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Relevant bibliographies by topics / Colleges in African nations

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Academic literature on the topic 'Colleges in African nations'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Colleges in African nations"

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Kaba, Amadu Jacky. "Challenges to the Study of Islamic Education in African Universities." American Journal of Islamic Social Sciences 31, no. 3 (2014): 23–49. http://dx.doi.org/10.35632/ajiss.v31i3.283.

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This article examines the challenges to the study of Islamic education in African colleges and universities. I claim that such a study, especially in sub-Saharan Africa, is not a priority even though Muslims accounted for 44 percent of the continent’s population in 2009 and 22 of its nations have a Muslim population of 50 percent or more. I present four main factors responsible for this phenomenon: European colonization; the relatively small number of Arabic speakers in most African nations; the negative implications of connecting Islamic fundamentalism/al-Qaeda to Arabs and Islam; and the humiliation, abuse, and severe punishment experienced by Black Africans in Arab-majority societies.

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Kaba, Amadu Jacky. "Challenges to the Study of Islamic Education in African Universities." American Journal of Islam and Society 31, no. 3 (2014): 23–49. http://dx.doi.org/10.35632/ajis.v31i3.283.

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This article examines the challenges to the study of Islamic education in African colleges and universities. I claim that such a study, especially in sub-Saharan Africa, is not a priority even though Muslims accounted for 44 percent of the continent’s population in 2009 and 22 of its nations have a Muslim population of 50 percent or more. I present four main factors responsible for this phenomenon: European colonization; the relatively small number of Arabic speakers in most African nations; the negative implications of connecting Islamic fundamentalism/al-Qaeda to Arabs and Islam; and the humiliation, abuse, and severe punishment experienced by Black Africans in Arab-majority societies.

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Knight, Linda, Elizabeth Davenport, Patricia Green- Powell, and Adriel A. Hilton. "The Role of Historically Black Colleges or Universities in Today's Higher Education Landscape." International Journal of Education 4, no. 2 (2012): 223. http://dx.doi.org/10.5296/ije.v4i2.1650.

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Historically Black Colleges and Universities (HBCUs) are effective in graduating African American students who are poised to be competitive in the corporate, research, academic, governmental and military arenas. Specifically, over half of all African American professionals are graduates of HBCUs. Nine of the top ten colleges that graduate the most African Americans who go on to earn PhDs are from HBCUs. More than 50% of the nation’s African American public school teachers and 70% of African American dentists earned degrees at HBCUs. Finally, both Spelman and Bennett Colleges produce over half of the nation’s African American female doctorates in all science fields. This article discusses the importance of HBCUs in today’s higher education landscape.

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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 (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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Perkins, Linda. "The African American Female Elite: The Early History of African American Women in the Seven Sister Colleges, 1880–1960." Harvard Educational Review 67, no. 4 (1997): 718–57. http://dx.doi.org/10.17763/haer.67.4.136788875582630j.

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The Seven Sister colleges are well known for producing some of the nation's most successful women. At the turn of the century, they were recognized as the leading institutions for elite White women. In this article, Linda Perkins outlines the historical experiences of African American women attending the Seven Sister colleges from the institutions' founding to the civil rights era of the 1960s, a period during which approximately five hundred Black women graduated from these institutions. Through an exploration of university archives, alumni bulletins, and oral interviews with alumnae, Perkins shows that the Seven Sister colleges were not a monolithic entity: some admitted African American women as far back as the turn of the century, while others grudgingly, and only under great pressure, admitted them decades later. Perkins illustrates how the Seven Sister colleges mirrored the views of the larger society concerning race, and how issues of discrimination in admissions, housing, and financial aid in these institutions were influenced by, and had an influence on, the overall African American struggle for full participatory citizenship.

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Allen, Walter. "The Color of Success: African-American College Student Outcomes at Predominantly White and Historically Black Public Colleges and Universities." Harvard Educational Review 62, no. 1 (1992): 26–45. http://dx.doi.org/10.17763/haer.62.1.wv5627665007v701.

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Black students' participation in higher education has experienced periods of growth and decline. The recent resurgence and proliferation of racial incidents on college campuses,coupled with a floundering economy, signals a need to place this issue at the forefront of our educational agenda once again. In this article, Walter R. Allen presents the results of a quantitative study on the differences in the college experience between Black undergraduates who attended historically Black colleges and universities and those who attended predominantly White colleges and universities. Building on the results of a number of related studies and analyzing data from the National Study on Black College Students, Allen further examines the effects of key predictors on college outcomes among these two groups of students. He thus sets the stage for some provocative conclusions, with implications that extend beyond the boundaries of academia.

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Lake, Rebecca S. "How College/University Presidents around the World Make Decisions." Research in Comparative and International Education 1, no. 1 (2006): 109–19. http://dx.doi.org/10.2304/rcie.2006.1.1.9.

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The world is rapidly changing into a different kind of world where the wealth of a nation is defined by the educational level of its people. Higher education institutions throughout the world provide the means to meet today's information and knowledge requirements dictated by the ever-fluid global marketplace. Colleges and universities offer courses and programmes allowing nations to reap the benefits of an educated workforce and compete globally. College/university presidents by their position wield great power and authority to direct their respective institutions. Decisions made by presidents of colleges/universities have significant consequences on complex transnational tertiary education issues. If college/university presidents around the world are expected to make similar types of decisions to foster a borderless transnational tertiary education system, then it is important to know more about the substance of their work and how they make administrative and fiscal management decisions. The purpose of this global study was to identify ‘pre-choice’ factors employed by presidents of higher education institutions around the world when making decisions. Seven college/university presidents, one participant on each continent (North America, South America, Africa, Asia, Australia and Europe, with an island representative as a substitute for Antarctica) was selected to accommodate global distribution.

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Walters, Evon. "Institutional Commitment to Diversity and Multiculturalism through Institutional Transformation: A Case Study of Olivet College." Journal of College Student Retention: Research, Theory & Practice 3, no. 4 (2002): 333–50. http://dx.doi.org/10.2190/7x4x-x7d7-1ufw-3pfg.

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Olivet College is a private, residential liberal arts college in central Michigan that enrolls approximately 900 students. The College was founded in 1844 by abolitionists and was the first college in the nation, by charter, to open to women and people of color. Yet, over the last two decades Olivet College failed to acknowledge changing demographics and problems of intergroup relations. In 1992, a racial brawl involving White and African-American students put the college into crisis. The incident launched the college into a process of reassessment and redefinition that resulted in a major institutional transformation. Diversity was a major part of this initiative. As a result of its success in infusing multiculturalism into its structure, Olivet College was recently selected by the Association of American Colleges and Universities as a Model Institution for its diversity initiatives. Additionally, it was selected as one of 35 institutions out of 675 nationwide to participate in President Clinton's initiative on race and was spotlighted by the American Council on Education for its exemplary work in infusing diversity across the campus. This article presents all aspects of Olivet College's diversity initiative including mission, curriculum, co-curriculum, students, faculty, and staff. These strategies are applicable not only to small private liberal arts colleges, but to other institutions of learning as they attempt to create an action plan that addresses the challenge of diversity/multiculturalism in the higher education system.

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OSUNDIRAN, Adeola Oluwatoyin, and Felix OKONTA. "Malmquist Data Envelopment Analysis as a tool to evaluate the Productivity levels of Container Ports in Developing Countries located in East and Southern Africa." Central European Review of Economics and Management 2, no. 3 (2018): 79. http://dx.doi.org/10.29015/cerem.573.

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Aim: The purpose of this paper is to examine the productivity of 12 container ports located in East and Southern African developing nations for the period of 2014-2016. Furthermore, to investigate the sources of productivity change over the time period. Design / Research methods: This research collects data on the 12 container ports. The productivity of these ports is analyzed using the Data Envelopment Analysis based Malmquist productivity index. This is decomposed into technological changes and technical efficiency. The sources of productivity change are identified.Conclusions /findings: The major finding of this study is the trend in the port efficiency level over the three year period of analysis. Therefore assisting maritime policymakers and port authorities on what aspect of the port production need enhancement. Originality/value of the article: Evaluation of ports in developing nations in Africa is not common. Also, the year under examination is less than five years. Therefore the result is relevant to port authorities as well as to the African nations.Implications of the research: 90% of import and exports into developing African nations are done by sea. The implication of this is that an efficient or inefficient port will have a multiplier effect on the nation’s economy. Great improvement in port productivity will enhance economic growth and development.Limitations of the research: Port efficiency should be evaluated on a yearly basis to serve as a major determinant of port productivity. However, this evaluation is based on availability of data.

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Engelbrecht, Mardine, John Spencer, and Andre van der Bijl. "Relevance for work in the Western Cape tourism industry of the National Certificate Vocational in tourism education at TVET colleges." Industry and Higher Education 31, no. 5 (2017): 328–34. http://dx.doi.org/10.1177/0950422217724050.

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This article investigates the relevance of the National Certificate Vocational (NCV) tourism programme for the South African tourism industry in terms of skills needed by tourism students to work in the tourism industry after graduating. The NCV programmes were introduced in 2007 at public Further Education and Training Colleges (now Technical, Vocational Education and Training Colleges), with the phasing out of certain national technical education (NATED) Report 191 programmes, known as N-Programmes. Research was conducted in the form of an empirical questionnaire survey. A mixed methods approach, using a quantitative and qualitative methodology, was employed to gather relevant data. The results suggest that NCV tourism students are employable in small, medium-sized and microenterprises once they graduate, but that graduates need more experience and practical knowledge to be employable in the wider tourism labour market. The results indicate that more relevant NCV tourism curricula are needed to make the qualification of greater applicability to the South African tourism industry.

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Dissertations / Theses on the topic "Colleges in African nations"

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Iaeger, Paula Irene. "Establishing Junior-level Colleges in Developing Nations: a Site Selection Process Using Data From Uganda." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115098/.

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This research synthesizes data and presents it using mapping software to help to identify potential site locations for community-centered higher education alternatives and more traditional junior-level colleges in Uganda. What factors can be used to quantify one site over another for the location of such an institution and if these factors can be isolated; why should they be used by local authorities? the variables are secured from the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), Afrobarometer, census data, as well as technology reports and surveys. These variables are reduced, grouped and mapped to help determine the best location for a junior-level college. the use of local expert opinion on geopolitical, economic, and educational situations can be interfaced with the database data to identify potential sites for junior-level colleges with the potential to reduce the failure rate of such post-secondary school ventures. These data are analyzed in the context of reported higher education policies and outcomes from the national ministries, United Nations Educational, Scientific and Cultural Organization (UNESCO), quality assurances agencies in the region, the World Bank, and national datasets. the final product is a model and tool that can be used by local experts to better select future sites to expand higher education, especially in rural areas in the least developed countries.

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Moore-Cooper, Robin LaJune. "A national census state of disability services at historically black colleges and universities /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1143483711.

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Engelbrecht, Mardine. "The relevance of the National Certificate Vocational at Technical Vocational Education and Training colleges for the South African tourism industry." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2580.

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Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2017.<br>The study was planned to investigate the relevance of the National Certificate Vocational tourism programme for the South African tourism industry in terms of the employability and skills required by tourism students to work in the tourism industry, once they graduated. The main objective of this study was to identify the challenges facing the National Certificate Vocational tourism programme, with sub-objectives focussing on the level of graduates’ employability, articulation from the National Certificate Vocational programme to higher education, as well as on the skills and abilities needed by National Certificate Vocational lecturers to teach in their specific field. The research was conducted in the form of an empirical survey to gather information using research questionnaires. A mixed methods approach, using both a quantitative and qualitative methodology, was employed to gather relevant data for the study. Qualitative questionnaires were distributed to a target population comprising conveniently selected National Certificate Vocational Tourism graduates (a total sample of 100), and National Certificate Vocational lecturers (a sample of 50 suitably qualified persons), at four Technical Vocational Education and Training colleges in the Western Cape. Personal interviews were conducted with ten conveniently selected tourism industry employers and role-players. Ten specifically identified representatives of tourism and government education departments and other government organisations were also part of the target population. The first part of the study looked at the history of Vocational Education and how it is practised in other countries. The history of the National Certificate Vocational programmes within South Africa is explained, as well as the challenges facing the National Certificate Vocational tourism qualification and its relevance to the tourism industry in South Africa. Results from the research suggested that National Certificate Vocational tourism students are only employable in small to medium micro enterprises (SMMEs) once they graduate. It was concluded that graduates would need more experience and practical knowledge to be employable in the wider tourism labour market. The results confirm that the updated National Certificate Vocational tourism curriculum is critically important to make the qualification more relevant to the South African tourism industry.

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Adeniji, Olufemi O. (Olufemi Ogunruku). "The Development and Contributions of the Department of Adult Education, University of Ibadan, Nigeria, to Adult Education in Nigeria: 1945- 1980." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331800/.

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This study examined the historical development of the University of Ibadan in Nigeria and its contributions to adult education both in Nigeria and in other African nations. This was aimed at providing up-to-date insight into the department's contributions to the development of adult education in Nigeria and in other African nations. Specifically, this study examined the department's founders and their goals, the department's management structure, its relationship with other adult education agencies in Nigeria and in Africa, its programs and services, and the participants in these. This study reveals that the department's founders were both British and Nigerian politicians, educators, and humanitarians. They were concerned with eradicating illiteracy, preparing adults for democratic roles, and improving the economic well-being of these adults. The department does not have a consistent pattern of management. The selection of its leadership is usually based on seniority and academic merits. The department initially relied on donations and on the revenues from the local, state, and federal governments of Nigeria to operate. It now relies on those from the profit from its services to the public and on those from Nigeria's state and federal governments. The department interacts with other departments of the university and with other adult education agencies in Nigeria to formulate, develop, direct, and provide adult education programs and services to all segments of the Nigerian population. Its contributions to other African nations are limited to the conferences and seminars it hosts, and in many cases, directs on their behalf.

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Hague-Palmer, Toycee A. "Academic and Campus Experiences of African American Males: Implications for Collegiate Satisfaction and Student Engagement." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1383580693.

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Rankins, Falcon. "An Investigation of How Black STEM Faculty at Historically Black Colleges and Universities Approach the National Science Foundation Merit Review Process." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5149.

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This qualitative inquiry explored the ways in which US-born, Black faculty member participants in science, technology, engineering, and mathematics (STEM) disciplines at Historically Black Colleges and Universities (HBCUs) interact with the National Science Foundation (NSF). Eight Black HBCU STEM faculty members with a range of involvement in NSF-related activities were individually interviewed. Topics of discussion with participants included their prior experiences with NSF, their understanding of the merit review process, and their understanding of their personal and institutional relationships with NSF and the STEM community. Two broad findings emerged from the conversations. The first was that issues of communities and social identity were important to the participants’ work as research scientists. Participants prioritized advancing people and communities over advancing the knowledge of ambiguous, disembodied scientific disciplines, and some participants were motivated by interests in social justice. However, participants maintained strong identities as scientists and the discussions provided no evidence that other social factors influenced their application of the scientific method. The second major finding dealt with the role participants perceived their institutions playing in their involvement with NSF. All participants described challenges associated with pursuing research in HBCU environments and, in some cases, the institutional challenges served as the motivation for participants’ projects, with varying consequences. Finally, this study developed and refined a theoretical framework for explaining the underrepresentation of HBCUs in NSF funding streams. In developing this framework, a brief history of the origination of HBCUs, NSF, and the NSF merit review process is presented.

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Van, Wyk Berte. "A conceptual analysis of transformation at three South African universities in relation to the national plan for higher education." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49812.

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Thesis (PhD)--Stellenbosch University, 2004.<br>ENGLISH ABSTRACT: This dissertation explores the notion of (higher) education transformation in relation to logically necessary conditions which guide the concept. These logically necessary conditions (constitutive meanings) include: equity and redress, critical inquiry, communicative praxis, and citizenship. I explore how instances of these logically necessary conditions manifest in institutional plans at the universities of Cape Town, Stellenbosch, and the Western Cape. My contention is that these institutional plans seem to be tilted towards the exclusive implementation of performance indicator measures which might undermine deep educational transformation. In turn, deep educational transformation requires that logically necessary conditions be framed according to an African philosophy of educational transformation. KEYWORDS: Higher education, education policy, transformation, conceptual analysis, logically necessary conditions.<br>AFRIKAANSE OPSOMMING: In hierdie proefskrif word die konsep (hoër) onderwystransformasie ondersoek soos dit logies in verhouding staan tot die voorwaardes wat die konsep rig. Hierdie logiesnoodsaaklike voorwaardes (konstitusionele betekenisse) sluit in: gelykheid en regstelling; kritiese ondersoek; kommunikatiewe praksis en burgerskap. Ek stelondersoek in oorlhoe voorbeelde van hierdie logiese-noodsaaklike voorwaardes in die institusionele planne van die universiteite Kaapstad, Stellenbosch en Wes-Kaapland manifesteer. Volgens my lyk dit asof hierdie institusionele planne neig na die eksklusiewe implementering van maatreëls wat optrede aandui wat in-diepte opvoedkundige transformasie mag ondermyn. Aan die ander kant vereis in-diepte opvoedkundige transformasie dat logies-noodsaaklike voorwaardes binne 'n Afrika filosofie van opvoedkundige transformasie vertolk moet word. SLEUTELBEGRIPPE: Hoër onderwys, opvoedkundige beleid, transformasie, konseptuele analise, logies-noodsaaklike voorwaardes.

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Pandhi, Dhriti. "The relationship between exports and growth in select African nations." Connect to resource, 2007. http://hdl.handle.net/1811/28585.

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Thesis (Honors)--Ohio State University, 2007.<br>Title from first page of PDF file. Document formatted into pages: contains, 34 p.; also includes graphics. Includes bibliographical references (p. 32-33). Available online via Ohio State University's Knowledge Bank.

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Hamilton, Leigh. "The United Nations and the protection of civilians in African conflicts." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6814.

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Since 1948, the United Nations (UN) has launched 83 peace missions across the globe. After the end of the Cold War, the nature of UN peace missions changed and the UN began to mandate its peace soldiers to perform a greater variety of tasks. One of these tasks was the protection of civilians (POC). While much work has been done on the growth of the civilian protection agenda and the role that peacekeepers play in protecting civilians during armed conflict, these works have been descriptive narratives that lack any sort of theoretical component that conceptualizes POC as a norm. This thesis conceptualizes POC as a norm and utilizes a Constructivist framework based on Martha Finnemore's and Kathryn Sikkink's norm life-cycle in order to identify how the norm of civilian protection during conflict in Africa evolved at the UN, beginning in 1992 and ending in 2011. It argues that the greatest impetus for the evolution of the POC norm came from actors within the UN, who were motivated by organizational survival, even though the institutionalization of normative evolution at the UN did not necessarily lead to the demonstration of POC by UN peace soldiers on the ground. This thesis aims to prove this assertion by applying a Constructivist framework to a case study, which consists of UN peace missions in four different African nations: Somalia, Rwanda, Sierra Leone and Sudan. This thesis also aims to build upon existing Constructivist theory.

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Knoll, Michael Hinson Glenn. "All Nations Evangelical Church bringing the nations together and creating a community of faith in the New African Diaspora /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2138.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Feb. 17, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Curriculum in Folklore." Discipline: Folklore; Department/School: Folklore.

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Books on the topic "Colleges in African nations"

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1933-, Sullivan Louis Wade, ed. The Morehouse mystique: Becoming a doctor at the nation's newest African American medical school. Johns Hopkins University Press, 2012.

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Hytche, William P. A national resource-- a national challenge: The 1890 Land-Grant colleges and universities : Justin Smith Morrill Memorial Lecture. U.S. Dept. of Agriculture, Cooperative State Research Service, 1989.

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White House Initiative on Historically Black Colleges and Universities (U.S.). White House Initiative on Historically Black Colleges and Universities: Newsletter : National Historically Black Colleges and Universities Week. U.S. Dept. of Education, 1997.

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Historic preservation: Oversight hearing before the Subcommittee on National Parks, Forests, and Lands of the Committee on Resources, House of Representatives, One Hundred Fourth Congress, second session, on H.R. 3031, a [sic] amend the act of October 15, 1966 (80 Stat. 915) as amended, establishing a program for the preservation of additional historic property through out the nation, and for other purposes, H.R. 563, to amend the National Historic Preservation Act to prohibit the inclusion of certain sites on the National Register of Historic Places, and for other purposes, H.R. 1179, to authorize appropriations for the preservation and restoration of historic buildings at historically black colleges and universities, March 20, 1996--Washington, DC. U.S. G.P.O., 1996.

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H.R. 1606 and H.R. 2388: Legislative hearing before the Subcommittee on National Parks, Recreation, and Public Lands of the Committee on Resources, U.S. House of Representatives, One Hundred Seventh Congress, first session, November 1, 2001. U.S. G.P.O., 2002.

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Haruna, Peter Fuseini, and Shikha Vyas-Doorgapersad, eds. Public Budgeting in African Nations. Routledge, 2016. http://dx.doi.org/10.4324/9781315637273.

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Almanac of African peoples & nations. Transaction, 1999.

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Rabboh, Bob. African nations: The socio-political transformation. Pearson Education, 2006.

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Law Library of Congress (U.S.). Global Legal Research Directorate. Laws on homosexuality in African nations. The Law Library of Congress, Global Legal Research Center, 2014.

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Echezonam, Osodi Em. Espionage into corruption in African nations. Dorrance Pub. Co., 2002.

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Book chapters on the topic "Colleges in African nations"

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Feld, Marjorie N. "American Zionism and African Liberation." In Nations Divided. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137029720_3.

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Levin, John S. "The Cases: Seven Colleges in Two Nations." In Globalizing the Community College. Palgrave Macmillan US, 2001. http://dx.doi.org/10.1057/9780312292836_2.

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Dokken, Karin. "United Nations Peacekeeping in Africa." In African Security Politics Redefined. Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612495_6.

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Alonso, Miguel C. "The African Nations of Salvador." In The Development of Yoruba Candomble Communities in Salvador, Bahia, 1835–1986. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137486431_2.

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Baloubi, Désiré. "Encouraging American Historically Black Colleges and Universities to Teach African Languages and Cultures." In African Histories and Modernities. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50797-8_9.

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Thompson, Pamela Felder. "On Firm Foundations: African American Black College Graduates and their Doctoral Student Development in the Ivy League." In Historically Black Colleges and Universities. Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230617261_3.

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Haruna, Peter Fuseini. "Public Budgeting and Fiscal Sustainability in African Nations: Opportunities and Challenges in Development Management." In Public Budgeting in African Nations. Routledge, 2016. http://dx.doi.org/10.4324/9781315637273-1.

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Zhou, Gideon, Ricky Munyaradzi Mukonza, and Hardlife Zvoushe. "Public Budgeting in Zimbabwe: Trends, Processes, and Practices." In Public Budgeting in African Nations. Routledge, 2016. http://dx.doi.org/10.4324/9781315637273-10.

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Uwizeyimana, Dominique E. "Public Budgeting in African Nations: The Case of Rwanda." In Public Budgeting in African Nations. Routledge, 2016. http://dx.doi.org/10.4324/9781315637273-11.

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Kamugisha, Denis J., and John S. Kihamba. "Public Budgeting and Service Delivery in Tanzania." In Public Budgeting in African Nations. Routledge, 2016. http://dx.doi.org/10.4324/9781315637273-12.

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Conference papers on the topic "Colleges in African nations"

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Nkwo, Makuochi. "Designing Mobile Persuasive Technology to Promote Mental Healthcare in Developing African Nations." In W4A '19: Web For All 2019 Personalization - Personalizing the Web. ACM, 2019. http://dx.doi.org/10.1145/3315002.3332433.

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van Gorp, Annemijn F., and Carleen F. Maitland. "Regulatory independence and wireless market development: A comparative analysis of two African nations." In 2009 International Conference on Information and Communication Technologies and Development (ICTD). IEEE, 2009. http://dx.doi.org/10.1109/ictd.2009.5426684.

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Ifalade, Oluwajuwon, Elizabeth Obode, and Joseph Chineke. "Hydrocarbon of the Future: Sustainability, Energy Transition and Developing Nations." In SPE Nigeria Annual International Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/207176-ms.

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Abstract The population of Africa is estimated to be about 1.5 billion, 25% of world population but the continent accounts for only 3.2% of global electricity generation (2.2% coming from South Africa, Egypt, Algeria and Morocco). This translates to the lowest per capita energy of any continent. The rapidly growing population in Africa will inevitably result in the emergence of more African cities and this underscores a need to urgently address the energy poverty concerns presented. The global energy landscape is changing, and Africa finds herself at a vantage point in the complex interplay between energy, development, climate change and sustainability. The need to provide an answer to these concerns is further highlighted by the effects of globalization and climate change. The onus rests on African countries to find a cross-functional solution; one which answers simultaneously to socio-economic and environmental challenges. This involves driving growth in energy supply and hence industrialization via the adoption of a balanced mix that harnesses all energy potential and integrated utilization possibilities. Projected increase in energy demands coupled with emission allowances present a unique opportunity for these countries to put in place plans and infrastructure congruent with the future energy landscape. In contrast to the narrative where African energy is driven majorly by renewables, the continent must first maximize the enormous fossil fuel potentials domiciled in large gas reserves in some of her countries to create an economy that can support a sustainable energy future. Natural gas is expected to play a vital role in the transition to a more environment friendly future of energy, especially in developing countries. This paper aims to present the prospects and challenges of the use of natural gas as a driver of sustainability and energy transition in the developing nations. Nigeria and the Nigerian Gas Master Plan will be taken as a Case Study.

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Ugwu, Alvin U. "LOCATING EVIDENCES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN SUB-SAHARAN AFRICAN SCIENCE AND TECHNOLOGY EDUCATION CURRICULAR: A COMPARATIVE ANALYSIS OF NIGERIAN AND SOUTH AFRICA." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.133.

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This research explores the integration of Education for Sustainable Development in the Science and Technology School Curriculum Documents of the Sub-Saharan African giant nations (Nigeria and South Africa) through a comparative analysis. The paper supports that Sustainable Development is a key in a present-day Science and Technology school curricula, given the global economic, social, cultural and environmental imperatives. The study suggests that science and technology curriculum should be a critical transformative tool towards integrating and fostering Sustainable Development in developing countries. Keywords: education for sustainable development, sustainable development, Sub-Saharan Africa.

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Gaum, T., and J. Laubscher. "BUILDING REGULATORY PRACTICES IN 10 AFRICAN COUNTRIES IN THE FACE OF CLIMATE CHANGE." In The 5th International Conference on Climate Change 2021 – (ICCC 2021). The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/2513258x.2021.5104.

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The expected increase in building activities on the African continent and the anticipated future vulnerability of the continent in the face of climate change require investigation. This paper compares the building regulatory practices in 10 African countries to determine their responses to climate change. Various studies highlight the contribution of the built environment to total global greenhouse gas emissions, which mainly includes Water vapour (H₂O), Carbon dioxide (CO₂), Methane (CH₄) and Nitrous oxide (N₂O). Additionally, the relationship between greenhouse gas emissions, specifically CO₂ and construction activities, is generally accepted due to increased energy use (IPCC, 2019). With just 10 years left, the United Nations Sustainable Development Goals are unlikely to be achieved by 2030. This exploratory study aims to establish whether the built environment of the 10 identified countries are currently taking any action towards the climate change effects and, if so, to determine their response and format. The paper reviews and compares present-day built environment regulatory policies on the African continent, focusing on energy efficiency measures. The results could be interpreted as a baseline when evaluating current policies, making the study beneficial to the selected countries and the broader African built environment. The study points towards a lack of building energy codes by the biggest emitters on the African continent. As part of the recommendations, African countries are encouraged to consider revising the regulatory documents governing the built environment to reduce greenhouse gas emissions on the continent. Keywords: Building regulatory practices, climate change, greenhouse gas emissions, energy efficiency policies

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Honda, Hiroshi, and Hephzibah Kumpaty. "Raising Global Leaders in Science and Engineering Under Trilateral Collaboration." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-36755.

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This paper discusses on how globalization affects industry, business and engineering practice, and what kind of education is considered and attempted at selected high schools and colleges to raise global leaders from the United States, India and Japan. Case studies for selected schools in the United States, India and Japan are also presented. In particular, details on the participation of undergraduate students in an integrated, global research culminating in global leadership and outlook with specific examples from the ongoing collaboration of the University of Wisconsin-Whitewater and Indian Institute of Chemical Technology, Hyderabad, India are presented to corroborate the beneficial effects of globalization. With the goal of effectively raising global leaders in science and engineering fields, the authors propose a scheme for the trilateral collaboration between the U. S., India and Japan, with a focus on difference in education, characters of the peoples, and preferred models of global leaders among these nations.

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Ogbonnaya, E. A., S. Nitonye, and J. C. Orji. "Optimized Method for Conversion of FPSO Build From VLCC." In SNAME Maritime Convention. SNAME, 2014. http://dx.doi.org/10.5957/smc-2014-p7.

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FPSOs are becoming extremely important economically. Many nations/organizations are using them to supplement the conventional oil rig/floating platform especially due to the refinery capability they exhibit in situ in the drilling environment. However many of the multinational oil and gas companies are drifting towards the conversion of VLCCs to FPSOs. It is against this backdrop that a work of this nature considered an optimized method of converting an FPSO from a VLCC. The various methods of producing such a vessel were looked at taking two FPSOs: BONGA (New Build) and MYSTRAS (Converted) operating in West African Waters as case studies. A number of vivid and valid ship construction parameters were taken into consideration using a computerized model. Analysis reveal that the block coefficient (CB) yields an important result that if put in place during the design phases of FPSOs – be it new build or converted will go a long way to enhance the conversion process. The CP of the new build FPSO was found to be 0.7202 while the converted one was 0.690 with sponsons and 0.818 excluding sponsons. The CP equally further supports the increased deck space which the modification provided with the strength analysis. Bending Moments and Shear Force distribution along the longitudinal axis (i.e. length) of the vessels with sponson fitted were determined and the section moduli of important/critical sections calculated. Stability analysis was carried out to cover the most critical modes and condition of the vessel’s operation. Righting levers was computed at prescribed loading conditions in the various operating regimes. Results obtained from the analysis showed that incorporating sponsons provided sufficient rigidity and good stability characteristics of the hull under all operating conditions. Finally, on the economic trend, the use of converted FPSO is favoured to those of new build due to the reduced lead-time.

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Williams, Norman, John Beachboard, and Robert Bohning. "Integrating Content and English-Language Learning in a Middle Eastern Information Technology College: Investigating Faculty Perceptions, Practices and Capabilities." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3449.

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The expanding role of English as an international lingua franca has had considerable effects on higher education (HE) provision around the world. English has become the medium of choice for African HE, and its position as a medium of instruction in the Europe and Asia is strengthening (Coleman, 2006; HU, 2009). English-medium tertiary education is also commonplace in the Middle East including the United Arab Emirates (UAE), the context of the present study, where the vast majority of courses at university-level are conducted in English (Gallagher, 2011). The increasing use of English-medium programs presents particular challenges for content-area faculty who are in effect called upon to provide disciplinary instruction to students who may not be adequately language proficient. Furthermore, discipline-specific faculty may find themselves sharing responsibility to further develop their students’ English language proficiency. Information technology related schools face unique challenges. A significant majority of IT faculty come from computer science/engineering backgrounds and speak English as a second or third language. Most courses emphasize the development of technical skills and afford relatively few opportuni-ties for writing assignments. While exploratory in nature, the study proposes to identify and evaluate practices that can help IT colleges better develop their students’ proficiency in English.

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Reports on the topic "Colleges in African nations"

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Depetris-Chauvin, Emilio, Ruben Durante, and Filipe Campante. Building Nations Through Shared Experiences: Evidence from African Football. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24666.

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Allen, James E. Impediments to the effectiveness of the United Nations-African Union Mission in Darfur (UNAMID). Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada537591.

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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.

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S. Abdellatif, Omar. Localizing Human Rights SDGs: Ghana in context. Raisina House, 2021. http://dx.doi.org/10.52008/gh2021sdg.

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In September 2015, Ghana along all UN member states endorsed the Agenda 2030 Sustainable Development Goals (SDGs) as the cardinal agenda towards achieving a prosperous global future. The SDGs are strongly interdependent, making progress in all goals essential for a country’s achievement of sustainable development. While Ghana and other West African nations have exhibited significant economic and democratic development post-independence. The judiciary system and related legal frameworks, as well as the lack of rule law and political will for safeguarding the human rights of its citizens, falls short of considering violations against minorities. Will Ghana be able to localize human rights related SDGs, given that West African governments historically tended to promote internal security and stability at the expense of universal human rights? This paper focuses on evaluating the commitments made by Ghana towards achieving Agenda 2030, with a particular focus on the SDGs 10 and 16 relating to the promotion of reduced inequalities, peace, justice and accountable institutions. Moreover, this paper also analyzes legal instruments and state laws put in place post Ghana’s democratization in 1992 for the purpose of preventing discrimination and human rights violations in the nation. The article aims to highlight how Ghana’s post-independence political experience, the lack of rule of law, flaws in the judiciary system, and the weak public access to justice are obstacles to its effective localization of human rights SGDs. Those obstacles to Ghana’s compliance with SDGs 10 and 16 are outlined in this paper through a consideration of human rights violations faced by the Ghanaian Muslim and HIV minorities, poor prison conditions, limited public access to justice and the country’s failure to commit to international treaties on human rights. Keywords: Ghana, human rights, rule of law, security, Agenda 2030

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