Sharing Knowledge, Transforming Societies

Description

In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of 'knowledge for development' in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norhed's different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt.

Informations

• Publié par: African Minds
• Date de parution: 22 octobre 2019
• Nombre de lectures: 0
• EAN13: 9781928502029
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Published in 2019 by
African Minds
4 Eccleston Place, Somerset West, 7130, Cape Town, South Africa
[e-mail]
www.africanminds.org.za
and
UIB Global
PO BOX 7800
5020 Bergen
http://www.uib.no/en/research/global
This book has been published with financial assistance from Norad.

All contents of this document, unless specified otherwise, are licensed under a Creative Commons Attribution 4.0 International License.
The views expressed in this publication are those of the author(s) and should not be regarded as reflecting the views or position of Norad. When quoting from any of the chapters, readers are requested to acknowledge the relevant author(s).
ISBNs
978-1-928502-00-5 Print
978-1-928502-01-2 e-Book
978-1-928502-02-9 e-Pub
Copies of this book are available for free download at www.africanminds.org.za and http://www.uib.no/en/research/global
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CONTENTS
Foreword by Hirut Woldemariam
Frequently used acronyms and abbreviations
PREFACE
Sustainable capacity development in higher education and research: Norad s approach
Jeanette da Silva & Douglas Tendai Phiri
INTRODUCTION
The Norhed programme: A laboratory for academic collaboration
Tor Halvorsen
PART ONE: GLOBAL-LOCAL REALITIES
Introduction by Tor Halvorsen
1 Decolonising universities Mahmood Mamdani
2 Antimicrobial stewardship and conservancy in Africa L Middleton, F Lampiao, T Zimba, SN Muzime, GS Simonsen , L Smabrekke, J Musaya, V Solomon, F Suleman, A Sundsfjord & SY Essack
3 Bridging gaps, building futures: Global journalism and local practices Kristin Skare Orgeret & William Tayeebwa
4 Indigenous and communitarian knowledges Roy Kr vel
5 Edward K Kirumira: A view of Norhed from the South Interviewed by Tor Halvorsen
PART TWO: THE ECO-SOCIAL PARADIGM SHIFT
Introduction by Tor Halvorsen
6 Building capacity for the management of coastal resources in Tanzania and Zanzibar Pius Z Yanda, Ian Bryceson, Haji Mwevura, Wahira Othman, Betsy Beymer-Farris, Chris Maina Peter, Emma Liwenga & Faustin Maganga
7 Capacity building for climate-smart natural resource management and policy in Malawi and Ethiopia Mesfin Tilahun, Stein T Holden & Julius H Mangisoni
8 Building research and educational capacity in Vietnam and Sri Lanka on the impacts of climate change on marine ecosystems management: Challenges, achievements and lessons learned Claire W Armstrong & Nguyen Thi Kim Anh
PART THREE: UPSKILLING AND PROFESSIONALISATION
Introduction by Kristin Skare Orgeret
9 Promoting professionalisation in nursing and midwifery Alfred Maluwa, Margaret Maimbolwa, Clara Haruzivishe, Patricia Katowa- Mukwato, Jon Oyvind Odland, Babil Stray Pedersen, Ellen Chirwa, Midion Chidzonga & Address Malata
10 Vocational pedagogy Arne Rohnny Sannerud
11 Teacher education in Ethiopia: Reshaping the training of science and mathematics teacher educators Ahmed Y Ahmed, Meskerem L Debele, Haftu H Gebremeskel, Dawit A Getahun, Dawit T Tiruneh & Dereje T Wondem
12 Improving the quality and capacity of mathematics teachers in Malawi: A collaborative project between the University of Malawi and the University of Stavanger Mercy Kazima & Arne Jakobsen
PART FOUR: KNOWLEDGE, IDENTITY, CULTURE
Introduction by Roy Kr vel
13 Intercultural communication and autonomy in Latin America: The journey of RUIICAY-HIOA Intercultural Communication Linkage Programme Jos Luis Saballos Vel squez
14 Linguistic capacity building in Ethiopia: Results and challenges Derib Ado Jekale, Binyam Sisay Mendisu & Janne Bondi Johannessen
15 Academic and cultural perceptions of foreign students: Implications for the sustainability of international partnerships Elizabeth Kaase-Bwanga
16 Models of co-operation between a university in Norway and two universities in Africa: An autoethnographic report Birgit Brock-Utne
PART FIVE: REFORMING UNIVERSITIES, REFORMING SOCIETIES
Introduction by Tor Halvorsen
17 Voices from within: The academic profession and the social sciences at Makerere University Andrea Felde & Tor Halvorsen
18 Developing a sustainable PhD programme: Experiences from southern Ethiopia Bernt Lindtj rn, Moges Tadesse & Eskindir Loha
19 From needs assessment to academic leadership training for women in Ethiopia Jeanette H Magnus, Kora Tushune & Abraham Haileamlak
20 Engendering and decolonising legal education: South-South and South-North co-operation Patricia Kameri-Mbote, Anne Hellum, Julie Stewart, Ngeyi Kanyongolo & Mulela Munalula
21 Transforming research, teaching and learning of public administration for improved governance and management: The Norhed experience in Malawi Happy Kayuni, Dan Banik, Boniface Dulani & Kaja Elise Gresko
22 The challenge of capacity building in occupational health: Experiences from Tanzania, Ethiopia and Norway Bente E Moen, Wakgari Deressa & Simon HD Mamuya
23 Building a new master s and PhD programme in nutritional epidemiology in Kinshasa: How to face obstacles beyond the control of the project Mapatano Mala Ali, Christiane Horwood & Anne Hatl y
POSTSCRIPT
24 Higher education institutions and transformational development: Ways forward Kristin Skare Orgeret
FOREWORD
The Ethiopian government has long recognised the vital importance of higher education and research for development. Ethiopia s Sustainable Development and Poverty Reduction Program envisages a key role for the universities. The number of universities in our country has increased dramatically, and the older ones have been overhauled. New graduate programmes have opened and specialised institutes have been launched on various campuses. From having only two universities for much of the 20th century, Ethiopia now has 50 public and over 170 private higher education institutions.
Following this achievement, we face challenges related to quality and relevance. A lack of adequate infrastructure and well-qualified staff, plus a scarcity of financial resources, means we still lag behind the swift changes in science and technology driven by globalisation. We need to improve the quality of our programmes and their graduates. The relevance of curricula needs to be improved to respond better to the demands of industry and other parts of the labour market as well as to the needs of society. Gender equity among academic staff and management as well as postgraduate students is another challenge facing the sector.
In essence, the question is how to balance expansion with quality and equity. The relevance and efficiency of all teaching and research must be guided by the principle of quality, and we must ensure equity in everything we do. To address these issues, Ethiopia is developing an educational roadmap that will lead the sector for the next 25 years.
It is clear that co-operation with a variety of partners has been highly instrumental in enhancing the quality and relevance of higher education and research in Ethiopia. In this, Norhed has been a key partner and support. With its South-South and triangular partnerships model that provides opportunities for scholars to share knowledge, experience and resources, the Norhed programme has facilitated effective capacity building that is enabling rapid and sustainable institutional development. The programme is helping partners to harness knowledge, create productive experiences and establish sustainable partnerships. Many academics across our universities have completed their PhDs with Norhed support.
In addition, the programme has made it possible for staff and other PhD students to conduct and publish research that is relevant to us in the South. Of particular benefit in this regard is the growing of awareness of the extent to which our problems are shared ones. Developing a common understanding of these, and obtaining wider access to available knowledge and experience related to them, makes South-South networking highly beneficial; it gives us knowledge relevant for tackling development problems as we see them.
In this way, South-South linkages are not only facilitating better networking within countries, as is the case in Ethiopia, but are also playing a role in regional integration by connecting universities across different countries. In particular, I would like to highlight that the Norhed programme has enabled universities in Ethiopia to engage closely with one another, and to share staff and other resources in ways that are contributing to enhancing the quality and efficiency of education and research.
Similarly, the triangular co-operation that links Norwegian institutions with multiple universities in the South has many benefits. The exchange of knowledge, based on a variety of experiences and the sharing of resources, has enriched all partners. Through staff exchanges, scholars from Norway have, I am sure, also gained much (as have we) from their experiences on our campuses. They have come to teach for a certain period, advise students on their theses, conduct research, hold seminars, participate in conferences and share their knowledge.
As one of the co-ordinators of a Norhed project (on capacity building in linguistics) run jointly by the University of Oslo, Addis Ababa University and Hawassa University, I witnessed these fruitful exchanges. The Norhed programme increased the capa