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Uganda's Makerere University and the University of Dakar in Senegal were for many years after independence among Africa's premier universities. Today, their facilities have visibly deteriorated and the quality of instruction the institutions provide is seriously threatened — the consequence of political and economic turmoil combined with persistent underfunding. If higher education remains supply-driven without reference to available resources, the problems of Makerere and the University of Dakar can only increase and become even more unmanageable. The governments of Senegal and Uganda are being encouraged by donors to undertake reforms to revitalize the university sector. However, it will not be possible to reform financing of public higher education, or to carry out many other reforms, unless the universities have more administrative and financial autonomy. Strategies for reforming higher education systems in these countries are proposed requiring a shift from government participation in the governance of public universities and in matters affecting their enrolments and utilization of resources to more indirect forms of control. Nevertheless, the policy implications for Senegal and Uganda are very different. In Senegal, measures to increase autonomy must be articulated with a larger role for the state in regulating the flow of students to university, rationalizing the programs of different institutions and restricting students' eligibility for support. In Uganda, there is need for greater government co-ordination of public and private investments in higher education and significant devolution of control of public universities.McGill University, Education and Employment Division, Population and Human Resources Department, The World BankEducation and Employment Division, Population and Human Resources Department, The World Bank 相似文献
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Linguistic influences on networks of professional communication and recognition among engineers at two Quebec universities were examined. It was hypothesized that chemists and engineers affiliated with the French medium University of Montreal and the Ecole Polytechnique would be less active in research and more likely to obtain scientific recognition locally and to feel professionally unrecognized outside Quebec compared to their colleagues at McGill University. The findings suggest that the localizing effects of using a medium of scientific training which is not the predominant language of international scientific communication and recognition (French) are ambiguous. Although chemists and engineers at the French medium institutions were less active researchers, their language of professional communication with other scientific communities was English and there was little sense of isolation.This research has been supported by grants from the Canadian Council and the Ecole Polytechnique of Montreal. The authors also wish to thank Miss Madeleine Palmer, Miss Daniella Quiniou and Miss Rosalba Casas for their help in data collection for this paper. 相似文献
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Thomas Owen Eisemon Elkana Ong'esa Lynn Hart 《International Journal of Educational Development》1988,8(4)
Primary schooling will continue to be the terminal stage of education for most Kenyan children, and it will have to prepare them for employment that they will create for themselves. What this might imply for the teaching of craft skills is examined. Soapstone carving was selected as the subject of study because it is an important form of self-employment in western Kenya. The acquisition of craft skills in and outside schools was compared using observational and experimental methods. It is argued that school instruction provides little opportunity to develop competence in carrying out cognitive and psychomotor tasks important to expert performance in this and perhaps many other craft occupations. 相似文献
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The implantation of science in Nigeria and Kenya 总被引：2，自引：0，他引：2
Thomas Owen Eisemon 《Minerva》1979,17(4):504-526
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Thomas Eisemon 《Interchange》1974,5(4):53-61
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This paper reports two studies on comprehension of pharmaceutical texta containing pictorial and written instructions by mothers in rural Kenya. The subjects were asked to read and recall instructions for preparing and administering a solution for the treatment of dehydration due to diarrheal disease in children. A set of pictures describing the preparation procedure, together with written text instructions under two conditions, (a) original, as in the commercial product, and (b) revised, to include familiar terminology and explanations of some procedures, were presented to two groups of Kenyan mothers. The verbal protocols generated were transcribed and analyzed using propositional representation of instructional procedures.The results showed that mothers recalled the procedures for the preparation as in the pictures but not those presented in the written instructions. The written instructions were generally found to be difficult, with the original text being more difficult than the revised text. Any conflicting information between the written and pictorial instructions was resolved by selecting the familiar procedure. The information recalled from the revised text that was recalled was that which supported the procedures in the pictures. The results have implications for writing adequate pharmaceutical texts for users such that little room is left for misinterpretation. 相似文献
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Private initiatives in higher education in Kenya 总被引：2，自引：0，他引：2
Thomas Owen Eisemon 《Higher Education》1992,24(2):157-175
Africa's higher education crisis has prompted the growth of private institutions. Enrollments are very low and in most African countries do not account for a significant proportion of university enrollments. The largest number of private institutions are in Kenya which is the subject of a case study. Private institutions provide professional training in fields of employment opportunity but also offer an education that emphasizes character building functions of higher studies. Private higher education is expensive to provide and costly to attend. Many private institutions are caught in a dilemma. They can not achieve significant efficiencies by reducing instructional costs without damage to the quality of their programs, and they are reluctant to raise tuition and accommodation charges because of the distorting effects on student recruitment. As long as public higher education is provided at low or no cost and private higher education is entirely self-supporting, the private sector will have a peripheral role in higher education in Kenya and other African countries. 相似文献