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WGHE Publications
A
Toolkit for Mainstreaming Gender in Higher Education in Africa
Download
the full document (in PDF Format 6,2 Mo)
ADEA Working Group on Higher Education/Association
of Africa Universities, Accra, Ghana, 2006. ISBN 9988-589-32-8. Available
in English only.
Full document (.pdf 6,200 KB)
This toolkit was developed in an attempt to bridge persistent
gender gaps in tertiary education institutions in Africa. Focus is on
staff recruitment, student welfare, curriculum development and the general
institutional culture. The toolkit, which comprises ten modules and
a literature review, provides practical guidelines on how to initiate
a gender-mainstreaming program and establish helpful processes.
The Toolkit comprises of
the ten following modules and a Literature Review as follows:
Module 1 – Basic
Facts about Gender (.pdf 1,400 KB)
Module 2 – Forming
Policies and Strategies (.pdf 590 KB)
Module 3 – The
Role of Human Resources Development and Management (.pdf 490 KB)
Module 4 – Mainstreaming
Gender in the Curriculum (.pdf 434 KB)
Module 5 – Research
and Gender Sensitive Research Methods (.pdf 590 KB)
Module 6 – Faculty
and Support Programs (.pdf 438 KB)
Module 7 – Student
Access and Retention (.pdf 438 KB)
Module 8 – Gender
Violence and Sexual Harassment (.pdf 502 KB)
Module 9 – Disaggregated
Data (.pdf 590 KB)
Module 10 – Resource
Mobilization for Gender Equity (.pdf 460 KB)
Literature
Review (.pdf 1,100 KB)
HO Polytechnic HIV/AIDS policy
HO Polytecnic, Ghana (with support from ADEA/WGHE),
September 2005. Available in English only
This policy document provides an overview
of HIV/AIDS in Ghana. It outlines the objectives and fundamental principles,
proposes strategic measures to fight HIV/AIDS in a higher education
institution. The rights and responsibilities of staff and students is
discussed, recommendations in the areas of prevention, care counseling
and support are outlined.
A Toolkit for Higher Education Institutions
in Africa. Mitigating the Impact of HIV/AIDS
Association of Africa Universities with ADEA Working
Group on Higher Education/Johannesburg, 2004. Also exists in French
and Portuguese.
The HIV/AIDS toolkit is a package developed
specifically for tertiary institutions with the aim of supporting the
development and management of comprehensive institutional responses
to HIV/AIDS. The package comprises resource materials on HIVAIDS in
the African higher education context, advocacy strategies for use within
tertiary institutions, and practical guidelines for the design, management
and implementation of HIV and AIDS policies and programs in African
higher education institutions.
The Toolkit comprises of the ten following modules:
Module 1: Management
Module 2: Structure
Module 3: Policy
Module 4: Finance
Module 5: Human
resources management
Module 6: Student
services
Module 7: Curriculum
reform
Module 8: Research
Module 9: Community
engagement
Module 10: Monitoring
and evaluation
Directory of African Higher Education Institutions Responding to the
threat of HIV/AIDS
ADEA Working Group on Higher Education/Association
of Africa Universities, Accra, Ghana, 2004. Available in English only.
ISBN 9988 589 31 X
Between 2003 and 2005, WGHE and its partners
commissioned a survey on the "Responses of Higher Education institutions
in Africa to HIV/AIDS". This directory presents the profiles of the
institutions surveyed, with details of their individual responses.
Higher
Education Innovations in Sub-Saharan Africa, (With specific reference
to universities)
By ASSIÉ-LUMUMBA N'dri; NJUGUNA Ng'ethe; SUBOTZKY,
George and SUTHERLAND-ADDY Esi.
ADEA Working Group on Higher Education/Association of Africa Universities,
Accra, Ghana, 2004. Available in English only.
"What is the current state of university education
in Africa and what is the likely future?" This is a current underlying
theme in addressing issues related to higher education in Africa. This
report seeks to identify and document higher education innovations currently
underway. It is based on several regional surveys whose purpose was
to identify significant innovations at institutions and faculties and
in six areas deemed critical to the transformation of higher education
in Africa namely; responsiveness to societal needs, strategic planning,
financing, governance, curricula reform and human resource development.
Initiated in mid-2000, this report is part of the ongoing debate on
the nature and future of African higher education based on several regional
reports.
Strategic
Development Plan for Information and Communications Technology (ICT),
2003 -2005
AAU/ADEA, National
University of Science and Technology, Bulawayo, Zimbabwe, 2004. Available
in English only.
A
primary focus of the ADEA Working Group on Higher Education is to give
full consideration to the rapid emergence of new information and communication
technologies development and the process of strategic planning in higher
education. During 2000-2003, WGHE encouraged universities to develop
and integrate ICT Strategic Plans within institutions by funding pilot
initiatives. This document is the fruit of the process of policy development
in the University of Zimbabwe.
Higher Education Institutions in Africa Responding to HIV/AIDS. Response
of Universities and Colleges to HIV/AIDS
By Barnabas Otaala, Emmanuel Lutaaya, et Maurice Ocquaye
ADEA Working Group
on Higher Education/Association of Africa Universities, Accra, Ghana,
2004. Available in English only. Printed in Accra, Ghana. ISBN 9988
- 589 - 30 - 1
This report synthesizes the findings and recommendations of an independent
survey conducted between 2003-2005, which document institutional responses
of universities, polytechnics and teacher training colleges in Africa
to HIV/AIDS. It takes stock of the impact of WGHE and other partners'
investment and interventions on HIV/AIDS policies and programs.
HIV/AIDS
and Policy
Highridge Teachers College (with support from ADEA/WGHE), July,
2003. Available in English only.
This policy document provides an overview of Kenya's
HIV /AIDS situation, as well as the policies put into place by the Kenya
government to contain the scourge. It also highlights the principles
and values of the college, the legal issues on HIV/AIDS the rights and
responsibilities of the infected and affected, the integration of HIV/AIDS
curriculum into teaching and service activities and strategies for intervention
The
Mombasa Polytechnic HIV/AIDS Policy
The Mombasa Polytechnic (with support from ADEA/WGHE), 2003. Available
in English only.
This document which aims at formulating an HIV/AIDS policy
to guide related activities and decisions within the institution includes
components on: The rights and responsibilities of infected and affected
employees and students; integrating AIDS issues into the program activities,
and providing preventive support services.
The
University of Botswana HIV/AIDS Policy
University of Botswana, November, 2002. Available in English only
This document summarizes the University of Botswana's
response to the National HIV/Aids Policy. The policy applies to all
employees and students, the objectives being to educate staff and students
to deal with the epidemic and promote activities that result in an HIV
free environment.
Nkumba
University HIV/AIDS POLICY
Nkumba University, Uganda, (with support from ADEA/WGHE), December,
2002. Available in English only
In addition to outlining objectives in creating an
HIV/AIDS policy, this policy report looks at the provision of preventive
care and support services and education at campus, outlines the structures
for implementing and integrating HIV/AIDS issues into teaching and research,
as well as advocacy, networking and collaboration at Nkumba University,
Uganda.
Challenging
the Challenger
Understanding and Expanding the Response of Universities in Africa to
HIV/AIDS
prepared by M. J. Kelly
ADEA Working Group on Higher Education, 2001.
Also exists in French.
The failure of many tertiary education institutions to
recognize and confront the HIV/AIDS crisis on their campuses means the
loss of hard-won development gains and crippling prospects for the future.
This report eloquently documents this “conspiracy of silence.”
It draws upon the results of 7 case studies of universities in 6 countries:
Benin, Ghana, Kenya, Namibia, South Africa, and Zambia. It seeks to
understand how the disease is affecting African universities and to
identify responses and coping mechanisms that might usefully be shared
with sister institutions in similar circumstances. The report closes
by outlining a two-pronged strategy for African universities to consider
in shaping their own responses to HIV/AIDS.
Directory of Donor Assistance
to African Higher Education
ADEA Working Group on Higher Education, 2001.
Also exists in French.
This directory is based on a survey of development
partners and assistance agencies active in sub-Saharan Africa. It provides
information on 32 donor agencies, their general goals, type of assistance
provided, beneficiaries, contacts, and more. It is intended for and
is particularly useful to members of African universities and ministries
of education, as well as all those seeking concise comparative information
on the range of donor priorities and possibilities for assistance in
the field of higher education.
USHEPiA
Building a Research Capacity Network in Africa
by Martin West and Lesley Shackleton
ADEA Working Group on Higher Education, 1999.
USHEPiA, is a successful South-South capacity building network experience in the area of science, engineering and the humanities. The initiative, led by the University of Cape Town, involves a number of partner universities in East and Southern Africa. The program seeks to foster research capacity and collaboration amongst African researchers in order to build institutional and human capacities. Since its inception in 1995, the program has awarded 39 fellowships. This report examines the origins of the project, from its conception, to its operation and identifies several achievements. It provides a critical analysis of the successes, and lessons learned as an attempt to incite or encourage ways of developing African research capacities using a network of institutions.
Reforming a National System
of Higher Education
The Case of Cameroon
by Dorothy L. Njeuma, Herbert N. Endeley, Francis Fai Mbuntum, Nalova Lyonga, Dennis L. Nkweteyim, Samuel Musenja, and Ekanje Elizabeth
ADEA Working Group on Higher Education, 1999.
Also exists in French.
The higher education system of Cameroon experienced
a series of reforms from the 1960’s to the 1990’s. The most
recent reform, was designed to provide quality education at a more manageable
scale. This involved several important adjustments in the areas of accessibility,
quality education, and capacity-building, and introduced new challenges
such as developing information technology and experimenting with distance
learning. This report provides a succinct account of the process and
impact of the reforms on the higher education system in Cameroon.
Promoting Access, Quality and Capacity-Building
in African Higher Education
The Strategic Planning Experience at Eduardo Mondlane University
by Peter Fry and Rogéro Utui
ADEA Working Group on Higher Education, 1999.
During the 1990’s, strategic institutional
reforms were introduced at Mozambique’s Eduardo Mondlane University.
These reforms were intended to expand access to higher education, improve
the quality of university teaching and research, and strengthen capacities
for institutional planning, program implementation, performance monitoring
and output evaluation. This report analyzes the efforts made in carrying
out the reforms, takes into consideration the historical and political
background, and presents the problems and prospects under which the
planning process evolved.
Tertiary Distance Education and Technology in Sub-Saharan Africa
by William Saint
ADEA Working Group on Higher Education, 1999.
Also exists in French.
This paper addresses the question of how African
nations might improve the balance between tertiary education, access,
and funding, without further sacrifices in quality. It provides a rationale
for the potential benefits of tertiary distance education, which can
increase educational access and improve quality, while being cost efficient.
This rationale is backed up by the use of facts and statistics from
distance and tertiary education efforts in numerous countries..
Tertiary Distance Learning in Sub-Saharan Africa
Overview and Directory to Programs
by Roberts & Associates
ADEA Working Group on Higher Education, 1998.
Also exists in French.
Tertiary Distance Learning in Sub-Saharan Africa
is an overview and directory of tertiary level distance learning programs
in Africa. The report also describes the current status of tertiary
distance learning in Africa, drawing upon papers presented at the eleventh
meeting of the Working Group on Higher Education held in Saint Louis,
Senegal, October 20-22, 1997.
Revitalizing Universities in Africa
Strategy and Guidelines
Prepared by the Association of African Universities (AAU) and the World Bank.
ADEA Working Group on Higher Education. World Bank, 1997.
Also exists in French.
Universities in Africa have suffered several constraints due to internal and external factors. They have been greatly affected by a growth in enrollment rates which have overpowered financial capacity. Although there is an abundance of literature on strategies to revitalize African universities, there is hardly any systematic documentation that provides guidance for African universities, governments, donors, and the World Bank on how to improve the quality of African universities.
This report gives practical strategies and guidelines for improving the quality of African universities by internal initiatives through planning. It recommends that governments recognize their universities as important resources, and donor agencies reconsider their stance with regard to investment in higher education.
Strategic Planning at Selected African Universities
by Donald Ekong and Patricia Plante.
Association of African Universities, 1996.
Also exists in French.
Revival and Renewal: Reflections on the Creation of a System of Tertiary Education in Ghana
by Esi Sutherland-Addy.
AFTHR Technical Note, The World Bank, 1995.
The University in Africa in the 1990's and Beyond
Summary report of a colloquium jointly organised by the Association of African Universities and the DAE Working Group on Higher Education, Accra, Association of African Universities, 1995.
Demand, Access, and Equity Issues in African Higher Education: Past Policies, Current Practices, and Readiness for the 21st Century
by N'dri Thérèse Assié-Lumumba.
Association of African Universities, 1994.
Also exists in French.
Adequate and Sustainable Funding of African Universities
by José Negrao.
Association of African Universities, 1994.
Also exists in French.
The Emerging Role of African Universities in the Development of Science and Technology
by G.T.G. Mohamedbhai.
Association of African Universities, 1994.
Also exists in French.
Governance Issues in African Universities: Improving Management and Governance to Make African Universities Viable in the Nineties and Beyond
by Rudo Barbra Gaidzanwa.
Association of African Universities, 1994.
Also exists in French.
Enhancing Linkages Between African Universities, the Wider Society, the Business Community and Governments
by Kilemi Mwiria.
Association of African Universities, 1994.
Also exists in French.
Universities in Africa: Challenges and Opportunities of International Cooperation
by Berhanu M. Abegaz.
Association of African Universities, 1994.
Also exists in French.
Quality and Relevance: African Universities in the 21st Century
by Tade Akin Aina.
Association of African Universities, 1994.
Also exists in French.
Beyond the Fragments: Donors' Reporting Systems at the Universidade Eduardo Mondlane, Mozambique and the University of Dar es Salaam, Tanzania
by David Wield.
1994.
The Future Missions and Roles of the African Universities
by Geremie Sawadago.
Association of African Universities, 1994.
Also exists in French.
Staff Loss and Staff Retention at Selected African Universities
by Robert Blair and Josephine Jordan.
AFTHR Technical Note No. 18, The World Bank, 1994.
Building Consensus for Higher Education Reform in Africa: Some Reflections
by Mary Antoinette Brown Sherman.
Africa Technical Department, The World Bank, 1993.
Higher Education in Francophone Africa: Assessment of the Potential of the Traditional Universities and Alternatives for Development
by N'Dri Thérèse Assie-Lumumba.
AFTHR Technical Note No. 5, The World Bank, 1993.
Also exists in French.
Financial Diversification and Income Generation at African Universities
by Robert D.D. Blair.
AFTED Technical Note, No. 2, The World Bank, 1992.
University Governance: Problems and Perspectives in Anglophone Africa
by Kilemi Mwiria.
AFTED Technical Note, No. 3, The World Bank, 1992.
Universities in Africa: Strategies for Stabilization and Revitalization
by William S. Saint.
Technical Paper No. 194, The World Bank, 1992.
Also exists in French.
A Consultation on Higher Education in Africa
by Trevor Coombe.
The Ford Foundation, 1991.
Study on Cost-Effectiveness and Efficiency in African Universities
Association of African Universities, 1991.
WGHE Meeting Documents and Reports
WGHE Steering
Committee Meeting
(Accra, June 4-5, 2002)
WGHE Steering Committee
Meeting
(Arusha, October 7, 2001).
WGHE Steering
Committee Meeting
(Nairobi, February 10, 2001).
13th Meeting of
the Working Group
(December 1-3, 1999, Abuja, Nigeria).
Themes: Higher Education in Nigeria; New Technologies for Teaching and
Learning; Role and Mission of WGHE; AAU Progress report
African Regional Networks
for Graduate Training and Research
(November 3-5, 1998, Ouagadougou, Burkina Faso).
Tertiary Distance
Learning in Africa
(October 20-22, 1997, St. Louis, Senegal).
Publications available in French only
Politique Institutionelle en matière
de VIH/SIDA dans les universités de Togo
Universities of Lomé and Kara
(with support from the ADEA WG on Higher Education), 2002. In French
only.
(Institutional policy
on HIV/AIDS in the universities of Togo)
This policy takes into consideration the viewpoints
of the various socio-professional categories in the university community,
based on a survey conducted at the University of Lomé and the University
of Kara in 2004. This document is based on Togo's national strategic
framework for combating HIV/AIDS (2001-2005), adopted in March 2001.
It outlines the measures that should be taken by the university community
to inform its members and raise their awareness of the problems, to
conduct screening for the disease and provision of care, to involve
universities in the fight against HIV/AIDS, and to include HIV/AIDS
training modules in the curricula of faculties, schools and institutes.
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