Transforming Higher Education in Asia and Africa

Fred M. Hayward

Description

Drawing on over fifty years of on-the-ground experience, Fred M. Hayward's Transforming Higher Education in Asia and Africa analyzes change processes in higher education in eight Asian and African countries. The twelve cases range from the push to upgrade and transform higher education in Afghanistan in the midst of a war, to the successful struggle against apartheid in South African institutions, as well as thwarted efforts in Sierra Leone and Madagascar. Providing both practical lessons learned and hope for communities globally, Hayward demonstrates that higher education change and even transformation, which is more fundamental and structural, can occur even in the most difficult environments. Successful transformation requires well-crafted strategic and budget plans with careful implementation, monitoring, and effective leadership at multiple levels. Yet also critical are a commitment to human development, a desire for freedom and belief in democracy, and recognition that high-quality higher education is essential to national development.
List of Illustrations
Preface
Introduction

1. The Critical Role of High-Quality Higher Education for National Development

2. Prelude to Planning in Higher Education

3. Leading Change in Pakistani Higher Education

4. Afghan Higher Education: Change in a War Environment

5. Bringing National Higher Education Transformation to South Africa

6. Three Cases of Institutional Transformation in South Africa

7. Challenges for Higher Education Change in Sierra Leone

8. Fostering Higher Education Change in Uganda

9. Madagascar: Higher Education Change Efforts Thwarted

10. Ghana: Building Transformational Change at the University for Development Studies

11. The University of Malawi: Coalition and Team Building for Effective Change

12. Strategic Planning Challenges at Kabul Polytechnic University

13. Implications for Leadership and Leading Transformational Change in Developing Countries

14. The Nature of Change and Transformation in Higher Education in Developing Countries

Conclusion: What Does This Study Suggest for Higher Education in Underdeveloped and Developing Countries in the Future?

Notes
Works Cited
Index

Sujets

• Tertiary education

Informations

• Publié par: State University of New York Press
• Date de parution: 01 mars 2020
• Nombre de lectures: 0
• EAN13: 9781438478470
• Langue: English

Extrait

Transforming Higher Education in Asia and Africa
SUNY series in Global Issues in Higher Education

Kevin Kinser, Jason E. Lane, and Ş. İlgü Özler, editors
Transforming Higher Education in Asia and Africa
Strategic Planning and Policy
FRED M. HAYWARD
Cover map from iStockphoto.
Published by State University of New York Press, Albany
© 2020 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.
For information, contact State University of New York Press, Albany, NY
www.sunypress.edu
Library of Congress Cataloging-in-Publication Data
Names: Hayward, Fred M., author.
Title: Transforming higher education in Asia and Africa : strategic planning and policy / Fred M. Hayward.
Description: Albany : State University of New York Press, 2020. | Series: SUNY series in global issues in higher education | Includes bibliographical references and index.
Identifiers: LCCN 2019028101 | ISBN 9781438478456 (hardcover : alk. paper) | ISBN 9781438478470 (ebook)
Subjects: LCSH: Education, Higher—Planning—Asia—Case studies. | Education, Higher—Planning—Africa—Case studies. | Universities and colleges—Asia—Administration—Case studies. | Universities and colleges—Africa—Administration—Case studies. | Educational change—Asia—Case studies. | Educational change—Africa—Case studies.
Classification: LCC LA1058 .H38 2020 | DDC 378.1724—dc23
LC record available at https://lccn.loc.gov/2019028101
10 9 8 7 6 5 4 3 2 1
Contents
L IST OF I LLUSTRATIONS
P REFACE
I NTRODUCTION
C HAPTER 1
The Critical Role of High-Quality Higher Education for National Development
C HAPTER 2
Prelude to Planning in Higher Education
C HAPTER 3
Leading Change in Pakistani Higher Education
C HAPTER 4
Afghan Higher Education: Change in a War Environment
C HAPTER 5
Bringing National Higher Education Transformation to South Africa
C HAPTER 6
Three Cases of Institutional Transformation in South Africa
C HAPTER 7
Challenges for Higher Education Change in Sierra Leone 123
C HAPTER 8
Fostering Higher Education Change in Uganda
C HAPTER 9
Madagascar: Higher Education Change Efforts Thwarted
C HAPTER 10
Ghana: Building Transformational Change at the University for Development Studies
C HAPTER 11
The University of Malawi: Coalition and Team Building for Effective Change
C HAPTER 12
Strategic Planning Challenges at Kabul Polytechnic University
C HAPTER 13
Implications for Leadership and Leading Transformational Change in Developing Countries
C HAPTER 14
The Nature of Change and Transformation in Higher Education in Developing Countries
C ONCLUSION
What Does This Study Suggest for Higher Education in Underdeveloped and Developing Countries in the Future?
N OTES
W ORKS C ITED
I NDEX
Illustrations
Tables
4.1 Increase in Female Students at Public Higher Education Institutions: 2001–2016
4.2 Ordinary and Development Budgets for Higher Education: 2010–2016
5.1 Funding Formula ‘Cost of Failure’ for Peninsula Technikon, M. L. Sultan Technikon, and the University of Natal in 2008 and 2009
10.1 UDS Strategic Plan: Inputs from Stakeholders and Constituents
Figures
1.1 Strategic Planning Model
3.1 Projections of Costs Related to Increased Access and Enhanced Quality
4.1 Growth of Public and Private Higher Education in Afghanistan: 2001–2016
5.1 South African Higher Enrollment by Race
5.2 Participation Rate in Higher Education in South Africa: 1986–2005
13.1 Leadership in Strategic Planning
Preface
This study grows out of my interest in institutional development going back to my early efforts on political party formation, study of national integration, quality assurance, accreditation, and strategic planning. It builds on work I did at the American Council on Education (ACE), 1 with colleagues on higher education policy and internationalization, and in Africa and Asia on strategic planning and change. We were remarkably successful in our efforts with South African higher education to help foster change, and a case that seemed unique at the time made me aware of the many lessons it had for others. It also emphasized, as did the case of strategic planning in Pakistan, the central role of funding—one I thought was self-evident but didn’t see as such a defining factor in success or failure. Thus, I began to gather data about each of these cases two decades ago, looking closely at leadership, breadth of participation, obstacles, and successes. It also required me to think more clearly about the term transformation , building on work I was involved in at ACE. I began to look at the higher education policy changes that were critical to strategic plans, interview leaders and others involved in these processes in each of the countries where I worked on strategic planning. I began to look again at some of my earlier experiences, go back and interview people involved, and gather data about what had happened with their strategic plan over time—in one case after more than eight years.
My involvement in each of these cases began with a request to assist the higher education system or institution with strategic planning and related policy issues, including establishment of quality assurance, accreditation, upgrading curriculum, and gender issues. The first of these was in Sierra Leone, where I had done PhD research in the 1960s, had a teaching Fulbright in 1980–81, and began work on strategic planning in 1987 when MUCIA (the Midwest Universities Consortium for International Activities) was requested by President Joseph Momoh of Sierra Leone to help prepare a strategic plan for the University of Sierra Leone (then including both Fourah Bay College [FBC] and Njala University College [NUC]). The advisor to the president, Dr. A. K. Turay, was a major driver behind this effort—someone I had gotten to know when teaching and doing research at FBC earlier. He had been to the United States on a State Department tour and was familiar with MUCIA.
The work in South Africa, which began in 1993, was originally funded by a grant from the Ford Foundation to the American Council on Education with a request that ACE work with the heads of five historically black universities and technikons on strategic planning. USAID later joined that effort and the number of institutions was expanded to twelve historically black institutions in South Africa plus the University of Namibia. I worked closely with all the vice chancellors, rectors, and senior staff, plus the Ministry of Education in South Africa, especially under the leadership of Minister Sibusiso Bengu, whom I had also worked with when he was vice chancellor of the University of Fort Hare. ACE also cooperated and worked closely with the Center for Higher Education Transformation (CHET).
My work in Afghanistan, Pakistan, and Madagascar was initiated by the World Bank when they asked me to assist the higher education systems in each of these countries in setting up a strategic planning effort and policies. Part of that work included quality assurance, upgrading the curriculum, and related issues respectively in 2003, 2005–06, and 2006–07. I returned to Afghanistan with USAID support through the University of Massachusetts, Amherst, to work on strategic planning and accreditation from 2007–2016. In all three of these cases, I worked closely with senior officials in the ministries (Higher Education Commission [HEC] in Pakistan), ministers, as well as senior administrators and academics. In Pakistan, I was part of the World Bank team working with the strategic planning committee at the HEC. In Afghanistan, I worked especially closely with Deputy Minister M. O. Babury, was listed as an advisor to the ministry, and have published several articles with him (Babury and Hayward, 2017, 2015, and 2013; Hayward and Babury, 2015 and 2014). Some of my later work in Madagascar was funded by the Government of Madagascar. I worked especially closely in Madagascar with the minister of education, Haja Nirina Razafinjatovo, and was listed as an advisor to the minister.
Work on strategic planning in Uganda took place during 2004 and was the result of an invitation from the National Council for Higher Education (NCHE) through its director A. B. K. Kasozi at the recommendation of the World Bank, which the NCHE funded. I was asked to review their draft strategic plan and comment on it at a week-long workshop with chancellors and higher education officials in Uganda plus give presentations on various aspects of strategic planning. My work there was limited to participants in the conference and leaders of the National Council. My work on strategic planning in Ghana at the University for Development Studies (UDS) during 2002–03 was initiated and funded by the Carnegie Corporation. I worked closely with the UDS strategic planning committee, Vice Chancellor Kaburise and Pro-Vice Chancellor Dittoh.
This work over the years has benefited from the generous assistance and encouragement of a large num