The document discusses plans to strengthen higher education collaboration in Africa through a proposed study on creating an African Higher Education and Research Space (AHERS). It outlines the rationale for AHERS due to the important role of higher education for development. Challenges include disparate higher education systems and low research output. Opportunities include increasing attention on and support for higher education. The proposed AHERS study will utilize research clusters to analyze topics and provide recommendations to help implement AHERS through initiatives like academic mobility and quality assurance. Support for both the study and AHERS is being mobilized through African organizations and forums.

1. WORKING GROUP ON HIGHER EDUCATION (WGHE)
An Analytical Study to
Strengthen and Sustain the “African Higher Education &
Research Space” (AHERS)

2. Outline of Presentation
A bit about ADEA
1. Rationale for AHERS Initiative
2. Challenges
3. Opportunities
4. Background to Proposed AHERS Study
5. Accra Brainstorming Workshop
6. AHERS Concept Note
7. AHERS Methodology and Framework
8. Mobilising Support for AHERS
9. How to contribute to AHERS

3. WHAT IS ADEA?
Established in 1988 as a forum for Donors to
African Education (DAE)
1989 transformed into a Network of African
Ministers of Education and Partners that support
education development in Africa
Functions largely as a forum for policy dialogue
based on evidenced‐based research
The Working Groups are the intellectual arms,
carry out analytical studies and make reccs

4. 1. Rationale
HE plays key role in economic & social development
HE now has even greater role as knowledge producers
& in assisting countries to become knowledge
economies
Countries recruit highly skilled knowledge workers
globally to support their knowledge drive
Knowledge, not natural resources, now a key factor in
determining a country’s global competitiveness

5. 1. Rationale (Cont’d)
Africa desperately needs a strong HE sector to assist in its
rapid development (leap frog)
Cannot afford to lose its trained manpower to other
regions
Needs to produce, seek & adapt knowledge to overcome
its developmental challenges
Must be part of global knowledge economy – locally
relevant and globally competitive
Because of limited resources, this can only be achieved by
collaboration among African countries & their HE systems
Hence the need for a strong continental HE ‘space’

6. 2. Challenges
Africa’s HE & Research Space presently made up of
disparate HE systems (Anglophone, Francophone,
Lusophone, Arabophone)
This handicaps academic mobility within Africa
Because of under‐funding & ‘massification’ , quality of
African HE has suffered
Research output and postgraduate training very low
due to lack of research‐strong academics
Low ICTs use prevents research produced in Africa to
be available to the rest of the world
Insufficient differentiation and articulation limits
lifelong learning opportunities

7. 3. Opportunities
African HE is one of AU’s 8 priorities of the 2nd
Decade of Education and receiving increasing
attention by continental & international organisations
Revitalization of HE is well under way
Almost every REC in Africa has identified HE as a
major area of reform
Pledges for support for African HE from many
international development/funding agencies & even
from emerging economies (Brazil, China, India)
Africa can learn from the successful Bologna Process
in creating its European Higher Education Area

8. 4. Background to Proposed Study
UNESCO/ADEA Task Force for preparation of 2009
UNESCO WCHE identified creation of a HE &
Research Area as a strategic orientation
2009 WCHE Communiqué emphasises need to
develop an African HE & Research Area through
institutional, national, regional & continental
collaboration
Creating a HE & Research Space fits in with AU’s
harmonization strategy for African HE
In July 2009 ADEA WGHE Steering Committee
decided to explore concept of creating African HE &
Research Area through an analytical study

9. 5. Accra Brainstorming Workshop
ADEA/WGHE convened small group of key
stakeholders to a Brainstorming Workshop in Accra in
December 2010
Objectives: to reflect on how to proceed with the
Study, identify TOR, agree on approach, propose time
frame & estimate costs
Meeting supported by AUC and hosted by AAU
Two important outcomes of Accra Workshop :
A Concept Note on African Higher Education & Research
Space (AHERS) for a wider audience of stakeholders
Detailed proposals to undertake the Study through Research
Cluster Teams

10. 6. AHERS Concept Note
Concept Note is available in English, French,
Portuguese, Arabic & widely distributed through
ADEA‐WGHE’s list‐serve, networks and associations
Key Steps for creating AHERS proposed in Concept
Note:
Implementing Arusha Convention
Harmonization of Degree Structures and Credit Transfer
Promoting Quality Assurance
Promoting Research & PG Training through RCEs
Using ICT more Effectively
Promoting Open & Distance Learning and OERs
Building on Regional Initiatives (AArU, CAMES, IUCEA,
SARUA, UEMOA, CAPA)

11. 7. Study Methodology and Framework
Methodology proposed by Accra Workshop was to
create Research Cluster Teams (RCTs):
Regional Qualifications Frameworks & Harmonisation of
Degree Structures
Quality Assurance
Academic Mobility
ICTs Open and Distance Learning and OERs
Differentiation & Articulation in HE & Lifelong Learning
Research & Postgraduate Training
Promoting & Implementing AHERS
Funding of AHERS

12. 7. Study Methodology and Framework (Cont’d)
Each RCT to have a team leader & to comprise several
regional researchers, identified at Accra Workshop
Each RCT to carry out a survey on its own topic in
order to collect data, then analyse data & prepare a
report
A synthesis of all the RCT reports will then be made
Secretariat for the Study to be the ADEA/WGHE at
AUC, which will commission the RCT reports and
coordinate the whole process through a Research
Coordinating Committee
Time frame for Study around 5 months as from
commissioning of RCT reports

13. 8. MOBILISING SUPPORT
Policy dialogue through ADEA and partners: AUC,
UNESCO, AAU, EAU etc.
Key international and continental H E forums
including:
‐ AAU‐COREVIP, in May‐June in Cape Town
‐ UEMOA Launch in September in Bamako
‐ ANIE conference in Abuja in October
‐ IAU Conference in Nairobi in November
Sub‐regional HE bodies: (AArU, CAMES, IUCEA,
SARUA, UEMOA, CAPA)
African and global H E Experts including Diaspora

14. ADEA’s Triennial Meeting
12‐17 February 2012 in Ouagadougou
Burkina Faso
Largest forum of education Ministers and
education specialist
Recommendations are followed up
Funding of small‐scale pilot initiatives
Working Groups annual plans

16. PAN AFRICA UNIVERSITY (PAU)
(Model and Thematic Focus)
PAU a new generation of university, constituted and networked
On existing education and research structures
Five (5) flagship institutes / hubs in areas relevant to Africa’s
Development and allocated competitively by sub-region:
Space sciences (Southern Africa)
Water and Energy including Climate Change (Algeria)
Basic Sciences Technology and Innovation (JKUAT Kenya)
Earth and Life Sciences (University of Ibadan Nigeria)
Governance, Humanities and social sciences (Yaoundé
Cameroon)

17. PAN AFRICA UNIVERSITY (PAU)
(Mandate and Scope)
3 PAU Institutes will be launched by 2012. PAU Institutes will provide
Infrastructure for world-class research and knowledge transfer and train
Masters and Doctoral students:
Each Institute will enroll approximately 100 Masters and
Doctoral students annually.
Network with up to 10 Satellite Centers
A Host Country that commits to provide resources
A Lead Thematic Partner (LTP) for long-term dynamic
academic and research partnership/cooperation with it’s
own academic community
RECs expected to play active financing role

18. 9. HOW TO CONTACT AHERS
AHERS welcomes your views and contributions
Alice Sena Lamptey
a.lamptey@afdb.org
lampteya@africa‐union.org
Cell: 251 (0) 92 080 7232