Becoming Universities of Excellence Using Funding, Partnerships and Benchmarking 26 October 2016

Background PASET addresses a key challenge facing sub-Saharan Africa (SSA): the dearth of African capacity and knowledge in Applied Sciences, Engineering, & Technology (ASET) fields. Not just in higher education, but also in technical-vocational training Without a critical mass of technical-scientific-managerial skills, along with sound economic policies, it is difficult for economies to diversify

Africa’s Growth: Recovery in Last 20 Years, Driven by Natural Resources Source: World Development Indicators. Africa’s Transformation: Leveraging the Partnership with Korea

Rationale for PASET By 2050, Africa will house the largest youth population in the world1 Africa has enormous: Natural resources Land Energy Sources Image: World Bank 1. Generation 2030|Africa: Child demographics in Africa—UNICEF (2014) http://www.unicef.org/publications/files/ Generation_2030_Africa.pdf Africa’s Transformation: Leveraging the Partnership with Korea

But Qualified Human Capital is Low Evidence from countries that have successfully transformed their economies in recent years (Korea, India, Brazil, China, etc.) underscores importance of quality education at all levels need to find a healthy balance between the scientific disciplines and social sciences/humanities. Tertiary enrollments in Africa heavily skewed toward humanities and social sciences less than 25% of students opting into STEM disciplines. Africa currently lacks critical mass of graduates in scientific disciplines: 1 or less scientist/engineer per 10,000 people, compared with 20 to 50 in industrialized countries

Africa’s Share of Enrolment in Engineering is Low African Countries % Burkina Faso 4 Cameroon 5 Côte d’Ivoire 8 Ethiopia 7 Ghana Malawi Mozambique Rwanda Tanzania Mauritius South Africa 10 Comparator Countries % Finland 25 Singapore 28 Estonia 15 Malaysia 23 Costa Rica Chile 18 Thailand 10

PASET: Changing Africa’s Trajectory Continuum of skills Strategic focus on growth sectors Operates at two levels Post Compulsory Tertiary or Higher Education Upper Secondary Post Secondary Certificates Diplomas Associate Degrees Bachelors Masters Doctorate Regional-Level Country-Level

Need to move beyond declarations and country level initiatives on STI PASET should become an operational regional platform technical vocational AND higher education, research Africa-led governance leveraging high quality technical expertise Public-private partnership

10 Year Goals of PASET Overarching Goals To accelerate the creation of a mass of highly skilled workers for socio-economic development in Africa To help fill skilled jobs locally in rapidly growing, priority sectors of African economies Dakar ‘Call to Action’ in June 2014 created specific 10-year goals of: Training at least 10,000 new PhD holders in ASET programs Establishing a SSA regional-wide post graduate scholarship program in ASET programs Doubling the number of students in ASET programs in at least 10 SSA countries At least 5 additional universities in SSA with high quality ASET programs and centers of postgraduate studies and applied research in ASET disciplines Development of a regional quality assurance mechanism for ASET programs, benchmarked to comparable systems globally At least 5 regional TVET centers of excellence for training faculty, enabling resource sharing, quality assurance, and providing specialized training Establishment of high quality data systems and benchmarking of ASET programs and institutions in at least 10 SSA countries

Africa-Led PASET Governance Structure Board of Directors Responsible for strategic direction, policy-making and oversight of PASET operations. Composition: Ministers of SSA countries that are PASET contributors; Reps. of other Contributors; EC Executive Director; Manager of institute hosting Secretariat. Chair is SSA Minister.   Third Party Verification (Ombudsman) Provides independent grievance mechanism with investigative & mediation roles for transparency & accountability. Reports to Board   Consultative Advisory Group Only advisory capacity; provides scientific/other guidance with knowledge and expertise to Board and EC. Constituted by EC Executive Committee of Board (EC) Responsible for execution of PASET initiatives, with full delegated authority from Board. Composition: 5 Members; 1 from institution hosting Secretariat; Executive Director.   Secretariat Responsible for implementing technical assistance, knowledge sharing & convening of Board/EC meetings. Managed by host institution. Reports to EC. RSIF Implementation Unit Implements RSIF according to guidelines set by Board. Reports to EC and works with Secretariat. NOTE: Arrow = Direction of reporting. Dotted arrow: Not directly reporting but collaborating closely.

How do new members join? Any SSA government, private sector group or development partner (or its designated agency) may join PASET and its governance structure if it: Agrees with PASET Charter Contributes to PASET, i.e. financially to PASET RSIF or by financing or providing technical assistance to any PASET initiatives Commits to participate in PASET’s governance meetings Agrees to mobilizing support and funds for PASET activities

Towards Universities of Excellence

Bring together three strands: Universities capable of developing competitiveness in knowledge economies Funding for Ph.Ds and research in ASET areas Partnerships with international universities Centres of Excellence Benchmarking

Africa Centers of Excellence by Sector/Country EXAMPLES OF BANK-SUPPORTED RESULTS IN 2011& 2012 Africa Centers of Excellence by Sector/Country Rwanda IT (1); Energy (1) Education (1); Statistics (1) Cameroon IT (1) Nigeria Agriculture (3); IT (1); Extractives (1); Material Science (1); Health (1) Senegal IT (1) Health (1) Uganda Agriculture (2) Material Science (1) Health (1) Ethiopia Agriculture (1); Water (1); Transport (1); Health (1) Burkina Faso Water (1) Kenya Agriculture (2) Energy (1) Tanzania Agriculture (2; Water (1); Health (1) Ivory Coast Agriculture (1) Statistics (1) Extractives (1) Ghana Agriculture (1) Water Mgt. (1) Health (1) Malawi Agriculture (1) Health (1) Benin Health (1) Togo Agriculture (1) Mozambique Extractives (1) Zambia Extractives (1); Health (1)

Regional Scholarship and Innovation Fund

Regional Scholarship and Innovation Fund (RSIF) – Flagship Program of PASET with Three Windows The PASET Regional Fund will have three windows: Window 1: PhD Training aimed primarily at existing faculty/academic staff in priority Applied Sciences, Engineering & Technology (ASET) fields & new students entering such fields Window 2: Research Grants to facilitate scholarship recipients / faculty to undertake continuing research Window 3: Innovation Grants to provide funds that enable scholarship recipients to establish enterprises

RSIF’s Key Objectives Build capacity in Africa to provide relevant ASET training and to ensure continued investment in scaling up ASET education and workforce Help create a stock of highly skilled scientists, professionals and innovators in Applied Sciences, Engineering & Technology (ASET) areas. Address imbalances in the number of women and disadvantaged groups in ASET fields in Africa

Beneficiaries The target groups for RSIF are: African faculty of African universities who lack PhD training; Young African scientists and engineers who will enter academia, industry, or the business world African universities which will train the PhD students and become internationally recognized in ASET disciplines

Funding Initial funding commitment of US $6 million from 3 African governments ; 2 more governments have made commitments Additional funds to be mobilized by the PASET Board through other African governments, private sector, non traditional partners, and donors Goal: Raise US $100million in seed funds and ultimately make the fund sustainable

Operating Model of RSIF Full arrow indicates direction of reporting. Dotted arrow indicates close collaboration & guidance. Consultative Advisory Group Board of Directors RSIF Host Universities PASET Secretariat Executive Committee Student RSIF Implementation Unit at Association of African Universities (AAU) Student Student Third-party verification ensures transparency & administrative excellence

Partnerships

Partnerships with International Universities Aim: enhancing quality of the Ph.D programs in PASET host university Improve the curriculum Upgrade the faculty’s teaching competencies (not just qualifications) International faculty take some of the courses Students undertake sandwich courses in partner university Partnership is not in name, but should have specific objectives and processes to achieve those objectives

Establishing and Monitoring Partnerships Partner Universities identified by PASET Executive Committee, with inputs from Consultative Advisory Board MoU signed with PASET Board Detailed agreement between PASET host university and partner university Monitoring quality of programs, student outcomes Third Party verification

Benchmarking

Adapting Shanghai Jiao Tong methodology Scaling up the pilot benchmarking conducted in 2014 more Sub-Saharan African institutions across more countries using a larger set of benchmarking indicators; Training participating African institutions in effectively using the results of benchmarking to assess and improve their performance; Creating the capacity, within an interested Pan-African institution as well as within national tertiary education agencies, to carry out benchmarking on a regular basis.

The Benefits Allow universities to compare their results with the performance of other universities, understand the main factors explaining differences in performance, and follow the evolution of performance and its determinants over time. Universities will be able to identify their strengths and areas for improvement, and take action to work on these areas.

The Timeline Launch Meeting NOV 9-10, 2015: Launch Meeting Set methodology and call for participation NOV 30, 2015: Sign up to participate in the initial round by universities FEB 17, 2016: Data forms were sent to 48 universities signed up APR 1, 2016: Deadline for submitting data 7 universities submitted their data MAY 15, 2016: Extended Deadline for submitting data 21 more universities submitted their data JUN 14-16, 2016: PASET Regional Benchmarking Capacity Building Workshop

Participating Universities University Country Université Dan Dicko Dankoulodo de Maradi Niger Institut Universitaire de Technologie de Tahoua Université de Lomé Togo Redeemer's University Nigeria Institut National Polytechnique Felix HOUPHOUET-BOIGNY Yamoussoukro, Côte d'Ivoire Côte d'Ivoire University of Rwanda Rwanda Kwame Nkrumah University of Science and Technology (KNUST) Ghana École National Supérieure de Statistique et d’Économie (ENSEA) University of Mines and Technology Sokoine University of Agriculture Tanzania Ashesi University College Jimma University Ethiopia African University of Science and Technology, Abuja Ardhi University University of Zambia Zambia Ahmadu Bello University Institut International d'Ingénierie de l'Eau et de l'Environnement (2iE) Burkina Faso Université Polytechnique de Bobo Dioulasso Université d'Abomey-Calavi Benin University of Ghana St. Augustine University of Tanzania Makerere University Uganda University of Benin Université Gaston Berger Senegal University of Medical Sciences, Ondo Federal University of Agriculture, Abeokuta Bayero University, Kano University Aube Nouvelle, Burkina Faso

Performance Indicators Dimension Number of Indicators Inclusion & Equity 2 Learning Achievement 1+5 Labor Market Outcomes 1 Research Results 5 Technology Transfer Results 3 TOTAL 17

Health Indicators TOTAL 48 Dimension Number of Indicators Inclusion & Equity 6 Quality of Teaching & Learning 7+5 Relevance 3 Internationalization 5 Research 9 Service to the Community & Technology Transfer Governance & Management Financing 2 TOTAL 48

Bringing it together..

5 -10 SSA universities that are ‘world class’ Does not mean that others are not important But having universities of excellence pulls up the others Provided they serve needs of society And produce graduates that are excellent Cognitive achievement, ICT skills and with capacity to use knowledge in “problem solving” Team work and communication Intercultural understanding (Adapted from Tayeb, Zahed, Ritzen, Becoming a World Class University)