Starting at the University of Nairobi

Doctor Of Philosophy (Ph.D.) In Public Policy The Department of Political Science and Public Administration,
The University of Nairobi, in collaboration with Partnership for African Social and Governance Research (PASGR), invites applications for admission into the January 2020 intake for the Doctor of Philosophy Degree in Public Policy.

About The Programme

The doctoral programme in Public Policy aims at providing graduates with the knowledge, skills, and competencies that will enhance leadership in policy-relevant research, the practice of public policy and the advancement of scholarship in public policy. The innovative programme was collaboratively designed by sixteen African Universities to enhance interdisciplinary grounding in the practice of public policy and to deepen research competencies. The programme will also impart knowledge and skills in research communication, scholarly publishing as well as leadership in pedagogical practice for next-generation academics, researchers, policy practitioners, and leaders. Graduates will be highly motivated and adequately equipped to contribute to economic development and social transformation at the national and global levels.

Key Programme Features

  • Work with experts to resolve real policy problems
  • Continuous networking with prospective employers and key stakeholders
  • Strong Linkage with the Global Public Policy Network of Leading Schools Internationally

Our aim is to produce graduates that will form a unique cadre of world-class professionals in public policy and research for work in:

  • Governments
  • Think tanks
  • Civil Society Organizations
  • Regional and International organizations
  • Media
  • Universities

General Admission Requirements

To be eligible for admission: a candidate must:

Be a holder of at least a Master’s degree in any academic discipline from the University of Nairobi or any other institution recognized by the University of Nairobi senate.

Duration

The Doctor of Philosophy Degree will last for a minimum of 3 and a maximum of 5 academic years.

APPLICATION DEADLINE: DECEMBER 20, 2019

Attraction

Limited Competitive Scholarships available for top applicants

 Application process, please log in and apply online through
https://application.uonbi.ac.ke
For further details, please contact, the Dean’s Office, Faculty of Arts,
Tel: +254 20 318262 Ext. 28146/28218 or E-mail: deanarts@uonbi.ac.ke or


For further inquiries, please contact the Department of Political Science and Public Administration, University of Nairobi
Tel: +254 – 20 338262 Extension 28171 or E-mail: dept-pspa@uonbi.ac.ke

Long accused of being inflexible, African universities have, through a partnership-based research initiative focused on public policy, helped uncover a long-hidden truth: “Universities are not only open to innovative ideas and programmes but can also domesticate, own, finance and nurture them.”

This is according to Beatrice Muganda, programme Director for the Partnership for African Social and Governance Research or PASGR.

Three years ago, PASGR initiated a regional masters in research and public policy. Today it is producing a strong generation of African public policy leaders.

In a review of the programme, Muganda said the universities have effectively integrated the new Master’s programme into their systems, and are meeting the operational costs associated with its delivery.

The programme has drawn attention to the study of public policy as distinct from public administration and management and catalysed the establishment of schools of public policy in South Africa.

“It has raised the profile of participating universities as powerhouses of robust debates on public policy informed by various lenses of opinions by students from various academic and work backgrounds or experience,” she said in an interview with University World News.

There are now 13 universities that offer the programme, namely Nairobi, Egerton, Maseno, Uganda Martyrs, Uganda Christian, Botswana, Dar es Salaam, Mzumbe, Ghana, Lagos, Jos, Ibadan and Sierra Leone.

Between 2014 and 2017, 415 students have enrolled in the programme, surpassing the target by 115 students. The retention rate of 85% is high, with the mostly fee-paying students showing impressive performances.

Filling a gap in research and policy

“It demonstrates amazing faith in the programme to fill a gap in research and public policy,” Muganda, said, adding that masters graduation rates have improved from 19% (achieved in South Africa) to 39%, which is unrivalled by other graduate programmes in African countries.

A total of 30 students have graduated from the first cohort of 77 and 59% of the students are working in advocacy NGOs, research organisations and in various policy-related work in governments.

For example, David Yusuf Segun of the University of Lagos in Nigeria won a fellowship to present a paper at the Resilience 2017 conference on Resilience Frontiers for Global Sustainability in Stockholm, Sweden in August this year, while Kenneth Ogutu, together with his supervisor Professor Mark Okere of Egerton University in Kenya, jointly developed an award-winning proposal on the effects of community policing policy on crime in low-income areas of Nakuru County, Kenya.

Muganda said the programme had produced growth and development in departments and policy centres in terms of teaching and learning materials, and technology. There had also been an increase in staff numbers and improvement of staff capacity.

“We have seen increased attention paid to the dynamics of teaching and learning in university programmes as opposed to enrolments and graduation statistics,” she said.

The two-year Masters treats public policy as an area for research as well as professional practice while focusing on African policy priorities. It draws on multiple social sciences to ground students in relevant theory and concepts.

Muganda said the programme was aimed at social science researchers and policy practitioners. The research option in the programme is designed to build competencies in the design and execution of policy-relevant research or provide sound grounding for doctoral programmes and advanced scholarship in universities and other organisations that undertake research, she said.

The policy practitioner option equips graduates to use research to influence, inform or shape public policy in government, public and private sector organisations in general, civil society organisations, media, and regional and international organisations.

Programme spinoffs

The programme has produced rich training material, and training in innovative pedagogy for university teaching staff can be taken up and offered to other university teaching staff outside of the degree programme.

According to Muganda, there are 38 case studies on African public policy issues authored by teaching staff from African universities available to be used to teach social science programmes on the continent, while there are 24 content videos that can be used to deliver social science programmes.

One of the biggest challenges facing the programme is limited scholarships. Currently, there are 10 scholarships available from the German Academic Exchange Service or DAAD catering for East Africa, and a few from the Konrad-Adenauer-Stiftung foundation.

According to Muganda, the initiative is exploring partnerships with governments to support students on the programme. This has worked effectively in Tanzania while other discussions are ongoing.

“MRPP [Masters in research and public policy] students understand that education cannot be advanced sustainably through dependence. They are therefore willing to invest in themselves, to develop competencies that can enable them to participate in shaping their destinies and those of other citizens through sound public policy and leadership,” she said.

The success of the programme has brought additional challenges in the form of growing interest from other universities wishing to join the MRPP network. “This requires additional resources so we keep fundraising,” said Muganda.

Teaching incentives

Muganda said they have limited incentives for rewarding teaching excellence and the partnership is engaging universities to develop and implement micro policies that recognise and reward teaching excellence and support teachers in showcasing their expertise to colleagues in other universities under a staff mobility programme.

PASGR hopes to keep training a critical mass of teaching staff and develop a system for inducting and mentoring new teachers who join the partnership to keep the work going, she said.

“One of our challenges has been limited connectivity and access to internet services which frustrates the creation and use of online digital content,” said Muganda. The solution has been to encourage non-web-based local area network-based solutions – intranet – and encourage universities to tap into the existing national research and educational networks.

“Our programme still needs to do more in bringing African policy-makers and researchers together to facilitate uptake of emerging research findings to influence public policy for the well-being of all,” she said.

This has been reposted from https://bit.ly/32si1v9

Evidence-based policy (EBP) and linking public policy theories with practice was the focus of a one-day Policy Forum organized recently by the Alumni/Master Class of Research and Public Policy (MRPP) which is hosted by the Department of Political Science of University of Lagos.

Themed, “Linking Public Policies Theories with Practice,” the forum was part of efforts designed to identify the factors responsible for persistent policy failures in the country especially at the grassroots and proffer solutions to them.

Participants expressed believe that an evidence-based policy or policy theories backed by practice would bring good results. They blamed poor policy implementation in the country.

The Team Leader of the forum, Mr. Idris Rufai, said the essence of the Policy Forum was to place the local government system in its right perspective and to put policy theories to practice.

He identified causes of policy failures in Nigeria as non-involvement of all stakeholders at the formulation and implementation stages of the policies, lack of political will to implement formulated policies; unnecessary political interferences, termination of subsisting policies by successive governments and lack of policy monitoring and accountability.

In Nigeria, according to the 1999 Constitution, the local government is the third tier of government. It was created to bring the government closer to the grassroots and give the people a sense of belonging.

Currently, there are 774 local government areas (LGAs) in the country. They are however hamstrung by a myriad of challenges that have constrained them from performing their constitutional functions. The negative consequence of this is the excruciating poverty and underdevelopment that have ravaged the local communities in the country. Reports show that none of these LGAs has made any appreciable progress in terms of bringing governance closer to the people as envisaged in the 1999 Constitution.

MRPP is a postgraduate programme designed by the Partnership for African Social and Governance Research (PASGR), an independent, non-partisan pan-African organisation established in 2011 and located in Nairobi, Kenya.

The organisation is currently engaged in more than 12 universities African and works to enhance research excellence in governance and public policy that contributes to the overall wellbeing of African people. In Nigeria, the Universities of Lagos, Ibadan, and Jos are collaborating with PASGR on the programme.

In general a sense, the policy can be conceptualised as a consistent and purposeful way of doing something. Individuals, families, and business organisations have policies that are private and self-governed.

Hence, public policy, as the former Dean of Postgraduate Studies of University of Lagos, Professor Solomon Akinboye, pointed out is, “whatever governments choose to do or not to do in dealing with problems of public interest.”

Essentially, public policy shapes the daily lives of the citizens and has direct consequences on their well-being. It is as a result of public policymaking that some nations are considered rich and others poor, while some countries are called developed and others underdeveloped.

According to policy experts, one of the most crucial roles of public administration is policy formulation and implementation. As each of the panelists pointed out at the Forum, formulation, and implementation of public policy is one thing, sustaining and maintaining the policy is another.

The policymaking process is quite complicated and can result in good and bad policy, both having far-reaching consequences.
But, regrettably, in Nigeria, as the panelists pointed out, the people for whom the policies are meant to help are never consulted in any of the stages of the policy cycle.

In most cases, the policies which they do not need are foisted on them; little wonder the slow pace of progress that has been recorded in the country. A policy is considered ineffective when it has failed to address public problems in ways that are consistent with widely shared values and preferences.

The panelists noted that the mere existence of good policies does not automatically result in successful implementation. Problems with policies often lie in the implementation thereof, thus forming a policy gap.
Chairman of Lagos State Local Government Commission, Babatunde Rotinwa, shared this perspective when he said “poor implementation is largely responsible for policy failures in the country,” adding that local governments were created to reach the grassroots but this objective has not been realized. The people at the grassroots are enmeshed in excruciating poverty and deprivation.

Policy inconsistency and summersaults in Nigeria is an issue. Once a new government takes over power, they usually abandon previous governmental policies. Ignorance, poverty, disease, patronage politics and overlaps in institutional mandates also affect policy implementation. For instance, a government may introduce a policy on family planning, yet there are people who believe, culturally, that if a woman uses contraceptive methods, she becomes infertile.

So, even if the government provides family planning contraceptives free of charge, no one will use them. In Africa, there are still people who resist immunization. This is partly the reason that almost all African countries could not achieve millennium development goals thresholds.

The key to the success of any policy implementation is to understand the situation where the policy initiative is to be put into practice. The intention of the government must be made known, goals to be achieved are declared, means of achieving the goals are stated and programmes to achieve those goals and actions announced.

Basic questions like how well the problem is defined what its characteristics are, what goals to be pursued must be answered. Most of the policies in Nigeria, unfortunately, fall short of the above and thus fail to tackle the right problems leading to inappropriate policies being implemented.
Inappropriate problem definition where the consequences of the problem are targeted instead of the problem itself has led to the devotion of scarce public resources to solving the wrongly defined problems. In a situation where the wrong problem is defined, the real characteristics of the problem cannot be identified, leading to the setting up of wrong goals and finally the use of inappropriate policy instruments to achieve the goals. This is the exact situation in Nigeria.

So, today, according to policy experts, in Africa, most policies find their way through to the citizens who have little or no knowledge of social thought or social systems. Many politicians rely on armchair theorising about what and what would or would not work as a policy. As long as the governments do not want to be people-centric, their policies will always meet ardent resistance. Beneficiaries should get involved and understand the policy. There is a need to educate the public to understand government policies. This disconnect from the people has to be fully addressed.

To address this problem of disconnect, one of the panelists, Mr. Gbadebo Rhodes-Vivour, who was the Peoples Democratic Party (PDP) candidate for Lagos West Senatorial in the last general elections as well as a graduate of MRPP, called for more decentralisation of powers to serve the grassroots better. He regretted that the way the Nigerian political system is structured does not give room for the people in the grassroots to participate in the political process.

He said that the autonomy of the local government authorities in the country have been seriously eroded because the state governments organises the election just as the staffing of the grassroots governments is part of the political patronage in the system.

Creation of the State Joint Local Government Account (SJLGA) as noted under Section 162 (6) of the 1999 Constitution states that “Each State shall maintain a Special Account to be called “State Joint Account” into which shall be paid all allocations to the Local Government Councils of the State from the Federation Account and from the Government of the State.” Panelists said that this has made the search for financial autonomy almost impossible as the LGAs depend on the other tiers for funds

The Chairman of Lagos Island East Local Development Area (LCDA), Comrade Kamai Salau-Bashua, who was also among the discussants, differed by saying that in spite of the infringement on the functions of third-tier government in Nigeria, local governments in Lagos State have made tremendous improvements in the delivery of public goods even better than their counterparts in other parts of the country. He said that in the last four months, local governments in the country have been receiving their allocations directly from the Central Bank of Nigeria.

Strategies proposed for ameliorating the situation include: every stakeholder as it affects policies in various sectors must be involved from formulation to the implementation stages; evolving the political will to implement formulated policies; continuity in implementation of viable policies irrespective of leadership changes; further strengthening and effective utilization of the Policy Implementation, Monitoring and Evaluation Agency which is located in the Presidency in its mandate of providing feedback to government on the progress or otherwise of policy performances in Nigeria.

Besides the policy-makers, the presence of an informed citizenry and self-organised groups may contribute valuable pieces to the final policy. Successful implementation of the policy again requires citizens’ participation and continual political monitoring and engagement.
The Dean of the Faculty of Social Sciences of University of Lagos, Prof. Funmi Banmeke and the MRPP Programme Coordinator, Department of Political Science, Dr. Maryam Quadri, said the views of participants would be put across to all the three tiers of government in the country.

This has been reposted from https://www.thisdaylive.com/index.php/2019/11/06/policy-process-linking-theories-with-practice/

Participants at a policy forum in Lagos have criticised the continued erosion of the autonomy of local governments in the country and called for the restructuring of the political system to facilitate development.

They expressed regret that local governments are not allowed to play their roles as assigned to them in the constitution.

With the theme: “Thinking Public Policies Theories with Practice,” the forum was organised by the Alumni/Master Class of Research and Public Policy (MRPP), of University of Lagos, the event was part of efforts designed to factor in the people in the grassroots to participate in the political process. The Team Leader of the forum, Mr. Idris Rufai said the essence of the programme was to place the local government system in its right perspective and to put policy theories to practice.

The Chairman of Lagos State Local Government Commission, Mr. Babatunde Rotinwa, noted that poor implementation was largely responsible for policy failures in the country, adding that local governments were created to reach the grassroots. But, he stressed that the objective has not been realized.

“It is not the policy that is the problem; it is poor implementation. Local governments have policies but they are being implemented,” he said
Former Dean of the School of Post-Graduate Studies, Prof. Solomon Akinboye, a professor of International Relations at Department of Political science, University of Lagos, who was among the panelists said local governments were designed to bring government closer to the people, adding that it is through public policy that problems get solved.

He said the character of the Nigerian state, was largely responsible for poor policy failures even as he called for the full engagement of the people in the grassroots in the political process.

Mr. Gbadebo Rhodes-Vivour, who was the Peoples Democratic Party (PDP) candidate for Lagos West Senatorial in the last general elections as well as a graduate of MRPP, called for more decentralisation of power to serve the grassroots better.
He expressed displeasure about the structure of the Nigerian political system, saying it does not give room for active participation of the people at the grassroots.

Rhodes-Vivour argued that the autonomy of the local government authorities in the country have been completely eroded.
“There should be a public orientation to educate to know their rights,” he suggested.

In his contribution, the Chairman of Lagos Island East Local Development Area (LCDA), Kamai Salau-Bashua, who was also among the discussants, said in spite of the infringement on the functions of third-tier government in Nigeria, local governments in Lagos State have made tremendous improvements in the delivery of public goods, even better than their counterparts in other parts of the country.

He said in the last four months, local governments in the country have been receiving their allocations directly from the Central Bank of Nigeria.
The Dean of the Faculty of Social Sciences of University of Lagos, Prof. Funmi Banmeke and the MRPP Programme Coordinator, Department of Political Science, Dr. Maryam Quadri, said the views of participants would be put across to all the three tiers of government in the country.

This has been reposted from  https://bit.ly/2BZ2Oa4

On 25th October, the British Council  co-hosted a high-level conference on Africa-Europe collaboration in Higher Education, a joint initiative by the European Commission, the African Union Commission and four European partner organisations that have a long history of cooperation with the African continent – British Council, the German Academic Exchange Service (DAAD), Campus France and Nuffic Netherlands.

The conference was structured around a series of workshops in which more than 400 policy-makers and representatives of the higher education sector from Africa and Europe discussed different aspects of collaboration in higher education between the two continents, and the challenges and opportunities stemming from higher education. A poster session showcased a wide range of initiatives and projects implemented by African and European partners. The event also provided sector-specific policy recommendations on how to further develop the charter “Investing in people by investing in education and skills” of the Africa-Europe Alliance, first announced by President of the European Commission Jean-Claude Juncker in September 2018. One central demand is that higher education and skills will feature prominently in the 6th Africa-EU summit, due to take place in 2020.

 “We recognise that higher education and skills acquisition are critical enablers for young people, allowing them to build sustainable livelihoods for themselves and others. Over 70% of Africa’s population are aged 18-35 so the need for higher education and skills is rising. We are responding to this demographic demand by expanding our higher education and skills programme and working with partners in African universities so that more of these young people can fulfil their potential.” said Louisa Waddingham, British Council’s Portfolio Lead for Higher Education, ahead of the event.

British Council works with governments, education and training institutions, industries, academics, and international donors to provide international education opportunities and improve the quality of higher education across Sub-Saharan Africa. By sharing international best practice and creating opportunities for dialogue, collaboration, research exchange, and mobility, the British Council helps to improve learning and employability outcomes for students, scholars, researchers, and academics. Most notably, the annual Going Global conference offers an open forum for global leaders of international education to discuss issues facing the international education community. Through the Partnership for African Social and Governance Research, the British Council’s project team helps to increase the capacity of African universities and researchers to conduct research that directly contributes to social and public policy in Africa.

This has been reposted from https://bit.ly/2JrkZcI

The requirement for college speakers to have the academic aptitudes that can engage understudies to procure 21st century abilities and assume liability for their learning in a procedure of co-development of information was featured at the opening whole session of the Partnership for Pedagogical Leadership in Africa (PedaL) West African center point preparing which occurred in Accra, Ghana in August.

More than 140 scholarly staff from African colleges speaking to all Sub-Saharan areas went to the preparation facilitated by the University of Ghana and co-gathered by the Nairobi-headquartered Partnership for African Social and Governance Research (PASGR) and PedaL accomplices: Institute of Development Studies and the University of Sussex in the United Kingdom; African Research Universities Alliance (ARUA); University of Ibadan; University of Dar es Salaam; Uganda Martyrs University and Egerton University.

Members called for ordinary updates and boost preparing in academic authority for school personnel to guarantee that instructing and learning is satisfactorily reacting to the difficulties of globalization, while likewise tending to nearby needs.

PedaL is an African-drove activity and one of nine projects upheld by Strategic Partnerships for Higher Education Innovations and Reforms (SPHEIR) under the United Kingdom’s Foreign, Commonwealth & Development Office (FCDO). Since its dispatch a year ago, it has seen exceptional development as college scholastics from over the mainland look to improve their instructing rehearses.

Until now, PedaL has prepared more than 800 scholarly staff drawn from 40 colleges crosswise over Africa. It is obvious that PedaL’s objective of preparing 1,000 school personnel in three years will be outperformed because of interest.

The instructional method envelops differed methodologies planned for changing the learning knowledge and accomplishing improved results in alumni sociology programs. The abilities picked up incorporate innovation upgraded learning, valuable arrangement of courses, a scope of understudy focused instructional methods, for example, contextual investigation educating, limit idea devices, just as a scope of issue-based learning procedures and creative evaluation methodologies.

Remarking on the significance of the preparation, Dr. Beatrice Muganda, PASGR’s executive for advanced education and the PedaL group pioneer, stated: “The accentuation set on 21st-century abilities implies that training perfection upheld in PedaL for personnel improvement has turned out to be much increasingly vital for fulfillment of college missions.”

This has been reposted from https://www.amarketjournal.com/how-could-the-learning-and-teaching-experience-transformed/54851/

Title: Programme Officer (Higher Education Programme)

Location: Nairobi, Kenya

 Open to: Kenyan Residents and Nationals

Type of contract: Fixed Term

Application deadline: Monday, October 14, 2019 (1700hrs Kenyan Time)

Background

The Partnership for African Social and Governance Research (PASGR) is an independent, non-partisan pan-African not-for-profit organization established in 2011 and located in Nairobi, Kenya. PASGR works to enhance research excellence in governance and public policy that contributes to the overall wellbeing of all.

PASGR is the lead partner in Pedagogical Leadership in Africa (PedaL). PedaL is one of nine partnerships supported by Strategic Partnerships for Higher Education Innovation and Reform (SPHEIR). SPHEIR was established by the UK Foreign, Commonwealth & Development Office (FCDO) to deliver systemic and sustainable change within higher education systems, enabling them to meet labour market needs and generate the job-ready, entrepreneurial graduates needed to accelerate development, build inclusive societies and promote strong economic growth.  SPHEIR partnerships seek to transform the quality, relevance, access and affordability of higher education to achieve sustainable, systemic change.

In support of its work, PASGR seeks to recruit a Programme Officer to work within the Higher Education Programme. The right candidate should provide programmatic and technical support for successful implementation of programme activities in universities across the continent. S/He will report directly to the Director of Higher Education Programme (HEP).

Summary of Key Responsibilities

  • Support programme development and implementation: work closely with partner universities and an array of experts to design and roll out relevant programmes by undertaking background work, research, curricula reviews and writing strategy papers and presentation materials, and review and report progress in programme implementation;
  • Promote partnerships: as primary contact between stakeholders and the partners, the officer will work collaboratively with partners to create, implement and sustain project initiatives and will support a rapidly expanding Community of Practice. S/He will undertake outreach to specific partner institutions as well as relevant regional and international organizations;
  • Organize consultations and convenings: identify issues, information needs and consultation activities associated with development of the program; initiate and supervise consultative activities;
  • Support Higher Education communications: provide technical support
  • Any other duties assigned by PASGR Leadership.

Minimum Qualifications:

  • A Masters in Education or Social Sciences related field as a minimum; PhD qualification would be an added advantage;
  • Minimum of five years’ experience in developing, implementing and evaluating programs/ projects in knowledge institutions and systems of which at least two must be at a national or regional level;
  • Sound knowledge of issues in African Higher Education and Development gained from working experience in the African region;
  • Ability to solve problems creatively, pay attention to detail and exercise good judgement;
  • Hands-on experience in new forms of Information Communication Technology particularly Technology Enhanced Learning;
  • Excellent interpersonal skills and ability to work well in a diverse team, and interact professionally with partners, donors stakeholders and staff at all levels of the organization

Salary:

This position attracts a competitive package and benefits.

Application process:

Applications must be submitted electronically via email to PASGR(recruitment@pasgr.org) by Monday 14, October 2019 at 1700hrs. Canvassing will lead to disqualification.

All applications must contain:

  1. Application letter stating why you are best suited for this role
  2. Curriculum Vitae with a list of 3 references

PASGR is an Equal Opportunity Employer

The need for university lecturers to possess the pedagogical skills that can empower students to acquire 21st century skills and take responsibility for their learning in a process of co-construction of knowledge was highlighted at the opening plenary session of the Partnership for Pedagogical Leadership in Africa (PedaL) West African hub training which took place in Accra, Ghana in August.

Over 140 academic staff from African universities representing all Sub-Saharan regions attended the training hosted by the University of Ghana and co-convened by the Nairobi-headquartered Partnership for African Social and Governance Research (PASGR) and PedaL partners: Institute of Development Studies and the University of Sussex in the United Kingdom; African Research Universities Alliance (ARUA); University of Ibadan; University of Dar es Salaam; Uganda Martyrs University and Egerton University.

Participants called for regular updates and refresher training in pedagogical leadership for teaching staff to ensure that teaching and learning are adequately responding to the challenges of globalisation, while also addressing local needs.

African-led initiative

PedaL is an African-led initiative and one of nine programmes supported by Strategic Partnerships for Higher Education Innovations and Reforms (SPHEIR) under the United Kingdom’s Department for International Development. Since its launch last year, it has witnessed unprecedented growth as university academics from across the continent seek to enhance their teaching practices.

To date, PedaL has trained over 800 academic staff drawn from 40 universities across Africa. It is evident that PedaL’s target of training 1,000 teaching staff in three years will be surpassed due to demand.

The pedagogy encompasses varied approaches aimed at transforming the learning experience and achieving improved outcomes in graduate social science programmes. The skills gained include technology-enhanced learning, constructive alignment of courses, a range of student-centred pedagogies such as case study teaching, threshold concept tools, as well as a range of problem-based learning strategies and innovative assessment strategies.

Commenting on the importance of the training, Dr. Beatrice Muganda, PASGR’s director for higher education and PedaL team leader, said: “The emphasis placed on 21st century skills means that teaching excellence espoused in PedaL for faculty development has become even more central for attainment of university missions.”

Professor Tade Aina, PASGR executive director, described PedaL as a home-grown solution that promotes excellence in teaching and learning based on global standards.

“PedaL is subverting teaching and learning in African universities and the policy environment on the continent is ripe for this transformation,” he said.

Mainstreaming

Highlighting PedaL’s multi-stakeholder approach, Professor Kwame Offei, pro-vice-chancellor for academic and student affairs from the University of Ghana, said African universities need to produce graduates who can respond to the needs of the continent and contribute to its social and economic development. He urged other African universities to embrace pedagogical innovations to broaden and deepen learning outcomes. Offei said PedaL was gaining popularity across Africa and that plans were already underway to mainstream PedaL in academic programmes at the University of Ghana.

Professor Kwesi Yankah, Ghana’s minister of state for tertiary education, said improving the quality of teaching in African universities will produce excellent researchers to drive the continent’s development agenda. Yankah, who is a professor of linguistics and oral literature, and a fellow of the Ghana Academy of Arts and Sciences, said African universities should include effective teaching in the criteria used to promote academics.

He noted that African universities almost exclusively concentrate on research and publication when it comes to promotion, and sometimes consider effective teaching only as an afterthought. “We need to shift,” Yankah said, arguing for more partnerships between academia and the private sector to help bridge gaps between academia and industry.

Modern technology

PASGR’s Founding Chairman and ARUA Secretary-General Professor Ernest Aryeetey urged universities to increase investments in modern technologies that could help to meet the expectations of students.

“Every African university should realise that the way students are trained globally has changed from simply lecturing,” said Aryeetey, adding that Africa has to catch up with the rest of the world.

Professor Samuel Agyei-Mensah, provost of the college of humanities at the University of Ghana, said creating an environment for teaching excellence required leadership, the allocation of resources, improvement of facilities and the provision of robust technology.

He revealed that plans were underway for the University of Ghana to open a centre for teaching and learning that will enhance student-centred innovative teaching and learning. “My hope is for faculty development to flourish and be seen as critical to the goals of higher education,” said Agyei-Mensah. He said PedaL will be critical in the new centre.

Professor Idowu Olayinka, the vice-chancellor of the University of Ibadan and ARUA chairman, said every university on the continent needs to put its academic staff through PedaL training. He said his university had fully embraced PedaL and had started cascading the PedaL training to various faculties. He said all the university’s postgraduate programmes were undergoing review to incorporate PedaL innovations.

Professor Sulyman Abdulkareem, vice-chancellor of Nigeria’s University of Ilorin, said faculty development was important because good learning can only happen after effective teaching. “Just giving pieces of information or knowledge through lectures should not be considered teaching,” he said.

Blend of tradition and global best practice

Speaking to University World News, Abdulkareem said the strength of the PedaL approach was that it blended traditional methods of teaching in Africa with global best practice, helping with self-assessment and improved teaching. He argued for the use of student assessments of lecturers as one of the tools to measure learning effectiveness. “Such assessments should not be used to punish lecturers but to help them improve,” he said.

Abdulkareem said PedaL strategies helped students with practical learning and to conceptualise what they are taught. “If teaching is done properly, African universities will churn out graduates who can innovate and create solutions to the problems affecting the continent.”

He urged universities to shun abstract teaching and embrace simulations and practicals in their academic programmes.

“I came here with a problem and found a solution; I will be a PedaL champion in Nigeria and beyond”, Abdulkareem said.

On the future of PedaL, Muganda said the programme had successfully mobilised resources from participating universities to broaden access for a larger number of academic staff than was initially planned and with additional resources.

“The potential to shake every part of this continent with pedagogical innovations is imminent,” she said.

This has been reposted from https://www.universityworldnews.com/post.php?story=20190918130200403

Vice-Chancellor, University of Ilorin (UNILORIN), Professor Sulyman Age Abulkareem, has said the high level of poverty in Africa is the biggest disadvantage to advancing higher education.

He noted that: “We definitely have never had the adequate tools to do the right type of teaching and learning at the university level.”

Professor Abulkareem said this at the ongoing workshop tagged, ‘Western hub training,’ jointly organised by the University of Ghana (UG), Legon and Pedagogical Leadership in Africa (PedaL) and Master of Research and Public Policy (MRPP), supported by the United Kingdom Department for International Department (DFID), under the Strategic Partnerships for Higher Education Innovation and Reform (SPHEIR), at the Swiss Spirit Hotel and Suites, Alisa, Accra, Ghana.

Speaking further, he said: “African governments must work on harnessing educational aid from international organisations to put us on the same platform with the Western and other developed countries.”

He said that the methods of teaching and learning, especially in Nigeria, would have to go through serious changes, such that facilitators of teaching and learning at all levels must lookout for the best ways to communicate their teachings through and with relevant technologies.

“Today, lecturers are deficient in needed skills and technologies to actually take the students to the top, where they can compete favourably with their colleagues in the rest of the world, hence the need for them to improve and equip themselves in some certain skills,” he said.

He expressed joy for being part of the pedagogical leadership crusade that is ongoing on in Africa through PASGR’s PedaL team, saying that, “the innovation was timely and necessary at such as time as this in the history tertiary education in Africa.”

He enjoined participants who were drawn from African countries with the University Ghana playing the host, including other 12 participants universities in the sub-region to take the training seriously, as as to equip themselves with relevant innovations and methodologies to enhance effective teaching and learning in their various universities.

The vice-chancellor, University of Ibadan, Professor Abel Idowu Olayinka, who doubles as the chairman of the African Research Universities Alliance (ARUA),  on the occasion,  said it was imperative that researches carried out by the academic staff in universities must begin to influence teaching and learning, otherwise, the university will not be different from a glorified secondary school.

He charged university teachers to leverage more on technology to aid teaching and learning, noting that “the world outside there is becoming competitive by the day; therefore, lecturers need to challenge the students on the usage of technology, rather than for them to be engaged in radical unionism alone.”

Dr. Paul Effah, the president of Radford University College, Legon, Accra while speaking on the topic: ‘Faculty development’ advised university teachers to be deliberate about producing “students who can change the world, as well as activity-concerned citizen, who will turn out to be critical thinkers and ethical leaders.”

This has been reposted from https://tribuneonlineng.com/high-level-poverty-killing-education-in-africa-unilorin-vc/