Relevant bibliographies by topics / African Institution

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'African Institution'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 March 2023

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Journal articles on the topic "African Institution"

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Olarinde, Muftau Olaiya, and Zakari Abdullahi Yahaya. "African growth convergence: role of institutions and macroeconomic policies." International Journal of Development Issues 17, no. 3 (September 3, 2018): 346–71. http://dx.doi.org/10.1108/ijdi-12-2017-0212.

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Purpose The purpose of this study is to examine the role of institutions and policies on growth convergence in Africa. Design/methodology/approach This study uses different methods of panel modelling on a panel of 50 African Countries covering a period of 1990-2014. Findings The results confirmed the presence of conditional convergence among countries in the region. On the average, technology accumulation and fiscal policies indicators are positive function of growth, while human resources, monetary policies indicators and ineffective institutions partly necessitated by poor level of development negatively impact growth. The study concludes, though traditional growth variables and policies are imperative in achieving growth in income, they remain insufficient in an environment characterize by extractive and absolutist institutions. Therefore, institution remains the link that bridges the gap in between proper mix of resources and policies. Research limitations/implications Based on the results, policy-makers in the region should allocate certain percentage of their resources (on a sustainable basis) towards building a qualitative institution. Also, future studies on Africa should be focused on the rate at which poor level of economic development determines the quality of institutions which in turn impacts the level of growth in income. Originality/value The study contributes to the existing literature on institutional convergence with particular focus on African countries using system GMM to capture the endogeneity among the series.
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Love, Derrick. "Student Retention Through The Lens Of Campus Climate, Racial Stereotypes, And Faculty Relationships." Journal of Diversity Management (JDM) 4, no. 3 (July 1, 2009): 21–26. http://dx.doi.org/10.19030/jdm.v4i3.4962.

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Higher Education Institutions are seeing increased retention rates among African-American college students at predominantly white institutions (PWIs). Institutional barriers such as unwelcoming campus climates, racial stereotypes, and faculty relationships have raised concerns as viable factors as to why the attrition rate for African-American students at PWIs is still on the rise. Ninety African-American college students participated in the Culture Attitude and Climate (CACS) survey. This study revealed a direct relationship between campus climate, racial stereotypes, and faculty relationships and student retention in African-American students attending a predominantly white institution. There was a statistically positive correlation between the perceptions of African-American students pertaining to student retention and campus climate, racial stereotypes, and faculty relationships at a predominantly white institution. African-American students want to be a part of an inclusive academic body that promotes diversity and student success.
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Muhandiki, V. S., and T. J. Ballatore. "Effective lake basin management institutions: lessons from African lakes." Water Science and Technology 56, no. 1 (July 1, 2007): 189–98. http://dx.doi.org/10.2166/wst.2007.451.

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Weak or non-existent institutions are often cited as a major constraint facing management of many lake basins in Africa. By their nature lake basins cut across many sectoral and jurisdictional interests and therefore it is always the case that management of the basins is affected by actions within the various sectors and jurisdictions. Because of the complex nature of issues within lake basins, authority over management of lake basins is dispersed among several institutions, with no single institution having overall authority. Under these circumstances, a major challenge in lake basin management is how to ensure effective coordination among the various players. This paper reviews the situation of lake basin management at eight African lake basins and draws important lessons about lake basin management institutions. It is noted that fragmented approaches, lack of coordination across sectors, and lack of monitoring and enforcement are major institutional weaknesses. Also, it is observed that political will and commitment are essential for the management of African lake basins.
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Akech, Migai. "Regional Mechanisms and Intra-State Conflicts: Implementing the African Union’s Principle of Non-Indifference?" Strathmore Law Journal 4, no. 1 (May 1, 2020): 141–53. http://dx.doi.org/10.52907/slj.v4i1.49.

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The member states of the Organisation of African Unity (OAU) established the African Union (AU) in 2001, following recognition that Africa needed a more effective institution that could maintain peace and security. In particular,the 1994 genocide in Rwanda demonstrated to the continent that it needed to enhance its ability to act before conflicts became unmanageable and destructive.The AU consequently established an institutional framework for the prevention, management, and resolution of conflicts. This institutional framework consistsof two parallel frameworks, namely the African Peace and Security Architecture (APSA).
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Aliero, Haruna M., and Muftau Olaiya Olarinde. "Institutions, Macroeconomic Policies and Economic Growth in Africa: Evidence from Panel Data." Journal of Asian Development 5, no. 2 (May 5, 2019): 112. http://dx.doi.org/10.5296/jad.v5i2.13241.

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This study investigates the effects of institution and macroeconomic policy on economic growth in Africa, using panel Cointegration technique to analysed data obtained from a panel of 50 African Countries covering a period of 25years (1990-2014). The results confirm that declining growth rate in Africa is due to poor management of macroeconomic policies. A weak turning point is also confirmed to exist for government size in the short run; in the long run it becomes more pronounce. The Wald restrictions tests of causality ascertain that institutions lead economic growth performance in the short run, while poor economic growth performance impaired the capacity required in building strong institutions which in turn stunts growth in the long run. Therefore, African leaders should tilt their expenditure in favour of human capital development and strong institution, ensure intra-regional trade and adopt private sector led – economic growth strategy.
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Ellingsen, Mark. "WHAT DID THE REFORMERS THINK OF AFRICA AND ITS PEOPLE?" REFLEXUS - Revista Semestral de Teologia e Ciências das Religiões 12, no. 19 (June 26, 2018): 143. http://dx.doi.org/10.20890/reflexus.v12i19.732.

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Scholars have long been aware since the 16th century of the Reformers’ indebtedness to African theology (esp. Augustine, but also to the pre-Augustinian African Fathers). However, with regard to the Reformers’ attitudes toward African culture and their African contemporaries the scholarly community has remained silent. Considering that, this paper endeavors to make some first tentative steps in addressing this range of issues. Its primary agenda is to provide a text study of the writings of Luther, Zwingli, Anabaptists (esp. Simons), and Calvin regarding what they wrote about Africa, the African people of their day, and the institution of slavery.Os estudiosos sabem da dívida dos reformadores para com a teologia africana, especialmente com Agostinho e os Pais da Igreja Africanos anteriores a Agostinho. Entretanto, no que diz respeito às atitudes dos reformadores para com a cultura e seus contemporâneos africanos, a comunidade acadêmica permaneceu em silêncio. Considerando isto, este artigo busca oferecer alguns passos preliminares na abordagem deste tema. Seu foco principal é fornecer um estudo dos escritos de Lutero, Zwinglio, Anabatistas (especialmente M. Simons) e Calvino que falam sobre a África, o povo africano de sua época e a instituição da escravidão.
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Schauer, Jeff. "“We Hold It in Trust”: Global Wildlife Conservation, Africanization, and the End of Empire." Journal of British Studies 57, no. 3 (June 29, 2018): 516–42. http://dx.doi.org/10.1017/jbr.2018.80.

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AbstractIn the early 1960s, the College of African Wildlife Management opened in northern Tanzania. The institution was designed to lessen the impact of decolonization by training the first generation of African wildlife wardens in the tradition of their European predecessors. The product of racialized narratives about African violence and the growth of international conservation organizations, the college could be understood as a straightforward neocolonial institution designed to perpetuate British and western influence over land and animals in East Africa. In contrast, this paper pays close attention to the circumstances and context of the college's founding, the debates over funding and control, and its institutional culture. These aspects all suggest that African governments sought to use the college as a vehicle for pursuing the Africanization of the civil service and for formalizing a contractual relationship with international organizations about mutual obligations not only to Tanzania's wildlife sector but also the country's political economy. This focus on a conservation institution created in the early days of independence demonstrates that the work of decolonization continued after independence, and that expatriate personnel and culture remained embedded in new nations, informing our narratives of decolonization, conservation, and nationalism.
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Nyenti, Mathias Ashu Tako. "REFORMING THE SOUTH AFRICAN SOCIAL SECURITY ADJUDICATION SYSTEM: INNOVATIVE EXPERIENCES FROM SOUTH AFRICAN NON-SOCIAL SECURITY JURISDICTIONS." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 19 (August 29, 2016): 1. http://dx.doi.org/10.17159/1727-3781/2016/v19i0a1349.

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There is currently no uniform social security dispute resolution system in South Africa due to the piecemeal fashion in which schemes were established or protection against individual risks regulated. The result is that each statute provides for its own dispute resolution institution(s) and processes. There are also various gaps and challenges in the current social security dispute resolution systems, some of these relating to the uncoordinated and fragmented nature of the system; inaccessibility of some social security institutions; inappropriateness of some current appeal institutions; the lack of a systematic approach in establishing appeal institutions; a limited scope of jurisdiction and powers of adjudication institutions; inconsistencies in review and/or appeal provisions in various laws; an unavailability of alternative dispute resolution procedures; and an absence of institutional independence of adjudication institutions or forums. The system is therefore in need of reform. In developing an appropriate system, much can be learned from innovative experiences in comparative South African non-social security jurisdictions on the establishment of effective and efficient dispute resolution frameworks. Dispute resolution systems in the labour relations, business competition regulation and consumer protection jurisdictions have been established to realise the constitutional rights of their users (especially the rights of access to justice, to a fair trial and to just administrative action). They thus provide a benchmark for the development of the South African social security dispute resolution system.
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Magliveras, Konstantinos D., and Gino J. Naldi. "The African Union—A New Dawn for Africa?" International and Comparative Law Quarterly 51, no. 2 (April 2002): 415–25. http://dx.doi.org/10.1093/iclq/51.2.415.

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In March 2001 the Assembly of Heads of State and Government of the Organisation of African Unity (OAU), meeting in extraordinary session in Sirte, Libya declared the establishment of a new pan-African body, the African Union (Union).1 The Constitutive Act (Act) of the Union entered into force on 26 May 20012 and in due course this new institution will replace the OAU.3 The Union, the brainchild of Libyan President Qaddafi, and modeled on the European Union, is the culmination of the OAU's piecemeal process of political cooperation and economic integration. It is designed to provide Africa with the legal and institutional framework to confront the twin challenges of the post-Cold War age and globalisation.
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Mtetwa, Archieford Kurauone. "“Small House! The Cross’s Religiously Modified Institution.” A Historical Cultural Materialist Approach to the Genesis, Growth and Development of Small Houses in Zimbabwe." Advances in Social Science and Culture 4, no. 3 (August 30, 2022): p90. http://dx.doi.org/10.22158/assc.v4n3p90.

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The family is the most important basic social institution in any state since time immemorial. It is from this institution that clans, tribes and nations were born. It was the center of the means of production. Africa in general and Zimbabwe in particular, the family system tallies with the religious or the ideological system or vice versa. African Indigenous Religion (AIR) is a religious ideology anchored on communalism and it is anti-individualism in the same way the African family system operates. Through the historical cultural materialist approach this paper argues that the “empire” (imperial states) disrupted, dismembered and destroyed the pristine African family institution through its pervasive tool; “the cross” and its willing agents. The cross (church/temple or Christianity) and its agents criminalised the communal family for the individualistic idealistic family. Individualism is not an African value, it is a foreign model and as such foreign models will not work to the expectations of Africans. Among other causes, the cross, through cultural hegemony gave birth to the “small house” in Zimbabwe. The church is an anti-structure institution to the Zimbabwean communal kinship system. It is the argument of this paper that the cross was developed and deployed to criminalise, shame and stigmatize the African family or kinship values (among them polygamy) resulting in nefarious clandestine legitimation of an illegitimate Western construct “small house”. A family is ideologically unique and as such the conception of a family with regard to the religion of the empire is individualistic as its Christian religious ideology is. The paper goes behind the present through solely focusing on the historical cultural and material conditions that led to the genesis, growth and development of the ‘small house’ in Zimbabwe as an offspring of the church. This chapter concludes by arguing that the small house is a genetically modified institution of the church.
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Dissertations / Theses on the topic "African Institution"

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Markmann, Margaret Mary T. "Katharine Drexel: Educational Reformer and Institution Builder." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/179571.

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History
Ph.D.
Amidst the racial animosity that characterized the nineteenth century, Katharine Drexel, the Philadelphia heiress, believed that education would be the equalizer between white and black America. Grounded in a strong sense of Catholic social justice, Drexel committed her fortune to providing educational opportunities that frequently eluded African Americans. She established a community of Roman Catholics nuns for that specific purpose. By combining their efforts to address the deficiencies in African American education, Drexel's religious congregation reflected the efforts of other nineteenth century groups of women who pooled their efforts to address social concerns of the larger American society.
Temple University--Theses
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Garnett, Andrea. "Creativity barriers in South African higher education institution / Andrea Garnett." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2365.

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Naidoo, Anban. "Student funding at a South African institution of higher education." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52272.

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Higher education is linked to economic mobility, but demand to fund access to university exceeds supply in South Africa, and elsewhere in the world. Thus, universities are pressed to ensure that in a situation of limited funds, funding is allocated in a strategic and prudent manner. However, little work has been undertaken in this field, and, as such, this study represents an attempt to fill the gap. The purpose of this research was to explore the current student funding model, to gain an understanding the current funding challenges and attempt to find ways in which funding decisions can be improved. The study is limited to one institution of higher education in South Africa, and, as such the results may not be generalizable. A mixed methods approach was used. The qualitative portion focused on establishing what were (1) the current model, (2) the criteria used, (3) the challenges encountered, (4) funding s ability to aid epistemological success and (5) stakeholder management. Interviews were conducted with senior staff involved in a range of student support directorates including Finance, Client Services, Recruitment and Information Technology. The quantitative portion focused on exploring the links between (1) the current criteria and success, (2) student funding and success, and (3) residence placement and success. This sample included all (8099) undergraduates for the 2011 cohort year and tracked them over a period of three years. Results of the study show that student funding is complex and challenging. In terms of academic criteria, the Grade Point Average was found to be the best predictor of success. However, the presence and value of funding does not guarantee success or even improve student performance, whereas the placement of a student in residence generates a statistically significant improvement in performance. Thus, student funding cannot be simply directed at individuals, as a portion must be allocated to student support initiatives such as residence; tutoring; cultural integration; mentorship and early warning systems.
Mini-disseration (MBA)--University of Pretoria, 2015.
nk2016
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
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Martin, Robin. "African American Leadership in Urban Institutions of Higher Education: A Case Narrative of the Social, Cultural, and Institutional Impact of an Individual Leader at a Historically White Institution." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368024654.

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Malatji, Mapula Martha. "Telematic tuition in a South African higher education institution : a case study." Thesis, University of Limpopo, 2002. http://hdl.handle.net/10386/2079.

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Guiffrida, Douglas A. "African American college students perceptions of success at a predominantly White institution." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.

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Selesho, Jacob M. "The historical perspectives of Quality Assurance in South African Higher Education Institution." Interim : Interdisciplinary Journal, Vol 5, Issue 1: Central University of Technology, Free State, Bloemfontein, 2006. http://hdl.handle.net/11462/417.

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Published Article
Quality Assurance has changed drastically in the last five years and these changes have impacted heavily on the operation of Higher Education Institutions in South Africa. The paper will review the process of quality assurance from as early as Certification of Council of Technikons Education (SERTEC) and Quality Promotion Unit (QPU) days. SERTEC and QPU did, pave the way for the Higher Education Quality Committee (HEQC) to perform its roles as assigned by the Council of Higher Education (CHE).
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White, Timothy Raymond Howard. "Lovedale 1930-1955 : the study of a missionary institution in its social, educational and political context." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1001856.

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Lovedale was founded by the Glasgow Missionary Society as an eduational centre for Africans. Education was to be adapted to the lives of the Africans which would be a departure from the English classical tradition. This meant that emphasis was placed on vocational training and that academic education focussed on the study of English rather than the Classics. But the importance of mother-tongue education was also stressed. The missionaries placed emphasis on village education, whereby the African would be taught skills and crafts that would be useful to him in life. Education, they argued, should also aim at character-training and at spreading the Christian message. They also wanted to see co-operation between the Church and the State in the education of the African. Vocational education was designed to create African artisans who would be able to compete with Whites; but it also aimed at emphasizing the importance of industry in building up character. The Lovedale Press illustrates vocational training in progress, dealing with the difficulties that arose when African printers came into competition with Whites. But the missionaries also used the Press to propagate the Christian message and to promote African literature. An ideological rift began to open up between the missions and the new Black political beliefs of the Second World War. This led to the Lovedale Riot which is considered in the broader framework of sociopolitical unrest within the country. After the 1948 Election an ideological rift also developed between the missions and the State. This study concludes by examining the introduction of the Bantu Education Act and the Lovedale response to this. It was felt that although Bantu Education threatened to undermine their educational endeavour, they should nevertheless cooperate with the system in order to save what they had built up.
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Harmon, Noël Suzanne Watt Sherry Kay. "A study of the experiences of Black college female student athletes at a predominantly White institution." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/376.

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Harding, Kimberly L. "St. Philip's African Orthodox Church, a case study of a unique religious institution." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0011/MQ33817.pdf.

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Books on the topic "African Institution"

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Institution, Smithsonian, ed. National Museum of African Art, Smithsonian Institution. Washington, D.C: The Institution, 1987.

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National Museum of African Art (U.S.), ed. National Museum of African Art, Smithsonian Institution. Washington, D.C: The Institution, 1991.

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National Museum of African Art (U.S.), ed. National Museum of African Art, Smithsonian Institution. Washington, D.C: The Institution, 1988.

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Institution, Smithsonian, ed. National Museum of African Art, Smithsonian Institution. [Washington, D.C: The Institution, 1987.

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Egba chieftaincy institution. Ibadan, Nigeria: F.I. Sotunde, 2002.

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Nwachukwu, Kwentoh Sylvester. Onitsha age grade institution. [Onitsha, Nigeria: K.S. Nwachukwu], 1994.

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Oyakhire, G. B. L. An Edo civilization: Owan chieftaincy institution. Benin City, Nigeria: Geebee (Nigeria), 1997.

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1932-, Martin Jean-Pierre, Ricard Serge, and Groupe de recherche et d'études nord-américaines (France), eds. Une Institution particulière: Aspects de l'esclavage aux Etats-Unis. Aix-en-Provence: Université de Provence, 1986.

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Aron, Janine. Building institutions in post-conflict African economies. Helsinki: United Nations University, World Institute for Development Economic Research, 2002.

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N, Shanmugaratnam, ed. Resource management and pastoral institution building in the West African Sahel. Washington, D.C: World Bank, 1992.

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Book chapters on the topic "African Institution"

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Ochia, Krys. "Sustainability of the Marketplace Institution." In Marketplace Trade and West African Urban Development, 175–212. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87556-5_7.

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Akalu, Girmaw A., and Michael Kariwo. "A Critical Analysis of the Role of African Universities in Democracy and Social Justice." In Assembling and Governing the Higher Education Institution, 271–90. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-52261-0_15.

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Glennie, Jenny, and Ross Paul. "ODDE Strategic Positioning in the Post-COVID-19 Era." In Handbook of Open, Distance and Digital Education, 1–19. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_29-1.

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AbstractThis chapter considers some of the challenges of the development of strategy, both for the conventional and ODDE sectors of higher education, with a brief look at the literature since strategic planning was first in vogue in the private sector in the early 1960s. Although the most common approach in higher education, so much so-called strategic planning does little to advance long-term visions and strategies or to differentiate one institution from another. The sudden pivot to online learning and other distance education that the COVID-19 pandemic has forced on conventional (contact) institutions has blurred distinctions between traditional and ODDE universities, thus rendering effective strategy development and implementation more important than ever.This chapter conducts the literature review considering both institutional and system-wide strategy development, underlining their common elements. Then, from the unique vantage point of the South African Institute of Distance Education (Saide), a nongovernmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa, it discusses the challenges for ODDE strategy development in the particular context of COVID-19. The chapter concludes with implications from the analysis for both the conventional and ODDE sectors in higher education in South Africa and elsewhere based, in part, on the lessons learned during the pandemic.
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Glennie, Jenny, and Ross Paul. "ODDE Strategic Positioning in the Post-COVID-19 Era." In Handbook of Open, Distance and Digital Education, 527–45. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_29.

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AbstractThis chapter considers some of the challenges of the development of strategy, both for the conventional and ODDE sectors of higher education, with a brief look at the literature since strategic planning was first in vogue in the private sector in the early 1960s. Although the most common approach in higher education, so much so-called strategic planning does little to advance long-term visions and strategies or to differentiate one institution from another. The sudden pivot to online learning and other distance education that the COVID-19 pandemic has forced on conventional (contact) institutions has blurred distinctions between traditional and ODDE universities, thus rendering effective strategy development and implementation more important than ever.This chapter conducts the literature review considering both institutional and system-wide strategy development, underlining their common elements. Then, from the unique vantage point of the South African Institute of Distance Education (Saide), a nongovernmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa, it discusses the challenges for ODDE strategy development in the particular context of COVID-19. The chapter concludes with implications from the analysis for both the conventional and ODDE sectors in higher education in South Africa and elsewhere based, in part, on the lessons learned during the pandemic.
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Depetris Chauvin, Nicolas, Guido Porto, and Francis Mulangu. "To Be or Not to Be a Member of a Grassroots Institution: Evidence from a Social Network Analysis in Rural Areas of Ghana." In Advances in African Economic, Social and Political Development, 175–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-53858-6_10.

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Mthiyane, Ncamisile P., Zanele Heavy-Girl Dube-Xaba, Maserole Christina Kgari-Masondo, and Fumane P. Khanare. "(UN)trapped? Transformative Voices of Four Black Female “Novice” Academics in a South African Higher Education Institution." In Transformation of Higher Education Institutions in Post-Apartheid South Africa, 39–49. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351014236-4.

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Ayissi, Anatole. "Three Decades of Disarmament, Demobilization, and Reintegration of Ex-Combatants in Africa: Lessons Learned and Challenges Ahead." In The State of Peacebuilding in Africa, 141–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46636-7_9.

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Abstract This chapter analyses three decades of efforts to disarm, demobilize, and reintegrate ex-combatants as part of conflict resolution and peacebuilding in Africa. It finds that in the vast majority of Africa’s conflict-affected societies, reintegration remains the Achilles Heel of DDR programs; only a minority of ex-combatants are sustainably reintegrated into their communities. The chapter argues that the poor record of reintegration is due in significant part to unreliable and frequently-delayed external funding for this vital element of DDR. One response to the conundrum of growing demand but dwindling resources for reintegration would be to strengthen Africa’s ownership of DDR programs, endowing regional institutions (African Union and regional economic communities) with adequate institutional capacities, expertise, and resources.
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Makalela, Leketi. "2. Translanguaging Practices in a South African Institution of Higher Learning: A Case of Ubuntu Multilingual Return." In Translanguaging in Higher Education, edited by Catherine M. Mazak and Kevin S. Carroll, 11–28. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096657-004.

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Naidoo, Jayaluxmi, and Asheena Singh-Pillay. "Digital Pedagogy for Mathematics and Technology Education: Exploring the Initiatives at One South African Teacher Education Institution." In Future Education and Learning Spaces, 223–41. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4226-6_13.

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Kraemer-Mbula, Erika. "The African Development Bank." In Regional Development Banks in the World Economy, 55–69. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198861089.003.0003.

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This chapter demonstrates how the African Development Bank (AfDB) has been deeply shaped by the history of its continent. Fuelled by a sentiment of independence, the creation of the AfDB was driven by a determination to create a regional bank run by Africans, funded by Africans, and serving African needs. African governments’ desire for autonomy and the quest to break with distorted patterns created by Africa’s colonial past helped position the AfDB as the largest development institution dedicated solely to serve the needs of the continent. This chapter argues that, over the years and—despite significant institutional reform, including the acceptance of non-regional members in its Board from 1982, including the United States and former colonial powers—the AfDB has managed overall to preserve its ‘African identity’.
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Conference papers on the topic "African Institution"

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Perumal, Juliet, and Andrea Dawson. "Racial Dynamics at an Independent South African Educational Institution." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002671.

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Historically, education in South Africa has been beset by inequality. Over the last few decades, however, the landscape of South African government schooling has evolved considerably since its distinctive, racially-defined origins. This is largely due to reforms in the education sector, which played a key role in attempting to redress the injustices of the Apartheid system. Since its inception in 1929, the Independent Schools Association of Southern Africa (ISASA) has envisioned a value-based and quality education for all learners, irrespective of race, creed or culture. Thus, the media exposure in 2020, which revealed the prevalence of racist practices in approximately 26 prominent independent schools in South Africa was startling, as these discriminatory acts contradicted the vision of ISASA. One such school, which came into the spotlight was Excel College* (pseudonym), an independent school in Gauteng Province, South Africa. In response to the accusations, the school management launched an immediate investigation to address the allegations of racial discrimination against its students of colour. A whole-school Racial Intervention Programme (referred to as RDI – Respect, Diversity and Inclusivity) was designed and implemented early in 2021. This qualitative study, which comprised eight student leaders, sought to investigate how these student leaders experienced the intervention programme. The study sought to explore student leaders’ perceptions of the rationale behind the implementation of the Racial Intervention Programme (RIP), and of the racial climate in their school, and how they felt about the allegations of racism levelled against their school. The study further sought to investigate the extent to which student leaders felt their experience of the RIP had sensitised them to the need to promote racial inclusivity in their school. Data for the study were collected by conducting individual, online semi-structured interviews, using participants’ diaries, and holding a Focus Group session. The study drew on the tenets of the Critical Race Theory (De La Garza & Ono, 2016; Delgado & Stefançic, 2000; Dixon & Rousseau, 2006; Gillborn, 2015) and Paulo Freire’s conception of Critical Consciousness (1970). Proponents of the Critical Race Theory argue that race is neither a naturally nor biologically grounded feature of human beings; but rather, a socially constructed and culturally invented category that is used to oppress and exploit people of colour. Freire’s Critical Consciousness involves identifying contradictions in the experiences of others, through dialogue to contribute to change. The study confirmed that there were allegations of racism at the school, and that many of the students had been victims of – or had witnessed – an act of racial discrimination. Despite overwhelming support for RIP, the initiative was criticised for moving slowly, being teacher-centric and syllabus-driven; and that initially, it did not appreciate students’ contribution. However, during the seven weeks of the programme (which this study reports on), participants reported grasping the purpose of the programme – which was to encourage courageous conversations about inclusion, exclusion, racism and diversity.
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Katuu, Shadrack, and Mpho Ngoepe. "Managing Digital Records in a South African Public Sector Institution." In INFuture2015: e-Institutions – Openness, Accessibility, and Preservation. Department of Information and Communication Sciences, Faculty of Humanities and Social Sciences, Zagreb, Croatia, 2015. http://dx.doi.org/10.17234/infuture.2015.16.

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Mtshali, E. P., N. K. Stephen, and K. Ramdass. "IMPROVING MANUFACTURING PERFORMANCE INA PRINTING PUBLIC INSTITUTION: A SOUTH AFRICAN PERSPECTIVE." In 33rd Annual Southern African Institute of Industrial Engineering Conference. Waterkloof, Pretoria, South Africa: South African Institute for Industrial Engineering, 2022. http://dx.doi.org/10.52202/066390-0076.

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Ntsaluba, Sula B. K., and Esrom M. Malatji. "Energy Usage Modelling for Residences of a South African Academic Institution." In 2018 International Conference on Intelligent and Innovative Computing Applications (ICONIC). IEEE, 2018. http://dx.doi.org/10.1109/iconic.2018.8601244.

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Krishnamurthy, Senthil. "Online teaching and learning experience at South African higher educational institution." In 2021 IEEE Frontiers in Education Conference (FIE). IEEE, 2021. http://dx.doi.org/10.1109/fie49875.2021.9637219.

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Aguiar, Joyce, and Cristina Sin. "Students from Portuguese Speaking African Countries in Portuguese Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12953.

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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.
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Mostert, Clarise, and Luzaan Hamilton. "STUDENTS’ MOTIVATIONS AND ATTITUDES TOWARD ENTREPRENEURSHIP AT A SOUTH AFRICAN HIGHER EDUCATION INSTITUTION." In 41st International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.041.026.

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Mamela, Tebogo Lucky, Nita Sukdeo, and Sambil Charles Mukwakungu. "The Integration of AI on Workforce Performance for a South African Banking Institution." In 2020 International Conference on Artificial Intelligence, Big Data, Computing and Data Communication Systems (icABCD). IEEE, 2020. http://dx.doi.org/10.1109/icabcd49160.2020.9183834.

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Ntsaluba, Sula B. K., Maria Michael, Solathiso Shasha, and Isaac Dlamini. "Electrical Energy Usage Analysis for all Residences of a South African Academic Institution." In 2018 International Conference on Intelligent and Innovative Computing Applications (ICONIC). IEEE, 2018. http://dx.doi.org/10.1109/iconic.2018.8601093.

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Damas, Stephanie A., and Lisa C. Benson. "Navigational Capital of African American Students in Engineering at a Predominantly White Institution." In 2021 IEEE Frontiers in Education Conference (FIE). IEEE, 2021. http://dx.doi.org/10.1109/fie49875.2021.9637394.

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Reports on the topic "African Institution"

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Hollands, Aisha. Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.236.

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Kira, Beatriz, Rutendo Tavengerwei, and Valary Mumbo. Points à examiner à l'approche des négociations de Phase II de la ZLECAf: enjeux de la politique commerciale numérique dans quatre pays d'Afrique subsaharienne. Digital Pathways at Oxford, March 2022. http://dx.doi.org/10.35489/bsg-dp-wp_2022/01.

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Realities such as the COVID-19 pandemic have expedited the move to online operations, highlighting the undeniable fact that the world is continuing to go digital. This emphasises the need for policymakers to regulate in a manner that allows them to harness digital trade benefits while also avoiding associated risk. However, given that digital trade remains unco-ordinated globally, with countries adopting different approaches to policy issues, national regulatory divergence on the matter continues, placing limits on the benefits that countries can obtain from digital trade. Given these disparities, ahead of the African Continental Free Trade Area (AfCFTA) Phase II Negotiations, African countries have been considering the best way to harmonise regulations on issues related to digital trade. To do this effectively, AfCFTA members need to identify where divergencies exist in their domestic regulatory systems. This will allow AfCFTA members to determine where harmonisation is possible, as well as what is needed to achieve such harmonisation. This report analyses the domestic regulations and policies of four focus countries – South Africa, Nigeria, Kenya and Senegal – comparing their regulatory approaches to five policy issues: i) regulation of online transactions; ii) cross-border data flows, data localisation, and personal data protection; iii) access to source code and technology transfer; iv) intermediary liability; and v) customs duties on electronic transmissions. The study highlights where divergencies exist in adopted approaches, indicating the need for the four countries – and AfCFTA members in general – to carefully consider the implications of the divergences, and determine where it is possible and beneficial to harmonise approaches. This was intended to encourage AfCFTA member states to take ownership of these issues and reflect on the reforms needed. As seen in Table 1 below, the study shows that the four countries diverge on most of the five policy issues. There are differences in how all four countries regulate online transactions – that is, e-signatures and online consumer protection. Nigeria was the only country out of the four to recognise all types of e-signatures as legally equivalent. Kenya and Senegal only recognise specific e-signatures, which are either issued or validated by a recognised institution, while South Africa adopts a mixed approach, where it recognises all e-signatures as legally valid, but provides higher evidentiary weight to certain types of e-signatures. Only South Africa and Senegal have specific regulations relating to online consumer protection, while Nigeria and Kenya do not have any clear rules. With regards to cross border data flows, data localisation, and personal data protection, the study shows that all four focus countries have regulations that consist of elements borrowed from the European Union (EU) General Data Protection Regulation (GDPR). In particular, this was regarding the need for the data subject's consent, and also the adequacy requirement. Interestingly, the study also shows that South Africa, Kenya and Nigeria also adopt data localisation measures, although at different levels of strictness. South Africa’s data localisation laws are mostly imposed on data that is considered critical – which is then required to be processed within South African borders – while Nigeria requires all data to be processed and stored locally, using local servers. Kenya imposes data localisation measures that are mostly linked to its priority for data privacy. Out of the four focus countries, Senegal is the only country that does not impose any data localisation laws. Although the study shows that all four countries share a position on customs duties on electronic transmissions, it is also interesting to note that none of the four countries currently have domestic regulations or policies on the subject. The report concludes by highlighting that, as the AfCFTA Phase II Negotiations aim to arrive at harmonisation and to improve intra-African trade and international trade, AfCFTA members should reflect on their national policies and domestic regulations to determine where harmonisation is needed, and whether AfCFTA is the right platform for achieving this efficiently.
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Michalopoulos, Stelios, and Elias Papaioannou. Pre-colonial Ethnic Institutions and Contemporary African Development. Cambridge, MA: National Bureau of Economic Research, July 2012. http://dx.doi.org/10.3386/w18224.

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Bolt, Jutta, Leigh Gardner, Jennifer Kohler, Jack Paine, and James Robinson. African Political Institutions and the Impact of Colonialism. Cambridge, MA: National Bureau of Economic Research, October 2022. http://dx.doi.org/10.3386/w30582.

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Michalopoulos, Stelios, and Elias Papaioannou. National Institutions and Subnational Development in Africa. Cambridge, MA: National Bureau of Economic Research, August 2012. http://dx.doi.org/10.3386/w18275.

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Chachu, Daniel. Review of sub-national institutional performance in Ghana. UNU-WIDER, April 2021. http://dx.doi.org/10.35188/unu-wider/wbn/2021-1.

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While the literature on the measurement, causes, and correlates of variations in sub-national institutional governance is prominent for Europe and other regions, it is less so for sub-Saharan Africa. Emerging literature on the latter region offers scope for improved understanding of the relationship between variations in the quality of sub-national governance and Africa’s development. As a preliminary step towards contributing to this literature, this Background Note reviews Ghana’s decentralization experience and efforts to assess its outcome. It surveys the literature, including government documents, reports, and technical notes, and attempts to answer the ‘what’ and ‘how’ of measuring sub-national institutional performance in one of Africa’s shining polities since its decentralization experiment began in 1988.
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Quak, Evert-jan. The Link Between Demography and Labour Markets in sub-Saharan Africa. Institute of Development Studies (IDS), January 2020. http://dx.doi.org/10.19088/k4d.2021.011.

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This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how demography affects labour markets (e.g. entrants, including youth and women) and labour market outcomes (e.g. capital-per-worker, life-cycle labour supply, human capital investments) in the context of sub-Saharan Africa. One of the key findings is that the fast-growing population in sub-Saharan Africa is likely to affect the ability to get productive jobs and in turn economic growth. This normally happens when workers move from traditional (low productivity agriculture and household businesses) sectors into higher productivity sectors in manufacturing and services. In theory the literature shows that lower dependency ratios (share of the non-working age population) should increase output per capita if labour force participation rates among the working age population remain unchanged. If output per worker stays constant, then a decline in dependency ratio would lead to a rise in income per capita. Macro simulation models for sub-Saharan Africa estimate that capital per worker will remain low due to consistently low savings for at least the next decades, even in the low fertility scenario. Sub-Saharan African countries seem too poor for a quick rise in savings. As such, it is unlikely that a lower dependency ratio will initiate a dramatic increase in labour productivity. The literature notes the gender implications on labour markets. Most women combine unpaid care for children with informal and low productive work in agriculture or family enterprises. Large family sizes reduce their productive labour years significantly, estimated at a reduction of 1.9 years of productive participation per woman for each child, that complicates their move into more productive work (if available). If the transition from high fertility to low fertility is permanent and can be established in a relatively short-term period, there are long-run effects on female labour participation, and the gains in income per capita will be permanent. As such from the literature it is clear that the effect of higher female wages on female labour participation works to a large extent through reductions in fertility.
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Panel, Malabo Montpellier. Connecting The Dots: Policy Innovations for Food Systems Transformation in Africa. AKADEMIYA2063, July 2021. http://dx.doi.org/10.54067/9789870010101.

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This report—Connecting the Dots: Policy Innovations for Food Systems Transformation in Africa—draws on the experience and at times visionary leadership of four African countries: Ghana, Malawi, Morocco, and Rwanda. It focuses on their policy and institutional innovations, which have moved the needle toward systems-level change and transformation.
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Inman, Robert, and Daniel Rubinfeld. Federal Institutions and the Democratic Transition: Learning from South Africa. Cambridge, MA: National Bureau of Economic Research, January 2008. http://dx.doi.org/10.3386/w13733.

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McMillan, Margaret, William Masters, and Harounan Kazianga. Disease Control, Demographic Change and Institutional Development in Africa. Cambridge, MA: National Bureau of Economic Research, July 2013. http://dx.doi.org/10.3386/w19245.

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