Higher Education in Portuguese Speaking African Countries

Vitorino Langa

Description

This publication is the result of a baseline study of the state of the higher education systems in the five Portuguese speaking countries in Africa (PALOP): Angola, Cape Verde, Guinea-Bissau, Mozambique and Sao Tome and Principe. The project was undertaken by an African international expert in the field of higher education studies and was fully sponsored and supported by the Association for the Development of Education in Africa (ADEA). The report offers a historical overview of the development of higher education in PALOP from colonial times to the present. The main objective of this baseline study is to map the landscape and dynamics of change in the higher education systems of PALOP countries. It focuses on describing the latest developments of trends of expansion, financing, governance and policy reforms closely linked to the development of higher education systems in these countries. Furthermore, the study will facilitate an informed debate and the dissemination of knowledge on the role of higher education for development in Africa.

Sujets

• Education

Informations

• Publié par: African Minds
• Date de parution: 02 mars 2014
• Nombre de lectures: 1
• EAN13: 9781920677527
• Langue: English

Extrait

Higher Education in Portuguese Speaking African Countries

A FIVE COUNTRY BASELINE STUDY

Patrício Vitorino Langa

Published in 2013 by African Minds 4 Eccleston Place, Somerset West, 7130, South Africa [e-mail] www.africanminds.org.za

ISBN: 9781920677039

 2013 Patrício Langa

For orders from within South Africa: Blue Weaver PO Box 30370, Tokai 7966, Cape Town, South Africa Email: [e-mail]

For orders from outside South Africa: African Books Collective PO Box 721, Oxford OX1 9EN, UK [e-mail] www.africanbookscollective.com

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Published in collaboration with the Association for the Development of Education in Africa (ADEA).

The author of the study is responsible for the choice and presentation of the data and facts contained in this document and for the opinions expressed therein, and which are not necessarily those of ADEA nor the various individuals who were interviewed or provided data.

Contents

Tables Figures Acknowledgements Acronyms and abbreviations Preface Executive summary and structure

Chapter one:Introduction and background 1.1 Introduction 1.2 Objectives of the study 1.3 Methodology of the study

Chapter two:Angola 2.1 Country profile 2.2 Background and historical context of higher education 2.3 Trends of expansion, diversification and differentiation 2.3.1 Institutions and programmes 2.3.2 The establishment of Agostinho Neto University (ANU) 2.3.3 The emergence of private universities 2.4 Changes in higher education governance 2.4.1 Changing governance contexts 2.4.2 Quality assurance 2.5 Financing higher education 2.5.1 Sources of funding and expenditure on higher education 2.5.2 Tuition fees, costsharing 2.6 Access and equity

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5 5 6 7 8 9 9 11 11 13 14 15 16 17

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2.7 ICT in higher education 2.7.1 ICT policy development References

Chapter threeVerde: Cape 3.1 Country profile 3.2 Background and historical context of higher education 3.3 Trends of expansion, diversification and differentiation 3.4 Changes in higher education governance 3.5 Financing higher education 3.5.1 Tuitions fees and costsharing 3.5.2 Shifting from international to local scholarships 3.6 Quality assurance 3.7 ICT in higher education References

Chapter four: GuineaBissau 4.1 Country profile 4.2 Background and historical context of higher education 4.2.1 The development of postsecondary education 4.2.2 The birth of university education: Faculties of Medicine and Law 4.3 Trends of expansion, diversification and differentiation 4.3.1 Emergence of private higher education 4.3.2 The rise of a new higher education landscape 4.4 Amílcar Cabral University: A dream deferred 4.5 The governance of higher education 4.5.1 An unregulated system? Quality assurance 4.5.2 Financing and access in higher education 4.6 ICT in higher education References

Chapter five: Mozambique 5.1 Country profile 5.2 The genesis of higher education 5.2.1 Colonial period 5.2.2 Independence and socialist period 5.2.3 Multiparty democracy and freemarket period

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5.3 Trends of expansion, diversification and differentiation 5.3.1 Expansion of higher education institutions 5.3.2 Classification and differentiation of higher education institutions 5.3.3 Academic programmes offered in different higher education institutions 5.3.4 Expansion in student enrolment 5.3.5 Projected scenarios of growth in student enrolment 2012–2005 5.4 Changes in higher education governance 5.5 Financing higher education 5.6 ICT in higher education 5.6.1 Secondgeneration providers 5.6.2 Variables affecting ICTenabled education References

Chapter six: São Tomé and Príncipe 6.1 Country background 6.2 Background and historical context of higher education 6.3 Trends of expansion, diversity and differentiation 6.3.1 Students in the higher education system 6.3.2 Academic programmes 6.3.3 Academic degrees and diplomas 6.4 Changes in higher education governance 6.5 Financing higher education 6.6 ICT in higher education References

Chapter seven: Conclusion

Appendix 1:Building a higher education research network and advocacy for PALOP: HERANA–PALOP 1. Introduction 2. Bringing PALOP into HERANA 2.1 About HERANA 3. Masters programme in higher education 3.1 Developing an academic exchange programme 4. Association of Portuguese Speaking Universities (AULP) 5. Revista Interuniversitária–PALOP (RIU–PALOP)

Appendix 2:Interviews

About the author

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