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Posted by on in Higher Education

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Imagine if instead of paying to attend a university, you could watch lectures, access reading material and interact with other students, all online and for free.

 

 

This is the idea of a massively open online course (MOOC).

 

 

It is a buzzword in universities and business schools across the world, and African universities and academics are considering how to open up their courses for free online.

 

 

The African Management Initiative (AMI) has developed Africa's first MOOC, aimed at providing courses in basic management skills.

 

 

Launchpad, a pilot involving several hundred people launched in late June in partnership with South Africa's Gordon Institute of Business Science.

 

 

The AMI will look for funds to develop courses in partnership with Lagos Business School in Nigeria and Strathmore Business School in Nairobi, Kenya.

 

 

"We want to make it as engaging as possible, but also low bandwidth," says Rebecca Harrison, who is developing the MOOC at AMI.

 

 

A report published in May and released at the 2013 eLearning Africa conference in Namibia found that 9 percent of the more than 400 academics surveyed thought the rise of MOOCs would be one of the major changes in e-learning in Africa.

 

Igor Lesko, open education specialist at the Open Course-Ware Consortium in South Africa, says they are particularly relevant for cash-strapped universities.

 

 

"They need to look for new ways of doing business. If you do get thousands of people interested and if you charge specific fees for examination or assessment, this could be quite a lucrative revenue stream," he says.

 

He points to the success of Brazil's FGV Online, which provided 1.4m courses from 2008 to May 2011.

 

 

As developing courses can be costly, Lesko thinks the key to keeping costs down will be to leverage existing open content into MOOCs.

 

 

Neil Butcher, open educational resources (OER) strategist at OER Africa, says MOOCs give institutions the potential to "free themselves from that model and to start creating educational systems that seek to achieve different goals."

 

 

He suggests universities stop competing with each other on content and construct a shared model of content across universities.

 

 

© Theafricareport

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) - L’UNESCO a lancé un rapport à l’occasion de la journée mondiale de la femme célébrée le 8 mars dernier, en partenariat avec l’Initiative des Nations Unies en faveur de l’éducation des filles (UNGEI) qui stipule que plus de 100 millions de jeunes femmes des pays à faible revenu et à revenu moyen inférieur sont incapables de lire «une simple phrase».

Plus de 100 millions de jeunes femmes des pays pauvres incapables de lire

Il s’agit du rapport mondial de suivi sur l’éducation pour tous 2013-2014 de l’UNESCO qui fait également état de ce que la moitié des 31 millions de filles non scolarisées n’iront jamais à l’école. Le document évoque l’importance de placer l'équité au premier rang des nouveaux objectifs mondiaux du développement après 2015, pour que chaque enfant bénéficie d'un accès égal à un apprentissage de qualité.

«Enseigner et apprendre : atteindre la qualité pour tous», c’est le thème de ce rapport qui souligne l’impératif de scolariser les enfants et d’assurer leur apprentissage. Il rappelle l'importance d'investir dans l'éducation des filles et des femmes, tant pour le bien des êtres humains que pour celui de la société entière.

Pour le rapport, intégrer un nombre important de femmes dans le corps enseignant éviterait aux filles d’abandonner les études. Car, les femmes représentent moins de 40% du corps enseignant dans le second cycle du secondaire dans les pays d'Afrique subsaharienne.

En vue de remédier à la situation le rapport propose que l'éducation des filles puisse figurer au premier rang des nouveaux objectifs de l'éducation après 2015 ; l’affectation des meilleurs enseignants auprès des élèves qui en ont le plus besoin ; la formation des enseignants aux questions du genre ; l’élaboration des programmes scolaires inclusifs.

«Les enseignants ne pourront surmonter efficacement les obstacles à l'apprentissage que s'ils sont soutenus par des programmes adaptés et inclusifs, accordant toute l'attention nécessaire aux besoins des filles menacées par l'échec scolaire», soutient le rapport.

Par ailleurs, ce rapport mentionne qu’en 2011, 60 % des pays seulement avaient atteint la parité dans l'enseignement primaire et 38 % seulement dans le secondaire. 20% des pays à faible revenu ont réalisé la parité entre garçons et filles au primaire, 10 % au premier cycle du secondaire et 8 % au second cycle du secondaire. Les filles vivant dans les États arabes sont particulièrement désavantagées avec 60 %, contre 57 % en Asie du Sud et de l'Ouest et 54 % en Afrique subsaharienne.

Au vu des tendances actuelles, d'ici à 2015, 70 % seulement des pays auront atteint la parité dans l'enseignement primaire, et 56 % dans le premier cycle de l'enseignement secondaire. Si rien n'est fait, les filles les plus pauvres parviendront à l'achèvement universel des études primaires

 

© CONGO BRAZZAVILLE, (CONGOSITE

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Gilani Foundation has awarded two students from Nyalenda B ward in Kisumu county with first term secondary school sponsorship.

 

Ward representative James Were yesterday said he secured Sh80,000 for Jael Mercy who scored 411 marks and Achieng Odiwour who got 368.

 

Odiwuor was offered an opportunity to study at Lwak Girls and Mercy at Nakuru Girls high schools. "The students attained the sponsorship because of their hard work," Were said. He said he will still reach out to other donors to sponsor bright but needy students.

 

Mercy said the support is a guarantee that they will attend their first term without any hiccup. "We will perform much better to prove that the support was well deserved," she said.

 

© Star

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Le financier camerounais Cyrille Nkontchou a lancé Enko Education Investments en Afrique du Sud. Objectif : bâtir un groupe consacré à la formation des enfants de la classe moyenne africaine.

 

C'est le grand projet de Cyrille Nkontchou, auquel il pense "depuis quatre ou cinq ans". Enko Education Investments est né discrètement il y a quelques semaines avec l'arrivée d'Éric Pignot, tout droit venu du MIT Sloan School of Management. "Une équipe [de la prestigieuse école américaine] a planché sur ce sujet pendant des mois", souligne Cyrille Nkontchou depuis Johannesburg, où est basée la

 

Potentiel

 

A cette occasion, Cyrille Nkontchou est revenu sur l'attractivité grandissante du secteur éducatif privé en Afrique du Sud : "Entre 2008 et 2011, le nombre d'inscrits dans les établissements privés est passé de 367 000 à 480 000. Sur la même période, les inscriptions dans les écoles publiques ont baissé de 1%."

 

Aussi, selon Enko Education, environ 4% seulement des élèves du primaire et du secondaire sont inscrits au privé, en Afrique du Sud, contre 15% en moyenne en Afrique subsaharienne.

 

Ambitions africaines

 

Mais l'ambition de Enko ne s'arrête pas à la "nation Arc-en-ciel". "Sur cinq ans, nous voulons investir entre 30 millions et 40 millions de dollars dans des écoles privées pour bâtir un véritable groupe consacré à la formation des enfants de la classe moyenne africaine", insiste le financier camerounais.

 

Il précise par ailleurs que les tarifs seront de deux à trois fois inférieurs à ce qui se pratique dans les écoles d'élite en Afrique. Le groupe Enko comptera alors 50 000 élèves, espèrent les fondateurs.

 

Enko inclut également dans son périmètre le groupe scolaire bilingue La Gaieté, fondé au Cameroun il y a plus de vingt ans par... Justine Nkontchou, la mère de Cyrille.

 

© JEUNE AFRIQUE

 

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The 17th annual meeting of African stock exchanges ( Asea ) started Monday, December 3 in Abidjan. Entitled "Africa : Promises achievements " , this two-day event will bring together bankers, financial experts and representatives of the main financial centers of the continent.

 

African stock exchanges want to be engines of growth. It is in Abidjan , in the presence of Ivorian Prime Minister Daniel Kablan Duncan, that opened on December 3 the 17th annual meeting of African stock exchanges ( Asea ) . Entitled "Africa : Promises achievements " , this event will bring together two days representatives of the main financial centers of the continent , from Tunis to Johannesburg, and many bankers and financial experts.

 

potential

 

In his opening remarks, the President of the Abidjan regional bourse ( BRVM ), Gabriel Fal , noted that 15 years , Africa has become a land of opportunity , a new frontier with an average growth 5% since 2000. " The finance is not a goal, but a means to the continent's development ," he has said.

 

Evidence of the potential of African financial markets , Gabriel Fal said their total market capitalization grew from $ 250 billion in 2000 to about 1,300 billion today. Of course, with wide disparities . Johannesburg alone accounts for nearly 1000 billion against $ 70 billion to $ 13 billion for Lagos and Abidjan. The development of financial markets was particularly fueled by privatization programs. Lighthouse BRVM value , the Senegalese telecom operator Sonatel is an example in this area . Since its introduction in 1998, the value of its stock rose 1,000 %, while at the same time the company distributed each year about 10 % of its market value in the form of dividends.

 

confidence

 

Another indication of the confidence inspired now the continent since early 2013 , African states have raised $ 8.1 billion in sovereign bonds on international markets . According to Moody's , the figure was 1.2 billion there ten years. The nuggets are also in the trash, now trying to convince Gabriel Fal .

 

To the President of Asea , Sunil Benimadhu, also CEO of the Stock Exchange of Mauritius , the financial centers of the continent can become an engine of development provided better connect their activities with those of other financial actors (banks, insurers ... ) , increase the number of listed companies, about 2,000 currently on the 23 members of the Asea scholarships and new entrants show their ability to create value .

A development that should be done with the support of governments and regulators insisted Sunil Benimadhu , like what has been achieved in Singapore. And grants will ultimately participate in the creation of jobs and wealth for Africans.

 

 

Governance

 

But many challenges remain , said Jean- Baptiste Aman , National Director of the Central Bank of the States of West Africa (BCEAO) in Côte d'Ivoire, including corporate governance and transparency in business . "States also have their share of work to do ," said he insisted , for example by facilitating foreign investment , encouraging those migrants or reforming the right of creditors .

 

Questioned on this point in conjunction with the conference , Gabriel Fal remains cautious about reforms expect governments of the Economic and Monetary of West Africa ( UEMOA ) . "Working as part of a regional exchange makes much slower regulatory changes ," he has said.

 

For its part, the Ivorian Prime Minister nevertheless indicated a desire boost Abidjan Stock Exchange , thanks to the privatization of fifteen companies currently under investigation . " In a context of reduction of official development assistance from international donors, financial markets have taken on a new importance", he concluded , in particular the financing of major infrastructure projects including the region needs to strengthen its economic integration .

 

© Jeune Afrique Economy

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La 17e assemblée annuelle des bourses africaines (Asea) a démarré le lundi 3 décembre à Abidjan. Intitulé "L'Afrique : des promesses aux réalisations", cet événement réunira pendant deux jours banquiers, experts financiers et représentants des principales places financières du continent.

 

Les bourses africaines veulent être des moteurs de croissance. C'est à Abidjan, en présence du Premier ministre ivoirien Daniel Kablan Duncan, que s'est ouverte le 3 décembre la 17e assemblée annuelle des bourses africaines (Asea). Intitulé "L'Afrique : des promesses aux réalisations", cet événement réunira pendant deux jours les représentants des principales places financières du continent, de Tunis à Johannesburg, ainsi que de nombreux banquiers et experts financiers.

 

Potentiel

 

Lors de son allocution d'ouverture, le président de la Bourse régionale d'Abidjan (BRVM), Gabriel Fal, a souligné qu'en 15 ans, l'Afrique est devenue une terre d'opportunités, une nouvelle frontière avec une croissance moyenne de 5% depuis l'an 2000. "La finance n'est pas un objectif, mais un moyen au service du développement du continent", a-t-il rappelé.

 

Preuve du potentiel des marchés financiers africains, Gabriel Fal a indiqué que leur capitalisation globale était passée de 250 milliards de dollars en l'an 2000 à environ 1 300 milliards aujourd'hui. Bien sûr, avec de fortes disparités. Johannesburg concentre à elle seule près de 1000 milliards de dollars, contre 70 milliards pour Lagos et 13 milliards pour Abidjan. L'essor des places financières a notamment été alimenté par les programmes de privatisation. Valeur phare de la BRVM, l'opérateur télécom sénégalais Sonatel est dans ce domaine un exemple. Depuis son introduction en 1998, la valeur de son titre a progressé de 1 000 %, alors que dans le même temps l'entreprise distribuait chaque année environ 10% de sa valeur boursière sous forme de dividendes.

 

Confiance

 

Autre indication de la confiance qu'inspire désormais le continent, depuis le début de 2013, les États africains ont levé 8,1 milliards de dollars en obligations souveraines sur les marchés internationaux. Selon Moddy's, ce chiffre était de 1,2 milliard il y a dix ans. Les pépites sont aussi à la corbeille, cherche maintenant à convaincre Gabriel Fal.

 

Pour le président de l'Asea, Sunil Benimadhu, également directeur général de la bourse de Maurice, les places financières du continent peuvent devenir un moteur du développement à condition de mieux connecter leurs activités à celles des autres acteurs de la finance (banques, assureurs...), d'accroître le nombre d'entreprises cotées, environ 2 000 actuellement sur les 23 bourses membres de l'Asea et de montrer aux nouveaux entrants leurs capacités à créer de la valeur.

 

Une évolution qui doit se faire avec le soutien des gouvernements et des régulateurs a insisté Sunil Benimadhu, à l'image de ce qui a été réalisé à Singapour. Ainsi les bourses pourront in fine participer à la création d'emplois et de richesses pour les Africains.

 

Gouvernance

 

Mais de nombreux challenges demeurent, a rappelé Jean-Baptiste Aman, directeur national de la Banque centrale des États de l'Afrique de l'Ouest (BCEAO) en Côte d'Ivoire, notamment en matière de gouvernance et de transparence au sein des entreprises. "Les États ont aussi leur part de travail à accomplir", a-t-il insisté, par exemple en facilitant les investissements étrangers, en encourageant ceux des migrants ou encore en réformant le droit des créanciers. Interrogé sur ce point en marge de la conférence, Gabriel Fal reste prudent quant aux réformes à attendre des gouvernements de l' économique et monétaire ouest-africaine (Uemoa). "Travailler dans le cadre d'une bourse régionale rend les évolutions réglementaires beaucoup plus lentes", a-t-il expliqué.

 

De son côté, le Premier ministre ivoirien a néanmoins indiqué vouloir dynamiser la bourse d'Abidjan, notamment grâce à la privatisation d'une quinzaine d'entreprises actuellement à l'étude. "Dans un contexte de réduction de l'aide publique au développement en provenance des bailleurs internationaux, les marchés financiers ont pris une nouvelle importance", a-t-il conclu, en particulier pour le financement des grands projets d'infrastructures dont la région a besoin pour renforcer son intégration économique.

 

© Jeune Afrique Économie

 

 

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"Passe ton bac d'abord" ? Voilà qui ne suffit plus aujourd'hui. Pour être sûr de faire une belle carrière, mieux vaut avoir un master en poche - mais pas n'importe lequel. Si l'offre est foisonnante, la qualité des formations est inégale.

Or le choix des études supérieures est crucial puisqu'il conditionne l'évolution future des étudiants. Pour la cinquième année, Jeune Afrique a mené son enquête et recensé les meilleures formations en business du continent - ce qui inclut des cursus très divers, depuis le master expertise et conseil fiscal de l'Institut supérieur de management (ISM), à Dakar, jusqu'au master marketing et commerce du Management Development International Institute (MDI) d'Alger, en passant par le master spécialisé en gestion des ressources humaines de l'Institut supérieur de commerce et d'administration des entreprises (Iscae) de Casablanca. Pour réaliser ce palmarès, J.A. a contacté quarante institutions du Maghreb et d'Afrique subsaharienne. Quelle que soit leur position dans notre classement, les douze écoles présentées ici constituent toutes des références nationales et régionales.

 

Parce que leur nom fait écho à des écoles françaises, Dauphine Tunis et BEM Dakar (partenaire de Bordeaux École de Management) constituent dans notre classement des cas particuliers. Certes, leur accorder le crédit qu'a su gagner leur maison mère en Europe serait abusif. Mais il est indéniable que le prestige de ces "marques" rejaillit sur les filiales africaines et que les très nombreux professeurs qui y enseignent, comme les possibilités d'échanges et de double diplôme pour les étudiants africains, ne sont pas à négliger.L'École supérieure du commerce et des affaires (Esca) de Casablanca, première de notre classement, est ainsi en cours de labellisation Epas et AACSB. De même, l'Institut africain de management (IAM), à Dakar, travaille à l'obtention des labels Epas et Equis. Tout comme l'Iscae, dont l'Executive MBA finit sa phase d'évaluation pour obtenir la certification AMBA. La course aux labels est donc lancée, et il est vraisemblable que les écoles africaines engagées depuis plusieurs années dans l'amélioration de leur offre pédagogique verront prochainement leurs efforts récompensés.


Des écoles européennes en Afrique

 

L'an dernier, 21 étudiants sont repartis avec un double diplôme de Dauphine Tunis et Paris, et 40 avec un double diplôme BEM Bordeaux et Dakar. Concurrence déloyale ? Il s'agit plutôt d'une forme de reconnaissance de l'attrait de l'Afrique, et parfois d'un encouragement à s'aligner sur les normes étrangères, tel le taux d'encadrement - 1 professeur pour 6 élèves à BEM Dakar, 1 pour 10 à la Mediterranean School of Business (MSB) de Tunis, au MDI ou à l'Institut supérieur de la communication, des affaires et du management (Iscam) de Madagascar, contre 1 pour 20 en moyenne. Mais moins de 1 pour 50 à l'Institut international de management (Insim) ou Sup de Co Dakar.

 

"Do you speak business ?"

 

Pour donner une couleur internationale à un diplôme - un vrai plus sur un CV -, deux démarches s'imposent. D'une part, miser sur les écoles où une partie du cursus se déroule en anglais, la langue des affaires - à la MSB par exemple, 100 % des cours sont donnés dans la langue de Shakespeare, comme à Sup de Co Dakar pour un tiers des étudiants, qui doivent obtenir un score minimum de 85 à l'examen d'anglais international Toefl (Test of English as a Foreign Language). D'autre part, choisir celles qui ont réussi à nouer des partenariats avec des institutions prestigieuses à l'international. Attention toutefois, seule une poignée de ces partenariats permet d'effectuer un semestre d'études

sur le campus d'une autre institution ou de décrocher un double diplôme. À l'Iscae, 104 étudiants - sur 1 037 - sont partis l'an dernier, sans frais supplémentaires, suivre en

 

France les cours de l'École supérieure des sciences économiques et commerciales (Essec, 23 étudiants), d'Audencia Nantes (11 étudiants) ou de la Neoma Business School (fusion de Rouen Business School et de Reims Management School, 49 étudiants). Les étudiants du master management des achats du MDI d'Alger, au nombre de 10 l'an dernier, décrochent un diplôme cosigné avec Grenoble École de management, dont les formations figurent régulièrement dans les classements mondiaux du Financial Times.

Seul bémol, le coût, la formation étant facturée 78 000 euros dans ce cas.


Au coeur du monde de l'entreprise

 

Si l'ensemble des écoles sélectionnées affichent des résultats impressionnants en termes d'embauches - 65 % des diplômés de l'IAM et jusqu'à 95 % de ceux de l'ISM ont décroché un emploi moins de six mois après leur sortie de l'école -, c'est avant tout parce que les meilleurs établissements ont su impliquer les entreprises dans leurs activités et nouer avec elles des liens forts dont profitent les diplômés.

 

Outre l'organisation de conférences, des initiatives originales sont à signaler. À l'Iscam, les étudiants font des voyages d'études : ils visitent une entreprise et décryptent son modèle économique. Chez MDI, à Alger, le groupe Sovac finance la réalisation de la Business Management Review. Enfin, Sup de Co Dakar propose à ses étudiants de rencontrer les directeurs des ressources humaines des grandes entreprises sénégalaises autour d'un cocktail et organise un tournoi sportif mêlant élèves et cadres.

 

 

Autre tendance remarquable, l'implication croissante des écoles africaines dans la promotion de l'entrepreneuriat. Monter une entreprise s'apprend, aussi de plus en plus de business schools du continent donnent-elles à leurs élèves les clés pour se lancer avec confiance et devenir, demain peut-être, les Bill Gates africains. À l'ISM par exemple, tous les étudiants doivent créer une mini-entreprise durant leur cursus. Un programme interne récompense les meilleurs business plans. Les étudiants participent aussi à une compétition nationale organisée par l'ambassade de Grande-Bretagne et l'entreprise Sonatel. Deux projets de l'ISM sont allés jusqu'en finale l'an dernier et ont reçu des financements de 2 millions de F CFA (environ 3 000 euros). L'école a par ailleurs lancé cette année son "incubateur de jeunes pousses" [start-up], rejoignant l'IAM, l'Insim, l'Iscam et Sup de Co Dakar.

 

© Jeune Afrique

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"Get your tank first?" That is no longer sufficient. To be sure to make a great career, you'd better have a master in his pocket - but not just any. If the supply is abundant, the quality of training is uneven. But the choice of higher education is crucial because the conditions of future students. For the fifth year, Jeune Afrique's investigation and identified the best teams in the continent's business - which includes a variety of courses from the master and expert tax advice Higher Institute of Management (ISM) in Dakar to master marketing and trade of International Management Development Institute (MDI) of Algiers, through the Master in Management of Human Resources in Higher Institute of Commerce and Business Administration (ISCAE) Casablanca. To make this list, JA contacted forty institutions from the Maghreb and sub-Saharan Africa. Whatever their position in our ranking, the twelve schools presented here are all national and regional references.

 

Because their name echoes of French schools, Dauphine Tunis BEM Dakar (partner Bordeaux Management School) are in our ranking of individual cases. Certainly give them credit that knew earning parent in Europe would be a mistake. But it is undeniable that the prestige of the "brands" reflects on the African subsidiaries and the many teachers who teach them as opportunities to exchange and dual degree for African students are not négliger.L ' Graduate School of Commerce and Business (Esca) in Casablanca, the first of our ranking is well in labeling Epas and AACSB. Similarly, the African Management Institute (AMI), in Dakar, working on obtaining labels and Epas Equis. As ISCAE whose Executive MBA finished his evaluation phase for the AMBA certification. Race labels is launched, and it is likely that African schools involved for several years in improving their educational offer will soon be rewarded for their efforts.

 

European Schools in Africa

 

Last year, 21 students are left with a double degree in Tunis and Paris Dauphine, and 40 with a double degree BEM Bordeaux and Dakar. Unfair competition? It is rather a recognition of the attractiveness of Africa, and sometimes an incentive to align with foreign standards, such as the pupil-teacher ratio - 1 teacher to 6 students BEM Dakar , 1 to 10 to the Mediterranean School of Business (MSB) in Tunis, the MDI or the Higher Institute of communication, business and management (iScam) of Madagascar, against 1 to 20 on average. But less than 1 in 50 at the International Institute of Management (INSIM) or Sup de Co Dakar.

 

"Do you speak business?"

 

To give an international flavor to a degree - a real plus on a resume - two steps are required. First, focus on the schools part of the course is conducted in English, the language of business - the MSB for example, 100% of courses are taught in the language of Shakespeare, as Sup de Co Dakar for third of students who must obtain a minimum score of 85 on review of international English TOEFL (Test of English as a Foreign Language). On the other hand, choose those that have managed to forge partnerships with prestigious institutions abroad. Caution, however, only a handful of these partnerships allows a semester

 

on the campus of another institution or to get a double degree. At ISCAE, 104 students - about 1037 - left last year at no additional cost, follow

 

France during the Graduate School of Economics and Commercial Sciences (ESSEC, 23 students), Audencia Nantes (11 students) or Neoma Business School (merger of Rouen Business School and Reims Management School, 49 students). Master's students purchasing management MDI Algiers, the number of 10 last year, drop a degree co-authored with Grenoble School of Management, which are regularly training in the world rankings by the Financial Times.

The only downside is the cost, training is charged EUR 78 000 in this case.

 

At the heart of the business world


If all selected schools show impressive results in terms of recruitment - 65% of graduates of AMI and up to 95% of the ISM found a job within six months after leaving the school - this is primarily because the best known institutions involved in business activities with them and build strong links with graduates gain.

 

In addition to organizing conferences, original initiatives to report. At iScam, students are study tours: they visit a business and decipher its business model. At MDI, Algiers, the group Sovac finance the completion of the Business Management Review. Finally, Sup de Co Dakar offers its students to meet the human resource managers of large Senegalese companies with a cocktail and organize a sports tournament mixing students and executives.

Another remarkable trend, the increasing involvement of African schools in promoting entrepreneurship. Building a business can be learned, as more and more business schools on the continent do they give their students the keys to start with confidence and become, perhaps tomorrow, the African Bill Gates. In the ISM, for example, all students must create a mini-company during their studies. An internal program rewards the best business plans. Students also participate in a national competition organized by the Embassy of Great Britain and the company Sonatel. Two projects ISM went to the finals last year and received funding of 2 million CFA francs (about 3,000 euros). The school has also launched this year its "incubator ups" [start-up], joining the IAM, the INSIM, ISCAM and Sup de Co Dakar.

 

© Jeune Afrique

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Jackson Kaguri built a tuition-free school for AIDS orphans in his home village in Southwestern Uganda.
France Mutombo, a Congolese-born Adventist pastor, and his Hungarian wife manage a school and orphanage in the Democratic Republic of Congo, where all children have “foster parents” in Hungary supporting their education.


In 2006, almost half the world’s estimated 75 million children not attending school were in sub-Saharan Africa, according to the Education for All Global Monitoring Report 2009.
Many stakeholders now focus on improving education in Africa, from well-trained teachers and good equipment to health service (nurse) and a daily meal at school.
“The future of Africa depends on advances in educational opportunity, on greater access to enhanced schooling chances, and on ensuring that more of Africa’s young – especially girls – are well educated,” Harvard professor Robert I. Rotberg, said in his 2013 book “Africa Emerges.” Rotberg is president emeritus of the World Peace Foundation.


Substantial efforts are made both by African governments and international donors, non-government organizations, religious groups and individuals to overcome Africa’s knowledge gap.
This can lead in the long run to a “knowledge and skill revolution,” said Mutombo. “When a country, a community becomes better educated – well-taught in a modern school system – a knowledge boom will follow.”


Mutombo’s Foundation for Africa aims to provide schooling and vocational training for hundreds of children of poor families. His College Othniel enrolls 500 elementary and high school students, and they all have “foster parents” in Hungary supporting their education annually.


“Education is the only way to break the cycle of poverty and deprivation. It is an asset every citizen must possess regardless if these people get jobs or not,” said Kaguri.
Kaguri’s Nyaka AIDS Orphans Project tries to provide education using a holistic human rights-based approach to end the cycle of poverty.


Named a CNN 2012 Hero, Kaguri defines a quality African education this way: “I say we do free and compulsory education for all. Keep classes at 30 per class, feed all students a lunch, have a nurse and clean drinking water so students can do well in school. There is no penalty for not sending a child to school, meaning that a parent can decide to request their children to work at home and face no consequences,” Kaguri told AfkInsider.


Kaguri is the author of “A School for My Village,” a memoir that recounts the challenges and triumphs of creating and managing Nyaka School. The book, which former President Jimmy Carter credited as “an inspiring account of turning tragedy into hope for others,” has been adopted by schools and is taught at a number of universities around the globe.


It was recommended, for example, by J. Bernard Machen, president of the University of Florida, to be “incorporated into coursework and group discussions” for the first year of students of Class of 2017.
Associate Dean Margaret Fields of the University of Florida’s College of Liberal Arts and Sciences said, “anytime we have a book that can bring our students together for a better understanding of other people, other cultures and provide the opportunity to reflect on our differences and commonalities, it is a good thing.”


Kaguri’s “emotionally charged story” may help raise awareness and funds, but also recruit volunteers for Nyaka.


“Africans and their governments want to join the knowledge environment,” Rotberg said, but he also expects that “major policy shifts and budgetary re-allocations will be essential to catch up.”
Africa’s gender issues need special attention, Kaguri said. In Uganda, conducive government policies helped increase female enrollment in schools.


Nyaka’s student body is 65 percent girls.


By promoting gender equality, Mutombo said, “many more girls are really committed to go to school and finish than boys, because for girls this is a privilege and they are really motivated.”

 

© afkinsider

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Foreign students from all over the world are increasingly pursuing studies and internships at Kenyan universities.


In public universities, enrollment increased from 100,649 students in the 2008-2009 academic year to 142,556 in 2009-2010. About 1 percent of these are foreign students, with this figure rising to more than 10 percent in some private universities.


In response to the rising demand, universities have set up collaborative arrangements, special programs and administrative structures to specifically deal with international students. The students pursue various fields of study.


The U.S. International University has 5,400 students, of whom 88 percent are local and 12 percent international students, representing about 54 nationalities. The university has a well-equipped library with electronic resources, an information technology and recreational center. Other private universities in the country also attract a large number of foreign students, such as the Catholic University of Eastern Africa, Pan Africa Christian University and Daystar University.


The University of Nairobi, the largest public university in Kenya, also receives a large number of foreign students for its various programs. Kenya now has 22 public universities, and the government plans to have a university in each of the country’s 47 counties. The public universities are spread over 15 counties.


Internships being a mandatory requirement for the completion of many undergraduate programs in most universities all over the world, international internships are gaining currency in Kenya.


The development of research centers in the more established universities has fueled this demand. The centers focus on seeking solutions to contemporary issues such as climate change and health. Students interested in such issues take internships to understand and participate in the research

.

Over the years, U.S. International University has partnered with the Columbia School of Business, the U.S. Agency for International Development and the James R. Jordan Foundation, among other organizations, to expand their programs.


Foreign students have widely varying reasons for seeking an education in Kenya. Some had no choice – their parents moved into the country for work.


“I came to Kenya when my father was posted to work with an international humanitarian organization Nairobi,” said Priyanka Thali, a student from India.


For others, especially those from around Africa, their parents wanted them to experience a good education with American standards without having the cost of actually sending them to the U.S.


“Here, the cost of living is not high,” said William Barnabas, a student from Zimbabwe. “It’s quite affordable and there isn’t much strain. It was reasonable to come here for a quality education without having to go all the way to the States. Moreover, I have my family here.”


The undergraduate programs provided in local universities make the students globally marketable. U.S. International University offers degrees in international relations and international business administration. These courses are popular with students from all over Africa and beyond.


Universities offering international student academic programs have well established and properly managed accommodations for their students. This makes it easy for international students to move in and settle. A standard hostel in most universities is designed to accommodate two students per room.


Kenya presents an ideal opportunity for students everywhere to learn about the growth of a developing economy and the effects of the policies it has pursued over the years. The challenges that the country faces, such as health hazards, also present opportunities for various research projects in their attempts to find permanent solutions to tropical and other diseases.


“For a developing country, Kenya’s education standards are quite impressive,” said Magayu Magayu, a communications lecturer at the University of Nairobi. “Our universities are as good as any the world over.”


Foreign students get to experience the country’s great tourist attractions, coastal beaches and cultures. These, among others, endear local universities to foreign students.


Local chapters of international student organizations play a great role in promoting exchange programs and local internships such as AIESEC (International Association of Students in Business and Economics), Students in Free Enterprise and the International Association for the Exchange of Students for Technical Expertise.


They organize inter-university collaboration, sometimes exchanging one student for another to work on projects in their opposite universities. In the case of AIESEC, the students put up a project to be managed by local students with the help of foreign students. The projects aim at impacting local societies positively.


The Jomo Kenyatta University of Agriculture, for instance, works in collaboration with the Kenya Institute of Organic Farming, and students from America and Europe regularly participate in work at the institute and in its outreach activities.


The internships create an opportunity for students to engage in helpful and meaningful activities beyond their countries. They open up the young minds to global issues and appreciation of other cultures. They also help the participants to develop a culture of social responsibility, encouraging them to become more willing to get involved in local community activities.


The positive effects are not only seen among foreign students; local students, too, get to exhibit a good level of open-mindedness and holistic thinking on global issues. This is because they, too, experience cultural exchange at a localized level by interacting with the international students. They exchange ideas and opinions, gaining a lot of insight professionally and socially.


“My interaction with students from all over the world has enabled me to deal with a broad range of nationalities, something I never experience in school,” said Mary Wangui, who is studying for a bachelor of arts degree in international relations. “It will be of great help if I ever go out of the country for further studies or join an international organization.”


But higher education institutions are not the only beneficiaries of international programs.There are about 20 international high schools and primary schools in Kenya. The schools offer both local and international curriculums.


These schools offer a wide range of international languages and teach the General Certificate of Secondary Education, using the British curriculum. They attract a mixture of local and foreign students.


The challenge with these schools is that they are expensive, charging up to about $20,000 per term. The international schools are considered prestigious and target high-income families.


© afkinsider

 

 

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African Virtual University (AVU) says it has launched the AVU Multinational Project II funded by the African Development Bank (AfDB), at Egerton University, Kenya to aid eLearning in Africa.

 

This follows the successful completion of the Policy Harmonization and Curriculum Conceptualization Workshop which was held in Nairobi in July. At the workshop, the Vice Chancellors of 26 African Universities developed an implementation framework for the Multinational Project II and agreed to work with the AVU to collaboratively implement the project.

 

The AVU Multinational project II aim is to strengthen the AVU and its network of institutions to deliver and manage quality ICT integrated education and training opportunities.

 

The project will see AVU provide equipment and expertise to upgrade an eLearning Centre at Egerton University and work with the University to offer an online degree program in Applied Computer Science.

 

It will assist universities in dealing with a growing population of students through an Open Education Resource (OER).

 

OER is a free portal where people can visit online and learn for free. Instead of text books being in the pockets of lectures and professors, the OER now allow students to access consume and share these materials.

 

Through the project, the AVU will also help to reduce gender disparity in science disciplines by awarding scholarships to female students.

 

Headquartered in Nairobi, Kenya, it has a regional office in Dakar, Senegal. The African Virtual University (AVU) is a pan-African Intergovernmental Organisation founded in 1997 whose aim is to significantly increase access to quality higher education and training through the innovative use of Information and Communication Technologies.

 

It has also partnered with over 53 institutions of higher learning in 27 countries in Africa to create a common E- learning platform across the continent.

 

© Ventures Africa

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Ghanaian-born Fred Swaniker, co-founder and CEO of the African Leadership Academy, believes educating Africa’s children is the key to meeting the continent’s myriad challenges.


Opened in 2008 on the grounds of a former printing training college in Johannesburg, South Africa, the leadership academy offers two-year programs in entrepreneurial leadership and African studies to students age 15 to 19. A full 85 percent of the academy’s students come from disadvantaged backgrounds across the continent.


The academy’s goal is to ensure that every graduate attains the skills necessary to succeed as a leader on the African continent. The school does this by identifying young leaders with potential, enabling them to practice leadership, and connecting them with transformative opportunities.


“There are about 400 million Africans below the age of 15 that have not been educated properly,” Swaniker said. “That’s a ticking timebomb.”


Swaniker, 34, left Ghana at the tender age of 4. His father was a lawyer and his mother, an educator. Every four years the family moved to a new African country — Gambia, Botswana, Zimbabwe — and he says he realized a lack of competent, ethical leadership was the main reason the continent was so poor.


“When I was 18 years old, I took a gap year before university, and during this time I was asked to step up and take on the role of headmaster of the school where my mother taught,” he said. “This experience instilled in me the importance of having the opportunity to put leadership into practice at a young age. I believe that leaders learn by doing.”


Swaniker studied economics at Macalester College, a private liberal arts college in St. Paul, Minn., before earning his MBA at Stanford University. It was there he decided to launch his African academy, which he co-founded with Chris Bradford.


“Chris and I set our mission as an organization to develop the next generation of entrepreneurial African leaders for Africa,” Swaniker said. “We work towards this goal by identifying leaders from across the continent who have demonstrated academic achievement, leadership potential, entrepreneurial spirit, passion for Africa, and commitment to service.”


Initial funding for the academy came from friends and family, but that lasted only few months.


Swaniker never stopped believing in his dream, however, and little by little began receiving funding from acquaintances who introduced him into more well-heeled networks across Africa — and the world.


To date, he said he has secured more than $40 million from nearly 3,000 donors consisting of individuals, family foundations and corporations, primarily from the U.S. and across Africa. That money has gone into the purchase of the academy’s campus and to provide scholarships for young leaders groomed at the academy.


The investment is paying off.


“We have countless success stories of our young leaders,” Swaniker said. “In broad statistics, the total scholarships to attend university granted to our three graduating cohorts exceeds $30 million. ALA’s third cohort of young leaders accepted $15 million in scholarship funding in 2012. ALA students attend every Ivy League university across the U.S.”


Swaniker believes the best is yet to come for his school. He said his team has just finished putting together a strategic plan to flesh out how ALA will look in five years, identifying three key priorities: establishing financial stability from sources other than donors, refining the program to ensure graduates provide a lifetime of leadership on the African continent, and placing special emphasis on attracting, retaining, and developing academic staff while improving facilities, information technology, and financial systems.


“It is crucial to remember that ALA is more than a school,” he said. “We are a leadership institution with a lifelong commitment to our young leaders.”


 

© Steven J Smith| Afk Insider

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On January 29, 2013, Executive Director/Head of the Secretariat of the African Institute for Mathematical Sciences-Next Einstein Initiative Secretariat (AIMS-NEI Secretariat), Thierry Zomahoun told reporters after an audience with the Minister Delegate at the Ministry of External Relations in charge of Relations with the Commonwealth, Joseph Dion Ngute that “If all goes well, I guess by September or October this year, we should be celebrating the opening of AIMS Cameroon.”


His visit to Cameroon was basically to lobby for the putting in place of the institution in Cameroon.


On July 12, 2013, words started being translated into action with the Minister of External Relations, Prof. Pierre Moukoko Mbonjo on behalf of the government of Cameroon signing an agreement with Thierry Zomahoun on the establishment arrangement of AIMS-Cameroon.


Considering that AIMS centres are those of excellence with the goal of providing a world- class post-graduate education in Mathematical Sciences to talented African youth in Cameroon and across the continent in accordance with a pan-Africa approach, AIMS-Cameroon will contribute in the fight against brain drain afflicting Africa. It will also prepare a generation of African managers and leaders who understand and take charge of the development of the continent, Zomahoun explained.


The signing of the agreement comes in the wake of the institution’s pursuit to establish 15 centres of excellence in Mathematical Sciences in 15 African countries. The setting up of AIMS-Cameroon comes to add to three others making them four. The second AIMS centre of Excellence after South Africa was set up in Senegal, followed by Ghana.


Zomahoun explained that over the past 10 years, AIMS has been training hundreds of young talented Mathematicians in 35 countries on the continent and the institute has been very successful in its mission of practising and teaching Mathemathics in a very innovative and cost effective way.


“We have come to a point where the proven model we have got might be useful to replicate that model across Africa,” he pointed out, saying that AIMS-Cameroon is coming to create its impact in the country in the field of Mathematical Sciences.


The African Institute for Mathematical Sciences is a centre for education and research based in Cape Town, South Africa. The institution has been training since 2003.

 

© Cameroon tribune

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