Suchergebnisse

"From the early 2000s, a new discourse emerged, in Africa and the international donor community, that higher education was important for development in Africa. Within this 'zeitgeist' of converging interests, a range of agencies agreed that a different, collaborative approach to linking higher education to development was necessary. This led to the establishment of the Higher Education Research and Advocacy Network in Africa (Herana) to concentrate on research and advocacy about the possible role and contribution of universities to development in Africa.
This book is the final publication to emerge from the Herana project. The project has also published more than 100 articles, chapters, reports, manuals and datasets, and many presentations have been delivered to share insights gained from the work done by Herana. Given its prolific dissemination, it seems reasonable to ask whether this fourth and final publication will offer the reader anything new.
This book is certainly different from previous publications in several respects. First, it is the only book to include an analysis of eight African universities based on the full 15 years of empirical data collected by the project. Second, previous books and reports were published mid-project. This book has benefited from an extended gestation period allowing the authors and contributors to reflect on the project without the distractions associated with managing and participating in a large-scale project. For the first time, some of those who have been involved in Herana since its inception have had the opportunity to at least make an attempt to see part of the wood for the trees.
Different does not necessarily mean new. An emphasis on the 'newness' of the data and perspectives presented in this book is important because it shows that it is more than a historical record of a donor-funded project. Rather, each chapter in this book brings, to a lesser or greater extent, something new to our understanding of universities, research and development in Africa."

Chapter 7 comprises edited excerpts from the first two chapters of the publication Universities and Economic Development in Africa (Cloete et al. 2011). The chapter draws on empirical evidence to establish what the predominant notions of the roles of African universities are – both at institutional and government levels. It shows that the notions are mixed and often not in alignment within higher education systems, and even if there is a strong notion of the development role of the university as knowledge producer and/or system-level alignment, the knowledge production aspirations are not matched by the realities at the coal-face. ; Published by African Minds.

This independent report commissioned by North West University (NWU) contradicts the university's recently published claim that it has bridged its racial divisions and addressed historical inequalities. According to the 10-year review, "Present management structures and practices are not fully conducive to achieving transformation goals [and] … racial and gender imbalances persist in the composition of student and academic staff bodies." The report follows NWU's own review published in December 2013. NWU's own findings on campus divisions differ substantially from those of the independent panel. Both reviews assess the extent to which NWU has met the many targets it set in 2004, when the government merged the formerly white, Afrikaans-medium Potchefstroom University for Christian Higher Education and Mafikeng's former University of Bophuthatswana.