Pundy Pillay

A previous edition of Universities and Economic Development in Africa studied eight African countries and their flagship universities. In addition to minor updates, this edition includes a new section on the key findings in each of the eight countries and universities. In each case, this new section provides more detailed data and analysis which will prove invaluable for researchers and policy-makers on higher education in Africa. The eight countries included in the study are Uganda, Botswana, Ghana, Kenya, Mauritius, South Africa, Mozambique and Tanzania.

Finland, South Korea and the state of North Carolina in the United States are three systems that successfully have harnessed higher education in their economic development initiatives. Common to the success of all these systems is, amongst others, the link between economic and education planning, quality public schooling, high tertiary participation rates with institutional differentiation, labour market demand, cooperation and networks, and consensus about the importance of higher education for development. Linking higher education and economic development: Implications for Africa from three successful systems draws together evidence on the three systems, synthesises the key findings, and distils the implications for African countries. The project on which the book is based forms part of a larger study on Universities and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is co-ordinated by the Centre for Higher Education Transformation in South Africa.

A study of the progress of reform in higher education institutions in the Eastern Cape of South Africa since the end of apartheid in 1994. The Partnership for Higher Education in Africa commissioned case studies of higher education provision in Tanzania, Uganda, Kenya, Mozambique, Nigeria, Ghana and South Africa, as part of its effort to stimulate enlightened, equitable, and knowledge-based national development, and to provide guides to understanding. A radical reform of South African higher education started after the first democratic elections of 1994: higher education was confronted with social, political and economic demands, of a kind not encountered during the apartheid era. In association with Partnership for Higher Education in Africa