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3.7. The Higher Education Industry and Citizen Responses in Africa

Im nächsten Vortrag der Reihe ›Perspektiven der Moderne‹ wird Prof. Akosua Adomako Ampofo von der University of Ghana über neue Ansätze in afrikanischen Hochschulsystemen sprechen und Alternativen zu traditionellen euro-zentrischen Modellen vorstellen.

3.7. The Higher Education Industry and Citizen Responses in Africa

The Global Diversity of Universities in the 21st Century

Sehr herzlich möchten wir Sie zum nächsten Vortrag unserer Reihe ›Perspektiven der Moderne‹ einladen, die dieses Semester, organisiert von der Abteilung für Wissenschaftsforschung, Einblicke in die ›Vielfalt der Universitäten in der Weltgesellschaft des 21. Jahrhunderts‹ gibt - über globale Rankings und die dort top-platzierten Institutionen hinaus. Prof. Akosua Adomako Ampofo vom Institute of African Studies an der University of Ghana wird am 3. Juli einen Vortrag mit dem Titel ›The Higher Education Industry and Citizen Responses in Africa‹ halten.

Die Veranstaltung findet am Mittwoch, den 3. Juli, um 18 Uhr s.t. im großen Saal (Raum 0.109) des Bonner Universitätsforums, Heussallee 18-24, auf Englisch statt. Die Vorträge des FIW können für das Zertifikat für Internationale Kompetenz (Komponente D2) angerechnet werden.


Abstract: Over the last few decades there has almost been an explosion of debates and counter debates about Africa in relation to “development” as well as knowledge production in both the popular and academic press, as well as social media. Different protagonists are engaged in diagnosing, interpreting, re-claiming, and sometimes re-writing the African higher education story. For example, The Economistdeclared Africa the Hopeless continent in 2000 and by 2011 had discovered that there was hope and Africa was Rising. These were not innocent declarations and had a direct impact on the conceptualization of, and support for higher education via institutions such as the world bank and other northern governments and organizations who provide “budgetary support” to African governments and organizations.  At the same time, contemporary players (often youth) are providing some of the ingredients of higher education via alternative means, and not infrequently outside the academy.  Within this industry, as I refer to it, the perspectives of Africans working on the continent as well as in the diaspora frequently collide with the perspectives of so-called “international” (gate-keeping) standards and what is privileged in the global higher education ecosystem.  Efforts to centre African experiences and realities in the conceptualization, design, delivery and management of the higher education knowledge project is undergoing new actors and strategies.  In this paper I will map some of the trajectories of this process in the African higher education sector, including emerging responses that provide alternatives to the traditional (Euro-centred) model. In this broad overview, the paper seeks to pay particular attention to issues such as academic freedom; curriculum development and teaching; tenure; research and publication; and internationalization.