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Relevant bibliographies by topics / School management and organization-Botswana

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Academic literature on the topic 'School management and organization-Botswana'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "School management and organization-Botswana"

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Pansiri, Nkobi Owen. "Performativity in School Management and Leadership in Botswana." Educational Management Administration & Leadership 39, no. 6 (November 2011): 751–66. http://dx.doi.org/10.1177/1741143211416386.

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The thesis of this article is that the uncritical adoption of Western models of education management and leadership policies results in poor performance in schools in disadvantaged communities in developing countries. The argument shows that this has led to the institutionalization of generic education policies that are not contingent to the circumstances of the small, dispersed, rural and remote schools. In my analysis, I agree with the growing concern in educational development debates over the uncritical transportation or the uncritical international transfer of school effectiveness assumptions and models to African contexts. I use Botswana as a case study to show the continuing mismatch between educational management models adopted from Western countries and the application in the Botswana context, and the related failure of school improvement initiatives proposed by aid agencies. When a school fails the head is charged with the underperformance.

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Moswela, Bernard, and Keonyatse Kgosidialwa. "Leadership and school success: Barriers to leadership in Botswana primary and secondary schools." Educational Management Administration & Leadership 47, no. 3 (November 9, 2017): 443–56. http://dx.doi.org/10.1177/1741143217739355.

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This paper explored two issues as follows: the influence school leaders have on school performances and factors that hinder school leaders’ efforts to achieve school success in Botswana secondary and primary schools. The subjects of the study were 199 teachers and 21 members of the senior management team in primary and secondary schools in Botswana. The participants were to analyse, through semi-structured interviews and a closed-ended questionnaire, the leadership patterns of their leaders and the barriers to effective leadership in schools. The findings revealed that, generally, leaders in Botswana schools practise democratic leadership although not without barriers. Chief among the barriers are the imposition of policies through numerous directives from the Ministry of Education and drug abuse by students supplied by some adults in society. The study ends with a conclusion that draws from the discussion of the findings and relevant studies to the subject being discussed.

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Pheko, Bolelang. "Secondary School Leadership Practice in Botswana." Educational Management Administration & Leadership 36, no. 1 (January 2008): 71–84. http://dx.doi.org/10.1177/1741143207084061.

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Kgwefane, Tshepo, and Tshepo Batane. "Factors influencing school management teams in implementing ICT policy in Botswana schools." International Journal of Innovation in Education 7, no. 1 (2021): 27. http://dx.doi.org/10.1504/ijiie.2021.10037786.

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Arief, Harefan, Mochamad Soelton, Fatchur Rohman, and Rajab Ritonga. "DEVELOP LEADERSHIP, MANAGEMENT AND PERFORMANCE ORGANIZATION ON INTRA-SCHOOL STUDENT ORGANIZATION (OSIS)." ICCD 2, no. 1 (November 27, 2019): 341–44. http://dx.doi.org/10.33068/iccd.vol2.iss1.226.

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Intra-School Student Organization (OSIS) is a means of developing students' interests and talents in the school's internal environment. The existence of the student council can be beneficial for schools and the community. OSIS is also a major component of the pioneering schoolfor developments in the school. The problem is that many student councils do not show their existence as a driving force in the development of schools and students. The student council vacuum is more due to the low understanding of management and leadership concepts, so that potential members cannot be managed properly. This community service activity is carried out by providing training and program assistance for 1 month. As a result of this activity is the increasing existence of OSIS in schools and is beneficial for students and the community as a forum for discussion in terms of increasing the existence of OSIS and contributing to human development.

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Paranhos, William Roslindo, Inara Antunes Vieira Willerding, and Édis Mafra Lapolli. "SCHOOL AS A HEALTHY ORGANIZATION:." International Journal for Innovation Education and Research 9, no. 9 (September 1, 2021): 178–87. http://dx.doi.org/10.31686/ijier.vol9.iss9.3327.

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With the acceleration of processes, required by the knowledge society, educational institutions have noticed the need to rethink their educational management models, so that the health, well-being and integrity of the people who make up these spaces are perceived and valued. In this scenario, Human Management emerges as a possibility in order to contribute to such restructuring, enhancing educational institutions so they are understood as Healthy Organizations. This article aims to identify, in the literature, the contributions of human management to the development of healthy practices in the context of educational management. In the end, the need that educational institutions have to reconfigure their management processes becomes evident, providing them with a systemic and integral perspective. The study also presents the Conceptual Model for the Development of Healthy Organizations - MoDOS - in order to equip educational managers with a view of such process.

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Bulawa, Philip. "Transfer of Computer Knowledge and Skills to the Workplace: The Perspective of Primary School Heads." Journal of Studies in Education 6, no. 4 (November 4, 2016): 75. http://dx.doi.org/10.5296/jse.v6i4.9992.

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The use of computer technology in schools has become a topical subject of enquiry among researchers globally. As in other countries, the government of Botswana has come up with policy on the use of computer technology in public schools in its effort to improve teaching and learning. For this initiative to be achieved, higher education institutions in the country are expected to provide knowledge and skills to school management teams and members of their teaching staff on Information and Communication Technologies (ICT). This descriptive and qualitative study sought to find out whether primary school heads are using the computer knowledge and skills they acquired during in-service training at the University of Botswana in their schools. Using purposive sampling, 22 participants out of 26 who had volunteered to participate in the study responded to the questionnaire about the use of computers by school heads in primary schools. The result of the study shows that while school heads are willing to use computers in their schools, they have encountered some challenges, many of which are external and therefore, beyond their control. Further revealed is that there are a few school heads that do not see the use of computers as a priority, in spite of the knowledge and skills they possess. The study recommends further research to find out from regional officers the intervention measures that may be put in place to enable school heads to effectively use computer technology in primary schools.

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Зотов and V. Zotov. "School Management." Administration 4, no. 2 (June 17, 2016): 84–87. http://dx.doi.org/10.12737/20830.

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Planning, preparation, defending doctorate thesis, not accidentally for the majority of onlookers seems to be an extremely complex, time-consuming, lengthy task, the formulation and the solution of which is not available for every researcher, the more serious the busy practice manager. The media, including foreign ones, traditionally prevailing public opinion steadily form an idea of what scientific degree of heads of large state or business organizations do not always result from the activities of their authors. A specific story about how, in the framework of the scientific school of management theory at the department of theory of organization and management of the State University of Management was prepared and defended the dissertation of doctor of economic sciences, acting prefect of the southeastern administrative district of Moscow, Zotov Vladimir Borisovich gives an exhaustive answer to this question.

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Treputtharat, Saowanee, Wallapha Arirattana, and Siripong Piasiri. "Integrated Management Model for Learning Organization on Sufficiency Economy in Small School, Thailand." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 146–53. http://dx.doi.org/10.15405/ejsbs.2013.1.17.

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The aim of this research was to study an integrated management model for learning organization on sufficiency economy of small schools. Thus, to synthesize the indicators of the integrated management model, and finally propose the integrated management model for learning organization on sufficiency economy in small schools. This research was conducted in three phases as follows: The first phase was a documentary analysis. This is followed by the second phase to confirm and verify the model based on the indicators identified by collecting empirical data. Lastly the third phase was to conduct the connoisseurship focus group discussions for confirming and verifying the findings from the second phase. The target group of this study included small schools under the Office of Khon Kaen Primary Educational Service Area. The key informants consist of school administrators, teachers, students and school boards. Data are collected by using in-depth Interview for the teachers, school administrators, students, and school boards. Data obtained from in-depth interview, observation, documentary analysis, and focus group discussion analyzed by using content analysis, and presented in descriptive form. Findings indicated that the integrated management needs to cover the combination of various perspectives including the school administrators, teachers, students, administrative factors, environmental condition in school and community. All these factors are associated to administer the school organization a whole system for usefulness and succeeded in implementing various school activities. Furthermore, from the result of empirical data shows that the major components and indicators of the integrated management model for learning organization on sufficiency economy that comprised of the administrators, teachers, students, administrative factors, school and community environmental factor. According to the documentary data, environmental condition in school found to be an additional factor. Each aspect of component can be practiced in more detained and obvious. The proposed integrated management model for learning organization on sufficiency economy in small schools by connoisseurship, has confirmed the six components are the school administrators, teachers, students, administrative factors, and environmental condition in school.

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Thanomwan, Prasertcharoensuk, and Puttarakulwisan Buncha. "Relationship between Organization Culture and Sufficiency School Management." Procedia - Social and Behavioral Sciences 116 (February 2014): 796–801. http://dx.doi.org/10.1016/j.sbspro.2014.01.300.

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Dissertations / Theses on the topic "School management and organization-Botswana"

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Chen, Hing Corina. "The perceptions of the principal and teachers on school effectiveness : a case study in a subsidized secondary school /." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B42574900.

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Yu, Chung-ching. "A comparative study of school-based management in three places - rethinking school-based financial management under the school management initiative." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595393.

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Irion, John Allen. "A longitudinal study of an elementary school site council : participation, processes, and impacts /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7755.

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Leung, Pui-han. "Characteristics of effective schools : a case study of a secondary school /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13906598.

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Huckestein, Maria Luisa Sandoval. "Central office supervisor contributions within exemplary Texas school districts." Full text (PDF) from UMI/Dissertation Abstracts International Access restricted to users with UT Austin EID, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3081091.

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Basa, Frank Edward. "Project management and organization structure in drug development." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11353.

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Yung, Kai-chiu. "Success factors of computer-based information systems in Hong Kong secondary schools." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B42574535.

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Lai, Hoi-yuen Hilary. "A study of decision-making : recent theoretical perspectives in educational administration /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135956.

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Poon, Huen-wai. "What is an effective school like in the Hong Kong context from a holistic perspective?" [Hong Kong] : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14799698.

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Mead, Carlton R. "Encouraging school leadership in elementary schools /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8293.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-112). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Books on the topic "School management and organization-Botswana"

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Mohiyuddin, M. Sultan. School organization and management. Jammu Tawi: Jay Kay Book House, 2010.

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Longwe, Wyted. School management. Lusaka, Zambia: ZPC Publications, 1993.

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Panda, Upendra Nath. School management. New Delhi: Ashish Pub. House, 1988.

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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1932-, Morris Geoffrey, ed. Effective school management. London: Paul Chapman, 1988.

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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Book chapters on the topic "School management and organization-Botswana"

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Iseman, Jacqueline S., Stephan M. Silverman, and Sue Jeweler. "Time Management and Organization." In 101 school success tools for students with ADHD, 9–21. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232568-2.

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Gottfredson, Denise C., Philip J. Cook, and Chongmin Na. "School Social Organization, Discipline Management, and Crime." In Encyclopedia of Criminology and Criminal Justice, 4636–45. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5690-2_137.

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Cheng, Eric C. K., and John Chi-kin Lee. "Lesson Study: Curriculum Management for 21st-century Skills." In The SAGE Handbook of School Organization, 447–64. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526465542.n27.

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Bush, Tony. "Conceptions of the Leadership and Management of Schools as Organizations." In The SAGE Handbook of School Organization, 50–66. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526465542.n4.

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Pavičić, Jurica, Nikša Alfirević, Goran Vlašić, Zoran Krupka, and Bozena Krce Miočić. "School Principals, Environments and Stakeholders: The Blessings and Heresies of Market Organization." In School Effectiveness and Educational Management, 27–48. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29880-1_3.

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Alonso Pérez, Andrea, Ana C. V. Vieira, and A. J. Marques Cardoso. "School Buildings Assets - Maintenance Management and Organization for Vertical Transportation Equipment." In Engineering Asset Lifecycle Management, 59–67. London: Springer London, 2010. http://dx.doi.org/10.1007/978-0-85729-320-6_8.

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Huber, Stephan Gerhard. "Germany: Education State Agencies in Germany – Their Organization, Role and Function in School Governing and Quality Management." In Educational Authorities and the Schools, 169–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38759-4_10.

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Pozdeeva, Svetlana I. "Participation of Primary School Teachers in Educational Innovations as the Groundwork for Their Professional Development: Organization and Management." In Advances in Intelligent Systems and Computing, 28–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67843-6_4.

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Sanz-Angulo, Pedro, Juan José de Benito-Martín, Ángel Manuel Gento-Municio, Alfonso Redondo-Castán, José Antonio Pascual-Ruano, Jesús Galindo-Melero, and Moisés Javato-Martín. "A Review of the Innovative Teaching Activities Carried Out by the School of Industrial Engineering of the University of Valladolid in the Field of Business Organization." In Lecture Notes in Management and Industrial Engineering, 221–32. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55889-9_15.

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Deszczyński, Bartosz. "Research on the Competitive Advantage of the Firm." In Firm Competitive Advantage Through Relationship Management, 1–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67338-3_1.

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AbstractThis chapter introduces the notion of competitive advantage in multiple research perspectives of the dominant strategic management schools, and references the academic discourse on the fundamental issue of the locus of competitive advantage. Its first section briefly presents exemplary attempts to organize the body of knowledge on the theory of the firm, including strategic management as an associated theory, and argues why the notion of competitive advantage lies at the heart of this book’s research agenda. In the second section, the dispute between the proponents of Industrial Organization Economics and the Resource-Based View is recounted. Following this, the relationship approach is introduced as a concept that facilitates market coordination based on cooperation.

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Conference papers on the topic "School management and organization-Botswana"

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Langa, Claudiu. "Strategies for approaching conflict management in school organization." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.222.

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Widiastuti, Tika, M. Nafik Hadi Ryandhono, Irham Zaki, Imron Mawardi, Wisudanto, and Taqiyah Dinda Insani. "Islamic Social Entrepreneur Organization of Zakat Management in Empowerment of Socio-Economic Mustahiq in Indonesia." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007537600700075.

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Fazekas, Nóra. "Learning Organizations and Organizational Digital Competencies in the Field of Public Education." In New Horizons in Business and Management Studies. Conference Proceedings. Corvinus University of Budapest, 2021. http://dx.doi.org/10.14267/978-963-503-867-1_03.

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In a constantly changing social, technological, and economic environment, schools not only need to adapt but to learn continuously. One of the most significant and most current fields of school learning in Hungary and worldwide is one of the digital competencies. In this paper, I present the concept of digital competencies and the learning organization, offering an overview of different interpretations and frameworks and draw connections between them. The study suggests interrelations between schools’ learning organizational and digital competence capacities and proposes future empirical research on the topic.

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SIMIONESCU, Timeea-Alexandra. "Management of Change in the Context of the School Organization, Development and Adaptability." In International Conference Global interferences of knowledge society, November 16-17th, 2018, Targoviste, Romania. LUMEN Publishing house, 2019. http://dx.doi.org/10.18662/lumproc.130.

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Dragomir, Daniela, and Georgiana Florența Onișoru. "Management Of The School Organization By The Implementation Of Innovative And Entrepreneurship Strategies." In 7th International Conference on New Ideas in Management, Economics and Accounting. Acavent, 2020. http://dx.doi.org/10.33422/7th.imea.2020.02.04.

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Pataki, Eva, and Andras Sagi. "The contribution of administrative management theoretician in developing the classical school of organization." In 2009 7th International Symposium on Intelligent Systems and Informatics (SISY). IEEE, 2009. http://dx.doi.org/10.1109/sisy.2009.5291122.

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Pataki, Eva, and Andras Sagi. "The contribution of administrative management theorethician in developing the classical school of organization." In 2009 7th International Symposium on Intelligent Systems and Informatics (SISY). IEEE, 2009. http://dx.doi.org/10.1109/sisy.2009.5291173.

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Emanova, A. A., and T. A. Stavrova. "On the need for comprehensive improvement of state control and supervision in the sphere of financial legal relations." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0026.

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In each state, organization of the management over public finances plays a crucial role, and a well-established management system is an integral part of public administration. In order to ensure the stability and balance of the country's economy, the task of improving the effectiveness of the state financial management is one of the most important tasks of the state. The result of risk management in the economy, as well as the socio-economic well–being of citizens (and of other aspects) depends on how the issue of the management in the sphere of public (state) Finance is resolved in society.

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Pavicic, Jurica. "School Principals as Jugglers." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.799.

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At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have people / labor force who know what to do when faced with problems. To be able to satisfied all parties involved, school principals need to juggle between them and at the same time ensure that school, as an organization, is function immaculately. Our paper focus on school principals and how marketing and management knowledge can help in juggling between the stakeholders. Context of our paper is Croatia – country that had good primary and secondary school systems but by entering EU and exposing to different kind of practice and demands, needed to adopt them. In that new environment business, and especially marketing and management knowledge, become crucial for school principals.

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Curpanaru, Gabriela-Livia. "Quality Management and Leadership in Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/11.

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Increasingly, the notion of manager is confronted with that of leader. The literature written on this subject is considerable (John P. Kotter and Abraham Zaleznik being only two of the sound names that can be mentioned in this endeavor). Zaleznik proposed that managers were results driven and leaders were creative artists. Kotter proposed that leaders navigated change and managers navigated complexity. John P. Kotter says that today's managers need to know how to lead, be managers and leaders. The differences are: 1. Management is more formal and scientific than leadership. Management is an explicit set of tools and techniques, based on reason and testing, that can be used in a variety of situations; 2. Leadership involves having a vision of where the organization should go; 3. Leadership demands cooperation, teamwork. Researcher Warren Bennis said, “Managers are people who do things right, and leaders are people who do right things.” Organizations need both. So what does leader mean, what does manager mean? Why are these concepts being put so often face to face? A management specialist, P. Drucker (1954) draws a first distinction: management means doing the right thing, and leadership means doing the right thing. Such an opinion is continued by S. R. Covey (1990): "management is efficient in ascending on the scale of success, and management determines whether the ladder is placed on the right wall". In other words, the manager manages, organizes, the leader has a vision. Such a direction of analysis is illustratively supported by the metaphor of the road through the jungle: in organizing and conducting this expedition - often similar to the activity of organizations to achieve the proposed objectives - the manager prepares the tools, distributes them to the participants, writes and debates procedural manuals, in time what the driver looks for the direction, the path, has a certain sense for finding the best way. Thus, while the manager generates orders, organization, the leader creates and causes change, draws directions not only objectives, sets directions not only agendas, seeks new resources does not rationally allocate only existing ones. Assuring quality management inevitably brings multiple changes of substance and size in terms of philosophy and management practice at the level of the Romanian school. The concept of quality management necessarily includes the notion of leadership. The multiple researches carried out over time on quality management in education have consistently nominated among the factors that generate and feed this efficiency, the idea of leadership. Thus, the quality of leader of the manager is considered fundamental for ensuring quality management in the school, and the school is considered effective.

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Reports on the topic "School management and organization-Botswana"

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.

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