFU pro- Norwegian institutions of higher educa- programme. However, experiences of gramme was to support the development tion instead of creating specific courses outsourcing some courses from a Nor- of sustainable capacity and competence for the NFP students. The courses be- wegian institution in a sandwich model in research and research-based higher came part of the Norwegian institutions’ to institutions in the South had been education in developing countries that ordinary curricula, and thereby part encouraging. was relevant to national development and of the institutions’ own internationali- poverty reduction, and to contribute to sation process. During this period, the Based on the NFP evaluation and Nor­ enhanced academic collaboration in the number of English-taught programmes wegian policies and guidelines for sup- South and between the South and North, at Norwegian institutions increased port for tertiary education in developing NOMA was primarily a programme for considerably. Norwegian students also countries, the NOMA programme was South-North, South-South collaboration began taking part in the English language ­designed with the aim of contributing on higher education at master’s level. programmes. The administration of the to the education of staff in the public NFP was outsourced by Norad in 1998 to and private sectors in selected partner Despite some scepticism towards the new the Norwegian Centre of International countries. This was to be done in close programme, the first call for applications Cooperation in Higher Education (SIU) collabora­tion with higher education for NOMA in 2006 was met with great under an agreement with the Norwegian institutions in Norway. The major shift interest by Norwegian higher education Council for Higher Education (UHR).45 to ensuring that most of the activities in institutions and partner institutions in

3 Norwegian Centre for International Cooperation in Education (SIU). “Norad Fellowship Programme. Final Report.” Publication 03 (2009), 14. 4 Ibid. 14-15. 5 SIU was part of UHR until 2004. 6 Nordic Consulting Group AS and Nuffic. “Evaluation of the Norad Fellowship Programme.” Norad Evalueringsrapporter 1 (2005). 7 Norwegian Centre for International Cooperation in Education (SIU). “Norad’s Programme for Master Studies 2006-2010. Programme Document.” (2007). LADIES’ COMMON ROOM: “Master of Public Policy and Governance” students at the http://siu.no/eng/content/download/3414/33504/file/Noma%20Programme%20Document.pdf resource centre. North South University in Bangladesh has introduced two NOMA 8 Norwegian Centre for International Cooperation in Education (SIU). “Norad Fellowship Programme,” 15. gender-incentive measures: the Ladies’ Common Room and separate transportation for female students. The measures facilitate travel for female students to campus, and make it possible for them to stay for the whole day. Teachers report that female students8 haveSIU : 2015 shown / Norad’s an increased Programme interest for Master and focus Studies on - their Final studies. Report 2006-2014 Photo: Frøy Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 9 Katrine Myrhol 2. NOMA Programme Design

2.1 PROGRAMME OBJECTIVES • to improve gender equality in all Forty-four master’s programmes were The overall aim of the NOMA Programme programme activities; established in six of the eight NOMA the- has been to contribute to the training of matic fields during the period 2007–2010 • to strengthen and develop the exper- staff in all sectors in countries that are (Figure 1). There were main projects in all tise of Norwegian higher education eligible for support from NOMA, as well fields except two: gender and HIV/AIDS. institutions in integrating both global as in other selected countries, by build- However, many of the projects include and developmental perspectives into ing capacity at master’s level in higher master’s modules that address either one their professional work. education institutions (HEI) in the South. or both of these fields. 2.2 THEMATIC FIELDS The objectives of the NOMA Programme 2.3 GEOGRAPHICAL AREAS have been: Based on Norwegian priorities and the identified needs of the cooperating coun- The following geographical areas were to support the development of ­master’s • tries in the South at the time when the eligible for support through NOMA: programmes at higher education in- NOMA Programme was initiated, the stitutions in the South through close 1. Listed NOMA countries: Bangladesh, following were defined as thematic fields: collaboration with higher education Bolivia, Malawi, Mozambique, Nepal, institutions in Norway, in accordance 1. Education Nicaragua, Tanzania, Uganda and with national needs; 2. Environment, economic Zambia. • to build, in a longer-term perspective, ­development and trade 2. Other developing countries within sustainable capacity at institutions 3. Gender the following country categories: in the South in order to provide the 4. Health a. Countries that can further Nor- national workforce with adequate way’s contribution to peace and qualifications in selected academic 5. HIV/AIDS conflict resolution and that are fields of study; 6. Oil and energy relevant to the rebuilding of soci- • to stimulate South-South-North 7. Good governance, democratic ety after conflict: Angola, Ethiopia, NAMASTE : Norad Fellowship students greet their informants cooperation by supporting the develop­­ment, human rights and Palestine, Sri Lanka and Sudan. on a field trip to Nepal in 2003. Photo: Teresa Grøtan development of regional master’s migration b. Countries whose expertise and programmes; 8. Peace and conflict resolution capacity in higher education and research enable them to assist and the South. This call resulted in the alloca­ Despite the fact that no students had the NUFU and NOMA programmes was cooperate with countries within the region that meet the criteria tion of funding to 17 projects, while the yet graduated from NOMA and that the appointed in 2010. The Interim Board’s FIGURE 1: Number of NOMA projects within the thematic fields second call for applications in 2007 added majority of the supported projects were role was to contribute to strengthening outlined above: Egypt, Indonesia, another 19 projects to the overall NOMA in a premature phase of the collaboration, the collaboration and synergy between South Africa and Vietnam. programme portfolio. In 2008, SIU an- the overall conclusion of the evaluation of the NUFU and NOMA programmes and nounced the third and last NOMA call for both programmes was that they had con- the participating institutions, within the Education 5 Between 2006 and 2010, a total of 30 applications for the extended programme tributed significantly to capacity building framework of the agreements for the NOMA projects were established in one period 2010–2014, and eight new projects in the South and to some extent in Nor- two programmes. From 2011 onwards, a Environment, economic of the listed NOMA countries. In addition, 14 were allocated funding. way too. At the same time, the evaluation joint programme board has overseen the development and trade ten projects were established in countries concluded that the capacity building tak- overall development of the programmes. that can further Norway’s contribution to 1.3 FROM NOMA TO NORHED ing place in both programmes was more conflict resolution and the rebuilding of about individuals than about institutions. Following the evaluation of NUFU and Health 11 society, and four projects in countries of In 2008, three years after the extensive NOMA, Norad decided to develop a new regional relevance.10 evaluation of the NFP and two years A central recommendation from the eval- Norwegian programme for capacity build- Oil and energy 5 after the inception of the new NOMA uation was harmonisation of the working ing in higher education and research in 2.4 NOMA MASTER’S programme, Norad commissioned a modalities between the NUFU and NOMA developing countries as a successor to the PROGRAMME CATEGORIES joint evaluation of the NUFU and NOMA programmes in order to reduce organisa- two existing programmes. In early 2011, it Good governance, democratic 8 programmes.9 The main purpose of the tional complexity and achieve more syn- was announced that the Norwegian Pro- development, human rights, migration The NOMA master’s programmes were evaluation was to analyse and assess the ergy between the two programmes. As a gramme for Capacity Building in Higher divided into the following categories: two programmes in relation to aims, direct response, SIU and Norad decided to Education and Research for Development Peace and conflict resolution 1 1. Bilateral master’s programmes based objectives and strategic directions, and merge the programme boards, and, conse- (NORHED) would be launched in 2012. on cooperation between two higher to make relevant recommendations. quently, an interim programme board for education partner institutions, one 0 3 6 9 12 15 in the South and one in Norway.

9 COWI. “Evaluation of the Norwegian Programme for Development, Research and Education (NUFU) and Norad’s Programme for Master Studies (NOMA).” Evaluation report (2009). 10 An overview of the projects is presented in Chapter 5.

10 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 11 2. Multilateral master’s programmes Although more data on output12 and out- institutional capacity building through FIGURE 3: Disbursements from SIU connected to in the courses and thereby benefitted involving two main partner institu- come13 became available at the end of the partnership was added to the aims and NOMA/NFP 2006–2014, inc. programme administration from the educational activities initiated tions, one outside Norway (IoN) and programme period in 2014, a timespan objectives of the new programme. These through the NOMA collaboration. one in Norway (IiN), and additional of seven to eight years is relatively short considerations fall outside the scope of partner institutions both outside and in relation to making reliable statements a final report, however, and should be NFP - NOK 99.9 million If the project cost components are in- inside Norway. It was a requirement about the overall cost-efficiency of the revisited in an evaluation of the NOMA cluded, the average unit cost per student NOMA - NOK 334.2 million that multilateral NOMA programmes NOMA programme. Programme. is NOK 164,500.19 It is important to note, have a minimum of two partner in- Conferences and seminars - NOK 4.7 million however, that there are large differences stitutions outside Norway: one main However, as stated earlier, the develop- Only limited funding was available for between countries, institutions, subjects Start-up funds - NOK 6.6 million partner and one additional partner. ment of the NOMA programme was based the establishment and institutional de- TOTAL and curricula with regard to the amount on the findings and recommendations of velopment and administration of the new DISBURSEMENTS Gender Incentive Scheme - NOK 8 million of the scholarships granted and the costs the evaluation of the NFP programme in master’s programmes, and the indirect 2006-2014 of teaching and supervision. NOK 490.4 million Graduate Tracer Study - NOK 1 million FIGURE 2: NOMA master’s 2005, and on the underlying assumption costs and contributions from the higher programme categories that offering courses in Norway was not education institutions, programme coor- Other development measures NOMA project administration and efficient from a development perspective, dinators and researchers, and volunteer - NOK 0.5 million institutional development costs and that operating and running master’s and unpaid work by university staff in the Administration of the NOMA/NFP Depending on the project category, bilat- courses at the partner institutions in the South and in Norway, are not included Programme - SIU - 35.5 million eral or multilateral, and the length of the South would be more cost-efficient than in the total cost picture. The actual cost project period, which ranged from four to at high-cost institutions in Norway. per degree awarded is thus considerably six years, the total sum allocated to each 32% higher than the figures presented in this of the projects was between NOK 3.3 mil- The basic principle for funding under report. FIGURE 4: Breakdown NOMA project expenditures lion and NOK 11.9 million. As indicated the NFP was that the grant only covered by the illustration above, however, only operating costs and not investment costs 2.5.2 Financial key figures limited funding was available for project 68% in connection with establishing and de- for the NOMA Programme administration, staff-related costs, salary signing the courses. A fixed unit price Total programme costs 2006-2014 expenses, institutional development20 and per student was calculated, and the unit The total budget 2006–2014,16 including Scholarships - NOK 167.6 million other collaborative activities, such as price per student for a two years master’s allocations to the institutions, the admin- seminars and workshops. A total of NOK degree at Norwegian institutions was istration of the programme by SIU and Teaching and Supervision 9.8 million was spent on costs related - NOK 100.6 million close to NOK 500,000.14 Comparisons NOK 101 million that was earmarked for TOTAL to project administration at the partner EXPENDITURE were made with NFP South-based courses the finalisation of the NFP and ‘Courses Institutional development - NOK 13.7 million institutions in the South, while NOK 11.1 with a considerably lower unit price per in the South’ until 2009, was NOK 493 2006-2014 million was spent on the administration NOK 334.2 million Other collaborative activities Bilateral Projects student: close to NOK 200,000.15 It was million. By 2014 NOK 490.4 million of of projects at the partner institutions in - NOK 31.4 million Multilateral Projects therefore recommended to model the the total budget had been disbursed from Norway. NOK 14 million was allocated new programme for support for higher SIU. Total disbursements connected to Project administration - NOK 20.9 million for institutional development at the 28 education and research in the South on NOMA/NFP 2006–2014, including costs partner institutions in the South. In the NFP South-based model. Funding related to programme administration at 2011, the ‘Gender incentives scheme’ During the programme period, 14 bilat- spent in the South had the potential to SIU, are presented in Figure 3. was introduced and NOK 8.5 million was eral and 30 multilateral projects were produce far more master’s graduates than earmarked for financing gender-related established (Figure 2). could be produced in Norway. 2.5.3 Breakdown activities in the projects. NOMA project expenditures and all the projects allocated a substantial agreements for students that were tai- Costs relating to administration of the 2.5 NOMA FINANCES 2006-2014 As noted below in section 2.5.3, the av- Figure 4 shows the breakdown of the total part of their total budget to scholarships lored to suit the NOMA collaboration. For erage unit cost per student in the NOMA expenditure on the 44 NOMA projects for master’s students. Scholarships were master’s programmes in which students NOMA Programme 2.5.1 Cost-efficiency programme has been approximately NOK (2006–2014).17 A total of NOK 334 million intended to cover tuition fees, living costs took part of their studies in Norway, the From 2006 until 2015/2016, NOK 35.5 and value for money 164,500, including the costs of establish- was allocated for the establishment and and accommodation, travel expenses scholarships were harmonised with the million, or about seven per cent, of the An assessment of the cost-efficiency of -ca ing and running the master’s programmes. running of the 44 NOMA master‘s pro- from the home country to the receiving Norwegian State Educational Loan Fund total NOMA budget framework was spent pacity building through scholarships and With respect to the cost-efficiency and grammes. NOK 167million, or roughly 50 institution. NOMA-financed master’s pro- (Lånekassen) for the period the NOMA on the administration of the NFP21 and support for the establishment of master’s reduction of unit costs per student, it can per cent of the allocations, was earmarked grammes were open to all students, but students studied in Norway. NOMA programme by SIU. In addition programmes entails numerous challenges. therefore be argued that the NOMA pro- for student scholarships, while 30 per only candidates from eligible countries to day-to-day administration of the pro- As stated in the evaluation of the NUFU gramme has at least been more cost-effi- cent was allocated to costs relating to could apply for a NOMA scholarship. On average, the NOMA students received gramme, the costs were related to the and NOMA programmes in 2009,11 the cient in this respect than its predecessor. teaching and supervision of the students. From 2007 until 2014, a total of 2,031 a total of approximately NOK 82,500 in Programme Board, monitoring visits to availability of detailed data on both direct In the following subsections the scholar- students from 34 countries received a scholarship allowances throughout their institutions in the South, publications and and indirect costs, collected over longer Like the NFP, one core aspect that should ship component, project administration NOMA-financed scholarship. In addition study period, and an average of NOK the dissemination of results of the NOMA programme periods by the institution be considered is whether NOMA has and programme administration costs are to the students receiving scholarships, a 49,500 was spent on teaching and super- Programme. NOK 3.6 million was spent responsible for the programme (SIU), is provided value for money as regards considered in detail. large number of self-financed students vision of each of the scholarship recipi- on organising seminars and conferences a precondition for such an assessment. In the need for capacity building in the were enrolled in the master’s programmes. ents. The total unit cost per student, in- for the institutions participating in the addition, a comparative analysis of similar South. Another is the extent to which NOMA scholarships cluding the scholarship and teaching and collaboration, while NOK 1 million was programmes outside Norway is necessary, NOMA has been efficient at improving As can be seen from the above illustration The projects were advised by SIU to supervision component, was thus NOK earmarked for planning and implementa- although challenging due to differences the supply-demand balance between the (Figure 4), education was an important enter into written agreements with the 132,000. However, the exact unit costs of tion of the NOMA/NUFU Graduate Tracer in terms and funding conditions. partner institutions when the element of component of NOMA-supported projects, students, outlining the time period and teaching and supervision of the students Study. the total amount of the scholarship.18 are probably considerably lower, since Most institutions had existing scholarship self-financed students also participated 11 COWI. “Evaluation of NUFU and NOMA,” 19. 12 Output measures include the number of established Master’s programme and graduated students. 13 Outcome is measured based on the number of employed students in relevant sectors. 18 Norwegian Centre for International Cooperation in Education (SIU), “Guide to Norad’s Programme for Master Studies (NOMA).” 14 Nordic Consulting Group AS and Nuffic. “Evaluation of the Norad Fellowship Programme,”42. Last revised 05.08.2010. http://siu.no/eng/Programme-information/Development-cooperation/NOMA/Guide-to-Norad-s-Programme-for-Master-Studies-NOMA. 15 Ibid. 19 Based on the total of NOK 334.2 million allocated to the projects divided by the total number of students enrolled, 2,031, from 2007–2014. 16 Including administration of the final project reporting by SIU in 2015 and 2016 20 Institutional development, such as the purchase of library equipment, staff development and administrative support, should not exceed five per cent of the total of scholarships + the total costs of teaching and supervision. 17 2015 budget figures for six of the eight NOMA-2010 projects are included in the total accounts presented in Figure 4. The totals may differ slightly from the figures presented above when these projects report their final accounts in 2016. 21 The activities in the Norad Fellowship Programme (NFP) were concluded in 2009.

12 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 13 3. Results of the NOMA Programme

3.1 INDICATORS OF SUCCESS measurement of programme activities to and separate institutional reports from IN THE NOMA PROGRAMME be used in the reporting on projects and the partner institutions in the South and According to the NOMA Programme at the institutional level throughout the in Norway, to be submitted in Espresso – Document (2006-2010), the success of the programme period. SIU’s online system for applications and programme should be measured in terms reporting. of the development of relevant compe- When developing a categorisation of tence and capacity at the institutions in indicators for the NOMA projects, the While the annual project reports includ- the South, as outlined in the objectives of effect measurement study applied two ed reporting on the progress of project the programme. This was to be measured criteria. The first was that it is easier to activities and finances, the institutional both qualitatively and quantitatively and respond to categories and concepts that reports were assessments of each of the should be reflected in increased capacity have already been introduced during the NOMA-financed projects at an institu- and knowledge production at the re- project generation and application period. tion, including a general assessment of spective institutions. The projects were This criterion ensured that the academic the effect of the collaboration project on to report on both quantitative and quali- faculty responsible for the projects would the institution (i.e. institutional capacity tative indicators, in which the following be able recognise and understand the cat- building). In addition to reporting on the elements should be included: egories used. On the other hand, it was general progress of the project, the part- important that the categories and indi- ners have reported annually on the status 1. CAPACITY BUILDING: The number of cators were relevant compared to those of each of the indicators24 introduced by master’s programmes established at used in the general literature on tertiary the project partners. institutions in the South, including education and quality assessment. Hence, regional master’s programmes of the second criterion was the relevance of Firstly, it is important to stress that the direct relevance to the workforce. the categorisation to concepts employed conclusions drawn in the following from The number of candidates ­educated in the general literature.23 looking at the results for each indicator through the NOMA master’s are indicative. The findings build on the ­programmes and employed in The goal of the NOMA programme was annual reporting from the 44 NOMA pro- ­institutions in the South. institutional development through coop- jects and 28 institutions in 18 countries in 2. GENDER BALANCE: The propor- eration on specific master’s programmes. Africa, Asia and Latin America involved tion of female and male students It can be seen from the indicators of in the collaboration, in addition to the partici­pating in the programme. success proposed in the applications and NOMA /NUFU Graduate Tracer Study The ­proportion of female and later used by the individual projects in from 2014. male ­academic and administrative the reporting that they cover the indi- ­coordinators in the programme. cators of success stipulated in the Pro- It is hard to assess the long-term impact gramme Document,­ such as recruitment of the NOMA Programme at an aggregat- The Programme Document stipulates of students, gender parity, institutional ed level for all the countries and projects that the partner institutions were to develop­ment and other indicators of involved, since the underlying causes of develop qualitative indicators, as well relevance to the projects. The long-term development in any society are manifold as additional quantitative indicators, as impact on society was considered by and complex. It is always essential to have an integral element in the individual the partners to be the result of both the a clear understanding of the local policy projects, in addition to developing the employment of candidates in the targeted environment and context within which ability to monitor institutional devel- sectors and in educating candidates for any activity is located.25 opment. Taking the stated indicators of the higher education sector itself. success in the Programme Document as Considering the relatively small size of its point of departure, a study of effect The recommendations from the effect the NOMA Programme in this context, an measurement in the NOMA programme measurement study were incorporated assessment of the potential impact of the was conducted in 2007.22 The purpose of into the reporting system for the NOMA programme would be even less meaning- the study was to further develop quantita­ programme, which was a two-tier sys- ful. A rigorous future programme evalu- tive and qualitative indicators for effect tem with annual joint project reports ation is needed in order to make more

22 Christian Andersen and Anita E. Tobiassen, “Effect measurement – Norad’s Programme for Master Studies (NOMA),” SNF Working papers 13 (2007). 23 Ibid. 24 E.g. students, institution, relevance and other qualitative and quantitative indicators. 25 Ian Wallace and Esse Nilsson, 1997, “The Role of Agricultural Education and Training in Improving the Performance of Support Services for the Renewable Natural Resources Sector,” ODI Natural Resources Perspectives 24 (1997). INVESTIGATING GERMS: Medical students at the University of Zambia School of Medicine are practicing 14 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 microscopy. Their task is to study microbes and to Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 15 make realistic drawings of them. Photo: Susan Johnsen confirmatory statements about what which often have limited technical- ca crucial for the higher education sector in America. In addition, 12 Norwegian insti- and 2011. This is reflected in the number tion of the decrease between 2012 and development impact on institutions and pacity and resources, and sectors where the South, a lack of funding continues to tutions of higher education have served of active projects during that period, with 2013, the percentage decrease in male societies in the South can be attributed results are often difficult to measure, such be mentioned as a threat to the long-term as main partners in Norway, while 49 27 active projects in 2009, 32 active pro- applicants was higher than that of female to the NOMA programme. as capacity building, institutional and pol- sustainability of master’s education. institutions in 20 different countries jects in 2010, and 26 active projects in 2011. applicants. icy reforms, and good governance.28 have served as network partners. This Enrolment Secondly, one of the challenges for high- 3.2 CAPACITY BUILDING THROUGH adds up to a total of 69 institutions in The gender distribution among applicants er education investment is that the full Results and effects that can be attributed NOMA STUDENTS 2007–2014 27 countries that have been involved in for the entire programme period was 36 A total of 2,031 students with NOMA impact of the investment is not realised to the implementation of the NOMA Pro- the NOMA Programme during the period per cent female and 64 per cent male. funding have been enrolled during the immediately, but over a lifetime. A bach- gramme can to a certain extent be meas- At the core of the NOMA Programme is between 2007 and 2014. While there was a steady increase in programme period (Figure 6).31 Although elor’s degree takes three to four years to ured at the output, outcome and impact the aim of securing sustainable capacity the number of female applicants from some projects are still active, the final complete, a master’s another two, and a level. Immediate results or output in terms at institutions in the South to enable During this period, more than 7,500 2007 to 2010, the projects experienced intake of NOMA-sponsored students PhD, depending on the field and country, of what is produced or delivered through them to provide future students with an prospective students have applied for a a substantially steeper increase in male was in 2013. Enrolment peaked in 2010 an additional four years or more on aver- the programmes include the successful education at master’s level. In this way, NOMA scholarship, and 2,031 applicants applicants in the same time period. The when 501 applicants were enrolled in age. Research generated through advanced establishment of master’s programmes, the the NOMA Programme aimed to provide have been enrolled in NOMA-sponsored second half of the programme period, active NOMA projects. The average rate degrees or by academic staff at research awarding of degrees at partner institutions the national or regional workforce with master’s degree programmes. As of April from 2010 to 2013, shows a similar trend of enrolment between 2007 and 2013 institutions may take several decades to in the South, and the total number of fe- employees with adequate qualifications 2015, 1,487 scholarship recipients have as regards the difference in the gender was 290 students per year. Enrolment in yield societal benefits. This also applies male and male graduates. within selected academic fields. Analysing graduated from the NOMA programme; distribution. However, with the excep- NOMA-funded programmes has primarily to the NOMA programme. The average the outcomes of the NOMA Programme a completion rate of 73 per cent. Below lifespan of NOMA projects has been from Since the overall objective of the NOMA therefore involves measuring the extent follows a detailed assessment of various four to six years, and the approval process Programme was to provide the national to which enrolled master’s students aspects of the NOMA programme relat- FIGURE 5: Applicants to NOMA master’s programmes 2007–201330 for a master’s programme sometimes took workforce with adequate qualifications complete their studies and whether they ed to student performance, including more than a year. in selected academic fields of study, and succeed in finding relevant employment recruitment and application rates, enrol- 2500 thereby ease the shortage of qualified after finishing their degrees. ment rates, completion and discontinua- 3.1.1 NOMA and Result-Based staff in the public and private sectors tion rates, and employment rates. Male Management (RBM) in relevant fields, the production of Female Recruitment and application 2000 The evaluation of the NUFU and NOMA NOMA graduates is the most direct and Total programmes in 2009 argued that the important result or output of the NOMA “A main outcome of the Pursuant to the general agreement on NOMA programme lacks baselines and Programme activities. the administration of NOMA projects, an adequate monitoring and evaluation ­project is strengthened the student recruitment process was 1500 system, and that the indicators used in The intermediate effects or outcomes of competence at the partner to be open, transparent and based on the project reporting are not sufficiently a project in relation to people and sys- institutions with respect to the principle of equitable access. Broad operational.26 However, the question of tems include the number of graduates recruitment of NOMA candidates from literacy and learning. The 1000 appropriate indicators and monitoring/ employed in relevant positions; the effect the whole country or region where the assessing systems is linked to a highly of improved expertise/competence within majority of students who master’s programmes were based was complex discussion about what methods the area addressed by the master’s pro- graduated are employed as ensured by the following means: and approaches are best suited to meas- gramme at partner institutions, either in 500 teachers in secondary schools. Public announcement of the NOMA uring the performance and effectiveness the relevant sector or in the job market; • Four of the graduates from master’s programme in the national of development assistance. Result-based and enhanced academic and/or adminis- media. management (RBM) was introduced by trative institutional capacity. the programme at UNAM were 0 development agencies around the world in appointed as lecturers at • An open and transparent process 2007 2008 2009 2010 2011 2012 2013 the late 1990s in response to the need for In terms of results at output level, all the tertiary institutions.” of selection of qualified candidates better information about results in order projects have been successful in the sense from diverse backgrounds. to improve planning and analysis of what that they have generally implemented the PROJECT REPORT NOMAPRO-2007/10040 FIGURE 6: NOMA students enrolled 2007–2013 does and does not work, and to the in- projects in accordance with the activity Master in Education. Literacy and Learning Annual project reports and visits to part- creasing calls for financial accountability.27 plans defined in the project documents, (University of Zambia/Hedmark University College) ner institutions show that transparent 600 and they have produced the intended and fair procedures were established Mainstream result-based management number of NOMA graduates. At outcome for student recruitment to the NOMA Male is founded on the notion that change level, the most obvious result is that the master’s programmes. In most projects, 500 Female occurs in a linear fashion, where a set of graduates are employed in relevant in- The intermediate effects or outcomes of the South partner institutions have taken Total activities results in an output, outcome stitutions and sectors. Moreover, most of a project in relation to people and sys- responsibility for the whole recruitment and, eventually, impact. RBM is associated the projects report that the continuation tems include the number of graduates process, while in some projects the Nor- 400 with monitoring and evaluation practices of the master’s programmes has largely employed in relevant positions; the effect wegian partner has been involved, e.g. by and emphasises quantitative data. This been secured, as these projects report that of improved expertise and competence participating in the admission committee. mind-set has been criticised for taking a the master’s courses established through in the area addressed by the master’s 300 narrow view of what is valued and how NOMA will continue to be offered at programme at partner institutions, either Between 2007 and 2013, 7,544 prospective value is measured. Support is given for the South institutions, either as separate in the relevant sector or in the labour students applied for a NOMA-sponsored 200 development in many different countries master’s programmes or as part of mas- market; and enhanced academic and/or master’s degree (Figure 5). Applications and contexts where the chain of causality ter’s programmes already offered at the administrative institutional capacity. to the NOMA Programme peaked in 2010 between funded activities and possible institutions. They state that they have when the active projects received 2,134 100 outcomes and impacts is extremely long the necessary resources, both in terms of 3.2.1 NOMA students applications. The average number of appli- and complex. Reliable outcome and im- academic staff and infrastructure, to con- NOMA encompassed 44 projects located cations for the seven-year project period pact data must be collected by the partners, tinue the programmes in the foreseeable at 28 institutions of higher education in was approximately 1,100 applications per 0 for instance in government or academia, future. However, as funding in general is 18 countries29 in Africa, Asia and Latin year. However, close to 70 per cent of the applications were received in 2009, 2010 2007 2008 2009 2010 2011 2012 2013

26 COWI. “Evaluation of NUFU and NOMA.”

27 Janet Vähämäki, Martin Schmidt, and Joakim Molander. “Review: results based management in development cooperation.” Riksbankens Jubileumsfond, Stockholm (2011). 30 Since these figures are dependent on the number of active NOMA projects recruiting new students, there is a natural decrease from the peak in 2010, when there were 32 active projects 28 Ibid. recruiting, to 2013, when only one project recruited new students. 29 Main partner country outside Norway. 31 The number of self-financed students enrolled in the NOMA master’s programmes is not known, as this information has not been provided by the projects in the annual reports.

16 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 17 been male-dominated, with the exception FIGURE 7: NOMA graduates 2009–2015 period.34 By comparison, 73 per cent of the number of students still enrolled in the higher education sector, closely followed of the 2012 intake, when a higher number enrolled students have graduated. programme. by employment in the public or private of female students than male students 350 sectors, or with NGOs in their home were enrolled. Table 135 shows the distribution of enrolled Employment country, thus contributing to workforce Male NOMA students, NOMA graduates, dis- At the core of the NOMA Programme is development. However, even though the The annual project reports state that 53 300 Female continued NOMA students and NOMA the aim of securing sustainable capacity at annual project reporting asked for infor- per cent of the enrolled students were Total students who have not yet completed institutions in the South to enable them mation about the employment status of granted leave of absence by their employ- 250 their studies, per country. The students to provide future students with an edu- NOMA graduates, it is difficult to obtain er to pursue a master’s degree; close to are listed under the country of the main cation at bachelor’s or master’s level. In reliable data. More importantly, quanti- 12 per cent of the enrolled students re- partner institution in the South, although this way, the NOMA Programme aims to tative data on employment status do not 200 signed their job to follow the programme; the students may have graduated from directly or indirectly provide the national provide sufficient information about the around 6 per cent were unemployed; 16 network partner institutions in other or regional workforce with employees impact the NOMA graduates have in their per cent were working part-time; and 150 countries. with adequate qualifications. Analysing working environments. approximately 12 per cent were registered the outcomes of the NOMA Programme as students prior to enrolment. Tanzania, Nepal, Uganda, Bangladesh therefore involves measuring the extent In order to alleviate some of the known 100 and Sri Lanka are the countries with to which master’s students succeed in issues and expand the knowledge base Graduation the ­highest number of enrolled students, finding relevant employment after com- on what effects the NOMA programme The first NOMA cohort graduated in 2009. 50 which is also reflected in the number of pleting their studies. has had on its scholarship recipients, a Since then, there has been a steady increase projects. Interestingly, when comparing tracer study of graduated students from in the number of graduates, with a high 0 the number of graduated students with The employment status of the NOMA the NOMA and NUFU programmes was point in 2012 when 350 students graduated the number of enrolled students, Sri Lan- graduates, as reported in the annual re- conducted by SIU between 2013 and 2014. (Figure 7). In total, 1,487 NOMA-sponsored 2009 2010 2011 2012 2013 2014 2015 ka and Bangladesh follow Tanzania and porting regime, is presented in Table 2. The main results from this study, con- students had graduated by April 2015,32 Nepal, with Uganda ranking fifth. Ugan- A considerable number of the graduated cerning student data and how they relate with an additional 127 students expected da is also the country with the highest master’s students find employment in the to the output from the ordinary reporting to graduate by the end of 2015. FIGURE 8: Completion rates by year of enrolment There has been a gradual improvement in TABLE 1: Key figures by country of main partner institution outside Norway 2007–2015 the completion rate from the first cohort 91.8 % 2007 Country Projects (#) Enrolled Graduated Discontinued Yet to graduate graduated in 2009, with a completion 49.0 % rate of 60.2 per cent, to the most recent graduations in April 2015. At present, the 85.1 % Angola 1 14 10 2 2 2008 completion rate for the entire period is 58.3 % Bangladesh 4 244 185 37 22 73.2 per cent.33 When considering the 80.8 % yearly completion rate with a built-in 2009 Bolivia 1 38 12 0 26 44.4 % two-year lag to account for the fact that the stipulated time for completion of a 73.7 % Egypt 1 46 46 0 0 2010 master’s degree is two years, the total 50.9 % annual completion rate between 2009 Ethiopia 2 70 54 6 10 and 2015 has remained relatively stable 62.9 % Graduated 2011 Indonesia 1 44 26 2 16 at approximately 70 per cent. 22.0 % Graduated within two years 44.8 % Malawi 2 88 69 4 15 Another interesting aspect relating to the 2012 of enrolment 20.0 % completion rates is whether the students Mozambique 1 29 25 4 0 managed to complete their master’s de- 73.2 % Total grees within the stipulated timeframe of 44.5 % Nepal 7 294 226 21 47 two years. As can be seen from Figure Nicaragua 1 32 10 5 17 8, only 44.5 per cent of the graduates 0 20 40 60 80 100 managed to complete their studies within Palestinian Territories 1 36 34 2 0 two years of enrolment. The students en- rolled in 2008 and 2010 have the highest on time, while the equivalent percent- enrolled students. The project reports South Africa 1 32 19 10 3 completion rate within the stipulated age for male graduates is 46.4 per cent. describe how some students are delayed time, with 58.3 per cent and 50.9 per cent Three out of six cohorts, excluding the in relation to their original study plan. Sri Lanka 4 220 201 18 1 of the graduated students completing on 2013 cohort which has not yet seen any This delay is mainly explained by other Sudan 2 58 53 5 0 time, respectively. Interestingly, only 20 graduates, had more female than male obligations relating to work or family. per cent of the students enrolled in 2012 graduates completing on time. Some also experience delays in relation Tanzania 5 362 244 77 41 managed to complete their degree within to fieldwork, and cases of delays have also the normal two-year timeframe. In addition to the 127 students expected been reported as a result of time-con- Uganda 6 266 141 27 98 to graduate by the end of 2015, there suming graduation procedures at the There are no substantial differences are 185 students who were expected to institutions. Vietnam 1 68 65 3 0 between male and female students as re- graduate before 2015, but have not yet Zambia 3 90 67 9 14 gards graduating on time. Overall, of the completed their studies. The total num- According to the project reports, a total graduated students, 41.7 per cent of the ber of students who have not graduated of 232 students – about 11 per cent – dis- Total 44 2,031 1,487 232 312 female graduates completed their studies is thus 312 – about 15 per cent of the continued their studies during the project

34 Sixty-six students from the ‘Regional master in nursing’, NOMA-2010/13185, are reported as ‘discontinued’. According to the NOMA-2010/13185 project report, the students are listed as discontinued 32 40 students were registered as graduated in 2015 in the project reports submitted for 2014 in March 2015. Only students graduating prior to April 2015, 14 in total, due to the limited activities of the programme. E.g. the completion of clinical placements locally rather than abroad, which was considered to be an integral part of the NOMA collaboration. Additional have been included as graduated in this report. The remaining 36 students are listed as “expected to graduate in 2015”. information on the current status of these students is not available at the present time. Hence they are considered to be discontinued for the purpose of this report. 33 The overall completion rate will increase when the last projects with no-cost extensions submit their final reports in 2016. 35 A similar table with key figures listed by projects rather than countries is presented in Appendix A.

18 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 19 TABLE 2: Employment status after graduation 2007–201536 Unfortunately, the share of students who and reliable information about this from employment within the first 12 outside the workplace. The reported have not been registered with employ- the project partners. In addition to the months of graduation. contributions of sharing and influ- ence in the workplace and beyond Female Male Total ment status after graduation, or where lack of updated information about the • A large majority of the graduates are has a potential for capacity building the registered employment status is listed graduates’ employment status following employed in the public sector and at Employed by public sector in the home country 131 244 375 that goes beyond the individual level as ‘no information’, is relatively high. graduation, there are also limitations on higher education institutions. Employed by home institution (higher education institution) 104 143 247 This category in Table 2 includes both the application of quantitative data on and to contribute to institutional students who have no data registered and employment in the assessment of the - One quarter of the NOMA re- capacity building. spondents report being employed Employed by other higher education institution (in the home country) 37 66 103 students whose employment status is un- impact of the NOMA graduates in their • On average, respondents who report known to the project coordinators. This working environments, which is a central in the public sector and close to Employed by other higher education institution (in the region) 8 13 21 being employed at higher education underlines the importance of the findings objective of the NOMA Programme. As an one third report being employed in a higher education institution. institutions or research institutes Employed by other higher education institution (outside the region) 9 17 26 in the NOMA and NUFU Graduate Tracer approach to measuring and disseminating In addition, a total of 9.2 per cent report a higher score on questions Study, where the employment situation results of the NOMA programme, and in and statements pertaining to their Employed by private sector in the home country 42 61 103 report being employed either at a of graduates from the two programmes order to follow up the graduated students, contributions (in the workplace was a central question. the Programme Board of the NUFU and research institute or taking a PhD. Employed by civil society/NGO in the home country 57 41 98 and through the workplace), than NOMA programmes decided in 2012 to - Approximately 9 per cent report the general response sample. This Emigrated/Live abroad (country) 9 9 18 The employability of NOMA students launch a graduate tracer study of the two working in the private sector includes both formal and informal is a strong indicator of the relevance of programmes. (private company, entrepreneur outcomes of the master’s education. Other 10 15 25 the competence and capacity attained as or started own business), which is students in the various NOMA master’s The study was conducted by SIU in 2014.38 the third largest category reported • Findings from the semi-structured Unemployed 26 10 36 programmes. Many projects have reported It focused on a limited set of intermediate with regard to current employers. interviews with the NOMA that NOMA graduates who return to their results for the period 2009–2014.39 The project coordinators in Africa No information 185 250 435 The majority of the respondents former employer have been promoted to main objective of the study was to assess • indicate that the institutional and have obtained employment relevant Total 618 869 1487 new positions and that the employers whether, where and how master’s gradu- individual capacity building efforts to their academic discipline. This is allow other employees to be recruited as ates supported by the NOMA and NUFU of NOMA-supported activities are one of the key achievements of the master’s students. programmes are able to apply acquired interconnected. programme as regards the potential regime, are presented and discussed in Also worth noting is the relatively low skills within the national or regional for capacity building and infusing of • The scholarship part of the section 3.2.2. percentage of graduates who have em- In cases where employers are institutions workforce in the South. Central to the competence in certain academic dis- programme design seems to be igrated or live abroad, reported as only of higher education, the employment study was the consideration of two key ciplines into the national workforces instrumental in recruiting a critical Employment status after graduation is one per cent in total. The low number of NOMA students means increased indicators of success: the employability in the public and private sectors. number of students, in particular reported as known for approximately 71 of ­students who have emigrated and live capacity at these institutions. As long as of the graduates, and the degree to which female students. per cent of the students who had gradu- abroad could imply that challenges con- the education offered is relevant to the the graduates were able to contribute • 8.2 per cent of the master’s graduates ated by April 2015.37 Hence, there are 435 nected to brain drain are either not crit- development of the country or region, in- their acquired expertise in the workplace report being unemployed. Most of the The conclusions from the tracer study graduates without known employment ical to the NOMA master’s programmes creased capacity in the higher education and beyond the workplace. graduates who report being unem- to a large extent support the preliminary status in the regular reporting regime. or that they are met with the necessary sector will have a positive impact on the ployed make reference to professional findings from the annual reporting Among the graduates with known status, precautions. Some of the emigrated development of the society in question. The Graduate Tracer Study was based experience following graduation. throughout the programme period from employment in the public sector in the students are reported as pursuing PhD on data from a survey distributed to all • An average high score on all the 2009, when the first students graduated, home country is the most frequently re- studies with links to the NOMA projects One of the selection criteria for the NOMA students with registered contact statements with regard to outcomes until 2014, the last operational year of the ported status, at 27 per cent of the total, and that, upon completion, they will be NOMA projects was the relevance of information,40 in addition to a series of of the master’s education and compe- NOMA programme. The study is also in followed by employment by the home employed at the home higher education the field of study to the development of qualitative interviews with NOMA gradu- tence development has the potential line with findings from similar studies higher education institution, at 17 per cent. institution. the countries in question. As employees ates in Tanzania, Uganda and Nepal. Close to contribute to capacity building conducted for other donor-funded schol- The remaining categories all fall below 10 in the public sector, it can be assumed to 46 per cent of the, at the time, 1,307 in the workplace. Higher scores on arship programmes, including NOMA’s per cent of the total, with the largest being that the NOMA graduates take part in or NOMA graduates responded to the survey. formal outcomes, salary increases predecessor, the NFP. employment by other higher education have an opportunity to contribute to poli- The main findings of the tracer study and/or promotion correlate with the institutions in the home country, at 7 per cy-making processes, which can promote indicate that the NOMA programme number of years since graduation. 3.3 CAPACITY BUILDING cent; employment in the private sector, development in their home countries. has been instrumental in providing the “All M.Sc. graduates and PG The findings in the survey indicate THROUGH PARTNERSHIPS at 7 per cent; and employment by civil national and regional workforce in eli- • that, for male master’s graduates society or an NGO in the home country, Diploma holders are working Based on the above, the results of the gible countries with master’s graduates Collaboration or partnership between more than their female counterparts, at 6.5 per cent. in higher positions in public NOMA Programme as regards capacity with relevant skills in certain academic higher education institutions in the South the formal outcomes of taking a building can be considered to have con- fields. A selection of key findings from and institutions in Norway has been a and private industries related master’s degree tend to increase when Only 36 graduates – 2.4 per cent – are tributed to local and regional develop- the Graduate Tracer Study is summarised core element of NOMA. The partnership to chemical and Process changing employers after graduation. registered as unemployed after graduation. ment, as the graduated NOMA students in the following bullet points: mode is increasingly used by higher ed- It can be assumed that the low number of Engineering sector. Some are employed in positions relevant to the NOMA master’s graduates report ucation institutions all over the world to The vast majority of NOMA master’s • unemployed graduates is due to the fact students got opportunity to development of the countries in question. • high scores on statements measuring develop programmes for the mutual ben- graduates report being in employ- that the competence and capacity that the Results from the NOMA/NUFU Graduate the sharing of methods and expertise efit of all institutions in the partnership. join with foreign companies ment (91.8 per cent). NOMA students have acquired through after completion the M.Sc Tracer Study, which will be discussed in acquired through the master’s The term ‘partnerships’ has been applied their studies is in demand and relevant at the next section, lend further support to • The majority of the NOMA master’s education, both in their workplaces to nearly all of these collaborative efforts their home institution or in the local and degree.” these conclusions. graduates remain in their country or and beyond their workplaces. At the between institutions and individuals. In regional labour markets. There is more region of origin. same time, the average scores are recent years, partnerships have become PROJECT REPORT NOMAPRO-2006/10005 3.2.2 Main findings from the lower for the statements measuring than one way of interpreting this figure, • Most of the NOMA master’s graduate almost a mantra among development however. As will be discussed further Development of master studies at University of Graduate Tracer Study influence on new standards, policies agencies in terms of how best to imple- Moratuwa, with emphasis on environmental and (91.3 per cent), report being in 41 below, the unemployment rate reported industrial projects (University of Moratuwa/ Although SIU’s reporting formats have and rules in the workplace and ment programmes. by the project coordinators appears to be Telemark University College) asked for information about the employ- underestimated when compared to the ment status of the NOMA graduates, it results from the Graduate Tracer Study. has been challenging to obtain updated 38 Norwegian Centre for International Cooperation in Education (SIU). “Graduate Tracer Study, Norad’s Programme for Master Studies (NOMA) and Norwegian Programme for Development, Research and Education (NUFU).” (2014). 39 The first NOMA cohort graduated in 2009 following enrolment in 2007, and 2009–2014 was therefore selected as the timeframe for the study.

36 The 435 graduates listed under “no information” in the table above consist of 176 graduates with employment status reported as “no information”, in addition to 259 graduates who have not had their 40 The survey was distributed to 1,780 of the 1,821 enrolled NOMA students, excluding students registered as discontinued. employment status reported by the project coordinators. 41 United States Agency for International Development (USAID) and the Association for Public and Land-grant Universities, Knowledge Center on Higher Education for African Development. 37 Since the information on employment status is provided by project coordinators, it is not expected that this information can be known for all students upon graduation. “African higher education: opportunities for transformative change for sustainable development.” Report (2014).

20 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 21 Partnerships have the potential to benefit institutions both in the South and in Nor- “The three NOMA programs have contributed significantly to institutional way. At the outset, the main incentive may have been to offer the South partner access strengthening and capacity building at the university and country wide. In to new knowledge, technology, training specific terms the programs have enhanced the institutional capacity in the and learning resources, and other capac- following ways: ity building measures within a specific discipline. However, if the partnership is 1. At university level the programs that were established under NOMA support are now based on mutual interest, as in the NOMA fully integrated into the normal university programs. programme, there may be a two-way flow 2. Teaching staff who have participated in teaching these programs have improved their of interests and ideas, benefitting all the capacity in teaching and doing research through collaboration efforts; partners involved in the collaboration. 3. Through the programs the learning and teaching environment has been improved in some areas e.g through acquisition of books, and projecting facilities; NOMA represented a radical break with 4. The programs have produced a number of graduands who are now working in the health the past and with similar programmes at sector thereby contributing in improving health care services delivery. Some of them the time the programme was established. have joined the university academic ranks.” The programme model was designed to enhance the effect on institutional capac-

NOMA ANNUAL INSTITUTIONAL REPORT 2013 ity building in the South by including the Muhimbili University of Health and Allied Sciences supply and demand side, and establishing master’s programmes and recruitment incentives for students by providing scholarships. 3.3.1 Institutional capacity building “NOMA cooperation is basically master’s programmes in various fields which The strategy for achieving capacity build- are supported by funding from the Norwegian Research fund. Proposals ing at the institutional level in the NOMA are written jointly between universities in the south and one in the Norway. programme was to establish master’s The faculties in universities identify gaps and try to address them through programmes through the process of the writing proposals which are funded. Students then do research in fields development, accreditation and running of the programmes. related to the identified gaps. These students are either teaching assistants THE BIG MOMENT: Graduation day for “MSc in in universities or are working in companies, organizations and other As previously mentioned, the funding International Transport and Logistics for East Africa” institutions. available in NOMA for institutional students at the Arab academy of Science, Technology and Maritime Transport in Alexandria, Egypt. development and training was limited. Photo: Ghazal Photos NOMA cooperation contributing to institutional development: through Despite this, it is evident that the project procurement of books for the main library and for the departmental libraries, collaboration has contributed to capacity establishment of ICT facilities for post graduate students, establishment of building at the South institutions through the training of staff in the projects. This The share of graduates employed at the as regards the perceived interdependence aged. Having more than one partner in lab facilities (Psychology and Psychiatry department) and also by equipping was mainly done in two ways: faculty higher education institutions in the South between individual and institutional the South could have a positive impact the conference room in the School of Education with microphones and and staff from the South visited the is also one of the positive effects of the capacity building, are also supported by by strengthening the sustainability of a speakers using institutional development money. The staff involved in the Norwegian institutions to increase their collaboration on institutional capacity the narratives provided in the annual master’s programme and making it less program have also had opportunity to attend international conferences and knowledge about teaching and research building. For instance, a substantial pro- institutional reporting. dependent on the Norwegian partner publish research findings. It has also been possible to train Staff Development methods, and to improve their research portion of the respondents in the tracer institution when the formal project co- and administrative skills, and faculty survey report being employed at higher 3.3.2 South-South collaboration operation has ended. Multiple network Fellows and appoint them as staff when they completed Masters program. from the Norwegian partners visited education institutions, 28.8 per cent, and The NOMA Programme Document partners also have the potential to foster The graduates of NOMA were also used as mentors for the next cohort. So the the institutions in the South to teach research institutions, 37 per cent. The emphasises that projects that stimulate increased networking and South-South NOMA cooperation indeed contributes to building capacities in the institution modules that require specialist expertise. graduates employed at higher education regional cooperation should be encour- cooperation. because after graduation, the students are promoted to Assistant lecturers Co-teaching with Norwegian academic institutions and research institutes also and others continue and do PhDs” staff has strengthened the competence report a higher score than the general of the academic staff in the South partner NOMA respondents with regard to their

NOMA ANNUAL INSTITUTIONAL REPORT 2013 institutions. In this way, the use of guest contributions at work and through work. lecturers from the North will most likely In addition, the employees who report Makerere University “The experience gained through North- South-South collaboration not be required for most of the master’s working at higher education institutions programmes that will be run in future. report a higher score for their contribu- (OUC – AUW – UNZA & UCT): The students studied and were taught various tion to policy development within their modules at least at three universities during the master program, two of Findings from the tracer study indicate field of expertise, at the local, national which were in Africa. The academic experience gained through the joint that the production of master’s graduates, and international level. supervisions. The cooperation of all these universities on the book project. “The two NOMA academic programs added with Gender Incentives for through the NOMA master’s programmes The cited innovations in the teaching styles and research supervision as MEESD at KU have been instrumental in its institutional development. This not only facilitated the recruitment of The tracer study respondents’ perceived has boosted us the confidently in running master level programs. It has qualified staff at the awarding institution, contribution of expertise in their work- a result of which capacity has been built in the South. Taking all these created environment to make best use of the faculty available with us to but also made master’s graduates available places, and through their workplaces, in consideration, there are possibilities for further future collaboration teach courses to international students. These programs have made possible to other higher education institutions also illustrates the graduates’ potential (regional and international) especially that the network among these in the country or the region. Capacity to improve institutional capacity in their institutions has been established” to upgrade the academic level of the faculty involved in those programs”. building at the institutions in the South workplaces. through the NOMA programme took NOMA ANNUAL INSTITUTIONAL REPORT 2012 different forms and depended on the The findings from the semi-qualitative NOMA ANNUAL INSTITUTIONAL REPORT 2013 Kathmandu University Ahfad University for Women teaching capacity that already existed at interviews with the NOMA project co- the various higher education institutions. ordinators conducted in the tracer study

22 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 23 Sixty-six per cent of the 44 NOMA mas- resource constraints, the South partner and relevance of the education offered Maintaining the quality of the master’s ter’s programmes were multilateral pro- institutions are usually not willing, or at the partner institutions involved in the programmes is a challenge and can only jects, with one or more network partners Since the initiation of the able, to commit funding and resources “In the health services collaboration. The positive effects of the be achieved by awareness and a commit- in the South. In some the partnerships, to cross-border partnerships in general, NOMA programme observed through the ment to prioritising academic standards the network partners contributed stu- Programmes, BIHS has extended and partnership agreements are typi- in Sri Lanka and Nepal graduate tracer study with regard to re- over commercial pressures as an institu- dents, while others secured mobility in academic collaborations with the cally only established in response to a there were no trained sponsiveness to the labour market raises tional policy. the programme or provided access to a north and regional countries. In funding possibility for research projects. clinical geneticists before a pertinent question: is this a result of wider range of academic and infrastruc- the four student cohorts of the According to the seminar participants in the project commenced. the specific programme design and the Throughout the programme period, the tural resources. In some of the multilat- MPhil Programmes we absorbed Indonesia, long-term funding possibilities South-North institutional collaboration NOMA projects have carried out revisions eral projects, all the South partners played have the potential to increase engagement Now both countries have or just an indication that higher educa- of the master’s course curriculum, some an equal role, and their ambition was to a good number of regional in and the sustainability of cross-border trained clinical geneticists tion and investment in human capital is because they require revisions to be establish the master’s programmes at all student, most of them have been partnerships and regional cooperation in in the health services who far more than just individual capacity carried out periodically, some because institutions. graduated and are engaged in the South. are serving a population building – i.e. an investment that can they have observed that the relevance of potentially lead to capacity building at the courses that they offer has changed, public health related professions. of patients affected with The projects have confirmed through the We have continued collaboration For some of the multilateral NOMA pro- an aggregated level. and others because they are preparing to reporting that the benefits of collaborat- jects, the long-term goal was to establish genetic disorders who develop the courses in a new direction, with the regional organizations. ing on the NOMA projects have gone be- joint master’s degree programmes. When were completely neglected It can also be asked to what extent the e.g. online courses or online teaching We exchange knowledge and yond capacity building in the South, and establishing a joint degree, the institu- in the past. This is a great quality and relevance of the education materials, or more specialised/general that the partners have benefitted mutually. expertise during the conferences tions involved must agree on a common provided through the NOMA programme courses. Whatever the reason, this is a achievement and a truly Being part of international collaboration held in different countries. We set of procedures for the recruitment and has been more relevant and of higher way to meet a demand in the education projects like NOMA has shown that the seek cooperation from the North- enrolment of students, student evaluation worthy cause. Thousands of quality than other master’s programmes market and to remain relevant to po- South partners can be interesting part- and other administrative procedures, as offered at the South partner institutions. tential students and the labour market. South Universities and health patients and their families are ners in other academic and international well as on how to share the financial, benefiting as a result of this.” Is it possible that the NOMA master’s Fortunately, many projects report positive projects. This has given them an oppor- organizations. academic and managerial responsibility programmes laid claim to already limited responses in this context: they receive an tunity to enter into new projects that can for the programme. This process has “The graduates are all resources in terms of academic and ad- increasing number of applications from further enhance the academic quality of NOMA ANNUAL INSTITUTIONAL REPORT 2014 been very challenging for all NOMA ministrative staff support, thereby drain- students with private or other funding, the institutions and provide them with Bangladesh Institute of Health Sciences projects aiming to establish joint degree employed in relevant positions ing already scarce recourses from other and the employability of the NOMA new sources of funding. programmes. No project has succeeded in and proving services that were less ‘prestigious’ educational programmes graduates indicates that the skills they this effort, although they have succeeded not previously available in Sri offered at the institutions? have acquired is relevant to employers The internationalisation aspect is also in establishing joint curricula and joint Lanka and Nepal. It has also in the region. relevant to the Norwegian partners, courses that has been run jointly or in And what about the quality of the in- who gain access to interesting fields of the NUFU/NOMA Regional Conference parallel at the institutions participating lead to enhanced academic stitutional capacity building that has It can be argued that the relevance of research through their South partners, 2011 in Dhaka. The proceedings from the in the collaboration. capacity in participating taken place through the NOMA pro- some programmes is almost unlimited, and in some projects enables Norwegian conference state that regional cooperation institutions in both countries gramme? To what extent has it been based on the overwhelming need for students to acquire international experi- through the NOMA programme has been 3.3.3 The relevance and quality of more demand-driven and relevant than, qualified staff in certain sectors, for exam- the education provided by the NOMA as some of the graduates ence. This is in line with one of the objec- beneficial for the institutions in the South. have been employed by the for instance, the institutional capacity ple the health sector. For other master’s tives of the NOMA Programme, as stated However, several major challenges were Programme building that took place under the NFP programmes, the relevance requirements in the programme document, which is also mentioned, in particular with regard It has often been stated that the concept participating institutions.” programme? The reporting at institution- can change over time as society changes to strengthen and further develop the to the formal recognition of curricula by of quality is hard to define in higher ed- al level bears witness to a highly valued and develops. It is therefore important competence of Norwegian institutions national authorities and differences in the ucation, where there is variation in types PROJECT REPORT NOMA PRO-2010/11622 and relevant cooperation on equal terms for the institutions to uncover new of higher education to integrate global grading system, not only within the re- of institution and assignments. In addi- MSc Medical Genetics (University of Colombo/ for both the Norwegian partners and the fields of research and to adapt - curric as well as developmental perspectives in gion but also within individual countries. tion, a statement about quality implies University of Oslo) partners in the South. However, reliable ula and teaching methods to keep the their professional work. The motivation Different credits systems and the sched- a common standard, and this standard answers to these questions can only be master’s programmes relevant. Some of the Norwegian partners has the indi- uling of academic years were mentioned does not currently exist. However, there obtained through a comparative study of of the NOMA master’s programmes are rect consequence that it renders possible as obstacles to student mobility between is growing interest in Africa and globally NOMA master’s graduates and graduates good at reinventing themselves, thereby the participation of their students in na- the partner institutions. Differences in in establishing standards for quality, as that increase welfare, economic growth from other master’s programmes offered strengthening the further relevance and tional and international research projects ways of communicating and disseminat- demonstrated by the numerous interna- and social stability.44 at the institutions during the same period. sustainability of the programmes. relevant to their master’s theses, which ing research findings also influenced the tional conferences on quality assurance can have a further impact on their future cooperation. However, efforts are being and accreditation organised to evaluate In addition, the quantity dimension can The facts at this stage are that 44 new Although issues relating to the devel- careers and employment. made to harmonise academic degrees existing policies and practices and de- also be linked to the quality and relevance master’s programmes have been estab- opment of the societies involved in the and programmes across the continent to velop plans for improving the quality of dimension of higher education in that lished as a result of the collaboration, and NOMA Programme were relevant at the The institutional reporting throughout create regional networks.42 higher education.43 inadequate access to education will mean that the majority of these programmes time projects were selected for support, the programme period also contains that it will not have any significant im- will be continued and financed with the cooperation scenario has changed ample evidence indicating that regional At the NOMA Project Coordinator Sem- For higher education, the concept of rele- pact on society. A critical mass of people funding from other sources. Whether considerably since then. The projects are cooperation and networking between inar 2013 in Indonesia, the participants vance can be defined as providing educa- with quality education is needed to bring they will remain of high quality and rel- increasingly concerned with issues relat- partner institutions in the South has considered the building of networks, both tion, research and outreach that improve about change. Herein lies a challenge for evance for the local labour market and ing to the internationalisation of higher been strengthened as result of the NOMA at project and institutional level, to be the economic and social development of higher education in the South: low quan- capacity building at the institutions in the education in general, such as developing collaboration. one of the most valuable outputs of the a country. Relevance is important for a tity/number of students, combined with South remains an open question. joint courses, mainstreaming courses, the partnership cooperation under NOMA, number of reasons. First, being relevant low-quality education and a low score harmonisation of semesters, methods of The issue of South-South cooperation and and reduced academic interaction was means that the higher education institu- on relevance45 3.3.4 Ensuring continued relevance evaluation and ECTS, in other words, partnerships has also been raised several perceived as a negative effect of the tion is improving the lives of the people in and quality questions concerning how to enhance times in the NOMA Programme, and it termination of the NOMA programme the country by increasing human capital, The question is therefore to what extent Curricula and courses need to be mod- the quality of higher education through was an important part of the agenda at for the institutions in the South. Due to providing knowledge and technologies the NOMA partnership model has been ified in line with market demand and international cooperation. instrumental in increasing the quality government/national policy priorities.

42 E.g. the Arusha convention; Africa’s Regional Convention for Recognition of Studies, Certification, Diplomas, Degrees and other Academic Qualification in Higher Education in Africa to support the comparability and recognition of HE programs and qualifications, and facilitate mobility of academic staff and students within Africa. 44 Ibid. 43 United States Agency for International Development (USAID) and the Association for Public and Land-grant Universities, Knowledge Center on Higher Education for African Development. 45 Pius A.I. Obanya. “Western Financing Influence on the Quality of Higher Education in Sub-Saharan Africa”. In How to strengthen institutions of higher education in the south?, “African higher education,” 28. ed. Hilde Reinertsen. (SAIH Conference Report, 2006), 19.

24 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 25 The relevance and quality of some NOMA any of the other organisational factors Assuming that the awarding of degrees is However, many projects report that a velopment of some of the NOMA master’s the project period. This has been difficult projects have been further strengthened that enable highly trained employees a key indicator of local ownership, and lack of qualified staff with training at programmes. to achieve for some projects. Many rea- through the establishment of partner- to have a positive impact within the that local ownership is a precondition PhD ­level could pose a threat to the sons are reported for this. In some cases, ships with private interests within the institution, staff capacity building might for the sustainability of the master’s pro- ­sustainability of the master’s programmes It has been a challenge, however, that the it has become clear towards the end of the same sector as the relevant master’s not lead to improvement in institutional grammes, the NOMA Programme can be in the long run, since research-based authorities in countries where some of project period that the need to establish programme. The projects have invited ­performance or have an impact on the said to have developed in line with the education at master’s level requires staff the NOMA projects are based have raised infrastructure for teaching or research business representatives as guest lec- sector.46 aims and objectives of the programme. with training at PhD level. PhD training tuition fees to such high levels that the was greater than anticipated. The only turers, which is thought to increase the was not within the scope of the NOMA student recruitment base is very limited: master’s programmes that are said to be relevance of the education to the students’ 3.4.1 Institutionalisation The training of candidates at PhD level Programme, and this could potentially only students from privileged sections of unsustainable are those where students future careers. The projects that have en- of the master’s programmes has been considered to be vital for the have an impact on the sustainability of society or students who manage to find have taken most of the courses at the in- gaged partners in the private sector also at the South institutions majority of the South partner institutions the master’s programmes in the long run. sponsors for their studies can afford to stitutions in Norway, since scholarships experience some positive spin-offs, for in- The awarding of degrees and the level of in order to meet long-term institutional pursue a master’s education. Providing are required to give future students this stance contact with relevant companies as institutional responsibility for a master’s needs and generate capacity building. Moreover, given the relevant competence scholarships through schemes such as opportunity. Moreover, the design of these potential future employers for the grad- programme are important indications of The projects have reported that academic and experience obtained through the NOMA is critical in order to circumvent programmes has not had the necessary uates. Demand for relevant competence the degree of local ownership and insti- staff from the South partner institutions NOMA Programme and with the inter- this problem. focus on strengthening the competence has also increased among businesses tutionalisation of master’s programmes. and graduated NOMA students have of academic staff in the South, and they acquainted with the master’s programmes. Of the 1,387 students who had graduated been offered scholarships through other are therefore not ready to offer training at This has resulted in projects recruiting by April 2015, 79 per cent were awarded schemes; the NUFU Programme and the the South partner institutions. However, students from among the employees of their master’s degrees by higher educa- Quota Scheme are most frequently men- most projects have increasingly offered these businesses, and from businesses of- tion institutions in the South.47 This is a tioned. The students have been helped to “The long term sustainability of these programs is threatened by the courses at the South institutions, and fering to pay for scholarships for enrolled strong indicator of the institutionalisa- pursue PhD studies, often at the Norwe- the diminishing government financing of these programs through although this may have had a negative students. The funding of scholarships by tion of the master’s programmes at the gian partner institution, which is aware of student scholarships. The private sector and individual students effect on the international exposure of private actors can improve the finances South institutions. It is also worth noting the capacity needed at the South partner the students, it has had a positive impact of the programmes in general, thereby that this percentage has grown steadily institution and is committed to helping are less likely to be able to pay the training fees for these programs on the sustainability of the master’s pro- strengthening the programmes and their over the years the NOMA Programme to strengthen relevant competence. The because they are relatively high/expensive. The other threat is the grammes. sustainability. has existed. synergies between the NOMA and NUFU small number of applicants with requisite qualifications for joining programmes and the Quota Scheme in the programs. This is partly due to the relatively high university this respect have been reported as signifi- 3.4 SUSTAINABILITY OF THE entry qualifications but also due to the changing nature of the labour NOMA MASTER’S PROGRAMMES FIGURE 9: Project distribution by cant by a large number of the institutions, awarding institution 2007–2014 both in the South and in Norway. market and career preferences of young people”. “The 5 year period has shown Sustainability means that the institutional that the two programmes are development established through the In relation to ensuring high-quality, re- NOMA ANNUAL INSTITUTIONAL REPORT 2013 master’s programme cooperation can be search-based education, many projects Muhimbili University of Health and Allied Sciences able to attract self-sponsored maintained and continued after termi- report that the lack of sources for funding students. The trends of nation of the formal project and funding 19% PhD training of staff is one of the most continual attraction of self- period. This requires the South partner important threats to the long-term sus- sponsored students are hard institution to obtain and retain the tainability of the master’s programmes. necessary academic and administrative national experience they have acquired, Scholarships have also been vital to to predict and this remains resources, it requires vital infrastructure 3.4.2 Ensuring academic and both graduates and academic staff become projects where regional mobility is cen- the main threat to long term to be in place, and it depends upon con- administrative capacity attractive employees in the labour market. tral. Scholarships are required to allow sustainability. The drop out tinued funding being secured through The importance of ensuring necessary There is therefore a considerable risk that students to undertake training or to didn’t seem to considerably strategic plans. capacity at the South partner institutions they will be offered jobs that will not in complete either parts of or their whole cannot be emphasised enough. Without the same way promote development in master’s degree at regional partner insti- affect the programmes and if A commitment from the institutions 81% the right academic and administrative their country or region. In this sense, the tutions. However, many projects report this can be maintained, then it involved is therefore crucial in relation competence to run the master’s pro- sustainability of capacity at the institu- that regional collaboration will continue, reduces the risks involved in to ensuring the long-term sustainabili- grammes, it is clear that the programmes tions is fragile. although the mobility of students may running the programme”. ty of a NOMA master’s programme by cannot be sustained. As described in sec- have to be cancelled, which will have 3.4.3 Ensuring guaranteeing continued strategic and fi- IiN - 0 IoN - 25 Both - 6 tion 3.2.1, 28 per cent of the graduated a negative impact on the quality of the nancial support for the programme. Once NOMA students are employed by their financial sustainability education provided. NOMA ANNUAL INSTITUTIONAL REPORT 2013 University of Dar es Salaam a master’s programme is accredited and home institution or by another higher Higher education is often an under-prior- becomes part of the study programmes Figure 9 presents the distribution of education institution in the region. This itised sector in the South, with limited na- In some cases, it is reported that tuition offered by the institutions, much of the projects by awarding institution outside number represents a significant contri- tional budgets. With growing enrolment fees have generated revenues for the in- work has been done. Norway (IoN), institution in Norway (IiN) bution to the capacity of the higher ed- rates and increased demand for access to stitutions. NOMA programmes that have and both. ucation sectors in the relevant countries. higher education, the funding of higher established a good reputation manage Recruiting self-financing students or se- However, its sustainability could be In addition, the projects report that the education institutions from government to recruit students with financing from curing other scholarship funding is inev- threatened by a change of management For all the eight projects in the NOMA III necessary academic and administrative sources is therefore not sufficient to keep other sources, such as their employers itable if the NOMA master’s programmes and strategic priorities at the institu- 2010–2014 portfolio, a South institution capacity among academic staff has been pace with the financial needs of the insti- or state agencies that see a need for the are to be sustainable. The probability of tion. Institutional capacity building is is the degree-awarding institution. In the secured through visits by academic staff tutions. Identifying other funding options competence in question, either as full- recruiting high-quality students to the also about more than just improving preceding years, five out of six projects from the Norwegian partner, visits to the is therefore necessary in order to address time master’s students or by attending master’s programmes increases as the the knowledge, skills, and attitudes of with the Norwegian institution as the Norwegian or other network partners, the challenge without compromising on part-time courses while still working. students in the target group become ­employees at institutions. If the institu- awarding institution were master’s pro- and also through the academic network quality and relevance. The tuition fees paid by these students aware of the success of NOMA graduates. tion has no vision, no strategic plan, no grammes belonging to the NOMA I 2006 that has been established during the pro- have given these projects leeway, making This will also probably increase the scope effective human resource system, nor portfolio. gramme period. As mentioned earlier, the partner insti- it possible for them to further develop for attracting self-financing students, and tutions in the South have pointed to the the programmes. the programmes’ long-term sustaina- issue of funding as critical to the sustain- bility will be enhanced. Some projects ability of the master’s programmes, and It was stressed at the start of the NOMA are actively seeking cooperation with 46 United States Agency for International Development (USAID) and the Association for Public and Land-grant Universities, Knowledge Center on Higher Education for African Development. continued external funding is a prerequi- Programme that the aim should be to private actors, and other NOMA master’s “African higher education.” site for the continuation and further de- establish master’s programmes that could programmes will continue with funding 47 17.5 per cent of the students were awarded their master’s degrees by a Norwegian institution, while the awarding institution is unknown for approximately 3 per cent of the graduates. be financially self-sufficient at the end of from other sponsors.

26 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 27 Another way of securing financing is Thirteen projects assert that the master’s scale ranging from 1 ‘Very low’ to 5 ‘Very After the NOMA project period came to TABLE 4: NOMA Gender Incentive Activities supported through the introduction of fee-based programme has ‘completely’ achieved high’, and the majority of the coordinators an end the projects, with the exception of short courses based on the master’s pro- its goals and objectives and six projects provided answers on the high end of the the two projects that will not be contin- Recruitment of female students Activities gramme. Both self-financing master’s stu- report that the master’s programme ‘to scale on these questions. The mean score ued, report to have enrolled a combined dents and the introduction of fee-based some extent’ has achieved its goals and for the overall impact of the NOMA pro- total of 500 self-financed students, rang- Bridging/introductory courses 8 short courses involve shifting some of objectives. Of the 13 projects that have gramme was 4.6, with a standard deviation ing from 1 to 219, with a mean value of Sensitisation visits 8 the costs to the students. However, such completely achieved their goals, ten re- of .1. When ranking the impact of the 28 (SD: 49) enrolled students. strategies can pose a threat to equitable ports that the project has produced the programme they were coordinating the Online / distance learning programme 4 access for less privileged groups and to intended number of graduates, one pro- scores were slightly higher, with a mean 3.5 GENDER EQUALITY AND Total 20 the quality of the education offered. ject reports that it produced more than score of 4.8 and a standard deviation of .1. OTHER CROSS-CUTTING ISSUES the intended number, and two projects The assessment of the partnership model Retention of female students 0 3.4.4 Assessing the sustainability IN THE NOMA PROGRAMME report that they have not produced the scored equally high, with a mean of 4.7 2006-2014 Gender award / publication grant 10 of the NOMA master’s programmes intended number of graduates. and a standard deviation of .1. In July 2015 SIU conducted a survey of the Cross-cutting issues are often defined as Maternity leave 7 NOMA projects to expand the knowledge The projects reporting the continuation As previously discussed in section 3.4.3, issues which have a strong impact on all Child care 5 base on the sustainability of the NOMA of the master’s programme were also it was stressed at the start of the NOMA operations in a given field, and therefore master’s programmes. The survey was asked a series of questions pertaining to programme that the aim should be to should receive special attention. For the Mentoring / career planning 14 directed at the project coordinators in the the perceived future sustainability of the establish master’s programmes that NOMA Programme this implies that for Open category 6 South, and serves as a supplement to the programme. A summary of the responses could be economically self-sustained at subjects defined as cross-cutting, such information provided by the coordinators is presented in Table 3. the end of the project period. Thus the as gender, environmental protection, Total 42 in the annual and final project reports. recruitment of self-financed students or climate the fight against HIV-Aids, hu- Eighteen of 44 projects responded to the As we can se from Table 3, the vast ma- securing other funding is inevitable if the man rights and anti corruption, holistic Working conditions, female students 0 survey – a response rate of 40.9 per cent. jority of project coordinators are of the programmes established by NOMA are to approaches should have been considered Accommodation and secure working environment 16 opinion that the master’s programme be sustainable. The data on self-financed in all programme and project activities. The results from the survey support the they are responsible for will have contin- students available through the established Fieldwork assistance 14 3.5.1 Gender equality findings from analysis of the project ued relevance for both institutional and reporting regime is somewhat limited in Total 30 reports in sections 3.4.1 – 3.4.3 as re- national priorities. Similarly, continued scope. Hence the project coordinators In almost all of the partner countries in gards the sustainability of the master’s relevance for the labour market received from projects continuing in their present the South, women have traditionally had Total activities 92 programmes. Although only 18 projects high scores from the respondents. The form were also asked to provide details on a much lower participation rate in high- responded to the survey, the responses academic sustainability of the master’s self-financed students and future funding er education than men. Besides, when provide valuable insight on the progress, programmes is also believed to be robust when answering the survey. women manage to enter higher education, campaigns specifically targeting female from a study by Professor Manuh from or lack thereof, of the projects following by the coordinators, although to a lesser their participation is often in traditional applicants, have been implemented by the University of Ghana49 and other sourc- the end of the NOMA programme period. extent than the relevance for institutional When describing future funding, more ‘female’ disciplines such as the humanities projects in the recruitment process. These es, such as Gender Balance in Research and national priorities. than one alternative could be selected. and education, rather than in for instance are reported to have been successful poli- – Norway. Funding for NOMA Gender Eleven of 18 projects indicated that the Ten of eleven projects state that the engineering and sciences. cies for reducing the gender gap, but, for Incentive Activities was introduced as master’s programme will be continued in The coordinators were also asked to assess master’s programme will rely on student most projects, additional measures were a supplement to projects supported by its present form, while two projects replied the overall impact of the NOMA pro- payments in the future. Four projects list Female students often also have higher needed in order to close the gender gap NOMA for the years 2011 to 2014. that the master’s programme will be con- gramme, the overall impact of the master’s government funding as an alternative, dropout rates than men due to the cultur- and to retain the female students enrolled tinued in a modified form. Only two pro- programme they were coordinating, and which is also the number of projects al emphasis on family obligations, which in the master’s programmes. Table 4 indicates that a total of 92 dif- jects reported that the master’s programme the success of the institutional partnership listing funding from own institution and is often in conflict with their desire to ferent gender activities were supported will not be continued, with lack of funding model implemented through NOMA. The business sponsoring as viable alternatives. pursue advanced studies.48 In addition, The NOMA Gender Incentive scheme was through the NOMA Gender Incentives being cited as the main reason. answers were provided on a five-point Only two projects listed donor funding there are often concerns about harass- developed to meet these challenges, partly scheme. or development aid as potential sources ment, security, academic preparation, and based on findings and recommendations of funding. Based on the assessment of a lack of female faculty or staff to support TABLE 3: Sustainability of the NOMA master’s programmes the annual and final project reports and female students. the survey responses, student payment appears to be integral to the continued One of the main objectives of the NOMA Mean sustainability of the projects. Alternative Programme has therefore been to contrib- To what extent is the NOMA master’s programme sources of funding do not feature prom- ute to gender equality in education and “The support accorded to female students has been very useful academically sustainable when it comes to inently in any accounts of the future to the empowerment of women. NOMA especially in the retention of students. Mothers with babies at KyU sustainability of the master’s programmes. master’s programmes were expected to Retention of key faculty 4.2 (.2) are now provided with baby sitters room specially put in place to help encourage the enrolment of female can- students. Female students in the programme who are traveling long Teaching/supervision 4.2 (.3) Self-financed students were also an in- didates and to reach 50 per cent female tegral part of the master’s programmes student participation through active re- distances are provided with some accommodation rooms in case they Capacity/technical requirements 4.0 (.2) during the NOMA programme period cruitment strategies, gender perspectives, cannot travel back. The same factor is used when getting mentors for many of the projects responding to ‘gender mainstreaming’ and gender-rele- How do you consider the level of institutional commitment (in terms of resources to support students, the number of female mentors is almost more 4.5 (.2) and strategic priorities) to continue the NOMA master’s programme in the future? the survey. Nine of the 18 projects did vant master’s programmes. than the male counterparts. This is now complemented with issue of not enrol any self-financed students How do you consider the sustainability of the NOMA master’s programme when it during the NOMA project period. The Even though some of the NOMA master’s now appointing a gender focal point person.” comes to continued relevance for remaining nine projects enrolled between programmes have attracted a large num- 1 and 149 self-financed students, a total ber of female applicants, the majority of PROJECT REPORT NOMAPRO-2007/10047 Institutional priorities 4.3 (.2) of 327 students. The average number the projects have struggled to reach the Master Programme in Vocational Pedagogy Uganda-Southern Sudan-Norway (Kyambogo University/ Oslo and Akershus University College of Applied Sciences) The labour market 4.5 (.3) of self-financed students enrolled for goal of 50 per cent female participation. A all 18 projects was 18 (SD: 38). Close to number of strategies, such as advertising National priorities 4.5 (.3) two thirds of the self-financed students enrolled during the NOMA project period How do you consider the sustainability of the NOMA master’s programme when it 4.5 (.2) comes to academic quality? graduated. A small portion, 12 per cent, discontinued, and 79 students have not 48 May A. Rihani. ‘Keeping the promise: Five benefits of girls’ secondary education,’ Academy for Educational Development (2006). * On a scale from 1 ‘Very low’ to 5 ‘Very high’, standard deviation in parentheses. graduated yet. 49 Takyiwaa Manuh. ‘Gender Mainstreaming in the NUFU Programme,’ SIU Report Series (2010).

28 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 29 plicants, enrolled NOMA students and NOMA graduates from 2007 to 2013. Since gender is a cross-cutting issue in “Based on the data collected by the students of the first and second the NOMA Programme, projects have been encouraged to promote the recruit- cohort it has been possible to compare the performance of HIV ment, enrolment and retention of female positive individuals on neurocognitive functioning based on Zambian students in the programme. For many norms. This will be useful in clinical management of HIV positive projects, strategic enrolment procedures, patients as specific areas of neurocognitive functioning can be whereby qualified female applicants are given priority, have had great effect, as measures and management can be recommended” have incentives to retain female students through arrangements that enable them PROJECT REPORT NOMAPRO-2007/10046 to participate as students to a greater Master of Science in Clinical Neuropsychology – Building expertise to deal with the Neuropsychological challenges of HIV- infection (University of Zambia/Norwegian University of Science and Technology) extent than is normal in this context. Female students’ completion rates have been approximately the same as male students’ completion rates so far.

BROUGHT THEIR FAMILY: Master student Shamima came from Bangladesh to Vietnam with her husband and children “Climate change and environmental issues has been an important to take part in the NOMA project “MSc in Fisheries and Aquaculture Management and Economics” (FAME, 2006–2012). She completed her degree in 2010 and her husband in 2011. The Norwegian College of Fishery “The project has made a part of the curriculum in the master programme and has been Science (NCFS) and Nha Trang University in Vietnam (NTU) have a long-standing cooperation within fishery science. addressed in that respect. Quite a number of master’s thesis Photo: Ola Flåten contribution to the gender balance in the five partner have been related to these topics, e.g. waste management, forest institutions as most of the management, issues related to mining companies or natural resource Impact of the Gender Incentive graduates – and all female management. The nature of the programme being on-line has also Activities graduates – have been limited travelling and pollution connected to travelling.” NOMA projects reported annually on offered full time or part time “Women access to higher education and employment in higher levels how gender issues were incorporated into positions. More than 40% of PROJECT REPORT NOMAPRO-2006/10001 is poor in comparison to the partner institutes due to prevailing social their master’s programme activities. All Master of Science in Development Management (University of Ruhuna/ University of Agder) all students are female. This context of the country. The NOMA Project is apparently a benchmark projects that received support from the has tremendously improved for the women in imparting higher education in the health related NOMA Gender Incentives scheme from 2011 until 2014 reported a genuine con- the gender terrain at the five disciplines and their post graduation employment has contributed cern with and commitment to achieving institutions.” to women empowerment in the health sector. More than 40 % of our a gender balance in their recruitment and graduate students and more than 50% staff were female. Of the 5 in retaining female students. PROJECT REPORT NOMAPRO-2007/10052 “Environmental issues including global climate change have been NOMA students graduated from Oslo, 4 of them were female. This will Masters Program in Urban Transformation and focused in the teaching part of the project and several of the theses Much of the gender-related focus in the Sustainable Development (Makerere University/ contribute to future Faculty Development with gender neutrality.” projects has been on mentoring/career The Oslo School of Architecture and Design) are also in one form or another dealing with sustainable urban planning and fieldwork assistance in re- development, and these activities will make a difference and have an PROJECT REPORT NOMAPRO-2006/10011 lation to the students’ work, as well as on impact on future graduate teaching, and hopefully a positive effect Integrated Masters Programs (M.Phil.) in Public Health Research in Asia (Bangladesh- Nepal,Bhutan, India and Pakistan) accommodation and a secure working en- (Bangladesh Institute of Health Sciences/ University of Oslo) vironment. The activities are reported to Of all the students who were originally generally. “ have played a significant part in enabling scheduled to graduate in 2014 or before, female students to finish their studies. 67% of the female students had graduated, There is evidence that some of the city authorities have adopted compared to 68% of the male students. recommendations of student theses on matters regarding climate During the programme period, the change. For example, Kampala Capital Authority has adopted FIGURE 10: Female applicants, enrolled students and graduates 3.5.2 HIV – Aids reports have shown that institutional recommendations regarding solid waste management and recycling commitment and affirmative action, Three NOMA projects have listed HIV/ 800 combined with additional funding of AIDS under their programme objectives, made by one student in his thesis. gender-related activities in the projects, one project within the field Education Applicants 700 have contributed to development in this and two within the field Health. In ad- PROJECT REPORT NOMAPRO-2007/10052 Enrolled area, e.g. the achievement of the aim of dition to this, many projects have HIV/ Master’s Program in Urban Transformation and Sustainable Development (Makerere University/The Oslo School of Architecture and Design) 600 Graduates gender awareness and the empowerment AIDS-related subjects in their curriculum, of women in all aspects of the educational and several Master’s theses discuss these 500 activities in the NOMA Programme. In issues. essence, the effect of the NOMA Gender 3.5.3 Environment and climate change 400 Incentives scheme seems to go beyond just increasing the number of female students. The thematic field of twelve NOMA 3.5.4 Anti-corruption SIU includes in its yearly work plan an 300 projects has been Environment. In addi- At project level, the projects are asked to assessment of risks to SIU’s own work, Figure 10 shows that the total number of tion, five projects described how climate describe what measures that have been including strategies for mitigating these female students enrolled in the NOMA change has been treated as an issue in taken in the project implementation to risks. SIU has also established “Guidelines 200 Programme has increased steadily every the Master’s programmes, in the curric- prevent corruption related to NOMA for handling of irregularities”. The imple- year since the programme started, from ulum or as the subject of Master’s theses. funded project activities. The majority of mentation of the programmes is moni- 100 33 per cent in 2007 to 52 per cent in 2012. Overall, the NOMA projects have been the projects states that they abide to strict tored according to agreements with Norad, aware of these issues, but they are not national and institutional fiscal rules and and SIU acts promptly on all information 0 A positive trend can be observed when always directly relevant to the Master’s regulations for accounting and auditing. regarding irregularities of any kind. 2007 2008 2009 2010 2011 2012 2013 2014 2015 comparing the figures for female- ap programmes.

30 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 31 4. NOMA Activities at Programme Level

4.1 THE NOMA The members of the NOMA Board were Following up the recommendations in PROGRAMME BOARDS appointed by SIU’s Board of Directors. the evaluation report on the NUFU and The NOMA Board’s main tasks have In total, there has been one NOMA Pro- NOMA programmes presented to stake- been to ensure qualitative aspects of the gramme Board for a three-year period holders on 4 February 2010, SIU’s Board of programme, the assessment of project (Table 5), one NOMA and NUFU joint Directors appointed a joint Interim Board applications and the allocation of funding Interim Board for a two-year period for the NUFU and NOMA programmes to projects according to the stated aims, as (Table 6), and one NOMA and NUFU on 14 June 2010. well as monitoring activities and playing Programme Board for a three-year period a consultative role with respect to further (Table 7). On 31 December 2011, the mandate for development of the NOMA programme. the Interim Board for the NUFU and

TABLE 5: Members of the NOMA Programme Board 2006–2009

Member Deputy member

Professor Ruth Haug, Chair, Norwegian University of Life Sciences (UMB) Director of Studies Mette M Torrisen, University of Bergen (UIB)

Professor Jon Kleppe, Norwegian University of Science and Technology (NTNU) Professor Jens Kaasbøll, University of Oslo (UIO)

Associate Professor Marianne Sandberg Dr. polit. Sidsel Roalkvam, Deaconry University College Norwegian School of Veterinary Science (NVH)

Professor Arne Olav Øyhus, Agder University College Vice-dean Odd Ragnar Hunnes, Volda University College

Professor Gitiara Nasreen, University of Dhaka, Bangladesh

Norad: Director of Research Policy, Tomas Kjellqvist, Senior Research Adviser, Håkon Marstorp, Department for Research Cooperation, Sida, Stockholm Department for Research Cooperation, Sida, Stockholm

Association of African Universities (AAU): Prof. Olusola Oyewole, Association of African Universities (AAU) Secretary-General, Prof. Akilagpa Sawyer

NHO: Halvor L Willadsen NHO: Inger Østby

LO: Dag Westhrin Skolenes Landsforbund: Kristine Hansen

Student organisations: 01.07.07 – 30.06.08 Student Jonas Holmquist, Norwegian Student Union Student Mikael Strand, Student’s National Association

TABLE 6: Members of the joint NOMA and NUFU Interim Board 2010–2011

Members Deputy members

Professor Fanny Duckert – Chair, University of Oslo Associate Professor Frank Lindberg, University of Nordland

Professor Tore Jarl Gutteberg – Deputy Chair, University of Tromsø Associate Professor Sidsel Roalkvam, University of Oslo

Professor Asunción Lera St Clair, University of Bergen Professor Thorkild Tylleskär, University of Bergen

Professor Stein R Moe, Associate Professor Marit Nesje Norwegian University of Life Sciences Norwegian School for Veterinary Science

Professor Gitiara Nasreen, University of Dhaka, Appointed by Norad

Professor Lennart Wohlgemuth, University of Gothenburg, Appointed by Norad Tomas Kjällquist, Sida, Appointed by Norad

Håvard Vederhus. From September 2011: Julie Ness. From September 2011: Elisabeth Kathleen Ofstad, Norwegian Student Organisation Erik Schreiner Evans, Norwegian Student Organisation

ASIAN-NORWEGIAN PARTNERSHIPS: Gro Tjore representing The Norwegian Centre for International Cooperation in Education (SIU) at the 32NUFU SIU and : 2015 NOMA / Norad’s Regional Programme Conference for Master in Dhaka, Studies Bangladesh, - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 33 27–28 September 2011. Photo: Frøy Katrine Myrhol TABLE 7: Members of the joint NOMA and NUFU Programme Board 2012–2015 from the 36 ongoing NOMA projects conferences. A regional resource person Institutional visits to institutions in comprising portfolios I and II. held a keynote presentation, following Sri Lanka and Bangladesh 2008 Members Deputy members which Norad presented the latest news Institutions in Sri Lanka and Bangladesh Seminar for Institutional Contact from the development of NORHED, the with NOMA master’s programmes were Professor Thorkild Tylleskär – Chair, University of Bergen Associate Professor Frank Lindberg, University of Nordland Persons in Norway 2009 new programme that would succeed the visited in September and November 2008, Associate Professor Mette Mo Jacobsen, Senior Adviser, In November 2009, a seminar was held in NUFU and NOMA programmes. Further- respectively. The purpose of the visits was Associate Professor Sidsel Roalkvam – Deputy Chair, University of Tromsø Norwegian Association of Higher Education Institutions Bergen for Norwegian NOMA institution- more, the conferences alternated between to collect first-hand information and get a al contact persons. The aim of the seminar focusing on the presentation of results feel for the general situation at the part- Associate Professor Marit Nesje, Norwegian School of Veterinary Science Associate Professor Anne Ryen, University of Agder was to bring together administrative staff from the projects that were in their final ner institutions in the initial programme involved in the NOMA programme at phase, and discussing issues of interest phase. The visits also included estab- Professor Lennart Wohlgemuth, University of Gothenburg, Appointed by Norad Sissel Volan, Appointed by Norad Norwegian higher education institutions, for future collaboration. lishing close contact with institutional Elisabeth Kathleen Ofstad, Norwegian Student Organisation Erin Nordal, Norwegian Student Organisation and to give them an opportunity to ex- coordinating units for NOMA-financed change experiences and discuss challeng- NOMA project coordinator activity at the institutions and meeting Professor Torbjørn K Nielsen es, in particular challenges the Norwegian seminar in Indonesia 2013 with academic project coordinators, stu- Norwegian University of Science and Technology institutions were facing in the NOMA To address the issue of local ownership dents, administrative personnel and other context. It also provided an opportunity and sustainability in the final phase of the staff involved in the implementation of to seek advice on how to improve future NOMA Programme, the Programme Board these projects. collaboration based on feedback from the for the NUFU and NOMA programmes NOMA Programmes ended. A new joint 15 joint project applications within the for gender incentive activities as a supple- Norwegian institutional contacts. decided at its meeting on 13 October 2012 Institutional visits to NOMA Higher Programme Board for the NUFU and deadline, 26 February 2007. Nine project ment to the existing NOMA projects. Read to organise a project coordinator seminar. Education Institutions in the South 2009 NOMA Programmes was appointed for proposals aimed to establish multilateral more about NOMA Gender Incentives in NUFU/NOMA thematic seminar Project coordinators from NOMA projects In 2009, three countries, six higher the period 1 January 2012 to 30 June 2015. master’s programmes and six to establish section 3.5. in Oslo 27 January 2011 in the Asian region and their partners education institutions and ten NOMA From 1 July 2013, the Programme Board bilateral master’s programmes. Fourteen Norad and SIU organised a seminar with in Norway were defined as the target projects were visited. The visits to Nepal, was only to be responsible for the NOMA proposals were approved. No-cost extension introduced in 2012 the title ‘Capacity building as a tool for group for the seminar. The countries Tanzania and Uganda were in accordance Programme, since the NUFU Programme In 2012, it was decided to offer the meeting global challenges – focus on cli- to be included were: Nepal (7 projects), with the NOMA Annual Plan for 2009. would have completed its final reporting The second call for applications 2007 projects the possibility of applying for mate and energy’. The topic was chosen Bangladesh (4 projects), Sri Lanka (4 The visits took place in May/June and by 30 June 2013. The second call was issued in 2007, a one-year, no-cost extension. The no- based on the importance of these issues projects), Palestine (1 project), Vietnam October 2009, respectively. resulting in the allocation of funding cost extension enables the projects to in Norwegian development policy, and (1 project) and Indonesia (1 project). Of 4.2 OVERVIEW OF PROGRAMME to 19 new projects (the NOMA II 2007 budget for costs directly related to the the seminar focused on how capacity these projects, six had ended their project Institutional visit to ACTIVITIES 2006–2014 portfolio). graduation of individual students who building and research can inform policy period and could share their experiences, the University of Malawi 2010 are delayed or are unable to complete and practice, in the partner countries as while 12 were in the final project phase. During the period 27–30 September 4.2.1 Calls for funding The third call for applications 2008 their studies by the end of the project well as in Norway. The half-day seminar 2010, a delegation from Norad and SIU Start-up funds 2006 In 2008, additional funding was added period. No additional project funds have was attended by approximately 60 par- The three-day seminar programme visited the University of Malawi (UNIMA). The purpose of the start-up funds in to the NOMA programme through an been allocated, but the projects have been ticipants, from Norad, the Norwegian included presentations of the projects’ The purpose of the visit was to collect 2006 was to give HEI in the South and addendum agreement between Norad allowed to transfer unused funds from Ministry of Foreign Affairs (MFA), higher main achievements and challenges, and first-hand information and get a feel for in Norway an opportunity to develop a and SIU. Based on this, the Programme what was originally the final year of the education institutions, research institutes, two workshops focusing on cross-border the general situation at the University common project application for main Board decided that additional calls for project period to the year of the no-cost NGOs, the Research Council of Norway, partnerships and networking beyond of Malawi. Meetings were held with the funding in October 2007 for new master’s applications to the programme should be extension. SIU and others. NOMA, as well as strategies for securing leadership, and with project coordinators programmes in NOMA. Applications for issued. The NOMA Programme Board de- the long-term sustainability of the NOMA in the two NOMA projects at UNIMA. start-up funds were limited to the follow- cided to announce three calls for NOMA 4.2.2 Conferences and seminars The NUFU and NOMA Regional Master’s programmes. ing preparatory activities: applications in November 2008: NOMA International Conference in Maputo, Conferences 2011–12 4.2.4 Evaluations and studies Mozambique 18–20 October 2007 In the spirit of the 2009 evaluation of the NOMA project coordinator Database of higher education institutions a) Study visits • Call for applications from main The theme was ‘The Role of Higher Ed- two programmes, which recommended seminar in Zambia 2014 in the south 2006 b) Workshops/seminars partner institutions approved for ucation in development’. The conference merging NOMA and NUFU, three re- The main objective of the seminar was to This report presents a database of those – curriculum development NOMA funding in 2006 for one ad- was organised by SIU in cooperation with gional NUFU/NOMA conferences were give the project coordinators an oppor- Higher Education Institutions (HEI) in c) Limited staff and ditional student cohort, commencing the Norwegian Embassy and Eduardo organised in 2011–12. The purpose of the tunity to meet and discuss central issues the South that figured as main partner administrative support in 2009/2010 with the application Mondlane University, Mozambique, and conferences was to explore the concrete relating to the phasing out of the NOMA institutions in applications submitted to deadline in January 2009. A similar it was financed by the Norwegian Agency achievements and experiences from these projects, with regard to securing the sus- NOMA for the programme period 2007– The maximum budgetary framework call was issued the following year for Development Cooperation (Norad). two programmes, while also looking at tainability of the master’s programmes 2010. The report is divided into two parts. per proposed start-up project was NOK for institutions approved for NOMA The main purpose of the conference was the way ahead after completion of the that had been established, and also to help The first consists of a general introduc- 200,000, of which administrative costs funding in 2007. to promote the NOMA programme as a programmes. the projects to manage the final project tion in which the main objectives of the could not exceed 7.5 percent. The dead- pioneering venture in international devel- phase. Representatives from 16 projects report, central issues to be discussed and • Start-up funds to facilitate prepa- line for the submission of applications for opment cooperation for higher education The conferences were organised in the in Africa participated in this three-day some key analytical concepts are present- rations for applications for main start-up funds was 29 May 2006. A total institutions in Asia, Africa, Latin America following cities: seminar in February 2014. ed. Central topics include globalisation, funding for master’s programmes to of 43 applications for start-up funds were and the Middle East. cross-border education, the public-private be started in 2010, with the applica- received by SIU. The Programme Board Dhaka, 27–28 September 2011 (for 30 4.2.3 Institutional visits divide, university networking, curricula tion deadline in January 2009. • for Fellowship Programmes managed by Seminar for NOMA Project Coordinators in NUFU and NOMA projects in Asia) Institutional visits to Malawi and relevance, accreditation, standardisation SIU evaluated the applications at a board • Call for applications for new master’s Dhaka, Bangladesh 4–5 November 2008 Mozambique 2007 of degree programmes, etc. • Dar es Salaam, 15–16 November 2011 meeting on 15 June, and 20 projects were programmes, commencing in 2010, The theme of the seminar was ‘NOMA – A joint visit by members of the NUFU/ (for 44 projects in Southern Africa granted start-up funds. to be completed by 31 December Building Education for the Future’. The NOMA Programme Board and SIU to The second part of the report consists including Tanzania) 2014, with the application deadline main aim of the seminar was to bring NOMA and NUFU institutions in Malawi of a regional overview of the main The first call for applications 2006 in June 2009. together academic coordinators and ad- • Addis Ababa, 17–18 January 2012 (for and Mozambique took place from 23 to partner institutions in the South with The first call was issued in 2006, resulting ministrative staff involved in the NOMA 39 projects in Ethiopia, Uganda, Sudan, 30 June 2007. The University of Malawi, relevance to the first round of NOMA in the allocation of funding to 17 projects Eight new projects were allocated fund- programme to exchange experiences, South Sudan and other regions) Malawi and Eduardo Mondlane Univer- applications (2006). This part includes a (the NOMA I 2006 portfolio). ing by the Programme Board. learn from each other and boost higher sity, Mozambique were visited. Meetings short introduction to regional features, as education in the South. A total of 133 The conferences attracted almost 300 were held with the institutions’ leader- well as main characteristics of national Start-up funds 2007 NOMA Gender Incentives introduced in 2011 participants from 20 different countries participants in total (80 in Dhaka, 114 in ship, as well as with NOMA/NFP project educational and developmental indicators, The second call for start-up funds had the To encourage more female applicants, the participated in the seminar. The seminar Dar es Salaam and 100 in Addis Ababa). coordinators in both countries. policies and strategies for each country. same criteria as the first one. SIU received Interim Board decided to allocate funding involved academics and administrators The same format was applied at all three

34 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 35 The profiles of main partner institutions in the NOMA and NUFU programmes, with ambitions to present and promote are then situated within these settings. as well as qualitative interviews with a develop­ment cooperation in higher small number of graduates in the three educa­tion and research to the general Effect measurement – Norad’s ­­ countries with a high concentration of public, academics, administrators, policy-­ prog­ ram­ me­ for master’s NOMA and NUFU projects and students: makers and other interested parties. studies (NOMA) 2007–2010 Tanzania, Nepal and Uganda. In addition, Highlights’ aim was to provide insight The objective of the study was to develop project coordinators were asked to share into the activities and results of projects quantitative and qualitative indicators for their views on institutional capacity. in the field of research and education of effect measurement of NOMA activities master`s and PhD candidates in the South. for the programme period 2006–2014. In total, 844 students answered the About three articles relating to NOMA The recommendations from the study survey. Of these respondents, 86 per were published each year in the period were incorporated into the reporting cent received scholarships through 2008–2011. system for the NOMA Programme. the NOMA Programme and 9 per cent through the NUFU Programme; 5 per NOMA Magazine 2006–2010 Joint evaluation of the NOMA cent were self-financed; 62 per cent of In 2010, SIU published a magazine and NUFU Programmes 2009 the respondents were male, and 32 per presenting the output of a number of In accordance with the NOMA Pro- cent were female. the master’s programmes supported by gramme Document 2006–2010, the NOMA during the first programme period NOMA Programme was subject to an Two of the central issues to be answered from 2006–2010. The magazine provided external evaluation in 2009. Norad’s Eval- through the graduate tracer study were glimpses of some of the immediate effects uation Unit was responsible for the evalu- the relevance of the competence that the and results of the NOMA cooperation ation, and Norad decided that NOMA and students acquired through their master’s through interviews with students, project NUFU should be evaluated in a combined education and whether this competence coordinators and others who had been evaluation by the same evaluation team was utilised in their home country or involved in the scheme since it started and with a joint final report. region, and an assessment of the potential in 2006.51 impact. The main purpose of the evaluation was Gender matters to analyse and assess the two programmes The NOMA Tracer Study was released on In 2010, SIU published the booklet Gender in relation to the aims, objectives and 12 February 2015. A small release seminar matters, which presents advice on and ex- strategic directions for the ongoing was held at NORAD in Oslo with approx- amples of how to better integrate gender programme periods and to make rele- imately 30 participants. issues in South-South-North university vant recommendations. For NOMA in cooperation projects in research and particular, activities were to be assessed 4.3 PUBLICATIONS education. The main target group for the in relation to the objectives set out in booklet consists of project coordinators the programme document for 2006–2010. NOMA articles in Global Knowledge and institutional contact persons in the Global Knowledge is an interdisciplinary NUFU and NOMA programmes. The NOMA/NUFU magazine that publishes stories on booklet is based on recommendations Graduate Tracer Study 2013–2014 ­political questions with global implica- from Prof. Manuh’s report and other The purpose of the study was to map the tions for research and higher education. sources, such as Gender Balance in Re- whereabouts of the NOMA and NUFU It was published by SIU in the years search – Norway, but it also draws on master’s graduates, their experiences 2004–2011. The contents were not lim- programme-based experiences in order from the studies and the value of their ited to the programmes administered by to provide practical suggestions on how acquired competence in their current SIU. During the NOMA Programme pe- to mainstream gender into research. The work situation. riod, several NOMA-related articles were booklet also includes recommendations published in Global Knowledge.50 and practical examples of how to inte- The Graduate Tracer Study comprised grate gender mainstreaming in education a survey that, in December 2013, was Highlights activities. distributed to more than 2,000 scholar- Highlights was introduced by SIU in ship recipients and self-funded students 2008. It was an internet-based magazine

50 The magazines can be accessed at www.siu.no/globalknowledge. 51 The magazine is available from this web page: http://siu.no/eng/content/download/5511/60494/file/NOMA%20magazine%202010.pdf MEDICAL CAMP: Former NOMA students of the “Master’s programme in Sustainable Water and Sanitation, Health and Development” help set up a medical36 campSIU : 2015 in the / Norad’sflood-affected Programme areas for Master in the Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 37 North of Pakistan (2010). Photo: Adeel Malik 5. The NOMA Programme at Country Level 2006–2014

This section provides an overview of the progress made by the Punjab. The project aims to strengthen capacity in the field of NOMA projects in terms of their expressed goals and objectives. professional journalism and communication in relation to pro- The summaries are based on all the Annual and Final Project cesses of democratisation, good governance and understanding Reports for the NOMA I, II and III project portfolios.52 The of human rights and processes of migration. The programme projects are presented according to the geographical areas stated started in September 2008 and was concluded in 2012. A total in the NOMA Programme Document 2006–2010: of 52 students, 22 of them female, have been enrolled. In all, 50 students have graduated from the project. • Listed NOMA countries. • Countries that can further Norway’s contribution to Master’s in Public Policy and peace and conflict resolution and that are relevant to the Governance (MPPG) (2007–2013) rebuilding of society after conflict. • Countries with expertise and capacity in higher education NOMA-2007/10042 and research. Allocation: NOK 8,981,000 This programme is a multilateral project, with North-South 5.1 LISTED NOMA COUNTRIES University and the University of Bergen as the main partners, in collaboration with Tribhuvan University. One of the major objectives of the programme is to analyse policies used in NGO BANGLADESH poverty reduction programmes, such as microcredit, the gov- ernment’s Poverty Reduction Strategy Paper (PRSP), policies on Integrated Master’s Programmes (M.Phil.) the environment, health and education, women and empow- in Public Health Research in Asia (Bangladesh, Nepal, erment, and local democracy. The programme involves close Bhutan, India and Pakistan) (2006–2014) collaboration with the government of Bangladesh and attracts an increasing number of students from the civil service. The NOMAPRO-2006/10011 programme enrolled its first group of students in 2008. A total Allocation: NOK 11,832,554 of 68 students, 29 of them female, have been enrolled. A total This is a multilateral project, with the Bangladesh Institute of of 65 students have graduated. Health Sciences and the University of Oslo as the main part- ners. The main aim of the programme is to develop capacity to deal with challenges in developing countries with regard to MSc sandwich programme in the petroleum non-communicable diseases such as diabetes, cardiovascular sector in Asia and Africa (2006–2012) disease and mental health. The programme has a strong regional NOMAPRO-2006/10028 presence and recruits students from Bangladesh, Nepal, Bhutan, Allocation: NOK 11,030,701 India and Pakistan. The programme started in 2008, somewhat later than planned. So far, a total of 93 students, 39 of them This is a bilateral project, with the Bangladesh University of female, have been enrolled. A total of 42 students have graduated Science and Technology (BUET) and the Norwegian University from the project. Another 23 students are expected to graduate of Science and Technology (NTNU) as the main partners, and in 2015. with the University of Stavanger (UoS) as an additional partner. There is high demand for petroleum graduates in both Africa and Asia, and the aim is to provide students with the necessary Joint regional programme for a master’s degree knowledge and skills for employment in the private and public in journalism, media and communication (2007–2012) sectors. The first two semesters of the programme take place in Norway, at NTNU or UoS, while the two final semesters take NOMAPRO-2007/10053 place at BUET. The programme started in August 2007 and was Allocation: NOK 5,664,682 concluded in 2012. A total of 28 students, 3 of them female, were enrolled in the programme. Of these, 24 students had This is a multilateral project, with the University of Dhaka and graduated by the end of the project period. Oslo University College as the main partners, in collaboration with the Pathshala South Asian Institute of Technology, College of Journalism and Mass Communication and the University of

SOUTH-SOUTH COOPERATION: “To develop joint degrees, we must have a common course curriculum between the universities. We need to consider which 52 For more information about the projects and summaries of the master’s theses of NOMA graduates, please visit SIU’s project database: https://espresso.siu.no/projects course we are offering, and our countries’ own needs. Many students want to go abroad to universities like Cambridge instead of studying here, because of prestige. These universities are prestigious because they have high quality. We have to38 work SIU on : 2015 developing / Norad’s the Programme quality of for our Master own Studiesuniversities,” - Final ReportProfessor 2006-2014 Begam Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 39 at the Bangladesh Institute of Health Sciences says. Photo: Frøy Katrine Myrhol BOLIVIA NEPAL Master’s programme in Conflict, Peace Building Master of Science in Technology and and Development (2006–2013) Innovation Management – Nepal (2010–2014) Master’s in Educational Technologies and Digital Resources Master of Engineering in NOMA-2006/10019 NOMA-2010/13643 (M.Ed.Tech.)/Maestria en Technologias Educativas y Recursos Electrical Power Engineering (2007–2012) Allocation: NOK 11,928,570 Allocation: NOK 4,500,000 Digitales (M.Ed.Tec.) (2010–2015) NOMA-2007/10039 This is a multilateral project, with Tribhuvan University and This is a bilateral project between Tribhuvan University and the NOMA-2010/13848 Allocation: NOK 4,294,200 the Norwegian University of Life Sciences as the main partners, Norwegian University of Science and Technology. Low levels of Allocation: NOK 5,171,875 in collaboration with the University of Ruhuna and Eastern competitiveness and limited participation by academia in indus- This bilateral project between Kathmandu University and the University in Sri Lanka. The overall objective of the programme trial development are seen as major obstacles to the national goal This is a multilateral project, with the Universidad Privada del Norwegian University of Science and Technology started in is to contribute to higher-level capacity building in conflict of rapid industrialisation of Nepal, and the long-term goal of this Valle in Bolivia and the University of Bergen as the main partners. August 2008 and has recruited students from Nepal and Zambia. management, peace-building and development in order to assist programme is to help alleviate this situation. The programme Universidad EAFIT, Colombia is an additional partner. The aim of The objective of the project is to develop a sustainable master’s with the rebuilding and long-term development of war-torn started in August 2010. So far, a total of 27 students, 6 of them the programme is to train professionals in teaching and research programme in power engineering in Nepal, so that the pro- communities and regions in Nepal and Sri Lanka. The master’s female, have been enrolled. Ten students had graduated by 2014. using information and communication technologies (ICT). The gramme can continue to produce qualified engineers for Nepal programme started in September 2007. The first two semesters The project has a no-cost extension in 2015. initial plan was to start up in August 2010, but the master’s and other developing countries, where developing the power are taught at Tribhuvan University, while the third and fourth programme was not approved by the Bolivian authorities until sector is crucial to the development of the country. The number semesters are taught in Sri Lanka. Tribhuvan University has 2011. Since the programme was formally accredited in 2011, of female undergraduates in electrical power engineering is very institutionalised the programme as an independent depart- both a first and second cohort were admitted in 2012, a total low, and it has been a challenge to recruit female candidates NICARAGUA ment: the Department of Conflict, Peace and Development of 38 students, 24 of them female. Twelve students graduated to the master’s programme. The first cohort consisted of only Studies under the Faculty of Humanities and Social Sciences, in 2014. The remaining students have finished the courses and male students, but the project successfully recruited four female Master’s programme in Intercultural which provides a stable foundation for the sustainability of the written their theses, but have not yet graduated due to a delay students in the second cohort (out of 11 students in total). A Communication and Media Studies (2010–2014) programme. So far, a total of 68 students, 28 of them female, in the second stage of the examination process. The project has total of 21 students have been enrolled, and 20 students have have been enrolled. Three students graduated in 2014, and 52 a no-cost extension in 2015. graduated from the project. The project was concluded in 2012. NOMA-2010/13431 students in total have graduated from the project. The project Allocation: NOK 3,359,700 had a no-cost extension in 2014. Master’s programme in Environment Education The programme is based on a bilateral cooperation project be- MALAWI and Sustainable Development (2007–2014) tween the University of the Autonomous Regions of the Caribbe- MSc programme in Hydropower Development (2006 –2011) an Coast of Nicaragua and Oslo and Akershus University College Health and Information Systems – two integrated NOMA-2007/10037 of Applied Sciences. The aim of the project is to strengthen the NOMA-2006/10030 programmes at the University of Malawi (2007–2013) Allocation: NOK 8,193,157 capacities of journalists and communicators working in the Allocation: NOK 6,486,449 multicultural context of the Autonomous Regions of Nicaragua The programme is a multilateral project, with Kathmandu Uni- NOMA-2007/10045 This is a bilateral project between Tribhuvan University and to develop an intercultural social communication process that versity and the Norwegian University of Life Sciences as the Allocation: NOK 6,750,000 the Norwegian University of Science and Technology. The promotes gender equality, development with identity, partic- main partners, in collaboration with the University of Dhaka programme has been developed to meet the training needs ipatory democracy and the effective exercise of human and The project is a bilateral cooperation between the University of and Oslo and Akershus University College of Applied Sciences. of engineers engaged in the planning and implementation of autonomic rights. The master’s programme started as planned Malawi and the University of Oslo. The project consists of two The programme aims to enhance the capacity for developing hydropower and/or water resources projects. The programme in September 2010. A total of 32 students, 17 of them female, tracks: a Master’s in Informatics, Information Systems Special- teacher training programmes in the areas of environment and started in August 2007, and 2011 was the final year of activities have been enrolled. Ten students graduated in 2014, while 17 isation and a Master’s in Public Health, Information Systems. sustainable development. The subjects incorporate several dif- funded by the NOMA Programme. A total of 12 students, one students are expected to graduate in 2015 and 5 students are The aim is to develop and enhance management capacity in the ferent disciplines, and the programme will help to meet the of them female, have been enrolled. All students enrolled in reported to have dropped out. public health sector in Malawi and the region. Through collab- demand for qualified teachers and teacher educators in this the programme had graduated by the time the project was oration between the two programmes, some of the candidates field. The programme started in August 2008. A total of 63 concluded. will acquire specialist expertise in managing the country’s health students, 42 of them female, have been enrolled and 41 students informatics systems. Most of the students have been granted have graduated. SOUTH AFRICA leave by their employers to complete their master’s degree and Regional Master program in Biodiversity write their thesis in connection with their work. While the Strengthen and Deliver Cooperative Master’s Level and Environmental Management (2007–2014) Master’s programme in Public Health started as planned in 2008, Master’s programme in Sustainable Water and Sanitation, Programmes in Higher Education Studies (2006–2013) the Informatics programme was delayed, and the first cohort Health and Development (2007–2014) NOMA-2007/10036 was enrolled in 2009. So far, a total of 48 students, 20 of them NOMA-2006/10034 Allocation: NOK 8,407,250 female, have been enrolled. Thirty students have graduated from NOMA-2007/10041 Allocation: NOK 11,250,000 the programme and three have dropped out. Allocation: NOK 8,893,056 This is a multilateral project with Tribhuvan University and the The programme started in January 2008 as a multilateral project University of Bergen as the main partners. Three institutions in This is a multilateral project, with Tribhuvan University and with the University of the Western Cape and the University of India (Kumaon University and Jawahar Lal Nehru University) the Norwegian University of Life Sciences as the main partners. Oslo as the main partners and Makerere University in Uganda as and China (China Academy of Social Sciences) are involved as MOZAMBIQUE The PK-COMSATS Institute of Information Technology in Pa- an additional partner. The aim of the programme is to contribute network partners. The programme aims to equip students with kistan is involved as a network partner. The programme aims to strengthening higher education in Africa. The programme the management and practical skills required for preserving Applied Marine Sciences for Sustainable Management of Natural to train students in the fields of environmental engineering, initially made steady progress. However, major challenges biodiversity and simultaneously developing society. The pro- Resources in Mozambique (2007–2013) public health and community development in order to facilitate concerning Makerere University began to arise in 2009, and gramme recruited its first students in March 2008 and it has improvements to water and sanitation systems in Nepal and in 2010 the cooperation with the university was terminated. enrolled students from Nepal, China and India. The students NOMA-2007/10049 Pakistan. The programme started in November 2008. A total of Since 2011, the project has continued as a bilateral project. So spend one semester in Norway, but both teaching and thesis Allocation: NOK 6,711,494 59 students, 28 of them female, have been enrolled. A total of far, a total of 58 students, 18 of them female, have been enrolled. supervision have been carried out jointly to ensure knowledge 53 students have graduated from the project. Four students graduated in 2014, and 19 students in total have This is a bilateral project involving Eduardo Mondlane University sharing and research collaboration between the North and the graduated from the project. Four students will graduate in 2015. and the University of Bergen. The programme integrates marine South. A total of 41 students, 18 of them female, have been sciences disciplines to build knowledge about environmental enrolled. In total, 38 students have graduated from the project. sustainability, fisheries and aquaculture management, and integrated coastal zone management. Three new courses have been developed in the South, and the degree will be awarded by Eduardo Mondlane University. In all, 29 students, 16 of them female, have been enrolled. A total of 25 students have graduated from the project, 13 of them in 2014.

40 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 41 TANZANIA Southern African Master’s programme Master’s programme in Vocational Pedagogy Develop and deliver cooperative regional Master’s programmes in Mathematical Modelling (2007–2013) Uganda-Southern Sudan-Norway (2007–2014) in ‘Nutrition, Human Rights and Governance’ (2010–2014)

Integrated Master’s in Health Information Systems – Tanzania NOMA-2007/10047 NOMA-2010/13528 and Ethiopia (2006–2013) NOMA-2007/10057 Allocation: NOK 8,342,750 Allocation: NOK 8,718,628 Allocation: NOK 5,922,759

NOMA-2006/10010 This is a multilateral project, with the University of Dar es This programme is a multilateral project, with Kyambogo Uni- This is a multilateral project, with Makerere University and the Allocation: NOK 11,530,299 Salaam and the University of Oslo as the main partners. There versity and Oslo and Akershus University College of Applied University of Oslo as the main partners. Kyambogo University Sciences as the main partners. Upper Nile University is involved in Uganda, Stellenbosch University in South Africa and Oslo The programme is a multilateral project involving the University are as many as 11 additional partners, and the programme has as a network partner. The objective is to provide students with and Akershus University College of Applied Sciences are addi- of Dar es Salaam and the University of Oslo. The University of enrolled students from Tanzania, Malawi, Uganda, Mozambique functional knowledge, skills and values for all types of work tional partners. The aim of the programme is to link nutritional Gondar and Addis Ababa University, both in Ethiopia, are addi- and Zambia. The programme provides training in advanced that are essential to development in their respective countries. sciences with principles of human rights, especially economic, tional partners. The aim is to address the human resource crisis mathematical techniques in pure and applied mathematics By making research visits to both schools and workplaces, the social and cultural rights. Fourteen of the 18 students enrolled in the health sector in the cooperating countries, particularly that are relevant to epidemiology, pollution control, ecology students have obtained a clear understanding of how vocational in the programme are female. Two students have graduated and in the areas of health information systems, health management conservation, environmental change, economics and indus- education relates to working life. The start of the programme 14 are expected to graduate in 2015. and ICT. The programme is run as three independent, but inte- trial development. A new curriculum has been developed and was delayed for six months due to problems such as strikes and grated master’s programmes at the three South universities. It implemented as planned. The number of students enrolled in changes in the top management of the universities’ governing started in October 2007. All teaching takes place in the South, the programme is higher than expected, and approximately bodies, but it was officially launched in February 2009. The Master of Science in Innovation and each participating institution manages and coordinates its one-third of the students are NOMA-funded. So far, a total of 42 programme is well-established, and attitudes towards vocational and Industrial Development – Uganda (2010–2014) own master’s programme activities, while the coordination and NOMA students, 17 of them female, have been enrolled, while education have changed tremendously. A total of 62 students, management of the three programmes are mainly provided 38 students in total had graduated by the end of the project 32 of them female, have been enrolled and 53 students have NOMA-2010/12562 by the University of Oslo. So far, a total of 103 students, 26 of period in 2013. graduated. Allocation: NOK 4,500,000 them female, have been enrolled. Ten students graduated in 2013, and 78 students in total had graduated by the end of the This programme is a bilateral project between Makerere Univer- Regional Master’s in Nursing (2010–2014) sity and the Norwegian University of Science and Technology. project period in 2013. Master’s programme in Urban Transformation and Sustainable Low levels of competitiveness and limited participation by aca- NOMA-2010/13185 Development (2007–2014) demia in industrial development are seen as major obstacles to Allocation: NOK 6,000,000 the national goal of rapid industrialisation of Uganda, and the Master’s programme in Health Policy and NOMA-2007/10052 long-term goal of the programme is to help alleviate this situ- Management (2006–2013) This is a multilateral project, with the ­Muhimbili University of Allocation: NOK 6,008,185 Health and ­Allied Sciences and Bergen University College as the ation. The original plan was to start the first intake of students NOMA-2006/10020 main partners. Makerere University, Addis Ababa University and This is a multilateral project, with Makerere University and Oslo in 2010, but it was delayed for one year due to the accreditation Allocation: NOK 10,283,399 the University of Bergen are additional partners. The main aim School of Architecture and Design as the main partners. Five process. Hence, the first cohort of students was enrolled in 2011. of the programme, which was established in 2010, is to develop other higher education institutions in both the South and the The second cohort of 15 students, 6 of them female, was enrolled This is a multilateral project involving the Muhimbili University sustainable MSc programmes in clinical nursing specialisations North are participating as additional partners. The aim of the in 2012. The third cohort of ten students, including three female of Health and Allied Sciences and the University of Bergen, at the collaborating partner institutions. So far, a total of 110 programme is to address the challenges of urban development, students, was enrolled in 2013. Altogether, four students had with the University of Dar es Salaam in Tanzania, University students, 57 of whom are female, have been enrolled. In total, 28 urban poverty and urban sustainability in East Africa. The graduated by 2014. Some students who have finished their thesis of Western Cape in South Africa and the University of Oslo as students graduated, and 66 students discontinued their studies. programme started in September 2008. The students enrolled are delayed due to delayed assessment by the examiners. The additional partners. The programme started in October 2007. Due to challenges with organising clinical placement abroad, in the projects, who are from Ethiopia, Tanzania, Uganda and project has a no-cost extension in 2015. The main objective of the programme is to improve quality and which was an essential part of the programme, the clinical Kenya, have selected topics for their projects that are relevant equity in health and healthcare for disadvantaged population placements were completed locally and the students registered to urban challenges in their home countries. So far, a total of groups. So far, a total of 44 students, 19 of whom are female, as discontinued. This project has a no-cost extension for 2015. 32 students, 11 of them female, have been enrolled. In all, 18 have been enrolled. All 44 students had graduated by the end ZAMBIA students have graduated from the project. Another five students of the project period in 2013. are scheduled to graduate in 2015. Master’s in Education, Literacy and Learning (2007–2014) UGANDA Sandwich programme for M.Med and MSc degrees North-South-South Collaborative MSc in Development and NOMA-2007/10040 in clinical medicine (2006–2014) Allocation: NOK 8,942,062 Master’s programme in Natural Resource Economics (2006–2011) Renewable Energy Systems (2006–2013) NOMA-2006/10032 This is a multilateral project, with the University of Zambia NOMA-2006/10031 Allocation: NOK 11,897,099 and Hedmark University College as the main partners. The NOMA-2006/10021 Allocation: NOK 9,000,000 University of Namibia participates as a network partner. The This is a multilateral project, with the Muhimbili University Allocation: NOK 12,000,000 This is a multilateral project, with Makerere University and the programme aims to train qualified professionals with relevant of Health and Allied Sciences and the University of Bergen as This is a multilateral project, with Makerere University and the Norwegian University of Life Sciences as main partners. The expertise in promoting and improving literacy and learning the main partners. Addis Ababa University, Ethiopia, and the Norwegian University of Science and Technology as the main three network partners are Hawassa University and Mekelle in schools in Southern Africa. Despite the delayed start to the Christian Medical Centre, India, are additional partners. The partners. Mekelle and Addis Ababa Universities in Ethiopia are University, Ethiopia, and Bunda College of Agriculture, Malawi. programme, NOMA students were recruited at the beginning aim is to develop programmes in clinical medicine where these additional partners, together with the University of Malawi, The master’s programme started in August 2007. Gender main- of 2009. So far, a total of 42 students, 20 of them female, have are lacking or in need of academic strengthening, at the two Eduardo Mondlane in Mozambique and the University of Dar streaming has been considered for all relevant courses, and the been enrolled. In total, 35 students have graduated. Another major medical teaching institutions in Tanzania and Ethiopia. es Salaam in Tanzania. The master’s programme is based at programme has striven to encourage qualified female students three students will graduate in 2015. The programme started in September 2007. So far, a total of 58 Makerere University and the University of Dar es Salaam. The to apply and to include female students in each cohort. This has students, 18 of them female, have been enrolled. Ten students aim of the programme is to train students in the sustainable been achieved by giving preference to female applicants. 2011 graduated in 2014, and 52 students in total have graduated energy sector in order to meet the future needs of the region. was the final year of funding of the project through the NOMA from the project. The remaining six students are scheduled to It started in May 2008 at Makerere and in June the same year programme. A total of 34 students, 12 of them female, have been graduate in 2015. at the University of Dar es Salaam. A total of 84 students, 28 of enrolled in the project. A total of 28 students graduated from them female, have been enrolled. A total of 35 students have the project during the funding period and another two students graduated from the project. were expected to graduate in 2012.

42 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 43 Master of Science in Clinical Neuropsychology Master of Science in Epidemiology (2010–2015) – Building expertise to deal with the Neuropsychological challenges of HIV infection (2007–2012) NOMA-2010/12841 Allocation: NOK 6,000,000 NOMA-2007/10046 This is a multilateral project, with the University of Zambia and Allocation: NOK 3,505,733 the University of Bergen as the main partners. The University This programme is a bilateral project between the Universi- of Malawi is an additional partner. The aim of the project is ty of Zambia and the Norwegian University of Science and to improve the quality/effectiveness of health and healthcare Technology. The programme aims to provide students with an in low-income countries through a training programme that understanding of a wide variety of neurological disorders, and focuses on developing solid epidemiological qualifications. The specifically the neuropsychological effects of the HIV virus. The first intake of students was in April 2011, as originally planned. first year of study consists of theoretical education, while in So far, 19 students have graduated. This project has a no-cost the second year the emphasis is on clinical internships, clinical extension in 2015. neurological assessment and independent research. The pro- gramme started in October 2008. So far, a total of 21 students, 11 of them female, have been enrolled. In total, nine students have graduated from the programme.

5.2 COUNTRIES THAT CAN FURTHER NORWAY’S CONTRIBUTION TO PEACE AND CONFLICT RESOLUTION AND THAT ARE RELEVANT TO THE REBUILDING OF SOCIETY AFTER CONFLICT

ANGOLA MASTMO MSc programme in Mathematical and Statistical Modelling (2007–2013) ANHEI – Angolan-Norwegian Higher Education Initiative (2006–2011) NOMA-2007/10048 Allocation: NOK 4,501,416 NOMAPRO-2006/10002 This is a bilateral project involving Hawassa University and Allocation: NOK 6,290,185 the Norwegian University of Science and Technology. The pro- This is a bilateral project involving Agostinho Neto Universi- gramme aims to provide students with a broad understanding ty and the Norwegian University of Science and Technology of mathematical modelling, numerical analysis, and probability (NTNU). The aim is to provide Angola with much needed and statistics. The focus is on the applied potential of mathemati- specialists in the oil industry. The first part of the master’s cal sciences. In 2008, six staff members from Hawassa University, programme is taken in Norway, while the second year takes including one female staff member, enrolled at NTNU in order place in Angola. The degree is awarded by NTNU. The master’s to obtain the necessary qualifications to start the programme in programme started in August 2007. So far, a total of 14 students, Hawassa. The MASTMO MSc programme was officially launched 4 of them female, have been enrolled. All five students from the in October 2010. So far, a total of 54 students, 7 of them female, last cohort graduated in 2011, while two students discontinued. have been enrolled. Twenty-one students graduated in 2013, Ten students in total have graduated from the project. While and 46 students in total had graduated by the end of the project 2011 was the last year of funding for the project, it will continue period in 2013. with financial support from other sources, including EnPe.

PALESTINIAN TERRITORIES ETHIOPIA Community Psychology Master’s programme Master’s programme: Urban development at Birzeit University (2007–2013) and Urban Challenges in East Africa (2007–2012) NOMA-2007/10055 NOMA-2007/10054 Allocation: NOK 5,665,480 Allocation: NOK 4,455,000 This is a bilateral project between Birzeit University and the This was a bilateral project between Addis Ababa University Norwegian University of Science and Technology. The pro- and the Norwegian University of Science and Technology. The gramme’s objective is to train psychologists and equip them with project started in 2009 and was concluded in 2012. The pro- multidisciplinary knowledge for working in local communities, gramme’s objective was to train professionals in the field of schools, organisations and hospitals. The start of the programme urban planning and development. The emphasis was on the was delayed for one year due to the formal accreditation process livelihoods of the urban poor, the informal urban economy, land of the Palestine Ministry of Education, but it managed to recruit tenure issues and public participation in urban development students in 2009. A total of 34 students have been enrolled, in- and management. The recruitment of female students has been cluding 32 female students. Thirty-four students have graduated a challenge for the programme, since a low number of female from the project. candidates apply. In total, 16 students, 4 of them female, have been enrolled. By the end of the project period, eight students had graduated and two had discontinued their studies.

POSTPONING THE TOTAL COLLAPSE: “We opted for community psychology due to the structure of Palestinian society. Here the individual is inseparably tied to society. The main patient44 SIU in : 2015 Palestine / Norad’s is society. Programme This for Master’s Master Studiesprogramme - Final is Report entirely 2006-2014 built on local Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 45 needs,” Professor Moslih Kanaaneh at Birzeit University explains. Photo: Runo Isaksen SRI LANKA MSc Medical Genetics (2010–2014) 5.3 COUNTRIES WITH EXPERTISE AND CAPACITY IN HIGHER EDUCATION AND RESEARCH

Master of Science in Development Management (2006–2013) NOMA-2010/11622 Allocation: NOK 5,994,000 EGYPT SOUTH AFRICA

NOMA-2006/10001 This is a multilateral project, with the University of Colombo MSc in International Transport and Logistics for East Africa Strengthen and Deliver Cooperative Master’s Level Programmes Allocation: NOK 11,903,516 and the University of Oslo as the main partners. The National (2007–2013) in Higher Education Studies (2006–2013) This is a multilateral project, with the University of Ruhuna Academy of Medical Sciences in Nepal is an additional partner. and Agder University as the main partners. Kwame Nkrumah The aim of the project is to meet the need for qualified labour in NOMA-2007/10050 NOMA-2006/10034 University of Science and Technology in Ghana, Mzumbe Uni- medical genetics in Sri Lanka and the region by offering educa- Allocation: NOK 9,000,000 Allocation: NOK 11,250,000 versity in Tanzania, Mekelle University in Ethiopia and Makerere tion at master’s level in clinical genetics and genetic diagnostics, producing qualified graduates with the knowledge, skills and This is a multilateral project, with the Arab Academy for Science, This programme started in January 2008 as a multilateral project, University in Uganda are additional partners. The aim of the Technology and Maritime Transport (AASTMT) and Molde Uni- with the University of the Western Cape and the University of programme is to address sustainable development through attitudes required to work as clinical and laboratory geneticists. The programme started in August 2010, and 26 students, 20 versity College as the main partners. The University of Dar es Oslo as the main partners, and Makerere University in Uganda as education and research. The programme, which is an online Salaam is involved as a network partner. The main objective of an additional partner. The aim of the programme is to contribute programme, started in August 2007. Since the programme is of them female, have been enrolled. In total, 24 students have graduated from the project. the programme is to train students for positions in the trans- to strengthening higher education in Africa. The programme effectively internet-based, it has proved easier for women to port sector in their East African home countries. The students initially made steady progress. However, major challenges participate. So far, a total of 48 students, 26 of them female, have are from Kenya, Zambia, Malawi, Rwanda, Tanzania, Uganda, concerning Makerere University began to arise in 2009, and been enrolled. Six students graduated in 2013, and 45 students Mozambique and Sudan. The programme was postponed due to in 2010 the cooperation with the university was terminated. had graduated by the end of the project period in 2013. SUDAN the accreditation process and commenced in January 2009. So Since 2011, the project has continued as a bilateral project. So far, a total of 45 students, 19 of them female, have been enrolled. far, a total of 58 students, 18 of them female, have been enrolled. Development of master’s programmes in physical and chemical One student graduated in 2013, and 45 students in total have Four students graduated in 2014, and 19 students in total have Development of master’s studies at the University oceanography at Red Sea University, Sudan (2007–2012) graduated from the project. graduated from the project. Four students will graduate in 2015. of Moratuwa, with the emphasis on environmental and industrial projects (2006–2013) NOMA-2006/10038 Allocation: NOK 4,499,000 NOMA-2006/10005 INDONESIA VIETNAM Allocation: NOK 6,344,186 This is a bilateral programme between Red Sea University and the University of Bergen. The programme started in August Graduate programme in Democracy Studies (2006–2013) MSc in Fisheries and Aquaculture Management and Economics This is a bilateral project involving the University of Moratu- 2008 and was concluded in 2012. The programme trains stu- (FAME) (2006–2013) wa and Telemark University College. The programme started dents in basic and advanced theories of physical and chemical NOMA-2006/10007 in December 2007. The aim of the project is to train process oceanography, and provides training in data analysis, modelling, Allocation: NOK 11,091,429 NOMA-2006/10029 development professionals so that they can initiate changes global information systems and remote sensing. The first co- Allocation: NOK 11,690,994 This is a bilateral project, with Gadjah Mada University (UGM) in the industrial development framework. The quality of the hort of students spent two semesters in Bergen. However, the and the University of Oslo as partners. When the master’s pro- programme is confirmed by the fact that employers/companies programme has gradually been transferred to Sudan as planned. This is a multilateral project, with Nha Trang University and gramme started in September 2007, it began as a multilateral encourage and support the participation of their employees. The Teaching is now conducted by graduates from the first cohort the University of Tromsø as the main partners. The University master’s programme and was running well. In 2010, however, demand for M.Sc. engineers is high, and all graduates to date in collaboration with staff from the Geophysical Institute at the of Chittagong in Bangladesh, Shanghai Fisheries University in the NOMA project and the associated NUFU project at the have been gainfully employed. Almost all teaching is provided University of Bergen. A total of 11 students, 2 of them female, China and the University of Ruhuna in Sri Lanka are additional University of Colombo were terminated because of long-stand- by local staff, ensuring the sustainability of the programme. So were enrolled. All students had graduated by the end of the partners. The aim of the programme is to provide students with ing major challenges with regard to communication, academic far, a total of 53 students, 23 of whom are female, have been project period, eight of them in 2012. the knowledge and skills required to meet the need for human enrolled. Fifteen students graduated in 2014, and 46 students cooperation and institutional commitment. The aim of the resources in fisheries economics and aquaculture in Vietnam in total have graduated from the project. master’s programme is to enhance knowledge and research on and other developing countries. The master’s programme started International Education and Development (2006–2013) contextual issues of democracy, human rights and conflict res- in August 2007 and was concluded in 2012. A new master’s olution. The programme is firmly institutionalised at UGM and programme in resource and agricultural economics has been Master’s in Medical and Health Informatics: NOMA-2006/10013 relies primarily on local expertise. So far, a total of 44 students, established at Nha Trang University as a continuation of the Asia Focus (2007–2014) Allocation: NOK 11,914,021 19 of whom are female, have been enrolled. Three students NOMA programme. In total, 68 students, 36 of them female, graduated in 2014, and 25 students in total have graduated have been enrolled, and 64 students in total have graduated This is a multilateral project, with Afhad University for Women NOMA-2007/10043 from the project. The project had a no-cost extension in 2014. from the project. Allocation: NOK 8,525,000 and Oslo and Akershus University College of Applied Sciences One student is expected to graduate at the beginning of 2015. as the main partners. The University of Zambia is an additional This is a multilateral project with the University of Colombo partner. The aim of the programme is to address issues related to and the University of Oslo as the main partners. The Hanoi education, gender, HIV/AIDS and development in multicultural School of Public Health is an additional partner. The aim of and multi-ethnic societies. The programme started in August the programme is to strengthen the field of medical and health 2007. Teaching is conducted at all three collaborating universi- informatics in Sri Lanka and the region. The Ministry of Health ties, giving the students a range of experiences from both the recognised the programme and released 29 of its employees North and the South. Fieldwork is conducted in the students’ to follow the programme in 2009, all with fully paid leave for own countries, and each student has two supervisors, one from two years. After graduation, these students were guaranteed the South and one from Norway. So far, a total of 46 students, employment at the Ministry of Health in positions where they 33 of whom are female, have been enrolled, and 41 students had can contribute directly to ongoing health informatics projects graduated by the end of the project period in 2013. in the health services in Sri Lanka. The initial plan was to enrol six NOMA-funded students, but the paid leave arrangement enabled a larger number of students to be admitted. The number of female students remains low, however, mainly because of a lack of female candidates applying for the programme. A total of 91 students, 7 of them female, have been enrolled. In 2013, 16 students graduated from the project, and 84 students have graduated in all.

46 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 47 Appendices

Appendix A – List of NOMA projects

TABLE 8: List of NOMA projects

Project nr. Enrolled Graduated Discontinued Not completed

NOMAPRO-2006/10001 50 47 2 1

NOMAPRO-2006/10002 14 10 2 2

NOMAPRO-2006/10005 53 46 7 0

NOMAPRO-2006/10007 44 26 2 16

NOMAPRO-2006/10010 104 79 6 19

NOMAPRO-2006/10011 96 46 28 22

NOMAPRO-2006/10013 46 41 5 0

NOMAPRO-2006/10017 40 39 1 0

NOMAPRO-2006/10019 70 52 4 14

NOMAPRO-2006/10020 47 47 0 0

NOMAPRO-2006/10021 85 35 8 42

NOMAPRO-2006/10028 28 24 4 0

NOMAPRO-2006/10029 68 65 3 0

NOMAPRO-2006/10030 12 12 0 0

NOMAPRO-2006/10031 34 28 3 3

NOMAPRO-2006/10032 59 52 1 6

NOMAPRO-2006/10034 32 19 10 3

NOMAPRO-2007/10036 41 38 0 3

NOMAPRO-2007/10037 63 41 7 15

NOMAPRO-2007/10038 12 12 0 0

NOMAPRO-2007/10039 21 20 1 0

NOMAPRO-2007/10040 45 39 6 0

NOMAPRO-2007/10041 60 53 2 5

NOMAPRO-2007/10042 68 65 3 0

NOMAPRO-2007/10043 91 84 7 0

NOMAPRO-2007/10045 48 30 3 15

NOMAPRO-2007/10046 21 9 2 10

NOMAPRO-2007/10047 62 53 9 0

NOMAPRO-2007/10048 54 46 4 4

NOMAPRO-2007/10049 29 25 4 0

48 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Photo: Lujza Hamitouche Olsen Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 49 Appendix C – NOMA projects per country

TABLE 8: continued TABLE 10: Number of NOMA projects per country, institution and partner category

Project nr. Enrolled Graduated Discontinued Not completed Main partner Network Country NOMA projects per institution Total outside Norway partner NOMAPRO-2007/10050 46 46 0 0 Bangladesh Bangladesh Institute of Health Sciences 1 0 1 NOMAPRO-2007/10052 32 19 5 8 University of Dhaka 0 1 1 NOMAPRO-2007/10053 52 50 2 0 Total 1 1 2 NOMAPRO-2007/10054 16 8 2 6 Bhutan Ministry of Health 0 1 1 NOMAPRO-2007/10055 36 34 2 0 Total 0 1 1 NOMAPRO-2007/10057 42 38 4 0 Bolivia Universidad Privada del Valle 1 0 1 NOMA-2010/11622 26 24 2 0 Total 1 0 1 NOMA-2010/12562 35 4 0 31 Universidad EAFIT (Economia, Administracion, Finanzas, Colombia 0 1 1 NOMA-2010/12841 24 19 1 4 Ingenieria y Tecnologia)

NOMA-2010/13185 110 28 66 16 Total 0 1 1 NOMA-2010/13431 32 10 5 17 Egypt Arab Academy for Science, Technology, and Maritime Transport 1 0 1 NOMA-2010/13528 18 2 2 14 Total 1 0 1 NOMA-2010/13643 27 10 7 10 Ethiopia Addis Ababa University 0 6 6 NOMA-2010/13848 38 12 0 26 Total 2031 1487 232 312 Hawassa University 1 0 1 Mekelle University 0 2 2

University of Gondar (Gondar College of Medical Sciences) 0 1 1 Appendix B – NOMA projects at Norwegian institutions Total 1 9 10 Ghana Kwame Nkrumah University of Science and Technology 0 1 1

TABLE 9: Number of NOMA projects at institutions in Norway Total 0 1 1

Norwegian universities: NOMA projects India Christian Medical Centre 0 1 1

Norwegian University of Life Sciences 3 Kumaon University 0 1 1

Norwegian University of Science and Technology 6 Total 0 2 2

University of Agder 1 Indonesia Gadjah Mada University 1 0 1

University of Bergen 7 Total 1 0 1 University of Oslo 9 Kenya Jomo Kenyatta University of Agriculture and Technology 0 1 1 Total 26 University of Nairobi 0 1 1

Total 0 2 2

Malawi College of Medicine 0 1 1 Norwegian university colleges: NOMA projects University of Malawi 2 2 4 Oslo and Akershus University College of Applied Sciences 3 Total 2 3 5 Bergen University College 1 Mozambique Eduardo Mondlane University 1 2 3 Hedmark University College 1 Total 1 2 3 Molde University College 1 Telemark University College 1 Namibia University of Namibia 0 1 1 Oslo School of Architecture and Design 1 Total 0 1 1 Total 8

50 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 51 TABLE 10: continued

Main partner Country NOMA projects per institution Network partner Total outside Norway

Nepal Kathmandu University 1 2 3

National Academy of Medical Sciences 0 1 1

Tribhuvan University 4 1 5 Total 5 4 9 Bibliography Nicaragua University of the Autonomous Regions of the Caribbean 1 0 1 Coast of Nicaragua

Total 1 0 1 Andersen, Christian and Anita E. Tobiassen. “Effect measurement – Norad’s Programme for Master Studies (NOMA).” SNF Working papers (2007). Pakistan Baqai Medical University 0 1 1 COWI. “Evaluation of the Norwegian Programme for Development, Research COMSATS Institute of Information Technology 0 1 1 and Education (NUFU) and Norad’s Programme for Master Studies (NOMA).” Evaluation report (2009). Total 0 2 2 Nordic Consulting Group AS and Nuffic. “Evaluation of the Norad Fellowship Palestinian territories, Birzeit University 1 0 1 Programme.” Norad Evalueringsrapporter 1 (2005). occupied Rihani, May A. “Keeping the promise: Five benefits of girls’ secondary education”. Total 1 0 1 Academy for Educational Development (2006). South Africa Stellenbosch University 0 1 1 Manuh, Takyiwaa. “Gender Mainstreaming in the NUFU Programme.” SIU Report Series (2010). University of Cape Town 0 1 1 Norwegian Centre for International Cooperation in Higher Education (SIU). University of the Western Cape 1 1 2 “Norad’s Programme for Master Studies 2006-2010. Programme Document.” (2007). http://siu.no/eng/content/download/3414/33504/file/Noma%20 Total 1 3 4 Programme%20Document.pdf. Sri Lanka Eastern University 0 1 1 ———. “Norad Fellowship Programme. Final Report.” Publication 03 (2009). University of Colombo 2 0 2 ———. “Guide to Norad’s Programme for Master Studies (NOMA).” Last revised 05.08.2010. http://siu.no/eng/Programme-information/Development- University of Moratuwa 1 0 1 cooperation/NOMA/Guide-to-Norad-s-Programme-for-Master-Studies-NOMA. University of Ruhuna 1 1 2 ———. “Graduate Tracer Study, Norad’s Programme for Master Studies (NOMA) and Norwegian Programme for Development, Research and Education (NUFU).” Total 4 2 6 (2014). Sudan Ahfad University for Women 1 0 1 Obanya, Pius A.I. “Western Financing Influence on the Quality of Higher Education in Sub-Saharan Africa”. InHow to strengthen institutions of higher education in the Total 1 0 1 south?, edited by Hilde Reinertsen. SAIH Conference Report, 2006. Tanzania Ardi University 0 1 1 United States Agency for International Development (USAID) and the Association for Public and Land-grant Universities, Knowledge Center on Higher Education Muhimbili University of Health and Allied Sciences 3 1 4 for African Development. “African higher education: opportunities for Mzumbe University 0 1 1 transformative change for sustainable development.” Report (2014). Vähämäki, Janet, Martin Schmidt, and Joakim Molander. “Review: results University of Dar es Salaam 2 4 6 based management in development cooperation.” Riksbankens Jubileumsfond, Total 5 7 12 Stockholm (2011).

Uganda Kyambogo University 1 1 2 Wallace, Ian and Nilsson, Esse. “The Role of Agricultural Education and Training in Improving the Performance of Support Services for the Renewable Natural Makerere University 4 3 7 Resources Sector.” ODI Natural Resources Perspectives 24 (1997).

Total 5 4 9

Vietnam Hanoi School of Public Health 0 1 1

Total 0 1 1

Zambia University of Zambia 3 2 5

Total 3 2 5

Zimbabwe National University of Science and Technology 0 2 2

Total 0 3 3

52 SIU : 2015 / Norad’s Programme for Master Studies - Final Report 2006-2014 Norad’s Programme for Master Studies – Final Report 2006-2014 / SIU :2015 53 Norad’s Programme for Master Studies Final Report 2006-2014 Report Final Studies Master for Programme Norad’s

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