Education in Africa: Higher Education Equity

The authors draw on their experience from both Francophone and Anglophone Africa, and from teaching both in the sciences and the arts, to assess African education in the 1990s.
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As the twenty first century unfolds, African universities are undergoing change and confronting challenges which are unprecedented. The effects of globalization, and political and economic pressures of liberalization and privatization, both internal and external, are reconfiguring all aspects of university life: teaching, research, and their public service functions; such that the need to redefine the roles of the African universities, and to defend their importance have become paramount. At the same time, the universities must themselves balance demands of autonomy and accountability, expansion and excellence, diversification and differentiation, and internationalization and indigenization.

A study of the foundation and early history of colonial universities in West Africa. With comparative treatment of Francophone material, it also details African student experiences in the European capitals and the influence of metropolitan anti-communist policy on African higher education.
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According to the World Bank, the training and development of human capital in Sub-Saharan Africa (SSA) will help countries in the region diversify their economies, carry out economic transformation, and support sustainable growth. Higher education plays a key role in training qualified individuals who will be able to implement new technologies and use innovative methods to establish cost-efficient and effective enterprises and institutions. However, in order for SSA to reap the benefits of this investment in human capital, higher education institutions must secure financing to provide quality training and sound professional prospects to their students.Currently, tertiary education development is unsustainable--resources per student are declining and the quality of education is affected.
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The book reflects on the role of the creative economies in a range of African countries (Ghana, Kenya, Nigeria, South Africa and Uganda). Chapters explore how creative economies emerge and can be supported in African countries. The contributors focus on two key dimensions: the role of higher education and the role of policy.

The first of its kind, this book documents and analyzes the international dimension of higher education in Africa based on country case-studies and a consideration of relevant historical and contemporary themes. It identifies trends, developments, and challenges related to the international dimension of higher educational at the institutional, national, and regional levels.

For more than a decade, higher education and research in the French-speaking countries of Africa has been in a state of severe crisis, stemming from an increasing disparity between available resources and the requirements vital to providing high-quality education. 'Higher Education in Francophone Africa' seeks to: (1) highlight the factors which have led to the development of this situation in most countries; (2) identify the conditions for creating a framework for regulating financially-sustainable higher education and research systems; (3) identify ways of increasing funding for this sector as well as maintaining its quality.
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This publication is the result of a baseline study of the state of the higher education in the five Portuguese speaking countries in Africa: Angola, Cape Verde, Guinea-Bissau, Mozambique and Sao Tome and Principe.
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Makerere University started in 1922 as a humble technical school enrolling 14 day students of Carpentry, Building and Mechanics. Nine decades later, the University has made giant strides-enrolling over 35,000 students in over 145 study programmes hosted by nine colleges spread across various campuses. As it celebrates 90 years, the higher education scholarly and policy fraternity take the opportunity to honour and continue the University's tradition of scholarship and innovation -- through contributing ideas for dealing with some of the challenges that the University and similar institutions are contending with. Additional studies have been drawn from Botswana, Ethiopia, Ghana, Kenya, Malawi, Nigeria, Tanzania and other institutions in Uganda.

This volume, produced by a network of African researchers, provides an analysis on the state of higher education in Africa, and discusses key polices to steer their positive transformation.

Drawing on over fifty years of on-the-ground experience, Fred M. Hayward's Transforming Higher Education in Asia and Africa analyzes change processes in higher education in eight Asian and African countries. The twelve cases range from the push to upgrade and transform higher education in Afghanistan in the midst of a war, to the successful struggle against apartheid in South African institutions, as well as thwarted efforts in Sierra Leone and Madagascar. Other cases include: Ghana, Malawi, Pakistan, and Uganda.

While the disability rights movement of recent decades has a rich and well-documented history, it is a history mostly focused on the Global North. Disability in Africa presents an interdisciplinary approach to cultural, health, and policy challenges that disability issues have raised throughout the African continent. The volume draws on the achievements of disability studies while acknowledging the demands and challenges of particular African contexts.

Epistemic Freedom in Africa is about the struggle for African people to think, theorize, interpret the world and write from where they are located, unencumbered by Eurocentrism. The imperial denial of common humanity to some human beings meant that in turn their knowledges and experiences lost their value, their epistemic virtue. Now, in the twenty-first century, descendants of enslaved, displaced, colonized, and racialized peoples have entered academies across the world, proclaiming loudly that they are human beings, their lives matter and they were born into valid and legitimate knowledge systems that are capable of helping humanity to transcend the current epistemic and systemic crises. This is a dual process of both deprovincializing Africa, and in turn provincializing Europe. The book highlights how the mental universe of Africa was invaded and colonized, the long-standing struggles for 'an African university', and the trajectories of contemporary decolonial movements such as Rhodes Must Fall and Fees Must Fall in South Africa.

Inclusion as Social Justice: Theory and Practice in African Higher Education discusses the extent to which education enables equitable social access for diverse student populations in the context of historical sidelining of indigenous knowledge systems and epistemic injustice of colonial epistemologies in Africa. The book features aspects of diversity such as gender, rurality, refugee status and disability in general, with hearing and visual impairment as prime illustrations...using empirical studies and examples from Tanzania, Kenya, Ethiopia, Zimbabwe and South Africa.

Following the end of apartheid in 1994, the ANC government placed education at the centre of its plans to build a nonracial and more equitable society. Yet, by the 2010s a wave of student protests voiced demands for decolonised and affordable education.
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When students at Oxford University called for a statue of Cecil Rhodes to be removed, following similar calls by students in Cape Town, the significance of these protests was felt across continents. This was not simply about tearing down an outward symbol of British imperialism - a monument glorifying a colonial conqueror - but about confronting the toxic inheritance of the past, and challenging the continued underrepresentation of people of colour at universities. And it went to the very heart of the pernicious influence of colonialism in education today. Written by key members of the movement in Oxford, Rhodes Must Fall is the story of that campaign.

This book explores rurality and education in sub-Saharan Africa through a lens of social justice. The second volume of a two-volume project, this book explores possibilities and constraints of rural social justice in diverse educational contexts, with particular emphasis on higher education. Drawing on contexts from across sub-Saharan Africa, this volume examines such topics as student-teacher preparation, post-colonialism and access and participation.

This book from a major African think tank summarizes research trends on women in African higher education at the start of the 21st century.