1. May 5-9, 2008ADEA 2008 Biennale on Education in Africa: Beyond Primary Education 1 Preparing Knowledge Workers for Africa’s Development: Articulating Upper Secondary with Higher Education Kabiru Kinyanjui George Afeti

2. May 5-9, 2008ADEA 2008 Biennale on Education in Africa: Beyond Primary Education 2 Introduction  HE plays indisputable role in national development  Global competitiveness of African countries depends on competent leadership and knowledge workers – products of HE  HE draws its primary human resource material from Upper Secondary  Articulation of Upper Secondary with HE therefore crucial in human resource development efforts

3. May 5-9, 2008ADEA 2008 Biennale on Education in Africa: Beyond Primary Education 3 Introduction – cont’d  What are the factors mediating the transition to HE?  How can these factors be effectively and efficiently managed?  Are there any lessons, experiences and good practices that can be shared?

4. May 5-9, 2008ADEA 2008 Biennale on Education in Africa: Beyond Primary Education 4 Main Findings - 1  Exams play major role in articulation process between upper secondary and HE  Alternative routes to HE are emerging, e.g. NAMCOL  HE institutions offering bridging and remedial courses  Increasing awareness of regional, historical and gender inequalities

5. May 5-9, 2008ADEA 2008 Biennale on Education in Africa: Beyond Primary Education 5 Main Findings - 2  Policy interventions and affirmative action in favour of female candidates to HE  Very little academic dialogue between upper secondary and HE authorities  Households are contributing more to HE. Fee paying students increasing  Contribution of private HE institutions to absorption capacity of national HE systems still insignificant

6. May 5-9, 2008ADEA 2008 Biennale on Education in Africa: Beyond Primary Education 6 Main Lessons Learned - 1  Expansion of upper secondary education exerting pressure on provision of HE  How students are prepared, examinations and assessment instruments critical in mediating the transition to HE. Therefore integrity of exams important  Gender inequalities at upper secondary reproduced at HE level. Therefore need for interventions at lower levels.

7. May 5-9, 2008ADEA 2008 Biennale on Education in Africa: Beyond Primary Education 7 Main Lessons Learned - 2  It appears loans and bursaries could be better administered to benefit poor students  Enhancing attractiveness of non-university HE institutions may ease articulation problems and produce right mix of knowledge workers  Strengthening of QA systems at faculty, national and regional levels could support student mobility and regional integration  Articulation between upper secondary and HE is closely linked to transition between HE and employment sector

8. May 5-9, 2008ADEA 2008 Biennale on Education in Africa: Beyond Primary Education 8 Challenges, Options, Ways Forward? - 1  Massive investment in diversified HE in Africa may be necessary to enhance the continent’s competitiveness in the world  Is it possible to link investment in HE to R&D and economic development, e.g. special bursaries for STI courses?  How can equity of access to HE and equity of outcomes translate into meeting national needs for knowledge workers, social justice, cultural renaissance, competent leadership,…..?

9. May 5-9, 2008ADEA 2008 Biennale on Education in Africa: Beyond Primary Education 9 Challenges, Options, Ways Forward? - 2  Adequate measures needed to address complex set of factors that govern the transition from upper secondary to HE  Quality of upper secondary education critical to effective articulation with HE, access and success in HE  Diversification of pathways to HE may help manage student flows/regulation without leaving the poor behind or orienting all towards university

10. May 5-9, 2008ADEA 2008 Biennale on Education in Africa: Beyond Primary Education 10 Challenges, Options, Ways Forward? - 3  Needed: HE that also promotes indigenous knowledge systems and research and addresses community needs  How can HE shape national agenda, e.g. national development blue-print, debt management, …….?  How can HE help bridge “articulation gap” and ease the problem of student flows?  What policies do we need for effective articulation of USE with HE, linkages with employment sector, economic development, global competitiveness, and good citizenship?