Triennale on Education and Training in Africa (Ouagadougou, Burkina Faso, 12-17 February 2012) Promoting critical knowledge, skills and qualifications for sustainable development in Africa: How to design and implement an effective response through education and training systems Sub-theme 3 Lifelong acquisition of Scientific and Technological Knowledge and Skills for the Sustainable Development of Africa in the Context of Globalization Offering relevant higher education qualifications in the context of globalisation: Discussing the concept of the Centres of African by Michael Hörig, Barbara Drexler, Thomas Schmidt Working Document PLEASE DO NOT DISSEMINATE DOC 3.3.4 Original Version in English
This document was prepared by ADEA for its Triennale Meeting (Ouagadougou, Burkina Faso, 2012). The views and opinions expressed in this volume are those of the authors and should not be attributed to ADEA, to its members or affiliated organizations or to any individual acting on behalf of ADEA. The document is a working document still in the stages of production. It has been prepared to serve as a basis for discussions at the ADEA Triennale Meeting and should not be disseminated for other purposes at this stage. Association for the Development of Education in Africa (ADEA) 2012 Association for the Development of Education in Africa (ADEA) African Development Bank (AfDB) Temporary Relocation Agency (ATR) 13 avenue du Ghana BP 323 1002 Tunis Belvédère Tunisia Tel: +216/ 71 10 39 86 Fax: +216/ 71 25 26 69 adea@afdb.org for Africa s sustainable development in a globalized world - 2/21 -
1. ABSTRACT... 5 2. EXECUTIVE SUMMARY... 6 3. INTRODUCTION... 7 4. AIMS AND ACHIEVEMENTS OF THE PROGRAMME CENTRES OF AFRICAN EXCELLENCE... 8 5. CASE STUDIES... 14 6. DISCUSSING THE CONCEPT OF CENTRES OF EXCELLENCE... 18 7. CONCLUSIONS... 20 8. LINKS... 21 Contents for Africa s sustainable development in a globalized world - 3/21 -
Acronyms and abbreviations CGCM DAAD EED FHF FS IEE ISSER MFI NGCL PON UPC SADC ZEF Congolese-German Centre for Microfinance Deutscher Akademischer Austausch Dienst (German Academic Exchange Service) Evangelischer Entwicklungsdienst (German Protestant Church Development Service) Fachhochschule Flesnburg (Flensburg University of Applied Sciences) Frankfurt School of Finance and Management Ruhr-University Bochum, Institute of Development Research and Development Policy University of Ghana, Institute of Statistical, Social and Economic Research Microfinance Institutions Namibian-German Centre for Logistics Polytechnic of Namibia Université Protestante au Congo Southern African Development Community University of Bonn, Center for Development Research for Africa s sustainable development in a globalized world - 4/21 -
1. ABSTRACT 1. The paper is a background document to facilitate the discussion on the concept of excellence centres in higher education at the ADEA Triennale. It uses the experiences of the DAAD programme Centres of African to launch the discussion on key success factors for centres of excellence and the role these initiatives have in supporting the development of African higher education. for Africa s sustainable development in a globalized world - 5/21 -
2. EXECUTIVE SUMMARY 2. The Centres of African Excellence supported by the German Academic Exchange Service (DAAD) with funding from the Federal Foreign Office, aim at contributing to establishing modern educational capacities, stronger educational quality and expanded research capacity at selected universities in Africa. Five centres are currently in operation: Tanzanian-German Centre for postgraduate studies in Law (Dar es Salaam) South African-German Centre for Development Research and Criminal Justice (Cape Town) Namibian-German Centre for Logistics (Windhoek) Ghanaian-German Centre for Development and Health Research (Accra) Congolese-German Centre for Microfinance (Kinshasa) 3. Two case studies (Congo and Namibia) elaborate more profoundly on the lessons learned and the development perspectives expected for these centres. The success factors identified in those case studies are partnership, catering to local needs and sustainability. 4. The success factors are used to launch a discussion on the concept of Centres of in general. Also the following questions are raised: how can the success of these centres be measured, should there be an attempt to take stock of the various existing initiatives and can common benchmarks be identified? for Africa s sustainable development in a globalized world - 6/21 -
3. INTRODUCTION 5. This paper is intended as a background document to facilitate a discussion on the concept of excellence centres in higher education at the ADEA Triennale in Ouagadougou, Burkina Faso, based on the experiences of the DAAD programme Centres of African Excellence. To reach this goal, the paper will first briefly explain the programme, its aims and achievements. Then two examples will be given (Congolese-German Centre for Microfinance and Namibian-German Centre for Logistics). The scope of the paper will be broadened to a discussion on the general concept of excellence centres and its usefulness for the development of higher education in Africa. A panel discussion at the ADEA Triennale would then pick some of these themes and discuss them more profoundly. for Africa s sustainable development in a globalized world - 7/21 -
4. AIMS AND ACHIEVEMENTS OF THE PROGRAMME CENTRES OF AFRICAN EXCELLENCE 6. In the context of globalisation, higher education and research play an ever growing role in equipping societies with skills and qualifications needed to promote sustainable economic, social and scientific development. On the one hand, some African higher education institutions have gained a good international reputation both in terms of education and research, on the other hand they are confronted with seemingly insurmountable challenges. There is a lack of funding available to keep educational equipment and capacities up to date. Additionally, the increasing number of secondary school leavers aspiring to enrol in higher education has created a huge demographic pressure on institutions and has pushed and sometimes exceeded their capacity to absorb student cohorts and deliver a high quality educational experience to their students. Thirdly, the increasing number of students and the lack of funding result in a lack of resources, both material as well as human, to train students and to conduct relevant research. 7. African and German Universities have been partners for a long time. Through funding schemes provided by the German Academic Exchange Service (DAAD), long-lasting partnerships were forged, which have been able to contribute to the advancement of the respective African partner universities. 8. Centres of Excellence are often proposed as part of the solution to the challenges higher education is facing, not just in Africa (see for example the Exzellenzinitiative in Germany 1 ). 9. While the impression exist, that it is easy to define what constitutes a centre of excellence, no worldwide consensus can be found. Every initiative uses its freedom to call itself excellent, especially when this describes the ambitions set. 10. The Centres of African Excellence supported by the German Academic Exchange Service (DAAD) with funding from the Federal Foreign Office aim at contributing to establishing modern educational capacities, stronger educational quality and expanded research capacity at selected universities in Africa. The centres offer educational and research possibilities for African students, address issues of relevance for the development of Africa as a continent and strengthen German - African co-operation on equal terms. The ambition is to educate the future societal and scientific leadership in Africa. The programme has a budget of approximately 2.5 million annually and is initially planned for 10 years. 11. In February 2008 a call for applications with the following features was launched to select the Centres of African Excellence: Disciplines: Social Sciences, Economics, Law, Public Health Pre-condition: a well established cooperation between an African and a German university Target group: German and selected African universities Allocation of funds: predominantly for African universities; limitation of spending on staff and infrastructure costs (can not exceed 20%) 12. The resonance to this call was strong. A total of 56 applications were received and finally the selection committee consisting of German academics selected 7 projects at five locations, using the following criteria: 1 http://www.bmbf.de/1321.php for Africa s sustainable development in a globalized world - 8/21 -
Convincing concept including proposals for the sustainable, structural improvement of scientific quality, teaching, research and administration at African universities Academic quality Networking Experience in cooperating with other universities (African universities) Plausibility of financial planning and efficient allocation of funds Status quo and quality of preparation and planning Regional distribution 13. The selected centres gradually took up their activities: Tanzanian-German Centre for postgraduate studies in Law (Dar es Salaam, 2008) South African-German Centre for Development Research and Criminal Justice (Cape Town, 2009) Namibian-German Centre for Logistics (Windhoek, 2009) Ghanaian-German Centre for Development and Health Research (Accra, 2009) Congolese-German Centre for Microfinance (Kinshasa, 2010) 14. In 2011: - 100 Bachelor students, - 22 Bachelor honour students, - 167 Master students, - and 68 doctoral candidates were enrolled at the various centres (a total of 357 persons). The number of Centre of African Excellence graduates in 2010 was 70. 15. The centres are conducting a process of self and external evaluation, in order to assess their achievements and to identify development opportunities for the next years. This exercise is combined with the attempt to define more accurately the essential elements that constitute a centre of excellence. 16. In the following sections, each centre will be briefly described to provide the reader with solid background knowledge on the whole programme. for Africa s sustainable development in a globalized world - 9/21 -
4.1. Ghanaian-German Centre for Development Studies and Health Research The Ghanaian-German Centre for Development Studies and Health Research consists of two divisions (development and health research) that cooperate with each other, with a high degree of autonomy for each division. Division of development studies 17. Despite great successes in the areas of democratization and economic development, Ghana and many other African countries continue to be confronted with basic social, economic and political development problems. The centre s Department for Development Studies has designed a custom-made interdisciplinary PhD programme especially dedicated to these issues. The doctoral programme aims at providing qualifications to future players on the political scene as well as practitioners of development-related work. 18. The close cooperation between the two direct partners (University of Ghana, Institute of Statistical, Social and Economic Research (ISSER) and University of Bonn, Center for Development Research (ZEF)), but notably also with the Department of Health Research at the Ghanaian-German Centre, makes interdisciplinary exchange an essential component of this cooperation. Support activities such as workshops and summer schools enhance the networking of students and academics above and beyond the participating research groups. 19. The doctoral programme is established at a postgraduate school for development research. Division of Health Research 20. In addition to creating research networks and strengthening research capacities in the area of health research, this new institution offers an interdisciplinary PhD programme. One prominent feature of the Division of Health Research of the Ghanaian-German Centre is its interdisciplinary setup with the aim of finding holistic solutions for major health issues of the West African region. The close collaboration with the Division of Development Studies at the Centre will strongly enhance this approach. 21. An innovative feature of the PhD program is the concept of tandems of doctoral students from Africa and Germany working together in groups. Each individual group will approach a relevant region-specific topic from the various perspectives of health sciences (public health, clinical sciences, biosciences). In addition to the School of Public Health of the University of Ghana, the research institutes Navrongo Health Research Centre (NHRC) and Kintampo Health Research Centre (KHRC) will be involved, facilitating field research activities within Ghana. 22. Partners for the Division of Health Research are the University of Ghana, School of Public Health and Heidelberg University Hospital, Section of Clinical Tropical Medicine. Along with Heidelberg University Hospital, additional European partners are involved in the Centre for Development Studies and Health Research with the University of Ghana: Bielefeld School of Public Health (BiSPH) of the University of Bielefeld and the Swiss Tropical Institute in Basel 4.2. Congolese-German Centre for Microfinance 23. Microfinance (savings, loans and insurances) plays a decisive role in economic development and poverty reduction in sub-saharan Africa. However, African banks and ministries of finance usually lack qualified experts. The Congolese-German Centre for Microfinance bridges this gap and offers a need oriented programme for future microfinance specialists. for Africa s sustainable development in a globalized world - 10/21 -
24. The centre offers a new Master s programme. The intensive integration of practitioners from the field of finance represents an outstanding supplement to the training programme. In addition to strengthening the course content and supporting the structural development of the Congolese university through continuous training of teaching and research staff, the creation of a research network in the field of Microfinance with experts from research and practice are essential pillars of this cooperation. 25. Partners of the Congolese-German Centre are Université Protestante au Congo (UPC), Kinshasa and the Frankfurt School of Finance & Management. 4.3. Namibian-German Centre for Logistics 26. Achieving efficient and effective performance in logistic processes is crucial for Africa s further economic development. As a junction between southern Africa s coastal region and the inner continental countries, Namibia is an outstanding location for addressing logistic issues. The establishment of the centre on three pillars academic education, training for life-long learning, technology transfer projects demonstrates a high potential for the sustainability of this Centre of Excellence. 27. The focus of research on technical and economic fields facilitates the development of comprehensive logistics systems. Graduates of the postgraduate programme are important next generation professionals for the region and are qualified to work in a variety of economic, management and state related fields. 28. The aim is to establish a competence centre for industry and management with the following tasks/offers: Transfer of knowledge and technology; training and consultation of businesses and leaders of industry; information centre; establishment of a postgraduate programme, including a scholarship scheme, for training professionals in the field of logistics. 29. The centre builds upon an university cooperation between the Polytechnic of Namibia and the Flensburg University of Applied Sciences, which has been successfully maintained since 2003. 4.4. Tanzanian-German Centre for postgraduate studies in Law 30. With its postgraduate law programme, the courses at this Centre bridge a gap in an area essential to the development of the continent. Against the backdrop of increasing globalization and regionalization, this centre provides new, interdisciplinary educational approaches that unite the perspectives of theory and practice. The focuses of the juristic studies are constitutional law, human rights and comparative law. References to the East African community play a prominent role. Furthermore, the programme provides students insight into German law and law of the European Union. 31. The centre opens up opportunities for outstandingly talented young legal scholars to gain the appropriate academic and professional qualifications. For the first time in Tanzania in addition to a Master s programme a structured PhD programme will be established in which doctoral candidates not only participate in law courses and seminars, but also attend interdisciplinary courses in the fields of social science and economics, scientific research methodology and other key qualifications. 32. Cooperation with academics as well as renowned persons working in judiciary, administration and business sectors from various African and European countries should promote regional and international exchange and cooperation, as well as motivate and encourage students in the areas of theory and practice. The creation of an alumni network will strengthen the already close for Africa s sustainable development in a globalized world - 11/21 -
Tanzanian-German cooperation between the University of Dar es Salaam and Bayreuth University and lead to a reliable and sustainable partnership between these institutions and countries as a whole. 33. Activities at the centre include: the expansion of the LL.M. program; the Establishment of a structured PhD program; flanking program for gaining knowledge in social science and economics; flanking program for increasing the ability of expression in English and obtaining basic skills in German; flanking program in information technology for legal scholars; workshops and conferences; Summer academy in Bayreuth (Germany). 34. Partners are the University of Dar es Salaam, Faculty of Law and the University of Bayreuth, Institute of African Studies and Faculty of Law and Economics. 4.5. South African-German Centre for Development Research and Criminal Justice Similar to the Ghanain-German Centre for Development Studies and Health Research, the South African-German Centre for Development Research and Criminal Justice consists of two divisions (development and criminal justice) that cooperate with each other, with a high degree of autonomy for each division. Division for Development Research 35. Within the scope of cooperating Master s and PhD programmes, the Division of Development Research at the Centre at the University of the Western Cape prepares the next generation of leaders to meet the typical economic, social and political challenges arising from the development process. The research-oriented training programmes that are already established at the Ruhr-University Bochum and the University of the Western Cape have been cooperating for years and generate their courses from the disciplines of economics and social science (particularly macroeconomics and political science) and the administrative sciences. Courses are supplemented with substantial portions from the fields of management and empirical economic and social research. The programmes have a strong empirical emphasis on regional case studies from both the macro and micro perspective. 36. Topics addressed by the Division for Development Research are: characteristics and causes of growth deficits and resource distribution in developing countries; strategic approaches and flanking socio-political measures; roles of various players in the development process and their interaction; approaches to reform in the areas of domestic economy and foreign trade, public administration (good governance, combating corruption, and reorganization) and social as well as political systems. 37. Partners in this cooperation are the University of the Western Cape, School of Government and Institute for Social Development and Ruhr-University Bochum, Institute of Development Research and Development Policy (IEE). Division for Criminal Justice 38. A functioning criminal justice system is of great importance for the penal processing of systematically committed human rights injustices. This is especially true for the post-conflict situations of sub-saharan Africa. The one-year LL.M. programme Trans-national Criminal Justice and Crime Prevention an International and African Perspective at the University of the Western Cape therefore includes modules in international criminal justice, penal processing of systematically committed human rights injustices (transitional justice), fighting organized crime and money laundering, as well as combatting corruption. for Africa s sustainable development in a globalized world - 12/21 -
39. Courses are taught by renowned academics from both universities, as well as international experts. Beginning in 2010, the LL.M. course will be expanded to include a related PhD programme. The programme is flanked by courses in German language and culture, in addition to a summer school in Berlin. 40. Partners in this cooperation are University of the Western Cape, Law Faculty (UWC) and the Humboldt-University of Berlin, Faculty of Law for Africa s sustainable development in a globalized world - 13/21 -
5. CASE STUDIES 41. Two centre coordinators, Dr. Barbara Drexler (FS) and Dr. Thomas Schmidt (UAS Flensburg) were asked to prepare a contribution to this paper, focusing on three topics: a more detailed description of the centre, a summary of the lessons learned while operating the centre and perspectives for the development of the centre, 5.1. Congolese-German Centre for Microfinance Description of the centre 42. The Congolese-German Centre for Microfinance (CCAM) represents the successful continuation of a decade of cooperation between the two founding partners, the Université Protestante au Congo (UPC) and the Frankfurt School of Finance and Management (FS). From 2002 to 2007 the German Protestant Church Development Service (EED) supported FS request to sponsor a professor for microfinance at UPC, who taught one course in microfinance at the undergraduate level. Building upon these foundations, a graduate institute for microfinance was established in 2008 with the support of the German Academic Exchange Service (DAAD). 43. The CCAM, a stand-alone institute located within the premises of UPC, offers a two year specialised Master of Microfinance. The explicit goal of the programme is to develop future leaders in business and research in the field of microfinance, a sector in which human resource needs are pronounced. Microfinance is one of the most potent weapons in the fight against poverty and by contributing to the professionalization of the Congolese microfinance sector, the Centre contributes to improving the welfare of the country s financially excluded population which amounts to 80%. 44. The Master of Microfinance adheres to both the Congolese legal higher education framework and is in line with the structural prerequisites stipulated by the Bologna process. The curriculum has been developed in close cooperation with the local and international microfinance industry, in order to ensure the programme s labour market relevance. It is based on four pillars: quantitative methods, economics, management and microfinance. It offers a mix of theoretic and applied subjects. Lecturers are recruited either for their academic merit or for their practical knowledge and experience. The language of instruction is French, but at least five courses a year are taught in English to enable graduates to succeed in an increasingly Anglophone business landscape. The fact that CCAM graduates are actively being recruited by Microfinance Institutions (MFI), most even before officially graduating, indicates that the programme indeed has succeeded in developing the students work-place knowledge and skills. 45. The maximum number of students at CCAM is 36 per year, in order to ensure an optimal professor/student ratio. Entry to the programme is fiercely competitive. Admission is granted to those who have excelled in their undergraduate studies, successfully mastered a written knowledge and aptitude test and proven themselves in a personal interview. The application / admission ratio has been about 3:1 ever since the CCAM first welcomed students in October 2009. The first cohort of Master degree holders graduated in August 2011. The third intake is set to take up their studies in October 2011. 46. The CCAM also engages in a wide array of research activities, with a strong focus on the state of development of microfinance in DR Congo, the link between microfinance and economic growth and the management of microfinance institutions. The centre hosts an annual Symposium which attracts both national and international experts. Lessons learned for Africa s sustainable development in a globalized world - 14/21 -
47. A number of indicators demonstrate that the CCAM can legitimately be regarded as successful. The most compelling measure of success is the excellent graduate employment record, but high demand for admission, positive evaluations of more than 75% of the lecturers and having obtained an official accreditation from the Ministry of Higher Education also prove CCAMs success. There are a number of factors that have contributed to this encouraging development. 48. Firstly, the management staff of the CCAM is highly motivated and committed to the Centre s success. The CCAM has received extensive media coverage. Public attention focuses not only on the Centre but also on the Centre s staff, whose career development is closely linked to the evolution of CCAM. 49. Secondly, the North-South cooperation is based on a relationship of trust between the two universities senior executives, Prof. Steffens, President of FS and Prof. Ngoy, Rector at UPC. The two have known each other for more than 25 years and the climate of mutual respect greatly facilitates collaboration at an operative level - as an FS-UPC-CCAM team. 50. Thirdly, the focus on microfinance is not only highly innovative no other university in central Africa offers a Master in Microfinance - and reflects real labour market needs. Microfinance institutions in Kinshasa and beyond have been very supportive of the Centre because the centre supports them in meeting their recruitment needs, without having to either poach staff from competitors, having to recruit expatriates or having to set up their own training centres, all of which are very expensive options. 51. Fourthly, the CCAM has been rigorous in the selection and grading of its students as well as lecturers, thus ensuring intellectual excellence and high-quality teaching. 52. Finally, the CCAM management has not only worked hard to build close relations with the local and international microfinance community therewith facilitating graduate employability, but also to foster students entrepreneurial skills by supporting various student incubator projects. Development perspectives for the centre 53. Demand for high-quality education that contributes to the development of workplace skills is very high in Congo. Therefore it can be expected that the demand for places at and the number of CCAM graduates will continue to increase. The first batch of graduates of the centre has also formed a CCAM alumni association, which will help fostering graduate employment opportunities and overall networking. 54. The Centre has hit a nerve which merits extension beyond the realm of microfinance. For instance, there is a great lack of mid-level management skills such as team leadership, that inhibits growth of almost all private businesses in Kinshasa. The CCAM is well positioned to fill this void by offering short-term executive education seminars for young professionals. Offering executive education will also help the CCAM to become a sustainable higher education institution because the fees raised through the seminars can eventually be used to cover the institute s operating expenses. 5.2. Namibian-German Centre for Logistics Description of the centre 55. The partnership between Polytechnic of Namibia (PON) and Flensburg University of Applied Sciences (FHF) started back in 2003. The cooperation started initially with a limited project, exchanging students and staff between the two institutions (a so-called subject-related partnership ) with the aim to build trust in each other s capability and integrity. This project was already partially funded by the DAAD. for Africa s sustainable development in a globalized world - 15/21 -
56. In spring 2007, Namibian stakeholders started to discuss the necessity of a logistics competence centre. The results of the first target-setting workshops underline the need for such a knowledge hub: One of the most important areas for further development and expansion of the growing economy is the advancement of the transportation and logistics sector.. The industry has to improve its performance through better service, professional management, target- and client-oriented development, and advanced training of professionals in the industry and relevant authorities. 57. This vision was brought to life by the Namibian-German Centre for Logistics (NGCL) in 2008. Since then the centre started implementing and delivering undergraduate and graduate education, life-long learning, short-courses, consultancy and technology transfer. Academic Education for future leaders 58. Originally only a master programme in logistics was planned, but it soon became obvious that there is a more extensive need for higher education in the field of logistics. In cooperation with the two partner universities, the centre started new undergraduate and post-graduate programmes in logistics and transport with around 200 new students yearly. The centre offers as undergraduate programmes a Bachelor of Transport Management (Life-long learning course) and a Bachelor of Logistics. Post Graduate Programmes offered are a Bachelor of Logistics Honours and a Master of Logistic and Supply Chain Management. 59. The programmes focus on the specific needs and challenges in the field of logistics and transport for the Southern African Development Community (SADC). These needs are for example the effective usage of port and logistics corridors, supply chain management for sparsely populated regions and value added services in logistics and transport. Students in these programmes receive a holistic insight into business processes, technology, information systems and the legal framework. The programmes are theoretically based but have a strong emphasis on practise. Students are furthermore integrated in the centre s technology transfer projects in order to obtain real life experiences. An Advisory Board, which is constituted of managers and insiders of the regional logistics industry, ensures the practical relevance of the education by consulting the steering committee in programme development and educational matters. Life-long learning and training 60. Logistics is subject to rapid changes due to the introduction and the establishment of new technologies. The use of RFID-technology or the software-aided management of warehouses are only two examples which support this fact. In order to keep up with competitors and to use resources more efficiently, logistics and transport professionals need constant continuing education in their field. The NGCL consequently developed several life-long learning programmes. 61. The centre s Bachelor in Transport Management was developed in cooperation with the Namibian Roads Authority. Furthermore, there are short courses offered in a combination of in-house training and in-house projects to achieve the best possible results. In order to facilitate the continuous education and development of the logistics and transport professionals, the centre has secured Accredited Education Provider status for key professional bodies. These include Chartered Institute for Logistics and Transport (CILT), Chartered Institute for Purchasing and Supply (CIPS), Operations Management Association for Southern Africa (SAPICS). The Centre is also a member of the Supply Chain Council (SCC). Consulting and Technology Transfer 62. Technology transfer projects are an integral part of the centre s work. Its aim is to provide easy access to all major information on logistical topics, to build up resource facilities for small and medium-sized enterprises, as well as start-ups and to support knowledge transfer. To achieve these goals, researchers at the centre started a yearly conference, which serves as a platform for discussion of the newest trends in logistics. Topics for research or technology transfer projects in partnership with for Africa s sustainable development in a globalized world - 16/21 -
industry and administration are for example an analysis of the logistics collaborative processes in Namibia, the building of a transport information system or concepts to improve the organisation of small enterprises via open source enterprise resource planning systems. Lessons learned 63. In order to build-up a successful cooperation one needs a good mixture of long-term and short-term goals. Quick wins are necessary to raise enthusiasm and a good start, but it is very important to build up relationships that last also in rough sea. Both partners have to respect each other on an intellectual basis and understand each other s capabilities to manage in diverse environments. Partnership on an eye-level may sound like a cliché but is actually hard work on a day to day basis. 64. Projects with developing countries should not always follow the Planned Projects Approach with fixed milestones. Often a Flowing Project Approach is more appropriate as. There needs to be a shared vision on what should be achieved by the end of the project, but operative plans should be kept flexible. Good things which benefit the overall goal, are more important than sticking to the fixed plan. 65. The aim should be to become internationally competitive and this needs to be thoroughly discussed among the partners. Excellence goes beyond being good. Only excellence in an international perspective can ensure international competitiveness and the end of hierarchic benevolent strategies. Furthermore it is important to solve actual local problems and not bringing in ideas from outside. Development perspectives of the centre 66. The operational phase at the NGCL, with its sub-focus on third party education is currently in operation. The Master degree in Logistics is about to be implemented. Modules that are certified by international associations are offered to train partners and practitioners in industry and administration. These activities are fed by know-how, which emanates from joint projects with industry and public administration. 67. The last phase (operational phase with sub-focus on technology transfer) has research excellence as a major goal in the last year of the first project cycle. Research and technology transfer projects with industry and public administration are to be carried out on a larger scale, and the future business model for the NGCL needs to be agreed upon. 68. Keeping in mind the actual situation of the centre, it can be projected that in future the centre s funding will mostly be raised via short-courses and study fees. Smaller funds can also be raised by technology transfer projects. The conference and third-party education at bachelor level are already now fully externally financed and self-sustainable. for Africa s sustainable development in a globalized world - 17/21 -
6. DISCUSSING THE CONCEPT OF CENTRES OF EXCELLENCE 69. As already mentioned in the introduction, this paper is intended as a background document to facilitate a broader discussion on the concept of excellence centres in African higher education, based on the experiences of the DAAD programme Centres of African Excellence. Although considerable achievements have been reached by all centres and their future ambitions are crystallising, it is necessary to reflect more critically on what initiatives like the Centres of African can truly achieve. In massively underfunded higher education systems, these centres can provide a shining example on higher education s potential. At the same time only a limited number of students can be trained in these projects. Establishing centres of excellence can thus provide input and inspiration for the development of higher education systems, but it cannot replace a national strategy, nor national investments. 70. Based on the case studies provided in the previous chapter, some common factors for managing successful centres of excellence can be identified. Firstly, a sustainable partnership between universities based on trust lay the foundation for successful cooperation. Secondly, catering for local needs is a crucial aspect. This is true for the very applied subjects of microfinance and logistics, but it also applies to all the centres currently supported through the Centres of African Programme. Thirdly, keeping the aspect of sustainability of a centre in mind is important, as no source of external funding can last forever. These three topics (partnership, local needs and sustainability) could act as the three pillars for a broader discussion. Partnership 71. Strong partnership ties are the foundation of a successful cooperation project. How do partnership relations evolve in the course of a project? How to distribute tasks between partners in the North and in the South? For various reasons, ties do not always become stronger in the course of a joint venture. How can disputes in a bi-national context effectively be resolved? Also, as the ambitions for the centres grow, should partnerships between universities remain the basis for cooperation? When should established centres gradually take over responsibilities? Who is best placed to manage a centre of excellence? A manager or a higher education professor? Local needs 72. The Centres of African Excellence were selected because they identified explicitly how local needs would be catered for. The two case studies illustrated this aspect. Involving local stakeholders in identifying the needs and defining solutions is crucial in ensuring local support for a centre of excellence. The centre in Namibia is playing a pioneering role in African higher education by placing such a strong emphasis on lifelong learning and employers participation. How could these experiences be multiplied to other locations and disciplines? What is the role of lifelong learning provision in African higher education? Sustainability 73. The Centres of African Excellence will receive funding for an initial period of ten years, but each of them is required to re-apply for funding after already five years, with a reviewed strategy and a concrete sustainability concept. To support the centres in the exercise, an external evaluation is being conducted, which focuses on identifying development potential of the centre. Currently the funding for the programme is coming from the German Federal Foreign Office. It is envisaged that the financial contribution from the African side should increase in the next years. This contribution could take different forms: government subsidies, tuition waivers for students at the centres, contributions from employers, tailor-made continuing education courses. A more diverse funding model would allow for the creation of further centres in other countries and disciplines. Sustainability is however for Africa s sustainable development in a globalized world - 18/21 -
not only a question of finances. The commitment of the institutional leadership to the operation of a centre of excellence within an university is equally important. Discussing the concept of Centres of Excellence 74. The Centres of African Excellence aim at educating future leaders in specific disciplines, but also leaders for society. Consequently, the centres should strive to become points of reference for education, research and service to society in their specific discipline. Each of these centres follow their own path towards this goal, but the underlying question is: how do we measure the success of a centre of excellence? Or in other words, which benchmarks need to be in place to demonstrate that what has been established is truly a place of international excellence? Similarly, how do we measure the societal impact of a centre and the leadership exercised by the centres graduates? These are questions that not only need to be answered by DAAD for the programme it is running, but also by international organisations like the African Union, UNESCO or the Association of African Universities. Would it be opportune to identify common benchmarks that are essential to all these initiatives? Who could provide a state of the art on this? 75. At the ADEA conference a panel discussion will pick up the issues raised in this chapter and discuss them with the audience. The panel participants will be (to be confirmed): - Michael Hörig, Head of Section West and Central Africa, DAAD (Chair) - Prof. Dr. Patrick Bakengela, Directeur de Programme, Université Protestante au Congo - Prof. Dr. Udo Steffens, President Frankfurt School of Finance - Albin Jacobs, Polytechnic of Namibia - Prof. Dr. Thomas Schmidt, Flensburg University of Applied Science for Africa s sustainable development in a globalized world - 19/21 -
7. CONCLUSIONS 76. This paper provided an extensive overview of the DAAD Programme Centre of African by describing the programme aims and achievements so far, providing background information on all the centres currently in operation, examining through case studies two centres more in detail and finally by suggesting important elements for discussing the topic of centres of excellence in higher education in a broader sense. 77. The ADEA Triennale in Ouagadougou is the right place to engage in this important discussion. While a much more elaborate study would be needed to assess the (potential) impact and role of these centres on the development of African higher education, the ambition of this paper was to provide an input as food for thought, based on hands-on experience. It is the hope of the authors that this aim was met. for Africa s sustainable development in a globalized world - 20/21 -
8. LINKS http://www.african-excellence.de http://www.daad.de for Africa s sustainable development in a globalized world - 21/21 -