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

Home , Africa University, Babcock University, Bugema University, Cuttington University, Maputo University, University of Ghana

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ISBN: 9988-589-15-8

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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 studyon 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 studyidentified 80 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 studypoint to 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 studyis 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 studywas 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 their oldbehaviour, 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, stimulateand 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 have been established in several Africancountries perhaps as areaction to the growing numberof students seeking admission or for some otherreasons. Whatever the reasons, they constitute an important addition to higher education provisions inAfrica and by implication to the human resource development as well. Their numberhas continued to increase over the years. In spite of this development, there has been no study conductedon a large scale,. to document their establishment, their code of conduct and their general contribution to higher education in Africa. The AAU as a continental organisation speaks forabout 162 memberuniversities in Africa. It interacts with its members anddiscusses the problems of higher education throughthe ExecutiveBoard meetings, the conference of Vice-Chancellors, Principals and Rectorsof Universities, the SeniorUniversity Management Workshops and other workshops and activities. The AAU can therefore claim to be conversant with developments in public higher education on the continent. Unfortunately, the AAU knows very little about this phenomenon: private universities. Apart from a study on Private Universities in Kenya: Some Emerging Trends and Issues(1993) andPrivate Tertiary Education in Ghana (1995), no other comprehensive study has been undertaken on this development.Yet, the AAU issupposed tobe amajor voiceon higher education in Africa. In order tobe informed on this development anddisseminate useful information on them, aneed arose toundertake a study of Private Universities in Africa. The studywas carriedout with a grant from IDRC. Objectives of the Study The major objectivesof the studyare: • to identify the privateuniversities in Africa • toidentify the agencies responsiblefor their establishment • to document the purpose for setting them up • to understand their operational codes and regulatory framework

1 • to understand the administrative structureof such universities • to establishthe role of privateuniversities in nationaldevelopment • to identifythe relationship betweenprivate and public universities • to make recommendations to governments and other stakeholders in higher education on how to promote collaboration and a healthy relationshipbetween the two types of universities. Significanceof the Study

The study ofprivate universities in Africa is considered significant in the sense that: • it willhelp provide a database ofvital information onprivate universities in Africa • it will help identify therole ofprivate universitiesin national development andby implicationdetermine the need toencourage them • it will help establish the relationship between private and public universities and suggest ways of ensuring ahealthy relationship between them • results arising from the study will provide the basis for suggesting to Africangovernments to diversify highereducation in orderto provide more access to higher education. • it willprovide authentic information whichwill beuseful to researchers, educationists, policy-makers and all stakeholders in higher education in Africa • by sharing information regarding privateuniversities, the studyhas the potential of helping the AAU to meet one of its major objectives of disseminating information necessary for better cooperation and integration betweenuniversities in Africa • besides, information gathered fromthe study willbe useful to the African andinternational university community as well as help improveAAU's capacity as a reliable source of information on African higher education. Assumptions of the Study

Someof the assumptions of the studyon private universities are: • that private universities are established to bridge the gap betweenthe relatively few educated and the millionof Africans yearningfor higher education;

2 • that governments alone no longer havethe capacity tomeet the funding needs of higher education institutions in the face of their other responsibilities; • that since publicuniversity programmes tend toproduce graduates who lookup togovernment for employment withlittle success, there is need to develop new programmesaimed at producing graduates for self employment; • that the reality of who pays for the cost ofhigher education in the new millenium needsto be addressed; • that business management skills are now required even in the provision of educational services to clients; • that yesterday'ssuccesses in schooladministration techniques are no guarantee forthe solution oftomorrow's educational problems. Methodology

The purpose of this study was to identifyprivate universities in Africa and provideuseful information about them. The studywas carried out in 3 stages. Thefirst stage: the identificationof private universities inAfrica was executed through the design and administration of questionnaires meantto elicit the desiredinformation. The administrative (ADQ) questionnaires weremailed toresource persons inNational Universities Commissions, Highereducation Commissions, the Ministries ofEducation, SpecialCommissions on Higher Education or Bureau del'Enseignement Supérieur.The second stage involved the examination of the operational codesand regulatory frame-work of these universities. Two sets of questionnaires were designed and mailed to the registrars (resource persons) ofselected public universities (RPQ) and private! target universities (TUQ), to get a balanced opinion on their operational codes, organisational structure, programmeofferings, academic standards and relationship with public-sector higher education institutions. The third stage of the study involved site visits to selectedcountries, to interact with the administrators of private and public universities and some Higher Education Ministry officials to gather some informedopinion on issues not covered by the questionnaires butregarded vital to the evaluation of different shades ofopinion on privateand public universities. It involvedthe use of questionnaires and interviews with administrators ofinstitutions and Higher Education Ministry officials. On the wholea total of about 186 questionnaires were administered for the studybut only 104 were retrieved. 3 Analysis OfData

All the data generated from the studyhave been analysedand are presented in the following figures with a summary of the commentsfrom resource persons from the private/public universities.

Qsl: Who gives approvalfor the establishmentof private universities in the country?

Figure 1: Agenciesresponsible for the estabhnhment of privateUniversities

UII a.0

TargetUniversities ADO Resource Persons National Government • Nationat Universities commission/The highereducation commission DThe ministry of education DThe specialcommission on higher education • National accreditation board

Figure 1 shows the responses from the NationalUniversities Commissions, the registrars ofpublic universitiesand those ofthe target(private) universities. The responses indicate that approval for establishing privateuniversities is given by National Government.

4 Qs2 . Is there any existing regulatoryframework on private universities?

Figure 2: Existingregulatory framework on Private Universities 80

40 a. 30

Tsrget Universities ADO Resource Persons ETha Educationact •The Education-for-Profitact DThenational Board for private univ OThenational universities accreditation board •Nafionelaccreditation DAlI the above

Figure 2 shows that the regulatoryframework for privateuniversities are the Education Act and the NationalAccreditation Board.

Qs3: What is the majorpurpose for establishing private universities?

Figure 3: Major purpose forestablishing Private Universities 80

jflvers%Dtcee:uo::hI:rvtewu

To provideopportunity br those interested n Specialized studies DT0enoocrega individuals to invest in higher educetian •Togenerate protit DT0improve taltmng etanderds in higher eduoetinn

Figure3 shows the responses from interviewees , theprivate universities, the Registrars ofpublic universities and the National Universities Commissions. Thereis a consensus that the major purpose for establishingprivate universities is to provideincreased access tohigher education. 5 Qs4: The conceptof university autonomy, academicfreedom, the provision ofbasic infrastructuralfacilities and conducive learning environment are better respectedand provided for in private universities than in the public universities.

Figure 4: The concept ofUniversity Is better respectedand provided in Private Universitiesthan in Public UniversitIes

Target Unrversities ResourceIrsons Responses agreedisagree ttnotsure

The figure shows the responses from the Registrars of private and public universities. The responses indicate that the concepts(ideals) of university are better respected and provided for in private universities than in public universities.

Comments by respondents:

• Private universities emerged as a reaction to what is lackingin public universities such as basic infrastructure and over interference by Government of the day. • There are no bureaucratic bottlenecksand no politicalconsiderations in appointments. • They enjoy full autonomyand decide whatto teach. • Public universities are congested and not well-providedfor despite governments assurances. • They are like no man's land and so nobody really cares.

6 Qs5: Non-academic orientations(religion, political, social) and ideologies usuallytend todominate the educational programmes ofprivateuniversities.

Figure 5: Non-academicorientations and ideologies usually tendto dominate theeducational programmes of Private Universities

50 S 40 a 0. 30

0 I Unwersies Target Resource rsor1s Response [agree UdisagreeOnot sure

From the figure it is obvious that the resourcepersons from the twotypes of universities donot agree thatnon academic orientations and ideologies tend todominate the educational programmesof privateuniversities.

Comments:

• Totally wrong concept. The National Universities Commission has established minimumstandards whichevery university in the country must meet. • This does not give roomto domination of non-academic orientations. Privateuniversities have to respondto the needsof their clients. • Non-academic orientations woulddefinitely repulsethe clientele. • At catholic university, we emphasize both higher academic standards and higher moral values. We don't compromise one for the other. We give equal importance to both. • Notat all. Weare religiousbased but 25% ofour populationis of other religions. Werecruit teachers on merit andoperate underregulations of the Ministryof Education.

7 Qs6: Private universities pose a threat to academic standards in public universities.

Figure 6 Private Universitiespose a treat to academic standardsin Public Universities

50 US 40

0 Target Universities Resource Persons Response 0agree Udisagree 0not sure

Againthe responses fromthis figure representthe views ofresource persons from the 2 types of universities. They disagree with the view that private universities pose a threatto academic standards inpublic universities.

Comments:

• Potentially yes. Buttheir current stageof development does notprovide that sort ofthreat. • Too much "red-tape" and bureaucracy kills initiatives andcommitment in public universities. Private universities provide initiative and incentives. • However, there is no competition butcomplementarity and so no threat. • Rightnow I seetheir existence as co-operation ratherthan competition or threat. • There is no threat but the fear ofthreat and competition will help each institution to set high academic standards in order to survive.

8 Qs7: The cost ofacquiring education in private universities is so high that they have virtually become ivy-league institutionsfor children ofthe wealthy.

Figure 7: The costof acquiring education in Private Universities is so high thatthey have become Ivy-league institutions for children of the wealthy

TargetUniversities ResourcePersons Response egreo Udleagren The responses from the above figure show the views of resource persons fromthe 2types of universities.The resource persons from private universities do not agree that the cost ofeducation in privateuniversities is so highthat only childrenof the wealthy can affordto go to them. The view is however upheldby resource personsfrom the public universities. Comments: • It may be so in profit-making universities but not in all private universities. • This is true in advanced countries but not so in developingAfrican countries wheremajority of the people live belowpoverty level. • Private universities will price themselves out of the marketif they aim at serving only the wealthy. • Someprivate universities are more cost-friendlythan public universities, yet services are betterin privateones. • It is true that only those who can afford it go to expensive private universities. • In our case however,we run a scholarshipprogramme where the "needy students" get the chance topursue their studies. • To some extent, but in Ugandatoday even public universities impose levies almostequal to ours, despite the subvention from public purse. 9 Qs8: Quality andrelevance are usuallythe priorities inprivate universities.

Figure 8: Quality and relevance are usuallythe prioritiesof Private Universities

100

60 0.

0 I, TargetLkiiversities PeaourceFraons bsponse siagree Udiaagree

Theresponses fromthis figure indicate acommon response fromthe resource persons: that qualityand relevance are the priorities ofprivate universities.

Comments:

• Undisrupted academic calendar, good programmes and competent lecturers. These enablethe privateuniversities to make a difference. • It is only these factors (quality and relevance) that make people pay what it coststo go for privateuniversity education. • Yes, because students and parents take into account, the potentialjob- marketwhen they pay. • This is why enrolment figuresare usuallyhigh. • Private universities try to capitalize on the weak points of public universities. • Yes, studentsmust have the knowledge, skills and values they need in orderto succeed in a highly competitiveand rapidly changingworld.

10 Qs9: Private universities provide an element of competition for standards and excellence in the higher educationsector:

Figure 9: Private Universities provide an elementof competition in Higher Education sector 90 80 70 60 50 ci 40 0. 30 20 10 0 Target Uiversities Resource Persons Interviews

0agree Udisagree

The responses here from the public and private universities and those interviewed, show an agreement of opinion thatprivate universities provide an element of competition in the higher education sector.

Comments:

• This is expected. • Yes, tosome extent, commitment andhigh motivationplay arole towards this competition. • Private universities employeesare learned, enjoy attractive facilities andthere's therefore individualcommitment to those who have paid. • It is notnecessarily a matter of competition, but doingthings the right way. • Candidatesare oftenattracted touniversities with excellent programmes. They deserverespect and decenttreatment. • It is envisaged that private universities vill set higher standards that would encourage public universities to emulate.

11 QslO: Infrastructuralfacilities are better in private universities than in public universities

Figure 10: infrastructural facilitiesare better in Private Universities than In Public Universities

40 a. 30

0 TargetUniversities L ResourcePersons Response Degree •dieagree

The figure illustrates the responses from public and privateuniversities on infrastructural facilities. There is anagreement that infrastructural facilities are better in private universities.

Qsll: Private universities are an unnecessaryduplication ofeffort aimed at providingeducation to their students.

Figure 11: Private Universities are an unnecessary duplication of effortaimed at providing education to students

120

100 80 60 40 20 0 TargetUoversities Resource Rersons Aesponse agree •clisagree

12 Fromthe figurethere is aclear indication fromthe various resourcepersons, that private universities are not an unnecessary duplication of effort at providing education tostudents. Comments:

• They are up to now, a necessity. • Because of the generaldeterioration of standards inpublic universities, people seekbetter education. • In a democratic society, there isneed for peopleto havethe opportunity to make choices and for healthy competitions which make a multi- dimensional growthand development ofthe nation. • Private universities actually help to bridge the very big gap ofexcess students who qualify but are not absorbed in public universities. • Especially in less developed countries, the demand for highereducation is veryhigh and the supply of public highereducation is low, hencethe need for privateuniversities tobridge the gap. • In the particular case of Uganda, it is not aduplication becauseexisting facilities in public universities do not meet available demand.

Qs12: Shouldfunds spent by individuals and governments in establishing private universities be channelledtowards the upgradingof standards and facilities inpublic universities?

Figure 12: Fundsspent by Individualsand Governmentshould be channelled towardatheupgrading of standards and facilities In Public Universities

Target Universdies Resource Persons Response EYes UN0

13 The responses from figure 12 show a disagreement from resource persons that funds spentby individuals andgovernments should be channelled towards upgrading standards and facilities in public universities. Comments:

• Such amove may greatly affect the much-desired qualityand relevance, thereby minimizing excellence inprivate universities. • Government should concentrate only onpublic universities andupgrade standards and expandfacilities in them. • No, because private individuals or organisations wouldnot be happyas the funds can be misapplied. • Private universities are not established with funds from governments. They are only established by individuals on their own will, for profit making. They do not wantto be part of the mess inpublic institutions. • All private universities are financially autonomous and will not like anybody to interferewith their resources. • In this era of privatization it is better and advantageous to haveprivate universities toencourage competition forexcellence. • Public universities shoulddevice their ownmeans of generating funds. Qs13: Private universities contribute to the overall national resource development.

Figure 13: Private Universitiescontribute to overall national resource development

120 100 80 —C 4) 2 60 4) . 40 20

TargetUniversities Resource Persons Isponse 0agree •disagree

14 Fromfigure 13, responses indicate acommon view thatprivate universities contribute tothe overall nationalresource development. Comments: • Certainly. Theuniversities are private, but theirstudents are notprivate. • Human resourcedevelopment is one ofthe major functions ofuniversities world-wide. Private universities therefore contribute their quotato this. • There is a growingconcern over the large numberof students who are qualified to enter universities but cannot be absorbed in publicly supported institutions ofhigher learning. • Private universities take themon, thus contributing to human resource development.

Qs14: Private universities should concentrateon such professional areas as:

Figure 14: Private Universitiesshould concentrate on such professionalareas as:

25 C a U 20 a a. 15

0 religion engineering medicineand geology nursing Coursea Target Lkiiversities •Resource Frsons

ThisIgure indicates the responses fromresource persons fromthe 2 variants ofunversities on the type ofprofessions to concentrate onResponses from the pivate universities show a preference for religion, medicine/nursing, phariacy andengineering, while responses frompublic universities indicate apreerence forengineering, medicine/nursing, pharmacyand religion.

15 Qs15: Degrees offeredby private universities

Figure 15: Degrees offered by Private Univerties

diplorrv BAIBSc MA/MSc/MBA PhD Post graduate certifloatea diplorra Typ. at D.g... [iatUnioersities •Reaource Persons On the type of degrees offeredby private universities, responses fron the targetuniversities show that they offer moreof bachelors degree progranmes, diplomas and mastersthan Phd's andpost-graduate diplomas. Theresonses frompublic universities indicate similarofferings.

Qs16: Why do studentsprefer to go to private universities despite he high tuitionfees charged?

20 0. 15

Reasons

16 On the reasons why students prefer to attendprivate universities, the 2 sets of responses agree that this is due to good academic programmes, high level of discipline and individual attention. Comments:

• Ordinarily, humans by nature look forquality, irrespective of quantity andnumbers, hence they often strive for admissionto private universities at all costs. • Flexible payment systems, peaceful learning atmosphere, flexible learning hours. • Most people are concerned withgood academic programmes. Once it is there, they can affordthe cost. • The staff-student ratio is low and the numberof students per stream is reduced so there istime to look atindividual needs. • Lack of academic disruption arising from studentand staffunionism. • Mostprivate universities have smallerpopulations and so there is room to instildiscipline in the studentpolity. • The smaller the enrolment, the better the attention given to student discipline. • Students find it easier togo throughprogrammes whichare completed in good time.

Qs17: Which ofthe students' objectives for going to the university are met more, by private universities?

Figure 17: Students objectivesmet by Private Universities

•I eIto enquire to b000mee to obtain a to to the to obtaina acquire enjoy socialp ose cultured mealtioket real social We in certffate eduoation the Univ tar ampy mont Objective. TargetUniversities •Resouroe Persons In response tothe particularstudents' objectives met by privateuniversities, theprivate universities' responses indicate that it is toacquire real education. This is followed by obtaining a certificate for employment andto becomea cultured person.

Qs18: What inyour view can help improve the relationship betwee, private andpublic universities.

Figure 18: How to Improve the relationship between Private and Public Universities

statt exchange student student one running similar partnerships programme semester year exchange programmes developed exchange programme strategeally programme [fetUniversities U Resource Phrsons On how toimprove the relationship between privateand public universities, the 2 sets of responses indicate a preference for staff exchange programme andstudents' semesterexchange programme Comments:

Staff exchange programme eliminates or reduces any possible minimizationby a sisteruniversity. Throughstaff exchange,the mistrust that exists betweenthe two will disappearand will highlight the fact that we are partnersin progress for the overalldevelopment of the society. Mobilityof teachers, because in Mozambique we do not have enough staff for university programmes in public andprivate universities. Common forum. The important thing is forgovernment to know that bothpublic and private universities are serving the needsof the country. 18 • At our initiative, we have aVice-Chancellors' Forum whichmeets twice every year to discuss issues with advisors on highereducation. • Inter-university seminars and studentexchanges. • Transfer of credits from one university to the other and general acceptance of qualifications.

Qs19: What do you considerto be thepublic opinionon private universities?

Figure 19: Public opinion on Private Universities

100 00 80 70

30 20

10 0 ——I theyare they constitute an theirprogrammee theyshould be aooepteble unna000rary olteringeshould be etfiheted to pu5ito alternatives duplication 01 net800sad univ allortoend wastage

DiargetUniveroltiae UResource Peroona

Figure 19 showsthe responses from the two types of universities on public perception of privateuniversities. Over 70% of the totalresponses state that privateuniversities are acceptable alternatives to public universities. Comments:

• By their establishment, Africancountries are now paying attentionto highereducation. • Where there is roomfor competition, people tend to bring out the best in them. When private universities compete with public universities, the people get the bestthere is in each of them and society is betteroff. • Thepublic has responded positively through the establishmentof private universities. The universities shouldbe supported. • I think what the public expects of private universities is that they concentrate (focus) on specific programmes. • The public universities handle so much and achievelittle. The public therefore welcomes analternative. Theirestablishment coincides with the era of privatization in Uganda.

19 Qs2O. Overall government shouldallow the establishment ofmore private universities, to increase access to higher education.

Figure 20: Governmentshould allow for more Private Universities

100

8 50 C a. 40

0 Target t.k4vers5es Resource Persons

Dagree U disagree

The responsesfrom this figure indicate a collective agreementon the view that governments should allow the establishment of moreprivate universities.

Comments:

• Provided government does not subsidize the profit motive of such institutions. • This istrue especially in viewof the gross lack of institutional space to admit all qualified students. • Many candidates cannot access public universities due to limited vacancies. Governments should allow the students whogo to themwith loans and sponsorship. • The population ofthe school-goer is enormous, hencethe need for more universities. This will prevent parents from spending much money in search of higher education abroad for their wards. • Itwill be good adviceto establishmore privateuniversities as this will give more students opportunity tojoin higher education.

20 Qs21:What basic requirements have to befulfilled before gettingapproval to operate a university?

Figure 21: Basic r.quirem ant fur ths •stebiishment uf Private Uviva rsltle a 50 45

35 30 2 25 20 lv

10 P TargetOfficers ADO DEvidnvvevlsutt:v4vttsvdapsva •Evidnvve vtbevkdapvu!t DEv:dnvvevtrvvftvumavsdervtvstundsrdsA requfrndvurvbe:vtstruvturnUect:ttse •AithnsAuce

The figure represents the responses from the targetuniversities, the public universities andthe National universities commissions tothe questionon the basic requirements for establishing privateuniversities. The three groups of respondents agreethat evidence of sufficient landspace, minimum academic standards,specific numberof structural facilities, and evidence ofrequired amount deposited in the bank, are all conditions to be met before the applicationfor the establishment of a privateuniversity is approved.

Qs22: To whatextent do private universitiescontribute to overallnational development?

Figure 22: Extent to which Private Universities contribute to National Deveiopment

45 40 33 30

25 20

groutuxtuvt vubvtuvtOiuvtuvt vvvrvgevvtvvt ivvigvilcvvt uvtuvt Resuurce Psrsuvsrsspvvse

21 The figure indicatesthat about 45% of theresource persons'responses suggest that privateuniversities contribute substantially tonational development. Qs23: How are private universities financed?

Figure 23: Souroes of funds for Privafe Uofoersifies

50 45

40 35 30

25 20 IS IS

I Governrnont ouhsidy Charity orgonisotiono Studontboo __ Corsubtoooy & infernally generated Isods leferolew 5 On the issueof sources offunds for privateuniversities about 48% of those interviewed maintain that private universities are run from fees collected from students while about 25% say they are run from internallygenerated funds such as consultancy. A further25% claimthat such moniescome from charity organisations. Qs24: Rate your impression of the general administration ofprivate university. Figure24: lmproeoion rule of the geoorol odtoioiotrofionof prinobo ooioeroitieu

lb 30 0- :: I poor 1fair good very good oooolloot DPdyeteUnioernifiou •Fuhlic Uoinoroifioo 22 On the general impression on the administration of privateuniversities, the targetuniversities themselves had a 30% rating each, of poor, fair and good, while the public universities showed a 54% rating of very good for the administration ofprivate universities.

Qs25: What majorfaculties exist in your university?

Figure 25: Fvjor facuities in sorreprivate universities

30.0 25.0 20.0 Ew o 15.0 w a. 10.0 5.0 0.0 Arts iucation Science & Social Law Medicine rthermtics Science Major faculties

Table 1: Enrolment figures of some Private and Public Universities Annual average Studentenrolment graduation figures Privateuniversities The Catholic Univ of EasternAfrica, Kenya 1500to 2000 100 to 500 Africa Univ-Zimbabwe 500 to 1000 100 to 500 Instituto Superior-Mozambique 500 to 1000 Universidade Catochicade Mozambique 100 to 500 Higher Institute of Sc & Tech of Mozambique 500 to 1000 AHFADUniv for Women, Sudan 2500to 5000 100 to 500 Université Ivoiro-Canainnea Abidjan 100 to 500 Babcock University, Nigeria 500 to 1000

Public universities Univof Ghana 11000 & above 2000to 3000 Univof South Africa 11000 & above 5000 & above Univof Zimbabwe 6000to 10000 2000to 3000 Univof Cheikh Anta Diop Dakar 11000 & above

23 Summary ofResponses from ResourcePersons (Public Universities)

Question 1: Does the establishing agency ensure the accreditation of academicprogrammes in private universities?

Responses: • Yes, the establishing agency ensures the accreditation of academic programmes in all universities. Yes, there is a clear process of registration and accreditation. • Yes, they have set conditions (criteria) to be approved by a Technical Evaluation Committee.

• Yes, it does so by assessing existing facilities, course content, quality of academic andnon-academic staff, library, infrastructure, admission requirements, fees.

• Yes, they set up variousmeetings with the university in question to look at physical facilities and curriculumamong many other things. • Yes, the Ministryof Higher Education in Egypt ensures that the programmesof privateuniversities are atpar with those in public universities.

Question 2: The concept of university autonomy, academic freedom, provision of basic infrastructuralfacilities and conducive learning environmentare better respectedand provided in private universitiesthan in public universities.

Responses: • I think it is too premature to make soundjudgement about all the mentioned ingredients, taking into account that the whole experience isvery recentand new.

• Experiences inthe US andUK have shown thatprivate universities are devoid ofgovernment interference, even thoughthey criticize government. 24 • Yes, theyenjoy academic freedomand autonomy. • The Federal universities are supposed to be much better in all respects than private universities. Decision-making process in privateuniversities isusually less bureaucratic, as proprietors are always interested in what goes on and would always want their views to prevailto ensurehigh standards. • Only to the extent that autonomy does not breed elitism, authoritarianism and indifferent institutional behaviouragainst a coherent wholein the universitysystem. Question3: The curriculum content ofprivate universitiescover a wide range of subjects which enable their students to have a broad-based education.

Responses: • Even public universities providebroad-based education. • The curriculaof private universities are focused on community and existing marketneeds.

• Since education is preparation for life, private universities, cognizant of this, tailortheir curricula to bebroad-based.

• Someof them offervery narrow programmes withrapid outputso as to maximizeprofit.

• This advantage of private universities may be due to the specialization factors in the instrumentsetting themup. • A universityis an international institutionand itscurriculum should be international forthe acceptance of the degreeworld-wide. The question is how equipped are the universities for this.

Quesilon 4: Non-academicorientations (political, social, religious) and ideologiesusually tend to dominate the educationprogrammes ofprivate universities.

25 Responses: • In reality this hypothesis is rather unfounded.

• The educationalprogramme of privateuniversities is totally free of thosenon-academic orientations and biases.

• We do not have this experience but it may be true in the case of privateinstitutions established by church organizations. Harvard University in USA and Buckingham University inUK areprivate universities butare centres of academic excellence.

• The statementmay betrue because some religiousorganizations actually own privateuniversities - e.g. The BaptistUniversity.

• Exceptfor religious universities, the tendency is tobalance things up if only to ensureacceptability and breakingeven financially. Question5: The cost ofacquiring education in private universitiesis so high that they have virtuallybecome ivy-league institutionsfor children ofthe wealthy.

Responses: • This statement is true to a great extent under the present circumstances.

• Our university has many needy students who are helped by the universitythrough work-studyprogrammes where a studentputs in 10 hours per week for 16 weeks in the semesterand earns two- thirdsof the tuitionfees.

• The high costs is understandable since the universities are not subsidizedby tax-payers' money. Thereis alsothe needfor returns on investment.

• Children of the poor may also attendin good numbersdepending on fee assistance schemes such as scholarships, village scholarships, extended family fee systemetc. • The universities mustbe able toraise enoughfunds totake care of

26 the staff, and scholarshipsto take care of students, andthus correct the lopsidedness. • Many private universities are not for profit-making----some candidates are sponsored by organizations other than parents.

• Governments must sponsor students to study in local private universities ifthey can sponsorcandidates for overseas study.

• Poor parents whose wards find it difficult to get admission into public universities find their way to private universities, despite the highfees.

Question 6: Quality and relevance are usually the priorities ofprivate universities.

Responses: • This is what private universities are trying to propagatein order to sell their programmes, but there are no reliable indications that would assert such claims.

• This maybe so becausetheir courses reflect specialized interests, relevance to immediate marketdemands and quality.

• Not necessarily so because in America and Asia, there are many privateuniversities established forprofit motive. • These are alsothe priorities ofpublic universities but poorfunding does not always allow forthis.

Private universitiesaim at attracting the market/public,for profit making.

• These variables are an integral part ofhigher education institutions whichwill face numerous challenges in the new century.

Question 7: Private universitiesprovide an element ofcompetition for standards and excellence in the highereducation sector.

27 Responses: • By theirquality and stability,private universities tendto out-weigh in standards and excellence.

• New pressures on enrolment inpublic institutions force adecay in standards and excellence.

• As a resultof high school fees, privateuniversities are expected to uphold high standards if they can attract students and survive competition with publicuniversities.

• This is to be hoped for and depends on the founding fathers' philosophy, objectives andorientation.

• Yes, this is possiblebecause they have such efficient staff, many kindsof development projects and concentrate onunder-graduate programmes which are qualitatively and quantitatively good. Question 8: Private universities are the equivalent of specialized universitieswhich should not offer programmes in liberal education.

Responses: • Private universities should be allowed to offer programmes in liberal arts and educationif they so wish.

• Notnecessarily.

• I do believe that offering programmes in liberal educationdoes notcontradict thebasic nature ofprivate universities as specialized universities.

• Highereducation institutions whether privateor public, should be independent ofrestrictions intheir programme offerings since they all contribute towards human resource development.

• Privateuniversities are personal properties, butcan be specialized or liberal, depending on the market and the overall mission statement.

28 • Restricting them would avoid duplication of courses and programmes.

Question9: Private universitiesare an unnecessaryduplication of efforts (financial, material, studyprogrammes) aimed atproviding education to their clients.

Responses: • Private universities are not an unnecessary duplication of efforts, they add, supplement andcomplement effortsto provide access to higher education, ifthey arewell-planned andcreatively designed. They are not unnecessary.

• Theywill provide outletsto those whohave the means foruniversity educationbut are not able to get into the public universities.

• Becausethey are valvedavenues for those not admittedto public universities as well as those who can affordit, they have arole to play incomplementing publicefforts.

• Highereducation institutions should admitclients based on merit and individual capacity, hencethose with higher standards tendto attractclients who prefer excellence.

• They are not unnecessary because the public higher education systemcannot cope withthe demand.

• Rather than duplication of efforts, they widen. educational opportunities andchoices.

• They develop complementary effortstowards education by rich individuals or organizations.

Question 10: Private universitiesshould aim at helping studentsacquire skills, whilepublic universitiesshould aim at providing basic education to students.

29 Responses: • Disagree. Straight jacket shouldnot apply.

• If this happens it will be an excellent division of duties and responsibilities which will ensurethe eliminationof duplication and save the waste of scarce resources.

• Private universities are betterplaced to aim atthe two. • Public universities can onlyprovide basic education effectively.

• Private and public universities should each provide both basic education and skillsacquisition. • All highereducation institutions should alwaysstrive to provide the same education that is good and necessary for all clients regardless ofrace, creed or nationality.

Question 11: Given the disparity in academic standards betweenpublic and private universities, the regulatory agency responsible for the establishment ofprivate universities should ensure that similar programmes are run by the two types ofuniversities

Responses: • Similarity of programmes wouldn't ensure excellence and competitiveness. To exceF you have to be distinguishedand innovative. • Similarity means duplication which by its nature is against creativity. • There may be a kind ofprofessional and academic cooperation andaccordance betweenboth kindsof universities. • Privateuniversities should beallowed torun their programmes as designedby them. It is the uniqueness in programmesthat gives each university its identity andthe candidates the optionto make a choice.

30 • The statement, ifimplemented, will be at variance withthe concept ofprivate universities which should have its own thrust. • This will encourage competition for quality, relevance, high standards and overall excellence.

• Each institution shouldrun programmes whichaddress the needs of the community and contribute to the overall national development.

• Private universities should be allowed to run their programmes unhindered and unfettered as long as standards are accredited.

Question 12: In order to be relevant, private universitiesshould aim at offering specialized courses not offered by public universities

Responses: • This is oneway inwhich private universitiescan supplementpublic universities.

• I would agree withthis—to be excellentyou have to be creative, insightfuland thoughtful, innovative and relevant.

• Yes, particularly courses in science, technology, medicine and computer technology inthe third world countries.

• Butthe environment must be provided, otherwise they will remain at the level of any conventional university.

• There willbe specialization and diversification of courses tomeet the needsof the varioUssegments ofthe society.

• Investmentin higher education creates competition betweenthe factors andtherefore private universities should aim at highquality to attract the market.

• Not all clients are academic oriented, thus some wouldprefer to benefit fromspecialized courses not offered by public universities.

31 Question 13: Private universities contribute to the overall national humanresource development

Responses: • Their output wouldcontribute tothe national development efforts like theircounterparts in public universities because they are open to all citizens. • At the endof the day, this should be thecase andin order to achieve this, there shouldbe serious monitoring and supervision to guard against localizationof focus andinterest. They area complementary entity. • Ifprivate universitiesare properly managed andavailable resources fully utilized, then the overall development of national human resourcecan take place.

Question 14: Overall, governmentshould allow the establishmentof more private universitiesto increase access to highereducation.

Responses: • Sucha challenge is very important inthe newcentury as universities will be expected to find solutions to the numerous problems plaguingthe universitiesand how to acquire minimumstandards and life-long learning skills. Salient among the challenges are relevance, quality, access and equity. • Yes, but employment opportunities must also be createdthrough expansion inagriculture andallied industries including aggressive industrializationand investments. This willenable wider members ofthe community to acquirehigher education. • The demand forhigher education is highwhile public universities are few. This will extend higher education to the less privileged.

32 Summary ofResponses from Interviewees

Question 1: Is the organisational structure in Private Universities the same as in Public Universities?

Responses: • Everythingis basically similarexcept for the membership of the University Council.

• In the privateuniversities there is aboard of trusteeswhich is the most authoritative body. • But there are usually three boards: The Board of Trustees, the University Councils andthe Academic Council (Senate). There is usually a Vice-Chancellor and Deans ofFaculties.

Question2: From your experience in Higher Education administration, should Private Universities be allowedto operate?

Responses: • Yes, for they will absorb excess qualified students that public universities are unable to absorb. • Private universities supplement the efforts of government in the provision of Higher Education and increased access to higher education. They may also offer certain unique programmes and courses consistent withtheir mission.

• This is the only way of increasingaccess to higher education but appropriate regulation mustbe strictly enforced.

• There is obviously space for them and the issue of quality and relevance will beachieved quickerwith privateuniversities.

• As governments are unable to meetboth the demand andcosts of higher education, their presenceis critically important in national development.

33 • Theyprovide betterresources andincite public universities tomore efficientperformance.

Question3: Shouldthe same regulatoryframework for public universities be used to monitor standards in private universities?

Responses: • High academic standard must be maintained in all universities whetherpublic or private.

• But both must be given the opportunity to make an input into the process ofmonitoring standards so itdoes notappear to be imposed fromoutside.

• Yes, toensure that standards are comparableand to make itpossible for future transfer of credits from private institutions to public ones whereappropriate.

• For now governments tend to apply strictregulations on private universities and be very relaxedwith public universities. This is not fair as there ought to be the same regulatoryprocedures for ensuring academic excellence in privateand public universities.

• Tomaintain high standards yes, butsometimes we need innovation and this is difficult in public institutions as it requirespermission that is not easily given. It is easier to start new programmes than tochange existing ones and the people who operatethem. Question 4: With the high fees charged by private universities, they have the capacity to attract the best lecturers and establish higher standards than public universities

Responses: • This will be trueif private universitiesare non-profit and all revenue is used to meetthe needs of the university.

• Yes, privateuniversities can betterafford to pay higher salaries so they can attract the best lecturers who are further attracted by betterequipped laboratories and lecture facilities.

34 • Higher salaries are not the only things that academics look for. Job satisfaction and international prestige are also very important. Currently, the privateuniversities lack these. But their existence will force public universities to pay their staffa littlebetter. • Ifgovernment is committedto higher education andprovides the necessary resources, public universities can also maintainhigh standards. Withproper financial control public universities have a betterchance of attracting the best lecturers. • Some lecturerswill prefer working inestablished public universities forthe sake of enhancingtheir academic andinternational standing. Question 5: IfPrivate Universitiesmust beallowed tofunction, they should operate as special universitiesrunning specialised programmes. Responses: • The marketshould determine. Specialisation is beingphased out in higher education society today. What isrequired is an all round graduate. • A private university wouldnormally be very cost-conscious and would thus attempt to carve a niche for itself so as to attract students. Butat this time when access tohigher education is limited in manyAfrican countries, any privateuniversity should openits doors to as many students as can affordto enter. • They shouldhave enoughfreedom to run whateverprogrammes they consider meets the needs of the society and manpower development of the nation. • There isno general rule. Universities withgood resources should beallowed toinclude as many programmes as they canrun, to fill the unmetneeds of the community. Education shouldnot be limited in scope and programmesas this will limit autonomy andexpansion for the university. • They shouldbe allowed to operate both generaland specialised programmes, taking into account, the needsof the marketand the interestsof their students.

35 Question 6: Private Universities provide a type ofcompletion needed in ensuring higher standards in university education.

Responses: • Yes, yes, yes

• Students and lecturers are likely tobe attracted to institutions with better standards and facilities.

• Private education attracts the best staff and offers the students wideroptions.

• Perhaps it will be a competition in ten years, but now it is cooperation, notcompetition.

• Ifprivate universities are to survive,they should give betterquality education than public universities. This will eventually produce competition, which is a healthything since studentswill benefit.

Question 7: Private universitiescontribute to the overall nationalhuman resource development.

Responses: • Giventhe government's many otherresponsibilities anddwindling resources,it is necessary that privateuniversities are encouraged to contribute to human resource development and the overall development of the nation.

• Especially so, since privateuniversities tend to opennew grounds and offer courses and options not provided by the public universities.

• It is so obvious it does not require elaboration.

• Since public universities alone cannot absorb all the qualified students who needto bedeveloped, the economy will benefitfrom the products ofpublic and privateuniversities.

36 Question8: What inyour view shouldgovernment and heragencies do to ensure a healthy relationship between private andpublic universities?

Responses: • Nothing. They should keep offas scholars can develop their own relationships. • Allow the market to determine quality and collaboration. But governmentshould support research work inprivate universities, give grants for capital development, support students, ensure compliance with standards but desistfrom interference. • Governments should give same grants to private and public universities but minimise red-tape, bureaucracy andbias against privateuniversities. • Encourage links with public universities, staff exchange arrangements,sharing offacilities andestablishing joint committees with memberships drawn from privateand public universities.

• They should encourage interaction between universities through seminars,conferences and committee systemsin which membership is drawn from both universities and encourage transferof students at any level from one universityto the other.

• Look at them as complements and not competitors. Finance students to studyin privateuniversities alsoand enforce national policies on standards, close supervision, accreditation and staff exchange.

• Government and heragencies need to give full recognition to the contribution of private universities to higher education by facilitating developments and operations through removing discrimination against students in private universities in their funding arrangements. Question9: Overallgovernments should allow the establishmentof more private universitiesin order to provide more access to highereducation.

37 Responses: • This is the major purpose for establishing private universities. Owing to the highexpense in higher education government alone cannotmeet the needs of the people.

• I agree, but uncontrolled establishment will be detrimental to nationaldevelopment. • I agree,but this development mustbe strictly monitoredto ensure that privateuniversities seekingto exploitstudents at the expense ofstandards, do not get the licence to operate. • On the condition that governments and public institutions remain in the game and not leave the field forprivate universities alone.

38 Comments

Someof the issuesraised by the respondents have to do with infrastructure, courseofferings, relationships withpublic universities, funding sources and regulatoryframework. Infrastructuralfacilities

Infrastructural facilities in some of the privateuniversities, such as teaching andresearch equipment,lecture space andoffice spaceare quite commendable. In this regard, the Hubert Kairuki MemorialUniversity in Dar es Saalam, the Ahfad University for Women in the Sudan, the Ivoiro-Canadienne University in Abidjan, the Academyof Medical Sciences & Technology in the Sudan, the Babcock University inIlesha-Remo, Nigeriaand the Catholic University of Central Africa in Cameroon can be said to have standard infrastructure. These range from adequate classroom space for teaching, sufficient furnished offices foracademic andadministrative staff, laboratory equipment for studentpracticals, enoughcomputers for students to browse the Internetand access relevantinformation, provision forcatering services for students while on campus and a spacious functional library.

The Ahfad, is a typical example of avibrant model gender university bustling withactivity, andengineering awell-rounded education for herstudents. The Academyof Medical Sciences has up-to-date sophisticated equipment to run her programmes. She provides free medical treatment to the needy, whether they are Sudanese nationals or internationals. In the Ivoiro-Canadienne University, every studenthas a computer to access relevantinformation and toprepare assignments. Computers are equally used toprocess admissions, results, registrationand for other student services. In Babcock University for instance, the students pay $500.00 for a year and this coverstuition and boarding. The less privileged are allowed to pay their fees instalmentally withoutbeing sent away from schoolfor non-payment.

Overall, thereis little doubt that studentsand lecturers are likely tobe attracted to institutions with better standards and facilities.

39 Course offerings

Whereas highereducation institutions whether public or private, should be independent of restrictions on programme offerings sincethey contribute to human resource development, privateuniversities offer courses mainly in business studies, law, education, medicine andnursing, computer technology andother specialised courses whichthey claim, meetthe needsof the market. They believe that to be excellent, there is need to be innovative, thoughtful andrelevant, otherwise, they will be at the level ofconventional universities. The Ecole Supérieure Internationale de Droit in Côte d'Ivoire, runs special courses in law, differentfrom the regular course offered by law faculties. Generally, the tendency for the privateuniversities is tooffer courses in areas wherethere may be largenumbers of students andquick returns. They do not often share the social responsibility of providing education even to a few student, withoutprofit, as is the case with public universities.

Relationship with public universities

The two variants of universities agree they are not in competition but aim at complementing each other's objectives. However, there does notseem to be any official relationshipbetween the two types of universities. Lecturers from public universities moonlightin privateuniversities at their free times, puttingin as many hours as are requiredof them, attimes to the detrimentof their primaryassignments. An officialagreement betweenthem would have been able to define the number of hours allowed each leëturerto teach in a privateuniversity. The authorities of University Cheikh Anta Diop in Senegal complain that private universities encouragejunior lecturers from their universityto teach forthem withoutregard tothe qualityof teaching. There is of coursean agreement that money alone isnot the only motivating factor forpublic university lecturers to privateuniversities. Researchfacilities and conducive atmosphere are the other factors. It must notbe forgotten however, thatpublic universities provide opportunities for staffdevelopment, pension andgratuity benefits whichprivate universities may notbe able to offer now. At the University of Liberia, there is anunwritten understanding that students ofthe AME University use the University of Liberiafacilities on Saturdays. Perhaps, more formalized arrangements can encouragebetter relationships betweenpublic and privateuniversities.

40 Funding sources

Eitherfor security reasons or forreasons of uncertainty, most of the private university personnel interviewedrefused to disclose their actual source of funding. Almostall ofthem claim they run their institutions from student fees, grantsand donations, andthat prudentfinancial management is one of the attributes ofprivately-owned business ventures. It isof course most likely that they have private partners who provide the grants for running these privateuniversities, some whichmay not be for profit. Someof theirstudents are sponsored by organisations other than their parents. There are fee assistance schemes such as scholarships,extended family fee systems, village loans and work-study programmesthrough whichstudents can earn 2/3 of tuition fees, for working 10 hours a week, for 16 weeks. Private university administrationshave ways of encouragingstudents to enrol in theiruniversities and ingenious ways of managingtheir finances.

Regulatory framework

Even thoughprivate universities are providinga need-increasing access to highereducation, care must be taken not to sacrifice quality tomassification. To ensurethat high academic standards are maintained in all universities, the necessary regulatory bodiesand accreditation boardmust be encouraged to do their work. The Higher Education Accreditation Councilin Tanzania has indeed developed a system of accreditation and quality control which can assist other countries in regulatingthe establishment and operation of privateand public universities (seeappendix V).

41 Summary ofFindings

The purpose ofthis study was toidentify privateuniversities inAfrica and to generate some useful information on their operational codes. Basedon the data analysed, the following are the highlightsof the study:

• that there are about 80 private universities in Africa; • thatprivate universities are establishedby National governments and National Universities Commissions; • that the regulatory framework for private universities are the education Act and National Accreditation Board; • that about 60% ofthose surveyed agreed that the major purpose for establishing privateuniversities isto provideincreased access tohigher education; • that over 65% ofboth public and privateuniversities' respondents agreethat the concept of university autonomy, academic freedom, provision ofbasic infrastructural facilities andconducive learning environment are better respected and provided for in private universities than in public universities, due to over-interference by the government of the day; • that non-academic orientationsdo not dominatethe educational programmesof private universitiesas they would repulse their clientele; • thatpublic universities are nota threatto private universities, rather they complement the effortsof public universities; • thatnearly 80% of targetuniversities surveyed disagreethat their fees are so high that they are not affordableby children of the poor. About 70% ofpublic universityrespondents insist the fees are so high, they are for childrenof the wealthy; • thatnearly 100% of the privateuniversities admitthat quality and relevance aretheir major priorities while 75% ofpublic universities agree that quality and relevanceare the major preoccupation of programmes inprivate universities; • that over 70% of total responses reveal that private universities

42 provide an element of competition in the higher education sector as they have better facilities and show better commitment to students; • that about 60% of the respondents agree that infrastructural facilities are betterin privateuniversities; • that more than 80% of responses from private and public universities do not believe that private universities are an unnecessary duplication of efforts towards providing education to their students; • that about 60% of respondents disagree that funds spent by individuals and governments should be channeled towards upgrading standards andfacilities in public universities, since they are not established withpublic funds; • thatnearly 100% of total responses agreethat privateuniversities contribute tothe overallnational resource development; • that most of the privateuniversities prefer tooffer programmes in medicine/nursing, religion, pharmacy, engineering and geology while thepublic universities surveyed suggest the samepreferences but with engineering, medicine/nursing, phannacy and religion before geology; • that there is a consensus in the feeling that private universities concentrate more on the Bachelorsdegree programme, followed by diplomas and a smallnumber of doctorates; • that majority of respondents admit that students prefer to go to privateuniversities (despite the high fees), due togood academic programmes offered, high level ofdiscipline and the individual attention given tothe students; • that about 55% of respondents believethe major studentobjective met more by privateuniversities is to acquire real education and tobecome a cultured person; • that majority of all respondents agree that the way to improve relationship between private and public universities is by encouraging staff exchange and studeQt semester exchange programmes; • that about70% ofrespondents agreethat public opinion on private universities is that privateuniversities are acceptable alternatives to public universities;

43 • that over70% ofresource persons fromthe two types of universities are ofthe view thatgovernment shouldallow the establishment of more privateuniversities to increaseaccess to highereducation; • that majority of the respondents agree that sufficient land space, minimum academic standards, specific number of structural facilities and evidence of requiredamount in the bank are allpre- conditions for the establishment of aprivate university. • that about 25% of respondents agree that private universities contribute substantially to the overall national development, while 25% believetheir contribution is only average; • that about50% ofthose surveyed maintainthat private universities are run mainly from student fees, while 25% say they are run from internally-generated funds; • that over 50% of privateuniversity respondentsrate their general administration as very good, goodand fair whilepublic university respondents rate their general administrationas good, excellent and fair; • that the majorfaculties existing inprivate universities are the Social Sciences, Medicine andEducation; • that the highest student enrolment in the private universities surveyed is 5000students; • that the 80 private universities are categorized under gender universities,individual! group universities, private denominational, privatenon-denominational and open/virtual universities. Of all these, the Christiangroup or private-denominational universities (Catholic, Baptist, Protestant, Seventh-Day Adventist), dominate.

44 Recommendations

Basedon the fmdingsof thestudy, the followingrecommendations are offered:

a) Recognizing the fact that governmentscan no longer cope with the demands of higher education (such as the provision of facilities and rehabilitation ofdilapidated structures, increase in enrolmentfigures, inadequate equipment, poor salaries and quality assurance), they should seethe establishment of privateuniversities as a positive development whichwill help fill the gap between supply and demand in the higher education sector and therefore encourage private sector participation in the establishment of moreprivate universities. b) Conscious ofthe need tomaintain standards, higher education mustbe planned, funded and administered as a single national co-ordinated system in order to overcome the fragmentation, inefficiency and discrimination whichhave characterized public universities in the past, and successfully address the present and future challenges of higher education in Africa. To this effect, the National Universities Commissions should co-ordinatethe financing and administrationof all approved universities in each country. c) Cognizant of the reasons advanced for the establishment of private universities (providing increased access for higher education, improvementof quality ofacademic standards and contributionto human resource development), governments should offer grants to private universities to enable them operate. There is, in fact, a great need to embark on the massive infusion of funds into private universities so they can play their role in the society. d) Mindful of the need to disbursepublic funds equitably to all qualified students seeking admission into higher education and to protect such students from exploitation, scholarship schemes available to students in public universities shouldbe extended toprivate universities' students to enable them enrol in any university of their choice. This will help instil confidencein students generally, andassure themthat government is notdiscriminating against any set of students. 45 e) Realizing the compelling needto guardagainst the purchasing ofcheap degrees, governments should ensure the setting up of National. Accreditation Boards wherethey do notexist, toensure content, quality control in academic programmes, minimum facilities, staff and equipment,and to establish standards in the equivalence of degrees, diplomas and certificates awarded by foreign and local tertiary institutions. This will help maintainstandards in the local public and privatehigher education institutions. f) Bearing in mind some of the reasons advanced by staff of public universities for taking up appointment with privateuniversities (poor salaries, inadequate teachingand researchfacilities, andpoor working conditions), governments shouldbe more opento the establishment of partnerships with foreigngovernments andinstitutions, and encourage their universities to operate morecost-effectively by modernizing their training and teaching systems and utilizing technology tothe maximum. g) In appreciation of AAU's responsibility to disseminateknowledge so as toincrease understanding and cooperation among African universities, she should helpprivate universities grow anddevelop, by inviting them to membership and by assisting them in the recruitment of qualified staffand the standardization ofcurricular programmes. h) Giventhe fact that the AAU has access to a wealth ofinformation and knowledgeon higher education inAfrica, she should summon ameeting of representatives ofpublic andprivate sectoruniversities andplay an interface role by advising on a progressiverelationship between the universitiesand proposing the wayforward. Thiswill check the incursion of businessmen into the highereducation sector.

i) Considering AAU's privileged positionto offer adviceto governments on what can constitute a robust performance indicators for higher education institutions in Africa, AAU should work towards the establishment ofa Pan-AfricanCouncil on HigherEducation to meet everyfive years todeliberate on higher education issues and suggest an agenla for Africanuniversities in the coming years.

46 Conclusion

If education is a right and not a privilege, higher education is a necessary investment inthe human potential, withclear socio-economic advantages, as itcreates knowledge,the most powerful toolfor developmentand for subduing the environment and its challenges. The trend all over the world today is divestment in all sectors of the economy to enablemarket forcesto have a free reign. This istherefore theperiod ofeconomic liberalization,privatization andfree marketpolicies. This is aworld-wide phenomenon whichis gaining momentum in Africa. The philosophy behind privatization is that its encourages competition and the protection ofquality goods and services ina bettermanaged andco-ordinated manner, and the beliefthat wheneverthere iscompetition, innovation is placed on the highest pedestal and the satisfaction ofthe customeris usually the ultimate.

In the higher education sector, private universities ought to be allowed to operate in a competitive market, so as to satisfy consumer demands and maintain someequilibrium in the national educationsystem wheregovernment action should be directed towards the protection of the rights of every individual toavailable andaccessible decenthigher education basedon merit. It has always been argued that the principleof freedomof education implies the co-existence ofpublic andprivate education, as neitherof them can atall times,provide the necessary qualityand quantity ofeducation. This simply means that the state shouldencourage private education, and under certain conditions, fund it on equal footingwith public education. Higher education institutions are currently going through the biggest transformation process in the historyof Africa as drasticcuts in the funding ofpublic universitiesno longer allow themto meet their objectives, a situation which demands their re-designing alternative and more cost-effective programmes and delivery systems. But these equallyneed some matching funds to accomplish. It is in this regard that privateuniversities shouldbe seen as a welcome change fromthe decline, neglectand poor qualitywhich characterized public universities overthe years.They will lessenthe burden on the shoulders ofgovernments, help provide education tothe greatnumber of learners ina knowledge-drivenand knowledge-dependent world. In aword, they reduce the over-dependence on government for the funding and control ofhigher education. 47 Privateuniversities provide competition in higher education, whichis critical in stimulating thought and innovationand in checking the tendency to be complacentor lax. They are innovative,as they seek alternative financing strategies, develop effective management structures and introduce demand- driven courses. They provide programmeofferings aimedat job creation, provide decent salaries and facilities for conducting independentresearch and managetheir establishments as businesses. They experience no budget short-falls or student unrest caused by inadequate funding from governments. Majorityof those who speakagainst private universities are whistling in the dark as privateuniversities in fact represent an idea whose time has come and so should be allowed to play their role in educational development.

Private universities are an interestingly new development whichis obviously serving a need: revitalizing higher education in Africa. Africa is already backward andshould seethe establishment of private universities as apositive developmentand as an opportunity to improveher backward situation. It is in fact very likely that the number ofprivate universities will out-number state-owned universities before the next ten years or so, for there is a strong market for private higher education in Africa. There are reasons why the numberwill continue togrow and why manywill continue to patronize them. The feescharged though relatively higher than what ischarged in state-owned universities, isnothing compared withthe costof sending wards foroverseas education. The fees paid cover operating expenses and at timesthe cost of a meal a daywhile students are on campus. Besides, peoplebelieve that home- grown educationhas all the trappings of awell-rounded and relevant education in the African context,because it marries theories and principleswith practical experiences from the local environmentwith some unique African values. Someof themargue that Western education with allits glamour and expense, like an ornament,is capable of outwardly enhancingthe wearer without onwardly helping him tobe relevantto his environment.

Thefear ofdrugs, prostitution, slave labour andother social-related problems in the West, add to the reasons why many parents prefer that their wards acquirethe first degree at home under the pervading influence ofthe local environment before sending themoverseas for graduate studies. The beliefis that at the first degree stage, their characters would have been completely formed and they wouldbe in a position to know what values to assimilate

48 andthose to frown upon. Many a parent will therefore have "good" reasons for preferring standard privateuniversities athome, witha "foreign flavour", to a total overseas expensive education which will estrange the recipient fromhis society. In fact, there are many individuals inthe society, who have money and would wantto invest it in privatehigher education rather than in public education where there is neither profit nor respect for university property. Students in public universities tend to believe that everythingon their campuses belong to the government and by implication,to nobody, hence they destroysuch propertywith impunity during campusriots.

Realizingthat universitiesare for the individualand public good, every country is making spirited effortto setup regulatoryframework whichwill set rules and regulations for the establishment of private universities. There is no doubtthat many ofthe new universities andtheir sponsors/foreign partners or affiliated bodieswill meet the accreditation requirements and acquirefull charterto operate. Ifthey meet the requirements, they shouldbe allowed to function inorder to respond to the needsof millions of Africans yearning for higher education.

49 AppendixI

PrivateUniversities in Africa

BurkinaFaso Cameroun

Centre Universitaire 5. Université Catholique Catholique de Ouagadougou d'Afrique Centrale (C. U. C.0.) (Yaoundé) S/C Association Burkinabé B.P. 11628 d'ActionCommunautaire Yaoundé 01 B.P. 4071 Cameroun Ouagadougou 01 Phone:237 238950 BurkinaFaso Fax: 237 237402 Email: Burundi 6. Adventist University 2. University de Ngozi Cosendai Burundi P.O. Box4Ol B.P. Yaoundé Phone: Cameroun Fax: Fax: 237238641 Email: 3. Le CollegeUniversitaire de Bujumbura Côte d'Ivoire B.P. Phone: 7. Ecole Supérieure Fax: Internationale de Droit (ESID) 4. L'InstitutSupérieur de FacultéPrivée Controleet de Gestion B.P. 825 B.P. Abidjan Cedex03 Phone: Côte d'Ivoire Fax: Phone: 225 428810 Fax: 225 428810

50 8. UniversitéIvoiro- 13. October Universityfor Canadienne a Abidjan Modern Science& Arts (UICA) 14 Amer Street, El-Masaha 06 BP 2875 Dokki-Giza Abidjan06 Egypt Côte d'Ivoire Phone: Phone: 225 476316 Fax Fax: 225 477266 14. Six October University 9. Université de Bouaké Egypt B.P. 18 Bouaké Phone: Côte d'Ivoire Fax: 20 11 352161 Phone: 225 634232 Fax: 225 635984 15. Misr University for Science and Technology 10. UniversitéIntercontinentale 6th of OctoberCity "Le Bon Samaritin" Al Motamayez District 11 BP 1585 Egypt Abidjan11 Phone: 20 11354685 Côted'Ivoire Fax: 20 11 354687 Phone: Email: 16. American University in Cairo P. 0. Box 2511 11. Universitéd'Abobo Adjamé 113 Kasr El-aini 02 BP 801 Abidjan02 Cairo, Egypt Phone: 225 378121 Fax: 225 378118 Ghana

Egypt 17. Valley View University P.O. Box 9358 12. Misr International University Mile 19 20 Tunis Street Dodowa Road Madi Oyibi,Accra Cairo Ghana Egypt Email: Fax: 20 25 168300

51 18. Central University College 23. University ofEastern Africa P.O. Box 2310 Baraton Dansoman Kenya Accra Phone: Ghana Fax: 254 3262263 Phone: 233 21 300437 24. United States International Fax: 233 21 227576 Email University P.O. Box 146341 19. TrinityCollege Nairobi P.O. Box48 Kenya Legon Phone: 254 2803761 Accra Fax: 254 2803764 Ghana Phone: 233 21 500541 25. Nairobi Evangelical Fax: 233 21 502123 Graduate Schoolof Theology P.O. Box 24086 20. Methodist University Nairobi Methodist Headquarters Kenya Accra . 26. Kenya Methodist University Kenya P.O. Box 267 21. Catholic University of Eastern Africa ea P.O. Box 24205 27. African Nazarene University Nairobi P.O. Box 53067 Kenya Nairobi Phone: 254 28 91601 Kenya Fax: 254 2891261 Phone: 0303 24350/1 24190 Fax: 0303 24362 22. Daystar University Emai1 P.O. Box 44400 Nairobi 28. Pan African Christian Kenya College Phone: 254 2720032 P.O. Box 56875 Fax: 254 2728338 Nairobi Telex: 22615 WORGON Kenya Email:

52 Liberia 34. Université Adventiste B.P. 700 29. Cuttington University 101 Antananarivo P.O. Box 277 Madagascar Monrovia Liberia 35. Espace Universitaire Phone: 231 224243 Regionalde l'Océan Indien (EUROI) 30. A.M.E Zion University Lot JVC 147 F, College Ambatdmitsangana 24th Street B.P. 1125 Sinkor Antananarivo 101 Monrovia Madagascar Liberia Phone:231 224243 Mozambique

31. A.M.E. University 36. Instituto Superior P.O. Box 3340, Camp PolitecnicoE Universotario JohnsonRoad de Mozambique (IPSU) 100 Monrovia10 Avenida AlbertLithuli Liberia No 438 Phone: 231 227964 Maputo Mozambique 32. Don BoscoPolytechnic Phone: 258 1 305295 College Fax: 258 1 305298 CapitalHill Liberia 37. Instituto Superior de Madagascar CiencwsE Tecnologia de Mozambique(ISCTEM) 33. Institut Catholiquede Avenida Martires da Madagascar Machana, Nol140 B.P. 6059 Maputo 101 Antananarivo Mozambique Madagascar Fax: 258 1 497648

53 38. UniversidadeCatolica de 42. Igbinedion University Mozambique(UCM) 518/220Murtala Mohammed Rua Marguesde Sevecal, 96 Way CP821 P.O.Box 524 Baira Province, Palmeiras Benin City Avenida EduardoMondlane Edo State 715 Nigeria Maputo Phone: 341-052-250221 Mozambique 052-254942 Phone: 258 312835 Fax: 258 3 311520 Niger Email: 43. IslamicUniversity ofNiger 39. Universidade Pedagogica Niger Rua Comandate Augusto 135 CP 3276 Cardoso No Rwanda Maputo Mozambique 44. Université Libre de Kigali Phone: 258 1 420860 (ULK) Fax: 258 1 422113 BP2280

Nigeria Kigali Rwanda 40. Babcock University Phone:08301043 (Mobile) Ilisan Remo Ogun State PMB 21244 45. UniversitéAdventiste - Ikeja Lagos d'Afrique Centrale a Kigali Nigeria BP 2461 037 630148 Phone: Kigali Fax: 037 630532 Rwanda Email: Phone:08502083 (Mobile) 82924 41. Madonna University Okija, Onitsha PMB 407 Senegal IhialaLocal Govt. Area AnambraState 46. Université du Sahel 33, Sotrac-Mermoz Nigeria Fann Phone:090 503647 BP 5355 Dakar

54 Dakar 51. International University of Senegal Africa Phone: 221 8249975 P.O. Box 2469 Email: Khartoum Sudan 47. Université Dakar Burguiba Phone: 249 11 224430/ 12 Avenue Burguiba 222469 BP 15744 Fax: 249 11 223841 Dakar 52. The Senegal Academy ofMedical Phone:221 8253611 Sciences & Technology Fax: 221 8253609 P.O. Box 12810 Email: Khartoum Sudan 48. Campus Universitaire de Phone: 249 11724762/723385 Fax: 249 11 724799 SulfoklEneaiOuakam Km, 6 Avenue Cheick Anta 53. Women EnceinteENEA AhfadUniversity for Diop P.O. Box 167 BP 15744 DakarFann Dakar Omdurman Sudan Senegal Phone: 249 11 45 1664/53363 Phone: 221 8254605/06 Fax: 249 11 452076 Sudan 54. College ofTechnological Sciences 49. Misr Universityfor Science P.O. Box 30 & Technology Omdurman Omdurman Sudan Sudan Fax: 249 558481 Fax: 249 11 354685 55. Sudan University College for 50. OmdurmanAhlia University Girls P.O. Box 786 Khartoum Omdurman Sudan Sudan Phone: 249 51489/53447 56. Africa University College Fax: 249 57489 Khartoum Sudan 55 Tanzania 62. Kilimanjaro Christian Medical College 57. TheHubertKairuki P.O. Box 3010 Memorial University Moshi Plot 322 Regent Estate Tanzania Mikocheni Area P.O. Box 65300 63. The International Medical& Dar es Salaam Technological University Tanzania (IMTU) Phone: 255 51 200021/4 SurujiResidential Complex Fax: 255 51 75501 Mbezi Beach, New Bagamoyo Email: Road P.O. Box 77594 58. The St. Augustine University Dar es Salaam of Tanzania (SA UT) Tanzania Agricultural Training Institute P.O. Box 307 64. Zanzibar University Mwanza Tunguu Area, Zanzibar Tanzania P.O. Box 2440 Zanzibar 59. The Tumaini University Tanzania P.O. Box 3010 Moshi 65. College ofEducation Tanzania Zanzibar ChukwaniArea 60. Iringa University College P.O. Box 1933 KihesaArea, Dodoma Road Zanzibar P.O. Box 200 Tanzania Iringa Tanzania 66. WaldorfCollege MhasibuHouse 61. Makumira University Bibi Titi Mohamed Road College P.O. Box 77588 Usa River, Arusha Dar es Salaam P.O. Box 55 Tanzania Usa River Tanzania

56 Tchad 72. Bugema University P.O. Box 6529 67. Universilé Roi Frigal Kampala N'djamena Uganda Tchad Fax: 256 41245597 Email: Uganda 73. Ndejje University 68. Islamic University in Uganda P.O. Box 2555 Kampala Mbale Uganda Uganda Zambia Phone: 045 33502 Fax: 045 34452 74. The Kings Academyof Email: Pharmacy P.O. Box 33590 69. Uganda Martyrs University Lusaka P.O. Box 5498 Zambia Kampala Email: Uganda Phone: 256 481 21804/5 75. Evelyn Horn Collegeof Fax: 256 481 21898 Applied Art & Commerce Email: P.O. Box 30029 Lusaka,Zambia 70. Nkumba University P.O. Box 237 76. Insurance Business College Entebbe Road P.O. Box 30894 Entebbe Lusaka Uganda Zambia Phone: 25641320134 Fax: 256 41321448 Zimbabwe

71. Uganda Christian University 77. Africa University P.O. Box 4 P.O. Box 1320 Mokono Mutare Uganda Zimbabwe Phone: Phone: 263 2060075 Fax: 256 41290211 Fax: 263 2061785 Email:

57 78. Solusi University 80. ZimbabweInternational Fig Tree University ofMedicine and PBT 5399 Dentistry Bulawayo P.O. Box 786 Zimbabwe Chinhoyi Fax: 263 83229 Zimbabwe

79. Catholic University of Zimbabwe P.O. Box CY 3442 Causeway Harare Zimbabwe

58 AppendixII Distribution of Private Universities in Africa

Region Country S/N University Foundation Year Sourceof Established Funding

lgbinedion Private 1999 Tuition Fees University Individual 518/220 Murtala Non- Grants/Donations Mohamed Way, denominational RU. Box524 Benin City Edo State-Nigeria

Mgeria 2 Babcock University Seventh Day 1999 Tuition Fees Ilishan - Remo, Adventist Mission Ogun State Grants/Donations RD.Box 21 244 Ikeja - Lagos, Nigeria

3 Madonna University Catholic 1999 Tuition Fee% Okija, Onitsha Church West PMB407 Grants/Donations Ihiala LocalGovt. Africa Area Anambra State, Nigeria

Ghana 4 Central University Pentecostal 1997 Tuition Fees College OralRoberts P0. Box2310 University, Grants/Donations Dansoman, Oklahoma Accra, Ghana

- 5 ValleyView Seventh-Day 1998 Tuition Fees University Adventist Church RD. Box9358 Grants/Donations Mile19, Dodowa Road Oyibi, Accra, Ghana

6 Methodist University Methodist 1999 Tuition Fees Methodist Headquarters Grants/Donations Accra, Ghana

59 Region Country S/N University Foundation Year Source of Established Funding

7 Thnity College PresbyteriarV Tuition Fees P O.Box48 Methodist Legon, Accra, Grants/Donations Ghana

Cuttington Episcopal Church, 1889 Tuition Fees University USA PD. Box277 Grants/Donations Monrovia, Liberia

9 A.M.E. University Baptist Mission 1996 Tuition Fees P0.Box3340 Liberia Camp Johnson Grants/Donations Road 100 Monrovia 10, Liberia

10 DonBosco Catholic Mission 1996 Tuition Fees Polytechnic College, Capital Hill, Grants/Donations Liberia

11 A.M.E Zion Baptist Mission 1998 Tuition Fees University College, 24thStreet Grants/Donations Sinkor, Monrovia, Liberia

12 Ecole Supetleure Private Individual 1998 Tuition Fees Internationalede Droit (ESID) Faculté Non- Grants/Donations Privée,BR 825, denominational Abidjan Cedex03, La COte Côted'Ivoire d'!voire 13 Université Ivoiro- Private 1998 Tuition Fees Canadienne a Abidjan (UICA),06 Non- Grants/Donations BP 2875 denominational Abidjari 06, Côte d'lvoire

60 Region Country S/N University Foundation Year Source of Established Funding

14 Universite de Private 1994 Tuition Fees Bouake BP 18 Bouaké Non- Grants/Donations Côte d'Ivoire denominational

15 Universite Catholic Mission — Tuition Fees Intercontinentale "Le Bon Samantin" Grants/Donations 11 BP1585 Abidjan 11, Côted'lvoire

16 Universited'Abobo Private 1995 Tuition Fees Adjamé 02BP 801 Non- Grants/Donations Abidjan 02 denominational COted'lvolre

17 Centre Universitaire Catholic Mission — Tuition Fees Catholique de Ouagagougou Grants/Donations (C.U.C.O.) S/C Association Burkinabè d'Action . Communautaire Burkina 01 B.P4071 Faso Ougadougou01, Burkina Faso

18 Universitédu Sahel Pnvate 1998 Tuition Fees 33,Sotrac-Memioz BP 5355 Dakar Fann Grants/Donations Dakar, Senegal

19 Université de Dakar Private 1998 Tuition Fees Burguiba Senegal 12 Avenue Grants/Donations Burguiba BP 15744,Dakar, Senegal

20 Campus Private 1998 Tuition Fees lJniversitaire de Sulfok/Enea'Ouakam Grants/Donations Km, 6Avenue Cheick Anta Diop EnceinteENEA BP 15744 Dakar Fan Dakar,Senegal

61 Region Country S/N University Foundation Year Sourceof Established Funding

Tohad 21 UniversitO Roi 1997 Tuition Fees Frigal Ndjamena, Grants/Donations Tchad

Niger 22 Islamic University Organization of 1998 Tuition Fees of Niger Islamic Niger Conference Grants/Donations

Kenya Catholic University Catholic Mission 1992 Tuition Fees of Eastern Africa PD. Box24205 Grants/Donations Nairobi, Kenya

2 Daystar University Wheaton College, 1994 Tuition Fees P0. Box44400 Illinois Nairobi, Grants/Donations Kenya

3 Pan African — — Tuition Fees Christian College Grants/Donations P0.Box 56875 Nairobi, Kenya

4 — Tuition Fees East University of 1991 Africa EasternAfrica, Baraton, Nairobi, Grants/Donations Kenya

5 United States Kenyan 1998 Tuition Fees International American University, Cooperation Grants/Donations P.O. Box146341 Nairobi, Kenya

6 Kenya Methodist Methodist Church — Tuition Fees University Nairobi, Grants/Donations Kenya

7 Nairobi Evangelical Tuition Fees GraduateSchool of Theology, Nairobi, Grants/Donations Kenya

62 Region Country S/N University Foundation Year Sourceof Established Funding

8 African Nazarene — Tuition Fees University, RD. Box53067, Grants/Donations Nairobi, Kenya

Sudan 9 Misr University for Tuition Fees Science & Technology, Grants/Donations Dmdurman, Sudan

10 Dmdurman Ahlia Arab 1986 Tuition Fees University, Development . RU. Box786, Foundation Grants/Donations Omdurman, Sudan ,

11 International Islamic 1991 Tuition Fees University of African Africa, Centre Grants/Donations RU.Box2469 Khartoum, Sudan

12 TheAcademy of Private 1995 Tuition Fees Medical Sciences Non- &Technology Denominational Grants/Donations R0. Box 12810 Khartoum, Sudan

13 Sudan University — 1990 Tuition Fees College forGirls, Khartoum, Grants/Donations Sudan

14 Ahfad University — — Tuition Fees forWomen, RU.Box 167 Grants/Donations Omdurman, Sudan

15 College of 1995 Tuition Fees Technological Sciences, Grants/Donations RU. Box30 Omdurman, Sudan

63 Region Country S/N University Foundation Year Source of Established Funding

16 AfficaUniversity 1986 Tuition Fees College, Khartoum, Grants/Donations Sudan

17 The Hubert Kairuki Mikocheni Mission 1998 Tuition Fees Memonai University Tanzania Plot322 Regent Grants/Donations Estate Mikocheni Area PC. Box65300 Dar es Salaam, Tanzania

18 The St. Augustine Episcopal 1998 Tuition Fees University of Conference . Tanzania (SAUl) Tanzania Grants/Donations AgdcuRuraiTraining Institute, Tanzania PD. Box307 Mwanza, Tanzania

19 TheTumaini Evangeilcal 1999 Tuition Fees University Lutheran Church PC. Box3010 Grants/Donations Moshi, Tanzania

20 iringa University Evangeiicai 1998 Tuition Fees Coilege Lutheran Church Kihesa Area, Grants/Donations Dodoma Road R0.Box200 . iringa, Tanzania

21 Makumira University Evangelical 1998 Tuition Fees College, USA River, Lutheran Church Arusha, Grants/Donations P0. Box 55 USA River, Tanzania

22 Kiiimanjaro Evangelicai 1998 Tuition Fees Chnstian Lutheran Church Medical College Grants/Donations PU. Box3OlO Moshi, Tanzania

64 Region Country S/N University Foundation Year Source of Established Funding

23 The International Vignan 1998 Tuition Fees Medical & Education Technological Foundation Grants/Donations University (IMTU), of India Suruji Residential Complex Mbezi Beach, New Bagamoyo Road P0. Box77594 Bares Salaam, Tanzania

24 College of Education AfricaMuslims 1989 Tuition Fees Zanzibar,Chukwani Agency, Area Khartoum Grants/Donations P0. Box1933 Zanzibar, Tanzania

25 WaldorfCollege Forest City 1998 Tuition Fees Mhasibu House Iowa, USA BibiTiti Mohamed Grants/Donations Road P0. Box77588 Dar es Salaam, Tanzania

26 Zanzibar University Doral-lman 1999 Tuition Fees Tunguu Area, Charitable Zanzibar Organization Grants/Donations P 0. Box2440 in Jedda, Zanzibar, Saudi Arabia Tanzania

27 Islamic University Organization of 1988 Tuition Fees in Uganda, Islamic P0. Box 2555 Conference Grants/Donations Mbale, Uganda ______

Uganda 28 Uganda Martyrs Catholic Church 1994 Tuition Fees University P0. Box5498 Grants/Donations Kampala, Uganda

65 Region Country S/N University Foundation Year Source of Established Funding

29 Nkumba University Non- 1994 Tuition Fees PU.Box 237, Denominational EntebbeRoad, Grants/Donations Eritebbe,Uganda

30 Uganda Chdstian Anglican Mission 1997 Tuition Fees University, P 0. Box4 Grants/Donations Mokono, Uganda

31 Bugema University Seventh Day 1997 Tuition Fees PU.Box 6529 Adventist Kampala, Uganda Mission Grants/Donations

32 Ndejj University Anglican Church 1992 Tuition Fees Kampala, Uganda Grants/Donations

Zambia 33 The Kings Academy — — Tuition Fees of Pharmacy P0.Box 33590 Grants/Donations Lusaka, Zambia

34 EvelynHorn College of Applied Arts & Commerce P0.Box 30029 Lusaka, Zambia

35 Insurance Business College P 0.Box 30894 Lusaka, Zambia

1 MisrInternational — — Tuition Fees University 20Tunis Street Grants/Donaons Madi, Cairo, Egypt North . . .. Egypt 2 October — — Tuition Fees Africa University for Modern Science &Arts Grants/Donations 14 AmerStreet, El-Masaha Dokki-Giza, Egypt

66 Region Country S/N University Foundation Year Sourceof Established Funding

3 SixOctober — — Tuition Fees University Cairo, Egypt Grants/Donations — 4 Misr University for 1996 Tuition Fees Science and Technology Grants/Donations 6th ofOctober City Al Motamayez DistrictEgypt

5 American University Amencan- 1962 Tuition Fees in Cairo, Egyptian P0. Box 2511 Cooperation Grants/Donations 113 Kasr El-aini Cairo, Egypt

Africa University United Methodist 1992 Tuition Fees P 0.Box 1320 Church Mutare, Grants/Donations South- Zimbabwe ern Africa 2 Solusi University Methodist ChUrch 1994 Tuition Fees Fig Tree, PBT5399 Grants/Donations Zimbabwe Bulawayo, Zimbabwe

3 Catholic University Catholic Church 1996 Tuition Fees of Zimbabwe, PU. BoxCV 3442, Grants/Donations Causeway Harare, Zimbabwe

4 Zimbabwe 1998 Tuition Fees International University of Grants/Donations Medicine and Dentistry PU. Box786 Chinhoyi, Zimbabwe

67 Region Country S/N University Foundation Year Source of Established Funding

5 lnstituto Supeor Profit September Tuition Fees Politecnico E 1996 Universotarlo Pdvate Grants/Donations Mozam- de Mozambique Individual bique (IPSU) Avenida Albert Lithuli No438,Maputo Mozambique

6 Instituto Supedor — — Tuition Fees de Ciencias E Tecnologia de Grants/Donations Mozambique (ISCTEM) Avenida Martires da Machana, No1140 Maputo, Mozambique

7 Universidade Catholic Mission 1995 Tuition Fees Catolica de Mozambique Grants/Donations (UCM), Rua Margues de Sevecal, 96 CP 821 Baira Province, Palmeiras,Avenida Eduardo Mondlane 715 Maputo, Mozambique

8 Universidade 1988 Tuition Fees Pedagogica Rua Comandate Grants/Donations Augusto Cardoso No 135CP 3276 Maputo, Mozambique

Mada- 9 Institut Catholique Catholic Mission — Tuition Fees gascar de Madagascar BP6059 Grants/Donations 101 Antananavo Madagascar

68 Region Country S/N University Foundation Year Source of Established Funding — 10 Université Seventh Day Tuition Fees Adventiste Adventist BP: 700 Grants/Donations 101 Antananarivo Madagascar

11 Espace Universitaire — — Tuition Fees Regional de 'Ocean Indien (EUROI) Grants/Donations

LotJVC 147 F, Ambatdmitsangana BP:1125 Antananarivo101 Madagascar

Cameroun Université Catholic Mission 1991 Tuition Fees Catholique dAfriqueCentrale Grants/Donations (Yaounde) BP11628 Central Yaounde, Africa Cameroun

2 Adventist University Seventh Day 1998 Tuition Fees Cosendai Adventist PU. Box401 Grants/Donations Yaounde, Cameroun

3 University de — — Tuition Fees Ngozi Burundi Grants/Donations

4 Le College — — Tuition Fees Burundi Universitaire de Bujumbura, Burundi Grants/Donations

5 L'lnstitut Supérieur Tuition Fees de Controle et de Gestion Grants/Donations Burundi

69 Region Country S/N University Foundation Year Sourceof Established Funding

Awanda 6 Université Libre — 1999 Tuition Fees de Kigali (ULK) BP2280 Grants/Donaons

S Kigali, Rwanda

7 Université Seventh 1984 Tuition Fees Adventiste d'Afrique Day Adventist Centrale a Kigali, Grants/Donations BP2461 Kigali, Rwanda

70 AppendixIII ContactPersons at PrivateUniversities

BurkinaFaso ContactPerson Centre Universitaire Dr Thérèse Belle Wangue Catholique de Ouagadougou Secrétaire Général Universitéde Yaoundé ContactPerson BP 337 Mr Souleymane Ouedraogo Yaoundé Secrétaire Général, Université Cameroun deOuagadougou 03 BP 7021 CentralAfrican Republic Ouagadoudou 03 Burkina Faso 4. Facultéde Théologie et d'Etude Biblique (FATEB) Burundi ContactPerson 2. Université de Ngozi Mr André Latou Secrétaire Général Contact Person Universitéde Bangui Mr Jean-Berchmans BP 1450 Nsabiyumva Bangui Directeur Administratifet CentralAfrican Republic Financier Université du Burundi 5. CollegePréparatoire Inter- BP 1550 national(CPI) Bujumbura Burundi ContactPerson Mr André Latou Cameroun Secrétaire Général Université de Bangui 3. Université Catholique' BP 1450 d'Afrique Centrale Bangui (Yaoundé) Central African Republic

71 Côte d'Ivoire Contact Person Dr HuguesAlbert 6. Ecole Supérieure Recteur Internationale de Droit Université Ivoiro-Canadienne (ESIS) 06 BP 2875 Abidjan06 Contact Person Côte d'Ivoire Professeur Dago Gerard Email: [email protected] Lezou Directeur dela Cooperation Egypt Interuniversitaire Université de Cocody 9. Misr international University O1BPV34 Abidjan ContactPerson Côte d'Ivoire Professor MohamedIbrahim AhmedAbdel Kader 7. Université Intercontinentale Advisorto University "Le Bon Samaritin" President AssiutUniversity Contact Person Assiut Rev. Dr Cedieu Gouin Egypt Recteur, Université Intercontinentale Kenya "Le Bon Samaritin" 11 BP 1585 10. Catholic University of Abidjan 11 Eastern Africa Côte d'Ivoire (CUEA)

8. Université Ivoiro- ContactPerson Canadiènne a Abidjan Mrs Nkita T. Arao (UICA) Registrar DaystarUniversity P.O. Box 44400 Nairobi Kenya

72 11. Catholic University of Madagascar Eastern Africa (CUEA) 14. Espace Universitaire ContactPerson Regionalde l'Océan Indien mr Ocbamariam Bekit (EUROI) Registrar P.O. Box 62157 ContactPerson Nairobi Mr EmileB. Rakotomahanina Kenya Recteur Université d'Antananarivo 12. Daystar University BP 566 Antananarivo Contact Person Madagascar Mrs Nkita T. Arao Registrar Maroc DaystarUniversity P.O. Box 44400 15. Université Al Kkhawain Nairobi (IFRANE) kenya Contact Person Liberia Mr Abderramane Houtch Secrétaire Géndral 13. A.M.E University Mohammed Premier, Oujda BP524 ContactUniversity Oudja Dr William Salifu Maroc Vice President (Academic Affairs) Mozambique A.M.E.University Camp Johnson Road 16. Instituto Superior Monrovia10 PolitecnicoE Universitario Liberia de Mozambique

73 Contact Person Contact Person Mr Joao BaptistaLanga Mr FrancescoPonsi Director, Academic Planning Registrar Universidade Pedagogica Rue Margues de Sevecal, 96 P.O. Box 3276 C.P. 821 Maputo Avenida Eduardo Mondalane Mozambique 715 Beira Province 17. Instituto Superior de Mozambique Ciencias E Tecnoloia de Mozambique 20. Universidade Catolica de Mozambique (UCM) Contact Person Mr Joao BaptistaLanga ContactPerson Director, Academic Planning Mr Joao Baptista Langa Universidade Pedagogica Director, Academic Planning P.O. Box 3276 Universidade Pedagogica Maputo P.O. Box 3276 Mozambique Maputo Mozambique 18. Instituto Superior PolitecnicoE Universitario Nigeria

Contact Person 21. Babcock University Mrs Ana VilelaAgostinho Deputy Vice-Chancellor for ContactPerson General issues Mr ShemMagaji Avenue AlbertLuthuli, 438 Director,Admissions & Maputo Records Mozambique BabcockUniversity Ilishan-Remo 19. Universidade Catolica de Ogun State Mozambique (UCM) Nigeria Email: [email protected]

74 22. Igbinedion University 25. Université Librede Kigali (ULK) Contact Person Mrs O.J. Adegbayo Contact Person Ag. Registrar Mr Jean Semukanya Igbinedion University UniversitéNationale du PMB 0006 Rwanda Benin City BP 56 Edo-State Butare Nigeria Rwanda Phone: 341 052 250221/ 254942 Senegal

23. Madonna University 26. Université du Sahel

Contact Person ContactPerson Professor Romanus 0. Dr El Hadji Issa Sal! Unegbu Président 'Vice-Chancellor Université du Sahel PMB 407 33, Sotrac Memoz IhialaLocal Government Area BP 5355 Anambra State Dakar Nigeria Senegal Email:[email protected]

Rwanda South Africa

24. UniversitéAdvent iste 27. De Monford University d'Afrique Centrale de Kigali Contact Person Contact Person Dr N.S. Kekana Mr Jean Semukanya DeputyVice-Chancellor Université Nationale du University ofDurban-Wesville Rwanda Private Bag X54001 BP 56 Durban 4000 Butare Republic ofSouth Africa Rwanda

75 Tanzania 31. Nkumba University

28. abHubert Kairuki Memorial ContactPerson Mr David Kasasa University Christopher Registrar ContactPerson P.O. Box 237 Entebbe Dr G.N. Paschalis Rugarabamu Uganda PersonalAssistant to the VC 32. Uganda Christian University HubertKairuki Memorial University Contact Person 322 Regent Estate Rev. Dr. Christopher Box 65300 Byruhanga Dar es Salaam Dean ofFaculty of Tanzania Humanities & Social Sciences P.O. Box4 Uganda Makona 33. Uganda Martyrs University 29. Bugema University Contact Person Contact Person Mr Bernard Onyanga Mr Joseph Hayuni Registrar Registrar P.O. Box 5498 P.O. Box 6529 Kampala Kampala Uganda Uganda Zimbabwe 30. Islamic University in Uganda 34. University ofZimbabwe ContactPerson ContactPerson Mr Sulait Kabali Mr R.M. Zinyemba Registrar Registrar P.O. Box 2555 P.O. Box MP 167 Mbale MountPleasant Uganda Harare Zimbabwe Uganda

76 Zambia

35. The KingsAcademy of Pharmacy Contact Person Rector P.O. Box 33590 Lusaka Zambia

77 AppendixIV Persons Interviewed

SouthAfrica Mozambique RobertF Hofmeyr 4. Dr Hipolito F. Moises S. Coordinator: Special Project Sengolane Vice-Chancellor's Office Directordo ofthe Registo University Academico Witwatersrand Universidade Pedagogica Johannesburg Rua Comandate Private 3 Wits 2050 Augusto Bag Candosa SouthAfrica No 135 CP 3276 Phone: 27 11 7171101 Maputo Fax: 27 11 3398215 Mozambique Email: Phone: 310113/420860 Ext. [email protected] 205 2. Prof P. Smith FormerVice-Chancellor University of Pretoria 5. Prof Doutora Lidia Arthur Pretoria Brito SouthAfrica Vice-Rector for Academic Phone:012 4204217 Affairs Fax: 012 4203696 Universidade Edouardo Email: [email protected] Mondlane Praca 25 de Junho 3. Dr Molapo Qhobela CP 257 30 ChiefDirector Maputo Education Higher Policy Mozambique Development Phone: 258 1 428196 Private Bag X 895 Fax: 258 1 428128 Pretoria 0001 . Email: SouthAfrica [email protected] Phone: 27 123125274 Fax: 27 12 3286029 Email: [email protected] 78 Tanzania 9. Prof G.C. Monela Registrar 6. Prof Goeffrey R.V. Mmari Sokoine University of Vice-Chancellor Agriculture The Open University of P.O. Box 3018 Tanzania ChuoKikuu P.O Box 9213 Morogoro Dar es Salaam Tanzania Tanzania Phone:668445 Email: [email protected] 10. ProfEsther Mwaikambo Vice-Chancellor 7. WilliamSabaya HubertKairuki Memorial ExecutiveSecretary University HigherEducation P.O. Box 65300 Accreditation Council Dar es Salaam P.O. Box 6562 Tanzania Dares Salaam Phone: 255 51 70002 Tanzania Fax: 255 812 781 742 Phone: 051 137585 Email: [email protected] 0812 784339 Email: [email protected] 11. Dr RobertMdoda Maselle Ag DeputyVice-Chancellor Sokoine University of 8. Dr R.R. Ntuah Agriculture Directorof Higher Education Morogoro Ministryof Science, Tanzania Technology and Phone: 255 564978 HigherEducation Fax: 255 563177 P.O. Box 2645 Dar es Salaam Tanzania Phone: 111254-6I 137265 Fax: 255 (051) 112533

79 12. Matraj P.Subramama 15. Prof. El-Zubeir Bashir Taha Registrar Vice-Chancellor International Medical& University of Khartoum Technological University P.O. Box 321 P.O. Box77595 Khartoum Dar es Salaam Sudan Tanzania Phone: 772601 Phone: 255 51 647037 Fax: 780295 Fax: 255 51 647038 Email: [email protected] 13. Prof. Idris S. Kikula Ag. Vice-Chancellor University of Dar es Salaam 16. Prof. Mamoun M.A. P.O. Box 35097 Homeida Dar es Salaam Vice-Chancellor Tanzania TheAcademy of Medical Phone: 255 51 410144 Sciences andTechnology Fax: 255 51 410393 P.O. Box 12810 Email: [email protected] Khartoum Sudan Sudan Phone:471681 Fax: (24911) 462251 14. Mahgoub Mohamed Al- Hussein 17. ProfGosim Badri DeputyVice-Chancellor Vice-Chancellor Administration & Finance Ahfad University for Women International University of P.O. Box 167 Africa Omdurman P.O. Box 2469 Sudan Khartoum Phone: 553363 Sudan Fax: (24911) 553363 Phone: 723846 Fax: 223841

80 18. Prof Mohamed Ahmed 22. Prof. EtienneZe Amvela Kholifa Director, Academic Affairs & Vice-Chancellor Cooperation Omdurman AhliaUniversity Universitd deDouala P.O. Box 786 BP2715 Omdurman Douala Sudan Cameroun Phone: 553447 23. Rev. Dr Oscar Eone Eone 19. Prof. Au A. M. Babiker Recteur President Université Catholique Omdurman Islamic University d'Afrique Centrale P.O. Box 1053 InstitutCatholique de Khartoum Yaoundé Sudan BP 11628 Phone: 249 11 784375 Yaoundé Fax: 249 11 775253 Cameroun Phone: 237 238950 Cameroun Fax: 237 237402 Email: 20. Dr Thérèse Belle Wangue [email protected] Secrdtaire Générale Université de Douala Nigeria BP 2715 Douala 24. Mr Shem Magaji Cameroun Director, Admissions& Phone:237 390219 Records 237 Fax: 391311 BabcockUniversity Ilishan - Remo 21. Prof. Noah Ngamreng Ogun State Joseph P.O. Box 21244 Recteur Ikeja - Lagos Université de Douala Phone: 37 630148/630 149 BP 2716 Fax :37 630532 Douala Email: Cameroun [email protected] Phone: 237400415

81 25. Dr J. A. Makinde 29. Dr. Moustapha Chiome DeputyVice-Chancellor Dean ofAgriculture BabcockUniversity Université du Sahel P.O. Box 21244 33, SOTRAC Memoz Ikeja BP5355 Lagos Dakar Senegal 26. Mr O.A. Aderibigbe Phone:221 8249975 Registrar Email: [email protected] University of Lagos Akoka 30. Dr. El Hadji Issa Sail Lagos Président Phone: 234 1 821111 Université du Sahel Fax: 234 1 822644 33, SOTRAC Memoz BP 5355 Senegal Dakar Senegal 27. Mr AliouneBadara Diagne Phone: 221 8249977 Secrétaire Gdnérale Email: [email protected] Université CheikhAnta Diop BP 5005 31. Mr Iba Gueye DakarFann Information Technology Senegal Consultant Phone: 8240586 UniversitéDakar Bourguiba Fax: 8252883 12 Avenue Bourguiba BP 15744 28. ProfLibasse Diop Dakar DeanFaculty of Sciences Senegal Université CheikhAnta Diop Phone: 221 8258079 Dakar Fax: 221 8253611 Senegal Email: [email protected] Phone: 221 8248187 Fax: 221 8246318 Email: [email protected]

82 Côte d'Ivoire Liberia

31. Prof. DeniseHouphet- 35. Dr. Ben A. Roberts Boigny President Directorof HigherEducation University of Liberia Ministry ofHigher Education P.O. Box 109020 BPV 151 1000 Monrovia 10 Abidjan Liberia Côted' Ivoire Phone: 231 226418 Phone: 225 213496 231 226418 Fax: 225 221252 36. Dr. Al-Hassan Conteh Vice-President 32. Dr. Hugues Albert Academic Affairs Recteur University of Liberia Université Ivoiro-Canadienne P.O. Box 109020 06 BP 2875 1000 Monrovia 10 Abidjan06 Liberia Côte d'Ivoire Phone: 231 227033 Phone:225 476316 Fax: 225 477266 37. Dr Louise C. York Email: [email protected] President A.M.EUniversity 33. Ms Nicole Laverdure Camp JohnsonRoad Vice-Recteur (Research) P.O. Box 3340 Université Ivoiro-Canadienne 1000 Monrovia10 Email: [email protected] Liberia Phone: 231 227964 34. Prof. Assi Esso President 38. Dr. WillianSalifu Ecole Supérieure Vice-President (Academic Internationale de Droit Affairs) BP 825 A.M.E University Cidex 03 Camp JohnsonRoad Abidjan P.O. Box 3340 Côte d'Ivoire 1000 Monrovia10 Liberia

83 Appendix V

Resource Persons for the Study

Francophone Universities

Monsieurle Secrétaire 6. Monsieur le Secrétaire Général Général Université d'Oran Université deOuagadougou BP 1524, Es Senia 03 BP 7021 Oran, Algeria Ouagadougou03, Burkina Faso 2. Monsieurle Secrétaire Général 7. Monsieur le Secrétaire Université D'alger Général 2 Rue Didouche Mourad Université du Burundi Algiers, Algeria BP 1550 Bujumbura, Burundi 3. Monsieurle Secrétaire Général 8. Monsieurle Secrétaire Université D'annaba Général BP 12, El Hadjar Université deYaoundé Annaba, Algeria BP 337 Yaoundé,Cameroon 4. Monsieurle Secrétaire Général 9. Monsieurle Secrétaire Université de Constantine Général Route D'Ain El Bey Université de Bangui Constantine,Algeria BP 1450 Bangui 5. Monsieur le Secrétaire Central African Republic Général Université Nationale du Benin 10. Monsieurle Secrétaire BP 526,Abomey-Calavi Général Cotonou,Benin Université MarienNgouabi BP 69 Brazzaville,Congo 84 11. Monsieurle Secrétaire 17. Monsieurle Secrétaire Général Général Universitd du Tchad Université du Mali BP1I17,Ave.Mobutu B.P.2528E N'djamena, Tchad Bamako, Mali 12. Monsieurle Secrétaire 18. MonsieurleSecrétajre Général Général Université de Kinshasa Université de BP Nouakchott 127, KinshasaXI BP 798 RepubliqueDemocratique Nouakchott, Mauritania du Congo 19. 13. Monsieurle Secrétaire MonsieurleSecrétaire Général Général Université Mohammed I Université deCocody 01 BPV34 BP 524 Abidjan, Cote D'Ivoire Oujda,Morocco 14. Monsieurle Secrétaire 20. Monsieurle Secrétaire Géndral Général Université OmarBongo Université Mohammed V BP 13131, B!vdLeon M'ba BP554 Librevile, Gabon 3 Rue Michlifen, Agdal Rabat, Morocco 15. Monsieur le Secrétaire Général 21. Monsieurle Secrétaire Université MarienNgouabi Général BP 69 Université Abdou Moumouni Brazzaville,Congo BP 237 Niamey,Niger 16. Monsieur le Secrétaire Général 22. Monsieurle Secrétaire Université D' antananarivo Général Campus Universitaire Université Nationaledu D'ankatso Rwanda BP566 BP56 Antananarivo, Madagascar Butare, Rwanda

85 23. Monsieurle Secrétaire 25. Monsieur le Secrétaire Gdnéral Général UniversitéCheikh Anta Diop Université du Benin Dakar-Fann,Senegal BP 1515 Lome, Togo 24. Monsieurle Secrétaire Général 26. Monsieur le Secrétaire Université Gaston Berger De Général Saint-Louis Université de Droit, BP234 D'economieet Saint-Louis,Senegal De Gestion(Tunis III) Campus Universitaire 29, Rue Asdrubal, 1002 Tunis, Tunisie

AnglophoneUniversities

27. The Registrar 30. The Registrar Universidade Agostinho Neto Alexandria University CP 815, 4 De Fevereiro7 22El-geish Ave., El-shatby 2E Andar Alexandria,Egypt Luanda, Angola 31. The Registrar 28. The Registrar American University in Cairo University ofBotswana P. 0. Box 2511 Private Bag 0022 113 Kasr El-aini Street Gaborone, Botswana Cairo 1151, Egypt

29. The Registrar 32. The Registrar University of Buea AssiutUniversity P.O. Box 63 Assiut, Egypt Buea, SouthWest Province Cameroon

86 33. The Registrar 40. The Registrar CairoUniversity University ofCape Coast Orman, Giza University Post Office Cairo, Egypt Cape Coast, Ghana

34. The Registrar 41. The Registrar Misr University for Science & University Collegeof Technology Education 6th OctoberCity Winneba, Ghana Al Metameyez District Cairo, Egypt 42. The Registrar University ofGhana 35. Prof. Ahmed I. Khoedir P. 0. Box 25 President Legon, Ghana Misr University for Science & Technology 43. The Registrar 6th OctoberCity Central University College AlMetameyez District P.O. Box DS 2310 Cairo, Egypt Dansoman Accra,Ghana 36. The Registrar Suez Canal University 44. The Registrar Ismailia, Egypt Egerton University P.O. Box 536 37. The Registrar Njoro,Kenya Zagazig University Zagazig, Egypt 45. The Registrar Kenyatta University 37. The Registrar P. 0. Box 43844 AsmaraUniversity Nairobi, Kenya P.O.Box 1220 Asmara, Eritrea 46. The Registrar University of Nairobi 39. The Registrar P. 0. Box 30197 Addis AbabaUniversity Nairobi, Kenya P. 0. Box 1176 Addis Ababa, Ethiopia

87 47. The Registrar 54. The Registrar Daystar University SebhaUniversity P.O. Box44400 P. 0. Box 18758 Nairobi, Kenya Sebha, Libya

48. The Registrar 55. The Registrar National University of University ofGaryounis Lesotho P. 0. Box 1308 P. 0. Roma 180 Benghazi, Libya Lesotho 56. The Registrar 49. The Registrar University of Malawi University of Liberia P. 0. Box 278 P.O. Box 9020 Zomba, Malawi Monrovia,Liberia 57. The Registrar 50. The Registrar University of Mauritius Cuttington University College Reduit, Mauritius P.O. Box 277 Monrovia, Liberia 58. The Registrar Universidade Pedagocia 51. The Registrar P.O. Box 3276 African Methodist Episcopal Maputo, Mozambique University P.O. Box 3340 59. The Rector Camp JohnsonRoad Universidade Eduardo Monrovia, Liberia Mondlane Cp 257 52. The Registrar Maputo, Mozambique 7thApril University P.O. Box 16418 60. The Registrar Zawia, Libya University of Namibia Private Bag 13301 53. The Registrar StorchStreet 13 Al-fateh University Windhoek,Namibia P.O. Box 13040 Tripoli, Libya

88 61. The Registrar 68. The Registrar Abia StateUniversity University ofLagos P.M.B. 2000 Lagos, Nigeria UtuEu, Abia State Nigeria 69. The Registrar University ofAbuja 62. The Registrar P.M.B. 117 Ahmadu BelloUniversity Federal Capital Territory Zana, Nigeria Abuja, Nigeria

63. Tfie Registrar 70. The Registrar BayeroUniversity University of Maiduguri P.M.B. 3011 P.M.B. 1069, Maiduguri, Kano, Nigeria Borno State, Nigeria

64. The Registrar 71. The Registrar FederalUniversity of University of Nigeria Technology, Owerri Nsukka, AnambraState P.M.B. 1526 Nigeria Owerri, Nigeria 72. The Registrar 65. The Registrar University of SierraLeone Obafemi AwolowoUniversity Private Mail Bag Ile-ife,Nigeria Freetown, SierraLeone

66. The Registrar 73. The Registrar University of Calabar Rhodes University P.M.B. 1115, Calabar P.O.Box94 Cross River State,Nigeria Grahamstown6140 Republic ofSouth Africa 67. The Registrar University of Jos P.M.B. 2084 74. The Registrar Jos, PlateauState University ofPretoria Nigeria Brooklyn,Pretoria 0002 Republic of SouthAfrica

89 75. The Registrar 81. The Registrar University of Durban- Ahfad University forWomen westville P.O.Box 167 Private Bag X5400 1 Omdurman, Sudan Durban 4000 Republic of South Africa 82. The Registrar International University of 76. The Registrar Africa University ofSouth Africa P.O. Box 2469 P.O. Box 392 Khartoum, Sudan 0001 Pretoria Republicof South Africa 83. Prof. Au A. M. Babiker President 77. The Registrar Omdurman IslamicUniversity University of Natal P. 0. Box 382 King George VAve. Omdurman, Sudan Durban 4001 Republicof South Africa 84. The Registrar Omdurman IslamicUniversity 78. The Registrar P. 0. Box 382 University of Cape Town Omdurman, Sudan Private Bag Rondesbosch 7700 85. The Registrar Republicof South Africa Omdurman AhliaUniversity P. 0. Box 786 79. The Registrar Omdunnan,Sudan RandAfrikaans University P.O. Box 524 86. The Registrar Auckland Park, 2006 University ofKordofan Republic of SouthAfrica P.O. Box 517 El Obeid, Sudan 80. The Registrar Vista University 87. The Registrar Private Bag X634 University ofKhartoum Pretoria,0001, SouthAfrica P. 0. Box 321 Khartoum, Sudan

90 88. The Registrar 93. The Registrar Upper NileUniversity Makerere University P.O. Box 1660 P. 0. Box 7062 Khartoum, Sudan Kampala, Uganda

89. The Registrar 94. The Registrar University of Swaziland Copperbelt University PrivateBag4 P. 0. Box 21692 Kwaluseni,Swaziland Kitwe,Zambia

90. The Registrar 95. The Registrar The Qpen University of University of Zambia Tanzania P. 0. Box 32379 P.O. Box 23409 Lusaka, Zambia Dares Salaam, Tanzania 96. The Registrar 91. The Registrar University ofZimbabwe Mickocheni International P. 0. Box M.p. 167 University MountPleasant P.O. Box 65300 Harare,Zimbabwe Dares Salaam, Tanzania 97. The Registrar 92. The Registrar AfricaUniversity University of DarEs Salaam P. 0. Box 1320 P. 0. Box 35091 Mutare,Zimbabwe Dares Salaam, Tanzania

91 AppendixV Accreditation Guide

92 ____ HEAC. CA No.

The Higher Education Accreditation Council [Established underthe Education (Amendment) Act, 1995]

This is to certifythat

authorized by the HigherEducation Accreditation Councilon

havingsatisfied the conditions set by the Council for recognition as a higher education institution is herebyawarded this CERTIFICATEOF PROVISIONALREGISTRATION

Given under the sea! of the Councilthis the day of in the year

at Dar es Salaam, Tanzania.

CHAIRMAN EXECUTIVE SECRETARY

93 CERTIFICATE OF PROVISIONAL REGISTRATION

• The Council'sCertificate of Provisional Registration is given to proposed institutions which have met the following conditions:—

1. Have a charter approved by owners/founders and submittedto the HEAC.

2. Those in temporarypremises will have commenced the processof setting up permanent premises.

3. Havethe institution's developmentmaster plan approved and supported by owners/founders and submittedto the HEAC.

4. Have established a time frame for the development of the institution.

5. Have a full time, qualified, competent and experienced Chief Executive in place.

6. Have an adequate number, of competent and experienced academic staff for the initial faculties and programmes.

7 Havedefined students' admissions requirements, procedures, fee structure and available students' welfareservices (Havetheir prospectusor handbook).

8. Have submitted internally approved curricula, students' assessment procedures and examinations for Council approval.

9. Have transparent procedures for the recruitment, appointment, development and promotionof academic and administrativestaff.

10. Have established a sustainablefinancing and accounting system for the institution.

'After having obtained the Council's Certificate of ProvisionalRegistration, the proposedinstitution willbe able toinitiate the establishment ofconstituent colleges and relatedinstitutions, to confirmappointment of senior and otheracademic and administrative staff, to advertise its programmes and begin admittingstudents for the initial programmes.

94 ___ HEAC CA No.

The Higher Education Accreditation Council [Established underthe Education (Amendment) Act, 19951

This is to certify that

authorized by the HigherEducation Accreditation Councilon

havingsatisfied the conditions set by the Council for recognition as a highereducation institution is herQby awardedthis CERTIFICATE OF REGISTRATION

Given under the sealof the Councilthis the day of in the year

at Oar es Salaam, Tanzania.

CHAIRMAN EXECUTIVESECRETARY

95 CERTIFICATE OF REGISTRATION

• The Council'sCertificate ofProvisional Registration is given toproposed institutions which have met the followingconditions:—

1. Have essential physicalstructures in place for academic, administrative and technical SupportServices includingthe administration block, lecture halls, seminar rooms, special purpose rooms, library, laboratories/workshops, students' hostels and staff housingetc.

2. Operational procedures, by-lawsand regulations approved as in the charter.

3. Have course programmes, curricula, student assessment procedures, examinations regulations and proceduresfor initial and future programmes approved by the institution's organs and ratified by the HEAC.

4. Have qualified and experienced permanent academic and administrative staff in place.

5. Haveappropriate teaching and learning facilities, equipment, materials and support services.

6. Have clear provisions, facilities, equipment and materials for students' practical and research by academic staff.

7. Have students' and staff support organs and welfare services e.g. clinic! dispensary, students' union, games and sports facilities.

'After having obtained the Council's Certificate of Registration, the owners and management ofthe institution can.proceed to recruitmoreacademic, adninistrative technicaland operational staff, to have coursesand otheroperations in fiJIprogress and to awardcertificates, diplomas, degreesand other awards recognzedby the HEAC. The Councilwill recommendto the Ministerresponsible forhighel education that the institution's charter be signed by the appropriate authority.

96 HEAC. CA No.

The Higher Education Accreditation Council [Established under the Education (Amendment) Act, 1995]

This is to certify that

authorized by the HigherEducation Accreditation Council on having satisfiedthe conditionsset by the Council for accreditation as higher education institution is herebyawarded this CERTIFICATE OFACCREDITATION

Given under the seal of the Councilthis the day of in the year at Dar es Salaam, Tanzania.

CHAIRMAN EXECUTIVE SECRETARY

97 CERTIFICATE OF ACCREDITATION

The Council'sCertificate ofAccreditation is given to institutions which have met the followingconditions:—

1, The institution will be full in operation as an institution of higher education with all instruments, programmes, regulations, by-laws, security, discipline and other procedures in place.

2. All approved coursesin the initial programmesare fully resourced and in full progress.

3. Course designs, content selection and organization fully approved.

4. Students' theoretical and practicaltraining and research by academic staff in full progress.

5. Instructional and learning environment, rooms, equipment, materials and support services adequate and conducive.

6. Have the planned and approved numbers of qualified and experienced academic staff.

The charter of the institution will have been signed by the relevant authority.

An institutionwith the Council'sCertificate ofAccreditation will prepare to make its own internalself evaluation and invite the Councilfor periodicappraisal and accreditation afterevery four years as requiredby law.

98 FORM HEAC. 1 (a) /99

THE HIGHER EDUCATION ACCREDITATION COUNCIL

APPLICATION FOR RECOGNITION AS INSTITUTIONS AND PROGRAMMES OF HIGHER EDUCATION IN TANZANIA

(Basic factsand information needed by the Higher Education Accreditation Council for processingthe recognition of proposed higher education institution)

Name of the Proposed Institution (caps) A: Particulars of Founders/Owners: In Tanzania Outside Tanzania (where applicable)

1. Founders/Owners'Official Name

2. Date of Establishment

3. Dateof Registration

4. Physical Address (location)

5. Official Title of Chief Executive

6. Name of CurrentChief Executive

7. Postal Address

8. Telephone Numbers 9. Previous Experience in Establishing HigherEducation Institutions

99 B: Particulars of the Envisaged Higher Education Institution (pleaseattach a copyof the proposedAct) I. Official Name of Planned University 2. PhysicalAddress (location)

3. Status —public (Govt-owned) —private —semi-private

4. Rationale, Mission and Purpose (As in proposedCharter/Constitution)

5. Amount of Land (a) Needed(plus expected Location)

(b) Acquired (plus Location) 6. OfficialTitle ofthe institutions Chief Executive

7. Nameof Current ChiefExecutive 8. Postal Address ofthe CEO

9. Telephone Numbers: Office: Residence:

10. University Organization and Governance: Academic Administrative (e.g Structure ofSenate for Universities) (Structure of Council/Board)

100 11. Planning and Evaluation Capacity (Qualifications and experience of PlanningOfficer)

12. Curricula Orientation: (a) Academic (Tick) (Broad-Based) Narrow Specialization (b) Training (c) Research

(d) Public Services (Extension & Consultancy) fl 13. (a) Programmes and Duration of Planned Courses (Please send copies ofcurricula for initial and plannedprogrammes andcourses)

Programme Planned Award Duration (Years) Courses

b) Initial Faculties (Programmes)

14. Quality Control Mechanism (Course, Exams and Awards-Planning, Moderation and Ratification Mechanism)

a) Particulars of Course Planners

101 b) Particulars of Exams Setters and Validators

c) Approval Mechanism for Awards

15. Envisaged Currently Under Planned for the Future Establishments under Establishment (Year 2000 and beyond) the institution (Nexttwo years)

a) Faculties

b) Departments

c) Colleges

d) Schools

e) Institutes

f) Campuses

g) Units

102 16. Infrastructure: (Physical Facilities) a) Academic (Amount of space)Available or Under Planned for the Establishment Future (To Year 1999) (Year 2000and beyond)

i) Lecture Theatres/Rooms

ii) SeminarRooms(Number)

iii) Laboratories

iv) Amountof Lab. Equipment

v) Special Purpose Rooms (Specify)

vi) Library

• No. of Shelves (MID.4m) • Types of Journals • Printing & Binding Facilities • PhotocopyingFacilities vii) ComputingCentre (SpecifyCapacity)

viii) Provision for Networking with other Institutions b) Administrative (Amount ofspace) i) Offices of the CEO ii) Planning Offices iii) Registrar's Office

103 iv) Admin. Offices Admission etc

v) SecurityOffices

vi) AccountsOffices

c) SupportServices and Capacity

i) Cafeteria: • Student: • Staff:

ii) Health Centre

iii) Students Accommodation

iv) Staff Housing

v) Transport Facilities

vi) Communication Facilities • Phones • Fax • E-mail • TV Network • Internet

vii) Games and Sports facilities

viii) Students' Welfare Services

ix) Staff Welfare Services

104 x) Estates Dept. and Services • Building Repairs • Grounds and Environmental Care and Landscaping • Vehicle and Plant Mainte- nance and Repair • Machinery • Carpentry • Household Equipment • EnvironnmentCare and Cleanliness

17. Students Selection and Current Plans Future Plans Admission Requirements:

a) Source of students

b) Estimated Annual Growth in student numbers

c) Minimum Academic Entry Requirements

d) Annual fees Details Currently Planned Future Rates Rates - to 1999 (Year 2000arid beyond) i) Tuition

ii) Boarding

iii) Health

iv) Other (Specify)

105 18. Human Post Planned Mm. Status of Numbers Resources Sources qualifica- residence Present Planned tion i) Administrative

ii) Academic

iii) Support/Tech. Services

19. Funding a) CurrentSources of Funds b) Future Sustainable Sources of Funds (University Setting up))

20. Auditors of the institution's accounts

a) Current Auditors

b) Future Auditors

21. Indicators/Guarantees of the Institution's Integrity

106 22. Mode of Publicinformation (Attach copyof e.g. Prospectus, if ready)

Signed

Name Seal, if available (Institution's Chief Executive)

Date

107 ADS NO.1/99 THE HIGHER EDUCATION ACCREDITATION COUNCIL Fix your black and white ADMISSIONS COMMITTEE FORM - passport size taken ADS EDITION photo No.1/99 within last six months Name of Institution Issuing This Form CodeNo APPLICATION FOR ADMISSION INTO HIGHER EDUCATION INSTITUTION'S ACADEMICYEAR

These forms are to be completed by all candidates applying for places in national higher education institutions or for overseas scholarships. This form must be completed in quadruplicate by each candidatein addition tothe formsupplied bythe specifichigher education institution approached! applied to. Before fillingthis form, please readthe notes below and followthe instructions given. Please provide true and accurate facts and information only. Any misleadinginformation may lead to the cancellationof your applicationand possible prosecution.

PART A PERSONALPARTICULARS

I. Surname: (Block letters) 2. First namein full: (Block letters) 3. Middlenames in full (Block letters) 4. (a) '0' Level IndexNo Name of Centre (b) A' Level Index No Name of Centre 5. Present ContactAddress

Tel

6. PermanentAddress 7. Date ofbirth 8. Male (M) (Date Month Year) Female (F) 9. Name of Present employer Address 10. Sponsor's Name and Address(if any)

108 PARTB

CHOICE OF HIGHER EDUCATION INSTITUTIONS AND COURSES

IMPORTANT INFORMATION TO APPLICANTS

Candidates should indicate three institutions only in the order of preference (1,23) for which they wishto be considered.

Candidates may indicate lessthan three choicesif they wishto be considered for only one or two institutions.

The list of codes for institutions as well as for fields of studiesor coursesis given in the appendices 1 and 2 respectively.

Choice of Institution Choice of Field of Studies

Choice (1) Choice (2) Priority Inst. Name of Code Field of Code Field of Code Institution Studies Studies No.

2 3

I confirm that I am willing to be consideredfor admission into any of the three institutions of higher learning which I have indicated above in the order of preference shown.

Full Name of Applicant Signature Date

Distribution of this application form:

Make sure you send a copy ofthis applicationform to the following:-

1. Each one of the institutions 2.The Executive Secretary, you have chosen. Higher Education Accreditation Council P 0. Box 6562. DAR ES SALAAM.

109 NOTES

1. Write your names in the same way as they appearin your most recent academic certificates. 2. Any change of address must be communicated to the Executive Secretary of the HEAC. 3. Fill the forms sent by one institution only and returnthe other forms to the institutions concerned. 4. Fix one black and white passport size photographtaken within the last six months on each Form ADS. No. 1/99. 5. Attacha certifiedtrue copy of your birth certificate. Affidavits are not required.

110 Computer codes for institutionsand fields of studies.

Appendix 1: Codes for Institutions:

No. Name of Institution Code No. . Public Private

1. University of Dar es Salaam PL.01 2. Muhimbili University College of Health Sciences PL.0 1.1 3. University College of Lands and Architectural Science PL.01.2 4. SokoineUniversity of Agriculture PL.02 5. Open University of Tanzania PL.03 6. Institute of Development Management PL.04 7. Institute of Finance Management PL.05 8. Dar es salaam Institute of Technology PL.06 9. College of Business Education PL.07 10. National Institute of Transport PL.08 11. Cooperative College Moshi PL.09 12. National Social Welfare Training Institute PL. 10 13. Tanzania School of Journalism PL. 11 14. Tengeru Community Development Training Institution PL. 12 15. Instituteof Rural Development Planning PL. 13 16. Institute of CommunityDevelopment Tengeru PL. 14 17. Dar es Salaam Institute of Accountancy PL. 15 18. Institute of AccountancyArusha PL. 16 19. Overseas PL. 17 20. Tumaini University PR.01 21. Iringa University College PR.01.1 22. Makumira University College PR.01.2 23. KCMC University College PR.01 .3 24. Hubert Memorial University PR.02 25. Zanzibar University PR.03 26. Zanzibar College of Education PR.04

111 No. Name of Institution Code No. Public Private 27. International Medical and Technological University PR.05 28. Waldorf College DSM Campus PR.06 29. St. AugustineUniversity of Tanzania PR.07

Appendix 2: Codesfor Fields of Studies

(a) Degree Level Courses

No. Course Name Code 1. Bachelor of Arts and Social Sciences Bs.O1 2. Bachelor of Arts with Education Bs.02 3. Bachelor of Science Bs.03 4. Bachelor of Science with Education Bs.04 5. B. Sc, Education Bs.05 6. B. Sc., Engineering Bs.06 7. B.Sc, Agricultural Engineering Bs.07 8. B. Sc Geology Bs.08 9. B.Sc., Computer Science Bs.09 10. Bachelor of Laws Bs.10

11. Bachelor of Commerce& Management Bs.1 1 12. Doctorof Medicine Bs.12 13. Bachelor of Pharmacy Bs.13 14. Doctor of Dental Surgery Bs.14 15. B. Sc, Nursing Bs.15 16. Bachelor of Architecture Bs.16 17. B. Sc, Building Economics Bs.17 . 18. B. Sc, Urban & Rural Planning Bs.18 19. B. Sc, Environ. Engineering Bs.19 20. B. Sc, Land Management and Vali,jation. Bs.20 21. B.Sc Land Survey Bs.21 22. B.Sc. Agriculture Bs.22

112 No. Course Name Code 23. B. Sc Forestry Bs.23 24. B. Sc Food Science and Technology Bs.24 25. B.Sc, Home Econ. and Human Nutrition Bs.25 26. Bachelor Veterinary Medicine Bs.26 27. Bachelor of Mass Comm. Bs.27 28. Bachelorof Arts (Journalism) Bs.28 29. Bachelor of Business Administration Bs.29 30. Bachelor of Horticulture Bs.30 31. Bachelor of Animal Science Bs.31 32. Bachelor of Agronomy Bs.32 33. B. Sc. Agriculture Economic and Agribusiness Bs. 33 34. B. Sc. AgricultureEducation and Extension Bs.34 35. B..Sc. Wildlife Bs.35 36. Bachelor of Commerce Bs.36 37. B. Sc Electronic Science and Communication Bs.37 38. B. A Physical Education Sports and Culture Bs.38 39. Bachelor of Divinity Bs.39

(b) Advanced Diploma Level Courses

No. Course Name Code

1 Adv. Dip, Materials Management Ad.01 2. Adv. Dip. HospitalAdministration Ad.02 3. Adv. Dip, Economic Planning Ad.03 4. Adv. Dip Local Government Administration Ad.04 5. Adv. Dip. Public Administration Ad.05 6. Adv. Dip. Business Administration Ad.06 7. Adv. Dip. CertifiedAccountancy Ad.07 8. Adv. Dip. Local Goverment Accountancy & Finance Ad.08 9. Adv. Dip. Architecture Ad.09

113 No. Course Name Code 10. Advanced Diploma in Journalism Ad.10 11 Adv. Dip., Accountancy Ad. 11 12. Adv. Dip. Banking Ad. 12 13. Dip, Insurance and Social Security Administration Ad. 13 14. Adv. Dip. Tax Administration Ad. 14 15. Adv. Dip- Transport Management Ad, 15 16 Adv. Dip Social Work Ad. 16 17. Adv. Dip, Cooperative Management Ad. 17 18. Adv. Dip Cooperative Account Ad. 18 19. Adv. Dip, Cooperative Dev. Ad. 19 20. Adv. Dip. Civil Engineering Ad. 20 21. Adv. Dip, Mechanical Engineering Ad.21 22. Adv. Dip, Electrical Engineering Ad.22 23. Adv. Dip, Telecommunication & Electronics Ad.23 24. Adv. Dip., Legal & Industrial Metal Ad.24 25. Adv. Dip, Medical Laboratory Science Ad.25 26. Adv. Dip. Regional Planning Ad.26 27. Adv. Dip,, LabourStudies Ad.27 28. Adv. Dip., CommunityDevelopment Ad.28

114 HEAC.EV/AW.1

THE HIGHER EDUCATION ACCREDITATION COUNCIL P.o. Box 6562. Oar es Salaam, Tanzania

APPLICATION FOR DEGREE EVALUATION PROFORMA FORM: TO BE COMPLETED BY THE APPLICANT.

1. NAME

2. ADDRESS

3. NAME OF EMPLOYER(For employedApplicants)

4. LAST SCHOOLATTENDED

5. DATEOF LEAVINGSCHOOL

6. HIGHESTCLASS ATTENDED

7. DURATION OF PRIMARYAND SECONDARY EDUCATION

9. NATIONAL FORM IV CERTIFICATEOR EQUIVALENTEXAMINATION

(a) YEAR OF EXAMINATION

(b) RESULTS

9. NATIONAL FORM VI CERTIFICATEOR EQUIVALENT EXAMINATION (a) YEAR OF EXAMINATION

(b) RESULTS 10. (a) YEAR OF ADMISSION TO UNIVERSITYOR COLLEGE

(b) QUALIFICATIONSCONSIDERED FOR YOUR ADMISSION

115 11. DID YOU HAVE TO LEARN A FOREIGN LANGUAGE BEFOREYOU WERE ADMITTED FOR A DEGREE COURSE? YES/NO

12. IF SO, HOW LONG DID YOU TAKE TO LEARN THE LANGUAGE?

13. IF YOU WERE NOT ADMITTED TO A UNIVERSITYCOLLEGE IMMEDIATELYAFTER COMPLETING SECONDARY EDUCATION STATE COURSES OR EMPLOYMENTYOU HAD PRIOR TO ADMISSION

14. SPONSOROF YOUR SCHOLARSHIP

15. DID YOU AT ANYTIME CHANGE YOUR COURSE WITHOUT CONSULTINGYOUR SPONSOR? IF SO, STATE THE REASON.

16. ENCLOSURES:

16.1 ENCLOSED HEREWITH ARE CERTIFIED PHOTOSTATCOPIES OF THE FOLLOWING CERTIFICATES—

(a) * NATIONAL FORM IV CERTIFICATE(CSEE) OR ITS EQUIVALENT. * (b) NATIONAL FORM VI CERTIFICATE(ACSEE) OR ITS EQUIVALENT.

(d) DEGREE OR DIPLOMA CERTIFICATE(BOTH IN FOREIGN LANGUAGE AND IN ENGLISH WHERE APPLICABLE).

(e) OTHER CERTIFICATES(TO BE NAMED HERE) 16.2 I HEREBYSOLEMNLY DECLARE THAT ALLSTATEMENTS ABOVE ARE CORRECT AND ALL DOCUMENTS FORWARDED TO THE HIGHER EDUCATIONACCREDITATION COUNCIL TRULY BELONG TO ME.

16.3 I CERTIFYTHAT ALL CERTIFICATESFORWARDED FOR EVALUATIONARE TRULYCOPIES OF THE ORIGINAL CERTIFICATES.

17. SIGNATUREOFAPPLICANT DATE

18. NAME OF EMPLOYER

19. SIGNATUREOFEMPLOYER DATE (For employed applicants) * Delete whicheveris inapplicable.

117 Form HEAC-EV/AW.2

THE HIGHER EDUCATION ACCREDITATION COUNCIL CRITERIAFOR THE EVALUATION OF AWARDS Guidelines for Evaluators

In evaluating and or equating awards - certificates, diplomas, degreesand other qualifications obtained from institutions of Higher educationwithin or outsideTanzania the evaluator is advised to observe the following provisions:

1. Name ofthe award holder 2. Official title ofthe award 3. Course /Field of studyfollowed by award holder 4. Minimum prescribed entry qualifications for the course (tick as appropriate)

(a) 0-level (d) AdvancedDiploma

(b) A-level First (e) First Degree

5. Entry qualifications of the award holderas supported by relevant certificates

(a) 0-level (d) Advanced Diploma

(b) A-level First (e) First Degree

6. Registration number of the award holder (as on the Certificate)

7. Status of award holderduring his/her studies:

(a) Full time (c) Correspondent

(b) Part time (d) Other (Specifye.g. . Multimedia,IT, etc)

118 8. Duration other course a) Weeks

(b) Years

9. Course structure and organization

(a) Coverage (subjects) and key elements for each (i) S Indicated (transcript available)

(ii) Not Indicated (transcript not available)

(b) Are the elements covered relevant to the specified course: Yes No

(d) Whatwas the proportion of time spent on the following modes of instruction (i) Lectures (iv) Practicals (ii) Seminars (v) Field Work (iii) Tutorials (vi) Not specified

10. What were the methods of assessment and examinations?

(a) Written assignments (d) Orals tests

(b) Writtenexaminations (e) Practical examinations

11. General Remarks:

119 12. Certification and Recommendation:

(a) This award has been duly evaluated in accordancewith the terms and conditionsset above by the Higher Education Accreditation Council.

(b) The award was obtained from

(I) A Commonwealth Higher Education Institution.

(ii) A StateHigher EducationInstitution

(iii) A State Registered/Accredited higher educationinstitution.

(iv) Other(Please Specify)

Certificate Diploma AdvancedDiploma

15t (Bachelor's) Degree 2,,d (Master's) Degree DoctorateDegree

(Name of Evaluator) HighestAcademic qualification Date

120 FORM ACCR.2PA

THE HIGHER EDUCATION ACCREDITATION COUNCIL P0. Box 6562, Dar es Salaam, Tanzania

APPLICATION FOR COUNCIL RECOGNITION AND ACCREDITATION OF A PROGRAMME/COURSE OF HIGHER EDUCATION

TItle of Programme

THE INSTITUTION OFFERING THE PROGRAMME/COURSE

1. Name

2. Mission

3. Objectives (Quote Objective Relevant to the application)

4. WhenEstablished (Year)

5. Current Registration Status-.

a) Letter of Interim Authority LI

b) Provisional Registration LI

c) Full Registration LII

d) Accreditation LI

121 6. Institution to whichaffiliated

7. Establishment Directly Responsible for the Proposed Programme! course

Faculty

College

Campus

School

6. Other Current Courses Run by the Establishment

II. INFORMATION ABOUT THE PROGRAMME!COURSE

9. Title

10. Objectives

11. Expected outcomes—

Certificate Diploma fl Advanced Diploma 1E Degree Eli Postgraduate Degree El

122 12. Teaching and learning facilities (Indicate total capacity)

(a) Lecture Halls, Total Capacity

(b) SeminarRooms Capacity (c) Laboratories

i. Science: Capacity

ii. Language

iii. Other(Specify)

(d) Workshops (total capacity)

(e) ComputerRoom (totalcapacity - No. of PCs)

(f) Overhead Projectors (No. Available)

(g) TV (Networks) and Video Cassettes

Available Yes No

(h) Prescribed Textbooks

List Available Yes No

(i) Library Numberof Volumes of Relevant Books Number of Titles of Relevant Journals Availability of Private Study Roomsor Areas Yes No fl 13. Duration of the course (total number of planned contact hours)

14. a) Targeted Potential Students (school exit points) Form IV Leavers FormVI Leavers

Other(Please Specify) b) Minimum EntryRequirements

123 15. Course Structure and Organisation a) Name of current/planned course leader

b) Academic Title

c) Whether Course Leader has ever been involved in coursesleading to higher degree (Masters, PhD) awards Yes No fl d) Current Number of publications by the courseleader

e) Course coverage(subjects) and Key Elements of each

f) Ratio of time spent between Theory and Practice (includingfield work and internship)

g) Medium of Instruction

h) Modeof Instruction (tick if applicable) i. Lectures D ii. Correspondence/Distance Instruction iii. Seminars U iv. Consultations (face to face sessions) U v. Formal Practicals LI vi. Field work (assessed and graded) LII vii. Internship

i) Resources for self-study (tick if available) Library

124 • Current journals • Other research facilities • Private study rooms/areas j) Methods of Academic Assessment (tick if applicable) i. Written Assignments E ii. Terminal Examination iii Dissertations

iv. Project work/Term papers v. Thesis by Research vi. Oral Tests/Interviews vii. Practical examination viii. Final written examination

ix Internship

16. Strength of Academic Staff for the Programme/Course a) Total number of (i) Permanent AcademicStaff Present (ii) Part-time Academic Staff

b) Qualifications of existing and planned AcademicStaff — Please indicate Numbers of academicstaff with the following as their highest Qualifications:

Certificate 1 Degree LII (Post-O-Level)

Diploma Postgraduate Diploma (Post-A-Level)

Advanced Diploma Masters Degree

Ph.D plus

125 c) Minimum Teaching Experienceof existing/plannedAcademic Staff: indicate numbers of academicstaff with Masters Degrees and above in the followingcategories of experience: 0—5years 6—9years 10 plus years

d) Minimum Research Involvement:

i. Personally Designed and conducted research- indicate number of research projects with results published in international or recognized journals

ii. Research Projects Participated in: State number of research projects with results published in international or recognized journals

17. (Planned) Sourceof External Examiners for the Course:(Name of Institution and faculty)

18. Minimum requirements for Graduation

19. Official title of the terminal award(name of certificate, diploma, degree etc)

20. Name of Award conferring Authority

126 21. Process towardsthe Award approving and Conferring Authority— (Indicate stagesthrough which final examination results must be approved from lowest to highestauthority).

22. I certify that the above information is complete and true to the best of my knowledgeand belief.

Name Title Officialstamp of Institution

Signature

Date -

127 THE HIGHER EDUCATION ACCREDITATION COUNCIL P. 0. Box 6562, Dar es Salaam, Tanzania

HEAC 6.8/ADM/CIR.1 Pt June, 1999

HEAC CIRCULAR No. 1/99

To AllChief Executives, HigherEducation institutions, TANZANIA

STANDARD PROCEDURE FOR REGISTERING, CHARTERING AND ACCREDITING PUBLIC AND PRIVATE HIGHER EDUCATIONINSTITUTIONS IN TANZANIA

1.0 Introduction

During its Ninth Meeting held on 28th May, 1999,the Higher Education Accreditation Council (HEAC), inpursuance of Section 65(c) ofEducation (Amendment) Act No.10 of 1995, reviewed and revised the procedure for the establishmentand registration of higher education institutionsin Tanzania.

Following the adviceby academics, practitioners inthe legal profession and analysts of the Tanzania legal system the Council noted that there is no provision in the Constitution of the United Republic of Tanzaniaor other related laws requiringor empowering the Presidentof the United Republic ofTanzania to sign charters orconstitutions of institutionsof higher education. The Council, therefore, resolvedthat the following stages should characterize the process of recognizing, registering and accrediting higher education institutions in the country.

2.0 Applicationfor Council Recognition and Approval

The individual, group ofpersons or organization intending to establish and manage an institution of higher education in Tanzania will submit the application letter to the Council Secretary, The Higher Education Accreditation Council, P. 0. Box 6562, Dar Es Salaam, Tanzania. The 128 letter will indicate, among other things, whether the institution will be of the university or non-university level, will state the mission and purposes institution intendsto serve in society and the world community as a whole andwill specify the levels of studies tobe offered as well as targeted students. In this way, the foundersof the institution will have indicatedwhether they intend to establish a non-university level higher education institution as providedfor and defined in the Tanzania HigherEducation Policy.

(i) Non-university highereducation institutions include those whose mission is toproduce a particular technical cadreready towork in industry or particular profession. Students admitted into these institutions include thosewho willhave completed advanced level secondary education andhave obtained grades which maybe equal to or lower than those typically demandedfor university entry (see (ii)below).

(ii) Universitylevel higher educationinstitutions are those whichadmit students with not less than five credits at 0-level secondary education prior to A-level studies plus not less than twogood A- Levelpasses in subjectsrelated tothose to be pursued atuniversity.

3.0 Submissionof Basic Facts and Information throughForm HEAC.1 (a) /99

The Council Secretary will acknowledge receipt of the application and will sendthe Council FormHEAC. 1 (a)/99 tothe applicants who will beexpected to fillit toprovide detailed facts andother relevantinformation on the planned project. The Project Manager will also be provided with the Council's Guidelines referenced }IEAC. 1 (b)/99outlining the standard conditions and criteriaguiding the recognition, registration andaccreditation of public and private higher education institutions in Tanzania. The details so received will be tabled before the Council. The founders/owners of the proposed higher education institution are alsoadvised to submit aproject write-up for the proposed institution. All this information helps the Council in its further the processing of the application. The more detailed and encompassing information provided, the easierit will be for the Council tomake its decision about the application.

129 4.0 Establishmentof a TechnicalEvaluation Committee

The Council will considerthe detailsreceived from the ProjectManager for the planned higher education institution. If some construction has started or if some physicalfacilities already exist for use as premises forthe proposed institutionand based on theenvisaged initial programme ofcourses, atechnical evaluation committee will be established to examinethe proposal and visit, assess and evaluatethe proposedsite and existing facilitiesfor the planned institution. The technical evaluation committee will consult with the institution's founders, project manager and staff, if any, and will write a report for the Council, on the suitability of the project for consideration as an institution ofhigher learning.

5.0 Determinationof the Institution's Registration and AccreditationStatus

The Council will study the institution's project write-up, the facts and information supplied and the report of the technicalevaluation committee andwill use thefindings to determine the registration statusof the institution.

6.0 Stages Towards the Accreditation Process ofHigher Education Institutionsin Tanzania.

6.1 Submissionof the Draft Charter and Issuance ofCouncil Letter of Interim Authority

(1) Persons or organizations whichhave expressed their intention and are seriously committedand ready to set up a higher education institution in the country will submit their project write-up and other information to the council. Their commitment and seriousness will be manifestin the adequacy ofthe institution's write-up, proposed Act of Parliament/Charter/Constitution and amount and scope of information supplied in the institution's development (strategic) plan. (2) The iiformation supplied will include the institution's draftcharter, land title deed in the name of the institution or arrangements to that effect and master plan showing the direction and speed of

130 developmentand specifically the time line for the completion of academic and administrative facilities. The institution'swrite up will also indicate the proposed initialprogrammes and courses of studies; administrative structure and system of governance; students' entry requirements and selection procedures; staff appointments,deployment, and promotional criteria andprocedures etc.

(3) The fulfillment of the setconditions andacknowledgement thereof by the Council willqualify the proposed institution forrecognition as ahigher education institutionthrough the issuance ofthe Council "Letterof InterimAuthority" whichempowers the institution's foundersto proceed toimplement their development plans.

6.2 Refusal, Suspensionor Revocation of Interim Authority

(1) The HigherEducation Accreditation Council may:

(a) refuse to issue a letter of interim authority if it is satisfied that the person, organization or institution that has applied forit is unlikely toprocure the academic, physicaland other resources necessary for the establishment of a viable university;

(b) by notice published inthe GovernmentGazette, suspend or revoke such aletter if:

(i) the person, organization or institution named therein has not within two years of issue made substantial progressin respectof the mattersset out in the Council checklist HEAC.1 (b)199or notifies the Councilof his! its intention not toproceed with the establishment of a university, or is, in any event, patently incapable of complying with the standards setout by the Council; or

(ii) in the opinion ofthe Council suchfundamental changes have since occurred that had such changes been in

131 existence atthe timeof its deliberations the letterwould not have been issued, provided that the Council shall, in all cases ofsuspension, indicate the steps whichthe holder of that letter must take before interim authority can be restored.

(2) In all cases where a letterin interim authority isrefused or revoked underthis regulation,the Council shall notentertain any subsequent application by the same person, organization or institution, or in respect ofthe same or substantially similarproposal within two years of thatrefusal or revocation unless good causeis shown, the onus whereofshall lie upon the applicant. to (3) Subject Section 6.2 (2) above, it shall be an offence for any person, organization or institution to administer or otherwise performany function in furtheranceof the aims and objects of a higher education institution whose operations have ceased by revocation ofthe letter ofinterim authority.

6.3 Certificate to Provisional Registration

(1) A planned institution of higher education whichhas qualifiedfor the Council Letterof Interim Authority (LIA), will be expected to submit its refined charter or constitution to the Council for consideration and furtheradvice. The founders of the institution willalso proceed to complete their institution's essential facilities for academic and administrative functions and will furnish and equip the different buildings in accordance with the institution's approved masterplan. On fulfillment ofthe further conditions set by the Council, submission of periodic progress reports and verification by the Council Technical Evaluation Committeeof the outcomes ofactions taken anddevelopments made, the HIEAC may decide toregister the institution through the issuanceof the Council "Certificate ofProvisional Registration" (CPR)

(2) On receipt of the Council's Certificate ofProvisional Registration, a planned institution will be expected to have a full time Chief

132 Executive or Principal, a core of administrative, academic and support staffespecially those involvedwith the course offered under the initial or ensuing programmes and can enrol students and conduct courses in accordance with establishedprocedures. The ownersand the management ofthe institution will be requiredto furnish the Council with quarterly progress reports on the implementation of their master-plan, recommendations of the Council andto observethe provisions of the Council checklistof standard conditions and criteria for recognition,registration and accreditation of highereducation institutions referenced HEAC. 1 (b)199.

6.4 Approval of an Institution's Charter/Constitution

(1) An institution with the Council Certificate ofProvisional Regis- tration,(CPR), will beexpected to work closely withthe Council in ensuring the final improvement and refinement of its Act, charter or constitution. The technical adviceof a competent and expe- riencedTanzanian lawyermay be requiredfor its task. The costs involved will beborne by the owners/founders or Management of the institution.

(2) Practical experience gained from the time the institution obtained its letter of interimauthority to full registration status,may lead to changes in one or a few clauses in the institution'scharter in order to reflect the realities of the times. Having satisfied itself that the charteror constitution of the proposedhigher education institution is a satisfactory legal instrument to guide the development plans, affairs and operations ofthe institution, the Council may approve the said charteror constitutionand inform the concerned institution accordingly. The institution will thenbe advisedto proceedas follows:

6.5 Registration under a Trustee, as an NGO or asa Company

(1) An institution with their Charter or constitution approvedby the Council will be expected to apply to be registered under the

133 following categories in orderto gain legal personality inTanzania:

(i) Under a Trustee, with the Registrarof Trusts;

(ii) As a Company, with the Registrarof Companies, OR

(iii) As a Non-Governmental Organization, (NGO), with the Registrar of Societies.

(2) In the event that the Ministryresponsible for the registration of trusts, companiesor societies needsthe views or recommendations for the same from the Ministry responsiblefor higher education, or indeed the HigherEducation Accreditation Council, the latter will make reference to the letter of approval of the charter or constitution of the institution concerned.

6.6 Certificate ofFull Registration

(1) Theproposed institution registeredunder a trust, as acompany or as anon-governmental organization may thenqualify for Council further consideration and processingof its Full Registration and Accreditation statussubject to itsfounders andmanagement having satisfy the Council conditions setfor that levelof registration [see Council Checklist, HEAC. 1 (b)/991.

(2) The Council's Certificate of (Full) Registration is issued to an institution which will have had in place all the academic, administrative and technical support facilities, curricula for its different programmes, staff, equipment and materials and operationalprocedures which typify acreditable higher educational institution. The essential facilities for the full operationof academic and researchfunctions include lecture halls, seminar or tutorial rooms, students' and research laboratories and or workshops, special purpose/specialized teachingrooms, bookshops, audio- visual teaching and learning support facilities and services, computing facilities with established mechanisms for students' access tothem, awell-stocked library withadequate reading space

134 and sufficient supply of current publications, journals and periodicals; students' private study facilities and offices for academic andadministrative staff.

(3) Administrativeand technical support and welfare services facilities include the administration block with the university or college Council Chamber or BoardRoom, Offices ofthe Vice-Chancellor, or equivalent, Principal, Chief Academic Officer, Chief AdministrativeOfficer, PlanningOfficer, Dean of Students, Bursar, Securityand rooms for all the other operations of the institution. Otherrelated facilities include students' andstaff accommodation, cafeteria, healthcenter or clinic andoutdoor and indoor recreational facilities. An institution, which has earned the full registration status, willhave all its academic, administrative andother services infull operation. 6.7 Certificate of Accreditation

(1) An institution, which is in full operation with respect to all the planned and Council approved courses under the initial or consequent programmes, will conduct its ownself-evaluation with the hope to qualify for accreditation. The institution will be technically evaluated, this time with particular focus on the adequacy and quality of academic courses and research programmes, administrative andtechnical activities and services.

(2) The evaluation committee will make a thorough review of the quality of academic, administrativeand technical support facilities. It will also revisit the conditions, criteria and procedures used to select students; the adequacy of instructional and learning environments, materials, equipment, methods andrelated support services. Likewise, the committee will examine the lecturer: students' ratio and qualifications and experience of academic, technicaland administrative staff. It will alsoreview theconditions for course completion, students' assessment and grading procedures, examinations regulations, the credibilityof external examiners andthe conditions for the institution'sacademic awards and graduation.

135 (3) If the Council is satisfiedthat the evaluated institution is operating in mannertypical of a typical and creditableinstitution ofhigher education and reflecting internationally acceptable standards in its programmes and operations, it may consider issuing the institution its certificate of accreditation. An institution issued with the Council Certificate ofAccreditation will bepronounced officially in the GovernmentGazette.

7.0 De-accreditationor Demotion of an Institution

An institution withthe Council Certificate of Accreditation will be subjected to periodical external academic audit and technical evaluation after every four years. If the Council is satisfied that the institution does not make progress or does not live up to the expected standards it may demote or withdraw the institutional status of accreditation by noticein the Government Gazette.

8.0 Recognition and Registrationof Public HigherEducation Institutions

(1) The procedures for the recognition, registration and accreditation of apublic higher education institution will be similar tothose for private institutions. However, instead of having a charter or constitution, the operations of apublic higher education institution will be guided by an Act of Parliament, which will nonetheless have had priorapproval by the Council. The condition to register an institution as a Trust, a Company, a Society or a Non- Governmental Organization will not apply to public institutions of highereducation.

(2) The proposedpublic highereducation institution must also fulfil the other conditions and proceduresset by the Council, specifically, those tobe fulfilled in order toqualify for the approval/recognition, registration and accreditation status. Emphasis will continue to be directed at the existenceof and adherence to the institution's master (strategic) plan; completion of physical facilities for academic, administrative and technical services; existence of approved curricula for initial programmes; adequacy of the

136 numbers ofqualified andexperienced academic andadministrative staff; defined operationalprocedures andby-laws for the institution as spelt out into proposed Act of Parliament etc. 9.0 Institutional Rightsand Obligations

(1) Every higher education institution towhich accreditation is granted underthis circularshall have full autonomy in the administration of its academic affairs and shall, so long as the same is not sus- pended or revoked, be under no obligation to accept instructions from any person or authority unless the same is expressly stipu- lated in its charter/constitution.

(2) Every accredited institution shall ensurethat:

(i) the institutional standards prescribed by the Council are, at all timesmaintained.

(ii) all lawful instructions issued by the Council or any other authority empowered to do so under the Education (Amendment) Act No. 10 of 995 are compliedwith; and

(iii) that no new programmes of instructions are mounted and regulations in respect thereof effected without the prior consentof the Council. 10.0 Amendmentof Charter or Constitution

Any amendment madeto the Council approved charteror constitution ofany higher education institution should be communicated to the HigherEduca- tion Accreditation Council forconsideration and approval.

This circularcomes into effecton June,1999.

WilliamSabaya Executive Secretary The HigherEducation AccreditationCouncil

137 HEAC.1(b)/99 THE HIGHER EDUCATION ACCREDITATION COUNCIL STANDARD CONDITIONSAND CRITERIA GUIDING THE RECOGNITION, REGISTRATION AND ACCREDITATIONOF PUBLIC AND PRIVATEHIGHER EDUCATION INSTITUTIONS IN TANZANIA A. LETTER OF INTERIM AUTHORITY

The Council Letter ofInterim Authoriiy is given to proposed institutions whichhave met thefollowing condition:

1. Madean application for Council recognition and approval of their intention to setup a higher education institution in Tanzania. 2. Submitted tothe HEAC,a project proposal or write-up expressing the desire, commitment and intention toset up ahigher education institution with defined mission and objectives in line with the context, policiesand laws ofTanzania. 3. Have filled Council formHEAC. 1(a) toprovide basic facts about the institution, its foundersand initialand planned programmes. 4. Have identified permanent or temporarypremises and facilities for the institution'sinitial take off.

5. Those in temporary or rented premiseshave submitteda copy of the lease agreement to the Council.

6. Have shown evidence ofland acquisition (Title Deed) or application thereofin the name ofthe institution. 7. Have submitted, to the Council, the proposed draft MasterPlan for the development ofthe institution. 8. Have appointeda Project Manageror Planning Officeror Chief Executive ofthe proposedinstitution tooversee the development work.

138 9. Submittedinformation on Architects andConstruction Engineers to be engaged (registeredin Tanzania),for construction / expansion / rehabilitation of existing structure. 10. Have submitted their draft Act / charterI constitution reflecting the National HigherEducation Policy, the laws of Tanzania (in the case of aproposed institution established underaffiliation with aforeign university) and the mission and objectives ofthe propsed institution.

*After having obtained this authority the founders andmanagement of the proposed institution can proceed to solicit capital development funds, to engage construction engineers, to start establishing physical infrastructure,to order andinstall equipment and to procure books, journals and other teaching and learning materials and to send quarterly reports to the Council Secretary on progress made. An institution with the Letter of Interim Authorityis not allowed to enrol studentsuntil the preparations completed have been verifiedby theCouncil's technical committees. The interim authority is validfor one year. If no further development has been made andreported duringthis period, the authority maybe extended for one year withdrawn by the Council. B. CERTIFICATE OF PROVISIONAL REGISTRATION

*The Council's Certificate of Provisional Registration is given to proposed institutions, which have met the followingconditions: 1. Have a draft Act of Parliament/charter/constitution refined by a lawyer competent with the laws and legal systemof Tanzania, approved by owners/founders and submittedto the HEAC. 2. Havehad their proposed Act of Parliament or charter/constitution approved by the HigherEducation Accreditation Council. 3. Thosein temporary premises will havecommenced the process of setting up permanent premises. 4. Have had the institution's development master (strategic) plan approved and supported by owners/founders and ratifiedby the HEAC. 139 5. Have establisheda time framefor the developmentof the institution. 6. Have a full time, qualified, competent and experienced Chief Executive inplace.

7. Have anadequate numberof competent andexperienced academic stafffor the initial faculties, programmes and courses atthe global lecturer: studentratio of 1:12, notwithstanding the higher ratios for the specialized fields such as medicines, music, law, technologiesetc.

8. Have defined and publicized students' admissions requirements, procedures, fee structure and available students' welfare services. 9. Have submitted internally approved draft curricula, students assessment procedures and examinations regulations for Council approval.

10. Have transparentprocedures for the recruitment, appointment, development andpromotion ofacademic and administrative staff.

11. Have established a sustainable financing and accounting system forthe institution.

*After having obtained the Council's Certficate ofProvisional Registration the proposed institution will be able to initiate the establishment ofconstituent colleges and related institutions, to confirm appointment of Senior and other academic and administrative staff to advertise its programmes and begin to admit studentsfor the initial programmes. The Certificate of Provisional Registration is validfor one year. Ifno further development has been made and reported during this periodthe validitycan be extended for another periodof one year C. CERTIFICATE OF FULL REGISTRATION * The Council's Certificate ofFull Registration is given to proposed institutions which have met thefollowing conditions: 1. Have all the essential physicalstructures in place for academic, administrative and technical support services including the

140 administrationblock, lecture halls, seminar rooms, special purpose rooms, library,laboratories/workshops, evidence of arrangements for students and staff accommodation etc.

2. Have operational procedures, by-laws and regulations approved as in the charter/constitution.

3. Have been registered under a Trust, as a Company or Non- Governmental Organization (see Council Circular1/99) andcopy ofthe relevantregistration certificate submittedto HEAC.

4. Have course programmes, curricula, student assessment procedures, examinations regulations and procedures for initial and future programmes approved by the institution'sorgans and ratifiedby the HEAC.

5. Have qualified experienced and permanent academic and administrative staffin place.

6. Have appropriate and adequate teaching and learning facilities, equipment, materials and supportservices.

7. Have clear provisions, facilities, equipments and materials for students' practicals and researchby academic staff.

8. Have student and staff support organs and welfare services e.g. clinic/dispensary, students' union,games and sports facilities.

* After havingobtained the Council's Certificate of Full Registration, the ownersand management ofthe institution may proceed to recruit more academic, administrative, technical and operational staff to have courses and other operations in full progress and to award certificates, diplomas, degreesand other awards recognized by the HEAC. The Certificate of Full Registrationis valid forone year. Ifno further development has been made and reported during this periodthe management of the institution will be required to explain the circumstances

141 prevailing and the Council may then consider extending the validity ofthe Cer4ficateof Provisional Registration for another one year

D. CERTIFICATE OF ACCREDITATION

*The Council's CertficateofAccreditation isgiven toinstitutions which have met thefollowing conditions:

1. The institution will be full inoperation as an institution of higher education with allinstruments, programmes, regulations, bye-laws, security, discipline and other procedures in place.

2. All approved courses and programmes are fully resourcedand in full progress.

3. Course designs, contentselection and organization full approved by the Council.

4. Students' theoretical andpractical training, research, teaching and publication by academic staff in full progress.

5. Instructional and learning environment, rooms, equipment,materials and support services adequate andconducive to good intel- lectual work.

6. Have the planned and approved numbers of qualified, andexperienced of academic, administrative and technical support staff.

*An institution with the Council's Certficate of Accreditation will prepare to make its own internal self-evaluation and invite the Councilforperiodic appraisal and accreditationafter every fouryears from the date ofprevious accreditation as required by law

142 Appendix VII

ASSOCIATION OF AFRICAN UNIVERSITIES

A Study on Private Universities

Questionnaire (ADQ)

Name: (Optiona1)

2. Sex: (a) Male (b) Female

3. Positionin your Organisation (a) Executive Secretary (b) Directorof Education (c) Deputy Directorof Education (d) SpecialAssistant (e) Other (Specify)

4. How manyprivate universities exist inyour country? (a) None (b) 1-2 (c) 3-4 (d) 5-6 (e) 7 and above

5. Please provide name and contact address (Use a separate sheet ifre- quired) (a)

(b)

(c)

(d) ..

143 (e)

(f)

(g)

6. Who gives approvalfor the establishment of privateuniversities in the country? (a) The National Government (b) The National Universities CommissionlThe Higher Education Commission (c) The Ministry of Education (d) The Special Commission on Higher Education/Bureau de l'Enseignement Supdrieur (e) Other

7. Does the establishingagency ensure the accreditation of academic programmes inprivate universities? (a) Yes (b) No Explainif you may

8. What basic requirements, must they fulfil before they get approvalto operate? (a) Evidence of sufficient land space (b) Evidenceof bank deposit to cover operational cost for the first 4 years (c) Evidence of minimum academic standards required of public universities (d) A requirednumber of structural facilities (e) All ofthe above

9. Is there any existing regulatoryframework on privateuniversities? (a) Yes (b) No

144 10. If your responseto question9 was Yes, please indicate which framework (a) Education Act (b) Education for ProfitAct (c) National Boardfor Private Universities (d) National Universities Accreditation Board (e) Other (Specify)

11. Is there aNational Association of PrivateUniversities in the country? (a) Yes (b) No

12. Ifyour responseto question 11 was Yes, please supply contactaddress.

13. Should funds spent by individuals and governments in establishing privateuniversities be channeled towards the upgrading of standards and facilities inpublic universities?

(a) Yes (b) No Comment

14. Do Private Universitiesprovide the necessary competition for standards in higher education? (a) Yes (b) No Comment

15. The major purpose for establishing privateuniversities is: (a) toprovide increased access to highereducation (b) to provide competition andraise standards in higher education (c) to encourage individuals to investin highereducation (d) to provideopportunity for those interested in specialized studies

145 ASSOCIATION OF AFRICANUNIVERSITIES

A Study on Private Universities

Questionnaire (RPQ)

5. Name: (Optional)'

6. Name of University'

7. I work at the University as: (a) Vice-Chancellor (b) Deputy Vice-Chancellor (c) Registrar (d) Director, Academic Planning (e) University Librarian

8. For how manyyears have you been in this post? (a) 1-2 years (b) 3 - 4 years (c) 5 - 6 years (d) 7 - 8 years (e) 9 years and above

9. How many privateuniversities exist in your country? (a) None (b) 1-2 (c) 3-4 (d) 5-6 (e) 7 and above

10. Please provide name and contact address (Use a separate sheet ifre- quired) (a)

146 (b)

(c)

(d)

(e)

11. Who gives approvalfor the establishment ofprivate universities inthe, country?

(a) The National Government (b) The National Universities Commission/The Higher Education Commission (c) The Ministryof Education (d) The Special Commission on Higher Education/Bureau de l'EnseignementSupdrieur

12. Does the establishingagency ensure the accreditation of academic programmes inprivate universities? Explain if you may

13. What basic requirements must they fulfil before they get approval to operate? (a) Evidence ofsufficient land space (b) Evidenceof bank depositto cover operational costs for the first four years (c) Evidence of minimum academic standards required of existing public universities

147 (d) A requirednumber of structural facilities (e) All of the above

14. Is there anexisting regulatoryframework on private universities? (a) Yes (b) No

15. If your response to question 10 was yes, please indicate which framework. (a) The Education Act (b) The Education-for-Profit Act (c) The National Boardfor Private Universities (d) The National Universities Accreditation Board (e) Allofthe above

16. The major purpose for establishing privateuniversities is: (a) to provideincreased access to higher education (b) to providegender equity in higher education (c) to providecompetition and raise standards in highereducation (d) to provideopportunity for those interested in specialized studies (e) to encourage individuals to invest in higher education

13. The conceptof university autonomy, academic freedom, the provision of basic infrastructural facilities and conducive learning environment, are betterrespected andprovided in private universities than in public universities. (a) Agree (b) Disagree

Comment

14. The philosophy behind the establishmentof private universities is to provideaccess to students who otherwisewould not gain admission intopublic universities (a) Agree (b) Disagree

148 15. What professional areas should privateuniversities concentrateon, in order toavoid the duplicationof courses, andprofessions already existing in public universities. (a) Religion (Preaching) (b) Engineering (c) Medicine & Nursing (d) Geology (e) Pharmacy

16. The curriculum contentof private universities cover a wide range of subjects whichenable their students have a broad-basededucation. (a) Yes (b) No

Comment

17. What degreesare usuallyoffered by the privateuniversities? (a) DiplomaCertificates (b) B.A. (c) M.A. (d) Ph.D. (e) Other: (Specify)

18. Non-academic orientations (political, social, religious)and ideologies usually tend to dominate the educational programme of private universities (a) Agree (b) Disagree

Comment

149 19. Private universities pose a threat to academic standards in public universities owing to the high calibre of staff attracted to these institutions. (a) Agree (b) Disagree

20. Why is enrolment high in private universities despite the high tuition fees charged? (a) Goodacademic programme (b) High level of discipline (c) Individual attention (d) Sheerprestige Comment

21. The cost of acquiring educationin private universities is so high that they have virtually become ivy-league institutions for children of the wealthy. (a) Agree (b) Disagree Comment

22. Quality andrelevance are usually the priorities of privateuniversities. (a) Agree (b) Disagree Comment

23. Private universities provide an element of competition for standards andexcellence inthe higher educational sector. (a) Agree (b) Disagree Comment

150 24. Infrastructural facilities are betterin privateuniversities than in public universities (a) Agree (b) Disagree

25. Private universities are the equivalent of specialized universities which shouldnot offer programmes in liberal education (a) Agree (b) Disagree Comment

26. Private universities are an unnecessary duplication ofefforts (financial, material, study programmes)aimed at providing education totheir clients (a) Agree (b) Disagree Comment

27. Should funds spent by individuals and governments in establishing private universities be channeled towards the upgrading of standards and facilities in publicuniversities? (a) Yes (b) No Comment

28. Which of the student's objectives for going to the university are met more,by privateuniversities? (a) To acquiresocial poise (b) To become acultured person (c) To obtaina meal-ticket (d) To acquirereal education (e) To enjoy the social life in the university

151 29. Private universities shouldaim athelping students acquire skills,while public universities should aimat providing basic education to students. (a) Agree (b) Disagree Comment

30. Giventhe disparity in academic standards betweenpublic and private universities, the regulatory agency responsible forthe establishmentof privateuniversities shouldensure that similarprogrammes are run by the two types ofuniversities. (a) Agree (b) Disagree Comment

31. In order to be relevant, private universities should aim at offering specialized coursesnot offeredby public universities (a) Agree (b) Disagree Comment

32. Private universities contribute to the overallnational human resources development (a) Agree (b) Disagree Comment

33. To what extent are private universities contributing to overall development of the nationand higher education generally (a) Great extent (b) Substantial extent (c) Average extent (d) Insignificant extent

152 34. What in your view can help improvethe relationship betweenprivate andpublic universities? (a) staff exchange programmes (b) studentsemester exchange programmes (c) student one-yearexchange programmes (d) runningsimilar academic programmes (e) Other: (Specify)

35. What do you consider tobe the public opinionon private universities? (a) They are acceptable alternatives to public universities (b) They constitute an unnecessary duplication of efforts and wastage ofresources (c) Their programme offerings shouldbe re-focused (d) They should be affiliated topublic universities

36. Overall, government should allow the establishment of more private universities toincrease access tohigher education. (a) Agree (b) Disagree Comment

153 ASSOCIATION OF AFRICAN UNIVERSITIES

A Study on Private Universities

Questionnaire (TUQ)

1. Name: (Optional):

2. Sex: (a) Male (b) Female

3. Position in the University (a) Vice-Chancellor/President (b) Deputy Vice-Chancellor (c) Registrar (d) Director, Academic Planning (e) Other: (Specify)

4. Do you run a privateuniversity? (a) Yes (b) No

5. If your response to question 4 was "Yes," please provide name and contactaddress.

6. The university is: (a) Religious based (b) Politically motivated (c) Profit-motivated (d) Other: (Specify)

7. When was the universityestablished? 19

154 8. What act established the university? (a) The Education Act (b) The Education-for-Profit Act (c) The National Boardfor Private Universities (d) The NationalUniversities Accreditation Board

9. What motivated the establishment of the university? (a) to provide access to higher education forthose who could notbe absorbed in public universities (b) to providegender equity in higher education (c) to provide opportunity for thoseinterested in "specialized" studies (d) to improvethe fallingstandards in higher education (e) to encourageindividuals/organisations to invest inhigher education

10. Howmany Faculties/Colleges doyou run? Pleasesupply names (a) (b) (c) (d) (e) (f) (g) (h) (i)

11. What is the administrative structure ofthe university like? (a) Chancellor (b) Vice-Chancellor (c) DeputyVice-Chancellor (d) Registrar (e) Bursar (0 Please add more if you may

12. Whoapproved the establishment ofthe University? (a) The National Government

155 (b) The National Universities Commission for HigherEducation (c) The Ministryof Education (d) The Special Commission on Higher Education/Bureau de l'Enseignement Supdrieur

13. Does the establishing agency ensure the accreditation of academic programmes in your universities? (a) Yes (b) No

14. What basic requirements didyou have tofulfil beforegetting approval to operateas a university? (a) Evidence of sufficient land space (b) Evidence of bank depositcovering operational cost for the first four years (c) Evidence of minimum academic standards required of public universities (d) A requirednumber of structural facilities (e) All ofthe above

15. The conceptof university autonomy, academic freedom, the provision ofbasic infrastructural facilities and conducivelearning environment are betterrespected andprovided in privateuniversities than the public universities (a) Agree (b) Disagree Comment

16. What professional areas do you concentrate on, in order to avoid the duplication of courses and professions alreadyexisting in public universities? (a) Religion (b) Engineering (c) Medicine & Nursing (d) Pharmacy (e) Geology 17. What degreesdoes your university offer? 156 (a) DiplomaCertificates (b) B.A. (c) M.A. (d) Ph.D. (e) Other: (Specify)

18. Non-academic orientations (religious,political, social) and ideologies usuallytend todominate the educational programme ofprivate universities (a) Agree (b) Disagree Comment

19. Private universities pose a threatto academic standards in public uni- versitiesowing tothe highcalibre of staffattracted to theseinstitutions (a) Agree (b) Disagree

20. Why are enrolment figures high inyour university, despitethe highfees charged? (a) Good academic programme (b) High levelof discipline (c) Individual attention (d) Sheerprestige

Comment

21. The cost of acquiring education in private universities is so high that they have virtually becomeivy-league institutions for children of the wealthy (a) Agree (b) Disagree

157 Comment .

22. Quality andrelevance are usually the priorities ofprivate universities (a) Agree (b) Disagree Comment

23. Infrastructural facilitiesare betterin privateuniversities (a) Agree (b) Disagree

24. Private universities are an unnecessary duplication of efforts (financial, material, study programmes), aimedat providing education totheir students (a) Agree (b) Disagree Comment

25. Which of the student's objectives for going to the university is met more,by privateuniversities? (a) To acquire social poise (b) Tobecome a culturedperson (c) To obtain acertificate for employment (d) To acquire real education (e) To enjoy the social life in the university

26. Private universities contributeto the overall nationalhuman resources development (a) Agree (b) Disagree

158 Comment

27. What in your view can help improvethe relationshipbetween private and public universities? (a) staffexchange programmes (b) studentone-year exchange programmes (c) studentsemester exchange programmes (d) runningsimilar academic programmes (e) Other: (Specify) Comment . 28. What do you consider tobe the public opinionon private universities? (a) They are acceptable alternatives to public universities (b) They constitute an unnecessary duplication of efforts andwastage ofresources (c) Their programme offerings shouldbe re-focused (d) They should be affiliated to public universities

Comment

159 ASSOCIATION OF AFRICANUNIVERSITIES

A Study on Private Universities

Questionnaire (For Interviewees)

Name: (Optional)

2. My University is: (a) a privateuniversity (b) apublic university

3. What is the studentenrollment in your university (a) 100 — 500 (b) 500 — 1000 (c) 1500 — 2000 (d) 2500 — 5000 (e) 6000 — 10,000 (f) 11,000 and above

5. What major facultiesexist in your university (a) Arts (b) Education (c) Science (d) Social Science (e) Law (f) Medicine

6. How are privateuniversities financed? (a) Government subsidy 160 (b) Charity organisations

• (c) Student fees (d) Consultancy & internally generated funds

7. Is the organisational structure in private universities the same as in public universities? (a) Yes (b) No

Elaborate

8. Fromyour experience inHigher Education Administrationin this country shouldprivate universities be allowed to operate? (a) Yes (b) No

Elaborate

9. Shouldthe samemonitoring /regulatory frame work for public universities, be used to monitor standards in privateuniversities? (a) Yes (b) No Elaborate

10. With the higher fees charged by privateuniversities they have the capacity to attract the best lecturers and thereforeestablish higher standards than public universities. (a) Agree (b) Disagree

161 Elaborate

11. Ifprivate universities must be allowed tofunction, they shouldoperate as special universities, running specialized programmes (a) Yes (b) No

Elaborate

12. Private universities providea type ofcompetition (withpublic universities) neededin ensuring higher standards inuniversity education (a) Agree (b) Disagree Elaborate

13. Private universities contribute to the overall national human resources development (a) Yes (b) No Elaborate

162 14. What in your view shouldgovernment and her agencies do to ensurea healthyrelationship between private and public universities Elaborate

15. Overall, governments should allow the establishment of more private universities inorder to providemore access to higher education. (a) Agree (b) Disagree Elaborate

16. On ascale of 1-5 please rate your impression of the generaladministra- tion/organization ofprivate universities.

(a) Poor (b) Fair (c) Good (d) Very Good (e) Excellent

17. The majorpurpose for establishing privateuniversities is

(a) toprovide increased access tohigh education (b) toprovide competition and raise standards in higher education (c) toprovide opportunity for thoseinterested in specialized studies (d) toprovide gender equity in higher education (e) toencourage individuals to investin highereducation.

163 About the Association of African Universities

The Association of African Universities is an international non- governmental organisation set up in 1967by the Universities ofAfrica to promote cooperation among them and encourage increased contacts between its members and the international academic world. The Associationsobjectives include the following:

• collecting, classifying and disseminating information on higher education andresearch, particularly in Africa;

• organising, encouraging and supporting seminars and conferences between members ofthe academic, technical and administrative staff, students and universityadministrators in African universities:

• promoting cooperation between its members and representatives of governments, the productive, public and social sectors, aswell as other stakeholders andconstituencies interested in higher education andresearch.

The Association currently has a membership of 171 institutions in 43 African countries. These institutions include public and private universities, research centers and otherhigher education institutions. To enhance the relevance and impact of its programmes the AAU continually seeks to strengthen and widen relations with other associations and networks. TheAAU benefitsfrom support fromfunding agencies and governments. Contactthe Association ofAfricanUniversities at:

Association ofAfrican Universities P. 0. Box 5744 Accra-North, Ghana. Tel: + 233-21-774495/761588 Fax: + 233-21-774821 Email: [email protected] Website. Http://www.aau.org