Higher education (HE) institutions play a vital role in the generation of new knowledge in the 21st Century, as HE is recognised as a key force for modernisation and development. The development and advancement of information technology have led to an interconnected, borderless world of knowledge, and HE institutions have become part of what is known as the global HE network society. HE institutions in developed countries are the most actively involved in producing and disseminating knowledge, and compete with one another in adding to this world stock of knowledge. In addition, HE has become a national priority in developed countries, and governments place pressure on HE institutions to form part of and remain active in the global HE network society in order to contribute to the knowledge-centred economy of today. However, the developing world lags far behind in becoming part of the global HE network society. As long as the developing world face constraints in attempts to improve national economies, alleviate poverty and maintain sustainability, prospects of contributing to, and participating in the global HE network society seem unlikely. HE can be used as a tool in addressing national development needs. With the necessary support and recognition from governments, HE should play a vital role in the process of reform and the revitalisation of developing countries. Africa is the least developed in terms of HE institutions. Approximately 300 institutions fit the definition of a university across the continent. While some countries on the continent, especially in Southern and Northern Africa, can claim comprehensive academic systems, most have just a few academic institutions and some countries have not yet even established differentiated post-secondary systems. It is generally assumed that most countries south of the Sahara lack adequate HE systems, or that they have no HE systems at all. Very little information on African HE systems and institutions, and how they function, is available, and there is a need for a deeper investigation into African HE systems and institutions. The vastness and diversity of the African continent does not allow for a single study of all African countries and their HE systems and institutions. It is for this reason that East Africa, comprising Kenya, Uganda and Tanzania, was chosen for this study. This specific region exhibits common characteristics amongst its countries. A British colonial history, similar secondary schooling systems and a predominance of the English language, set East Africa apart from the rest of the African continent. East African HE functions on a regional, national, and institutional level, and their way of functioning is interdependent.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nmmu/vital:16147 |
| Date | January 2008 |
| Creators | Gouws, Jeanine |
| Publisher | Nelson Mandela Metropolitan University, Faculty of Arts |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis, Masters, MA |
| Format | xiii, 182 leaves ; 30 cm, pdf |
| Rights | Nelson Mandela Metropolitan University |
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