International Educator - September/October 2016 - 27

African Universities. The Pan African University addresses
five crucial thematic areas, through a network of five flagship institutes: Basic Sciences, Technology and Innovation;
Life and Earth Sciences (including Health and Agriculture);
Governance, Humanities and Social Sciences; Water and
Energy Sciences (including Climate Change); and Space
Sciences. The thematic areas are assigned to institutes
hosted by existing universities of excellence across Africa's
five geographic regions. PAU Institutes are currently operational in four of Africa's five regions (Western, Eastern,
Central, and Northern regions), and negotiations are ongoing to operationalize the fifth PAU institute in Southern
Africa. The first group of 55 students graduated in Kenya
in November 2014, and another group graduated in November 2015 from the Life and Earth Sciences Institute
in Nigeria. PAU has an existing student population of
314 with a new admissions list of 350 for the 2015-2016
academic year. "The idea was to support scholars going
to study in centers of excellence, to foster the mobility of
students in Africa, and to stop the brain drain," Jowi says.
In 2014, along similar lines, the World Bank launched
a new initiative to support the region in strengthening
selected HEIs to deliver quality postgraduate education
and build collaborative research capacity in specialized
areas that are development priorities for the region.
The first phase of this initiative was rolled out with an
approved U.S. $150 million to finance 19 Africa Centers of
Excellence (ACEs) in 18 universities from seven countries
(Benin, Burkina Faso, Cameroon, Ghana, Nigeria, Senegal, and Togo) in Western and Central Africa. In 2015,
through additional financing, Cote d'Ivoire joined the
network with three centers in three different universities.
In May 2016, the second phase, aimed at Eastern and
Southern Africa, was approved with $148 million for 24
ACEs in 16 universities from eight countries: Ethiopia,
Kenya, Malawi, Mozambique, Rwanda, Tanzania, Uganda,
and Zambia. These competitively selected centers receive
funding for advanced studies in science, technology, engineering, and mathematics (STEM)-related disciplines.
Another intra-African HEI effort is the African Institute for Mathematical Sciences (AIMS), a pan-African
network of centers of excellence for postgraduate education, research, and outreach in mathematical sciences.
AIMS South Africa, a center for education and research
in Cape Town, South Africa, was established in 2003 as
a partnership project of the following six universities:
Cambridge, Cape Town, Oxford, Paris Sud XI, Stellenbosch, and Western Cape, says AIMS For Excellence
Program Manager Dawn MacDonald, who works with
Professor David Kribs, AIMS international academic ad-

viser, and other AIMS colleagues to build partnerships with
academic institutions outside Africa. AIMS centers also operate in Senegal, Ghana, Cameroon, Tanzania, and Rwanda.
"The success of the AIMS centers is heavily dependent on partnerships with institutions across the globe,"
MacDonald says. "We are currently in a huge growth phase
for increasing the number of partnerships that AIMS has
with academic institutions globally [beyond 30 existing
partnerships]. Our typical AIMS partnerships with HEIs
outside Africa involve two-way academic exchange aspects. For example, partner universities sending faculty
for short-term teaching visits. We are looking for funding
and we are looking for the best lecturers and PhD students
from partner universities to come to AIMS centers to teach
and tutor. We are trying to provide AIMS students with the
best possible academic exposure we can. We are looking
for partnership institutions to recruit our top students and
provide scholarship support when available."
There are other African partnership initiatives with
some of the emerging economies in Brazil, India, and
China, Langa notes. For instance, the UNESCO-ChinaAfrica Tripartite Initiative on University Cooperation,
launched in 2011, aims to facilitate university partnerships,
with the intended benefit the production of knowledge
that fosters mutual understanding between China and
African countries and the cultivation of top-level talents
who can work effectively across borders.
Despite such efforts, in terms of intra-Africa multilateral platforms to promote partnerships, "the African
continent is still somewhat slow in the process," Langa
says. "Although the continent counts with supranational
organizations such as the Association of African Universities (AAU) and the African Union Commission (AUC),
these institutions operate mostly as managing agencies of
programs conceived and funded from Europe, USA, or
Latin America. There are very few instances, if any, where
the partnership initiatives or programs were conceived,
funded, and implemented by Africans to Africans.
ANIE offers a variety of services to facilitate and improve partnerships, says Jowi. "We do advocacy with
African leaders for universities without any partnerships
and we create a platform where universities can meet,
such as at our annual conference," Jowi says. "We have
a very broad board that facilitates such cooperation. We
also help members develop good practices for members
and for relationships between the north and the south,
which aims to make such relationships more ethical and
more equal."
Jowi says some African HEIs approach partnerships
with trepidation given past abuses. "Africa may be the only
S E P T + O C T.16 INTERNATIONAL EDUCATOR

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Table of Contents for the Digital Edition of International Educator - September/October 2016

Frontlines
In Brief
Insights
Collaborating with Africa
Rice University Finds a Natural Partner in Brazil
Virginia Commonwealth University Students Live and Learn Engagement
At Wake Forest University, Intercultural Skills Start with Faculty
Foreign Student Affairs
In Focus
Going Social
Advice from the Field
Using Social Media to Recruit Chinese Students
International Educator - September/October 2016 - Cover1
International Educator - September/October 2016 - Cover2
International Educator - September/October 2016 - 1
International Educator - September/October 2016 - 2
International Educator - September/October 2016 - 3
International Educator - September/October 2016 - Frontlines
International Educator - September/October 2016 - 5
International Educator - September/October 2016 - 6
International Educator - September/October 2016 - 7
International Educator - September/October 2016 - In Brief
International Educator - September/October 2016 - 9
International Educator - September/October 2016 - 10
International Educator - September/October 2016 - 11
International Educator - September/October 2016 - 12
International Educator - September/October 2016 - 13
International Educator - September/October 2016 - 14
International Educator - September/October 2016 - 15
International Educator - September/October 2016 - Insights
International Educator - September/October 2016 - 17
International Educator - September/October 2016 - Collaborating with Africa
International Educator - September/October 2016 - 19
International Educator - September/October 2016 - 20
International Educator - September/October 2016 - 21
International Educator - September/October 2016 - 22
International Educator - September/October 2016 - 23
International Educator - September/October 2016 - 24
International Educator - September/October 2016 - 25
International Educator - September/October 2016 - 26
International Educator - September/October 2016 - 27
International Educator - September/October 2016 - 28
International Educator - September/October 2016 - 29
International Educator - September/October 2016 - 30
International Educator - September/October 2016 - 31
International Educator - September/October 2016 - Rice University Finds a Natural Partner in Brazil
International Educator - September/October 2016 - 33
International Educator - September/October 2016 - 34
International Educator - September/October 2016 - 35
International Educator - September/October 2016 - Virginia Commonwealth University Students Live and Learn Engagement
International Educator - September/October 2016 - 37
International Educator - September/October 2016 - 38
International Educator - September/October 2016 - 39
International Educator - September/October 2016 - At Wake Forest University, Intercultural Skills Start with Faculty
International Educator - September/October 2016 - 41
International Educator - September/October 2016 - 42
International Educator - September/October 2016 - 43
International Educator - September/October 2016 - Foreign Student Affairs
International Educator - September/October 2016 - 45
International Educator - September/October 2016 - In Focus
International Educator - September/October 2016 - 47
International Educator - September/October 2016 - 48
International Educator - September/October 2016 - Cover3
International Educator - September/October 2016 - Cover4
International Educator - September/October 2016 - SCover1
International Educator - September/October 2016 - SCover2
International Educator - September/October 2016 - S1
International Educator - September/October 2016 - Going Social
International Educator - September/October 2016 - S3
International Educator - September/October 2016 - S4
International Educator - September/October 2016 - S5
International Educator - September/October 2016 - Advice from the Field
International Educator - September/October 2016 - S7
International Educator - September/October 2016 - Using Social Media to Recruit Chinese Students
International Educator - September/October 2016 - S9
International Educator - September/October 2016 - S10
International Educator - September/October 2016 - S11
International Educator - September/October 2016 - S12
International Educator - September/October 2016 - SCover3
International Educator - September/October 2016 - SCover4
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