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1. Investing in Diaspora Exchanges: Impact Evaluation of the Carnegie African Diaspora Fellowship Program

Author:
CADFP
Publication Date:
06-2019
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
This five-year impact report of the Carnegie African Diaspora Fellowship Program (CADFP) indicates that faculty exchanges between diaspora academics in the United States and Canada and African higher education institutions lead to sustained linkages and research development in the form of grant collaboration, teaching and mentoring, improved programming offered in African institutions, and community impacts. The study found that the CADFP enabled sustainable collaborations between diaspora scholars and African higher education institutions while fostering the opportunity for new collaborations. 90% of alumni respondents collaborated with hosts on capacity building projects up to five years after the fellowship and over half found the CADFP to be important for their new connections with 115 institutions beyond their host institutions, located in a total of 16 countries. Additionally, the CADFP fellowship built capacities of African higher education institutions leading to at least 41 new approved or implemented courses, improved graduate programming, and 110 academic articles or book chapters published collaboratively with Fellows and African institutions. Finally, the CADFP enabled knowledge production, generated interest and fostered international collaborative networks, increasing visibility and engagement with African higher education. The impact report represents 237 alumni who participated in the CADFP from 2013 to 2017. In addition to the Alumni Survey, the study also included case studies with six alumni Fellows and 5 host institutions. These case studies are highlighted throughout the report and speak to the nuanced impact of this program. The CADFP is offered by IIE in collaboration with the United States International University-Africa (USIU-Africa), the program is funded by a grant from Carnegie Corporation of New York (CCNY).
Topic:
Education, Higher Education, Academia, and Graduate School
Political Geography:
Africa, Canada, North America, and United States of America

2. TechWomen Evaluation Report Year 7

Author:
Institute of International Education
Publication Date:
02-2019
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
This report presents findings from a TechWomen program evaluation conducted in 2018 by IIE’s Research, Evaluation, and Learning team. The evaluation assessed change in participants’ professional skills and capacities. The evaluation team utilized Social Network Analysis methodology to measure development of the participants’ professional networks with each other and with STEM professionals in the U.S. The report also outlines how the program impacted participants’ and mentors’ cross-cultural understanding and exchange of professional best practices. Finally, the report highlights program’s impact on participants’ and mentors’ communities and specifically on women and girls. TechWomen is an initiative of the U.S. Department of State’s Bureau of Educational and Cultural Affairs implemented by IIE. Launched in 2011, the program supports the United States’ global commitment toward advancing the rights and participation of women and girls around the world by enabling them to reach their full potential. TechWomen empowers, connects and supports the next generation of women leaders in science, technology, engineering and mathematics (STEM) from Africa, Central and South Asia, and the Middle East by providing them the access and opportunity needed to advance their careers, pursue their dreams, and inspire women and girls in their communities.
Topic:
Education, Government, Science and Technology, Culture, Women, and Higher Education
Political Geography:
Africa, South Asia, Central Asia, Middle East, North America, and United States of America

3. Agostinho Neto University: An Analysis of Context and Process of Scientific Work Production

Author:
Paulo Conceição João Faria
Publication Date:
12-2019
Content Type:
Journal Article
Journal:
Brazilian Journal of African Studies
Institution:
Brazilian Journal of African Studies
Abstract:
ires a well-documented understanding of the existing institutional research environment, based on observable evidence. In particular, this article is aimed at Agostinho Neto University (ANU), to evaluate doctoral training processes at three faculties or organic units (OUs). In doing so, this paper recognizes the crucial connection between the University and the spheres of market productivity. It also recognizes that different countries have different trajectories, patterns and models of development in the Higher Education Subsystem (HES) which can sometimes undermine or make this connection possible. Although this topic is of great importance because of its potential to empirically hinder relevant studies, this article follows a different path, as it aims to explain how context and process influence the production of scientific work at ANU.
Topic:
Development, Science and Technology, Higher Education, Academia, and Knowledge Production
Political Geography:
Africa and Angola

4. Transformational Leaders and Social Change: IFP Impacts in Africa and the Middle East

Author:
Judith Kallick and Andrea Brown Murga
Publication Date:
09-2018
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
The fourth report from our 10-year tracking study of the Ford Foundation International Fellowships Program (IFP), Transformational Leaders and Social Change provides important insights into the personal, organizational, community, and societal impacts of IFP alumni in Kenya, Nigeria, Palestine, and South Africa, drawn from the perspectives of 361 IFP alumni and local stakeholders. The results of this study show that the program had a positive impact on participants, with alumni saying that their IFP experience increased their confidence, awareness, self-identity, commitment, leadership, career advancement despite challenges upon re-entry at the end of the fellowship. Some alumni returned to face career barriers endemic to their community and home region, such as high unemployment rates and other labor market challenges. At an organizational level, alumni and community stakeholders said that these organizations now have a stronger work ethic, consistency, transparency, and accountability since alumni returned to their home communities. Stakeholders also said that the alumni they work with are more reliable and committed to getting the job done.
Topic:
Education, Labor Issues, Employment, Leadership, Accountability, Transparency, Unemployment, and Higher Education
Political Geography:
Kenya, Africa, Middle East, South Africa, Palestine, and Nigeria

5. A World on the Move: Trends in Global Student Mobility

Author:
Rajika Bhandari and Institute of International Education
Publication Date:
03-2018
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
A World on the Move highlights key developments currently influencing student mobility in higher education in the United States and globally. Drawing upon Open Doors, Project Atlas and other sources of global data, the analysis points to a continuing demand for an international higher education in many parts of the world. Against the backdrop of recent trends, this report provides insight into the context of international student mobility.
Topic:
Employment, Mobility, and Higher Education
Political Geography:
Africa, China, Europe, Middle East, Canada, Asia, Germany, Latin America, North Africa, Australia/Pacific, Caribbean, North America, and United States of America

6. Cultural Diversity in the Cameroon Higher Education Policy Definition: A Historical Appraisal

Author:
Hyasinth Ami Nyoh
Publication Date:
06-2018
Content Type:
Journal Article
Journal:
Brazilian Journal of African Studies
Institution:
Brazilian Journal of African Studies
Abstract:
The subject of cultural diversity in education has attracted considerable research interest with varying focal points that form the sustenance of this paper. Meier and Hartell (2009, 180) have argued that increasing cultural diversity in educational institutions necessitates that educationists teach and manage learners with cultures, languages and backgrounds that are unknown to them. Du Toit (1995) focusing on the Republic of South Africa takes the view that the opening of schools to all races does not automatically ensure mutual understanding and acceptance between educators and learners and amongst learners themselves. The assertion here is that desegregation per se does not lead to predictable and meaningful attitudinal changes of groups to each other and can, in actual fact, lead to the heightening of tension and prejudices within the South African context. O’Neill (2009, 81) sees multicultural education as a process of comprehensive school reform and basic education for all students. He asserts that multicultural education challenges and rejects racism and other forms of discrimination in schools and societies and affirms the pluralism (ethnic, racial, linguistic, religious, economic and gender, among other things) that students, their communities, and teachers represent. In her research on teaching and learning in two desegregated South African high schools, Van Heerden (1998, 110) asserts that the process of desegregation in these schools is primarily a case of assimilating black learners into the school and its culture, with the result that the status quo is kept intact.
Topic:
History, Culture, Diversity, and Higher Education
Political Geography:
Africa and Cameroon

7. Building Capacity in Science, Technology, and Innovation for Africa’s Transformation: The Role of Higher Learning and Research Institutions

Publication Date:
05-2017
Content Type:
Policy Brief
Institution:
The African Capacity Building Foundation (ACBF)
Abstract:
African countries have shown interest and willingness in developing their economies through an approach driven by science, technology, and innovation (STI). Agenda 2063 and the Common African Position on Agenda 2030 identify STI as a key enabler to achieving development blueprints. In response, Africa adopted a 10-year Science, Technology, and Innovation Strategy (STISA– 2024). The ACBF’s Africa Capacity Building STI Survey (2016) confirms the importance of STI strategies and capacity development in African countries. And institutions of higher learning play a key role in designing, implementing, and evaluating STI policies and in creating and using STI products and services.
Topic:
Education, Science and Technology, Capacity, Innovation, and Higher Education
Political Geography:
Africa