1. When Foundations Work Together
Chapter 4 – When Foundations Work Together
When Foundations Work Together
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

2. When Foundations Work Together
Chapter 4 – When Foundations Work Together
When Foundations Work Together
Philanthropic partnerships between foundations are to tackle issues such as serious diseases, environmental concerns, and poverty. 
These partnerships evolve when a shared set of goals and priorities is discovered. 
The risk of additional cost and labor is seen as offset by the ability to overcome obstacles they couldn’t alone.
When Foundations Work Together
Philanthropic partnerships between foundations are to tackle issues such as serious diseases, environmental concerns, and poverty. 
These partnerships evolve when a shared set of goals and priorities is discovered. 
The risk of additional cost and labor is seen as offset by the ability to overcome obstacles they couldn’t alone.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

3. Chapter 4 – When Foundations Work Together
Sustainability
Collaborations tend to result in a struggle between high impact solutions and sustainable results. 
This speaks to the nature of personal philanthropy: it is inherently an emotional endeavor.
Sustainability
Collaborations tend to result in a struggle between high impact solutions and sustainable results. 
This speaks to the nature of personal philanthropy: it is inherently an emotional endeavor.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

4. The Partnership for Higher Education in Africa (PHEA)
Chapter 4 – When Foundations Work Together
The Partnership for Higher Education in Africa (PHEA)
The PHEA was a joint effort of the Carnegie, Ford, MacArthur, Rockefeller, Hewlett, Mellon, and Kresge foundations. 
The aim was to strengthen universities in Africa and support academic networks there. 
They contributed more than $450 million to build the core capacity of about sixty universities and support special initiatives proposed by research centers and academic networks.
The Partnership for Higher Education in Africa (PHEA)
The PHEA was a joint effort of the Carnegie, Ford, MacArthur, Rockefeller, Hewlett, Mellon, and Kresge foundations. 
The aim was to strengthen universities in Africa and support academic networks there. 
They contributed more than $450 million to build the core capacity of about sixty universities and support special initiatives proposed by research centers and academic networks.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

5. Partnership Goals The PHEA had two goals:
Chapter 4 – When Foundations Work Together
Partnership Goals
The PHEA had two goals: 
The “indispensable contribution of higher education to social and economic development” in Africa 
To accelerate the “processes of comprehensive modernization and strengthening of universities in selected countries.” 
African universities were seen as engines of development, governance, and peace, and thus became the central focus of the Partnership’s efforts.
Partnership Goals
The PHEA had two goals: 
The “indispensable contribution of higher education to social and economic development” in Africa 
To accelerate the “processes of comprehensive modernization and strengthening of universities in selected countries.” 
African universities were seen as engines of development, governance, and peace, and thus became the central focus of the Partnership’s efforts.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

6. Challenges at African Universities
Chapter 4 – When Foundations Work Together
African universities faced a number of challenges including: 
Technical obstacles to participation in increasingly global intellectual communities 
The quality of the higher education institutions within international and local contexts 
Cost of and access to education 
Gender equity 
The position of higher education as a responsible partner in building democratic societies 
The Partnership addressed these by pooling their knowledge, strategies, and resources.
Challenges at African Universities 
African universities faced a number of challenges including: 
Technical obstacles to participation in increasingly global intellectual communities 
The quality of the higher education institutions within international and local contexts 
Cost of and access to education 
Gender equity 
The position of higher education as a responsible partner in building democratic societies 
The Partnership addressed these by pooling their knowledge, strategies, and resources.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

7. Publicity for the Partnership
Chapter 4 – When Foundations Work Together
Publicity for the Partnership
The presidents of Carnegie, Rockefeller, MacArthur and Ford made public statements to communicate their understanding that high education went hand in hand with primary education and would be most effective for transforming Africa. 
African institutions were transforming with new financial formulas, course structures, and using new governance practices.
Publicity for the Partnership
The presidents of Carnegie, Rockefeller, MacArthur and Ford made public statements to communicate their understanding that high education went hand in hand with primary education and would be most effective for transforming Africa. 
African institutions were transforming with new financial formulas, course structures, and using new governance practices.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

8. Chapter 4 – When Foundations Work Together
The Mission
The partnership made a ten-year commitment to achieve these goals in order to achieve the incremental, long-term results above.
Selected universities and centers of intellectual inquiry will demonstrate ability to promote the free flow of ideas and enlarge the public sphere of their societies. They will exhibit a strong academic base as judged by international and local criteria, good governance, sound management, and through creative mixtures of public and private funding, financial stability. As part of the national higher education system, they will build and transfer a repertoire of skills essential for the development of their societies and the realization of individual and national aspirations. They will produce well-prepared high-level professional talent. They will reflect a quiet revolution in institution building in Africa that can unleash the talents of the continent for the well-being of its people and those beyond its borders.
The Mission
Selected universities and centers of intellectual inquiry will demonstrate ability to promote the free flow of ideas and enlarge the public sphere of their societies. They will exhibit a strong academic base as judged by international and local criteria, good governance, sound management, and through creative mixtures of public and private funding, financial stability. As part of the national higher education system, they will build and transfer a repertoire of skills essential for the development of their societies and the realization of individual and national aspirations. They will produce well-prepared high-level professional talent. They will reflect a quiet revolution in institution building in Africa that can unleash the talents of the continent for the well-being of its people and those beyond its borders.
The partnership made a ten-year commitment to achieve these goals in order to achieve the incremental, long-term results above.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

9. The Challenges of Working with Different Goals
Chapter 4 – When Foundations Work Together
The Challenges of Working with Different Goals
While all foundations committed funds, their charters weren’t all aligned. 
The result was a challenging approvals process, but also improved costs and many more opportunities for funding.
The Challenges of Working with Different Goals
While all foundations committed funds, their charters weren’t all aligned. 
The result was a challenging approvals process, but also improved costs and many more opportunities for funding.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

10. The State of African Universities
Chapter 4 – When Foundations Work Together
The State of African Universities
When the Partnership launched African higher education had been receiving little to no support from the government or the private sector. 
Enrollment had gone up, but the faculty was aging and there was a lack of incentives to attract younger staff. 
While international donations had increased, donor collaboration was needed to tackle issues of scale.
The State of African Universities
When the Partnership launched African higher education had been receiving little to no support from the government or the private sector. 
Enrollment had gone up, but the faculty was aging and there was a lack of incentives to attract younger staff. 
While international donations had increased, donor collaboration was needed to tackle issues of scale.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

11. Efforts by the World Bank
Chapter 4 – When Foundations Work Together
Efforts by the World Bank
The World Bank created a specific department supporting collaborations in order to capitalize on the influx of cash and ideas generated by private foundations. 
Foundations, however, often avoided partnering with the World Bank, although they still hoped to leverage their funds.
Efforts by the World Bank
The World Bank created a specific department supporting collaborations in order to capitalize on the influx of cash and ideas generated by private foundations. 
Foundations, however, often avoided partnering with the World Bank, although they still hoped to leverage their funds.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

12. Decision Making by Consensus
Chapter 4 – When Foundations Work Together
Decision Making by Consensus
Collaborative grantmaking seeks to further the missions of both funders and their grantees. 
Every foundation has its own procedures and internal processes for decision making. 
Having to collaborate on making decisions represents a risk, as funders are protective of their autonomy.
Decision Making by Consensus
Collaborative grantmaking seeks to further the missions of both funders and their grantees. 
Every foundation has its own procedures and internal processes for decision making. 
Having to collaborate on making decisions represents a risk, as funders are protective of their autonomy.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

13. Finding Ways to Collaborate
Chapter 4 – When Foundations Work Together
Finding Ways to Collaborate
The Partnership’s foundation leaders, program officers, directors, and advisors worked together to find ways to collaborate. 
This involved the creation of procedures, as well as highlighting socially acceptable norms and values. 
They also provided justification and accountability for each actor’s choices.
Finding Ways to Collaborate
The Partnership’s foundation leaders, program officers, directors, and advisors worked together to find ways to collaborate. 
This involved the creation of procedures, as well as highlighting socially acceptable norms and values. 
They also provided justification and accountability for each actor’s choices.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

14. Leveraging the Partnership
Chapter 4 – When Foundations Work Together
Leveraging the Partnership
Between 2000 and 2010, the Partnership for Higher Education in Africa provided $439.9 million in funding to higher education institutions in nine African countries. 
 Media acknowledgement of this action showed that higher education in Africa was worthy of investment. 
Recipients of their grants gained prestige and capitalized on this recognition to then attract more funds. 
Leveraging the Partnership
Between 2000 and 2010, the Partnership for Higher Education in Africa provided $439.9 million in funding to higher education institutions in nine African countries. 
 Media acknowledgement of this action showed that higher education in Africa was worthy of investment. 
Recipients of their grants gained prestige and capitalized on this recognition to then attract more funds. 
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

15. Costs of Collaboration
Chapter 4 – When Foundations Work Together
Costs of Collaboration 
Avoiding duplication of due diligence, monitoring, and evaluation duties saved funders and grantees time and money. 
Time, however, was consumed more in finding compromises on procedure and other efforts to make the collaboration work. 
The more partners were involved, the greater this time expense became.
Costs of Collaboration 
Avoiding duplication of due diligence, monitoring, and evaluation duties saved funders and grantees time and money. 
Time, however, was consumed more in finding compromises on procedure and other efforts to make the collaboration work. 
The more partners were involved, the greater this time expense became.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

16. The Semi-Formal Formation of the PHEA
Chapter 4 – When Foundations Work Together
The Semi-Formal Formation of the PHEA 
Initially The Partnership was born from discussions between the presidents and senior staff of the four founding foundations. 
The decision was made to work implement initiatives together before the specifics of how the collaboration would operate were defined. 
As a result, rather than pooling funds into a single entity, it seemed much easier to align strategies. This way individual foundations could retain control and relationships with grantees.
The Semi-Formal Formation of the PHEA 
Initially The Partnership was born from discussions between the presidents and senior staff of the four founding foundations. 
The decision was made to work implement initiatives together before the specifics of how the collaboration would operate were defined. 
As a result, rather than pooling funds into a single entity, it seemed much easier to align strategies. This way individual foundations could retain control and relationships with grantees.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

17. Administration of a Semi-Formal Partnership
Chapter 4 – When Foundations Work Together
Administration of a Semi-Formal Partnership
The Partnership became a larger and larger administrative burden as more foundations joined. 
While the broad goals were stated, the functional mission was left to the program directors and officers in each foundation. 
This left a great deal of ambiguity as to what the specific objectives or main areas of focus of the Partnership were. 
This resulted in some efforts being very difficult to realize, and all decisions taking a longer time than necessary.
Administration of a Semi-Formal Partnership
The Partnership became a larger and larger administrative burden as more foundations joined. 
While the broad goals were stated, the functional mission was left to the program directors and officers in each foundation. 
This left a great deal of ambiguity as to what the specific objectives or main areas of focus of the Partnership were. 
This resulted in some efforts being very difficult to realize, and all decisions taking a longer time than necessary.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

18. Causes of Decision Bottlenecks
Chapter 4 – When Foundations Work Together
Causes of Decision Bottlenecks
Many partners wouldn’t be up front about their motivations for their decisions in an attempt to keep internal politics private. 
This made finding working compromises difficult as it participants often weren’t sure where the problem was that needed solving. 
It also resulted in resolved issues being brought up again and random points of inflexibility on certain points.
Many partners wouldn’t be up front about their motivations for their decisions in an attempt to keep internal politics private. 
This made finding working compromises difficult as it participants often weren’t sure where the problem was that needed solving. 
It also resulted in resolved issues being brought up again and random points of inflexibility on certain points.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

19. The Final Form of the Partnership
Chapter 4 – When Foundations Work Together
The Final Form of the Partnership
This Partnership found its footing as a confederation of foundations with equal rights, veto power, guaranteed seats, and no obligation to pool funds. 
The partnership was neither a legally-binding arrangement that could dismiss partners through a vote, nor was it a separate entity with an independent governing structure. 
This meant that each foundation was able to retain a degree of power and independence.
The Final Form of the Partnership
This Partnership found its footing as a confederation of foundations with equal rights, veto power, guaranteed seats, and no obligation to pool funds. 
The partnership was neither a legally-binding arrangement that could dismiss partners through a vote, nor was it a separate entity with an independent governing structure. 
This meant that each foundation was able to retain a degree of power and independence.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

20. Chapter 4 – When Foundations Work Together
How Grants Were Made
There were two primary funding methods: joint Partnership initiatives and individual foundation grantmaking. 
Individual grants were more common, with only 15% of grants being issued jointly.
How Grants Were Made
There were two primary funding methods: joint Partnership initiatives and individual foundation grantmaking. 
Individual grants were more common, with only 15% of grants being issued jointly.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

21. Chapter 4 – When Foundations Work Together
Expansion Phase
Between 2000 and 2004, just over 30 million dollars in grants were distributed annually. 
Through the addition of more resources from the founding members and adding partners, however, they were able to nearly double this number after 2005. 
While more funds were distributed, joint funding didn’t significantly increase.
Expansion Phase
Between 2000 and 2004, just over 30 million dollars in grants were distributed annually. 
Through the addition of more resources from the founding members and adding partners, however, they were able to nearly double this number after 2005. 
While more funds were distributed, joint funding didn’t significantly increase.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

22. Chapter 4 – When Foundations Work Together
Sharing and Autonomy
Because of information sharing between the foundations, they developed a better understanding of the issues and challenges in African universities. 
Despite this, individual foundations mostly continued to issue grants independently, although still under the Partnership’s name. 
While significant joint results weren’t achieved, reporting the grants as part of the PHEA preserved the legitimacy of the foundations.
Sharing and Autonomy
Because of information sharing between the foundations, they developed a better understanding of the issues and challenges in African universities. 
Despite this, individual foundations mostly continued to issue grants independently, although still under the Partnership’s name. 
While significant joint results weren’t achieved, reporting the grants as part of the PHEA preserved the legitimacy of the foundations.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

23. Administrative Barriers to Collaboration
Chapter 4 – When Foundations Work Together
Administrative Barriers to Collaboration
Ultimately staff members were only ever reporting to their individual foundations. As a result the goals of the Partnership would always come second to that of the foundation itself. 
A secretariat was added to the PHEA to coordinate the various members. 
This created a much easier and more productive exchange of information.
Administrative Barriers to Collaboration
Ultimately staff members were only ever reporting to their individual foundations. As a result the goals of the Partnership would always come second to that of the foundation itself. 
A secretariat was added to the PHEA to coordinate the various members. 
This created a much easier and more productive exchange of information.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

24. Chapter 4 – When Foundations Work Together
The Need for Ownership
Each partner foundation did something very different, and by extension wanted to be proud of that unique thing they were doing. 
To share credit and work with another foundation meant giving up ownership and a sacrifice of pride. 
Despite this, enough common ground was found in the values of the partner foundations to make the effort.
The Need for Ownership
Each partner foundation did something very different, and by extension wanted to be proud of that unique thing they were doing. 
To share credit and work with another foundation meant giving up ownership and a sacrifice of pride. 
Despite this, enough common ground was found in the values of the partner foundations to make the effort.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont

25. Conclusion
Chapter 4 – When Foundations Work Together
The foundations’ respective histories, focuses and agendas, as well as the varying perspectives brought by all participants, complicated the collaboration. 
However, despite its imperfections, the consortium was solidly grounded on shared of values and norms. 
Acknowledged advantages of the Partnership included information and goals, aligning strategies, and expanding the breadth of grant programs. 
Today, African universities are re-emerging as critical engines for economic, social and development progress in Africa and are a primary locus for innovation. They are providing essential training for future African leaders in the public and private sectors.
Conclusion
The foundations’ respective histories, focuses and agendas, as well as the varying perspectives brought by all participants, complicated the collaboration. 
However, despite its imperfections, the consortium was solidly grounded on shared of values and norms. 
Acknowledged advantages of the Partnership included information and goals, aligning strategies, and expanding the breadth of grant programs. 
Today, African universities are re-emerging as critical engines for economic, social and development progress in Africa and are a primary locus for innovation. They are providing essential training for future African leaders in the public and private sectors.
Based on Unequal Partners: American Foundations and Higher Education Development in Africa by Dr. Fabrice Jaumont