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As global dynamics shift and new challenges emerge, African institutions are embracing new approaches in teaching, research, and community engagement to better serve their students and societies. The sector is continuously being transformed, and in the last decade numerous publications and projects have emerged that address the issues of re-envisioning, re-imagining, or revitalising it (Badat, 2023; Dei, Osei-Bonsu & Amponsah, 2020; Oanda & Sall 2016; Zeleza, 2024). The expectations that universities should play a role in innovation has been a driving force for African universities to chart new paths by establishing partnerships and collaborations of various types on their terms. Universities are definitely responding to the calls for a reimagining of how teaching, research, and community engagement are approached, fostering a more integrated, inclusive, and impactful higher education landscape. This is evident in their innovative practices that aim to elevate the quality and impact of universities across the continent.
These innovative practices are redefining the educational landscape and fostering a culture of creativity, collaboration, and excellence. By integrating interdisciplinary research and community-driven initiatives, African universities are positioning themselves as key players in both regional and global contexts. This chapter delves into the diverse and dynamic strategies being implemented to enhance the overall effectiveness and relevance of higher education in Africa.
2 Internationalisation and Collaboration
Internationalisation and local collaborations are pivotal in the advancement of African higher education institutions. By forging partnerships with universities and research centres worldwide, African institutions are able to access new resources, knowledge, and technologies, thereby enhancing their educational and research capabilities. International collaborations often bring opportunities for student and faculty exchanges, joint research projects, and participation in global academic networks, which help to elevate the global standing of African universities. Simultaneously, local collaborations with industries, non-governmental organisations, and community groups ensure that the research and teaching efforts are grounded in the realities of African societies. These partnerships facilitate the translation of academic work into practical solutions that address local challenges, fostering a symbiotic relationship where both academic and community needs are met.
Universities are by nature competitive with one another. However, they could benefit from borrowing practices from industry such as the concept of coopetition, where institutions blend cooperation and competition for the mutuality of benefit for partnering institutions. African universities are not in coopetition relations yet but have been working on positioning themselves to cooperate and compete in the global market. One example to mention in this case is the University of Pretoria in South Africa where its leadership prioritised effective local and international partnerships that are a contributing factor in improving its global rankings recently. Moja (2018) further presents an argument for the exploration and the promotion of regional collaboration through various forms of partnerships. She states that there are some collaboration efforts and active research partnerships in place in Africa that serve as regional models for others, such as the various African Centers of Excellence promoted by the Association of Research Universities in Africa (ARUA), the Association of African Universities, and the World Bank. Partnerships have promoted collaborations between African academics and international researchers and have played a crucial role in enhancing research output. Many African researchers engage in collaborations with colleagues from around the world, resulting in joint publications and the sharing of expertise. However, Mouton and Blanckenberg’s (2017) study indicate that there are more joint publications with external scholars than joint publications amongst scholars within Africa, which is an issue that needs to be addressed. Another positive outcome of partnerships has been the financial support and resources they attract (Makoni, 2017).
has been a growing policy focus on the university’s contributions to innovation and economic development. As such, the university is expected to play a central role in this adaptation since, as the main knowledge institution in any society, it is assumed to link research and education effectively to innovation. (p. 5)
Internationalisation and collaboration in African higher education have emerged as critical drivers of progress, innovation, and global engagement in recent years. As universities and academic institutions across the continent seek to expand their global reach, gain visibility, collaborate in knowledge production, and enhance their educational offerings, internationalisation and collaboration have become essential components of their strategies. Internationalisation in African higher education encompasses a range of activities aimed at enhancing global engagement and achieving the United Nations Sustainable Development Goals, fostering cultural exchange, and promoting international collaboration. It involves the development of mutually beneficial partnerships, the promotion of student and staff mobility, the integration of global perspectives into curricula, and the establishment of research collaborations. In recent decades, there has been a growing recognition of the need to enhance the capacity of African institutions and promote more equitable and mutually beneficial collaborations. A case in point is the recent February 2023 US-Africa University Partnership Initiative Summit co-hosted by the University of Pretoria in collaboration with the US Embassy in South Africa. The key goal was to share experiences and lessons from collaborative partnerships between African and US higher education institutions. At the summit, the US Assistant Secretary Phee challenged participants to do more: more research, more exchanges, more collaboration, and more partnerships.
Internationalisation has also been facilitated through projects such as the Carnegie African Diaspora Fellowship Program (CADFP) that has mobilised the African diaspora to engage with African universities. The programme was launched in 2013 and to date has awarded 667 fellowships for participation at 179 universities in Africa. Such internationalisation initiatives have involved the African diaspora academics and created opportunities for African universities to learn from global best practices, enhance their academic programmes, and develop a diverse and inclusive learning environment.
There are regional collaboration initiatives such as the African Higher Education Harmonization and Tuning project, which seeks to develop a common framework for academic standards and qualifications across the continent (Teferra, 2012). Other regional collaborations focus on research, such as the Association of Research Universities in Africa (ARUA), or on the training of
It is important to note that internationalisation and collaboration in African higher education is aligned with broader development agendas, such as the United Nations Sustainable Development Goals and the African Union’s Agenda 2063 (Aats, Greijn, Mohamedbhai & Jowi, 2020). Universities in Africa are increasingly embarking on research agendas informed by these development frameworks, contributing to the attainment of socioeconomic, environmental, and cultural objectives. By aligning their efforts with national, regional, and global development agendas, African universities are well-positioned to address the unique challenges facing the continent and contribute to its sustainable development.
Internationalisation and collaboration in African higher education are essential catalysts for progress, innovation, and societal development. Through international collaborations, African universities are expanding their horizons, enhancing their academic programmes, and contributing to global knowledge production whilst addressing local challenges and fostering sustainable development.
3 Promoting Diversity, Relevance and Engagement
African universities are adapting to the changing landscape of higher education by adopting approaches that promote diversity, relevance, and engagement. As mentioned earlier, African universities are boldly embracing change, charting new paths, and redefining their approaches to teaching, research, and community engagement.
3.1 Diversity of Knowledge Systems
Universities in Africa are embracing change by revisiting traditional pedagogical approaches as well as making epistemological changes to their curricula offerings. Universities are redefining the landscape of teaching by
In South Africa, examples are the initiative located at the University of Kwa-Zulu Natal and the University of Mpumalanga. The initiative includes a multi-country African Institute of Indigenous Knowledge Systems (AIIKS) set up virtually with plans to partner with the United Nations Educational, Scientific and Cultural Organization (UNESCO). The partnership includes North-West University, the Universities of Limpopo and Venda as well as the University of South Africa (UNISA) as the largest in the country and a distance-learning institution. The centre is one of the five consortium partner institutions that make up the Department of Science and Innovation-National Research Foundation (DSI-NRF) Centre in Indigenous Knowledge Systems (CIKS). At UMP, their website mentions that their curricula and extracurricular activities expose students to different ways of knowing and to the value of Indigenous Knowledge Systems.
Another example in South Africa is the North-West University which pioneered the African Indigenous Knowledge Systems with the establishment of the Indigenous Knowledge Systems (IKS) Centre. The Centre is hosted by the Faculty of Natural and Agricultural Sciences (FNAS). The IKS Centre is inter-multidisciplinary in nature and engages in teaching, learning, research, and community engagement across different fields, such as African indigenous astronomy, African indigenous health systems, African indigenous agriculture, African indigenous science and technology, African indigenous languages, African heritage, African arts and culture, biodiversity, cultural diversity, African indigenous law, African indigenous education, African traditional leadership and governance, etc. The IKS Centre offers a Bachelor’s degree in Indigenous Knowledge Systems (BIKS), which is approved and recognised by all relevant institutions of government.
To further deepen this drive in the country, the NRF has issued calls for proposals to cover areas such as IKS and Bioeconomy (African traditional medicine, food security and cosmetics); IKS Epistemology (Ubuntu and cosmology, taxonomies, pedagogies and methodologies); IKS and Climate Change; IKS and Energy; IKS Practices of Khoi, Nama, Griqua and San communities; and novel and creative thinking that will shift the boundaries of IKS knowledge
The Centre for African Studies based at the University of Cape Town focuses on the interdisciplinary study of Africa’s diverse cultures, histories, and societies. The centre offers courses that explore African languages, literature, art, and music, thus providing students with a deeper understanding of African cultures and heritage. The centre also hosts public lectures, conferences, and cultural events to promote dialogue and engagement around African knowledge systems.
In East Africa, the University of Nairobi has taken significant steps to integrate indigenous knowledge and cultural heritage into its academic programmes and research activities. The university recognises the wealth of indigenous knowledge that exists in Kenya and the importance of preserving and promoting this knowledge within the educational system. The Institute of Anthropology, Gender and African Studies at the University of Nairobi is one of the key institutions driving the integration of indigenous knowledge. The institute offers courses and research opportunities that explore various aspects of African cultures, including indigenous knowledge systems, traditional medicine, cultural practices, and belief systems. Students and researchers have the opportunity to engage with local communities and learn from indigenous knowledge holders. Additionally, the university hosts cultural events, workshops, and conferences that celebrate and showcase indigenous knowledge and cultural heritage. These events provide a platform for dialogue, knowledge exchange, and community engagement.
Furthermore, the University of Nairobi has established partnerships with local communities and organisations to promote the documentation, preservation, and revitalisation of indigenous knowledge. Collaborative research projects are undertaken to address local challenges and leverage indigenous knowledge for sustainable development. Through these initiatives, the University of Nairobi aims to provide a culturally inclusive and relevant education that embraces the contributions of indigenous knowledge. By incorporating indigenous perspectives, the university prepares students to appreciate and engage with the rich cultural heritage of Kenya and contributes to the preservation and promotion of indigenous knowledge for the benefit of society.
Last but not least, in West Africa, universities are also recognising the importance of indigenous knowledge and cultural heritage and incorporating them into their educational programmes. For example, through its Department of Archaeology and Anthropology, the University of Ibadan, Nigeria has developed initiatives focused on integrating indigenous knowledge and cultural heritage into its academic programmes. The Department conducts research
Another example in West Africa is the University of Ghana with its Institute of African Studies, which plays a significant role in the integration of indigenous knowledge and cultural heritage. The institute offers interdisciplinary courses that explore African history, cultures, languages, and traditional knowledge systems. It also hosts research projects and cultural events to foster the understanding and appreciation of African cultural heritage. There are also efforts to link indigenous knowledge to sustainable development agendas (Amlor, 2015). The last one to mention in this case is the University of Cheikh Anta Diop in Senegal which has a strong focus on African cultures and indigenous knowledge. The Faculty of Arts and Humanities offers programmes that examine African languages, literature, history, and cultural practices. The university’s Center for Research and Documentation on African Traditions and Languages promotes the study and documentation of indigenous knowledge and collaborates with local communities to preserve and promote traditional cultural practices.
These are just a few examples of universities that are actively recognising the importance of indigenous knowledge and cultural heritage. These universities engage in research, offer specialised courses, and collaborate with communities to ensure that African cultural heritage and traditional knowledge are valued, preserved, and integrated into educational programmes.
3.2 Charting New Paths for Relevance
Universities in Africa are charting new paths and redefining the landscape of research. They are actively engaged in research endeavours that align with national development agendas, regional priorities, and global sustainability goals. National Science Granting Councils are also aligning their priorities in funding research projects that correspond with national, regional, and global development goals (Moja & Okunade, 2022). Universities are conducting research that addresses pressing societal challenges and contributes to the socio-economic development of their respective countries. Their research focus ensures that their efforts are relevant, impactful, and address the unique needs and aspirations of African societies.
For example, research conducted by African universities that align with national development agendas include Agricultural Research for Food Security, where research is conducted to enhance agricultural productivity, improve farming techniques, and address food security challenges. For instance, the
Lastly, another area to mention is that of Renewable Energy and Environmental Sustainability. African universities are at the forefront of research on renewable energy sources, environmental conservation, and climate change adaptation. The University of Ghana’s research on solar energy technologies and their application in rural communities aligns with the country’s renewable energy goals and contributes to sustainable development. These examples illustrate how African universities are conducting research that directly addresses local challenges and contributes to national development priorities. By aligning their research agendas with national agendas, universities ensure that their efforts have practical applications and lead to tangible benefits for their societies.
3.3 Redefining the Landscape of Community Engagement
African universities are increasingly recognising the importance of community engagement and forging strong ties with local communities. They are actually undergoing a transformation in their approach to community engagement, recognising its pivotal role in fostering positive social change and contributing to sustainable development. Universities are establishing partnerships and collaborative projects with community organisations, government agencies, and industry stakeholders to address community needs and contribute to sustainable development. These engagements involve knowledge co-creation and sharing, capacity building, and collaborative problem-solving to foster positive social change.
They recognise and value the wealth of indigenous knowledge and cultural heritage present within their communities and strive to incorporate those communities into research, teaching, and community development efforts. For example, universities collaborate with community elders, traditional leaders, and local experts to document traditional practices, medicinal knowledge, and sustainable resource management techniques. This knowledge sharing approach ensures that community voices are heard, respected, and integrated into academic endeavours.
It is important to note that the project goes beyond documentation and aims to promote the integration of traditional knowledge into academic and research activities and teaching. There is mutuality of benefit to the partners since, in return, the partnership benefits the San community by promoting cultural preservation, raising awareness about their unique heritage, and creating opportunities for economic empowerment. As a result, they contribute to capacity building and skills development, collaborate in problem solving, and inform policies aimed at benefiting society as a whole.
3.3.1 Capacity Building and Skills Development
Universities are playing a crucial role in capacity building and skills development within local communities. They offer training programmes, workshops, and practical initiatives to empower community members and enhance their livelihoods. Some programmes include entrepreneurship training, vocational skills development, and support for small-scale businesses. By equipping individuals with relevant skills and knowledge, universities are contributing to local economic development and empower communities to address their own challenges.
3.3.2 Collaborative Problem-Solving
Universities are increasingly embracing a collaborative problem-solving approach, partnering with communities to address pressing social, environmental, and economic challenges. This sometimes involves joint research projects, community-based participatory research, and multidisciplinary initiatives. For instance, some universities work with communities to develop sustainable agriculture practices, implement renewable energy projects, or devise strategies for poverty alleviation. These collaborative efforts ensure that solutions are context-specific, responsive to local needs, and sustainable in the long term.
3.3.3
African universities are now leveraging their expertise to inform policy-making processes and advocate for positive social change. They engage with government agencies, NGOs, and civil society organisations to contribute research-based insights and recommendations on key development issues. Through policy engagement and advocacy, universities play a vital role in influencing decision-making processes and shaping policies that benefit local communities.
By embracing community engagement, African universities are redefining their role as agents of social change and sustainable development. Through knowledge sharing, capacity building, collaborative problem-solving, and policy engagement, universities are actively contributing to the well-being and empowerment of local communities. This transformation in community engagement practices not only benefits the communities themselves but also enriches the academic endeavours of the universities and fosters a more inclusive and socially responsible higher education sector in Africa.
In summary, these examples demonstrate the various ways in which African universities are embracing change, forging collaborations, integrating local knowledge, and engaging with communities to redefine the landscape of teaching, research, and community engagement. They are boldly embracing change, charting new paths, and redefining the landscape of teaching, research, and community engagement.
4 Addressing Funding Challenges
Research in universities is one of the three key functions of any university, side by side with teaching and community engagement. Sawyerr (2004) and Ahemba (2006) (in Kyaligonza, 2015) make a point that production of quality research depends a lot on the funding resources available. However, research in African university is often underfunded by governments and is not regarded as a top priority in most universities especially in a context where they face competing demands to pay salaries and maintain the infrastructure. It is against this background that African universities aspire to move from being teaching-intensive to becoming research-intensive as articulated in their mission statements. Unfortunately, this is not possible if there is no strong financially based support for research. Governments in Africa have been struggling to meet a commitment they made to fund Research and Development at the level of 1% of their GDP since the commitment was made in 1980 as part of the Lagos Plan (Science Granting Councils Initiative, 2017). As a result, universities
4.1 The Rising Cost of Higher Education
Higher education institutions in Africa have been plagued by budget cuts from their governments amidst rising costs, demands for expansion of access, student failures to pay fees resulting in high levels of debts, and decreasing funding from donors due to what has been referred to as donor fatigue. This is happening in a context where higher education in many African countries is tuition free for students and mainly funded from the taxpayers’ contributions. However, students are still charged various fees such as application fees and other additional fees for universities to cover their operational costs. Attempts to charge tuition or raise fees are met with fierce resistance from students who are sometimes supported by other stakeholders, as was the case in Sudan (Sawahel, 2023), or politicians hoping to get student votes. In South Africa, where the 2015 #FeesMustFall student protest led to the then President Zuma, on his way out of the political office, declaring that there would be no more tuition charges for students who cannot afford higher education, student debt has continued to be a problem for institutions (Banda & Lusengo, 2023). As a result, some institutions opt to block students who owe monies from registering, which in turn leads to further protests by students that destabilise the institutions. In Zimbabwe, the National University of Science and Technology had to reverse its proposed 100% fee hike following student protests (Gora, 2023).
Institutions in Africa have been resilient and continually work around the challenges they face to keep their doors open and continue delivering education. Activities in increasing a third stream of funding, in addition to government subsidies and student fees, are escalating as more and more institutions have embarked on income-generating activities to raise funds. Third-stream funding, according to Ntshoe and De Villiers (2013), include philanthropic funding and academic entrepreneurialism. Third-stream, argues Wedgwood (2005), has become mainstream and is encouraged by governments such as in the USA context with the rationalisation that it serves the purpose of stimulating business growth, supports economic growth, and is about the contribution universities make to society. Monyane (2017) presents a strong case indicating that the survival of South African universities depends on their ability to strengthen the third-stream income, and I would argue that this is the case for many other universities in Africa as well. Visiting some of the universities in Ghana and Uganda, one is struck by the deteriorating infrastructure, as universities struggle to keep up with capital projects on their campuses. Monyane (2017) further asserts that commercial activities at universities “includes
There are a range of activities that universities have embarked on to generate funds such as the ones discussed in this chapter. In the following, I focus on three, namely, funding for research, consulting services, and the establishment of university foundations.
4.1.1 Third Stream of Funding for Research
There is growing interest among African universities in collaborating with the private sector, non-profit organisations, and governmental agencies on research and development projects. These partnerships often come with funding support and can lead to commercialisation opportunities, creating new revenue streams.
Currently, a number of universities are actively engaging in raising funds for research by conducting collaborative research with industry, government, and non-government organisations such as the University of Nairobi in Kenya, Makerere University in Uganda, Cairo University in Egypt, and Stellenbosch University in South Africa. Partnerships for knowledge production, services to society, and income-generation are central to institutional survival. Knowledge generation for some institutions has resulted in those institutions’ ability to transfer technology and intellectual property in the form of patents, inventions, and copyrights. A study of research funding in Uganda by Kyalingoza et al. (2016) indicated that research was one activity in universities that was grossly underfunded by universities, industry, and government and recommended that universities should consider third-stream sources of funding. Currently, in Uganda, universities are encouraged by their government to set up Technology Transfer Offices (TTO) to generate additional funds and to use research for the benefit of the broader society. This was encouraged because of the innovations being made by Ugandan researchers, as acknowledged by the central institutional set-up dedicated to technology transfer (Uganda National Council for Science and Technology, 2023). In Kenya and Zambia, a unit responsible for the valorisation of research products has been established (Moja & Okunade, 2022). For South Africa, the National Research Foundation (NRF) has developed a partnership strategy for engaging with the private sector as a way of also generating additional resources to fund research projects (National Research Foundation, 2019).
4.1.2 Consulting Services
Many universities have started offering consulting services to industries and organisations that require expertise in areas such as engineering, agriculture,
4.1.3 University Foundations
Setting up endowments is common in universities in the global North, particularly in the US. Alumni tend to be more generous in gifting large sums of money to universities. Teferra (2005) makes a case that African universities need to establish endowments to survive. However, this is something new to them and presents challenges as this form of philanthropy is different from the common forms of African philanthropy which Moja and Jaumont (2022) discuss in their paper.
In South Africa, it is mainly the historically White English universities that had ties with their alumni based in the US, the UK, and Australia, including the University of Cape Town and the University of the Witwatersrand which managed to set up organisations that help them raise funds to support their activities. The University of Cape Town has a representative in the US for the US Fund and another in the UK, the UCT Trust. The same applies for the University of the Witwatersrand with its Wits Fund USA, the Wits Foundation UK, and the Wits Australian Board of Directors.
Another emerging trend, as observed by Jaumont and Moja (2020), is that some of the universities are starting to establish independent foundations such as the one by Cheik Anta Diop University of Dakar (UCAD). With the support of the President of the country, Macky Sall, the Fondation de l’Université Cheikh Anta Diop University (FUCAD) was created in 2009 to support UCAD activities related to research, teaching, improving infrastructure and student living conditions, and other activities. The Partnership for Higher Education in Africa (PHEA), sponsored by several major US foundations, also encouraged universities working to establish Development Offices to help raise funds and be weaned from dependency on donor funding (Jaumont, 2016). Jaumont and Moja (2020), however, acknowledge the fact that while such moves help in raising the much-needed funds, there are risks involved as the third parties might seek greater control over the universities and the involved foundations are often criticised for lack of transparency and cases of fraud and abuse.
5 Conclusion
In concluding, I would like to return to the point made at the beginning that universities in Africa are actively planting the seeds of change, supported by their leaders and nurtured by passionate educators, driven researchers, and
However, despite the progress made in transforming their institutions, universities in Africa continue to face various challenges. Factors such as constrained funding, aging and unmaintained infrastructure, and bureaucratic as well as political barriers hinder universities’ efforts to sustain international partnerships. Another challenge they face is the need to be global partners whilst addressing local priorities as well. To address these issues and stay focused on African problems, African universities need to be financially supported, mainly by their governments, and receive supplemental resources from funding agencies and international partners. There are also contextual issues that universities face such as in South Africa where universities face the challenge of making sure that they are transformed from their apartheid legacy as well.
To conclude, this contribution is also a call for the support of studies on higher education in Africa. The now defunct Center for Higher Education Transformation (CHET) played a critical role in generating an understanding of higher education in Africa and closed down when donor funding ended. There is currently the International Network for Higher Education in Africa (INHEA) based at the University of KwaZulu Natal and the Centre for Research on Evaluation, Science and Technology (CREST) based in South Africa. CREST conducts research on various aspects of science, technology, and higher education, including innovation, research capacity, and science policy. There are also pockets of research on higher education in Africa located within other disciplines, but insufficient information is generated to create a clearer understanding of higher education systems in Africa and the role they play in advancing sustainable development. It is vital that the innovation and transformation ideas which have gone undocumented throughout the continent are captured instead and shared to ensure the continent’s further development.
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