DOCUMENT RESUME ED 096 936 RE 005 964 TITLE The Admission and Academic Placement of Students from Selected Sub-Saharan African Countries. A Workshop Report July-August, 1973. INSTITUTION American Association of Collegiate Registrars and Admissions Officers, Washington, D.C.; National Association for Foreign Student Affairs, Washington, D.C. PUB DATE Aug 73 NOTE 263p.; Report of a Workshop on the admission and academic placement of students from selected sub-Saharan countries (Ghana, Togo, and Nigeria, July 19-August 10, 1973) AVAILABLE FROMNational Association for Foreign Student Affairs, 1860 19th Street, N.W., Washington, D. C. 20009 ($2.50) !DRS PRICE MF-$0.75 RC- $12.60 PLUS POSTAGE DESCRIPTORS *Admission (School); *College Placement; *Exchange Programs; *Foreign Countries; Foreign Students; *Higher Education; Workshops IDENTIFIERS *Africa ABSTRACT This report covers the findings and recommendations of the Workshop on the admission and academic placement of students from selected sub-Saharan countries. The workshop was held in Ghana, Togo, and Nigeria from July 19 to` August 10, 1973. The report has been subdivided into five major areas: West Africa; English speaking Africa; West and Central Africa; French speaking Africa; East Africa; and Central and Southern Africa. Filch section includes a typology for general reference, country reports, placement recommendations, a bibliography, and sample credentials. A final section is included as the English language Proficiency report. (WJM) 10 RKSH REPOI- JULY-AUGUST, 1973 BOTSWANA ETHIOPIA THE GAMBIA 004 GHANA et IVORY COAST iSt KENYA LESOTHO LIBERIA LAW! M NIGERIA SENEGAL SIERRA LEONE SWAZILAND Ds 1.4.vate t41 .0*AlL tit ovethTtass a TANZANIA WAtictipAL oe$Tstuta 00 CC...ICA/KM TOGO m N 44`. f hkit Pity .if (*.Goo AT 44, : 40044k ryae 4 A not 0P,fv,0044. UGANDA .ATi Fr oil iv, I f 14F-Pfor sit 4c 446440.0444.44eWer,10.11 ZAIRE 11.4 A, .fvu pf r.rou -to not c ZAMBIA National Association for Foreign Student Affairs -American Association of Collegiate Aegisthus and AdMISSiOnS Officers FuNISIA . 0* At GE RIA I ter* EC.YPE stANv:.4 j71.4 44A wt. TA I NtGER 1 t.' l CHAD .... ij FTAI. \ -,0,. SUDAN , tAICet A DAtuPIY rsg,A. ETHOPIA tiris ta,riEHIA WIRY t. , t t 4 COANT ;,At4 /, \ , CENTRAL AFRILAN /-\.., RE Ptat IC ce,tiperuN rG(.0 f , , ---.,.. .....i 4 4.'. ...\r 3 r f c.,1AtoRIAt G..'%. A r- ) - , uGANDA KENYA GABON NANDA lt r". I. CONGO ZAtRE " rtr RIAD!. h.,/ TAW AMA 1V1/1BAR SENCHEL t ES IS .? Ink t: A4,101, A gaar COh,ORD IS 2 * .1." RHODESIA MAURITIUS Na,,31A MA( AGASY co sorcAaNia REPUBLIC SwA/ItAND sourt4 Aik.CA tE SOTHO 1", Grotith Rae Porti(tition P.,rularnot 1965 19709 f )(woo:. .4 react Northern Attie:I 42,616,000 3`; 7 lm 5.751.930 We.tern larks 014,518.0M 16 6.415.401 Uentral Africa 1 4t; 6 km' 8.652,031 1 astern Africa IS'Itm- 4.'93.649 Southern Mica T.:.0;:".tturt 1tt 'km' %Arica Total :44 tttIlt 2 6' 11knit 30.435.000 %1orld1 tital 1.1/0,000,000 27 kn: 1?5.7;;1.000 TABLE OF CONTENTS PREFACE 1 WEST AFRICA: Anglophone I Typology 4 II The Gambia 25 III Ghana 26 IV Nigeria 38 Sierra Leone 47 VI Placement Recommendations 54 VIILiberia 58 VIIIPlacement Recommendations 71 WEST AND CENTRAL AFRICA: Francophone I Typology 83 II Ivory Coast 100 III Mali 109 IV Senegal 118 Togo 127 VI Placement Recommendations 136 VII Zaire 140 VIII Placement Recommendations 155 EAST AFRICA I Typology 164 II Kenya 174 III Tanzania 180 IV Uganda 186 Placement Recommendations 191 VI Ethiopia 193 VII Placement Recommendations 207 CENTRAL AND SOUTHERN AFRICA I Malawi 216 II Zambia 223 III Botswana, Lesotho, Swaziland 233 IV Placement Recommendations 241 ENGLISH LANGUAGE PROFICIENCY REPORT 247 . APPENDIX A: Workshop Participants, Staff and Guests 254 PREFACE This report covers thefindings and reco97,ndations of the Workshop on the admissionand academic placco. At of students from selected sub-Saharan countries. The workshc, was held in Ghana, Togo, and Nigeria from July19 to August 1", 1973, spon- sored by the American Associationof Collegiate Registrars and Admissions Officers (AACRAO) and theNational A,,c)ciation for Foreign Student" Affairs (NAFSA). Seven previous workshopshave been held covering Latin America,Asia and the Pacific, Germany, and the Carribean. The workshop consisted of twentythree partisipants and three observers from the UnitedStates of America and Canada, thus representing a diversity in institutionalaffiliation and geo- graphical representation. All, in their various capacities, are involved in the counse3ingand/or admission of students from African states. Some of the participants hadextensive pro- fessional and/or travel experiencein Africa prior to the workshop. The workshop was privileged,in addition, to have representatives of some major sponsoring agencies --the Agency for International Development, the Rockefeller Foundation, andthe Canadian Inter- national Development Agency. Workshop participants were sub- divided into work groups withspecific country or regional responsibilities. The objectives of theworkshop were ambitious - to cover as many educationalstructures as possible insub-Saharan Africa. Needless to say, not every countrycould be included due to funding and time limitations. Priority in the selection of countries to be studied wasassigned to countries having large student populations at NorthAmerican institutions. However, an attempt was also made toprovide up-to-date data on certain countries about which little isknown in terms of educational structure and credentials. In total, 19 country reports werein- cluded in this report reflectinganalysis and review by the work- shop group. -1 The format of this workshop differed to some extent from some previous ones. There was no provision for the use of U.S. resource persons who would travel in advance of the conference to the respective countries. Participants responsible for areas other than the three countries visited by allworkshop members did not have the opportunity to visit their areas. Thus access to information and extensive contact witheducators from all African countries selected was uneven. To compensate for these limitations, priority was given to inviting, as guests, prominent educational officials from Government and University circles. In addition, local hosts and colleagues in Ghana, Togo, and Nigeria contributed substantially to the workshop deliberations and activities. Special acknowledgement must be made of the tremendous and invaluable assistance given by the African guests, whose names are listed in Appendix A Without their sincere and sympathetic collaboration the task would have been extremely difficult, if not impossible. Education in African countries, as will be noted by the contents of this report, is in the continual processof restruc- turing and rethinking. Inherited colonial structures -- whether British, French, Belgian, or American -- are increasinglybeing put to a test to determine whether thephilosophy and structure correspond to relevant national and cultural criteria. One must therefore anticipate that modifications of the presenteducational structures will be made in many countries. This report has been sub-divided into five majorsections: West Africa: Anglophone; West and Central Africa: Francophone; East Africa; Central and Southern Africa. The terms anglophone and francophone refer to English and Frenchspeaking areas res- pectively. Each section includes a typology forgeneral reference, country reports, placement recommendations, abibliography, and sample credentials. An attempt has been made to follow aconsis- tent format insofar as possible, given theinformation available. A final section is included as the English LanguageProficiency Report. After much discussion of this issue by workshop partici- pants it was decided to presentrecommendations separately, rather than with the placement recommendations. As in previous workshops the placementrecommendations are offered as general guidelines to be used entirely atthe discretion of admission officers, and as consistentwith institutional policy and requirements. They represent the consensus of the workshop group, although not necessarilythe unanimity. It will be noted that there has been no reference to commonstandardized tests such as the Graduate RecordExamination (GRE), The Admission Test for Graduate Study in Business (ATGSB), TheScholastic Aptitude Test (SAT), etc. -2- It was the consensus of the participants that due to a number of variables, some of which are identified in the discussion of English language proficiency tests, these tests may not be the best indicator of academic competence, and if required, should be used along with other credentials submitted. On behalf of the Workshop Director, Mr. Stan Berry, the Joint Committee on Workshops (AACRAO/NAFSA) and the workshop participants, we wig.h to express our great appreciation to those who made this workshop possible. Without assistance from a number of interested groups and institutions, the funding requirements of a conference of this nature would not have been met. The contributors included; The African Scholarship Program of American Universities (ASPAU); the African- American Institute (AAI); the College Entrance Examination Board (CEEB); the Agency for International Development (AID); The U.S. Department of State- Bureau of Educational and Cultural Affairs, Office of Youth, Student, and Special Programs (GUMS), and the Office of African Programs (CU/AF) ; the Rockefeller Foundation; and the International Education Research Foundation. Finally, we wish