The reforms of universities in the worldReforms.pptx

Good doc

1. GROUP 5 Members Abdisatar Mukhtar Jamac Abdi Ibrahim Abdullahi Mohamud A dow Sahro Ahmed Barow Fahmo Mohamed Mohamud Ahmed Abi Abdi

2. SOMALI NATIONAL UNIVERSITY EDUCATIONAL PLANNING AND POLICY Dr. Ahmed Abdi Adan

3. PRESENTER 1 AHMED ABI ABDI

4. An Overview REFORMS AND CHANGES IN GOVERNANCE OF HIGHER EDUCATION IN AFRICA

5. INTRODUCTION In the 1980s, higher education faced significant challenges worldwide, with declining or stagnant student enrolment in many countries ( Altbach , 1984). In Africa, the situation was particularly severe , with deteriorating facilities and capacities ( Kinyanjui , 1994; Mamdani , 1993; Saint, 1992). However, this trend reversed in the early 2000s . From 2000 to 2010, global higher education enrolment grew by over 7.7 million students annually , with a significant increase in developing countries .

6. Cont... Today, Africa has the highest growth rates in higher education, though enrolment levels are still relatively low . This revival is largely due to sector reforms , increased funding from non-governmental sources , and new programs . These changes reduced the sector's dependence on government funding , led to more autonomous and self-reliant institutions , and saw households investing more in higher education . As a result, governance and management in higher education have significantly transformed.

7. Focus of the Study This paper attempts to elaborate on these changes in Africa, drawing on case studies from some of the countries of the region. The next section of the paper examines the development of higher education in Africa.

8. 2. Public financing and development in higher education in Africa After gaining independence , African countries aimed to reduce reliance on foreign experts by expanding their own higher education systems. This movement, known as the "development universities ," helped produce skilled nationals to replace expatriates in key administrative roles and to meet the human resource needs of their growing economies .

9. National universities were established, symbolizing pride and self-reliance, and played a crucial role i n training locals to take over teaching and administrative positions , particularly in the 1960s and 1970s . These universities often mirrored the models of their former colonial powers , resulting in limited access and control by local authorities, with foreign languages dominating the curriculum . Political leaders frequently held influential positions in universities , impacting their autonomy. CONT…

10. Cont... International organizations and private foundations like the World Bank , Rockefeller Foundation , and others provided significant financial support to develop these institutions . However, by the 1980s , financial challenges emerged. The state's funding for higher education declined , leading to deteriorating university conditions and a decline in the quality of education . This resulted in a " brain drain " where many graduates left the continent for better opportunities abroad .

11. Cont...

12. CONT… In response to these challenges , the focus in the 1990s shifted to reforming higher education. Efforts were made to find alternative funding sources and to manage universities more efficiently , aiming to revive and sustain the quality and capacity of higher education in Africa.

13. 3. Market-friendly reforms and the expansion of higher education in Africa In the 1990s, African countries embraced market-friendly reforms in higher education due to global pressures and local needs for change . These reforms aimed to democratize access , improve funding , and align education with job markets . They led to privatization of public institutions and the rise of private universities . Despite challenges.

14. CONT… Efforts were also made to harmonize education across African countries, starting with the Arusha Convention in 1981 and Bologna Process. Private higher education grew rapidly, offering mostly non-science courses due to lower investment needs. Factors like political transitions and economic crises prompted countries to democratize education and find alternative funding methods. Reforms broadly fell into two categories: privatizing public institutions and promoting private ones.

15. Factors for CHANGE Political transitions and Financial problems. Families wanted better education (Quality Education). Economy needed skilled workers. The main goals were to connect education with jobs and to let more people attend universities.

16. Results FOR CHANGE Globalization brought to African universities businesses oriented. Increased Access to Higher Education Support for Public-Private Partnerships Enhanced Economic Growth Improved Knowledge Production Strengthened Global Connectivity

17. Expansion of higher education in Africa Since the first two students graduated from an African college in 1879 , higher education in Africa has come a long way. In 2010, there were 5.2 million students enrolled in African universities. However, the percentage of people going to college in sub-Saharan Africa is the lowest worldwide, at just 7 percent. Some countries like Malawi, Eritrea, Niger, and Tanzania had even lower rates, ranging from 1 to 2 percent. Mauritius had the highest percentage, with 25 percent of its population attending college.

18. Gross enrolment ratios for higher education in sub-Saharan Africa 1970–2010

19. CONT… TABLE 1.1

20. CONT… Over the past four decades, higher education enrollment in Africa has surged, especially since 2000, with the Gross Enrollment Ratio (GER) doubling or tripling in many countries. This growth, driven by private institutions and reforms in public institutions, has resulted in the continent having the highest enrollment growth rates globally this century.

21. 4. The nature of higher education reforms in the case study countries The International Institute for Educational Planning conducted research on governance reforms in higher education across different countries. The selected countries were Ethiopia, Ghana, Kenya, Nigeria, and South Africa.
These countries vary in economic status and higher education development. They range from Ethiopia (low-income) to South Africa (relatively high-income).
Each country has multiple public universities, requiring national-level reforms.
The countries were chosen to represent a range of development levels.

22. Four indicators were used to select the countries: Human Development Index (HDI) 2011
Net Enrolment Rate (NER) for Primary Education 2009
NER for Secondary Education 2009
Gross Enrolment Rate (GER) for Higher Education 2010 Based on these indicators, Ethiopia is the least developed and South Africa is the most developed .

23. TABLE 1.2. CHARACTERISTICS OF Selected countries

24. CONT… In five African countries, researchers studied specific higher education reforms: Ethiopia : Universities were given more control over their own affairs in 2003. Nigeria : Public universities gained independence in 1998. Kenya : The government introduced performance contracts in the 1990s to improve public services. Ghana : The University of Ghana changed its internal rules in 2007 for better organization. South Africa : In 2003, reforms were made to align universities with national development goals.

25. 5. The reforms and changes in governance and management of higher education Reforms in higher education across several African countries led to significant changes in governance and structure brought big changes : Ethiopia's Addis Ababa University set up a reform office, added vice presidents, and made colleges more independent. Nigeria introduced university councils and gave more power to the National University Commission, but faced resistance over less freedom. Kenya created performance roles under the Prime Minister and strengthened oversight with the 2012 Universities Act. Ghana's University of Ghana expanded its council and made new committees for academics and finance . These reforms aimed to give universities more freedom while also improving accountability through new governance structures and management practices .

26. African Universities Main Reforms and Changes The Main reforms and changes in universities across Addis Ababa University, University of Ibadan , University of Nairobi , University of Ghana , and universities in South Africa : Governance Reforms Academic Programs Monitoring and Evaluation Financial Management Staff Management and Recruitment Decentralization and Autonomy Democratic Processes Committee Systems Competitive Hiring Modularization Curriculum Quality Assurance Units

27. 6. The reforms and their effects on higher education Ethiopia: • Shift: Operational
• Opinion: Negative
• Implementation: Poor
• Assessment: Critical
• Autonomy: Ineffective

28. The reforms and their effects on higher education Kenya : • Autonomy: Increased • Decision-making: Faster • Accountability: Higher • Research: Improved • Efficiency: Higher

29. The reforms and their effects on higher education Ghana : • Responsibility: Boosted • Quality: Enhanced •Goals: Clarified

30. The reforms and their effects on higher education South Africa : • Stability: Achieved • Policies: New and Shaped • Access: Expanded

31. CONCLUSION Since independence, African universities have transitioned from colonial models dominated by public funding and government control to reforms emphasizing autonomy and diversified funding. This shift aims to meet higher education demands but has led to challenges like access inequality. Governments still play crucial roles in setting frameworks, ensuring accountability, and regulating the sector, essential for effective operation and national development.

32. PRESENTER 2 Abdulstar Mukhtar Abukar GOVERNANCE REFORMS IN HIGHER EDUCATION IN SOUTH AFRICA .

33. Introduction Higher education in South Africa emerged in the second half of the 19th century, when the first South African university was established, in 1873. Higher education evolved into a segregated system divided by race and ethnicity. This system was formalized with the adoption of apartheid (separateness) policies in 1948. Between 1948 and 1994, higher education developed into a binary system made up of 21 universities and 15 technikons (polytechnics) that served the four racial groups in South Africa (white, Indian, ‘ coloured ’, and African), as defined by the apartheid laws. South Africa has a small private higher education sector that began to grow in earnest after the adoption of the Higher Education Policy and Act of 1997, which made private higher education legal. By 2010, the South African higher education system had 23 public higher education institutions, as well as 87 registered and 27 provisionally registered private higher education institutions.

34. GOVERNANCE REFORMS IN HIGHER EDUCATION IN SOUTH AFRICA. Cont… The distinguishing feature of higher education in South Africa under apartheid was unequal access to education for different racial groups. Study showed how, in its funding, resourcing, and philosophy, higher education was meant to reproduce racial inequalities that were to protect whites as the ‘superior race’ at the expense of the development and advancement of black people. Unequal access to opportunities for higher education had an impact on participation rates (i.e. the total number of enrolled students divided by the total population in the 18–24 age band, as per international norms), which was evident in the higher education sector. The gross participation rate at the dawn of democracy in 1994 was approximately 15 per cent, higher than that of many developing countries, but lower than that of fast-developing or developed countries . .

35. GOVERNANCE REFORMS IN HIGHER EDUCATION IN SOUTH AFRICA. CONT… The distinguishing feature of higher education in South Africa under apartheid was unequal access to education for different racial groups. Study showed how, in its funding, resourcing, and philosophy, higher education was meant to reproduce racial inequalities that were to protect whites as the ‘superior race’ at the expense of the development and advancement of black people. Unequal access to opportunities for higher education had an impact on participation rates (i.e. the total number of enrolled students divided by the total population in the 18–24 age band, as per international norms), which was evident in the higher education sector. The gross participation rate at the dawn of democracy in 1994 was approximately 15 per cent, higher than that of many developing countries, but lower than that of fast-developing or developed countries.

36. Governance reforms at the national level Before Apartheid (Pre-1948 and 1948-1994)
Pre-1948: Colonial Influence : Higher education in South Africa was heavily influenced by European models, particularly the British system. The first universities, such as the University of Cape Town (founded in 1829) and the University of the Witwatersrand (founded in 1896), followed British curricula and governance structures. Segregation and Access : Higher education was racially segregated, with limited access for black South Africans. Institutions for black students, like the University of Fort Hare, were established, but these were significantly under-resourced compared to their white counterparts.

37. Governance reforms at the national level Before Apartheid (Pre-1948 and 1948-1994)
1948-1994 (Apartheid Era): Bantu Education Act ( 1953 ): This act formalized racial segregation in education. Universities were segregated by race, and the government had strict control over the curricula to align with apartheid ideologies. Establishment of Separate Universities : New universities were established for different racial groups, such as the University of Zululand for black South Africans and the University of the Western Cape for Coloureds . These institutions were governed with tight oversight to prevent any form of dissent against apartheid policies. Governance Structures : University governance during apartheid was centralized and autocratic, with significant state intervention. The state appointed university councils and executives, ensuring that universities adhered to apartheid policies and ideology

38. Governance reforms at the national level After Apartheid (Post-1994)
Post-1994 Reforms: Democratization and Equity : The new democratic government aimed to transform the higher education system to reflect the values of equity, redress, and inclusivity. The White Paper on Higher Education (1997) and the Higher Education Act (1997) were crucial in setting this agenda. Merger of Institutions : To break down the remnants of apartheid, several universities and technikons were merged. This process, known as the “restructuring” or “reconfiguration” of higher education, aimed to eliminate duplication and enhance the equitable distribution of resources. Quality Assurance and Accreditation : The establishment of the Council on Higher Education (CHE) and the Higher Education Quality Committee (HEQC) were key reforms to ensure quality and accountability in higher education.

39. Governance reforms at the national level After Apartheid (Post-1994) Post-1994 Reforms: ( Cont... ) Increased Autonomy and Academic Freedom : Post-apartheid reforms granted universities greater autonomy and academic freedom, moving away from the centralized control of the apartheid era. This shift allowed for more diverse and critical academic discourse. Governance Structures : University councils and executive management teams became more representative of the country's demographics. Governance reforms focused on participatory decision-making processes involving faculty, students, and staff. Funding and Financial Aid : The National Student Financial Aid Scheme (NSFAS) was introduced to provide financial support to disadvantaged students, improving access to higher education.

40. Governance reforms at the national level Conclusion The governance reforms in higher education in South Africa have been substantial, with a significant shift from a segregated, autocratic system under apartheid to a more democratic, inclusive, and equitable system post-1994. The focus has been on redressing past inequalities, ensuring quality education, and promoting autonomy and academic freedom within higher education institutions.

41. Governance reforms at the national level Comparison between South Africa in Post-apartheid and Somalia post-conflict Policy and Legislative Framework : South Africa has a well-established policy and legislative framework such as the Higher Education Act of 1997, aimed at restructuring the sector post-apartheid, guiding its higher education reforms, while Somalia is in the process of building its governance structures post-conflict. Quality Assurance : South Africa has robust quality assurance mechanisms in place due to the Establishment of bodies like the Council on Higher Education (CHE) and the Higher Education Quality Committee (HEQC) ensures standards and quality in higher education., whereas Somalia is still developing its systems. Funding : South Africa’s funding mechanisms are more structured and internally driven, while Somalia relies heavily on external support.

42. Governance reforms at the national level Comparison between South Africa in Post-apartheid and Somalia post-conflict
Focus Areas: South Africa emphasizes equity, redress, and transformation, aligning with its socio-political context. Somalia focuses on reconstruction, capacity building, and establishing basic governance structures.
Institutional Development: South Africa’s institutions operate with a degree of autonomy balanced by state oversight. In contrast, Somalia’s institutions are emerging from a period of collapse and require extensive support to become fully functional. Conclusion The governance reforms in higher education in South Africa are characterized by a well-established and structured approach aimed at transformation and quality assurance.
In contrast, Somalia’s reforms are driven by the need to rebuild and establish basic governance and quality structures in a post-conflict context.
The differences highlight the varying stages of development and contextual needs of the two countries.

43. PRESENTER 3 FAHMA MOHAMED MOHAMUD Governance Reforms in Higher Education in Kenya. And compare higher education in Kenya and Somalia.

44. Presentation Outline Introduction
Higher Education in Kenya
Governance Reforms in Kenya
Challenges in Kenyan Higher Education Governance
Higher Education in Somalia
Comparative Analysis: Kenya vs. Somalia
Recommendations for Somalia
Conclusion

45. Higher education in Kenya Kenya’s higher education system is diversified, comprising universities, technical and vocational schools, and colleges.
Universities in Kenya provide undergraduate, postgraduate, and doctorate degrees in a variety of areas.
Technical and vocational schools emphasize practical skills training and provide certifications and degrees in fields such as engineering, healthcare, and business.
Colleges offer specialized training in areas such as teacher education, nursing, and hospitality.
Higher education enrollment has continually increased, reflecting Kenya’s growing need for postsecondary education.
Higher education is critical for national development because it helps to generate a competent workforce, promotes innovation and research, and creates chances for social mobility and economic progress.

46. Governance Date in Kenya Kenya has implemented considerable governance reforms in higher education to improve quality, efficiency, and accountability.
Regulatory authorities, such as the Commission for University Education (CUE) and the Technical and Vocational Education and Training Authority (TVETA), have been formed to monitor and govern the activities of universities and technical institutes.
These regulatory authorities play an important role in establishing quality standards, curriculum creation, program accreditation, and institutional performance monitoring.
To promote uniformity and excellence in higher education, quality assurance systems have been established, including the Kenya National Qualifications Authority (KNQA) and the Kenya Universities and Colleges Central Placement Service (KUCCPS).

47. Cont… Transparency measures, such as the disclosure of performance indicators and audit reports, encourage accountability and enable stakeholders to evaluate the quality and efficacy of higher education institutions.
Governance changes have also aimed to increase student engagement and representation, encourage ethical behaviors, and promote institutional autonomy.

48. Challenges in Kenyan higher education governance In this Section, we will identify the challenges and issues faced in the governance of higher education in Kenya. We will discuss key areas such as funding, access, quality assurance, and institutional autonomy.
Funding: Insufficient funding poses a significant challenge to higher education institutions in Kenya. Limited financial resources can hinder infrastructure development, research activities, faculty recruitment, and student support services.
Access: Despite efforts to increase access to higher education, there are still barriers that prevent equitable participation. Factors such as high tuition fees, limited capacity in institutions, and regional disparities in educational opportunities contribute to unequal access.
Quality Assurance: Maintaining and enhancing quality standards in higher education remains a challenge. Ensuring consistent quality across institutions, updating curricula to meet evolving needs, and aligning programs with industry requirements require ongoing attention and resources.
Institutional Autonomy: Striking a balance between institutional autonomy and regulatory oversight is a challenge. Institutions need autonomy to innovate and make timely decisions, while effective regulation is crucial to maintain quality and accountability.

49. Higher education in Somalia The higher education system in Somalia is undergoing a process of rebuilding and restructuring after years of conflict and instability. It consists of universities, colleges, and vocational training centers.
Higher education institutions in Somalia often face unique challenges due to the country’s post-conflict context. Limited resources, infrastructure damage, scarcity of qualified faculty, and disrupted academic activities pose significant hurdles.
Higher education institutions in Somalia struggle with issues such as inadequate funding, lack of quality assurance mechanisms, limited access to educational opportunities, and insufficient collaboration and coordination among institutions and stakeholders.
Rebuilding and revitalizing higher education in post-conflict contexts like Somalia is crucial for the country’s social and economic development. Higher education plays a vital role in rebuilding human capital, fostering peace and reconciliation, promoting critical thinking and innovation, and preparing individuals for leadership roles in society.

50. Comparative Analysis: Kenya Vs Somalia Kenya has made significant strides in higher education governance with the establishment of regulatory bodies like the Commission for University Education (CUE) and the Technical and Vocational Education and Training Authority (TVETA). The country has implemented governance reforms to enhance quality assurance, transparency, and accountability. Kenya’s higher education system benefits from a diverse range of institutions and has experienced steady enrollment growth.
Somalia’s higher education system is in a phase of recovery and rebuilding following years of conflict and instability. The governance of higher education in Somalia faces unique challenges including limited resources, damaged infrastructure, and a scarcity of qualified faculty. Efforts are being made to rebuild the system, but significant work is still needed to establish robust governance frameworks.

51. Recommendation for Somalia Improving governance in higher education in Somalia, drawing from successful reforms in Kenya. I will suggest strategies for enhancing institutional capacity, funding, quality assurance, and stakeholder engagement.
Enhancing Institutional Capacity:
Invest in faculty development programs to improve teaching quality and research output.
Establish mechanisms for recruiting and retaining qualified faculty members.
Encourage collaboration and knowledge-sharing among higher education institutions within Somalia and with international partners.
Develop robust governance structures within institutions to ensure effective decision-making and accountability.

52. Cont… Securing Adequate Funding: Advocate for increased public investment in higher education to support infrastructure development, research activities, and student support services.
Explore innovative funding models such as public-private partnerships and endowments.
Strengthen financial management systems within institutions to ensure transparent and effective utilization of funds. Strengthening Quality Assurance :
Establish an independent and credible quality assurance agency responsible for accreditation, monitoring, and evaluation of higher education institutions.
Develop clear quality standards and benchmarks for programs and institutions .
Implement regular institutional audits and evaluations to ensure compliance with quality standards .

53. Conclusion The presentation highlights the need of good governance in higher education for national growth and capacity building.
Both Kenya and Somalia have governance issues, including finance, access, quality assurance, and institutional autonomy.
Successful reforms in Kenya can be used as a model for Somalia’s efforts. Rebuilding and renewing higher education is critical for national growth and capacity building.
Effective governance guarantees high-quality education, prepares individuals for leadership positions, promotes innovation, attracts investment, and improves institutional reputation.

54. Thank You I’d want to offer my heartfelt appreciation to those listening for their participation and attention. Your active participation in this lecture is much appreciated .

55. PRESENTER 4 JAMAC ABDI IBRAAHIM GOVERNANCE REFORMS IN HIGHER EDUCATION IN AFRICA: THE CASE OF AUTONOMY AND ACCOUNTABILITY IN ETHIOPIAN HIGHER EDUCATION

56. GOVERNANCE REFORMS IN HIGHER EDUCATION IN AFRICA: THE CASE OF AUTONOMY AND ACCOUNTABILITY IN ETHIOPIAN HIGHER EDUCATION This study examines the impact of higher education policy reform in Ethiopia, focusing on autonomy and accountability, analyzing the policy context and its outcomes. Development of higher education in Ethiopia Evolution of higher education in Ethiopia The history of higher education in Ethiopia dates back to the 5 th century, with traditional church-based education and the later introduction of Islamic Quranic schools. Modern higher education began in the 20 th century, with the establishment of Trinity College (later the University College of Addis Ababa) in 1950 and Haile Selassie I University in 1961.

57. Cont… Under the Derg military regime from 1974 to 1991, higher education was centralized and transformed to promote Marxist-Leninist ideology. After the overthrow of the Derg , the new government’s 1994 Education and Training Policy sought to make the education system more responsive to the needs of the people.
This led to significant expansion of the higher education sector, growing from 2 universities and under 10,000 students to 33 publics and 64 private universities with close to half a million students today. The passage highlights the evolution of Ethiopia’s higher education system from its traditional roots to the modern, government-regulated structure that exists now .

58. The objectives of the study The study investigates the impact of Ethiopia’s higher education reform on policy and governance structures, focusing on the management and managerial effectiveness of higher education at national and institutional levels. Specific objectives were: To study the evolution of steering policies and new governance structures to manage higher education at system level.
To examine the implications of steering policies and new governance structures to manage higher education at national level.
To analyze the implications of steering policies and governance structures for institutional effectiveness in higher education.

59. Research methodology This study employed a mixed-methods approach, collecting evidence at both the national and institutional levels. At the national level, the researchers conducted interviews with officials from the Ministry of Education, the Higher Education Relevance and Quality Assurance Agency, and the Higher Education Strategy Centre. These interviews focused on the content, intentions, and effects of higher education reforms on institutional autonomy and academic freedom.
For the institutional case study of Addis Ababa University, the largest and oldest higher education institution in Ethiopia, the researchers collected both quantitative and qualitative data. They distributed 80 questionnaires to faculty members across four colleges and one school at the university, with 72 questionnaires returned. The respondents ranged from professors to lecturers, with most having over 10 years of teaching experience. The researchers also gathered documentary evidence on the reforms from national offices and Addis Ababa University’s central administration.

60. Governance reforms at national level Prior to the 2003 reform, the higher education system in Ethiopia faced challenges in terms of access, quality, efficiency, and equity. To address these issues, the government decided to radically reform the higher education sector.
The Ethiopian government has implemented a legal framework to reform higher education, aiming to increase economic and social progress. The 2003 proclamation of higher education (351/2003) established conditions for establishing and developing Higher Education Institutions (HEIs) in Ethiopia. This legal framework reinstates the autonomy of HEIs and protects academic freedom, following the defunct Imperial Charter of Haile Selassie I University in 1977. It defines the governance structure, powers, and objectives for HEIs, including the rights and responsibilities of academic staff. The framework also allows private HEIs to be established in Ethiopia, requiring them to operate with integrity and maintain quality standards. The framework also sets out criteria and procedures for accreditation. The tenure of academic staff is reinstated in recognition of efficiency in performance.

61. Seven critical reforms to higher education These seven Critical Reforms are Discussed in This Paper: Introducing cost-sharing to higher education,
The 2003 financial reform in Ethiopia introduced cost-sharing in public Higher Education Institutions (HEIs) and regulations for private HEIs. Students are now expected to cover 15% of their education costs, including housing and meals. This change was criticized for unfairly covering tuition and other costs. The government arranges student loans through a graduate tax system, with each employer tainting the employee.
Changing the system for financing higher education,
The block grant system, introduced by financial reforms, provides greater financial autonomy to public Higher Education Institutions (HEIs) through a five-year strategic plan, with 20% annual grant disbursement.

62. Cont… Devolution of power in managing higher education institutions , The Proclamation 351/2003 emphasizes autonomy and accountability in higher education institutions, allowing self-administration and clear government regulation. The administrative board supervises coordination with government, business, and academia, while HERQAA and HESC regulate standards. The Ministry of Education coordinates institutions through state minister and Reform Council of Universities (RCU). Establishing a Council of Universities, Establishing critical regulatory bodies, Changing the governance structure, Changing the curriculum of higher education institutions. Four new courses, designed by a MoE taskforce, were introduced to improve the curriculum of higher education graduates, addressing skills deficiencies in civics, ethics, entrepreneurship development, and communication skills.

63. Cont… Relationship between the Ministry of Education, buffer organizations, and autonomous institutions In 2003, Higher Education Institutions (HEIs) became legally autonomous, with the Ministry of Education ( MoE ) taking responsibility for reforms and coordination. Buffer institutions, like RCU, HERQAA, and HESC, took over regulation and supervision, creating new accountability centers and allowing HEIs to manage their affairs independently. Governance and management at Addis Ababa University The university underwent governance reform in December 2002, implementing principles of vertical and horizontal decentralization, and improving self-governance, inclusiveness, and transparency. This involved creating decision-making assemblies and committees, extending academic autonomy, and enhancing academic democracy. The university also created five new offices at the vice-president level, and clustered existing faculties and schools into seven colleges. These colleges had greater autonomy, including becoming budget centers, and were given more responsibility for their activities. However, activity centers lacked autonomy in resource use.

64. Cont… Accountability measures The 2003 higher education reform in Ethiopia aimed to improve accountability through a Business Process Reengineering (BPR) design. However, the implementation created a highly complex structure that complicated accountability centers.
The reform intended to optimize efficiency and improve service delivery, with universities accountable for teaching and research results. At Addis Ababa University, this meant producing high graduate numbers, especially in engineering and health.
The university planned to use communications, assessments, and deliberations for accountability, creating offices and structures to represent each. But the resulting self-governance structure included multiple levels of offices, assemblies, and committees, making accountability mechanisms more convoluted.
The reform’s goal of enhancing efficiency and accountability was undermined by this overly complex organizational structure. The well-intentioned accountability measures led to the opposite effect, with centers of accountability becoming less transparent and efficient.

65. Comparing Higher education in Ethiopia and Somalia Both Ethiopia and Somalia have historically struggled to improve access and quality in their higher education systems. Efforts have been made in both countries to increase private sector participation in higher education. However, the reforms and outcomes have differed significantly. Ethiopia has undergone more comprehensive higher education reforms since the early 2000s, establishing legal frameworks for autonomy, accreditation, and restructuring. In contrast, Somalia’s higher education system was severely disrupted by civil war in the 1990s, and the rebuilding process has been slower and more fragmented. Ethiopia’s higher education system has expanded rapidly, growing from 2 universities to over 30 public and 60 private institutions, while Somalia still has only one public university; with limited colleges
and over 50 private ones. Ethiopia has also developed more robust accountability mechanisms and quality assurance frameworks, which remain weaker in Somalia’s decentralized higher education governance. Overall, Ethiopia’s higher education system is more centrally coordinated and integrated, while Somalia’s remains more uneven in quality and governance across different institutions as it continues rebuilding from the disruptions of conflict.

66. PRESENTER 5 Abdullahi Ahmed Adow HIGHER EDUCATION AND GOVERNANCE REFORMS IN NIGERIA

67. HIGHER EDUCATION AND GOVERNANCE REFORMS IN NIGERIA: UNIVERSITY AUTONOMY The evolution of higher education in Nigeria and recent reform efforts Nigeria's higher education system, including universities, polytechnics, colleges, and professional institutions, has undergone significant reforms and growth. Initially established in the late colonial era, Nigeria's university education began with Yaba Higher College in 1934 and University College Ibadan in 2004. In the late 1950s, Nigeria's self-government regions emphasized the need for high-level worker training. The University of Nigeria was established in 1960, and by 1962, there were five universities in Nigeria, including two federal and three regional ones. The University of Benin was established in 1972, marking the first generation of Nigerian universities.

68. Cont… In the 1990s, Nigeria established 127 privately owned universities to address admissions blocks and government’s desire for private sector efficiency in higher education. As of 2013, there are 127 universities, offering nearly 1,450 programs for 1.2 million students. However, efforts to expand enrollment and improve educational quality have been constrained by shortages of qualified academic staff. As a result, Nigeria has the largest higher education market in Africa.
Nigeria, Africa’s largest higher education market, struggles to admit all qualified applicants due to limited capacity of public universities and exorbitant fees at privately owned institutions. This has led to Nigeria becoming a ready market for foreign universities, with students spending close to NGN 70 billion on tuition and living expenses in the US and UK. To address this, the federal government established nine additional universities in 2011.

69. Objectives of reforms and methodology adopted to carry out the research study The changing economic, social, and political situations in developed and developing countries necessitate constant innovation and reform in education. Educational reforms are necessary to address new ideas and needs, as seen in Nigeria’s higher education philosophy. The goals of tertiary education are:
to contribute to national development
the importance of high-level workforce training in contributing to national development,
instilling societal values,
developing intellectual capabilities,
acquiring self-reliance skills,
promoting scholarship and community service,
forging national unity, and promoting international understanding.

70. Cont… The study aims to assess Nigeria’s university system’s responsiveness to the University Autonomy Act in 2003, focusing on access, teaching/learning, financing, and management/governance. It aims to determine if the reforms were achieved and their broader effects on HEI management.
• What is the objective of the university autonomy reforms and what are the key elements?
• What areas are affected by the introduction of these reforms?
• What are the intended and unintended effects of the reforms on the management and effectiveness of the university system?
• What conclusions and implications can be drawn from the introduction of the reforms?

71. University Autonomy Acts In Nigeria The University (Miscellaneous Provisions) Act 2003 in Nigeria aimed to improve university autonomy by granting universities the freedom to govern themselves, appoint key officers, determine staff conditions, control student admissions, and academic curricula, in response to the demand for democratization of public educational institutions. Pre-autonomy era During Nigeria's pre-autonomy era, the university system was ruled by government control, leading to tribalism, discrimination, insecurity, corruption, and uncertainty. Examples include the firing of professors at the University of Lagos and the arrest of professors at the University of Ibadan and Obafemi Awolowo University. These actions contradict Nigeria's national education policy and fundamental human rights conventions, which emphasize the promotion of scholarship, physical and intellectual skills, and human capital development. 

72. Important elements of the autonomy reforms The Nigerian university act aimed to restore administrative and academic powers, promote academic freedom, financial autonomy, and university management, and ensure student participation in governance, aiming to reorganize Nigeria’s universities.
New regulations at the national level
The National Universities Commission (NUC) in Nigeria is responsible for external regulation of university administration, aiming to ensure the orderly development of Nigerian university education, maintain high standards, and ensure adequate funding. The NUC’s activities in improving the quality of university education in the country include:

73. Cont… The NUC’s activities in improving the quality of university education in the country include: •accreditation of courses, • approval of courses and programmers, • maintenance of minimum academic standards, • monitoring of public and private universities, • giving guidelines for the establishment of universities, • prevention of the establishment of illegal campuses, • implementing appropriate authorizations.

74. Relationship between the Ministry of Education, buffer institutions, and universities The Federal Ministry of Education (FME) oversees the higher education system, overseeing regulatory agencies like the National University Commission (NUC), National Board for Technical Education (NBTE), and National Commission for Colleges of Education (NCCE). These agencies plan, organize, coordinate, and control higher education institutions, manage funds, and ensure minimum standards and quality. Areas affected by university autonomy reforms University autonomy is crucial for knowledge advancement and protection from government interference. It involves issues like student admission, academic staff appointments, education content, growth rate, balance between teaching, research, and publication, and income allocation. This section examines the impact of university reform on academic freedom, financial autonomy, and institutional management.

75. University autonomy and academic freedom University autonomy and academic freedom are essential ideals for universities to fulfill their responsibility of educating students and advancing knowledge. Academic freedom involves self-direction in review, research, teaching, and learning, as long as it adheres to established scholarly methodology and professional practice. It also requires professors to submit their knowledge for hard review. University autonomy and human resource management University autonomy in Nigeria has impacted staffing and human resource management, particularly in recruitment, selection, and placement.

76. Conclusion: Implications of introducing reforms in the universities The return of university autonomy in Nigeria has significantly improved the management and governance of the country's higher education institutions. Past to this, the university system collapsed due to increased enrolments, low staffing capacity, and a shortage of funds. The central government's usurpation of university autonomy led to a decline in research output, educational quality, and inflexible management structures. This led to the Mixed Requirements (Amendment) Act, which provided for the autonomy, management, and re-organization of the university system.

77. Presenter 6 Zahra Ahmed Barow GOVERNANCE REFORMS IN HIGHER EDUCATION: GHANA

78. Introduction Ghana was the first British colony in Africa south of the Sahara to attain independence, which it did in 1957 under the leadership of Dr. Kwame Nkrumah and the Convention People's Party (CPP). Ghana has experienced periods of military and civilian rule but has been a stable democratic nation since the 1992 constitution came into effect.

79. ConT... Higher education in Ghana dates back to 1948 with the establishment of the University of Ghana, initially affiliated with the University of London. Ghana has a variety of public universities, including the Kwame Nkrumah University of Science and Technology (KNUST), the University of Cape Coast (UCC), the University for Development Studies, the University of Education Winneba, and the University of Mines and Technology. Parliament approved two more public universities in 2012, focusing on health and energy-related education.

80. Educational Reforms in Ghana The major educational reform in Ghana occurred in 1987 to address the country’s human resource needs. The reforms aimed at providing a broad-ranging manpower supply for various sectors, including agriculture, science, and technology, to enhance the nation’s development. In 1998, issues such as access, quality, relevance, governance, management, and inadequate funding were identified as critical problems in tertiary education. The National Council for Tertiary Education (NCTE) and the National Accreditation Board (NAB) were established as a result of these reforms to ensure quality and standards in higher education.

81. Cont… The NCTE was tasked with providing policy advice, coordinating funding, and ensuring efficient resource allocation, while the NAB was responsible for accrediting institutions and programs, thus maintaining high standards across the sector​​.
The University of Ghana undertook significant internal reforms starting in 2007. These reforms aimed to improve governance, management, and administrative efficiency. Key changes included restructuring the university’s statutes, improving the quality of academic programs, and expanding infrastructure and resources. The reforms also led to the creation of new governance structures, enhancing autonomy and accountability within the university.

82. Recent Developments: Enhancing Quality and Inclusivity Recent educational reforms in Ghana have continued to focus on improving the quality and inclusivity of education at all levels. Initiatives have been introduced to expand access to education, particularly for disadvantaged groups, and to improve the quality of teaching and learning. The government has also invested in the development of technical and vocational education and training (TVET) to provide students with practical skills that are directly relevant to the job market.

83. Cont… Additionally, efforts have been made to integrate technology into the education system, enhancing the learning experience and better preparing students for the demands of the modern workforce.

84. Comparative: Ghana and Somalia Ghana: The reforms in Ghana have primarily focused on enhancing the quality and governance of higher education to meet national development needs, improving access, and ensuring financial sustainability through various innovative strategies. Somalia: In contrast, Somalia's reforms are foundational, aiming to rebuild the entire education system from a state of disrepair due to conflict. The focus is on establishing basic structures, curricula, and policies to ensure stability and gradual development.

85. Challenges Ghana: Challenges include managing increased enrolment, ensuring adequate funding, and maintaining high standards of education amidst rapid expansion.
Somalia: The primary challenges are related to political instability, inadequate infrastructure, and the need for significant international support to rebuild the educational framework.

86. Governance and Management Ghana: The introduction of bodies like NCTE and NAB has significantly improved the governance and management of higher education institutions, promoting autonomy and accountability. Somalia: Governance in Somalia is still evolving, with efforts focused on establishing a central education authority capable of overseeing and implementing reforms across the country.