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Stubby & Friends (Paperback)
Scott Christian Sava; Illustrated by Tracy Bailey; Created by Richard Lanni
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R306
R253
Discovery Miles 2 530
Save R53 (17%)
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Universities and economic development in Africa: Pact, academic
core and coordination draws together evidence and synthesises the
findings from eight African case studies. The three key findings
presented in this report are as follows: 1. There is a lack of
clarity and agreement (pact) about a development model and the role
of higher education in development, at both national and
institutional levels. There is, however, an increasing awareness,
particularly at government level, of the importance of universities
in the global context of the knowledge economy. 2. Research
production at the eight African universities is not strong enough
to enable them to build on their traditional undergraduate teaching
roles and make a sustained contribution to development via new
knowledge production. A number of universities have manageable
student-staff ratios and adequately qualifi ed staff, but
inadequate funds for staff to engage in research. In addition, the
incentive regimes do not support knowledge production. 3. In none
of the countries in the sample is there a coordinated effort
between government, external stakeholders and the university to
systematically strengthen the contribution that the university can
make to development. While at each of the universities there are
exemplary development projects that connect strongly to external
stakeholders and strengthen the academic core, the challenge is how
to increase the number of these projects. The project on which this
report is based forms part of a larger study on Higher Education
and Economic Development in Africa, undertaken by the Higher
Education Research and Advocacy Network in Africa (HERANA). HERANA
is coordinated by the Centre for Higher Education Transformation in
South Africa.
Universities and economic development in Africa presents the
synthesis and includes the key findings of case studies of eight
African countries and universities. The analysis and discussion
presented in the book draw the following three main conclusions:
There was a lack of clarity and agreement (pact) about a
development model and the role of higher education in economic
development, at both national and university levels, in all eight
cases. There was, however, an increasing awareness, particularly at
government level, of the importance of universities in the global
context of the knowledge economy. Research production at the eight
African universities was not strong enough to enable them to build
on their traditional undergraduate teaching roles and make a
sustained contribution to development via new knowledge production.
A number of the universities had manageable student–staff ratios
and adequately qualified staff, but inadequate funds for staff to
engage in research. In addition, the incentive regimes did not
support knowledge production. In none of the countries in the
sample was there a coordinated effort between government, external
stakeholders and the university to systematically strengthen the
contribution that the university can make to development. While at
each of the universities there were exemplary development projects
that connected strongly to external stakeholders and strengthened
the academic core, the challenge remains how to increase the number
of these projects. The study on which this book is based forms part
of a larger study on higher education and economic development in
Africa, undertaken by the Higher Education Research and Advocacy
Network in Africa (HERANA). HERANA is coordinated by the Centre for
Higher Education Transformation (CHET) in South Africa.
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