DOCSLIB.ORG

A STUDY on PRIVATE UNIVERSITIES in AFRICA © 2000 Association of Africanuniversities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A STUDY on PRIVATE UNIVERSITIES in AFRICA © 2000 Association of Africanuniversities A STUDY ON PRIVATE UNIVERSITIES IN AFRICA © 2000 Association of AfricanUniversities Association of AfricanUniversities Aviation Road Extension P.O. Box 5744 Accra-North Ghana Tel: (233-21) 774495/761588 Fax: (233-21) 774821 Email: [email protected] Website: http:llwww.aau.org ISBN: 9988-589-15-8 Printed by Qualitype Printing& Graphics, Accra, Ghana 11 The AAU Logo Constituent elements • Atraditionallamp • Aflamewith acontinuous and steadycontour • Africagraphically represented • Acircle symbolising continuity • Two interlocking rings symbolising inter-university co-operation and the strengthening ofAfricanUnity • The stylised horns emanatingfrom the rings (at their base), signifiesthe durabilityof the cooperationand uniti • Association ofAfricanUniversities writtenin English, French and Arabicwithin the circle Significance Universities by the 'light of knowledge" guide man on the road to progress and humandignity. Theshadow of ignorance is removedby this permanentlight, sustained bydurable co-operation and unity. Contents FOREWORD V INTRODUCTION vii BACKGROUND TO THE STUDY 1 Objectives of the Study 1 Significance of the Study 2 Assumptions of the Study 2 Methodology 3 2. ANALYSIS OF DATA 4 Summary of Responses from ResourcePersons (PublicUniversities) 24 Summary of Responses fromInterviewees 33 3. COMMENTS 39 4. SUMMARYOF FINIMNGS OF THE STUDY 42 Recommendations 45 Conclusion 47 APPENDICES: I List of Private Universities 50 II Distribution of Private Universities 59 Ill Contact Persons at Private Universities 71 IV Persons Interviewed 78 V Resource Persons for the Study 84 VI Accreditation Guide 92 VII Questionnaires 143 111 iv Foreword The subject of Private Universities in Africa is attracting the attentionof nationalgovernments, the international university community, development partners and all other stakeholders in higher education owing to the role universities playin overall nationaldevelopment andthe importance attached to the qualityof graduates and programme offerings of the universities. Of particular concern is the issue of the funding ofpublic universitieswhich nationalgovernments are increasingly findingdifficult to shoulder alone and the inability ofthe universities to absorb the growingnumber of potentially qualifiedstudents seeking university admission. In factthe study on Private Universities initself, raises four major issues in higher education namely, the problemof access tohigher education, the question of the type ofuniversities bestsuited forAfricans, the issueof who funds highereducation in the new millennium andthe issueof reform and revitalization inAfrican universities. There has been a perceived need for reform in many African universities, especially inrespect of curriculum offerings andeven in the requirements for awarding certificates and degrees. Many ofthem are still limited in their designof courses, to the physicalboundaries oftheir campuses and are yet to recognize the digital revolutionwhich enables students to take coursesof their choiceat any time and place, in accordance with their abilities. As public universities reflect on the questionof what type ofuniversities they have andwhat type of universities they need, andon how access can be expanded without sacrificing educationalquality, private universities are being establishedwith new missionsand fresh objectiveswhich seem to address some ofthe concerns of the public. The study identified80 privatehigher educationinstitutions in Africa with most of thembeing established in the 1990s. About44 percent of theseuniversities are concentrated inEast Africa and 28 percentin West Africa. The numberis expectedto grow rapidly in the nexttwo decades. Whilethe student populationin these privateinstitutions is low comparedto public instutions, the growing number of the former providesone major option in addressing the issueof access. How can a healthyrelationship between the two variants ofuniversities be attained and what should be the attitude of governments towards private V higher education especially inrelation to who pays for higher education in this century? Thereare no siiñple answersto thesequestions, butthe results of this study pointto certain directions whichuniversities, governments and all stakeholders in higher education on the continent may want to look, as theyface the challange ofhigher education development in Africa inthe new millennium. This study is only abeginning in oursearch to know more aboutthe private provision of higher education in Africa. It provides the basis for further studies particularly in the areas of typology, characteristics of types, similarities anddifferences and the issueof how they are fundedand can be sustained. Weare indeed grateful tothe International Development Research Centre for funding the study, and for their interest in higher education in Africa. The AAU will continueto update this report to make it as relevant as possible. We are equallygrateful to Prof. ChrisNwamuo, SeniorProgramme Officer at the AAU, who conductedthe researchand to all those who in one way or the other contributedto the success of the study. Prof. Francois RAJAOSON Secretaiy-General vi Introduction Thereport on the Study of PrivateUniversities in Africa representsthe findings of a major study undertaken by the AAU last year, with a grant from the International Development Research Centre (IDRC). One of the major objectives of the study was to ascertainthe reasons for the establishment of privateuniversities andfor the AAU to acquaintitself with the development ofprivate higher education provisions on the continent. The reporthas some interesting revelations for all stakeholders in highereducation in Africa. Ofrecent, there has been growingcriticism of public universities inrelation to government funding, relevanceof curriculum to immediate needs of the society, qualityof programmes offered, capacity for sustainableresearch, poor conditions of service and inadequate infrastructural facilities. They have been accused ofbeing clean and noble, but not alive to the realities of the times. Thereis equally a growingconcern in the highereducation world of Africa,over who shouldfund highereducation in the new millennium as the state can no lon&er bethe purveyor of highereducation inthe face of her other responsibilities. While these questions rage on, the higher education sector is still expected to reformand inspire innovation in the systemif it is to make a real impact and contribution, to national development. To this end,universities can launchprogrammes to stimulate their researchcapacity and upgradetheir community service roles. Research has consistently shown that there is unequal access to higher education which has always been for the privileged few, as social class, parental income, education and ethnic origin attimes help to determine access touniversity education in Africa. This skewed access to higher educationin favour ofthe rich, re-enforcessocial inequality whichis morally unacceptable. Withthe springing up ofabout 80private universities on the continent within the past decade, one must not underrate the potentialof this development, nor underestimate how criticalit is that the twotypes of universities develop a new, healthybut competitive institutional relationship whichis necessary for the improvement ofstandards. - The argumentof the new universities is that with the declining standards in public universities, it will be better to establishnew universities with fresh vi' mandate and missionsthan to "patch a rotten system". They argue that to transform an old university into new expectations with staff alreadyused to certainways of executing programmes mayrequire a revolution whichmany do not want to be part of. It may also be added that most often people promiseto change theirold behaviour, to embracenew doctrines or even to burn revolutionarydocuments with their hands, but end up carrying the revolutionary spiritin theirhearts. Besides, history has shown that no reform is ever successful ifit emanates from the existing structures from whichthe corruption complained of, originated. It is thereforetime to see the other side of highereducation in Africa. Should higher education be a monopoly of the state even when public universitiesare poorlyfunded? There is reason to believe that the right to educateand to freelychoose an education, requiresa passive state that allows and safeguardsthe existence ofprivate higher education. Ifprivate universities are established to providemore access to higher education, then the role of governments should be to support, encourage, stimulate and enhancetheir work. This can be achieved through the provision of an education grant which allows every university entranta certain amount of money to cope with his education, as a symbolic start. This is only a random choice from many possibilities on how to assure university students that there is no discriminationagainst any set ofstudents or any type of university. Once again we want to register our appreciation to IDRC for making it possible tocany out this study andto all our resource persons and interviewees for theit cooperationand contribution towards the success ofthe study. This reportpresents the background tothe study, the methodology, the analysis of the data collected, some personalcomments, the summary of the findings and some recommendations. Prof. Chris NWAMUO Senior Programme Officer & Researcherfor the Study July 2000 viii Background To The Study Background During the last decade, church-oriented and private universities
Load more

Recommended publications
  • Directory of Seventh-Day Adventist Colleges and Universities
    DIRECTORY OF SEVENTH-DAY ADVENTIST COLLEGES AND UNIVERSITIES ADVENTIST ACCREDITING ASSOCIATION Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities 12501 Old Columbia Pike, Silver Spring, Maryland 20904 USA 2018-2019 CONTENTS Preface 5 Board of Directors 6 Adventist Colleges and Universities Listed by Country 7 Adventist Education World Statistics 9 Adriatic Union College 10 AdventHealth University 11 Adventist College of Nursing and Health Sciences 13 Adventist International Institute of Advanced Studies 14 Adventist University Cosendai 16 Adventist University Institute of Venezuela 17 Adventist University of Africa 18 Adventist University of Central Africa 20 Adventist University of Congo 22 Adventist University of France 23 Adventist University of Goma 25 Adventist University of Haiti 27 Adventist University of Lukanga 29 Adventist University of the Philippines 31 Adventist University of West Africa 34 Adventist University Zurcher 36 Adventus University Cernica 38 Amazonia Adventist College 40 Andrews University 41 Angola Adventist Universitya 45 Antillean Adventist University 46 Asia-Pacific International University 48 Avondale University College 50 Babcock University 52 Bahia Adventist College 55 Bangladesh Adventist Seminary and College 56 Belgrade Theological Seminary 58 Bogenhofen Seminary 59 Bolivia Adventist University 61 Brazil Adventist University (Campus 1, 2 and 3) 63 Bugema University 66 Burman University 68 Central American Adventist University 70 Central Philippine Adventist College 73 Chile
    [Show full text]
  • OARE Participating Academic Institutions
    OARE Participating Academic Institutions Filter Summary Country City Institution Name Afghanistan Bamyan Bamyan University Charikar Parwan University Cheghcharan Ghor Institute of Higher Education Ferozkoh Ghor university Gardez Paktia University Ghazni Ghazni University Herat Rizeuldin Research Institute And Medical Hospital HERAT UNIVERSITY Health Clinic of Herat University Ghalib University Jalalabad Nangarhar University Afghanistan Rehabilitation And Development Center Alfalah University 19-Dec-2017 3:14 PM Prepared by Payment, HINARI Page 1 of 194 Country City Institution Name Afghanistan Kabul Ministry of Higher Education Afghanistan Biodiversity Conservation Program Afghanistan Centre Cooperation Center For Afghanistan (cca) Ministry of Transport And Civil Aviation Ministry of Urban Development Afghanistan Research and Evaluation Unit (AREU) Social and Health Development Program (SHDP) Emergency NGO - Afghanistan French Medical Institute for children, FMIC Kabul University. Central Library American University of Afghanistan Kabul Polytechnic University Afghanistan National Public Health Institute, ANPHI Kabul Education University Allied Afghan Rural Development Organization (AARDO) Cheragh Medical Institute Kateb University Afghan Evaluation Society Prof. Ghazanfar Institute of Health Sciences Information and Communication Technology Institute (ICTI) Ministry of Public Health of Afghanistan Kabul Medical University Isteqlal Hospital 19-Dec-2017 3:14 PM Prepared by Payment, HINARI Page 2 of 194 Country City Institution Name Afghanistan
    [Show full text]
  • Admission and Graduation Statistics.Pdf
    TANZANIA COMMISSION FOR UNIVERSITIES HIGHER EDUCATION STUDENTS ADMISSION, ENROLMENT AND GRADUATION STATISTICS 2012/13 - 2017/18 ΞdĂŶnjĂŶŝĂŽŵŵŝƐƐŝŽŶĨŽƌhŶŝǀĞƌƐŝƟĞƐ;dhͿ͕ϮϬϭϴ W͘K͘ŽdžϲϱϲϮ͕ĂƌĞƐ^ĂůĂĂŵ͕dĂŶnjĂŶŝĂ dĞů͘нϮϱϱͲϮϮͲϮϭϭϯϲϵϰ͖&ĂdžнϮϱϱͲϮϮͲϮϭϭϯϲϵϮ ͲŵĂŝů͗ĞƐΛƚĐƵ͘ŐŽ͘ƚnj͖tĞďƐŝƚĞ͗ǁǁǁ͘ƚĐƵ͘ŐŽ͘ƚnj ,ŽƚůŝŶĞEƵŵďĞƌƐ͗нϮϱϱϳϲϱϬϮϳϵϵϬ͕нϮϱϱϲϳϰϲϱϲϮϯϳ ĂŶĚнϮϱϱϲϴϯϵϮϭϵϮϴ WŚLJƐŝĐĂůĚĚƌĞƐƐ͗ϳDĂŐŽŐŽŶŝ^ƚƌĞĞƚ͕ĂƌĞƐ^ĂůĂĂŵ JULY 2018 JULY 2018 INTRODUCTION By virtue of Regulation 38 of the University (General) Regulations GN NO. 226 of 2013 the effective management of students admission records is the key responsibility of the Commission on one hand and HLIs on other hand. To maintain a record of applicants selected to join undergraduate degrees TCU has prepared this publication which contains statistics of all students who joined HLIs from 2012/13 to 2017/18 academic year. It should be noted that from 2010/2011 to 2016/17 Admission Cycles admission into Bachelors’ degrees was done through Central Admission System (CAS) except for 2017/18 where the University Information Management System (UIMS) was used to receive and process admission data also provide feedback to HLIs. Hence the data used to prepare this publication was obtained from the two databases. Prof. Charles D. Kihampa Executive Secretary ~ 1 ~ Table 1: Students Admitted into HLIs between 2012/13 and 2017/18 Admission Cycles Sn Institution 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 F M Tota F M Tota F M Tota F M Tota F M Tota F M Tota l l l l l l 1 AbdulRahman Al-Sumait University 434 255 689 393 275
    [Show full text]
  • Waliomeremeta
    March/April, 2012 Waliomeremeta Issue No. 182 August, 2019 Unprecedented crackdown on media News News News CPJ takes arrest of Another Freedom of press Kabendera, Gwanda’s investigative locked at disappearance to SADC journalist arrested Segerea? Page5 Page 8 Page 13 MCT, WINNER OF 2003 IPI FREE MEDIA PIONEER AWARD EDITORIAL Let media practice real journalism espite initiatives and repeated appeals for sobriety in the working relationship between state security organs – mainly the police and the media, the reality is the opposite and it appears the appeals are falling Don deaf ears. It has been and is continuing to be a common practice or exercise for the security organs to use the media for publicity but to arrest journalists whenever opportunities arise. The incidents of arrests and harassing of journalists are many. At one point police followed journalists to newsrooms to interrogate them on their coverage especially of political meetings – mainly by the opposition. Police have arrested and most times confiscated or destroyed working equipment of journalists and at times even erase photos of captured events which police distaste. The journalists are manhandled during arrests as if they were bandits or long sought dangerous fugitives. The Press Freedom Violations Register of the Media Council of Tanzania (MCT) has captured and documented a lot of incidents Editorial Board of harassments, threats and even kidnapping of journalists. Kajubi Mukajanga As you read this comment, the police have yet to provide MCT significant information on journalist Azory Gwanda who has EXECUTIVE SECRETARY disappeared since November 21, 2017. The obnoxious legislations enacted - the Cybercrime Act, the Media Services Act, the Statistics Act and a coterie of stingy David Mbulumi regulations add salt to the wound making operations of the PROGRAMME MANAGER media difficult while providing lethal ammunition for state security operatives to continue to pounce hard on journalists Hamis Mzee and the media in general.
    [Show full text]
  • The Banking Sector and National Economy
    Munich Personal RePEc Archive The banking sector and national economy Uddin, Godwin and Ashogbon, Festus and Martins, Bolaji and Momoh, Omowumi and Agbonrofo, Hope and Alika, Samson and Oserei, Kingsley Department of Economics, Veronica Adeleke School of Social Sciences, Babcock University, Ilishan-Remo, Ogun State, Nigeria; Department of Economics, School of Management and Social Sciences, Pan-Atlantic University, Ibeju-Lekki, Lagos, Nigeria, Department of Economics, Veronica Adeleke School of Social Sciences, Babcock University, Ilishan-Remo, Ogun State, Nigeria, Department of Economics, Veronica Adeleke School of Social Sciences, Babcock University, Ilishan-Remo, Ogun State, Nigeria, Department of Economics, Veronica Adeleke School of Social Sciences, Babcock University, Ilishan-Remo, Ogun State, Nigeria, Department of Economics, Veronica Adeleke School of Social Sciences, Babcock University, Ilishan-Remo, Ogun State, Nigeria; Department of Economics, School of Management and Social Sciences, Pan-Atlantic University, Ibeju-Lekki, Lagos, Nigeria, Central Bank of Nigeria, Abuja, Nigeria; Nile University, Abuja, Nigeria, Department of Economics, Faculty of Social Sciences, University of Lagos, Lagos, Nigeria; National Centre for Agricultural Mechanization (NCAM), Ilorin, Kwara State, Nigeria 21 January 2021 Online at https://mpra.ub.uni-muenchen.de/105485/ MPRA Paper No. 105485, posted 25 Jan 2021 02:49 UTC THE BANKING SECTOR AND NATIONAL ECONOMY Godwin E. Uddina,b,*, Festus O. Ashogbona, Bolaji Martinsa, Omowumi A. Momoha, Hope E. Agbonrofoa,b,
    [Show full text]
  • Weekly Digest
    WEEKLY DIGEST VOL 12 ISSUE 28 THE NEWS AT YOUR FINGER TIPS NOV 14 - 21, 2019 Our Mission TOP OF THE WEEK Building leadership through Christian edu- cation; transforming lives, impacting society for positive change. Our Vision • A first-class Seventh -day Adventist insti- tution, building ser- vant leaders for a better world. Our Core Values • Excellence • Integrity • Accountability Senior Vice President, Mmagement Services Prof Sunday Owolabi (7th right)and Dr Bolanle • Servant Leadership, Adebawojo (6th right) with principals of Babcock Schools and Academy with staff of market- • Team Spirit ing and communication and BUHS • Autonomy & Re- sponsibility • Adventist Heritage BAR EXAMS: ABIRU GETS OVERALL BEST QUOTE OF THE Babcock Univer- Exams this year. WEEK A sity graduate of Abiru went home with Law, Mayowa Mubashir 11 awards among “Winners Abiru, emerged Nige- which were the Coun- ria’s overall best at the compare their cil of Legal Education 2019 Law School Bar Star Prize, Most Prom- achievements with Exams. ising Graduate Stu- their goals Abiru, who graduated dent of the Year, Prize Mayowa Abiru while losers with a Second Class for First Class, Overall Upper credit from Bab- Best Student, Overall Best will continue to strive for compare their cock, is one of the 10 Male Student, Student of the excellence in every aspect achievements with BU alumni with a first Year, Overall Best in Corpo- of her programmes. “It is for this reason that the those of other class grade at the Bar rate Law, Best Student of exams. the Year, and 3rd Prize in University was founded”, people.” Also, Babcock ranked Ethics Skills.
    [Show full text]
  • Navigating Peace
    Navigating Peace Initiative Water Conflict and Cooperation: Looking Over the Horizon The reality of water’s roles in conflict and coopera- ing trends in water conflict and cooperation. With tion is more complex than the political rhetoric of the generous support of the Carnegie Corporation of “water wars” often implies. While the potential for New York, and led by ECSP Director Geoff Dabelko, violent and social conflict over water is clear, the level the working group sought to: of this conflict is not so clear-cut. Exhaustive research •Understand the current mix of conflict and coop- by Aaron Wolf of Oregon State University has firmly eration over water along wider continua of conflict established that international violent conflict is rare- and at more levels of analysis than have customar- ly—if ever—caused by, or focused on, water resourc- ily been considered; es. Historically, formal and informal international political institutions managing water have adapted to •Anticipate future possibilities for violent water increased scarcity without resorting to the expensive conflict given the negative indicators in many and inefficient means of war to secure water supplies. areas of water management; and Instead, nations cooperate to manage their shared •Formulate proactive steps for heading off conflict water resources (although equity and power differ- and encouraging cooperation. ences mean all cooperation is not the same). This history does not, however, close the door on the possibility of water wars. By 2050, as many as Water Conflict and Cooperation 7 billion people—more than currently alive in the Working Group Members world today—may live under conditions of water Inger Andersen, World Bank scarcity and stress.
    [Show full text]
  • Gender Center and Gender Mainstreaming
    Gender Center and Gender Mainstreaming Educational level: University | Beneficiaries: Students, faculty, and staff Background Assessments of universities such as Jimma University1 and the University of Dar es Salaam (UDSM)2 that found sexual harassment and violence and high attrition of female students played a role in developing gender centers.1 At the University of Western Cape, campus activism on issues including gender imbalances in salary and career development, sexual harassment, and maternity leave and child care contributed to the creation of a gender center.3 In other institutions, national and institutional commitment was key. For example, one of the objectives of the Presidential Working Party to establish Moi University was to develop a gender center, and the university’s 2005-2014 strategic plan committed to incorporating gender issues in policy decision-making processes.4 Makerere University also enjoyed a supportive national legislative environment in Uganda.5 Description Many institutions, including Jimma University, Moi University, UDSM, and Makerere University, note the role of the gender centers in promoting gender mainstreaming. The gender centers, offices, and committees at the institutions included in this review shared some common functions, including gender equality-related policy development, provision of training, skills-building, mentoring, counseling services, networking, information sharing, and research. Some institutions also provide scholarships to female students (Jimma University,6 Makerere University,5 University of Toronto7); facilitate housing for female faculty (Jimma University,6 University of Western Cape3); develop curricula on gender-related issues (the University of Ghana8); and develop proposals for “gender sensitive infrastructure within the University”9 (Sokoine University of Agriculture). The University of Toronto has multiple offices that work on diversity and equity issues.
    [Show full text]
  • Evaluation Executive Summary CIEE Legon, Ghana Spring 2017 The
    Evaluation Executive Summary CIEE Legon, Ghana Spring 2017 The Academic Consortium Board (ACB) of CIEE is pleased to present the following report on the CIEE Study Center Programs at the University of Ghana, Legon. The report of the site visit team was received by members of the ACB. After review, the ACB accepted the report, and presents it to the Academic Consortium. The “Plan for Program Evaluation” is available at http://www.ciee.org. We wish to make clear at the outset that we greatly value the cooperation of the University of Ghana. This report is a review of CIEE's program and not a review or evaluation of the University of Ghana as an institution. The review focuses on the program offered by the CIEE Study Center and on the courses offered by CIEE as part of the program at the University of Ghana. In addition, the site visit team has examined CIEE's relations with the host institution and its analysis has been presented to CIEE staff. I. Evaluation Team members: Maxine Sample, Ph.D., Professor of English and Director of International Education Virginia State University Rebecca Bergren, Dean for Global Initiatives and Director, Center for Global Education Gettysburg College II. Colleagues with whom the Evaluation Team met: CIEE Legon Study Center Staff: Resident Director, Resident Coordinator, and Program Assistants University of Ghana Dean of International Programs Office; Pro Vice Chancellor, Academic Affairs; Ghana Assistant Registrar for International Programs CIEE Legon program faculty; Legon Upals; CIEE Legon program students Three homestay families University of Ghana direct enroll classes (5) CIEE Twi language classes (2) Internship partners: West African AIDS Foundation, Home Community Orphanage, Ghana Anti‐Corruption Coalition, and Anane Memorial International School Program directors of other study abroad programs: ISEP, SUNY‐Legon, and UC‐Berkeley Education Abroad Program (UCEAP) Ashesi University Director, Office of Diversity and International Programs; Provost III.
    [Show full text]
  • Digital Skills in Sub-Saharan Africa Spotlight on Ghana
    Digital Skills in Sub-Saharan Africa Spotlight on Ghana IN COOPERATION WITH: ABOUT IFC Research and writing underpinning the report was conducted by the L.E.K. Global Education practice. The L.E.K. IFC—a sister organization of the World Bank and member of team was led by Ashwin Assomull, Maryanna Abdo, and the World Bank Group—is the largest global development Ridhi Gupta, including writing by Maryanna Abdo, Priyanka institution focused on the private sector in emerging Thapar, and Jaisal Kapoor and research contributions by Neil markets. We work with more than 2,000 businesses Aneja, Shrrinesh Balasubramanian, Patrick Desmond, Ridhi worldwide, using our capital, expertise, and influence to Gupta, Jaisal Kapoor, Rohan Sur, and Priyanka Thapar. create markets and opportunities in the toughest areas of Sudeep Laad provided valuable insights on the Ghana the world. For more information, visit www.ifc.org. market landscape and opportunity sizing. ABOUT REPORT L.E.K. is a global management consulting firm that uses deep industry expertise and rigorous analysis to help business This publication, Digital Skills in Sub-Saharan Africa: Spotlight leaders achieve practical results with real impact. The Global on Ghana, was produced by the Manufacturing Agribusiness Education practice is a specialist international team based in and Services department of the International Finance Singapore serving a global client base from China to Chile. Corporation, in cooperation with the Global Education practice at L.E.K. Consulting. It was developed under the ACKNOWLEDGMENTS overall guidance of Tomasz Telma (Senior Director, MAS), The report would not have been possible without the Mary-Jean Moyo (Director, MAS, Middle-East and Africa), participation of leadership and alumni from eight case study Elena Sterlin (Senior Manager, Global Health and Education, organizations, including: MAS) and Olaf Schmidt (Manager, Services, MAS, Sub- Andela: Lara Kok, Executive Coordinator; Anudip: Dipak Saharan Africa).
    [Show full text]
  • University Regulations Handbook
    1. GENERAL INFORMATION ON UNIVERSITY OF GHANA Postal Address - P. O. Box LG 25, Legon, Ghana Fax - (233-302) 500383/502701 Telephone - (233-302) 500381/500194/502255/502257/ 502258/500430/500306/514552 E-mail - [email protected] [email protected] Overseas Address - The Overseas Representative Universities of Ghana Office 321 City Road, London, ECIV ILJ, England Tel: 44 (0) 207-2787-413 Fax: 44 (0) 2077-135-776 E-mail:[email protected] Language of Instruction - English 1 UNIVERSITY OFFICERS PRINCIPAL OFFICERS Chancellor - H. E. Kofi Annan Chairman, University Council - Professor Yaw Twumasi Vice-Chancellor - Professor Ebenezer Oduro Owusu OTHER OFFICERS Pro-Vice-Chancellor - Professor Samuel K. Offei (Academic and Student Affairs) Pro-Vice-Chancellor - Professor Francis N. A. Dodoo (Research Innovation and Development) Registrar - Mrs. Mercy Haizel Ashia University Librarian - Professor Perpetua Sakyiwa Dadzie PROVOSTS College of Basic and Applied Sciences - Professor Daniel K. Asiedu College of Education - Professor Michael Tagoe (Acting) College of Health Sciences - Professor Patrick F. Ayeh-Kumi College of Humanities - Professor Samuel Agyei-Mensah DEANS Student Affairs - Professor Francis K. Nunoo International Programmes - Professor Ama De-Graft Aikins School of Graduate Studies - Professor Kwaku Tano-Debrah College of Basic & Applied Sciences School of Agriculture - Professor Daniel B. Sarpong School of Biological Sciences - Professor Matilda Steiner-Asiedu School of Engineering Sciences - Professor Boateng Onwuona-Agyemang School of Physical
    [Show full text]
  • A Report on the Mapping Study of Peace & Security Engagement In
    A Report on the Mapping Study of Peace & Security Engagement in African Tertiary Institutions Written by Funmi E. Vogt This project was funded through the support of the Carnegie Corporation About the African Leadership Centre In July 2008, King’s College London through the Conflict, Security and Development group (CSDG), established the African Leadership Centre (ALC). In June 2010, the ALC was officially launched in Nairobi, Kenya, as a joint initiative of King’s College London and the University of Nairobi. The ALC aims to build the next generation of scholars and analysts on peace, security and development. The idea of an African Leadership Centre was conceived to generate innovative ways to address some of the challenges faced on the African continent, by a new generation of “home‐grown” talent. The ALC provides mentoring to the next generation of African leaders and facilitates their participation in national, regional and international efforts to achieve transformative change in Africa, and is guided by the following principles: a) To foster African‐led ideas and processes of change b) To encourage diversity in terms of gender, region, class and beliefs c) To provide the right environment for independent thinking d) Recognition of youth agency e) Pursuit of excellence f) Integrity The African Leadership Centre mentors young Africans with the potential to lead innovative change in their communities, countries and across the continent. The Centre links academia and the real world of policy and practice, and aims to build a network of people who are committed to the issue of Peace and Security on the continent of Africa.
    [Show full text]