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Within this parameter, the main objective of the FSS research project was to identify the regulatory framework, institutional arrangements and established practices pertaining to governance, academic freedom and conditions of service of higher-education t
This book focuses on higher education in Ethiopia, analysing persisting inequalities and policy responses against the backdrop of the extensive expansion and reform that the system has experienced in recent years. Drawing on empirical data generated through interviews, policy reviews and focus-group discussions, it explicates factors of structural inequality ranging from neoliberal policy orientations to repressive gender culture and geo-political peripherality. In a departure from conventional studies that consider policy a response to social problems, the book takes a critical perspective to show the constitutive role of policy, and explains how the representation of the problem of social inequality undermines equity policy outcomes in Ethiopian higher education. Not only does the book problematise the framing of the problem of inequality in the system, it also outlines strategies for designing transformative equity instruments. In explaining structural factors of inequality and equity provisions, the book productively combines sociological concepts with historical accounts and political economy insights. Given the increased economic optimism associated with higher education in sub-Saharan Africa and the neoliberal ideals underpinning much of the restructuring of the system in the region, this is a timely and important contribution that sheds light on the social justice implications and consequences of such changes. It offers fresh accounts of largely neglected qualitative cases of inequality, making it a valuable read for students and researchers in the areas of Ethiopian education policy studies, international and comparative education, and international development.
Eighteen of Africa's most distinguished scholars have contributed to this major and timely work, including Claude Ake, Archie Mafeje, Ali Mazrui, Issa Shivji and Joseph Ki-Zerbo. As a first step towards greater consideration of the nature of the research environment in Africa and to reflect on the social and material context of research as an intellectual activity, CODESRIA co-organised a major conference on academic freedom and research in Africa in Kampala in 1990. A selection of the conferencepapers are contained in this volume. The papers cover the relationship of capital and the state to academic freedom, the historical processes which have shaped intellectuals in Africa, issue of autonomy and democracy andthe question of funding relationships, and the difficulty of alliances that question the right to independence. The book is divided into fivesections: Reflections; Methodological Perspectives; Global Influences andLocal Constraints; Intelligentsia and Activism; and Organizing Academics.
This book leaves no stone unturned in its comprehensive examination of the complex challenges surrounding academic freedom in Africa. Drawing on diverse perspectives and methodologies, it delves into the historical, philosophical, legal, and socio-political dimensions shaping academic freedom across the continent. The authors grapple with colonial legacies, tensions between Western and African notions of intellectual liberty, government authoritarianism, and institutional constraints that hinder open discourse and the pursuit of knowledge. The book highlights systemic obstacles and promising avenues for progress through case studies, comparative analysis, and empirical research, such as constitutional reforms, scholar activism, and regional networks. This thought-provoking volume offers critical insights into the state of academic freedom in Africa, emphasising the necessity of supporting African voices and agencies in the quest for meaningful intellectual autonomy. Academic Freedom in Africa is an essential read for students, scholars, policymakers, and anyone concerned with the future of higher education and democracy on the continent.
Academic freedom rests on a shared belief that the production of knowledge advances the common good. In an era of education budget cuts, wealthy donors intervening in university decisions, and right-wing groups threatening dissenters, scholars cannot expect that those in power will value their work. Can academic freedom survive in this environment—and must we rearticulate what academic freedom is in order to defend it? This book presents a series of essays by the renowned historian Joan Wallach Scott that explore the history and theory of free inquiry and its value today. Scott considers the contradictions in the concept of academic freedom. She examines the relationship between state power and higher education; the differences between the First Amendment right of free speech and the guarantee of academic freedom; and, in response to recent campus controversies, the politics of civility. The book concludes with an interview conducted by Bill Moyers in which Scott discusses the personal experiences that have informed her views. Academic freedom is an aspiration, Scott holds: its implementation always falls short of its promise, but it is essential as an ideal of ethical practice. Knowledge, Power, and Academic Freedom is both a nuanced reflection on the tensions within a cherished concept and a strong defense of the importance of critical scholarship to safeguard democracy against the anti-intellectualism of figures from Joseph McCarthy to Donald Trump.
Having just emerged from a prolonged civil war and faced with the urgent tasks of establishing political stability and reinvigorating an economy in tatters, the Transitional Government of Ethiopia (1991-1995) had to set a new direction for the economic reconstruction and social rehabilitation of the warn-torn and poverty-ridden country. During the Transitional Period a spate of new policies and strategies defining the development priorities, goals and implementation instruments of the new regime led by the EPRDF was introduced. This work is a synthesis of various sectoral policies and an attempt to trace the genesis of the policies, highlight the continuities, significant departures and other salient features. Each of the reviews in this digest briefly analyses the critical elements of the policies, identifies major gaps in the conceptualisation of the policy as well as the achievements registered and the challenges encountered in its implementation. The authors also try to identify the outstanding issues to be addressed by policymakers and suggest remedies. The policy reviews have been grouped into three parts and presented under social, economic and governance sectors.
The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.
The Dudek Diet Plan exposes the mortal misconception that a low-fat, high carbohydrate diet is "heart healthy." In truth, a low-fat, high carbohydrate diet will make you overweight/obese and increase your risk for atherosclerosis. Next, the Dudek Diet Plan explains in easy-to-understand terms what the correct healthy diet really is and gives you an easy-to-follow 8 week eating plan. Finally, the Dudek Diet Plan teaches you how to send your body the message "I want you to get thin" and watch your body magically respond by burning fat. If you want to learn how to be lean and trim the rest of your life, then you need to learn the Language of Metabolism, you need to read the Dudek Diet Plan.
Although an entirely unknown part of higher education worldwide, there are literally hundreds of universities that are owned/managed by families around the world. These institutions are an important subset of private universities—the fastest growing segment of higher education worldwide. Family-owned or managed higher education institutions (FOMHEI) are concentrated in developing and emerging economies, but also exist in Europe and North America. This book is the first to shed light on these institutions—there is currently no other source on this topic. Who owns a university? Who is in charge of its management and leadership? How are decisions made? The answers to these key questions would normally be governments or non-profit boards of trustees, or recently, for-profit corporations. There is another category of post-secondary institutions that has emerged in the past half-century challenging the time-honored paradigm of university ownership. Largely unknown, as well as undocumented, is the phenomenon of family-owned or managed higher education institutions. In Asia and Latin America, for example, FOMHEIs have come to comprise a significant segment of a number of higher education systems, as seen in the cases of Thailand, South Korea, India, Brazil and Colombia. We have identified FOMHEIs on all continents—ranging from well-regarded comprehensive universities and top-level specialized institutions to marginal schools. They exist both in the non-profit and for-profit sectors.
This is a provocative examination of the current state of academic freedom in the United States and around the world.