Author: Dr Antipas Massawe /Min. Engineer/Dar es Salaam
In our times of globalization and advancing sciences, technologies and market forces led competitions in the exploitation of global opportunities for wealth creation and self survival, the global competitiveness of universities countries are equipped with determine the winners and losers. In the competitions, the foundation enabler for success is the global competitiveness of the leadership, technologies and expertise competitor is equipped with, which is mostly generated by local universities.
The Countries equipped with universities which are competitive in academics and research globally would continue delivering the advanced leadership, technologies and expertise enabling competitiveness of their public and private sectors in the provision of advanced goods and services in the global market. The rest will be driven off competition and turned into net providers of cheap raw materials and services for essential high value manufactured goods and services provided by others in return.
It means the regional collaboration African countries are pursuing in the harmonization and optimization of their policies and legislations and integration of their infrastructures to enable stimulation of global investing
The Countries equipped with universities which are competitive in academics and research globally would continue delivering the advanced leadership, technologies and expertise enabling competitiveness of their public and private sectors in the provision of advanced goods and services in the global market. The rest will be driven off competition and turned into net providers of cheap raw materials and services for essential high value manufactured goods and services provided by others in return.
It means the regional collaboration African countries are pursuing in the harmonization and optimization of their policies and legislations and integration of their infrastructures to enable stimulation of global investing
on the African continent is not going to deliver the maximum of African expectation in the absence of world-class African universities. In the absence of world-class African Universities, non African investors would benefit more than the Africans who are involved only as net providers of cheap raw materials and/or services.
Despite been one of the most gifted continents in its huge growth potentials in power generation,
agriculture, fisheries, forestry, minerals and global trading, Africa is still the least productive and its average GDP per capita (nominal) generated by the World Bank for the period 1990-2010 was a paltry1, 560 US$ compared to a world average of 16,837 US$ for the period. Africa's power consumption is still the smallest among continents: The African 14.2 % of world population consumed 3.1% of world power consumption compared to 5.2 % South America's 8.6% of world population consumed in climatic conditions similar to those of Africa in 2010, as reported by Saladie, O. and Oliveras.
Lack of African born solutions, world-class expertise and leadership in the foreign involved exploitation of its growth potentials is the main cause of slow progress on the continent. The universities Africa is equipped with are not world-class and therefore not generating the technologies, expertise and leadership of global competitiveness required to enable the continent to rescue itself from the role of cheap raw materials exporter and expensive manufactured goods importer it is on, which favours foreign countries at its expense. For example, the Times Higher Education World University Rankings 2012-2013 shows that among the 400 best universities in the world 4 are African (all South African), 131 are North American, 3 are South American, 57 are Asian, 180 are European and 25 are Oceania. The whole of Africa north of South Africa doesn't have any among the 400 world top universities.
African countries liberating from the hands of colonialists had very limited resources on disposal for the development of basic infrastructures from scratch like in education, health care, power and water provision, transport, defense and security. They didn't have enough to enable caring for quality like in the development of national universities of world-class competitiveness. Till today, development of the basic African national infrastructures is still heavily donors funded and on as the majorities of population on the African continent are yet to be reached in the enabling exercise.
Lack of regional collaboration among African countries in their development processes is also a hindrance to the evolution of world-class universities on the continent, north of South Africa. Collective approach would have enabled African countries to mobilize the seed capital required to enable development of several collectively owned and operated world-class seed universities for the African continent.
African seed universities would attract the best of world-class trainers and/or researchers and enroll the best of talents from all African countries and the world over in the enabling of local talents to realize academic potentials and together with the seed universities constitute the focal points of continuing evolution of world-class universities, and high education and research standards on the African continent. African self reliance in the development of the world-class professionals and scientists the continent needs would have happened in African conditions to enable its own led generation of African solutions for African growth.
Deterioration of the competitiveness of many African universities is also happening and escalating as more and more of their trainers and/or researchers who did their undergraduate studies at world-class foreign universities are retiring and replaced by the young who had theirs at the local universities which are not world-class. The incoming are not delivering as good as the outgoing because main determinant in the enabling of a young talent to realize potentials in his/her academic endeavors is the global competitiveness of the university he/she attended his/her foundation undergraduate studies.
African universities preferences of local lecturers and/or researchers who are cheap but sub-standard in place of foreign ones who are world-class but expensive is observed happening and should also be reversed. The savings accrued from the deployment of such preferences compare as peanuts to the huge long term costs associated with consequential drop of the competitiveness of African universities and the sub-standard graduates they would be generating.
The continuing expansion of existing universities and creation of new ones observed going on at the expense quality in most African countries should also be reversed to enable new focus on the creation of world-class seed universities in place of the existing sub-standard ones. It is necessary as most of the graduate's sub-standard African universities are generating fail to secure jobs related to their studies which are available on the global market because they are not qualified enough and the least competitive among global options.
The preference of citizens against foreigners enabling citizens graduating from sub-standard African universities to secure jobs in their African governments is also responsible for the poor quality of public service offered by most African governments and the bad policies and legislations responsible for the foreign exploitation of African natural resources which have very little benefit to the continent. Most of them in thegoverment need special re-training and/or replaced as soon as world-class options appear in the labour market.
African governments should also create mechanisms for the identification of the best of young African talents in secondary schools and enable them to do their undergraduate studies at the best of world-class universities by assisting them to secure necessary admissions and scholarships. It is also enabling them to realize academic potentials elsewhere when the world-class universities fit for them are still developing on the continent. It is enabling them to contribute in the development of world-class seed universities going on the continent after the successful completion of their studies.
Capable parents and well-wishers should also be encouraged to sponsor talented African pupils to enable them do their undergraduate studies at one of the leading universities in the world. It is enabling the talented pupils to realize academic potentials and mitigate congestion of students at the few African universities which are better-off.
African governments should also collaborate among themselves in the mobilization of the collective seed capital required to enable the development of several All-Africa owned and operated world-class seed universities. These will attract the best of world-class trainers and researchers and enroll the best of young talents from anywhere on the continent and the world over and become the focal points of continuing evolution of world-class universities and research potentials on the African continent.
African Governments and universities should also collaborate with major private sectors in the African countries to establish ways they could work together as stakeholders in order to maximize their contribution in the enabling of continuing evolution of world-class universities and growth of private and public sectors in the African countries. Such collaboration enables consolidation of inter-relationships and inter-dependence of endeavors among stakeholders to maximize their mutual benefit.
Despite been one of the most gifted continents in its huge growth potentials in power generation,
agriculture, fisheries, forestry, minerals and global trading, Africa is still the least productive and its average GDP per capita (nominal) generated by the World Bank for the period 1990-2010 was a paltry1, 560 US$ compared to a world average of 16,837 US$ for the period. Africa's power consumption is still the smallest among continents: The African 14.2 % of world population consumed 3.1% of world power consumption compared to 5.2 % South America's 8.6% of world population consumed in climatic conditions similar to those of Africa in 2010, as reported by Saladie, O. and Oliveras.
Lack of African born solutions, world-class expertise and leadership in the foreign involved exploitation of its growth potentials is the main cause of slow progress on the continent. The universities Africa is equipped with are not world-class and therefore not generating the technologies, expertise and leadership of global competitiveness required to enable the continent to rescue itself from the role of cheap raw materials exporter and expensive manufactured goods importer it is on, which favours foreign countries at its expense. For example, the Times Higher Education World University Rankings 2012-2013 shows that among the 400 best universities in the world 4 are African (all South African), 131 are North American, 3 are South American, 57 are Asian, 180 are European and 25 are Oceania. The whole of Africa north of South Africa doesn't have any among the 400 world top universities.
African countries liberating from the hands of colonialists had very limited resources on disposal for the development of basic infrastructures from scratch like in education, health care, power and water provision, transport, defense and security. They didn't have enough to enable caring for quality like in the development of national universities of world-class competitiveness. Till today, development of the basic African national infrastructures is still heavily donors funded and on as the majorities of population on the African continent are yet to be reached in the enabling exercise.
Lack of regional collaboration among African countries in their development processes is also a hindrance to the evolution of world-class universities on the continent, north of South Africa. Collective approach would have enabled African countries to mobilize the seed capital required to enable development of several collectively owned and operated world-class seed universities for the African continent.
African seed universities would attract the best of world-class trainers and/or researchers and enroll the best of talents from all African countries and the world over in the enabling of local talents to realize academic potentials and together with the seed universities constitute the focal points of continuing evolution of world-class universities, and high education and research standards on the African continent. African self reliance in the development of the world-class professionals and scientists the continent needs would have happened in African conditions to enable its own led generation of African solutions for African growth.
Deterioration of the competitiveness of many African universities is also happening and escalating as more and more of their trainers and/or researchers who did their undergraduate studies at world-class foreign universities are retiring and replaced by the young who had theirs at the local universities which are not world-class. The incoming are not delivering as good as the outgoing because main determinant in the enabling of a young talent to realize potentials in his/her academic endeavors is the global competitiveness of the university he/she attended his/her foundation undergraduate studies.
African universities preferences of local lecturers and/or researchers who are cheap but sub-standard in place of foreign ones who are world-class but expensive is observed happening and should also be reversed. The savings accrued from the deployment of such preferences compare as peanuts to the huge long term costs associated with consequential drop of the competitiveness of African universities and the sub-standard graduates they would be generating.
The continuing expansion of existing universities and creation of new ones observed going on at the expense quality in most African countries should also be reversed to enable new focus on the creation of world-class seed universities in place of the existing sub-standard ones. It is necessary as most of the graduate's sub-standard African universities are generating fail to secure jobs related to their studies which are available on the global market because they are not qualified enough and the least competitive among global options.
The preference of citizens against foreigners enabling citizens graduating from sub-standard African universities to secure jobs in their African governments is also responsible for the poor quality of public service offered by most African governments and the bad policies and legislations responsible for the foreign exploitation of African natural resources which have very little benefit to the continent. Most of them in thegoverment need special re-training and/or replaced as soon as world-class options appear in the labour market.
African governments should also create mechanisms for the identification of the best of young African talents in secondary schools and enable them to do their undergraduate studies at the best of world-class universities by assisting them to secure necessary admissions and scholarships. It is also enabling them to realize academic potentials elsewhere when the world-class universities fit for them are still developing on the continent. It is enabling them to contribute in the development of world-class seed universities going on the continent after the successful completion of their studies.
Capable parents and well-wishers should also be encouraged to sponsor talented African pupils to enable them do their undergraduate studies at one of the leading universities in the world. It is enabling the talented pupils to realize academic potentials and mitigate congestion of students at the few African universities which are better-off.
African governments should also collaborate among themselves in the mobilization of the collective seed capital required to enable the development of several All-Africa owned and operated world-class seed universities. These will attract the best of world-class trainers and researchers and enroll the best of young talents from anywhere on the continent and the world over and become the focal points of continuing evolution of world-class universities and research potentials on the African continent.
African Governments and universities should also collaborate with major private sectors in the African countries to establish ways they could work together as stakeholders in order to maximize their contribution in the enabling of continuing evolution of world-class universities and growth of private and public sectors in the African countries. Such collaboration enables consolidation of inter-relationships and inter-dependence of endeavors among stakeholders to maximize their mutual benefit.
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