WGHE Publications

  • Book shared during the 3rd ADEA WGHE Webinar: Financing Model for Higher Education in Africa

  • This policy brief is produced by the Association for the Development of Education in Africa (ADEA) for the Summit on Higher Education on Revitalizing Higher Education for Africa’s future (Dakar, Senegal, March 10-12, 2015). This policy brief is underpinned by the assumption that an instrumentalist approach to HE is unlikely to meet a core goal of HE: the building and valuing of new knowledge. This policy brief therefore seeks to provide a framework for building HE research capacity, through theoretically sound research, and Masters and PhD graduation.

  • This policy brief is produced by the Association for the Development of Education in Africa (ADEA) for the Summit on Higher Education on Revitalizing Higher Education for Africa’s future (Dakar, Senegal, March 10-12, 2015). Universities in Africa have suffered from sporadic support, resulting in uneven development and varying quality.

  • This policy brief is produced by the Association for the Development of Education in Africa (ADEA) for the Summit on Higher Education on Revitalizing Higher Education for Africa’s future (Dakar, Senegal, March 10-12, 2015). Building on existing efforts for harmonization and informed by global developments in this area, this policy brief explores the pitfalls of a harmonization deficit, stresses the urgency to align continental HE agendas within a framework of sustainable development and recommends African policymakers to reenergize the Arusha Convention towards the development of an African Higher Education and Research Space (AHERS).

  • This policy brief is produced by the Association for the Development of Education in Africa (ADEA) for the Summit on Higher Education on Revitalizing Higher Education for Africa’s future (Dakar, Senegal, March 10-12, 2015). The argument presented in this policy brief is that there is need to shift to more holistic gender responsive strategies. Such strategies move beyond simply enabling women’s access to HEIs to issues affecting women’s ability to fully participate, and perform within these institutions. Based on the Forum for African Women Educationalists’ research, the key priorities for addressing the gender inequalities in African HEIs are highlighted.

  • This policy brief is produced by the Association for the Development of Education in Africa (ADEA) for the Summit on Higher Education on Revitalizing Higher Education for Africa’s future (Dakar, Senegal, March 10-12, 2015). A knowledge-based economy is expected to drive sustainable social-economic transformation and underpin the creation of employment opportunities, especially for a bulging youth generation. Africa requires a boost in attention to and development of STI to urgently address challenges posed by climate change, desertification and land degradation, drought, loss of biodiversity and sustainable natural resource management.

  • This policy brief is produced by the Association for the Development of Education in Africa (ADEA) for the Summit on Higher Education on Revitalizing Higher Education for Africa’s future (Dakar, Senegal, March 10-12, 2015). The main purpose this policy brief is to examine the contextual situation of diversification and differentiation, suggest policy options and recommendations for policy makers to consider.

  • This policy brief is produced by the Association for the Development of Education in Africa (ADEA) for the Summit on Higher Education on Revitalizing Higher Education for Africa’s future (Dakar, Senegal, March 10-12, 2015). This paper focuses on the employability of higher education graduates in the private sector.

  • This report is almost entirely based on studies that were commissioned by ADEA-WGHE for the creation of AHERS. The contribution of the following authors of the reports of these studies is gratefully acknowledged: Ernest Acheampong, George Afeti, Neil Butcher, Sarah Hoosen, David Hornsby, Peter Mabande, Njuguna Ng’ethe, Catherine Ngugi, Peter Okebukola, Moses Oketch, Olusola Oyewole, Juma Shabani, George Subotzky, Mark Swilling and Kevin Urama. 

  • This report contains three in-depth studies of tertiary education institutions (a) The Kwame Nkrumah University of Science and Technology (KUNST) in Ghana; (b) the Jomo Kenyatta University of Agriculture and Technology (JKUAT) in Kenya and (c) the Polytechnic of Namibia (PoN).