{"id":45171,"date":"2018-09-05T13:29:44","date_gmt":"2018-09-05T20:29:44","guid":{"rendered":"http:\/\/world.edu\/?p=45171"},"modified":"2018-09-05T13:29:44","modified_gmt":"2018-09-05T20:29:44","slug":"research-intensive-universities-in-africa-a-model-of-how-to-build-them","status":"publish","type":"post","link":"https:\/\/world.edu\/research-intensive-universities-in-africa-a-model-of-how-to-build-them\/","title":{"rendered":"Research-intensive universities in Africa? A model of how to build them"},"content":{"rendered":"

\"\"<\/p>\n

Sub-Saharan Africa accounts for 13\u00b75% of the\u00a0global population<\/a>\u00a0but\u00a0less than 1%<\/a>\u00a0of global research output. In 2008, Africa produced\u00a027 000 published papers<\/a>\u00a0\u2013 the same number as the Netherlands.<\/p>\n

There are some areas of improvement. A 2014 World Bank\u00a0study<\/a>\u00a0showed that the quantity and quality of sub-Saharan Africa\u2019s research had increased substantially in the previous 20 years. It more than doubled its annual research output from 2003 to 2012. And it increased its share of global research during the same period.<\/p>\n

But Africa\u2019s overall research record remains poor. Part of the problem is that the continent contributes less than 1% of the\u00a0global expenditure on research and development<\/a>. African governments don\u2019t spend a significant percentage of their gross domestic product (GDP) on research.<\/p>\n

Another issue is that sub-Saharan Africa depends greatly on international collaboration and visiting academics for its research output. In 2012 southern Africa produced 79% of all its research output through international collaborations. In east Africa the number stood at 70% and in west and central Africa at 45%.<\/p>\n

This stands in stark contrast to intra-Africa collaboration which is extremely rare. Collaboration\u00a0among local researchers<\/a>\u00a0ranges from 0\u00b79% in west and central Africa to 2\u00b79% in southern Africa.<\/p>\n

Limited government funding for universities lies at the root of these challenges. It is here that one of the solutions must be found. It\u2019s time for African universities, governments, and development partners to take action by fostering the development of research-active universities on the continent.<\/p>\n

The model we have developed at the\u00a0Consortium for Advanced Research Training in Africa<\/a>\u00a0(CARTA) provides evidence that revitalisation of the African academy in Africa by Africans is possible. CARTA is a consortium of eight African universities and four African research centres.<\/p>\n

CARTA has been\u00a0independently evaluated<\/a>\u00a0and recommended as a model that should be more widely used.<\/p>\n

Action plan<<\/strong>\/h4>
\nThree interlinked actions are crucial to revitalise African higher education. The first is the differentiation of the continent\u2019s higher education system. Some universities must become research-intensive. Their resources must be focused on graduate training and research.<\/h4>\n

Second, new funding mechanisms must be created for these research-intensive universities. Finally, new accountability systems must be put in place to ensure high standards. There must also be room for new institutions to enter the system.<\/p>\n

One particularly compelling reason to differentiate research-intensive universities from those focused on undergraduate teaching is that sub-Saharan Africa\u2019s population is\u00a0set to double by 2050<\/a>. This will create continued demand for higher education. That, in turn, necessitates appropriate training of faculty with advanced degrees.<\/p>\n

It is this cohort who will be needed to staff the new universities and maintain high standards across the higher education system. Research-intensive universities are the best place to train such people.<\/p>\n

Funding and accountability<\/strong><\/h4>\n

New funding mechanisms will be needed to support research-intensive universities.<\/p>\n