Academic literature on the topic 'African Higher Education Institutions (AHEI)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'African Higher Education Institutions (AHEI).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "African Higher Education Institutions (AHEI)"
1
Dr., Faustino Taderera (Ph.D.). "Managing Higher Education Pain Points for Knowledge and Innovation for Africa's Development: Lessons from the Rest of The World." RA jouranal of applied research 09, no. 02 (2023): 77–92. https://doi.org/10.5281/zenodo.7616065.
Full textAbstract:
The main thrust of this research was to contribute to theory building in the Pain Points Theory (PPT) and their applicability in African Higher Education Institutions (referred to as AHEI right through), with focus on colleges and universities. The research explored gaps in knowledge regarding this theory as a contribution to knowledge, and in this instance the AHEI was the sample and epicentre of the research and was expected to meet foremost the needs of industry and government as employers of graduated students, then the needs of students and society in knowledge and innovation. This research was conceptual research using literature review only. A Pain Point or constraint is anything that prevents the system from achieving its goal like poor funding, high teaching loads, unattractive research prizes and incentives, low salaries that drive away talented academics and others and finally poor resourcing. The main reasons giving rise to this research were the facts that some colleges and universities in Africa faced challenges in graduate employability and suitability for industry and funding and needed accreditation by government agencies, and some had low innovation and research output. The main objective of this research was to contribute to theory building in the Theory of Higher Education and PPT and identify critical success factors for efficiency in service delivery excellence to students, industry and society in line with market orientation philosophy. The secondary objective was employability of graduates as the end product, maximising knowledge creation and innovation. Qualitative research method in the form of conceptual research was used in this research. The main findings were low salaries were driving away academics to NICs and overseas developed countries, lack of practicals/diverse teaching methods, lack of compulsory internship, unfair assessment, balancing classes with free time, the need for diversity in terms of faculty, uncommitted students, incompetent faculty, outdated syllabus, students from high schools not being college ready, graduates not matching industry requirements, poor internet service, low knowledge creation, lower levels of innovation and industrialisation in Africa, unattractive prizes for researchers and same for research incentives, lack of apprenticeship in some countries and no research funding.
2
Genga, Cheryl Akinyi, and Sunday Samson Babalola. "Digital Transformation: The Need for a Sustainable Green Culture in African Higher Education Institutions." Journal of Educational Technology Development and Exchange 18, no. 1 (2025): 109–30. https://doi.org/10.18785/jetde.1801.07.
Full textAbstract:
Digital transformation (DT) continuously affects individuals and organisations. African Higher Education Institutions (AHEIs) must prioritise robust IT infrastructure to enhance research, modernise teaching, and improve learning experiences in the digital era. Despite policies and programs promoting digital education, AHEIs face challenges in fully implementing DT because of unimplemented policies and the persistent digital divide. DT, driven by technological progress, is crucial for achieving environmental, economic, and social sustainability goals. This includes integrating sustainability into curricula, assessing institutional leaders' commitment to sustainability, and adopting eco-friendly campus practices. Diversity, equity, and inclusion (DEI) are strategic concerns affecting institutional culture, research, teaching, and policies and should be integrated into DT. This study explores the importance of DEI in DT implementation within AHEIs. It offers strategies for doing so, including developing strategic visions and plans, fostering digital leadership skills, promoting DEI initiatives in DT, establishing effective policies and frameworks to address the digital divide, mental health disorders, and learning disabilities; embracing comprehensive approaches to DT; and fostering institutional cultural and academic changes. It is crucial to consider DEI when adopting digital technologies that can drive innovation and improve service delivery in AHEIs, which is the focus of this research.
3
Kuada, John. "Revisiting Entrepreneurship Development Policy Framework for Africa." African Journal of Innovation and Entrepreneurship 1, no. 1 (2022): 13–22. http://dx.doi.org/10.31920/2753-314x/2022/v1n1a1.
Full textAbstract:
Most development economists agree that entrepreneurship provides a greater promise for lowering the levels of youth unemployment in Sub-Sahara Africa (SSA). It can also strengthen the capacity of young people to care for themselves and their families (Kuada, 2015a). For this reason, entrepreneurial attitude development among the youth has featured prominently on the policy agenda of many African countries. Since past research has used innovation and creativity as useful constructs by which entrepreneurs can be identified, these two defining characteristics have guided most entrepreneurship development policies. Building on them, the entrepreneurship literature has identified two complementary sets of policy initiatives. The first group of policies encourage African higher educational institutions (AHEIs) to design entrepreneurship education (EE) programmes that serve to bridge entrepreneurial skill gaps among the youth (Sorensen & Kuada, 2022). The second, encourages general entrepreneurial learning within informal structures and relational networks. The results of these initiatives have been limited and policymakers have become keenly aware that creating an entrepreneurial culture in a country is a complex undertaking and the predictive validity of any single approach is nearly impossible to establish (Rae, 2017). For example, past empirical research has shown that factors other than “school attainment” contribute to an individual’s preparedness to start a business, and AHEIs may lack the capabilities to provide all the required preparations (Sorensen & Kuada, 2022). Similarly, African entrepreneurs’ learning process is often messy, as they acquire skills and competencies from widely diverse sources. Consequently, no single policy can adequately address their learning needs. For these reasons, the search for the most suitable modalities for facilitating youth-based entrepreneurship in Africa remains a vigorously debated topic within SSA policy and academic circles.
4
Huffman, Fatma G., Maurcio De La Cera, Joan A. Vaccaro, et al. "Healthy Eating Index and Alternate Healthy Eating Index among Haitian Americans and African Americans with and without Type 2 Diabetes." Journal of Nutrition and Metabolism 2011 (2011): 1–8. http://dx.doi.org/10.1155/2011/398324.
Full textAbstract:
Ethnicities within Black populations have not been distinguished in most nutrition studies. We sought to examine dietary differences between African Americans (AA) and Haitian Americans (HA) with and without type 2 diabetes using the Healthy Eating Index, 2005 (HEI-05), and the Alternate Healthy Eating Index (AHEI). The design was cross-sectional (225 AA, 246 HA) and recruitment was by community outreach. The eating indices were calculated from data collected with the Harvard food-frequency questionnaire. African Americans had lower HEI-05 scores (−8.67, 13.1); , than HA. Haitian American females and AA males had higher AHEI than AA females and HA males, respectively, () adjusting for age and education. Participants with diabetes had higher adherence to the HEI-05 (1.78, 6.01), , and lower adherence to the AHEI (16.3, −3.19), , , than participants without diabetes. The findings underscore the importance of disaggregating ethnicities and disease state when assessing diet.
5
Dranzoa, Christine. "Sexual Harassment at African Higher Education Institutions." International Higher Education 94 (June 11, 2018): 4–5. http://dx.doi.org/10.6017/ihe.2018.0.10553.
Full textAbstract:
In most African states, joining higher education institutions (HEIs) is, for students, an investment in their own economic progress. Yet, HEIs are sites where sexual harassment and gender-based violence (GBV) occur, increasing the vulnerability of newly enrolled female students and of women in general. A strong gender policy environment, a clear stand by senior management at HEIs, and the empowerment ofmen with respect to gender equity issues are remedies to help achieve the Sustainable Development Goals (SDGs), especially goal 3 (Good Health and Well-being), goal 4 (Quality Education), goal 5 (Gender Equality), and goal 10 (Reduced Inequality).
6
Dranzoa, Christine. "Sexual Harassment at African Higher Education Institutions." International Higher Education 94 (June 11, 2018): 4. http://dx.doi.org/10.6017/ihe.2018.94.10513.
Full textAbstract:
In most African states, joining higher education institutions (HEIs) is, for students, an investment in their own economic progress. Yet, HEIs are sites where sexual harassment and gender-based violence (GBV) occur, increasing the vulnerability of newly enrolled female students and of women in general. A strong gender policy environment, a clear stand by senior management at HEIs, and the empowerment ofmen with respect to gender equity issues are remedies to help achieve the Sustainable Development Goals (SDGs), especially goal 3 (Good Health and Well-being), goal 4 (Quality Education), goal 5 (Gender Equality), and goal 10 (Reduced Inequality).
7
Ulmer, Nico, and Kerstin Wydra. "Sustainability in African higher education institutions (HEIs)." International Journal of Sustainability in Higher Education 21, no. 1 (2020): 18–33. http://dx.doi.org/10.1108/ijshe-03-2019-0106.
Full textAbstract:
Purpose Research on sustainability in higher education institutions (HEIs) is unequally distributed globally. The existing publications on sustainability in HEIs have largely focussed on the Global North. Meanwhile, little is known about the state of sustainability in HEIs located in the Global South, and within African HEIs in particular. This study aims to fill this gap and investigates the status of sustainability activities in participating African HEIs. Design/methodology/approach A Delphi study involving 32 experts from 16 African countries and a total of 29 HEIs was conducted between December 2017 and May 2018. Experts were asked to share their insights on sustainability and Africanisation through an online questionnaire in two rounds. Findings Although 30 of the 32 participants agreed with the provided definitions of sustainability and sustainable development (two participants did not answer), 11 of the participants commented that important issues such as governance and culture were missing. This trend indicates that the sustainability discussion is still led from a western vantage point. Nevertheless, Africanisation plays a role in around two-thirds of participating HEIs’ sustainability activities, with the language factor representing the most pressing issue. Research limitations/implications The findings of this study provide valuable insights into the current state of sustainability activities and Africanisation of participating African HEIs, and the importance of language and culture in this process. Originality/value This study is one of few works that have investigated the state of sustainability activities in African HEIs. Furthermore, it adopts a positive stance on sustainability in Africa, rather than focussing on negative circumstances.
8
Foulds, Kim, and Paul Tiyambe Zeleza. "The African Academic Diaspora and African Higher Education." International Higher Education, no. 76 (May 12, 2014): 16–17. http://dx.doi.org/10.6017/ihe.2014.76.5526.
Full textAbstract:
Because of the focus on the impact of “brain drain,” discussions centered on the African academic diaspora often fail to highlight the expansive and innovative relationships between institutions of higher education across Africa and African academic diaporans. Recent initiatives, specifically the Carnegie African Diaspora Fellowship Program, seek to build on existing and develop new relationships to promote academic exchanges and collaborations to internationalize and strengthen the capacities of African universities.
9
Ajani, Oluwatoyin A., and Bongani T. Gamede. "Decolonising Teacher Education Curriculum in South African Higher Education." International Journal of Higher Education 10, no. 5 (2021): 121. http://dx.doi.org/10.5430/ijhe.v10n5p121.
Full textAbstract:
Calls for the decolonisation of higher education in South Africa gained prominence after the #Rhodesmustfall, #Feesmustfall and series of 2015-2016 students’ protests in South African higher institutions. Visible in the demands of the students during these protests was the need for the decolonisation of higher education curriculum to ensure reflection of diverse realities in South Africa. This led to various conferences in different parts of the Republic. However, while some scholars are clamouring for the need for decolonisation, others consider the desire for decoloniality and glocalization. Thus, the subject of decolonisation remains a debate in South African society. Meanwhile, decolonisation is still very much crucial. Seemingly, in the words of Steve Biko, decolonization should begin from the mind. Hence, this discursive study explores how pre-service teachers’ minds can be decolonised for realities in transforming South African higher education. The study adopts Critical Race Theory as a lens for this phenomenon. South African higher education curriculum has predominantly been Eurocentric and epistemic, reflecting Western dominance in post-apartheid South Africa. The study argues why and how South African higher education institutions can place teacher education at the centre of learning experiences, for students to adapt and maximize the realities in their contexts, and for responsive lived experiences. Thus, adding voices to a curriculum that promotes total rethink, reflections and reconstruction of students' minds in integrating the existing Eurocentrism and epistemic knowledge with African philosophy in higher education institutions.
10
Nkambule, Mafika, Joey Jansen van Vuuren, and Louise Leenen. "Creating a Cybersecurity Culture Framework in Higher Education." International Conference on Cyber Warfare and Security 20, no. 1 (2025): 304–12. https://doi.org/10.34190/iccws.20.1.3268.
Full textAbstract:
The increasing cybersecurity threats to higher education institutions in Africa necessitate risk management frameworks that are resilient and sensitive to regional needs. This paper applies Modified General Morphological Analysis (MGMA) to identify essential elements for an adaptable cybersecurity framework, focusing on the African higher education context. African institutions face many challenges, like limited funding, underdeveloped digital infrastructures, and rising cyberattacks. Our proposed MGMA is a structured methodology to examine key cybersecurity dimensions: governance, policy, technical controls, capacity building, and resource allocation. This approach allows for assessing complex interrelations among these elements, aimed at practical solutions suitable for African institutions. This study focuses on risk management approaches to address the specific vulnerabilities of African higher education institutions (HEIs), such as restricted budgets, inadequate cybersecurity teams, and increasing reliance on digital systems. The study promotes collaborative efforts by creating institutional networks, sharing resources, and enhancing cybersecurity expertise across Africa. The findings will guide decision-makers in aligning cybersecurity investments with strategic institutional goals, providing a framework for protecting critical educational assets, strengthening resilience, and advancing digital infrastructure development across African higher education.
Dissertations / Theses on the topic "African Higher Education Institutions (AHEI)"
1
Njenga, James Kariuki. "eLearning adoption in Eastern and Southern African higher education institutions." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6996_1303979330.
Full textAbstract:
<p>This research was undertaken to propose a model for eLearning adoption in Higher Education in Africa and to identify and empirically test measures to assess the model. The model identified eLearning, individual and organisational factors affecting eLearning adoption in higher education. eLearning factors were deemed to be aligned with the individual and organisational factors and therefore, the measurement of individual and organisational factors of eLearning adoption is essential in determining the current state, and future development that could enhance eLearning adoption in higher education. This study is a first attempt in Africa to define and present a conceptualization of an eLearning adoption framework. The framework is a combination of frameworks and models from various disciplines, including social psychology, information systems, anthropology, sociology, education, communication, marketing, management, geography, economics and cognitive psychology. These frameworks for eLearning adoption in Higher Education are synergised and contextualised in the study.</p>
2
Bosire, Samuel Mobisa. "A sustainability reporting framework for South African Higher Education Institutions." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1016126.
Full textAbstract:
Sustainability has gained prominence globally among nations, regions and organisations as a result of factors such as the effects of climate change on the environment, diminishing natural resources and rising population growth with their concomitant impact on economies and social systems. South Africa is a signatory to the United Nations Global Compact (UNGC) that promotes international principles and best practices on sustainable development. Sustainability Reporting is one such best practice. Sustainability Reporting is imperative for good governance and organisations are now expected to support sustainability issues, risks and performance in a balanced and reasonable way. The United Nations and other global bodies have been in the vanguard in promoting guidelines for sustainability reporting with the Global Reporting Initiative (GRI) being the most Prominent Sustainability reporting guideline. The South African Higher Education Institutions generate a number of reports in the course of any given academic year. As has been the case in the global corporate world, failures in governance in some South African universities point to weaknesses in their governance, especially when it comes to oversight of the operations of institutions. Considering this, it is important to critically examine strategic planning processes to understand the aspects that are important for the survival of Higher Education Institutions (HEIs) and therefore they should be regularly and closely monitored. The study begins by exploring literature relating to strategic planning, governance, sustainability reporting practices and Business Intelligence (BI) technologies in Higher Education. The primary objective of the investigation is to propose a sustainability reporting framework for Higher Education Institutions in South Africa. It is argued that with the aid of appropriate BI tools, the proposed Sustainability Reporting framework would be useful in tracking progress in the implementation of strategic plans and at the same time strengthen governance in institutions. The study identified elements of Sustainability Reporting that are important for strategic planning. To develop the proposed framework, an empirical investigation was undertaken. Four online questionnaires were completed and returned by 108 participants comprising of Registrars and Information Managers at 23 South African Higher Education Institutions as well as to Information Managers in selected International Higher Education Institutions and Managers at the Nelson Mandela Metropolitan University (NMMU). The online questionnaires were developed to elicit information to include in the proposed framework. To analyse results, both descriptive and inferential statistics such as Analysis of Variance (ANOVA) were used. Results from the surveys revealed that Higher Education Institutions globally and in South Africa are grappling with the same issues. When it comes to Sustainability Reporting, factors such as information culture and Business Intelligence maturity levels were not found to be very different among the various institutions. In the case study at NMMU, correlational analysis confirmed that variables such as Management buying and the availability of BI reports were positively related to effective strategic planning and vice versa. Similarly, a strong correlation was observed between reporting guidelines and strategic planning. Moreover, the study highlighted the critical role of management and leadership in a university in creating an environment that supports Sustainability Reporting. In conclusion, it was recommended that efforts should be directed at creating awareness and at training staff on aspects that promote sustainability. It is incumbent upon the institution to take advantage of and promote technological tools and techniques to enable the easy flow of data and information in understandable and usable formats to all its stakeholders. Finally, a Framework for Sustainability Reporting for Higher Education Institutions (FSRHEI) and guidelines for implementing Sustainability Reports are proposed.
3
Gouws, Jeanine. "An analysis of current East African higher education systems and institutions." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/785.
Full textAbstract:
Higher education (HE) institutions play a vital role in the generation of new knowledge in the 21st Century, as HE is recognised as a key force for modernisation and development. The development and advancement of information technology have led to an interconnected, borderless world of knowledge, and HE institutions have become part of what is known as the global HE network society. HE institutions in developed countries are the most actively involved in producing and disseminating knowledge, and compete with one another in adding to this world stock of knowledge. In addition, HE has become a national priority in developed countries, and governments place pressure on HE institutions to form part of and remain active in the global HE network society in order to contribute to the knowledge-centred economy of today. However, the developing world lags far behind in becoming part of the global HE network society. As long as the developing world face constraints in attempts to improve national economies, alleviate poverty and maintain sustainability, prospects of contributing to, and participating in the global HE network society seem unlikely. HE can be used as a tool in addressing national development needs. With the necessary support and recognition from governments, HE should play a vital role in the process of reform and the revitalisation of developing countries. Africa is the least developed in terms of HE institutions. Approximately 300 institutions fit the definition of a university across the continent. While some countries on the continent, especially in Southern and Northern Africa, can claim comprehensive academic systems, most have just a few academic institutions and some countries have not yet even established differentiated post-secondary systems. It is generally assumed that most countries south of the Sahara lack adequate HE systems, or that they have no HE systems at all. Very little information on African HE systems and institutions, and how they function, is available, and there is a need for a deeper investigation into African HE systems and institutions. The vastness and diversity of the African continent does not allow for a single study of all African countries and their HE systems and institutions. It is for this reason that East Africa, comprising Kenya, Uganda and Tanzania, was chosen for this study. This specific region exhibits common characteristics amongst its countries. A British colonial history, similar secondary schooling systems and a predominance of the English language, set East Africa apart from the rest of the African continent. East African HE functions on a regional, national, and institutional level, and their way of functioning is interdependent.
4
Viljoen, Stephen. "Applying a framework for IT governance in South African higher education institutions." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/416.
Full textAbstract:
Background: Higher Education (HE), through HE Institutions, plays a very important role in society. There is thus a need for this sector to be well managed, especially with regards to planning, organising, and controlling. Corporate Governance has received a lot of attention in recent times, especially to engender trust on the part of the stakeholders. There are many similarities, but also significant differences in the governance of HE institutions and public companies. Information Technology (IT) plays an extremely important role in the modern organisation, creating huge opportunities, but also increasing the risk to the organisation. Therefore, effective governance of IT in HE Institutions is of great importance.
5
Rankhumise, EM, FG Netswera, and TR Mavundla. "Employee retention factors for South African higher education institutions: a case study." South African Journal of Human Resource Management, 2005. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000924.
Full textAbstract:
The success of the most competitive companies throughout the world, including higher education institutions, lies
in their highly skilled employees on which these institutions spend millions to retain. Literature reveals the cost of
losing best employees to be enormous – beyond monetary quantification. Also worth noting is that the loss of one
competent employee to a competitor institution strengthens the competitor’s advantage. This case study analysed
human resources turnover data, and interviewed academic managers and employees in order to examine the possible
employee retention factors for a higher education institution in South Africa. The findings reveal different
institutional interests between institutional managers and employees. The former are concerned more about profits,
business sustenance and justification for spending, while the latter are driven by introverted interests such as
development, monetary rewards and personal fulfilment.
6
Van, der Westhuizen André Jeánne. "South African higher education institutions as learning organisations : a leadership process model." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53059.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2002.<br>ENGLISH ABSTRACT:Reform is one of the most controversial elements in higher education and has therefore
attracted much attention from within the academic community and from outside. The
present higher education scene is characterised by demands for transformation and
change, not only in South Africa but in Africa and the developed countries as well. The
pressures and demands for change come from outside the field of higher education as
well as from within. Some countries have been involved in the process of change and
transformation for a period of over thirty years, while others have just embarked on the
route or still have to start the change process.
The post-apartheid era has marked an era of profound change for South African higher
education institutions with concomitant legislation to ensure the change process. If
effective and successful transformation of higher education institutions and systems can
take place in South Africa with new models of transformation and the effective
integration of cultures and openness to change at all institutional levels, these models
could be instructive not only to Africa but also to the rest of the world and to academic
life universally. However, the demands for change worldwide indicates not only
towards new legislation but also towards flexible approaches and new forms of
institutional structures and leadership to accommodate the significant, rapid and
fundamental changes taking place in higher education and the realisation that
institutions of the future will be different from those of the past and the present.
In this study the influence of organisational models are used to establish a conceptual
framework towards the development of learning organisations. The study reflects on
how these new types of organisations will influence higher education institutions as
organisations. It also considers what will be expected of higher education institutions to
become learning organisations. Learning organisations have special qualities and higher
education institutions or teaching institutions do not automatically qualify as learning
organisations. The promise of the new millennium provides the higher educationcommunity with the opportunity to take stock of their position and to find out if they
possess the necessary skills and have the enabling structures to accommodate a new
world. Becoming a learning organisation involves more than a paradigm shift for higher
education institutions. It requires a revolution, a quantum leap towards individual
recognition and growth, leadership development and empowerment and institutional
learning. The Academic 'Process Leadership' Super structure provides the space,
structure and process for higher education organisations to re-organise and re-create
itself to fit the demands of a new world.
An analysis of leadership, leadership development and institutional change in higher
education institutions brought to the fore that these institutions have not been effective
in providing programmes that develop leaders because they simply do not know what is
necessary for effective leadership development. Institutions do not have an in-depth
understanding of leadership and they have not enculturated leadership development as a
core aspect and activity in higher education institutions. There is grave concern
regarding the development of 'soft' people skills. The qualitative research investigation
into the process of change towards learning organisations in higher education
institutions indicate that there are profound problems in the areas of leadership,
leadership development, people management and satisfaction, knowledge management
and learning dynamics. These areas form the core aspects within the new structures, that
of learning organisations.
The insights gained from the process analysis of five higher education institutions
indicate that the implementation of the academic leadership model as described in the
study will provide individual leaders with the necessary leadership skills to fulfill their
roles in the recreated empowered institutions. This process of leadership development,
as indicated in the study, could enable institutions to become learning organisations.<br>AFRIKAANSE OPSOMMING:Die huidige konteks van hoer onderwys dui daarop dat verandering een van die
belangrikste, maar ook mees kontroversiele aspekte aangaande die studieveld is. Die
hoeronderwysomgewing asook hoeronderwysinstellings verkeer onder geweldige druk
van beide binne en buite die akademiese gemeenskap om te verander.
'n Analise van die huidige stand van sake en konteks van hoeronderwysinstellings dui
daarop dat verandering nie net in Suid-Afrika 'n faktor is en baie aandag geniet nie,
maar dat Afrika sowel as die ontwikkelde lande ook onder geweldige druk verkeer om
te transformeer. Sommige lande is al vir meer as dertig jaar betrokke by die proses van
verandering. Dit wil egter voorkom dat sommige van die ander lande Of nog glad nie
begin het nie 6f pas begin het met die proses van verandering en transformasie.
Die tydperk na 1994 en die oorgang na 'n nuwe demokratiese regenng m Suid-
Afrika was ook die begin van dramatiese verandering in die Suid-Afrikaanse
hoeronderwysomgewing. Die kwessie van verandering is nie net in sekere nasionale
beleidsdokumente aangespreek nie, maar ook in meegaande wetgewing. Indien
Suid-Afrikaanse hoeronderwysinstellings in staat sou wees om nuwe modelle te
kan akkommodeer en te kan verwesenlik terwyl hulle besig is met die transformasieen
veranderingsproses, kan hierdie modelle van nut en van waarde wees, nie net
vir Afrika nie, maar ook vir die ontwikkelde wereld en die internasionale
hoeronderwysgemeenskap.
Nuwe strukture en modelle kan ongelukkig nie net deur wetgewing daargestel word nie.
Instellings sal toeganklik moet wees vir moontlike nuwe vorms van leierskap,
leierskapsontwikkeling en die konsep van veranderde strukture om sodoende te kan
aanpas by die eise van 'n voortdurend veranderende wereld en die geweldige impak wat
verandering op hoeronderwysinstellings het. Hoeronderwysinstellings sal moet besef
dat instansies wat op die toekoms gerig word nie kan vashou aan ou uitgediendemodelle nie. Toekomsgerigte modelle verskil van die huidige vorms, sowel as die van
die verlede.
Die invloed van organisasiemodelle op hoeronderwysinstellings verskaf konseptuele
verwysingsraamwerke vir die ontwikkeling van nuwe begrippe en konsepte.
Die konsepte help om rigting aan te dui en te bepaal wat van instansies verwag
word om sodoende te kan verander na lerende organisasies. Dit is belangrik om
kennis te neem dat lerende organisasies spesifieke eienskappe het en dat
hoeronderwysinstellings nie sonder meer gereken en geklassifiseer kan word as lerende
organisasies nie. Hierdie nuwe vorm van organisasiestruktuur sal 'n fundamentele
invloed he op institusionele prosesse asook op die manier waarop instellings in die
toekoms bedryf sal word. In die nuwe millennium sal hierdie paradigmaskuif die
geleentheid aan hoeronderwysinstellings voorsien om nie net revolusioner te verander
nie maar ook om 'n kwantumsprong te maak na die belangrike mens- en
leervaardighede. Hierdie vaardighede is nie net noodsaaklik vir die ontwikkeling om 'n
lerende organisasie te word nie, dit maak ook die kern uit van hierdie nuwe
organlsaSles.
Die proses van akademiese leierskap en leierskapsontwikkeling, soos wat voorgestel
word in die model van die Akademiese Leierskapsproses Superstruktuur sal aan
instellings die geleentheid bied om die noodsaaklike leierskapsvaardighede te
ontwikkel. Dit sal ook die kreatiewe en innoverende omgewing skep wat dit vir hierdie
soort organisasie strukture moontlik sal maak om nuut te kan ontwikkel en sodoende in
staat sal stel om te kan herorganiseer binne 'n konteks van groter aanpasbaarheid.
Hierdie kwalitatiewe studie en navorsingsanalise ten opsigte van leierskap,
leierskapsontwikkeling en die proses van verandering en transformasie het aangedui dat
hoeronderwysinstellings in Suid-Afrika nie effektief ontwikkel ten einde lerende
organisasies te word nie. Die ondersoek dui daarop dat instellings nie die onderliggende
elemente van die begrip "leierskap" verstaan nie. Leierskap en leierskapsontwikkeling
maak tans nie deel uit van die huidige institusionele kultuur nie.
7
Nagel, Leonie Henriette. "An exploration of talent management practices in South African higher education institutions." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/30766.
Full textAbstract:
Objectives: Talent management (TM) and its practices are popular topics of discussion in
the work context. These practices, however, have never been studied in the context of
South African higher education institutions (HEIs). This study aims to identify what TM
practices are prevalent in South African HEIs, as well as the extent to which they are
applied in the institutions.
Method: A quantitative research approach, using survey research, was followed in this
study. The Job Characteristics scale, Satisfaction with Talent Management questionnaire,
and the Intention to Quit questionnaire were administered to academics in the higher
education sector across South Africa (N=146).
Results: This study provides a view on current and perceived TM practices in HEIs in
South Africa, as well as the extent to which these are applied, by looking at academics’
satisfaction with the TM practices, and their intention to resign from the HEIs. Academics
also perceive more talent demands than talent enablers in their work.
Conclusions: Despite a continuous proliferation of research on TM and its practices in the
organisational context, little research could be found relating to the TM practices in the
higher education sector in South Africa. The present research study makes an important
contribution towards increasing the current knowledge on current TM practices and their
perceived importance in South African HEIs.<br>Dissertation (MCom)--University of Pretoria, 2012.<br>Human Resource Management<br>MCom<br>Unrestricted
8
Ausmer, Nicole. "Redefining leadership: Examination of African American women serving as presidents in institutions of higher education." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243164670.
Full text
9
Sky, Lark Taj'ullah X. "From homeschool to college| Exploring transition experiences of homeschooled African American students at Predominantly White Institutions." Thesis, Hampton University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629586.
Full textAbstract:
<p> There is a gap in the research aimed at exploring the college transition experiences of homeschooled African Americans into Predominantly White Institutions (PWIs). The past research has been rudimentary, demographically limited, and anecdotal with predominantly White homeschoolers as research subjects. This qualitative study explored the transition experiences of eight homeschooled African American students into PWIs guided by Tinto's student transition theory. The study found the transition experience of homeschooled African Americans into college and university learning environments of PWIs consisted of typical transitional experiences common to most college students learning the culture of a new environment. This study also found that while homeschooled African Americans faced similar transition challenges as identified by established empirical research on the experience of African American college students attending PWIs, these challenges were not barriers to their academic success or retention.</p>
10
Smallwood, Argyle Jeanine. "Challenges African American Students Face When Adjusting to Predominantly White Institutions." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1465.
Full textAbstract:
The purpose of this case study was to explore the challenges African American students face when adjusting to predominantly White institutions and to review these institutions' diversity policies to determine whether the institutions are aligned with African American students' needs. The study was based on critical race theory to examine whether and how racial microaggressions influence racial tension at the predominantly White institutions selected for this study. The research questions were used to gauge (a) the level of comfort among African American students attending one of these predominantly White institutions, (b) their overall satisfaction with their decisions to attend the institution, and (c) whether an active diversity policy could be found at that institution. Qualitative data were collected from a sample of 107 African American students attending 1 of the 6 predominantly White institutions selected for this study. Descriptive statistics of cross-sectional survey data, along with the diversity policy within each institution, were employed to measure (a) the mean and standard deviation of participants' satisfaction with the environment their campus provided, (b) the decision to attend their institution, and (c) the awareness of their institution's diversity policy. The chi-square test was conducted to test student awareness of the diversity policy and their satisfaction with the organization of the policy. The results from this test were significant (p < .01), showing that the participants were aware of their institution's diversity policy and the protection it provides. Through effective policy changes, predominantly White institutions can positively affect graduation and retention rates among African American students and provide a greater opportunity to promote positive social change.
Books on the topic "African Higher Education Institutions (AHEI)"
1
Ziegele, Frank, Marijke Wahlers, Jutta Fedrowitz, et al., eds. Challenges for faculty management at African higher education institutions. wbv Publikation, 2011. http://dx.doi.org/10.3278/104-018w.
Full text
2
Association for the Development of Education in Africa. Working Group on Higher Education., ed. Higher education institutions in African [sic] responding to HIV/AIDS. Working Group on Higher Education, 2006.
Find full text
3
Bunting, Lisa, Nico Cloete, and Ian Bunting. Transformation indicators applied to two South African higher education institutions. CHET, 2002.
Find full text
4
author, Mukom Tamon Ahmadu, and Daloeng Geraldine author, eds. Key element of ICT policy for African higher education institutions. African Universities House, 2009.
Find full text
5
J, Ncayiyana Daniel, Johnson Jacqueline E, Centre for Higher Education Transformation., and Effective Governance Project, eds. A guide to strategic planning for African higher education institutions. CHET, 2003.
Find full text
6
Susan, Hill. The traditionally Black institutions of higher education, 1860 to 1982. U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, For sale by the Supt. of Docs., U.S. G.P.O., 1985.
Find full text
7
Hill, Susan. The traditionally black institutions of higher education, 1860 to 1982. U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, For sale by the Supt. of Docs., U.S. G.P.O., 1985.
Find full text
8
Hill, Susan. The traditionally black institutions of higher education, 1860 to 1982. U.S. Dept. of Education, Office of Educational Research and Imporvement, National Center for Education Statistics, 1985.
Find full text
9
Science and Technology African Union. Department of Human Resources. African Quality Rating Mechanism: Consolidated evaluation report (nine higher education institutions). Department of Human Resources, Sciences and Technology, African Union, 2016.
Find full text
10
National Association for Equal Opportunity in Higher Education (U.S.) and NAFEO Research Institute (U.S.), eds. A resource guide on Blacks in higher education. University Press of America, 1988.
Find full textBook chapters on the topic "African Higher Education Institutions (AHEI)"
1
Adebayo, Florence Aduke, and Adebusola Tope-Oke. "Graduate Output in Nigeria Tertiary Institutions." In Sustainable Transformation in African Higher Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-902-7_3.
Full text
2
Singh, Upasana G. "Exploring the Digital Divide in African Higher Education Institutions." In Higher Education Institutions and Covid-19. Routledge, 2023. http://dx.doi.org/10.4324/9781003343219-8.
Full text
3
Koyt-Deballé, Georgette Florence. "Higher Education Systems and Institutions, Central African Republic." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_443.
Full text
4
Koyt-Deballé, Georgette Florence. "Higher Education Systems and Institutions, Central African Republic." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2019. http://dx.doi.org/10.1007/978-94-017-9553-1_443-1.
Full text
5
Calitz, André P., Margaret D. M. Cullen, and Samuel Bosire. "Sustainability Reporting by South African Higher Education Institutions." In Information Technology in Environmental Engineering. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25153-0_10.
Full text
6
Assié-Lumumba, N’Dri Thérèse. "African University Traditions, Historical Perspective." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_10-1.
Full text
7
Sibanda, Lucky, Sihle Wendy Hlatjwako, Tendai Makwara, and Chux Gervase Iwu. "Academic Citizenship in Private Higher Education Institutions: A South African Reflection." In Academic Citizenship in African Higher Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-63957-9_4.
Full text
8
Kwaramba, Marko, and Samson Mukanjari. "The Quest for Gender Equity Through Internationalisation Strategies at Higher Education Institutions in the Western Cape, South Africa." In Internationalisation of African Higher Education. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-311-9_4.
Full text
9
Mohammed, Mubashiru, Musiliu Dada Rufai, and Yahya Lateefat Oludare. "Towards Effective Mentoring of Staff in Higher Institutions of Learning in Nigeria." In Sustainable Transformation in African Higher Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-902-7_8.
Full text
10
Vumilia, Philbert L., and Ladislaus M. Semali. "Perspectives on How COVID-19 Disrupts Continuity and Drives Changes in African Universities." In Higher Education Institutions and Covid-19. Routledge, 2023. http://dx.doi.org/10.4324/9781003343219-9.
Full textConference papers on the topic "African Higher Education Institutions (AHEI)"
1
Mogase, Refilwe Constance, and Billy M. Kalema. "E-resources usage in South African higher institutions of learning." In 2015 10th International Conference on Computer Science & Education (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/iccse.2015.7250253.
Full text
2
Masiye, Bryton, Luvuyo Lumkile Lalendle, Matsheliso Molapo, and Stephen Ndlovu. "WORKLOAD ALLOCATION, THE CASE OF THREE SOUTH AFRICAN HIGHER EDUCATION INSTITUTIONS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1422.
Full text
3
Lelliott, Tony, Neil Butcher, and Jenny Glennie. "A Contribution Towards Innovating Continuing Professional Development in African Higher Education Institutions." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2999.
Full textAbstract:
Traditional approaches to Continuing Professional Development (CPD) prevalent at many African universities are dominated by face-to-face workshops that take academic staff away from their normal duties. Staff often find it difficult to implement what they learn in such events once they are back in their normal teaching environment. This is exacerbated by several obstacles to staff participation identified in literature on CPD. These include lack of time, resistance to moving away from traditional teaching practices, and that innovative teaching practices are often not a requirement for appointment or for career progression in Higher Education Institutions (Inamorato dos Santos et al. 2019). One possible strategy to alleviate some of these challenges is to provide short, online tutorials that engage participants in authentic learning tasks that can be done individually or collaboratively in their own time, while they are in the workplace. // From 2019 to 2021, OER Africa delivered a series of CPD pilot activities at African universities to introduce more innovative approaches to, through the design and delivery of modular and flexible ‘learning pathways’ (LPs) available at https://bit.ly/2NVj3P5. The LPs discussed in the paper focus on finding and adapting Open Educational Resources, and Open Access Publishing; each consists of several learning activities designed to be accessible on a variety of digital devices. Pilots were implemented via introductory video conferencing, and participants then worked through an online learning pathway over two weeks. Thereafter, an online feedback session was held and data was collected via pre- and post-activity surveys. Findings indicate that the LPs were well-received, showing statistically significant change between baseline and endline tests, suggesting that learning did indeed occur. There was also self-reported evidence for participants using the content of the LPs with their own colleagues and designing better courses for their students. This paper summarizes the development of the LPs and the findings from the pilot evaluation, and discusses implications for CPD policies and processes at HEIs in Africa.
4
Pitikoe-Chiloane, Glory Moroesi, and Hilda B. Dondolo. "The Impact of Electricity Blackouts on Academic Activities in South African Higher Institutions." In The Paris Conference on Education 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2758-0962.2024.26.
Full text
5
Minty, Rehana, Roelien Brink, and Abiodun Alao. "COVID-19 CHALLENGES ON STUDENTS’ ONLINE LEARNING: SOUTH AFRICAN HIGHER EDUCATIONAL INSTITUTIONS PERSPECTIVES." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0132.
Full text
6
Herselman, ME, and HR Hay. "Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2679.
Full textAbstract:
Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.
7
Aguiar, Joyce, and Cristina Sin. "Students from Portuguese Speaking African Countries in Portuguese Higher Education." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12953.
Full textAbstract:
Recently, African countries have been making efforts to expand their higher education systems. However, neither capacity nor quality have kept pace with demand, leading to a steady increase in students studying abroad. In this paper, we aim to analyse the development of enrolments in Portugal, one of the main destinations for students from Portuguese-speaking African countries (PALOP). Descriptive analyses were performed, disaggregating enrolments according to degree level, disciplinary area of study, and institution type. The results show that the choices of students from PALOP countries have followed different trajectories, in some cases with similarities. The public sector has the largest presence of these students, and polytechnic institutions have been the most frequent choice. Most of the students were enrolled in first degrees, except for those from Mozambique. Enrolments in Health, Services and "hard" sciences have increased, which may reflect the growing demand for highly qualified labour force in these countries. This paper highlights the continued importance of PALOP students for the internationalisation of Portuguese higher education and the need to avoid considering them as a homogeneous group of students.
8
Olusola-Fadumiye, Titilope Olufunke, Jamalludin B. Harun, and Megat Aman Zahiri Bin Megat Zakaria. "Development of Authentic-Based Multimedia Learning in African Higher Education Institutions: Prospect and Problems." In 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2022. http://dx.doi.org/10.1109/tale54877.2022.00124.
Full text
9
Carpenter, Riley, and Sihaam Shamsoodien. "The relationship between self-efficacy and accounting students' academic performance at a South African university." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12922.
Full textAbstract:
Racial transformation is crucial for South African higher education institutions, the accounting profession and the country as a whole. Consequently, determinants of students’ academic success must be at the forefront of accounting education research. Understanding these determinants will assist universities to better assist students with their learning. This study focused on self-efficacy in academic performance—a previously limited research area in South African accounting education. The aim was to determine the relationship between self-efficacy and academic performance amongst students registered in a second-year undergraduate course for an accounting degree at a South African university. It was found that self-efficacy was moderately positively correlated with academic performance. The findings indicate that it is worthwhile performing further empirical research on self-efficacy, especially while controlling for other significant factors affecting students’ academic performance.
10
Mikobi Bakama, Eric, Nita Inderlal Sukdeo, Kemlall Ramsaroop Ramdass, and Genevieve Bakam Fotso. "An Assessment of The Use of Quality 4.0 Trends in Higher Education Institutions in South Africa." In 4th African International Conference on Industrial Engineering and Operations Management. IEOM Society International, 2023. http://dx.doi.org/10.46254/af04.20230011.
Full textReports on the topic "African Higher Education Institutions (AHEI)"
1
ASSAf Distinguished Visiting Scholar (DVS) Programme 2024/25. Academy of Science of South Africa (ASSAf), 2025. https://doi.org/10.17159/assaf.2025/112.
Full textAbstract:
The Academy of Science of South Africa (ASSAf) in partnership with Prof Caradee Wright (as National Host) from the South African Medical Research Council (SAMRC), hosted Prof Kalpana Balakrishnan on 03 - 14 March 2025 for the 2024/25 DVS Programme. Prof Balakrishnan delivered a series of lectures and trainings under the theme “Air Pollution, Climate and Human Health”, with emphasis on health equity considerations in low and middle income countries (LMICs). The itinerary of her visit spun across various institutions in three Provinces: University of Johannesburg (UJ), University of Pretoria (UP), University of the Western Cape (UWC), Stellenbosch Institute for Advanced Study (STIAS), University of Cape Town (UCT, University of KwaZulu-Natal (UKZN) and Mangosuthu University of Technology (MUT). Prof Balakrishnan was presented with a certificate of participation by Prof Himla Soodyall on behalf of the Academy, in recognition of her contribution. Prof Balakrishnan is the Dean of Research and Director for the WHO Collaborating Center for Occupational and Environmental Health at the Sri Ramachandra Institute of Higher Education and Research (SRIHER), Chennai, India. A renowned global expert in environmental health, she plays an active role in various national and international technical review committees focused on tackling air quality, climate, health, and energy challenges in developing countries. The Academy of Science of South Africa (ASSAf) annually invites one or more distinguished scholars from abroad to present lectures at various higher education institutions around the country. The scholars are internationally prominent academics who are inspirational speakers and usually with an ability to bridge the divides between disciplines. The Distinguished Visiting Scholars’ Programme advances one of the Academy’s strategic goals, viz. the promotion of innovation and scholarly activity. Through interaction with distinguished individual scholars from around the world, ASSAf aims to enrich and stimulate research endeavours at South African higher education and research institutions. Scholars from the humanities disciplines are invited in alternate years.
2
ASSAf Distinguished Visiting Scholar (DVS) Programme 2023/24. Academy of Science of South Africa (ASSAf), 2024. http://dx.doi.org/10.17159/assaf.2024/102.
Full textAbstract:
The Academy of Science of South Africa (ASSAf) hosted Prof Loretta Baldassar as the 2023/24 ASSAf Distinguished Visiting Scholar (DVS). The DVS Programme took place on 12 - 27 March 2024. Prof Baldassar delivered a series of lectures under the theme “Transnational Family Care: from social death to digital kinning over a century of Australian migration” at various institutions across five Provinces: the universities of the Witwatersrand (Wits), Limpopo (UL), Free State (UFS), Rhodes, Stellenbosch and University of Cape Town (UCT). She also engaged with emerging academics at these institutions as part of her research capacity development work, drawing on the tools and insights of social network analysis (SNA). Prof Baldassar is Professor of Anthropology and Sociology, Vice Chancellor’s Professorial Research Fellow, and Director of the Social Ageing (SAGE) Futures Lab at Edith Cowan University (ECU). The Academy of Science of South Africa (ASSAf) annually invites one or more distinguished scholars from abroad to present lectures at various higher education institutions around the country. The scholars are internationally prominent academics who are inspirational speakers and usually with an ability to bridge the divides between disciplines. The purpose of the Distinguished Visiting Scholars’ Programme is to fulfil one of the Academy’s strategic goals, viz. the promotion of innovation and scholarly activity. Through interaction with distinguished individual scholars from around the world, ASSAf aims to enrich and stimulate research endeavours at South African higher education and research institutions. Scholars from the humanities disciplines are invited in alternate years.
3
African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
Full textAbstract:
This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.