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The Partnership for Higher Education in Africa (PHEA) was launched in 2000 to coordinate the support for higher education in Africa provided by the Carnegie Corporation of NewYork, Ford Foundation, the John D. and Catherine T. MacArthur Foundation, and The Rockefeller Foundation. The Partnership was a response to trends of democratization, public policy reform, and the increasing… Read more
Makerere University, Kampala,Uganda has attempted over many years to integrate knowledge transfer programmes into its higher education programmes through various strategies, including internship and fieldwork studies. The internship programmes have gained popularity, especially through the interventions from the Innovations at Makerere Committee of the University that supported a number of academic units to enhance the decentralisation of… Read more
This report seeks to analyse the staffing needs of various universities that are members of the Partnership for Higher Education in Africa (PHEA). The purpose is to ascertain the extent of the problem in these institutions, examine their ability to develop the next generation of academics as a means of forestalling the decline and proffer… Read more
‘North-South Experiences of Doctoral Training for Development in Africa’ is a study of three models of partnership between Trinity College Dublin (TCD) and higher education institutes in six African countries. The goal of these partnerships is to deliver collaborative doctoral training programmes in global health, natural sciences and economics, to train researchers and build research… Read more
The Partnership for Higher Education in Africa (Partnership) was a ten-year funder collaborative that sought to strengthen higher education in Africa. The Partnership focused its support on universities in nine countries: Egypt, Ghana, Madagascar, Mozambique, Kenya, Nigeria, South Africa, Tanzania, and Uganda. In ten years, the Partnership specifically, Increased spotlight on the importance of higher education in… Read more
This paper calls attention to challenges developing nations face as they seek to strengthen universities, and their ability to contribute to social and economic development. Two issues in particular are addressed in this chapter. First, developing nations face a monumental challenge in raising adequate funds for expanding the size, scope, and quality of their universities. Overcoming this… Read more
This study attempts to address the gaps in research on the characteristics and dynamics of the relationship between higher education and development, and the contextual and institutional factors that facilitate or inhibit these relationships. The study, with a focus on Africa, utilises theoretical perspectives offered by the fields of higher education studies, institutional theory and… Read more
The single biggest barrier for countries in sub-Saharan Africa to achieving Universal Health Coverage is the lack of an adequate and well-performing health workforce. This deficit can be addressed by training more new health personnel and/or by improving the performance of the existing health workforce. So far efforts have mostly focused on training new staff… Read more
In this presentation Barbara McPake, the Research Director of ReBUILD, talks about Ebola in the context of conflict-affected states and health systems with a focus on West Africa – in particular comparing responses to Ebola outbreaks in Northern Uganda and Sierra Leone. The ReBUILD Consortium is a research partnership funded by the UK Department for… Read more
Diseases such as Ebola highlight the importance of a holistic focus on health systems, as opposed to assuming that health is the preserve and concern of health professionals alone. This was the lesson Uganda learnt very quickly in managing the Ebola outbreak in 2001. Until the current epidemic in West Africa, Uganda held the unfortunate… Read more
Review question This review evaluated the effects of centre-based day care for children younger than five years of age in low- and middle-income countries (as defined by the World Bank 2011). We considered the following outcomes: children’s cognitive and psychosocial development, prevalence and incidence of infectious diseases among them and the economic situation of parents. We… Read more