VERACRUZ UNIVERSITY - 2007 AUTUMN SYMPOSIUMVERACRUZ UNIVERSITY - 2007 AUTUMN SYMPOSIUM

““The University in the 21The University in the 21stst Century: Century: a University for Sustainable Development”a University for Sustainable Development”

Veracruz, Mexico, 15-17 November 2007Veracruz, Mexico, 15-17 November 2007

““Universities as Development Levers:Universities as Development Levers:

Constraints & Challenges – Focus Africa”Constraints & Challenges – Focus Africa”

By By

Goolam MohamedbhaiGoolam Mohamedbhai

President, International Association of UniversitiesPresident, International Association of Universities

ContentsContents

Introduction Introduction

HE In Africa: Constraints & ChallengesHE In Africa: Constraints & Challenges

• • Access & EquityAccess & Equity • Financing• Financing • Quality• Quality

• • RelevanceRelevance • Research• Research • Brain Drain• Brain Drain

• • Governance, Autonomy & AccountabilityGovernance, Autonomy & Accountability

• • Privatization & GlobalizationPrivatization & Globalization

Use of ICT in HE in Africa Use of ICT in HE in Africa

Revitalization of HE in AfricaRevitalization of HE in Africa

ConclusionsConclusions

IntroductionIntroduction

Global sustainable development is only Global sustainable development is only possible if all regions of the world achieve a possible if all regions of the world achieve a reasonable level of developmentreasonable level of developmentThere is huge disparity in levels of development There is huge disparity in levels of development between different regions of the world between different regions of the world This was what led world leaders in 2000 to set This was what led world leaders in 2000 to set Millennium Development GoalsMillennium Development GoalsAll economic, social & human development All economic, social & human development indicators show Africa, in particular Sub-indicators show Africa, in particular Sub-Saharan Africa, to be the worst developed Saharan Africa, to be the worst developed region in the worldregion in the world

Introduction Introduction (Cont’d)(Cont’d)

Development Indicators for Sub-Saharan AfricaDevelopment Indicators for Sub-Saharan Africa

44% live on < $1 a day 44% live on < $1 a day

31% live with insufficient food31% live with insufficient food

Lowest primary (64%), secondary (24%) and tertiary Lowest primary (64%), secondary (24%) and tertiary (5%) education enrolment. Female enrolment very (5%) education enrolment. Female enrolment very low at all levels.low at all levels.

44% of population have no access to improved 44% of population have no access to improved water, 63% no adequate sanitationwater, 63% no adequate sanitation

World’s highest deaths of under-5 (168/1000 births)World’s highest deaths of under-5 (168/1000 births)

World’s highest HIV/AIDS prevalence (6.1% of 15-49 World’s highest HIV/AIDS prevalence (6.1% of 15-49 yrs adults)yrs adults)

4.6 m people affected by conflicts, mostly refugees4.6 m people affected by conflicts, mostly refugees

Introduction Introduction (Cont’d)(Cont’d)

Importance of HE for DevelopmentImportance of HE for DevelopmentHigher education essential for promoting economic Higher education essential for promoting economic growth & reducing poverty in developing countriesgrowth & reducing poverty in developing countriesIn Africa, 1960-1980, HE made significant contribution In Africa, 1960-1980, HE made significant contribution 1980s: HE in crisis because of economic & political 1980s: HE in crisis because of economic & political situation in African countriessituation in African countries1990s: greater attention to primary & secondary 1990s: greater attention to primary & secondary education, HE being neglected because of poor education, HE being neglected because of poor economic returnseconomic returnsWorld Bank - 1985-1989: 17% of education spending World Bank - 1985-1989: 17% of education spending to HE; 1995-1999: 7%to HE; 1995-1999: 7%Views have now changed, importance of HE globally Views have now changed, importance of HE globally recognisedrecognised

IntroductionIntroduction (Cont’d)(Cont’d)

Extract from Former UN Secretary General Kofi Annan’s Speech, August 2000:

“The university must become a primary tool for Africa’s development in the new century. Universities can help develop African expertise; they can enhance the analysis of African problems; strengthen domestic institutions; serve as a model environment for the practice of good governance, conflict resolution and respect for human rights, and enable African academics to play an active part in the global community of scholars.”

HE in Africa: Constraints & Challenges HE in Africa: Constraints & Challenges

1.1. Access and Equity Access and Equity 2.2. FinancingFinancing3.3. Quality Quality 4.4. RelevanceRelevance5.5. ResearchResearch6.6. Governance, Autonomy & AccountabilityGovernance, Autonomy & Accountability7.7. Privatization & GlobalizationPrivatization & Globalization8.8. Brain DrainBrain Drain

1. Access & Equity1. Access & EquitySub-SaharanSub-Saharan Africa has lowest HE enrolment in the worldAfrica has lowest HE enrolment in the world

Tertiary Enrolments WorldwideTertiary Enrolments Worldwide[Source: Bloom D, Canning D & Chan K (2006). [Source: Bloom D, Canning D & Chan K (2006). HE & Economic Development in AfricaHE & Economic Development in Africa. Harvard University]. Harvard University]

1. Access & Equity 1. Access & Equity (Cont’d)(Cont’d)

Yet, significant enrolment increase over past Yet, significant enrolment increase over past decadesdecades

1991: 1m, 1999: 2m, 2004: 3.3m1991: 1m, 1999: 2m, 2004: 3.3m HE still less accessible in rural areas (where 70% of HE still less accessible in rural areas (where 70% of population live), to economically & socially population live), to economically & socially disadvantaged groups & to women (38% in 2004) disadvantaged groups & to women (38% in 2004) In global knowledge economy, human capital is the In global knowledge economy, human capital is the most important resourcemost important resourceAfrica needs to dramatically increase its enrolment Africa needs to dramatically increase its enrolment rate, to at least 30% by 2015, otherwise it will be rate, to at least 30% by 2015, otherwise it will be further marginalized – a huge challenge!further marginalized – a huge challenge!Such increases cannot be achieved only by Such increases cannot be achieved only by traditional face-to-face delivery. Other approaches - traditional face-to-face delivery. Other approaches - DE, online learning, virtual universities – must be DE, online learning, virtual universities – must be utilised utilised

2. Financing2. FinancingResources to public HEIs have not proportionately Resources to public HEIs have not proportionately increased with enrolment. Proportion of education increased with enrolment. Proportion of education budget to HE considerably reduced budget to HE considerably reduced HEIs being asked to do more with same – or less! HEIs being asked to do more with same – or less! 80% of HE budget for recurrent costs (staff salaries 80% of HE budget for recurrent costs (staff salaries and student grants). Hardly any funds for and student grants). Hardly any funds for infrastructure, research, staff development, etc.infrastructure, research, staff development, etc.Who should fund HE? State or individual? Is HE a Who should fund HE? State or individual? Is HE a private or public good? It is both: private good is short-private or public good? It is both: private good is short-term & visible; public good is long-term, less tangible.term & visible; public good is long-term, less tangible.Public HEI’s must consider cost-sharing & revenue-Public HEI’s must consider cost-sharing & revenue-generating schemes, but HE provision must remain a generating schemes, but HE provision must remain a state’s social responsibilitystate’s social responsibility

3. Quality3. Quality

Overcrowding of campuses – can no longer cope with Overcrowding of campuses – can no longer cope with increased enrolmentincreased enrolmentStudent residences accommodating 5-10 times their capacityStudent residences accommodating 5-10 times their capacityPoor working environment: buildings not maintained, limited lab Poor working environment: buildings not maintained, limited lab equipment, poor accessibility to ICTequipment, poor accessibility to ICTNo renewal of books & periodicals in librariesNo renewal of books & periodicals in librariesOld curriculum, inadequate mode of delivery, poor teaching Old curriculum, inadequate mode of delivery, poor teaching methods & techniques, rote learningmethods & techniques, rote learningLack of qualified faculty, very high student to faculty ratio, Lack of qualified faculty, very high student to faculty ratio, ageing facultyageing facultyIn Francophone countries, very high failure rates and repeaters In Francophone countries, very high failure rates and repeaters in initial yearsin initial yearsLack of institutional Quality Assurance systemsLack of institutional Quality Assurance systemsIn many countries, no national External Quality Assurance In many countries, no national External Quality Assurance mechanismmechanism

4. Relevance4. Relevance

High unemployment among graduatesHigh unemployment among graduates

Poor linkages with industry & society, programs not Poor linkages with industry & society, programs not market-drivenmarket-driven

But HE should also produce job-creators, not just job-But HE should also produce job-creators, not just job-seekersseekers

Insufficient attention to S & T, dominance of Insufficient attention to S & T, dominance of humanities and social scienceshumanities and social sciences

Lack of differentiation in HEIs, too many university-Lack of differentiation in HEIs, too many university-type institutions; not enough polytechnics, technical type institutions; not enough polytechnics, technical colleges, professional institutes, etc. especially in rural colleges, professional institutes, etc. especially in rural areasareas

4. Relevance 4. Relevance (Cont’d)(Cont’d)

Insufficient attention to promoting African culture and Insufficient attention to promoting African culture and heritageheritageLittle consideration to urgent & emerging African Little consideration to urgent & emerging African needs:needs:

- - achieving Education For All (EFA) targetsachieving Education For All (EFA) targets- achieving Millennium Development Goals (MDGs)- achieving Millennium Development Goals (MDGs)- improving quality of life in rural communities- improving quality of life in rural communities- promoting sustainable development- promoting sustainable development- dealing with human rights, peace and conflict resolution- dealing with human rights, peace and conflict resolution- introducing democracy & good governance- introducing democracy & good governance

HE should inculcate critical & independent thinking, HE should inculcate critical & independent thinking, analytical skills & nation-building consciousness. In analytical skills & nation-building consciousness. In short, HE in Africa should produce an “enlightened short, HE in Africa should produce an “enlightened citizenry”citizenry”

5. Research5. Research

Poor research outputPoor research output Region Published Academic Papers (1995)Region Published Academic Papers (1995)

Africa 5,839Africa 5,839South Asia 15,995South Asia 15,995Latin America & Caribbean 14,426Latin America & Caribbean 14,426

[Source: Bloom D, Canning D & Chan K (2006). [Source: Bloom D, Canning D & Chan K (2006). HE & Economic DevelopmentHE & Economic Development in Africain Africa. Harvard University]. Harvard University]

Shortage of graduate programsShortage of graduate programsLimited number of research-strong (PhD) facultyLimited number of research-strong (PhD) facultyPhDs of faculty in almost all cases obtained from the north, in PhDs of faculty in almost all cases obtained from the north, in areas of no local relevance areas of no local relevance Heavy teaching load of facultyHeavy teaching load of facultyPoor research infrastructure, including ICTPoor research infrastructure, including ICTResearch not always relevant to national development, Research not always relevant to national development, objective being to publish in international journals. Too few objective being to publish in international journals. Too few reputable national/regional research journalsreputable national/regional research journals

6. Governance, Autonomy & Management6. Governance, Autonomy & Management

Universities often controlled by state & politicizedUniversities often controlled by state & politicized

University autonomy & academic freedom are University autonomy & academic freedom are prerequisites for HEIs to fulfil their mission, but they prerequisites for HEIs to fulfil their mission, but they must be accountable to the statemust be accountable to the state

Poor leadership – leaders appointed on political Poor leadership – leaders appointed on political grounds, not academic or managerial meritsgrounds, not academic or managerial merits

Poor institutional management : no strategic planning, Poor institutional management : no strategic planning, no Management Information Systems, poor financial no Management Information Systems, poor financial management & accountability, limited delegation & management & accountability, limited delegation & consultation within institutionconsultation within institution

7. Privatization and Globalization7. Privatization and GlobalizationAfrican states, being unable to increase public funding to HE, African states, being unable to increase public funding to HE, encourage private HE encourage private HE Private HEIs, including corporate universities, mostly for-profit, Private HEIs, including corporate universities, mostly for-profit, have emerged. Large numbers but few enrolment have emerged. Large numbers but few enrolment WTO/GATS has promoted free & liberalised trade in HE across WTO/GATS has promoted free & liberalised trade in HE across borders – hence emergence of CBHE & globalization of HEborders – hence emergence of CBHE & globalization of HEPrivate HE & CBHE, including DE and online learning, now as Private HE & CBHE, including DE and online learning, now as significant as local public HE provision in developing countriessignificant as local public HE provision in developing countriesQuality of CBHE a major concern. Hence OECD/UNESCO Quality of CBHE a major concern. Hence OECD/UNESCO Guidelines on Quality in CBHE provision. Also Statement on Guidelines on Quality in CBHE provision. Also Statement on CBHE by university associations (led by IAU)CBHE by university associations (led by IAU)Private HE & CBHE can have negative impact on local public Private HE & CBHE can have negative impact on local public HEIs – provision of only market-driven courses, unfair HEIs – provision of only market-driven courses, unfair competition, use of their faculty, etc.competition, use of their faculty, etc.Most African countries have no regulatory framework for Most African countries have no regulatory framework for controlling private HE & CBHE controlling private HE & CBHE

8. Brain Drain8. Brain Drain

PeriodPeriod No. of Highly Qualified No. of Highly Qualified Professionals Leaving Professionals Leaving

AfricaAfrica

1960-19751960-1975 27,000 (2,000/yr)27,000 (2,000/yr)

1975-19841975-1984 40,000 (4,000/yr)40,000 (4,000/yr)

1985-19901985-1990 60,000 (12,000/yr)60,000 (12,000/yr)

At presentAt present 20,000/year20,000/year

Source: IOM & UNECA

8. Brain Drain 8. Brain Drain (Cont’d)(Cont’d)

Emigrants mostly doctors, nurses, teachers, academics, engineers, accountants. Africa, at huge costs, trains for the north

In recent decades Africa lost 1/3 of its highly skilled people. 40,000 African PhD holders are outside Africa

Africa loses the very people it needs for its development

Faculty leave because: poor salaries, poor teaching & research facilities, lack of academic freedom, political persecution, conflicts, attractive conditions in the north, etc

Universities seriously affected by brain drain: depts Universities seriously affected by brain drain: depts close, expansion constrained, poor research outputclose, expansion constrained, poor research output

Efforts currently being made to convert ‘brain drain’ Efforts currently being made to convert ‘brain drain’ into ‘brain gain’ by making use of Diasporainto ‘brain gain’ by making use of Diaspora

Use of ICT in HE in AfricaUse of ICT in HE in Africa

Use of ICT crucial for HEIs to acquire, produce Use of ICT crucial for HEIs to acquire, produce and disseminate knowledgeand disseminate knowledgeICT can be effectively used in:ICT can be effectively used in:

• • teaching & learningteaching & learning

• • researchresearch• • institutional managementinstitutional management

ICT can improve both access to & quality of HE ICT can improve both access to & quality of HE ICT is not exclusively computers and internet. It ICT is not exclusively computers and internet. It includes: includes: telephones, cell phones, radio, TV, telephones, cell phones, radio, TV, audio/video cassettes, CD-ROM, satellite broadcast, audio/video cassettes, CD-ROM, satellite broadcast, audio/video conferencing, etc.audio/video conferencing, etc.

Use of ICTUse of ICT in HE in Africain HE in Africa (Cont’d)(Cont’d)

Training of large numbers of quality teachers to meet Training of large numbers of quality teachers to meet EFA targets - greatest challenge for African HEEFA targets - greatest challenge for African HE1.6m teachers required just to achieve universal 1.6m teachers required just to achieve universal primary education by 2015primary education by 2015Use of ICT-enabled open and distance learning is the Use of ICT-enabled open and distance learning is the best solution:best solution:

• • for producing large numbers of pre-service for producing large numbers of pre-service quality teachers quality teachers

• • upgrading in-service teachers in subject & upgrading in-service teachers in subject & pedagogypedagogy

• • training teachers in use of ICTtraining teachers in use of ICTBut many constraints & challenges in use of ICT in HE But many constraints & challenges in use of ICT in HE in Africain Africa

Use of ICT in HE in Africa Use of ICT in HE in Africa (Cont’d)(Cont’d)

Constraints & ChallengesConstraints & Challenges

a) Poor National Information & a) Poor National Information & Communication Infrastructure (NICI)Communication Infrastructure (NICI)

ICT Infrastructure: Global Fixed Lines ComparisonICT Infrastructure: Global Fixed Lines Comparison

ICT Infrastructure: Fixed Line v/s Mobile Uptake in AfricaICT Infrastructure: Fixed Line v/s Mobile Uptake in Africa

ICT Infrastructure: Global Internet ComparisonICT Infrastructure: Global Internet Comparison

Global Internet ComparisonGlobal Internet Comparison

ICT Infrastructure: Digital Divide Within AfricaICT Infrastructure: Digital Divide Within Africa

RegionRegion Population Population (m)(m)

Telephone Telephone lines/100lines/100

Mobile Mobile subscribers/subscribers/

100100

Internet Internet Users/100Users/100

North AfricaNorth Africa 156156 10.710.7 42.642.6 10.310.3

South AfricaSouth Africa 4848 9.979.97 71.671.6 10.810.8

Sub Sub Saharan Saharan AfricaAfrica

720720 1.011.01 12.712.7 3.103.10

AFRICAAFRICA 924924 3.153.15 20.920.9 4.74.7

Use of ICT in HE in Africa Use of ICT in HE in Africa (Cont’d)(Cont’d)

Constraints & Challenges (Cont’d)Constraints & Challenges (Cont’d)b) Interrupted electricity supplyb) Interrupted electricity supplyc) Lack of power supply in rural areasc) Lack of power supply in rural areasd) High telecommunications costsd) High telecommunications costse) Low bandwidth & high cost for internet accesse) Low bandwidth & high cost for internet accessf) State control over ICT operators, discouraging private f) State control over ICT operators, discouraging private

investmentinvestmentg) Lack of skilled technical support & staff g) Lack of skilled technical support & staff h) Lecturers have no training in use of e-teaching & h) Lecturers have no training in use of e-teaching &

learning in HEIslearning in HEIsi) No enabling ICT policy at national & institutional levelsi) No enabling ICT policy at national & institutional levelsj) Lack of fundingj) Lack of funding

Revitalization of HE in Africa Revitalization of HE in Africa

Revitalization of HE started about a decade ago. Two main Revitalization of HE started about a decade ago. Two main triggering factors: World Bank’s attitude change, WCHE of triggering factors: World Bank’s attitude change, WCHE of 1998. Most initiatives were, however, uncoordinated1998. Most initiatives were, however, uncoordinated

Various initiatives cataloguedVarious initiatives catalogued““Inventory of major projects in/on HE & research in Africa” Inventory of major projects in/on HE & research in Africa”

UNESCO, 2003. Lists 300 initiatives sponsored by a range of UNESCO, 2003. Lists 300 initiatives sponsored by a range of agencies & donors. But one-off, not updated.agencies & donors. But one-off, not updated.

““African HE Activities in Development” (AHEAD) African HE Activities in Development” (AHEAD) ACU 2004, ACU 2004, as part of their ‘Renewing the African University’ project. as part of their ‘Renewing the African University’ project. Database of externally funded projects (349 at June 2005). Database of externally funded projects (349 at June 2005). Kept up to date.Kept up to date.

Source:Source: Kubler, J. (2005). Kubler, J. (2005). The AHEAD DatabaseThe AHEAD Database. ACU. ACU

Revitalization of HE in Africa Revitalization of HE in Africa (Cont’d)(Cont’d)

Major coordinated efforts at revitalizing African HE Major coordinated efforts at revitalizing African HE started around 2005, led by AU & AAUstarted around 2005, led by AU & AAU

Overall ObjectiveOverall ObjectiveMake HE a motor for economic & social developmentMake HE a motor for economic & social development

Specific Objectives Specific Objectives Increase access through diversification of institutions Increase access through diversification of institutions Reduce reliance on state funding, ensure accountabilityReduce reliance on state funding, ensure accountability Improve management & efficiency, ensure societal relevance of Improve management & efficiency, ensure societal relevance of

teaching & research teaching & research Modernise and improve quality, make HE attractive to faculty & Modernise and improve quality, make HE attractive to faculty &

studentsstudents Assist in finding African solutions to African problems: Assist in finding African solutions to African problems:

HIV/AIDS, EFA, MDGs, sustainable development, democracy & HIV/AIDS, EFA, MDGs, sustainable development, democracy & good governance, peace & conflict resolution good governance, peace & conflict resolution

Promote & preserve African culturePromote & preserve African culture

Revitalization of HE in Africa Revitalization of HE in Africa (Cont’d)(Cont’d)

Recent Initiatives Recent Initiatives ‘‘Partnership for HE in Africa’. Ford, Mac Arthur, Rockefeller, W Partnership for HE in Africa’. Ford, Mac Arthur, Rockefeller, W F Hewett & Mellon Foundations plus Carnegie. $200m over F Hewett & Mellon Foundations plus Carnegie. $200m over 2005-102005-10‘‘Regional Capacity Mobilisation Initiative’’. $7m grant from DfID, Regional Capacity Mobilisation Initiative’’. $7m grant from DfID, UK, over 2006-2010. ‘Challenge Fund’ to be led & managed by UK, over 2006-2010. ‘Challenge Fund’ to be led & managed by AAU.AAU.‘‘Renewing the African University’ (2005-2015) – developed by Renewing the African University’ (2005-2015) – developed by AAU, ACU & SAUVCA, endorsed by Africa Commission. AAU, ACU & SAUVCA, endorsed by Africa Commission. Estimated cost $5 billion. Funding from various sources, Estimated cost $5 billion. Funding from various sources, including G8including G8AAU’s Core Programme. $20.4m over 2005-09AAU’s Core Programme. $20.4m over 2005-09West African Economic & Monetary Union. Support to HEIs in 8 West African Economic & Monetary Union. Support to HEIs in 8 West African Francophone countries. ADF funding over 2006-West African Francophone countries. ADF funding over 2006-1111SARUA. Support to HEIs in 14 SADC countries over 2007-12SARUA. Support to HEIs in 14 SADC countries over 2007-12

ConclusionsConclusions

Africa faces immense sustainable development Africa faces immense sustainable development problems and needs the support of its HEIsproblems and needs the support of its HEIsTo be able to contribute to the development of Africa, To be able to contribute to the development of Africa, public HEIs must first be reformed. Weaknesses public HEIs must first be reformed. Weaknesses known, governments committed, international funding known, governments committed, international funding available. Quality must be driving factor in all reforms available. Quality must be driving factor in all reforms so as to attract students and limit brain drain.so as to attract students and limit brain drain.Need for differentiated HEIs & diversified programmes Need for differentiated HEIs & diversified programmes to cater for different types of learners. HEIs to reach to cater for different types of learners. HEIs to reach out to rural areas and address gender inequity.out to rural areas and address gender inequity.

HEIs should cater for all development needs of HEIs should cater for all development needs of society, not just respond to market needs. Govts to society, not just respond to market needs. Govts to acknowledge that HE is a public good. Private HEIs & acknowledge that HE is a public good. Private HEIs & CBHE should be welcomed but regulatedCBHE should be welcomed but regulated

ConclusionsConclusions (Cont’d)(Cont’d)

Need for greater emphasis on research – pure & Need for greater emphasis on research – pure & applied, especially in S&T. Need for differentiated applied, especially in S&T. Need for differentiated institutions, some more research-active than othersinstitutions, some more research-active than others

HEIs have to address both local development HEIs have to address both local development problems & understand global challenges. They need problems & understand global challenges. They need to be relevant to both the local community and global to be relevant to both the local community and global society. Pooling resources, creating partnerships and society. Pooling resources, creating partnerships and using African Diaspora necessary.using African Diaspora necessary.

For public HEIs to be effective, governments must For public HEIs to be effective, governments must ensure they are autonomous, they operate in a ensure they are autonomous, they operate in a peaceful environment devoid of political interference, peaceful environment devoid of political interference, but they remain accountable. but they remain accountable.

THANK YOUTHANK YOU