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: 9781928502012
• Langue: English
• Poids de l'ouvrage: 4 Mo

Extrait

SHARING KNOWLEDGE TRANSFORMING SOCIETIES The Norhed Programme 2013–2020

Edited by Tor Halvorsen, Kristin Skare Orgeret & Roy Krøvel

Sharing Knowledge, Transforming Societies The Norhed Programme 20132020

Edited by Tor Halvorsen, Kristin Skare Orgeret & Roy Krøvel

AFRICAN MINDS

PuBlIsED In 2019 By

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CON T E N T S

Foreword byHirut Woldemariamvii

Frequently used acronyms and abbreviations xi

PREFACE Sustainable capacity development in higher education and research: Norad’s approach xv Jeanette da Silva & Douglas Tendai Phiri

INTRODUCTION The Norhed programme: A laboratory for academic collaboration 1 Tor Halvorsen

PART ONE: GLOBAL–LOCAL REALITIES

Introduction byTor Halvorsen41

1

2

3

4

5

Decolonising universities 48 Mahmood Mamdani

Antimicrobial stewardship and conservancy in Africa 68 L Middleton, F Lampiao, T Zimba, SN Muzime, GS Simonsen, L Smabrekke, J Musaya, V Solomon, F Suleman, A Sundsfjord & SY Essack

Bridging gaps, building futures: Global journalism and local practices 83 Kristin Skare Orgeret & William Tayeebwa

Indigenous and communitarian knowledges 105 Roy Krøvel

Edward K Kirumira: A view of Norhed from the South 132 Interviewed by Tor Halvorsen

PART TWO: THE ECO-SOCIAL PAR ADIGM SHIFT

Introduction byTor Halvorsen157

6

7

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Building capacity for the management of coastal resources in Tanzania and Zanzibar 164 Pius Z Yanda, Ian Bryceson, Haji Mwevura, Wahira Othman, Betsy BeymerFarris, Chris Maina Peter, Emma Liwenga & Faustin Maganga

Capacity building for climatesmart natural resource management and policy in Malawi and Ethiopia 178 Mesfin Tilahun, Stein T Holden & Julius H Mangisoni

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 191 Claire W Armstrong & Nguyen Thi Kim Anh

PART THREE: UPSKILLING AND PROFESSIONALISATION

Introduction byKristin Skare Orgeret209

9

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Promoting professionalisation in nursing and midwifery 214 Alfred Maluwa, Margaret Maimbolwa, Clara Haruzivishe, Patricia Katowa Mukwato, Jon Oyvind Odland, Babil Stray Pedersen, Ellen Chirwa, Midion Chidzonga & Address Malata

Vocational pedagogy 231 Arne Rohnny Sannerud

Teacher education in Ethiopia: Reshaping the training of science and mathematics teacher educators 249 Ahmed Y Ahmed, Meskerem L Debele, Haftu H Gebremeskel, Dawit A Getahun, Dawit T Tiruneh & Dereje T Wondem

Improving the quality and capacity of mathematics teachers in Malawi: A collaborative project between the University of Malawi and the University of Stavanger 268 Mercy Kazima & Arne Jakobsen

PART FOUR: KNOWLEDGE, IDENTITY, CULTURE

Introduction byRoy Krøvel285

13

Intercultural communication and autonomy in Latin America: The journey of RUIICAYHIOA Intercultural Communication Linkage Programme 296 José Luis Saballos Velásquez

14 Linguistic capacity building in Ethiopia: Results and challenges 321 Derib Ado Jekale, Binyam Sisay Mendisu & Janne Bondi Johannessen

15

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Academic and cultural perceptions of foreign students: Implications for the sustainability of international partnerships 351 Elizabeth KaaseBwanga

Models of cooperation between a university in Norway and two universities in Africa: An autoethnographic report 379 Birgit BrockUtne

PART FIVE: REFORMING UNIVERSITIES, REFORMING SOCIETIES

Introduction byTor Halvorsen403

17

Voices from within: The academic profession and the social sciences at Makerere University 411 Andrea Felde & Tor Halvorsen

18 Developing a sustainable PhD programme: Experiences from southern Ethiopia 442 Bernt Lindtjørn, Moges Tadesse & Eskindir Loha

19 From needs assessment to academic leadership training for women in Ethiopia 457 Jeanette H Magnus, Kora Tushune & Abraham Haileamlak

20

Engendering and decolonising legal education: South–South and South–North cooperation 474 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 500 Happy Kayuni, Dan Banik, Boniface Dulani & Kaja Elise Gresko

22 The challenge of capacity building in occupational health: Experiences from Tanzania, Ethiopia and Norway 521 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 542 Mapatano Mala Ali, Christiane Horwood & Anne Hatløy

POSTSCRIPT

24

Higher education institutions and transformational development: Ways forward 557 Kristin Skare Orgeret

F OR EWOR D

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 rele vance 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

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SHARING KNOWLEDGE, TRANSFORMING SOCIETIES

education and research in Ethiopia. In this, Norhed has been a key partner and support. With its South–South and triangular partner ships 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 sustain able institutional development. The programme is helping partners to harness knowledge, create productive experiences and establish sus tainable 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 aware ness of the extent to which our problems are shared ones. Developing a common understanding of these, and obtaining wider access to availa ble 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 educa tion and research. Similarly, the triangular cooperation that links Norwegian institu tions 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

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Foreword

and Hawassa University, I witnessed these fruitful exchanges. The Norhed programme increased the capacity of scholars in Ethiopia to deliver highquality education and relevant research. As someone who has also been involved in Addis Ababa University at a senior management level, and now, as Minister of Science and Higher Education, I can strongly affirm that Norhed is playing a great role in supporting institutional development in Ethiopia: our capacity to deliver quality education and relevant research has increased. From my personal experience, I can see at least two ways in which the Norhed programme differs from other similar projects. First, the programme is highly gender sensitive. The programme works hard to ensure women’s participation in projects and that gender issues are a central focus in research efforts. This contributes greatly to the empowerment of female academics – narrowing the gender gaps among PhD students and faculty members. Second, Norhed insists that all projects include a component on community engagement, thus ensuring that each pro ject engages seriously with the question of what research is relevant to community development. It has been particularly rewarding for me to see how female PhD students benefit from this support by publishing their work, getting involved in research networks and participating in international conferences. This has helped many candidates produce better quality dissertations and is enhancing their chances of success in their chosen careers. In my own development as an academic, I also benefited much from Norhed support. With my colleague at the University of Oslo, Elizabeth Lanza, who has become a lifelong friend and collaborator, I had ten articles published in international journals. I was also able to present my research at several international conferences and thus became part of an international research network of linguistics and sociolinguistics scholars. Ultimately, these activities contributed to my being appointed as a professor in Addis Ababa University’s Department of Linguistics and Philology, and enabled me to take on other roles such as joining the editorial committee of international journals and acting as an examiner for PhD candidates. In general, therefore, I greatly appreciate Norhed and its work. I look forward to continued support from the programme, particularly

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