SHARING KNOWLEDGE TRANSFORMING SOCIETIES The Norhed Programme 2013–2020 Edited by Tor Halvorsen, Kristin Skare Orgeret & Roy Krøvel Sharing Knowledge, Transforming Societies The Norhed Programme 2013–2020 Edited by Tor Halvorsen, Kristin Skare Orgeret & Roy Krøvel AFRICAN MINDS Published in 2019 by African Minds 4 Eccleston Place, Somerset West, 7130, Cape Town, South Africa [email protected] www.africanminds.org.za and UIB Global PO Box 7800 5020 Bergen http://www.uib.no/en/research/global Th is book has been published with fi nancial assistance from Norad. 2019 All contents of this document, unless specifi ed otherwise, are licensed under a Creative Commons Attribution 4.0 International License. Th e views expressed in this publication are those of the author(s) and should not be regarded as refl ecting the views or position of Norad. When quoting from any of the chapters, readers are requested to acknowledge the relevant author(s). ISBNs 978-1-928502-00-5 Print 978-1-928502-01-2 e-Book 978-1-928502-02-9 e-Pub Copies of this book are available for free download at www.africanminds.org.za and http://www.uib.no/en/research/global ORDERS For orders from Africa: African Minds Email: [email protected] For orders from outside Africa: African Books Collective PO Box 721, Oxford OX1 9EN, UK Email: [email protected] CONTENTS Foreword by Hirut Woldemariam vii Frequently used acronyms and abbreviations xi PREFACE Sustainable capacity development in higher education and research: Norad’s approach xv Jeanette da Silva & Douglas Tendai Phiri INTRODUCTION The Norhed programme: A laboratory for academic collaboration 1 Tor Halvorsen PART ONE: GLOBAL–LOCAL REALITIES Introduction by Tor Halvorsen 41 1 Decolonising universities 48 Mahmood Mamdani 2 Antimicrobial stewardship and conservancy in Africa 68 L Middleton, F Lampiao, T Zimba, SN Muzime, GS Simonsen, L Smabrekke, J Musaya, V Solomon, F Suleman, A Sundsfjord & SY Essack 3 Bridging gaps, building futures: Global journalism and local practices 83 Kristin Skare Orgeret & William Tayeebwa 4 Indigenous and communitarian knowledges 105 Roy Krøvel 5 Edward K Kirumira: A view of Norhed from the South 132 Interviewed by Tor Halvorsen PART TWO: THE ECO-SOCIAL PARADIGM SHIFT Introduction by Tor Halvorsen 157 6 Building capacity for the management of coastal resources in Tanzania and Zanzibar 164 Pius Z Yanda, Ian Bryceson, Haji Mwevura, Wahira Othman, Betsy Beymer-Farris, Chris Maina Peter, Emma Liwenga & Faustin Maganga 7 Capacity building for climate-smart natural resource management and policy in Malawi and Ethiopia 178 Mesfin Tilahun, Stein T Holden & Julius H Mangisoni 8 Building research and educational capacity in Vietnam and Sri Lanka on the impacts of climate change on marine ecosystems management: Challenges, achievements and lessons learned 191 Claire W Armstrong & Nguyen Thi Kim Anh PART THREE: UPSKILLING AND PROFESSIONALISATION Introduction by Kristin Skare Orgeret 209 9 Promoting professionalisation in nursing and midwifery 214 Alfred Maluwa, Margaret Maimbolwa, Clara Haruzivishe, Patricia Katowa- Mukwato, Jon Oyvind Odland, Babil Stray Pedersen, Ellen Chirwa, Midion Chidzonga & Address Malata 10 Vocational pedagogy 231 Arne Rohnny Sannerud 11 Teacher education in Ethiopia: Reshaping the training of science and mathematics teacher educators 249 Ahmed Y Ahmed, Meskerem L Debele, Haftu H Gebremeskel, Dawit A Getahun, Dawit T Tiruneh & Dereje T Wondem 12 Improving the quality and capacity of mathematics teachers in Malawi: A collaborative project between the University of Malawi and the University of Stavanger 268 Mercy Kazima & Arne Jakobsen PART FOUR: KNOWLEDGE, IDENTITY, CULTURE Introduction by Roy Krøvel 285 13 Intercultural communication and autonomy in Latin America: The journey of RUIICAY-HIOA Intercultural Communication Linkage Programme 296 José Luis Saballos Velásquez 14 Linguistic capacity building in Ethiopia: Results and challenges 321 Derib Ado Jekale, Binyam Sisay Mendisu & Janne Bondi Johannessen 15 Academic and cultural perceptions of foreign students: Implications for the sustainability of international partnerships 351 Elizabeth Kaase-Bwanga 16 Models of co-operation between a university in Norway and two universities in Africa: An autoethnographic report 379 Birgit Brock-Utne PART FIVE: REFORMING UNIVERSITIES, REFORMING SOCIETIES Introduction by Tor Halvorsen 403 17 Voices from within: The academic profession and the social sciences at Makerere University 411 Andrea Felde & Tor Halvorsen 18 Developing a sustainable PhD programme: Experiences from southern Ethiopia 442 Bernt Lindtjørn, Moges Tadesse & Eskindir Loha 19 From needs assessment to academic leadership training for women in Ethiopia 457 Jeanette H Magnus, Kora Tushune & Abraham Haileamlak 20 Engendering and decolonising legal education: South–South and South–North co-operation 474 Patricia Kameri-Mbote, Anne Hellum, Julie Stewart, Ngeyi Kanyongolo & Mulela Munalula 21 Transforming research, teaching and learning of public administration for improved governance and management: The Norhed experience in Malawi 500 Happy Kayuni, Dan Banik, Boniface Dulani & Kaja Elise Gresko 22 The challenge of capacity building in occupational health: Experiences from Tanzania, Ethiopia and Norway 521 Bente E Moen, Wakgari Deressa & Simon HD Mamuya 23 Building a new master’s and PhD programme in nutritional epidemiology in Kinshasa: How to face obstacles beyond the control of the project 542 Mapatano Mala Ali, Christiane Horwood & Anne Hatløy POSTSCRIPT 24 Higher education institutions and transformational development: Ways forward 557 Kristin Skare Orgeret FOREWORD The Ethiopian government has long recognised the vital importance of higher education and research for development. Ethiopia’s Sustainable Development and Poverty Reduction Program envisages a key role for the universities. The number of universities in our country has increased dramatically, and the older ones have been overhauled. New graduate programmes have opened and specialised institutes have been launched on various campuses. From having only two universities for much of the 20th century, Ethiopia now has 50 public and over 170 private higher education institutions. Following this achievement, we face challenges related to quality and relevance. A lack of adequate infrastructure and well-qualified staff, plus a scarcity of financial resources, means we still lag behind the swift changes in science and technology driven by globalisation. We need to improve the quality of our programmes and their graduates. The rele- vance of curricula needs to be improved to respond better to the demands of industry and other parts of the labour market as well as to the needs of society. Gender equity among academic staff and management as well as postgraduate students is another challenge facing the sector. In essence, the question is how to balance expansion with quality and equity. The relevance and efficiency of all teaching and research must be guided by the principle of quality, and we must ensure equity in everything we do. To address these issues, Ethiopia is developing an educational roadmap that will lead the sector for the next 25 years. It is clear that co-operation with a variety of partners has been highly instrumental in enhancing the quality and relevance of higher vii SHARING KNOWLEDGE, TRANSFORMING SOCIETIES education and research in Ethiopia. In this, Norhed has been a key partner and support. With its South–South and triangular partner- ships model that provides opportunities for scholars to share knowledge, experience and resources, the Norhed programme has facilitated effective capacity building that is enabling rapid and sustain- able institutional development. The programme is helping partners to harness knowledge, create productive experiences and establish sus- tainable partnerships. Many academics across our universities have completed their PhDs with Norhed support. In addition, the programme has made it possible for staff and other PhD students to conduct and publish research that is relevant to us in the South. Of particular benefit in this regard is the growing of aware- ness of the extent to which our problems are shared ones. Developing a common understanding of these, and obtaining wider access to availa- ble knowledge and experience related to them, makes South–South networking highly beneficial; it gives us knowledge relevant for tackling development problems as we see them. In this way, South–South linkages are not only facilitating better networking within countries, as is the case in Ethiopia, but are also playing a role in regional integration by connecting universities across different countries. In particular, I would like to highlight that the Norhed programme has enabled universities in Ethiopia to engage closely with one another, and to share staff and other resources in ways that are contributing to enhancing the quality and efficiency of educa- tion and research. Similarly, the triangular co-operation that links Norwegian institu- tions with multiple universities in the South has many benefits. The exchange of knowledge, based on a variety of experiences and the sharing of resources, has enriched all partners. Through staff exchanges, scholars from Norway have, I am sure, also gained much (as have we) from their experiences on our campuses. They have come to teach for a certain period, advise students on their theses, conduct research, hold seminars, participate in conferences and share their