[Discussion] Higher Education in Developing Countries: With a Focus on Muslim Contexts.

[sule tarakcioglu]

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*INTRODUCTION*

Aga Khan University (AKU) is organising a two-day conference on *Higher 
Education in Developing Countries: With a Focus on Muslim Contexts*. The 
conference will be held at The Congress Centre 
<http://www.aku.edu/news/seminars/hedc/MapCongHouse.pdf>, 28 Great 
Russell Street, London WC1B 3LS.

In recent years, higher education has started to regain its importance 
in academic and policy discussions both in developed and developing 
countries, including those with substantial Muslim populations. A series 
of reports have been written in the last decade on the state of higher 
education in developing countries. A study of these reports shows that 
there is a broad similarity among the issues faced by higher education 
in these countries. With differing intensities the issues revolve around 
/vision, mission, openness and independence, funding, human resources, 
governance, teaching materials and approaches and research/. With some 
notable exceptions, 'in most of the developing world the potential of 
higher education to promote development is being realised only 
marginally'. (Higher Education and Developing Countries: Peril and 
Promise, The World Bank/ UNDP, 2000)

AKU is a member of the Aga Khan Development Network, one of whose 
priorities is the improvement of higher education in the Muslim and 
developing worlds. Through its Institute for the Study of Muslim 
Civilisations (AKU-ISMC) AKU is therefore seeking to create an 
intellectual platform for scholars and policymakers to engage in 
deliberations about the future of higher education in Muslim contexts. 
The endeavour reflects AKU's belief that universities themselves will 
have to play a central role in the reform of higher education.

While the conference focuses on higher education in developing 
countries, and within them the Muslim contexts in particular, it is 
important that the subject be explored within a global context. Thus, 
philosophical, pedagogical and organisational insights and experiences 
from around the world will be relevant in this exploration. A 
frontierless intellectual engagement to understand higher education in 
specific contexts will be a key factor in the conference deliberations.


	

*CALL FOR ABSTRACTS*

Abstracts are invited in areas related to the above two themes. The 
following are provided as examples of possible such sub-themes. However, 
they should not be regarded as prescriptive.

   1. *Academic Issues I: Teaching and Learning*
      <http://www.aku.edu/news/seminars/hedc/confabs.htm#abs1>
   2. *Academic Issues II: Research*
      <http://www.aku.edu/news/seminars/hedc/confabs.htm#abs2>
   3. *Governance and Management*
      <http://www.aku.edu/news/seminars/hedc/confabs.htm#abs3>
   4. *Human and Material Resources*
      <http://www.aku.edu/news/seminars/hedc/confabs.htm#abs4>* *
   5. *Higher Education, the Global Context and Developing Countries
      <http://www.aku.edu/news/seminars/hedc/confabs.htm#abs5>*
   6. *Quality Assurance*
      <http://www.aku.edu/news/seminars/hedc/confabs.htm#abs6>

*I. Academic Issues I: Teaching and Learning*

Since the time of Plato's Academy, teaching and learning have been at 
the heart of higher education. Good teaching has not only been a source 
of cognitive development but also a crucial source of moral and 
intellectual inspiration for the newcomers into the academic community. 
In the context of developing countries, the importance of teaching and 
learning becomes even more significant, given the daunting challenges 
and shortcomings in other aspects of higher education such as limited 
material and human resources, issues of governance and management, etc. 
In fact, it could be argued that whatever quality is found in these 
institutions is mainly due to the commitment of individual teachers and 
their gifted students. The constraints of resources and other 
impediments are likely to continue for some time to come. What creative 
pedagogies are being used to produce good quality, even in pockets, 
under such situations? What can be learned from these efforts? How can 
this process be strengthened? Within this overall situation, education 
in the social sciences and humanities suffers the most. In light of the 
acute need for scientific capacities in developing countries, it has 
been argued that general liberal education is a luxury only wealthy 
countries can afford. On the other hand, the ability to think broadly 
and critically, reason about moral issues, be active citizens and 
appreciate the arts and literature appear to be as necessary for a 
healthy society as technical skills and knowledge. A general liberal 
education aims to provide just this sort of balance. Indeed, we must 
ponder on how utilitarian needs can be fulfilled without sacrificing 
aesthetic and ethical needs?

*II. Academic Issues II: Research*

One of the biggest challenges to the quality of higher education in 
developing countries is the absence, with a few notable exceptions, of a 
research culture. On the one hand, this is linked to the availability of 
resources, particularly in scientific research. By its very nature, 
scientific research demands ongoing expenditure to create, sustain and 
expand physical infrastructure like laboratories and libraries. Low and 
middle income countries spend on average 3.3% of their GNP on higher 
education compared to 5.0% by high income countries. Translated into 
absolute monetary terms the gap is enormous. On the other hand, brain 
drain, poor infrastructure and limited interactions with scholars around 
the world hamper the intellectual capacities necessary to foster 
research. The advances in information technology have created new 
opportunities to access knowledge and have led to expanding 
international linkages and the reach of educational programmes in both 
geographical and temporal dimensions. These thus provide the single most 
important avenue for advancing a research culture in developing 
countries. Related to this is the current and potential role of higher 
learning and philanthropic institutions in developed countries for 
promoting research by subsidizing publications, sponsoring scholars and 
supporting students needs to be explored. This sub-theme will reflect 
upon these dilemmas and challenges and will seek to find creative ways 
to improve research in the higher education systems of the developing 
world.

*III. Governance and Management*

Higher education acquires a special importance due to its capacity to 
bring about a positive change in other institutions of society through 
its contribution to human resource development for these institutions. 
The realisation of this potential will require good governance and 
management among institutions of higher education themselves. Several 
recent reports on higher education in developing countries have pointed 
to the crisis of management and governance as a key challenge in higher 
education. The challenge has to do with, among other things, the issues 
of policy-making practices (including availability of data), political 
interference and accountability. The traditions of governance vary from 
society to society. The issues of the role, perception and exercise of 
power and authority are intimately linked to the culture and history of 
a place. Yet, arguably, there are some principles of good governance 
that apply across the board. Through case studies, the sub-theme will 
seek to explore these issues within, as well as across specific contexts.

*IV. Human and Material Resources*

There are at least two dimensions to the issue of the availability of 
human and material resources for higher education in developing 
countries: the overall resource base and its distribution across 
sectors. With regard to human resources, the two related challenges are 
a lack of high quality training coupled with the phenomenon of brain 
drain. Together they create a vicious circle around efforts for human 
resource development, particularly with regard to faculty enhancement 
programmes. This cycle is intimately linked to the question of material 
resources. Overall spending on higher education (as percentage of GNP) 
varies significantly across developing countries. In general, after 
declining for some years, it has started to rise since the late 1990s. 
Some of this increase, however, is due to the increasing role of the 
private sector in higher education. This trend of privatisation or of 
private-public partnerships, while increasing the financial resource 
base, also raises concerns about educational priorities, access, equity 
and academic freedom. The second dimension has to do with the allocation 
of resources across different sectors within higher education. The 
privately funded institutions, for example, have tended to focus on the 
more lucrative disciplines such as information technology and business 
management rather than on the humanities and social sciences. What 
creative approaches are possible to rectify this situation?

*V. Higher Education, the Global Context and Developing Countries*

The issues of higher education at a national level are intimately linked 
with overall global conditions. This is not only because of the 
migration and movement of students and faculty but also because of the 
impact of economic globalisation. These factors have created new 
challenges. The global context accentuates the business model approach 
to education and makes the human capital of developing countries more 
vulnerable to the economic appeal of developed countries, intensifying 
brain drain. The increasing gap between the quality of higher education 
in different parts of the world means many developing countries will 
need to work much harder just to maintain their position, let alone to 
catch up. The same context, however, generates new opportunities as 
well. Innovations in technologies of distance education, digitisation of 
academic resources, greater mobility of people and the increased flow of 
ideas can help developing countries to leap-frog ahead and narrow the 
gap in higher education between themselves and developed countries. 
However, the focus on higher education in developing countries has 
shifted according to its perceived role in their modernisation and 
development. Recent years have seen a revival of the debate about the 
role of higher education in a nation's development. This stems partly 
from the fact that the very idea of development has also undergone a 
radical transformation over the last thirty years, incorporating not 
only economic growth (the cornerstone of the earlier definitions of 
development) but also social and cultural development. Papers here will 
engage in the exploration of theories and empirical evidence about the 
relationship between higher education, globalisation and development.

*VI. Quality Assurance*

Higher education is increasingly being seen as a public good. On the one 
hand, this idea links higher education to public returns on investment. 
On the other hand, it gives added significance to the issues of quality 
to maximize such returns. Quality is not just about implementing and 
running a system. It is an attitude, a way of working, which not only 
improves an organization but the way people work and live. It grows from 
within rather than being imposed from outside. Seen from this point of 
view, quality assurance becomes the underpinning value that holds 
together other aspects of higher education. It thus has to span the 
processes of faculty selection, teaching, research, management 
structures/practices and inter-institutional linkages. A healthy 
combination of critical self-assessment and independent external 
evaluation is often advocated for the monitoring of quality in these 
areas. The search for quality, however, needs to be grounded in an 
approach that defines quality in terms broader than those dictated by 
the growing trends of measurability and immediacy.


If you are interested in presenting a paper at the conference, please 
submit an abstract of no more than 300 words by *November 15, 2004*. 
Abstracts can be sent via email to *conferences.ismc@aku.edu* 
<mailto:conferences.ismc@aku.edu> or to *Higher Education Conference, 
AKU-ISMC, 3 Bedford Square, London, WC1B 3RA*. Please include the 
following with your submission:

    * Theme under which you will be presenting;
    * Name of the institution with which you are affiliated;
    * Mailing and email addresses.

Decision about the acceptance of abstracts will be made and communicated 
by *November 30, 2004*.

*PUBLICATION*

AKU-ISMC is planning to publish a Book based on selected papers from the 
Conference.

*KEYNOTE SPEAKERS*

We are in the process of finalizing the list of keynote speakers. .

 


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      <p ph=3D"" style=3D"" class=3D"3DMsoNormal"><b style=3D""><font siz=
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</p>
      <p ph=3D"" style=3D"" class=3D"3DMsoNormal"><font size=3D"2"
 face=3D"Arial, Helvetica, sans-serif">Aga Khan University (AKU)
is organising a two-day conference on <b>Higher Education in
Developing Countries: With a Focus on Muslim Contexts</b>. The
conference will be held at <a class=3D"akuleft" target=3D"_blank"
 href=3D"http://www.aku.edu/news/seminars/hedc/MapCongHouse.pdf">The
Congress Centre</a>, 28 Great
Russell Street, London WC1B 3LS.</font></p>
      <p ph=3D"" style=3D"" class=3D"3DMsoNormal"><font size=3D"2"
 face=3D"Arial, Helvetica, sans-serif"> In recent years, higher
education has started to regain its importance in academic and policy
discussions both in developed and developing countries, including those
with substantial Muslim populations. A series of reports have been
written in the last decade on the state of higher education in
developing countries. A study of these reports shows that there is a
broad similarity among the issues faced by higher education in these
countries. With differing intensities the issues revolve around <i>vision=
,
mission, openness and independence, funding, human resources,
governance, teaching materials and approaches and research</i>. With
some notable exceptions, 'in most of the developing world the potential
of higher education to promote development is being realised only
marginally'. (Higher Education and Developing Countries: Peril and
Promise, The World Bank/ UNDP, 2000) </font></p>
      <p ph=3D"" style=3D"" class=3D"3DMsoNormal"><font size=3D"2"
 face=3D"Arial, Helvetica, sans-serif">AKU is a member of the
Aga Khan Development Network, one of whose priorities is the
improvement of higher education in the Muslim and developing worlds.
Through its Institute for the Study of Muslim Civilisations (AKU-ISMC)
AKU is therefore seeking to create an intellectual platform for
scholars and policymakers to engage in deliberations about the future
of higher education in Muslim contexts. </font><font size=3D"2"
 face=3D"Arial, Helvetica, sans-serif">The endeavour reflects
AKU's belief that universities themselves will have to play a central
role in the reform of higher education. </font></p>
      <p ph=3D"" style=3D"" class=3D"3DMsoNormal"><font size=3D"2"
 face=3D"Arial, Helvetica, sans-serif">While the conference
focuses on higher education in developing countries, and within them
the Muslim contexts in particular, it is important that the subject be
explored within a global context. Thus, philosophical, pedagogical and
organisational insights and experiences from around the world will be
relevant in this exploration. A frontierless intellectual engagement to
understand higher education in specific contexts will be a key factor
in the conference deliberations. </font></p>
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      <p ph=3D"" style=3D"" class=3D"3DMsoNormal"><font size=3D"2"
 face=3D"Arial, Helvetica, sans-serif"><b>CALL FOR ABSTRACTS</b></font></=
p>
      <p line-height:12.7pt;text-autospace:none=3D"" ph=3D"" style=3D""
 class=3D"3DMsoNormal"><font size=3D"2" face=3D"Arial, Helvetica, sans-se=
rif">Abstracts
are invited in
areas related to the above two themes. The following are provided as
examples of possible such sub-themes. However, they should not be
regarded as prescriptive.</font></p>
      </font> </p>
      <ol type=3D"I">
        <li><a class=3D"akuleft"
 href=3D"http://www.aku.edu/news/seminars/hedc/confabs.htm#abs1"><font
 size=3D"2" face=3D"Arial, Helvetica, sans-serif"><b>Academic
Issues I: Teaching and Learning</b></font></a></li>
        <li><a class=3D"akuleft"
 href=3D"http://www.aku.edu/news/seminars/hedc/confabs.htm#abs2"><font
 size=3D"2" face=3D"Arial, Helvetica, sans-serif"><b>Academic
Issues II: Research</b></font></a></li>
        <li><a class=3D"akuleft"
 href=3D"http://www.aku.edu/news/seminars/hedc/confabs.htm#abs3"><font
 size=3D"2" face=3D"Arial, Helvetica, sans-serif"><b>Governance
and Management</b></font></a><span class=3D"akuleft"><font size=3D"2"
 face=3D"Arial, Helvetica, sans-serif"> </font></span></li>
        <li><a class=3D"akuleft"
 href=3D"http://www.aku.edu/news/seminars/hedc/confabs.htm#abs4"><font
 size=3D"2" face=3D"Arial, Helvetica, sans-serif"><b>Human
and Material Resources</b></font></a><span class=3D"akuleft"><font
 size=3D"2" face=3D"Arial, Helvetica, sans-serif"><b> </b></font></span><=
/li>
        <li><font size=3D"2" face=3D"Arial, Helvetica, sans-serif"><b><a
 class=3D"akuleft"
 href=3D"http://www.aku.edu/news/seminars/hedc/confabs.htm#abs5">Higher
Education, the Global Context and Developing
Countries </a></b></font></li>
        <li><a class=3D"akuleft"
 href=3D"http://www.aku.edu/news/seminars/hedc/confabs.htm#abs6"><font
 size=3D"2" face=3D"Arial, Helvetica, sans-serif"><b>Quality
Assurance</b></font></a></li>
      </ol>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif"><b><a
 name=3D"abs1"></a>I. Academic Issues I: Teaching and Learning</b></font>=
</p>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif">Since the
time of Plato's Academy, teaching and learning have been at the heart
of higher education. Good teaching has not only been a source of
cognitive development but also a crucial source of moral and
intellectual inspiration for the newcomers into the academic community.
In the context of developing countries, the importance of teaching and
learning becomes even more significant, given the daunting challenges
and shortcomings in other aspects of higher education such as limited
material and human resources, issues of governance and management, etc.
In fact, it could be argued that whatever quality is found in these
institutions is mainly due to the commitment of individual teachers and
their gifted students. The constraints of resources and other
impediments are likely to continue for some time to come. What creative
pedagogies are being used to produce good quality, even in pockets,
under such situations? What can be learned from these efforts? How can
this process be strengthened? Within this overall situation, education
in the social sciences and humanities suffers the most. In light of the
acute need for scientific capacities in developing countries, it has
been argued that general liberal education is a luxury only wealthy
countries can afford. On the other hand, the ability to think broadly
and critically, reason about moral issues, be active citizens and
appreciate the arts and literature appear to be as necessary for a
healthy society as technical skills and knowledge. A general liberal
education aims to provide just this sort of balance. Indeed, we must
ponder on how utilitarian needs can be fulfilled without sacrificing
aesthetic and ethical needs? </font></p>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif"><b><a
 name=3D"abs2"></a>II. Academic Issues II: Research</b></font></p>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif">One of th=
e
biggest challenges to the quality of higher education in developing
countries is the absence, with a few notable exceptions, of a research
culture. On the one hand, this is linked to the availability of
resources, particularly in scientific research. By its very nature,
scientific research demands ongoing expenditure to create, sustain and
expand physical infrastructure like laboratories and libraries. Low and
middle income countries spend on average 3.3% of their GNP on higher
education compared to 5.0% by high income countries. Translated into
absolute monetary terms the gap is enormous. On the other hand, brain
drain, poor infrastructure and limited interactions with scholars
around the world hamper the intellectual capacities necessary to foster
research. The advances in information technology have created new
opportunities to access knowledge and have led to expanding
international linkages and the reach of educational programmes in both
geographical and temporal dimensions. These thus provide the single
most important avenue for advancing a research culture in developing
countries. Related to this is the current and potential role of higher
learning and philanthropic institutions in developed countries for
promoting research by subsidizing publications, sponsoring scholars and
supporting students needs to be explored. This sub-theme will reflect
upon these dilemmas and challenges and will seek to find creative ways
to improve research in the higher education systems of the developing
world. </font></p>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif"><b><a
 name=3D"abs3"></a>III. Governance and Management</b></font></p>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif">Higher
education acquires a special importance due to its capacity to bring
about a positive change in other institutions of society through its
contribution to human resource development for these institutions. The
realisation of this potential will require good governance and
management among institutions of higher education themselves. Several
recent reports on higher education in developing countries have pointed
to the crisis of management and governance as a key challenge in higher
education. The challenge has to do with, among other things, the issues
of policy-making practices (including availability of data), political
interference and accountability. The traditions of governance vary from
society to society. The issues of the role, perception and exercise of
power and authority are intimately linked to the culture and history of
a place. Yet, arguably, there are some principles of good governance
that apply across the board. Through case studies, the sub-theme will
seek to explore these issues within, as well as across specific
contexts. </font></p>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif"><b><a
 name=3D"abs4"></a>IV. Human and Material Resources</b></font></p>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif">There are
at least two dimensions to the issue of the availability of human and
material resources for higher education in developing countries: the
overall resource base and its distribution across sectors. With regard
to human resources, the two related challenges are a lack of high
quality training coupled with the phenomenon of brain drain. Together
they create a vicious circle around efforts for human resource
development, particularly with regard to faculty enhancement
programmes. This cycle is intimately linked to the question of material
resources. Overall spending on higher education (as percentage of GNP)
varies significantly across developing countries. In general, after
declining for some years, it has started to rise since the late 1990s.
Some of this increase, however, is due to the increasing role of the
private sector in higher education. This trend of privatisation or of
private-public partnerships, while increasing the financial resource
base, also raises concerns about educational priorities, access, equity
and academic freedom. The second dimension has to do with the
allocation of resources across different sectors within higher
education. The privately funded institutions, for example, have tended
to focus on the more lucrative disciplines such as information
technology and business management rather than on the humanities and
social sciences. What creative approaches are possible to rectify this
situation?<br>
      <br>
      <b><a name=3D"abs5"></a>V. Higher Education, the Global Context and
Developing Countries</b></font></p>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif">The issue=
s
of higher education at a national level are intimately linked with
overall global conditions. This is not only because of the migration
and movement of students and faculty but also because of the impact of
economic globalisation. These factors have created new challenges. The
global context accentuates the business model approach to education and
makes the human capital of developing countries more vulnerable to the
economic appeal of developed countries, intensifying brain drain. The
increasing gap between the quality of higher education in different
parts of the world means many developing countries will need to work
much harder just to maintain their position, let alone to catch up. The
same context, however, generates new opportunities as well. Innovations
in technologies of distance education, digitisation of academic
resources, greater mobility of people and the increased flow of ideas
can help developing countries to leap-frog ahead and narrow the gap in
higher education between themselves and developed countries. However,
the focus on higher education in developing countries has shifted
according to its perceived role in their modernisation and development.
Recent years have seen a revival of the debate about the role of higher
education in a nation's development. This stems partly from the fact
that the very idea of development has also undergone a radical
transformation over the last thirty years, incorporating not only
economic growth (the cornerstone of the earlier definitions of
development) but also social and cultural development. Papers here will
engage in the exploration of theories and empirical evidence about the
relationship between higher education, globalisation and development.<br>
      <br>
      <b><a name=3D"abs6"></a>VI. Quality Assurance</b></font></p>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif">Higher
education is increasingly being seen as a public good. On the one hand,
this idea links higher education to public returns on investment. On
the other hand, it gives added significance to the issues of quality to
maximize such returns. Quality is not just about implementing and
running a system. It is an attitude, a way of working, which not only
improves an organization but the way people work and live. It grows
from within rather than being imposed from outside. Seen from this
point of view, quality assurance becomes the underpinning value that
holds together other aspects of higher education. It thus has to span
the processes of faculty selection, teaching, research, management
structures/practices and inter-institutional linkages. A healthy
combination of critical self-assessment and independent external
evaluation is often advocated for the monitoring of quality in these
areas. The search for quality, however, needs to be grounded in an
approach that defines quality in terms broader than those dictated by
the growing trends of measurability and immediacy. </font></p>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif"><br>
If you are interested in presenting a paper at the conference, please
submit an abstract of no more than 300 words by <b>November 15, 2004</b>.
Abstracts can be sent via email to <a class=3D"akuleft"
 href=3D"mailto:conferences.ismc@aku.edu"><b>conferences.ismc@aku.edu</b>=
</a>
or to <b>Higher Education Conference, AKU-ISMC, 3 Bedford Square,
London, WC1B 3RA</b>. Please include the following with your submission:<=
/font></p>
      <ul>
        <li><font size=3D"2" face=3D"Arial, Helvetica, sans-serif">Theme
under which you will be presenting;</font></li>
        <li><font size=3D"2" face=3D"Arial, Helvetica, sans-serif">Name o=
f
the institution with which you are affiliated;</font></li>
        <li><font size=3D"2" face=3D"Arial, Helvetica, sans-serif">Mailin=
g
and email addresses.</font></li>
      </ul>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif">Decision
about the acceptance of abstracts will be made and communicated by <b>Nov=
ember
30, 2004</b>. </font></p>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif"><b>PUBLIC=
ATION</b></font></p>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif">AKU-ISMC =
is
planning to publish a Book based on selected papers from the Conference.<=
/font></p>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif"><b>KEYNOT=
E
SPEAKERS</b></font></p>
      <p><font size=3D"2" face=3D"Arial, Helvetica, sans-serif">We are in
the process of finalizing the list of keynote speakers. .</font></p>
      <font size=3D"2" face=3D"Arial, Helvetica, sans-serif">
      <p ph=3D"" style=3D"" class=3D"3DMsoNormal">=A0</p>
      </font><!-- #EndEditable --> </td>
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