1. Developing the next generation of academics: The need to change national policy frameworks A.B.K.Kasozi

2. 1.Factors influencing the Academic Landscape in Uganda National macro policies have conditioned the academic staff creation and retention. –The market models policies, 1990-2006 –The SAP –The neglect of HE by both the state and the international financial institutions –Failure of African states to integrate HE in Poverty Alleviation Programs and MDGs

3. 1.Factors influencing the Academic Landscape in Uganda Expenditure per student in Uganda, 1970-1985 From 1997 to 2006, public universities share as a %age of GDP was 0.35%. Kenya 0.9% Research and postgraduate training received almost 0% from the state YearUS$ ( 1990 prices) 19702,532 19801,113 1985 639

4. 1. World Bank financing for Education in sub- Saharan Africa, 2003-2006 in US$ (millions) Year2003200420052006 Total Education 424363369339 Tertiary056129 % of total 01179 Technical 2171627 % of total 0548

5. 1.Factors influencing the Academic Landscape in Uganda Higher Education not integrated and linked to national development strategies which centered on: –Poverty Eradication Alleviation Plan (PEAP) –The MDGs and –Sectoral plans –HE not seen as a denominator in skills needed for development.

6. 1.Factors influencing the Academic Landscape in Uganda Universities and Colleges not listed for funding as part of national innovation system but mere education institutions. PEAP and MDGs do not pin down core competences required for realization of development strategies. Knowledge as a basis of development is not stressed as is the role of its creators, the academic staff. Research and postgraduate training not funded by state since the 1990s

7. 2. The academic landscape in Uganda, 2006 NatureEnroll ment StaffRatio Need- ed Gap%Gap Public 56005 2092264273218151 Private 36553 181620249968327 Total 92558 3908246772336742

8. 2. The academic landscape in Uganda, 2006 Brain drain reduces the number of academic staff. In 2005, some 1.07million people left Africa, 30% believed to be highly skilled. Infectious disease and malaria continue to decrease number of skilled people. Retirement policies at age 60rob the university system of skilled people. Therefore brain drain must be factored in academic staff creation; its positives and negs.

9. 3.The regulatory framework in Uganda and its role in advances quality Good academics can only be developed in high quality institutions. NCHE QA Framework –Macro (national level) includes institutional and program accreditations; merit addimision of students, setting minimum requirements for courses of study.

10. 3.The regulatory framework in advancing quality The Micro level at the institution –Each institution is required to put in a placea QA unit, do an internal audit each 2-5 years and report to NCHE –An external Audit is carried out one every five years. –All Academic staff and students must have given qualifications. For staff, next table.

11. 3.The regulatory framework in advancing quality AcademicResearchLibrary Qualificatio ns T. AssistantR. AssistantAss. LIBGood 1 st degree Ass. LecturerAss.Research Fellow ASS. Librarian Masters LecturerRes. FellowLibrarian Masters Sen.Lec.Sen. FellowSenior Librarian PhD Assoc. Prof.Asso. R.ProfDep.Chief Lib PhD ProfessorRes. Prof.Chief Lib PhD

12. 4. The way forward The way forward in creating the next generation of leaders is to: –Adequately finance institutions of higher learning to enable them do their work well; –As states cannot come up with all funds needed, innovative diversified national funding models must be designed. –HE must be integral to national deve. Strategies.

13. 4. The way forward –Increase institutional autonomies of institutions to increase the confidence of leaders to take decisions; –Increase accountability of institutional leaders so that populations have confidence in them, –Design attractive packages of salaries, retirement benefits, work environment, improved upward social mobility,