The Nordic Africa Institute – Publications

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  • 1.
    Benettsson, Holger
    The Nordic Africa Institute.
    Svensk skolinsats i Rhodesia1967Report (Other (popular science, discussion, etc.))
    Download full text (pdf)
    Ladda ner rapporten här
  • 2.
    Bereketeab, Redie
    The Nordic Africa Institute, Research Unit.
    Education as an instrument of Nation-Building in Postcolonial Africa2020In: Studies in Ethnicity and Nationalism, ISSN 1473-8481, E-ISSN 1754-9469, Vol. 20, no 1, p. 71-90Article in journal (Refereed)
  • 3.
    Fellesson, Måns
    et al.
    The Nordic Africa Institute, African International Links.
    Mählck, Paula
    Academics on the Move: Mobility and Institutional Change in the Swedish Development Support to Research Capacity Building in Mozambique2013Report (Other academic)
    Abstract [en]

    In the competitive global knowledge economy, highly qualified individuals are increasingly recognised as being the key to development. In particular, doctorate holders are not only the most qualified in terms of educational attainment, but also those specifically trained to be at the forefront of innovation and in a position to drive advances in science, technology and knowledge of society. In developing countries with relatively weak research structures, not least with regard to PhD graduates, the training of PhDs has been intimately linked to the reproduction of human capacity in national research systems. This study examines the mobility of PhD graduates funded under the Swedish development aid program to build institutional research capacity in Mozambique from 1990 to 2013. Principal areas of investigation are extent and direction of geographic, sectoral and vertical mobility, perception and individual rationales for mobility and career choices and experience of the so-called "sandwich model".

    Download full text (pdf)
    Download the publication here
  • 4.
    Hallberg Adu, Kajsa
    The Nordic Africa Institute, Research Unit.
    Resources, relevance and impact – key challenges for African universities: how to strengthen research and higher education in Africa2020Report (Other academic)
    Abstract [en]

    Global and regional goals, such as Agenda 2030 and the African Union's Continental Education Strategy for Africa, foreground higher education as an engine for development and job creation. Yet, many African universities perform weakly in international comparison. This policy note looks at the challenges in strengthening the freedom, relevance and impact of research and higher education in Africa.

    Recommendations for policymakers:

    • Minimise inequality
    • Improve data collection
    • Train more lecturers
    • Benchmarking and networking
    • Build equitable relationships
    • Safeguard academic freedom
    Download full text (pdf)
    fulltext
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  • 5.
    Kynsilehto, Anitta
    et al.
    The Nordic Africa Institute, Migration, mobility and transnational relations. University of Tampere.
    Kangas, Anni
    Weaver, Cai
    Pascucci, Elisa
    Norocel, Ov Cristian
    Särmä, Saara
    Let's not internationalize but postnationalize universities2015In: Politiikasta.fi, ISSN 2323-7090Article in journal (Other (popular science, discussion, etc.))
  • 6.
    Laakso, Liisa
    The Nordic Africa Institute, Research Unit.
    Academic Mobility as Freedom in Africa2020In: Politikon, ISSN 0258-9346, E-ISSN 1470-1014, Vol. 47, no 4, p. 442-459Article in journal (Refereed)
  • 7.
    Laakso, Liisa
    The Nordic Africa Institute, Research Unit.
    Riset petakan hubungan antara kebebasan akademik dan demokrasi: studi kasus pada negara-negara Afrika2023In: The ConversationArticle in journal (Other (popular science, discussion, etc.))
  • 8.
    Laakso, Liisa
    The Nordic Africa Institute, Research Unit.
    Vaarantavatko ihmisoikeusloukkaukset ja pakotteet tutkimusyhteistyön – vai tekevätkö ne siitä entistä tärkeämpää?2022In: Tieteessä tapahtuu, ISSN 1239-6540, Vol. 40, no 3Article in journal (Other (popular science, discussion, etc.))
  • 9.
    Laakso, Liisa
    et al.
    The Nordic Africa Institute, Research Unit.
    Hallberg Adu, Kajsa
    KTH Royal Institute of Technology, Stockholm, Sweden.
    ‘The unofficial curriculum is where the real teaching takes place’: faculty experiences of decolonising the curriculum in Africa2023In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174XArticle in journal (Refereed)
    Abstract [en]

    This paper analyses faculty experiences tackling global knowledge asymmetries by examining the decolonisation of higher education in Africa in the aftermath of the 2015 ‘Rhodes Must Fall’ student uprising. An overview of the literature reveals a rich debate on defining ‘decolonisation’, starting from a critique of Eurocentrism to propositions of alternate epistemologies. These debates are dominated by the Global North and South Africa and their experiences of curriculum reform. Our focus is on the experiences of political scientists in Botswana, Ghana, Kenya, and Zimbabwe. These countries share the same Anglophone political science traditions but represent different political trajectories that constitute a significant condition for the discipline. The 26 political scientists we interviewed acted toward increasing local content and perspectives in their teaching, as promoted in the official strategies of the universities. They noted that what was happening in lecture halls was most important. The academic decolonisation debate appeared overambitious or even as patronising to them in their own political context. National politics affected the thematic focus of the discipline both as far as research topics and students’ employment opportunities were concerned. Although university bureaucracies were slow to respond to proposed curricula changes, new programmes were approved if there was a market-based demand for them. International programs tended to be approved fastest. Political economy of higher education plays a role: dependency on foreign funding, limited national resources to conduct research and produce publications vis-à-vis international competition, and national quality assurance standards appeared to be most critical constraints for decolonising the curriculum.

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