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Статті в журналах з теми "Pan-African University (PAU)"
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Nabaho, Lazarus, Wilberforce Turyasingura, Jessica Norah Aguti, and Felix Adiburu Andama. "Understanding the governance dynamics of a supranational university: The African pioneering model." Tuning Journal for Higher Education 8, no. 1 (November 26, 2020): 27–52. http://dx.doi.org/10.18543/tjhe-8(1)-2020pp27-52.
Повний текст джерелаАнотація:
Since the 1990s, university governance has attracted the attention of scholars. However, most of the extant studies focus on the governance of national-level universities and use national regulatory frameworks. Therefore, there is a dearth of studies that hinge on the governance of supranational higher education institutions, such as the Pan African University (PAU), with the aid of regional regulatory frameworks. Consequently, little is known about the governance architecture of supranational universities, which are a post-2010 phenomenon. In view of the above, the article answers the following question: How is the Pan African University governed within a multi-layer environment? Using an interpretive lens, data was collected from the Revised Statute of the Pan African University, 2016. Content analysis was used to analyse the resultant data. The findings revealed that observance of the values of higher education, adoption of the steering-at-a-distance university governance model by the African Union Commission and of the shared governance arrangement, and merit-based selection of staff are the hallmarks of the PAU governance architecture. The governance model of the PAU resonates with the governance architecture of country-level universities in form rather than in substance. The notable variations in the substance include the partial adoption of the philosophy of ‘letting the managers manage’, the existence of multi-governance layers, lay domination of the University Senate, the presence of ‘universities’ in PAU governance arrangement, the existence of a ‘quasi-governance’ organ with external representation at the level of the Institute, and the continental outlook of the PAU Council. Therefore, it can be concluded that the missions of the universities and their context shape universities’ governance architecture.
Received: 04 May 2020Accepted: 29 July 2020
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Ronit Frenkel. "Contributing Authors." Thinker 87, no. 2 (June 10, 2021): 86–90. http://dx.doi.org/10.36615/thethinker.v87i2.538.
Повний текст джерелаАнотація:
The University of Johannesburg acquired The Thinker in April 2019 from Dr Essop Pahad. Over the last decade, The Thinker has gained a reputation as a journal that explores Pan-African issues across fields and times. Ronit Frenkel, as the incoming editor, plans on maintaining the pan-African scope of the journal while increasing its coverage into fields such as books, art, literature and popular cultures. The Thinker is a ‘hybrid’ journal, publishing both journalistic pieces with more academic articles and contributors can now opt to have their submissions peer reviewed. We welcome Africa-centred articles from diverse perspectives, in order to enrich both knowledge of the continent and of issues impacting the continent.
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Frenkel, Ronit. "Contributors to this edition." Thinker 89, no. 4 (November 6, 2021): 4–6. http://dx.doi.org/10.36615/thethinker.v89i4.695.
Повний текст джерелаАнотація:
The University of Johannesburg acquired The Thinker in April 2019 from Dr Essop Pahad. Over the last decade, The Thinker hasgained a reputation as a journal that explores Pan-African issues across fields and times. Ronit Frenkel, as the incoming editor, plans on maintaining the pan-African scope of the journal while increasing its coverage into fields such as books, art, literature and popular cultures. The Thinker is a ‘hybrid’ journal, publishing both journalistic pieces with more academic articles and contributors can now opt to have their submissions peer reviewed. We welcome Africa-centred articles from diverse perspectives, in order to enrich both knowledge of the continent and of issues impacting the continent.
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Stapleton, T. J., and M. Maamoe. "An Overview of the African National Congress Archives at the University of Fort Hare." History in Africa 25 (1998): 413–22. http://dx.doi.org/10.2307/3172197.
Повний текст джерелаАнотація:
Located in the small town of Alice in South Africa's Eastern Cape Province, the University of Fort Hare (UFH) was established in 1916 and for many years was the only institution of higher education in sub-equatorial Africa which was open to black students. Therefore, among Fort Hare's alumni are well-known African nationalists and politicians such as Oliver Tambo and Govan Mbeki of the African National Congress (ANC); Robert Sobukwe, who founded the Pan-Africanist Congress (PAC); Mangosuthu Buthelezi of the Inkatha Freedom Party (IFP); Eluid Mathu, who was the first African member of the Kenya Legislative Council,;President Robert Mugabe and Herbert Chitepo of Zimbabwe; Prime Minister Ntsu Mokhehle of Lesotho; former Prime Minister Fwanyanga Mulikita of Uganda; and many others. While Fort Hare was taken over by the apartheid government in 1959 and incorporated into a network of ethnic universities within the homeland system, from the 1960s to early 1990s various banned liberation movements were active on campus and students periodically clashed with security forces. As a result, “[i]t is thus not surprising that with its venerable history of resistance and struggle, the UFH was chosen to be the repository of most of the archives of the Liberation Front.”
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Prof Ronit Frenkel. "CONTRIBUTORS." Thinker 82, no. 4 (October 1, 2019): 2–3. http://dx.doi.org/10.36615/thethinker.v82i4.377.
Повний текст джерелаАнотація:
The University of Johannesburg acquired The Thinker in April 2019 from Dr Essop Pahad. Over the last decade, The Thinker has gained a reputation as a journal that explores Pan-African issues across fields and times. Ronit Frenkel, as the incoming editor, plans on maintaining the panAfrican scope of the journal while increasing its coverage into fields such as books, art, literature and popular cultures.
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Sydow, Alisa, Benedetto Cannatelli, and Alessandro Giudici. "Orchestrating a Pan-African University Alliance with the help of e-learning." EAI Endorsed Transactions on e-Learning 5, no. 18 (March 12, 2019): 156836. http://dx.doi.org/10.4108/eai.12-3-2019.156836.
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Verharen, Charles Coulter. "AFRICAN UNIVERSITIES’ ETHICAL RESPONSIBILITIES TO THEIR SUPPORTING COMMUNITIES." Phronimon 16, no. 2 (January 29, 2018): 21–41. http://dx.doi.org/10.25159/2413-3086/3816.
Повний текст джерелаАнотація:
If universities are supported by the communities in which they are embedded, then solving their communities’ problems must be a critical university ethical goal. The essay’s first part examines philosophy’s roles in directing university research in such disciplines as the natural and social sciences, history, art and mathematics. Of particular interest are the roles that information and communication technology (ICT) might play in the dissemination of research results in universities’ supporting communities. The Pan-African thinker W.E.B. Du Bois believed that virtually all humans are capable of profiting from a university education. ICT must be critical to African universities’ discharge of their ethical responsibilities to their communities. The first part’s conclusion suggests three ways whereby African universities may advance toward Du Bois’s goal. The essay’s second part proposes a curriculum for Fort Hare University in Alice and East London in South Africa’s Eastern Cape Province. As both an urban and rural university, Fort Hare presents a unique opportunity for examining university-community relationships. The essay’s conclusion argues that African universities must play a critical role in constructing African self-knowledge. Critical to university and alumni contributions to re-thinking African identity, will be the inclusion of curricular material specific to the cultures of communities selected for university outreach.
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Afolayan, Michael O. "Africa in the Eyes of a Memoirist (Volume One)." African and Asian Studies 16, no. 3 (September 4, 2017): 259–67. http://dx.doi.org/10.1163/15692108-12341362.
Повний текст джерелаАнотація:
Abstract This publication is made up of essays dealing with the experiences of the memoirist, Professor Emeritus A.B. Assensoh of Indiana University, usa, who is also a Courtesy Professor Emeritus of University of Oregon, also in the usa. It is a publication that has been enriched by the author’s wide-ranging experiences in this first volume, which is centered largely on African topical issues but, very briefly, on other geographic areas in Asia, Europe and North America, as they relate to issues being discussed by the memoirist. The second volume is expected to deal heavily with essays on the author’s experiences in the usa, as part of North America, which is also to be published by Pan-African University Press of Austin, Texas, usa. Readers cannot wait for such a timely second volume of “A Matter of Sharing”.
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Tarradellas, Anton. "Pan-African Networks, Cold War Politics, and Postcolonial Opportunities: The African Scholarship Program of American Universities, 1961–75." Journal of African History 63, no. 1 (March 2022): 75–90. http://dx.doi.org/10.1017/s0021853722000251.
Повний текст джерелаАнотація:
AbstractIn the early 1960s, when a majority of African countries were gaining independence, the training of personnel capable of implementing nation-building projects became imperative for new African governments, even though higher education opportunities on the continent remained scarce. In a context of competition with the former colonial powers and the USSR, the United States decided to set up scholarship programs for the training of postcolonial African elites. Through the analysis of one of these programs, the African Scholarship Program of American Universities (ASPAU), this article will show that in addition to the Cold War motivations of the US government, pan-African connections and university initiatives were essential in laying the groundwork for the project of educating Africans in the United States. It also highlights the too often overlooked role played by African leaders and academics in the concrete realization, reappropriation, and questioning of overseas training projects.
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Reid-Merritt, Patricia. "Temple University’s African American Studies PhD Program @ 30: Assessing the Asante Affect." Journal of Black Studies 49, no. 6 (July 18, 2018): 559–75. http://dx.doi.org/10.1177/0021934718786221.
Повний текст джерелаАнотація:
Temple University’s Department of Africology and African American Studies is celebrating its 30th year of operation as a PhD program. Since its inception in l988, the doctoral program at Temple has attracted and produced world-class scholars in the discipline of Africology. Initially started by students at San Francisco State University in l968 as Black Studies, the field has been called by many names, including Afro-American Studies, African American Studies, African World Studies, Africana Studies, Pan African Studies, and Africology. As this modern-day field of study marks its 50th anniversary, it is important that we examine the impact of the 30-year history of the establishment of the first PhD program in Black Studies in the nation, founded at Temple University in the City of Philadelphia. This article offers a preliminary assessment of the far-reaching impact of Temple’s academic leadership in establishing a fundamental base for innovative scholarship and the maturing of the discipline of Africology. More specifically, it focuses on Molefi Kete Asante’s influence, his vision for the discipline, and his extraordinary impact on the field of Africology.
Дисертації з теми "Pan-African University (PAU)"
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Ogundipe, Victor A. Jr. "The Development of Ethnic Identity among African-American, African Immigrant and Diasporic African Immigrant University Students." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/sociology_theses/28.
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The goal of this project is to investigate the development of ethnic identity among different Black ethnic groups in the United States. The three different Black ethnic groups that will be investigated are: 1) African immigrants, 2) African-Americans, and 3) Diasporic African immigrants (Caribbean, Afro-Brazilian, etc.). These groups were selected because they broadly encompass the bulk of the range of people of African ancestry in the United States amalgamated under the term “Black.” Through thematic analysis of in-depth interviews, this project explores the impacts of immigration status, discrimination and inter-group relations (between different Black ethnic groups) on the ways that members of different Black ethnic groups form their ethnic identities. This analysis reveals that place, ethnic pride, and inter-and intra-racial relationships all affect the ethnic identity development process differently across Black ethnic groups.
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Benin, Jamal. "PAN-AFRICAN STUDIES COMMUNITY EDUCATION PROGRAM: THE INSTITUTIONALIZATION OF A COMMUNITY EDUCATION PROGRAM." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216537.
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Urban EducationPh.D.
ABSTRACT This is a case study of how a community education program became institutionalized at Temple University. The Pan-African Studies Community Education Program (PASCEP) has been located at Temple since 1979. The research illuminates the events that led to PASCEP coming onto Temple University's campus. The main research question was: "Why and how did Pan-African Studies Community Education Program develop from a Community Education Program in North Central Philadelphia to a Temple University campus-based program, and what were the important factors contributing to its development and institutionalization within Temple University?" The research used a qualitative case study method. Data were collected from archival repositories at Temple University and the City of Philadelphia as well as from original documents provided by the Community Education Program and participants in the study. Documents included newspaper articles, letters, reports, and organizational histories as well as transcripts from thirty semi-structured participant interviews. Semi-structured interviews were held with 30 participants who were involved or familiar with the movement and the university between 1975 and 1979. The research indicates that the Community Education Program acted as a local movement center connected with the Civil rights movement. I employed Social Movement theories and Aldon Morris's Indigenous perspective to examine the trajectory of the Community Education Program from the neighborhood to the University. Much of the organizing, mobilizing, and planning done by the members in the Community Education Program/local movement center was managed by Black women. Therefore, the research employed Belinda Robnett's perspective on Bridge Leaders and Toni King and Alease Ferguson's standpoint on Black Womanist Professional Leadership Development to illuminate the leadership styles of the Black women in the local movement center, and their relationships with Temple University faculty and administrators, as well. Results from the inquiry demonstrate that community activism constituted social movement collective action behavior as the Community Education Program and its supporters became an effective local movement center. The study indicates that leadership, political opportunity, resource mobilization, and participation during the tenure in the Program in the community as well as after the introduction of the Community Education Program to the University were indispensable factors in the institutionalization of the Community Education Program.
Temple University--Theses
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Lendrin, Helga. "Université Virtuelle Africaine : le paradoxe du processus d’industrialisation de l’enseignement supérieur en Afrique Subsaharienne." Thesis, Compiègne, 2021. http://www.theses.fr/2021COMP2627.
Повний текст джерелаАнотація:
Pourquoi financer le déploiement d'une technologie là où, faute d'infrastructures, celle-ci ne peut matériellement pas fonctionner correctement ? Si les objectifs avancés par la Banque mondiale, à l'origine du lancement de l'Université Virtuelle Africaine (UVA) en 1997, sont l'augmentation de l'accès à l'enseignement supérieur en Afrique couplée à des économies d'échelles, la question se pose de savoir quelle démocratisation est espérée lorsque le moyen qui doit la rendre possible ne peut tout simplement pas fonctionner par manque d'infrastructures. En s'appuyant sur le concept d'« hypertélie » développé par Gilbert Simondon (1958) pour désigner la suradaptation d'un objet technique dans un milieu inadapté à son fonctionnement, cette recherche doctorale propose d'appréhender le lancement de l'Université Virtuelle Africaine (UVA) comme une introduction anticipée des TIC et de la culture numérique par la Banque mondiale au sein d'universités traditionnelles d'Afrique subsaharienne avec pour objectif la mise en marché de l'enseignement supérieur. Objectif soutenu par la transformation de l'UVA en organisation intergouvernementale qui génère un mythe (Barthes, 1957 ; Simondon, 1958) caractérisé par la séparation entre une forme première et son fond idéologique, qui, ainsi libéré, peut se fixer à d'autres formes, s'articuler à d'autres fonds, et devenir une tendance générale. L'UVA acquiert ainsi une raison d'être : constituer une forme mythique capable de véhiculer des concepts qui se transforment en tendances sous forme de structuresWhy fund the deployment of a technology where, due to lack of infrastructure, it cannot physically function properly? If the objectives put forward by the World Bank, at the origin of the launch of the African Virtual University (AVU) in 1997, are to increase access to higher education in Africa coupled with economies of scale, the question arises as to what democratisation is hoped for when the means that should make it possible simply cannot function due to lack of infrastructure. This is evidenced by the failure of the AVU in economic and pedagogical terms (Loiret, 2007), in contrast to its continued development through its transformation into a pan-African intergovernmental organisation in 2002. Based on the concept of 'hypertelia' developed by Gilbert Simondon (1958) to designate the over-adaptation of a technical object in an environment unsuited to its functioning, this doctoral research proposes to understand the launch of the African Virtual University (AVU) as an anticipated introduction of ICTs and digital culture by the World Bank within traditional universities in sub-Saharan Africa, with the objective of commodising higher education. This objective is supported by the transformation of the AVU into an intergovernmental organisation which generates a myth (Barthes, 1957; Simondon, 1958) characterised by the separation of a primary form from its ideological background, which, thus liberated, can be attached to other forms, articulated to other backgrounds, and become a general trend. The AVU thus acquires a reason to be : to constitute a mythical form capable of conveying concepts that are transformed into tendencies in the form of structures
Книги з теми "Pan-African University (PAU)"
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F, Bankie B., and Mchombu K. J, eds. Pan-Africanism: Strengthening the unity of Africa and its diaspora : from the 17th All African Students' Conference, University of Namibia (UNAM), Windhoek , Namibia, 28th-29th May 2005. Windhoek, Namibia: Gamsberg Macmillan, 2006.
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Pan African Ornithological Congress (10th 2000 Kampala, Uganda). Tenth Pan-African Ornithological Congress, 3-8 September 2000: Makerere University, Kampala, Uganda. Edited by Lens Luc, South African Ornithological Society, and BirdLife South Africa. [Randburg?]: BirdLife South Africa, 2001.
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Pan-African Historical Theatre Festival (3rd 1997 University of Cape Coast). 3rd Pan-African Historical Theatre Festival (PANAFEST '97): 5 days Colloquium on the Re-emergence of African Civilization : 1st-5th September, 1997, University of Cape Coast. [Cape Coast, Ghana]: The Secretariat, 1997.
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Varel, David A. The Scholar and the Struggle. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469660967.001.0001.
Повний текст джерелаАнотація:
Lawrence Reddick (1910–1995) was among the most notable African American intellectuals of his generation. The second curator of the Schomburg Library and a University of Chicago PhD, Reddick helped spearhead Carter G. Woodson's black history movement in the 1930s, guide the Double Victory campaign during World War II, lead the Southern Christian Leadership Conference during the Cold War, mentor Martin Luther King Jr. throughout his entire public life, direct the Opportunities Industrialization Center Institute during the 1960s, and forcefully confront institutional racism within academia during the Black Power era. A lifelong Pan-Africanist, Reddick also fought for decolonization and black self-determination alongside Kwame Nkrumah, Nnamdi Azikiwe, Léopold Senghor, and W. E. B. Du Bois. Beyond participating in such struggles, Reddick documented and interpreted them for black and white publics alike. In The Scholar and the Struggle, David A. Varel tells Reddick's compelling story. His biography reveals the many essential but underappreciated roles played by intellectuals in the black freedom struggle and connects the past to the present in powerful, unforgettable ways.
Частини книг з теми "Pan-African University (PAU)"
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Ogunyemi, Kemi. "Workforce Diversity at the Lagos Business School, Pan-African University, Nigeria." In Handbook of Research on Workforce Diversity in a Global Society, 73–87. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1812-1.ch005.
Повний текст джерелаАнотація:
The School has a fair distribution of people from different ethnic groups. It also has a mission that identifies expressly with the Christian view of human nature and yet is open to people of all religious inclinations. As an academic environment, there is also the inevitable risk of distance between academic staff and administrative staff and between lecturers and students. The purpose of this chapter is to highlight the positive practices at the LBS that help them leverage workforce diversity and to make a few suggestions for improvement. This chapter will also highlight how the school reflects the importance of leveraging diversity in its academic curriculum.
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"Two Pan-African Political Activists Emanating from Edinburgh University: Drs John Randle and Richard Akinwande Savage." In Africa in Scotland, Scotland in Africa, 101–36. BRILL, 2014. http://dx.doi.org/10.1163/9789004276901_007.
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Varel, David A. "Cold War Civil Rights in Atlanta." In The Scholar and the Struggle, 96–121. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469660967.003.0005.
Повний текст джерелаАнотація:
This chapter explains how the Cold War, and especially the Red Scare, shaped Reddick’s actions while serving as the chief librarian of Atlanta University from 1948 to 1955, where he worked with Clarence Bacote, Hylan G. Lewis, and Benjamin Mays. Reddick’s refusal to condone America’s militarist foreign policy and its persecution of leftists at home contributed to his becoming the subject of a Federal Bureau of Investigation probe as well as a target of white Southern politicians, such as Herman Talmadge, who were committed to halting the burgeoning civil rights movement. Reddick nevertheless continued to his cultivate Pan-African ties, particularly by coordinating a monthlong visit by Nigeria’s Nnamdi Azikiwe and by co-authoring with W. Sherman Savage a history of his fraternity, Phi Beta Sigma. Reddick also promoted desegregation as a two-way street while helping prepare for a post-Brown v. Board of Education world. He likewise participated in local politics and the protracted struggles of the Association for the Study of Negro Life and History in the wake of Carter G. Woodson’s death. Finally, he left in Atlanta in 1955 after being fired by Atlanta University president Rufus Clement.
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Diallo, Bakary, Sidiki Traoré, and Therrezinha Fernandes. "AVU's Experience in Increasing Access to Quality Higher Education through e-Learning in Sub-Saharan Africa." In Multiple Literacy and Science Education, 165–79. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-690-2.ch010.
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Universities and other tertiary institutions in developing nations around the world are facing major challenges in meeting the demand for increasing access to higher education (HE): limitations imposed by inadequate funding, poor infrastructure and sometimes lack of political vision, added to the demographic explosion, make it almost impossible for some of these developing nations to ensure access to all to higher education solely through the conventional face-to-face mode. In this context, the Information and Communication Technologies (ICTs) are providing an alternative to face-to-face education. Moreover, they have the potential to significantly increase access to quality higher education, improve management of tertiary institutions, increase access to educational resources through digital libraries and open education resources, foster collaboration and networking between universities, foster collaboration between the private sector and tertiary institutions, enhance sub-regional and regional integration and facilitate the mobility of teachers and graduates. In Sub-Saharan Africa (SSA), the African Virtual University (AVU), a Pan African Inter-Governmental Organization initially launched in Washington in 1997 as a World Bank project, works with a number of countries toward reaching the goal of increasing access to quality higher education and training programmes through the use of ICTs. The AVU has been the first-of-itskind in this regard to serve the Sub-Saharan African countries. In this chapter, the AVU’s twelve years experience in delivering and improving access to quality higher distance education throughout Africa will be discussed. The AVU has trained more than 40,000 students since its inception; this is the proof that it is possible to achieve democratization of tertiary education in Africa despite many challenges.
Тези доповідей конференцій з теми "Pan-African University (PAU)"
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Sydow, Alisa, Benedetto Cannatelli, Alessandro Giudici, Sam Kamuriwo, and Mario Molteni. "Fostering Entrepreneurship Education in Africa: Presenting the Orchestration of a Pan-African University Alliance." In EAI International Conference on Technology, R&D, Education and Economy for Africa. EAI, 2018. http://dx.doi.org/10.4108/eai.21-3-2018.2278672.
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