FCDO-World Bank-UNHCR

“Building the Evidence on Protracted Forced Displacement: A Multi-Stakeholder Partnership”

– YOUNG FELLOWSHIP PROGRAM –

Up to 10 Fellowships, July 2020-June 2021 Deadline for applications: March 6th, 2020.

Note: File updated on February 21st with the revised application link.

To download the PDF version

Background

In 2016, the UK Foreign, Commonwealth & Development Office (FCDO) partnered with the World Bank and the United Nations High Commissioner for Refugees (UNHCR) to establish a research program on forced displacement called “Building the Evidence on Protracted Forced Displacement: A Multi-Stakeholder Partnership”.  The objective of the program is “to improve the wellbeing of the forcibly displaced and of host communities by improving global knowledge on the effectiveness of policies and programs that target these populations”. The program is administered by the Fragility, Conflict, and Violence (FCV) department of the World Bank and currently includes 5 pillars: 1) Research on global questions related to forced displacement in the education, health, social protection, and jobs sectors; 2) Impact evaluations of programs administered to refugees and internally displaced persons (IDPs); 3) A research program on gender and forced displacement; 4) Research on forced displacement on selected topics not covered under pillars 1-3 and 5) A Young Fellows program for post-doc scholars interested in research on forced displacement. The first cycle of the Young Fellows program was launched in June 2018 and saw the participation of 10 African scholars who worked at the World Bank and the UNHCR for a period of 12 months between July 2018 and June 2019. The program proved to be a success as all scholars were able to produce high-quality research and subsequently found employment in international organizations, including the World Bank and the UNHCR. Based on the experience of this first cycle, the FCDO-WB-UNHCR research program on forced displacement is now launching a second cycle opened to young scholars globally. The program is offering up to 10 new fellowships for the period July 1, 2020 – June 30, 2021. Fellowship The fellowship consists of a Short-Term Consultancy (STC) contract with the World Bank for 150 days to be used over the period of one fiscal year between July 2020 and June 2021. This is the maximum number of days allowed by the World Bank’s STC rules and does not preclude fellows from holding other positions or consulting contracts with other organizations. Consulting fees are based on education and work experience as established by the World Bank STC regulations.  The World Bank will also provide one return ticket in economy class between the home country and the location of the consultancy. Fellows will be assigned to a unit in the World Bank or the UNHCR and a supervisor within the unit. The location of the consultancy is agreed between the fellows, supervisor, and the program’s administrator. This location can be in World Bank or UNHCR headquarters, field locations, or anywhere else provided is agreed with the relevant parties. Each fellow will work with existing data available at the World Bank, UNHCR, or elsewhere and is expected to produce two working papers during the course of the fellowship. The topic of the papers is decided jointly by the fellow, supervisor, and the program’s administrator and is expected to relate to the World Bank or UNHCR operational work. Good quality papers will be published in the World Bank Policy Research Working Paper series and these papers are expected to be submitted to peer-reviewed journals following publication in the WP series.

Eligibility

Mandatory requirements:

  • A completed Ph.D. in Social Sciences by June 30, 2020 (Economics, Statistics, Politics, Sociology, etc);
  • Strong quantitative skills (Statistics, Econometrics, Machine Learning, Impact evaluations skills);
  • 35 years of age or below by December 31, 2020;
  •  Citizen of a low- or middle-income country as defined by the World Bank;
  • A proven interest in forced displacement issues.

Priority will be given to scholars with:

  • A Ph.D. thesis addressing forced displacement questions;
  • Personal forced displacement experiences (Refugees, Internally Displaced Persons and other scholars who have personally experienced forced displacement situations);
  • Proven work experience in forced displacement contexts;
  • A publication record.

Application

Please submit a Curriculum Vitae and a cover page at this link. The cover page should include the following information: description of forced displacement experience and proposed research topic.

The deadline for application is March, 6th, 2020. Given a large number of expected applicants, submissions will not be acknowledged. Shortlisted candidates will be notified by April 17th, 2020

For more information refer to this webpage

This message reverberated among teaching staff of the University of Dar es Salaam as PedaL pitched camp at the University for six days in the new year; from 20-25 January 2020.  PedaL is a training programme that introduces intentional and integrated interventions in design, context, processes and content of teaching and learning aimed at maximizing learning outcomes among students.

The University of Dar es Salaam (UDSM) convened the PedaL training for its academic staff at the White Sands Hotel in Dar es Salaam, Tanzania. The training attracted 74 academics (47 Female, 27 Male) from the University as well as two of its constituent colleges: Dar es Salaam University College of Education (DUCE) and Mkwawa University College of Education (MUCE) which is located in Iringa, 488 km out of Dar es Salaam.

A highlight of the training was the official launch of PedaL at the University in an event graced by Professor Bernadeta Killian (Deputy Vice-Chancellor Research) who represented the Vice-Chancellor, Prof. William A. L. Anangisye. In her address, Professor Killian emphasized that the University of Dar es Salaam shared PedaL’s vision of transforming teaching and learning in university programmes on the continent. She drew an intricate connection between PedaL and the philosophy of tertiary education in Tanzania; ‘Education for self-reliance’.

Professor Killian also stressed the importance of holistic teaching and learning for the advancement of research capacity building and knowledge production. Other University leaders present recognized the long-standing relationship with the Partnership for African Social and Governance Research (PASGR) through the collaborative Master of Research and Public Policy (MRPP) programme which pioneered pedagogical innovations that have been systematized through PedaL.

All eyes on the prize! Participants had a one on one interaction with facilitators at the UDSM PedaL training

The teaching staff who welcomed PedaL with enthusiasm undertook training in all the six modules of the training programme. Inclusiveness and values stood out in this training. First, the number of female academics outnumbered that of their male colleagues and debates around gender issues were deep and passionate. Then, a mixture of ‘Swahili ’and English was used to deliver the training brought to life the importance of home-grown solutions in capacity building. Expressing the power of values, the academics acknowledged that pedal had empowered them to teach holistically from the heart for the heart. Summing up the experience, Dr. Beatrice Mkenda, Senior Lecturer in Economics at the University of Dar es Salaam, stated thus; ‘In the past, I missed all training bearing the name “pedagogy” and I wanted to give it a chance. I am glad I did. What an eye-opener! No regrets at all!

PedaL was introduced at the University of Dar es Salaam in July 2018 and has undoubtedly made a mark. On May 6-8, 2019, PedaL won an award for the best innovation in education and social sciences during the University of Dar es Salaam 5th Research Week. PedaL has also informed a policy on pedagogical training that will enhance the capacity of each and every member of the teaching staff at the University to innovate and deliver exceptional learning moments in their classes. The goal is to produce holistically grounded graduates able to who are not only able to find employment easily, but also to create opportunities for themselves and for others, and to participate actively as patriotic citizens transforming the socio-economic and political dimensions of their country.

Newton International Fellowships are awarded by three of the UK’s national research academies – the Royal Society, the British Academy and the Academy of Medical Sciences.

The Fellowships provide an opportunity for some of the most talented post-doctoral researchers working overseas to carry out world-class research in UK institutions across all disciplines of natural sciences and engineering, social science and humanities, and patient-orientated research (or clinical research).

The Newton International Fellowship selects the very best early-stage post-doctoral researchers from all over the world and offers support for two years (or longer at 0.6 FTE for caring responsibilities). They provide grants of £24,000 (tax-exempt) per annum to cover subsistence and up to £8,000 per annum to cover research expenses, plus a one-off relocation allowance of up to £3,000 (£2,000 for EEA nationals). There is also financial support available for awardees dependants’ visas. The Fellowship also provides a contribution to overheads. In addition, Newton International Fellows may be eligible for follow-up funding of up to £6,000 per annum for up to 5 years following the completion of the Fellowship.

The deadline for applications is 26th March 2020 at 3PM UK Time.

Further information can be found on the following website https://royalsociety.org/grants-schemes-awards/grants/newton-international/

The African Research Universities Alliance (ARUA) has an obligation, as a transnational intellectual platform, to help Africa tell its own stories, generate its own knowledge and be free.

Addressing the Second Biennial Conference of ARUA from 18-20 November in Nairobi, University of the Witwatersrand Vice-Chancellor Professor Adam Habib challenged the alliance, made up of over 350 African researchers, to provide leadership by ensuring that Africa generates more solutions to address the continent’s development goals.

“If Africa can’t tell its own stories and generate its own knowledge, it has no capacity to be free,” he said. “The big challenge at this time is that Africa produces only 1% of research, which is a crisis for the world and Africa. We can’t speak about inclusion, development and the African renaissance if we don’t have the capacity to generate our own knowledge,” said Habib.

The ARUA conference was hosted by the University of Nairobi and sponsored by United Kingdom Research and Innovation in collaboration with the Carnegie Corporation of New York, South Africa’s National Research Foundation and US-based Clarivate Analytics.

It brought together over 300 delegates, including top management from African universities and policy-makers and researchers from around the world, to share knowledge and ideas on the role of African universities in the Fourth Industrial Revolution (4IR).

If Africa cannot tell its own stories and generate its own knowledge, then “it has no capacity to be free”, said Habib. Furthermore, taking control of its own narrative would mean a better chance of addressing development challenges.

Transnational challenges

Emphasising the transnational nature of the challenges facing Africa and the world, he said such challenges could not be resolved within national boundaries. “Climate change doesn’t change at the boundaries; it transcends boundaries, so you need transnational researchers,” he said.

Referring to the Ebola crisis in West and Central Africa as a “socio-political crisis” rather than a pharmaceutical or technological crisis, he said: “Science and technology are not neutral. They require a deep understanding of the context.”

As a pan-African entity, Habib said ARUA could provide a platform for a university-based community of researchers to “not simply to look at research challenges between national boundaries, but to look at pan-African challenges as a component of global challenges”, addressing those challenges first as pan-Africans and then as part of the “global academy commons”.

“We are here to appreciate Nairobi and Kenya, but also have the responsibility to become pan-African researchers .. and to transcend boundaries to contribute to the global platform… and to create a network that in five or 10 years is not striving for 1% [of global knowledge output], but striving for 5% or 10%.”

He urged researchers to “build a bridge of human solidarity to address the research challenges of our time”.

Claudia Frittelli, international programme officer from the Carnegie Corporation of New York, acknowledged the researchers for their efforts in addressing critical challenges facing the continent (such as inequality, migration, identity, governance, climate change, disease, urbanisation, food security, water and energy crises, and employability).

This has been aided by centres of excellence, building research capacities at universities, and contributing to global platforms, she said.

Technology

“We need to think about the ways people experience technological changes brought by research as much as creating the technological change itself,” said Frittelli, who questioned the use of hybrid learning that is not inclusive.

Academics need to think about who research or technological changes disadvantage, as well as their social consequences, especially how they may affect teaching and learning at universities, she said. “The way we conduct relations will change. The purpose of universities is to understand who we are and where we come from and understand the technologies that enable us to live a better life,” said Frittelli.

Delegates at the conference said the role of African universities has changed in the wake of 4IR and called for more doctoral training. “The question is, how are universities preparing students for the Fourth Industrial Revolution?” said Dr. Beatrice Muganda, Higher Education Programme Director at the Partnership for African Social and Governance Research, based in Nairobi.

Muganda called for continuous innovation focused on teaching and learning models that suit the modern world and adequately prepare students.

While delegates acknowledged the need for Africa to produces more PhDs, most speakers also emphasised the need for models of teaching that produce high-quality doctorates.

This has been reposted from https://bit.ly/35EwtSG

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