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Cover -- Title page -- Copyright page -- Contents -- Preface -- Frequently used acronyms and abbreviations -- CHAPTER 1 - The role and impact of funding agencies on higher education and research for development -- Mapping the role of funding agencies -- History of donor funding -- What donors do and why -- The consequences of donor funding -- Policy options for the future -- Appendix -- Notes -- References -- CHAPTER 2 - 'The first philosophers were astronomers': Curiosity and innovation in higher education policy -- The appeal of the Hubble -- Marx's Theses on Feuerbach -- Notes -- References -- CHAPTER 3 - Research training, international collaboration, and the agencies of Ugandan scientists in Uganda -- Participants in the study -- Overview of research training models in Uganda -- Full-time training abroad -- Full-time training at home -- The sandwich-training model -- Mobility, training and understanding one's future partners -- Conclusions -- Notes -- References -- CHAPTER 4 - The status of research at three Ugandan universities -- Understanding the background -- The urgency of research and knowledge -- Types of research conducted at Ugandan universities -- Research and research capacities -- Research at other universities in Uganda -- Conclusions -- Notes -- References -- CHAPTER 5 - Undoing the effects of neoliberal reform: The experience of Uganda's Makerere Institute of Social Research -- The history of higher education in Africa -- Nationalism and the university -- Post-colonial visions -- The SIDA programme -- The MISR initiative -- The kernel of reform -- Clarifying the public interest -- Notes -- References -- CHAPTER 6 - South-North collaboration and service enhancements at Makerere and Bergen University libraries -- Academic libraries and changes in higher education -- Collaboration and its effects -- Lessons learned

The author of this article argues that the Task Force behind the Peril and Promise report created a document that represents a silent compromise between what he calls "UNESCO values" and what is seen as "World Bank values." In the years after the report was written, development has been mostly shaped by WB values. The question is raised whether this is partly due to a weakening of UNESCO as an oppositional force to the hegemonic trend of neoliberalism and academic capitalism.In conclusion, the article advocates that we need to opt again for a development of universities based on UNESCO values. We have to engage in an analytical evaluation of the present hegemony of academic capitalism, and argue more strongly for the alternative: higher education and research as part of culture and the public space, and as a precondition for strengthening democracy through academic freedom.---L'auteur de l'article soutient que le Groupe de Travail responsable du rapport « Périls et Promesses » a réalisé un document qui représente un compromis tacite entre ce qu'il appelle "les valeurs de l'UNESCO" et ce que l'on considère comme "les valeurs de la Banque mondiale". Dans les années qui ont suivi la publication du rapport, le développement a été principalement influencé par les valeurs de la Banque mondiale. La question posée ici est de savoir si ceci serait dû en partie à un affaiblissement de l'UNESCO en tant que force d'opposition à l'hégémonie croissante du néolibéralisme et du capitalisme académique.En conclusion, l'article préconise de remettre les valeurs de l'UNESCO à la base du développement des universités. Il faut entreprendre un examen analytique de l'hégémonie actuelle du capitalisme académique, et soutenir plus vigoureusement le modèle alternatif : l'enseignement supérieur et la recherche comme parties intégrantes de la culture et de l'espace public, et comme condition préalable au renforcement de la démocratie par le biais de la liberté académique.

Cover -- Title page -- Copyright page -- CONTENTS -- FOREWORD -- FREQUENTLY USED ACRONYMS AND ABBREVIATIONS -- PREFACE. Sustainable capacity development in higher education and research: Norad's approach -- Capacity building through Norhed -- Learning from previous programmes -- The development of Norhed -- Four core characteristics of the Norhed programme -- Researcher initiated -- Ownership and relevance led by the South -- A holistic approach to capacity development -- Flexible and contextually adapted -- 'Sustainable development' in higher education -- The glocalisation of higher education -- Norhed and Agenda 2030 -- Reflections on Norhed's first programme period, 2013-2019/2020 -- Future directions -- About the authors -- Notes -- References -- Introduction. The Norhed programme: A laboratory for academic collaboration -- Knowledge and power -- Space and place -- Epistemology and presuppositions -- Disciplines and global knowledge -- Decolonisation and neoliberalism -- What type of internationalisation? -- Knowledge and development: Disentangling 'capacity development' -- The UN's agenda for sustainable development -- About this book -- About the volume editors -- Notes -- References -- PART ONE. GLOBAL-LOCAL REALITIES -- Introduction to Part One -- 1. Decolonising universities -- The importance of theory -- Colonialism and the university -- The problem -- The University of Dar es Salaam: The question of relevance -- Tanzaphilia -- The language question -- About the author -- Notes -- References -- 2. Antimicrobial stewardship and conservancy in Africa -- Aims, objectives and outcomes of the project -- Project implementation and stewardship approach -- Global forces shaping the project -- Our approach to technical assistance, capacity building and partnership -- Knowledge and gender gains in Mozambique and Malawi -- Sustainability.

Cover -- Title page -- Copyright page -- Contents -- Preface -- Acknowledgements -- Frequently used acronyms and abbreviations -- Introduction. The Southern African Nordic Centre and the Sustainable Development Goals: Opportunities for critical interventions -- The political economy envisaged by the new SDGs -- The need for an alternative political economy -- The capturing of the academy -- Multinational corporations and their role as global social actors -- BRICS and knowledge -- SANORD's contribution to developing an alternative -- Global democracy, sustainability and work for all -- Notes -- PART I: CHALLENGES -- Chapter 1 - Disability in southern Africa: Insights into its magnitude and nature -- Defining disability -- Disability in southern Africa -- An alternative data-collection method -- Results -- Discussion -- Conclusion -- Notes -- References -- Chapter 2 - Facilitating access to higher education for students with disabilities: Strategies and support services at the University of Botswana -- The context -- The University of Botswana -- Research methods -- Data analysis -- Findings -- Discussion and recommendations -- Note -- References -- Chapter 3 - Access and equity for students with disabilities at the University of Malawi: The case of Chancellor College -- Background -- Theoretical and conceptual frameworks -- Literature review -- Research questions -- Research design and methodology -- Findings -- Conclusions and recommendations -- Notes -- References -- Chapter 4 - Promoting research in resource-challenged environments: The case of Malawi's Mzuzu University -- Theoretical framework -- Research incentives -- The challenge of finding appropriate incentives -- Justifying monetary incentives for academic research -- Non-monetary incentives -- Conclusion -- Notes -- References.

In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of 'knowledge for development' in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norhed's different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt

"In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of 'knowledge for development' in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event.
The conference highlighted the usefulness of presenting the value of Norhed's different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future?
Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations?
Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally?
This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt."

With the adoption of the United Nations Sustainable Development Goals (SDGs) and the Paris Agreement, the purpose of development is being redefined in both social and environmental terms. Despite pushback from conservative forces, change is accelerating in many sectors. To drive this transformation in ways that bring about social, environmental and economic justice at a local, national, regional and global levels, new knowledge and strong cross-regional networks capable of foregrounding different realities, needs and agendas will be essential. In fact, the power of knowledge matters today in ways that humanity has probably never experienced before, placing an emphasis on the roles of research, academics and universities. In this collection, an international diverse collection of scholars from the southern African and Nordic regions critically review the SDGs in relation to their own areas of expertise, while placing the process of knowledge production in the spotlight. In Part I, the contributors provide a sober assessment of the obstacles that neo-liberal hegemony presents to substantive transformation. In Part Two, lessons learned from North?South research collaborations and academic exchanges are assessed in terms of their potential to offer real alternatives. In Part III, a set of case studies supply clear and nuanced analyses of the scale of the challenges faced in ensuring that no one is left behind. This accessible and absorbing collection will be of interest to anyone interested in North?South research networks and in the contemporary debates on the role of knowledge production. The Southern African?Nordic Centre (SANORD) is a network of higher education institutions that stretches across Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. Universities in the southern African and Nordic regions that are not yet members are encouraged to join.

In 14 Beiträgen, überwiegend Fallstudien zu einzelnen Ländern, unternimmt der Band eine Bestandsaufnahme der Situation afrikanischer Universitäten am Beginn des 21. Jahrhunderts. Thematisiert werden die Lage des Lehr- und Forschungspersonals (Nigeria, Kamerun, Senegal), die Eingliederung der Absolventen in den Arbeitsmarkt (Demokratische Republik Kongo, Benin), die Situation der Hochschulen und ihrer Studenten im Zeichen der Krise und von Reformanstrengungen (Demokratische Republik Kongo, Burkina Faso, Senegal), neue Forschungs- und Lehrmöglichkeiten angesichts von Digitalisierung und Internet sowie neue Organisations- und Kooperationsformen der Universitäten vor dem Hintergrund der Globalisierung. (DÜI-Sbd)