Www.ju.edu.et By Kora Tushune Vice President, Jimma University March 5.2013, Hasselt University,...

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By Kora TushuneVice President, Jimma University

March 5.2013 , Hasselt University, Belgium

Flow of the presentation

□State of HEIs in the south□A perspective on north-south collaboration (NSC)□Overview of Jimma University IUC Program as an

example of NSC□Concluding remark and way forward

□Caveats: South is discussed with emphasis on Africa Presentation is highly influenced by actual

experience

Kora Tushune. North-South Presentation, Hasselt University, March 5, 2013

Higher education (HE) in Africa

□Higher education is crucial for economic growth of countries. There are many evidences that associate economic growth with education in general and HE in particular.

□Higher education system is a hub of knowledge generation, reproduction, and dissemination in a given society (technological catch-up).

□World bank and other development partners downplayed this fact and neglected higher education in 1980s and 1990s


Higher education (HE) in Africa (2)

□As in many areas of development, Africa has lagged behind in higher education; it has the lowest enrolment.

□Without a strong higher education system (universities, colleges, TVETs, etc) Africa will miss out on the emerging global knowledge based economy and cannot build a competitive economy.


Benefits of higher education

□Economic benefits (productivity, GDP, R&D,…)□Social and political benefits□Human capital and professional development□Knowledge generation and adaptation through

research and innovation□Equitable opportunity and access provision□Support other levels of education□Promote linkage to world of work□Promote international cooperation


State of science and research in Africa (1)

□Universities are centers of teaching, research and community engagement; they boost productivity, competitiveness and economic growth.

□In Africa the state of science and research is worrisome . The region has one of the lowest research expenditure, research staff and scientific outputs.

□Few key countries produce majority of research publications of the continent (South Africa, Nigeria, Kenya, Egypt, Algeria, Uganda and Tunisia)



□African research collaboration and network is also dominated by those few countries that also dominate the publication

□HEIs of many countries are not part of this established network of research collaboration

□Few HEIs of the west (from US and Europe) have dominated the network of research collaboration.

□Few researches from very few countries awarded patent from USPTO

Kora Tushune. North-South Presentation, Hasselt

University, March 5, 2013


□Compared with other countries the continent has long way to go in scientific outputs.

□Many countries conduct research in biological science but few researches are conducted in science which has implication for Sustainable development research

□The mono-disciplinary nature of most of the researches had compromised their utility for SD problems.


□Ethiopia is one of African countries that produce low scientific output in terms of publication.

□It poorly show up in the list of countries receiving patent from USPTO (compare this with Korea)

□It is not integrated into major research collaboration network in Africa

□Although its overall scientific output is low, its productivity is average when output per GDP is considered.

State of science and research in Ethiopia


Challenges and constraints facing science and research (1)

• Shortage of qualified human power• underfunding, and principles guiding

north-south partnerships• Lack of research infrastructure and

excessive teaching load • Uncompetitive salary and benefit packages • Unattractive work environment and

increasing brain drain• the high cost of bandwidth and the lack of

capacity to ensure the effective use of online technologies for teaching and research;


Challenges and constraints facing science and research (2)

• Lack of research experience and poor mentoring of young researchers

• Limited south-south collaboration; poor collaboration with non-academic actors (e.g. Civil society groups)

• Gender inequity in science and research• Limited capacity for management of

research projects


North-south collaboration

North-south collaboration (NSC)

□NSC: has geographic and developmental

connotations Refers to various forms of interaction

between north and south; involves two or more countries North-south North-south-south

South-south collaboration is also a growing trend.

Definitions (Rosseel et el)

□North-south collaboration: is “a geographical division whereby the North represents the richer countries of North America, Europe, Japan, Australia and New Zealand, and the South represents the poorer majority of countries in Africa, Asia and Latin America”


Typology of N-S research collaboration

□NSC is a generic term that can take many forms


Typology of Southern Partnership in research cooperation (Waardenburg, 1997)

Definitions

□ North-south-south collaboration: is “ new route of development cooperation where aid is channeled through institutions in third-world countries in order to support development projects in poor countries.

□South-south collaboration: is “a broad concept that covers a wide range of collaborations among developing countries……more specifically to cooperative activities between newly industrialized Southern countries and other, less developed nations of the South”

SSC can be exchange of experience and good practices, networking, capacity building and forging partnership


Evolution of north south collaboration

□There is a longstanding tradition of academic (teaching and research) collaboration between north and south institutions

□Academic collaboration evolved from predominantly ‘capacity building to equal partnerships, from social commitment to matching interests, and from specific needs to global strategies’ (Ad Boeren, 2013)

□Many countries in south faced shortage humanpower after independence; the tnorth provided training and research capacity building


Evolution of north-south collaboration

□Collaborations were funded from development cooperation funds

□However, the relationship between north and south tended to be unequal due to difference in capacity and experience

□The north assumed the role of preceptors; little expectation that they also learn something from the collaboration.


Evolution of north south collaboration

□Changing trends in the north: Expanding access to higher education with

stagnation in funding Change in funding formula in the North

(from input-based to output-based financing).

Internationalization and ranking Selective in areas of their expertise and

avoiding low-prestige universities in the south



Tendency to ‘marry upwards’ in search for quick and certain returns: Universities in BRIC countries Well-established South African universities

Restriction of use of development cooperation funds for academic collaboration

Lack of coherent policy that coordinate efforts of relevant ministries in the north.



□consequences: Decline of social commitment as a driving force for

collaboration Focus on short term academic and financial benefits Financial constraints led Northern institutions to

‘marry upwards’ to prestigious institutions and the upcoming BRICs universities.

Results from collaboration with low-prestige universities in the south are usually uncertain or and long-term.

□Development cooperation funds are not available for academic collaboration


Potential benefits of NSC

□Well-thought NSC has a mutual benefits:□For North:

Internationalization (staff and student exchange)

Joint research and publication Exposure to issues and challenges of

developing world Play their role as global citizens (social

responsibility) Networking Kora Tushune. North-South Presentation, Hasselt University, March 5, 2013

Potential benefits of NSC

□South Transfer of knowledge, skill and technology Improvement in infrastructure and facilities Provides additional funding Human capacity building Enhanced quality of educational programs and

research Academic networking Engagement with community and enhanced role in

socio-economic development of their country Brain circulation


NSC: challenges

□North: Problem of coordination

Among countries and institutions Between academic collaboration and

development cooperation Concentration around few well established HEIs

in the south Going for low hanging fruits and immediate

results There is no strong policy that encourage faculty

involvement in NSC (‘Publish or perish’ academic environment)


NSC: challenges

□South: Capacity problem to establish ‘partnership’ Inadequate coordination among collaborative

projects Lack of facilities and infrastructure Sustainability issues Brain drain (retention of qualified staff) Project management capacity Not all needs of the south can be met


NSC: opportunities

Global shift of attitude towards higher education especially from the WB

Burgeoning economic growth in some of the developing countries

BRICS countries are joining the arena Technological advancement particularly in the

areas of ICT EU-Africa partnership program NSC and SS collaboration are high on the global

agenda.



□Way forward: Broadening the perspective of the north universities

(from short term, profit oriented and egocentric perspective to a long-term and global)

Investing in the future (developing countries are economic powers of tomorrow)

Treating south institutions as equal partners Engaging in mutually rewarding partnership Coordination of policies in the areas of development

cooperation, economic assistance , and foreign affairs Flexibility in use of development cooperation funds for

policy funding collaboration


Ethiopia: background


Ethiopia in the world


Ethiopia in Africa


Ethiopian regional states and city administrations



Jimma University: Location

Jimma

Ethiopia: History and Geography

□Ethiopia is a Sub-Saharan African country located in the Greater Horn region of east Africa.

□It has an area of 1.1million km2 and shares border with five countries: Kenya to the south, Somalia and Djibouti to the east, Eritrea to the north and The Sudan to the west.

□Has 3000 years of recorded history and was once a center of civilization and world power; also believed to be the origin of mankind--Lucy and Ramidus (3.5 and 5.5 million years old)

□Decisively defended its independence and was never colonized by western powers

□The country also has history of prolonged civil war and strife that consumed its resources resulting in widespread poverty; lately there is recurrent drought and famine

Ethiopia: Government and Political System

□Ethiopia is a federal republic that has nine states and two city administrations. It is further divided into 819 woredas (districts) and more than 15000 kebeles (subdistricts), 10000 rural and 5000 urban

□The government is parliamentary democracy headed by the prime minister.

□The country has bicameral parliament with two houses: House of Representatives and House of Federation

□The ruling party (EPRDF) is the dominant party that ruled the country for over a decade after overthrowing leftist government headed by Mengistu Hailemariam in 1991 through armed struggle.

Ethiopia: facts and figures

□Population: 84.73 million (the second most populous country in Africa)

□Poverty headcount ratio: 29.6%

□Human development index: 174/187

□Life expectancy: 59□Access to the improved

water sources: 34%

□GNI per capita: $370 (low income country

□GDP per capita (PPP): $1,100 (2011)

□<5 mortality: 106 (WHO: 2012))

□IMR: 68 (WHO: 2012))□Maternal mortality: 350□HIV/AIDS prevalence: 1.2%□Economic growth:

Background

□Ethiopian higher education system Remained very small for decades up to late

1990s Repaid expansion after 1997 jumping from just

two universities to 32 university within 14 years There is a huge increase in enrolment stretching

the limited faculty and infrastructure; yet the participation rate is around 2%

Currently the system has prioritized issues of access, equity, quality, and efficiency


Higher education in Ethiopia (1)

□Higher education is growing at an unprecedented rate The number of universities and colleges has

increased dramatically in space of the last 15 years

Gross enrolment has also jumped from thousands to hundred thousands relatively short time span.

The private sector contribution to the higher education expansion is not negligible.

□With the rapid expansion quality has become an issue; measures are being taken


Higher education in Ethiopia (2)

□Engineering and science have been prioritized in overall intake (the 70/30 proportion), university and industry link has moved to the center of the strategy.

□The system is also aimed at achieving strategic goals of HE including equitable distribution of institutions, gender equality, operational efficiency, institutional autonomy, educational quality and relevance, capacity building, and other related issues

□Growth of graduate programs is far behind undergraduate programs; they are still in short supply.


Ethiopia: Higher education expansion

□Number of public Universities

Source: MOE


Ethiopia: Higher education enrolment

Education Statistics Annual Abstract 2003 E.C (2010/11)



Ethiopia: Higher education enrolment (2)

Education Statistics Annual Abstract 2003 E.C (2010/11)



Ethiopia: Higher education expansion

□Enrolment growth

0

50000

100000

150000

200000

250000

300000

350000

En

rolm

ent

Growth of Enrolment in Higher Education

Male

Female

Total

Male 108287 136581 156879 206336 228279

Female 33476 43705 53577 64020 90938

Total 141763 180286 210456 270356 319217

2004/05 2005/06 2006/07 2007/08 2008/09

Source: MOE


JIMMA UNIVERSITY

We are in the community



Jimma University: Location

Jimma

Background

□Located in south western part of the country, in Jimma town, 352 kms outside Addis Ababa

□Established during the first wave HE expansion, in 1997; the constituent institutions are much older, 27 and 55 years

□Has four campuses (Main campus, Business and Economics, Agriculture and Veterinary Medicine, and Kito Furdisa), all in Jimma town; University Teaching Hospital is part of the main campus; Agaro Campus (soon coming)


Main campus

College of Business & Economics

JUCAVM

Institute of Technology

Background: Campuses

College of Agric. & Vet Medicine

Main Campus


Construction of new hospital


Background: colleges

Is organized into six colleges and two institutes, namely:o College of Agriculture and Veterinary Medicineo College of Public Health and Medical Scienceso College of Business and Economicso College of Engineering and Technologyo College of Social Scienceso College of Natural Scienceso Institute of Health Science Research (IHSR)o Institute of Education and Professional

Development


Background

Hosts 56 undergraduate and 86 graduate programs, predominantly masters

Enrolls 40066 students (200581 regular, 19485 continuing and distance program); 10 foreign students

There are 38578 undergraduate and 1488 Postgraduate students

Has 3272 staff population: 1342 academic, 1545 administrative and 305 health service professionals; there are about 80 expat staff mostly Indians Kora Tushune. North-South Presentation, Hasselt University, March 5, 2013

Motto

We are in the community

o Our teaching, research and service activities

should be relevant to societal needs

o We should impact and be impacted by the

community around us

o We are socially responsible


Mission

□ Jimma University is a comprehensive public

higher learning institution engaged in

teaching to produce high caliber professionals,

conducting demand driven research that

address priority societal problems and

delivering client-oriented services embedded

in its innovative educational philosophy of

community based education


Vision

□ Jimma University aspires to become the

premier public higher education

institution in the country, renowned in

Africa and respected internationally for

excellence of its educational programs,

research undertaking and delivery of

service.


Award and prize

For third straight time, Jimma University was declared as the leading university of Ethiopia for 2011/12 academic year by Ministry of Education and peer universities . It was awarded a trophy and 60,000 birr prize.


Principles and values

□Excellence and quality□Diversity, tolerance and inclusiveness□Equity and access□Gender sensitivity□Honesty and integrity□Transparency and accountability□Community involvement and empowerment□Networking and partnership□Mutual respect, collegiality and team spirit


Community Based Education (CBE)

□ Jimma University is the national pioneer in CBE

□Started in 1980s in Jimma Institute of Health Sciences, the foundation of Jimma University. Today it is being implemented through out the University covering all disciplines. Some form CBE is being implemented in other universities in the countries

□Use s community as a learning environment where students, teachers, members of the community and other sectors are engaged through out the educational process


Community Based… 2

□Objectives include: Achieve educational relevance to community

needs Expose students to real world and develop

team spirit Community partnership and service

□Strategies: Community based training program (CBTP) Development/ team training program (D/TTP) Community based student research (SRP)



□ Key features of CBE in Jimma: Community based and problem oriented education Multidisciplinary training Integrating training, research and service introduced very early in the educational process continues through out the curriculum in a spiraling

manner from first year to the end Relate to planned educational goals and objectives Takes a minimum of 20% of the study time Community Centered and empowers the community



Teaching

Community

Rural communityBusiness

organizations

CBOs

Urban Dwellers

Public organizations

CSOs

NGOs

Industry

Research and scholarship

Service and extension

Teaching and learning

CBE

University


JIMMA UNIVERSITY VLIR-IUC PROGRAM:

An example of NSC


The main project (program)

Investigating the Impact of the Gilgel Gibe Dam: A Multidisciplinary Approach towards capacity Building


JU-IUC Timeline JU-IUC Timeline


Long-term Based on priority areas of partner

university Phase-in, phase-out and consolidation

strategies Fostering collaboration and matchmaking

(not traditional aid?) Comprehensive in its support and

mobilization of expertise Promotion of networking (NS, SS and

NSSC) Distinctive management structure A number of crosscutting initiatives and

alliancesKora Tushune. North-South Presentation, Hasselt University, March 5, 2013

JU-IUC: Organization of Management


VLIR-UOS

Joint Steering Committee

Local Steering Committee

JU-IUC Program Local

Coordinator

JU-IUC Program Manager

Local Project Leaders

Jimma University

Local Project LeadersLocal Project Leaders


JU-IUC Program Management Committee

The Management Structure of JU IUC in the South


VLIR-UOS

JU-IUC Program Flemish Coordinator

Joint Steering Committee

Flemish Project Leaders

Ghent University

ICOS (Ghent University)

Flemish Steering Committee

Flemish Project LeadersFlemish Project Leaders


The Management Structure of JU IUC in the North


VLIR-UOS

JU-IUC Program Flemish

Coordinator

Joint Steering Committ

ee

Local Steering Committ

ee

JU-IUC Program Local Coordinator

JU-IUC Program Manager



Jimma University Ghent University

ICOS (Ghent University)

Flemish Steering

Committee

Local Project LeadersLocal Project Leaders


Flemish Project LeadersFlemish Project

LeadersFlemish Project Leaders

JU-IUC Program Management Committee

The Overall Management Structure of JU IUC Partnership Program




To enhance the quality of teaching and research undertaken in Jimma University (JU) through planned and targeted development of human resources and collaborative and multi-disciplinary researches of an international standard that address the priority problems of the local community and the country at large.



To improve the life of the people in Gilgel Gibe HEP dam area and the surrounding region and promote sustainable development through conducting research into problems and issues of human and animal health, environmental health and ecology, food and nutrition and soil fertility and promoting evidence based interventions in the target area in collaboration with different stakeholders.






Program ObjectivesProgram ObjectivesProgram ObjectivesIntermediate ResultsIntermediate Results



Research Projects□Project 1: Animal Health□Project 2: Child health & Nutrition□Project 3: Environmental Health and Ecology□Project 4 infectious diseases Epidemiology

& Modeling□Project 5: Soil Fertility

Support and coordination□Project 6: ICT/Libray□Project 7: Research CoordinationProgram Support Unit (PSU)

Disciplinary make up of the program

Thematic areas of research

Clinical medicine

Public health

Natural sciences

Social sciences Agriculture

Veterinary medicine

Animal health and zoonotic diseases

X X

Child health and nutrition

X X X X X

Environmental health and ecology

X X X

Infectious diseases epidemiology and modeling

X X X

Soil fertility and agro-forestry

X

Support research projects

Research coordination X X X

ICT/Library (Non-research project)


Ongoing researchesOngoing researches

There are ongoing research in more than 40 major research topics and over 80 sub topics



Contributions of the Program

Ongoing contributions of

the partnership program (1)□Human capacity building

long term training short term training

□Strengthening of research infrastructure and equipment procurement of equipment and supplies technical support for establishment of

advanced labs□Strengthening institutional capacity in library

and ICT training of staff automation of services



Staff Participation and Human Capacity Building

Project

MembershipLong-term

trainingShort term

training

Local Flemish TotalPhD/MSc

candidates

Training and

conferences

Zoonotic and Animal Diseases Project

19 7 26 5 PhD 10

Child Health and Nutrition

11 11 226 PhD2MSc

12

Environmental Health and Ecology Project 30 28 58 9 PhD 15

Infectious Diseases Epidemiology and Modeling

36 18 5410 PhD1 MSc

6

Soil Fertility Project13 10 23

5 PhD1 MSc

11

ICT/Library Project 30 6 36 3 MSc 25Research coordination 11 6 17 3 PhD 4Total

150 86 23638 PhD7 MSc

83


□Supporting graduate program expansion Opening new programs (Biostatistics,

env. tech.) Contribute to teaching and research

□Establishing centers of excellence Molecular biology Infectious diseases Human nutrition and child health TB/HIV Drug quality Watershed management Others

□Contributing to national and local development efforts through: Evidence for policy (watershed management,

malaria prevention and control, etc Capacity building of national and regional

government (ICT) Dissemination through workshops and

demonstrations in the community Spin-offs: manabarnootaaf (local schools

support), establishment of CRCs, donations, etc


Ongoing contribution of the partnership program (3)

□Enhanced image of the university and helped attract more partners. Contributed to national standing of the

University as a leading public HEI for two consecutive years



Increased partners: national PHE-Ethiopia Institute of Pathobiology, Addis Ababa

University Ethiopian Health and Nutrition Institute

(EHNRI) Armour Hanson Research Institute (AHRI) President’s Malaria Initiative (PMI) Sector ministries, regional government,

municipality and local woredas EEPCO Mekele, Haramaya, Arbaminch, Hawasa,

Gondar, and Asosa UniversitiesKora Tushune. North-South Presentation, Hasselt University, March 5, 2013


Increased partners (cont’d): international World Health Organization International Center for Insect Physiology and

Ecology (ICIPE) Moi University University in Peru University in Mozambique University of California, Irvine, USA Vestergard Frandson, Geneva, Swtzerland Munich University, Munich, Germany Vermont University, Botson University and University

of Bertelay, USA



□Ensuring sustainability□Retention of qualified staff□Use of research findings to change lives

(problem solving and policy advocacy)□Leveraging the Program (expanding

networks and collaboration)□Transforming the north-south relationship

(cross-national team building)□Continuous alignment with institutional

priorities□Engaging productively those completing PhD


ICT and library development

Institutional management

Scientific and pedagogic foundation

Collaborative research and

staff development

Academic programs

Staff and student exchange

Community development

?

?

Time

Scope

Approaches to CB in the south


Example from Jimma

Thank you


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