A seminar, discussion group, or the like, that emphasizes exchange of ideas and the demonstration and application of techniques, skills, etc.
In a commentary on a World Bank Report entitled "Higher Education in Developing Countries-Peril and Promise", the authors observe, and I quote,
As knowledge becomes more important to the global economy, so does higher education. The quality of knowledge generated within higher education institutions, and its accessibility to the wider economy, is increasingly critical to national competitiveness. However, developing countries are falling behind. Their higher education systems are chronically under-funded, Faculty under qualified and poorly motivated, and students aften badly taught. Developping countries need to teach more students to a higher standard, and develop the research capacity that will help them connect to the knowledge society.
Without more and better higher education, developping countries will find it increasingly difficult to benefit from the global knowledge-based economy.
During the 1960s and 1970s, Technical and Vocational Skills Development, as it was popularly known at the time, was an important sub-sector in many countries. At that time, and because the sub-sector had the key objectives of providing employable skills aimed at easing school leaver unemployment, it was popular in many countries and, therefore, received due attention.
In the management and development of primary education in Uganda, there were a number of challenges that require strategic cchange and institutional reform.
The National Council for Higher education (NCHE) defines Higher education as the education offered to post level certificate or its equivalent. This is the context within which this paper is prepared though it is generally premissed on University education
Higher Education Institutions modeled on those of the colonising countries (eg. Britain and France) were established in countries such as Ghana, Sudan, Nigeria, Senegal, Madagascar, Congo and Uganda (Ajayi, et al., 1996).
Higher education - the education and training at colleges, universities, polytechnics, etc. - is critical to human development and there has been and continues to be several global conventions to underpin and shore up this knowledge. For instance, in 2000, the World Bank and UNESCO accelerated the efforts of te international community for the expansion of higher education for development, with a focus on the countries of sub-Saharan Africa.
There is global understanding that higher education is a key driver of growth and development, as it engenders the creation of knowledge and innovation which are vital in steering sustainable development, including reducing poverty, improving global health, and enhancing national and global prosperity and competitiveness.
The growing crises of citizenship, democratization and development including human security in Nigeria partly provides evidence of gross underperformance and the increasing irrelevance of the universities in particular in meeting the expectations of the Nigerian society. At the same time, they point to a certain lacuna in the discharge of responsibilities on the part of the universities to the nation.
Sustainable financing of higher education institutions is largely predicated on the answer to the fundamental question - what are these institutions for? Overall, the global trend sees higher education moving from the periphery to the centre of governmental agendas in most countries.
Higher education is currently at a cross-road in Nigeria. There are legion of internal crises as well as serious external problems. Serious questions are being asked about their relevance and ability to contribute to the meaningful liberation of the people and the overall development of the Nigerian society.
Committee Of Vice Chancellors Of Nigerian Universities Holds A Consultative Policy Dialogue On The Future And Relevance Of Nigerian Universities And Other Tertiary Institutions: Towards Higher Education Transformation.
So much engagement has gone on over the years on the issue of developing the next generation of academics but with minimal corresponding discussion on the need for a serious dilation over the issue of the need to develop the next generation of acadmic leaders who will coordinate and manage the academic entreprise of the future in our nation.
Governance in university education has become an issue of concern globally as it applies to other public and private sector organizations mainly due to increasing pressure from the needs and expectations of key stakeholders. The paper raises theoretical and practical issues as well as areas of interdependencies and linkages that influence the mode of governance in modern universities based on stakeholder theory.
Worldwide, there is now a significant increase in demand for higher education. This is challenged by the limitations of public resources for financing the same; Woodhall (2004), Cheboi (2008), Ishengoma (2006), Johnstone (2004) in various researches works. Financing of students in higher learning institutions in Tanzania, has over time largely being dependent on Government resources, which have been extended through various forms.
Information and Communication Technologies (ICTs) are widely deployed in Tanzanian Universities mainly for the purpose of provision and accessing information and automation of administrative processes. In this paper we review briefly the challenges faced by Tanzanian Universities in integrating ICT and the role of ICT in University governance. We also explore ICT trends which are having or likely to have impact on University business processes including teaching, research, community engagement and administration. We conclude by noting that ICTs have the potential to considerably improve University governance when properly and adequately deployed taking advantage of mobile and cloud computing applications.
While there are several other stakeholders in a university system, students are considered to be one of the key stakeholders. Therefore, to attain university good governance, the students' own governance through quality leadership must be of high standards. However, despite its critical importance, the students' leadership in African universities has not been analyzed enough by many scholars. The paper discusses the students' own governance using two cases studies. One of the case studies is on students' government democratization processes at the University of Dar es Salaam and the other is on a need of embedding students' leadership development programmes at the Mzumbe University.
One of the challenges facing the governance of universities across the world is how to appropriately manage the academic wing of human resources and attain excellence in the core result areas of the university missions. The role of the academics is varied with many competing demands in teaching, research and community service. Trying to meet increasing demands in these areas in universities has resulted in many academics working long hours and expressing dissatisfaction with their working life (Vardi, 2009).
From the 21st to the 23rd of November 2011 seventy civil society leaders from twenty-five African countries gathered in Johanesburg at a historic continental conference branded "Protecting Democracy - Reclaiming Civil Society Space in Africa". The mian objective of the conference was to share research findings and experiences regarding civil society space and to collectively generate effective responses to shrinking space for civil society in Africa.
The TrustAfrica-led initiative on improving agricultural policies in 6 selected countries entitled 'Building Effective Advocacy Movement for Agricultural Development in Africa' seeks to achieve its objectives and goals through scoping studies, allocation of small grants to smallholder advocacy organisations and to provide technical assistance to smallholder farmers' organisations.
The Southern Africa Trust, Trust Africa, Institute for Global dialogue and Continental Advisory Research Team of civil society organisations launched two publications; (Dis) Enabling the Public Sphere: Civil Society Regulation in Africa (Volume 1) and the State of the Union South Africa Report. 92 participants attended the launch including government departments, foreign diplomats, civil society and the private sector.