4A: Developing partnerships with Nigerian universities Speakers: Professor Julius Okojie – Executive Secretary/CEO, National Universities Commission, Nigeria

4A: Developing partnerships with Nigerian universities

Speakers:

• Professor Julius Okojie – Executive Secretary/CEO, National Universities Commission, Nigeria

• Professor Albert John Alos – Vice-Chancellor, Pan-African University, Nigeria

Chair:

Peter Upton – Director, British Council Nigeria

PRESENTED BY

PROFESSOR JULIUS A. OKOJIEEXECUTIVE SECRETARY

NATIONAL UNIVERSITIES COMMISSIONABUJA

At The British Council Going Global3 Conference, LondonAt The British Council Going Global3 Conference, London

2 – 5 DECEMBER, 20082 – 5 DECEMBER, 2008

DEVELOPING “STRATEGIC PARTNERSHIPS WITH NIGERIAN UNIVERSITIES”

NIGERIA

Area - 923,768 km²

Population - 140 million.

States - 36 and 1 FCT

Location - West Africa

Capital city - Abuja.

Borders - Republic of Benin (west)- Chad and Cameroon (East), - Niger (north).

Coast Gulf of Guinea, part of the Atlantic Ocean (south)

http://en.wikipedia.org/wiki/Image:Flag_of_Nigeria.svg

PREAMBLE

7-Point Agenda Vision 20-2020 MDGs, EFA Universities have a Critical Role

to play

ISSUES IN EDUCATION

Access Quality & Relevance Curriculum Infrastructure and Instructional Materials System’s Instability Governance & Accountability ICT, Science, Technology & Innovation, R &D Integrity & Ethics Funding

NATIONAL UNIVERSITIES COMMMISSION

Establishment

Relevant Laws

Vision & Mission

THE VISION OF THE NUC

To be an organisation which will continually work in partnership with all stakeholders to achieve a qualitative, efficient and well coordinated University System for the purposes of producing globally competitive graduates and world class research relevant to national development.

• Geo-Political locations of Nigerian Universities

OVERVIEW OF THE NIGERIAN UNIVERSITY SYSTEM (NUS)

Higher Education started in 1948 with the establishment of The University College Ibadan.

4 universities were established in 1962

The NUC was established in 1962

7 universities were established in 1975.

OVERVIEW OF THE NIGERIAN UNIVERSITY SYSTEM

OVERVIEW OF THE NIGERIAN UNIVERSITY SYSTEM

12 additional universities and one Military University established in 1980s

The Nigerian University System has grown from 4 universities in the 1960s to 94 universities in 2008 with the following composition:

Federal Universities 27State Universities 33Private universities 34

Total 94

FUNCTIONS OF NUC

Determining the funding profile for the Federal Universities and Inter-University Centres

Prescribing the Minimum Academic Standards for the over 100 Programmes in the thirteen (13) disciplines

Quality Assurance, Monitoring, accreditation,resource verification,determining admission quotas etc

Making recommendations for Licensing of private universities

Channel for External Supports/Aid.

STRATEGIC PARTNERSHIP IN NIGERIAN UNIVERSITIES

HISTORICAL PERSPECTIVE

Past support was mainly in the form of grants and loans with long repayment periods and low interest rates – World Bank

Staff Fellowships, Travel grants & Free Lap Space

Mentoring; University Colleges & Campuses of existing universities

STRATEGIC PARTNERSHIP (Contd)

Characteristics of New Partnership

Well defined with time lines Identified and measurable deliverablesShared responsibilitiesMou and Legal IssuesMode: local and International , bilateral and

Multilateral

NEED FOR STRATEGIC PARTNERSHIP IN NIGERIAN UNIVERSITIES

‘The World is undergoing dramatic and unprecedented changes in the age of increasing globalisation. The Knowledge and Information Technology revolution, as well as many growing social and economic trends have changed how we live, how organisations do their business, and how well countries perform in global economy’

NEED FOR STRATEGIC PARTNERSHIP IN NIGERIAN UNIVERSITIES

‘Key among such factors is the creation of a highly-skilled workforce with the new ability to access, adapt, apply and create new knowledge and technologies. National education and learning systems thus play a major role in improving a country’s development and competitiveness. It becomes imperative for countries to create a competitive base not just of physical infrastructure and materials but of human skills on the individual, orgnisational and country level. This implies new challenges for developed as well as developing countries education and learning systems to educate more, better and over the lifespan’

Kurt Larsen,World Bank (2008)

FIVE CORE CHALLENGES FOR HIGHER EDUCATION INSTITUTIONS (HEIs)

Institutional mission definition Funding Structure and Arrangements Student engagement methodologies Institutional Transparency and Accountability Practices Ability to Partner in a variety of ways

CHALLENGES (Contd)

Responses to the Five core challenges

Equity of Access Sustenable Development High Quality Instruction Engagement of Student experience Transparent & Accountable Administration Process-driven organisational structures Strategic use of technology

Gordon Freedman (2008)

• HEIs must meet the five core challenges to be able to provide the quality and level of service demanded today in a competitive education environment

- Gordon Freedman (2008).Unlocking the Global

Education imperative: Core Challenges & Critical response

CHALLENGES (Contd)

These Challenges must be addressed in order for HEIs to be relevant and play the desired roles in National development.

CHALLENGES (Contd)

The Challenges have become exacerbated by National Development imperatives:

Paradigm shift in resource Utilisation Need for diversified resource base Issues of new technologies Inclusive education, lifelong education Environmental Issues Global warming e-waste Honouring existing Protocols and Conventions

CHALLENGES (Contd)

Massification of education Regional, Sub-regional issues, Harmonisation of

Programmes, Regional examination Boards, UME New generation of teachers and researcher with

specialised skills and knowledge, required Need for coordination of activities implicit in partnership Need to show best practices Developing and retaining the next generation of

academics Staff & Student Mobility

CHALLENGES (Contd)

STRATEGIC PARTNERSHIP

Strategic Partnership is a necessity for HEIs to be effective and relevant in their operations and national development. No university can do it all alone: Need for Human Capacity Building

STATUS OF STRATEGIC PARTNERSHIPS WITH NIGERIAN UNIVERSITIES

The NUC through the Federal Ministry of Education coordinates internal and international partnerships

At the Universities Level Sharing of resources, faculties and resources Joint Research (Step-B)

At National Level NUC coordinated entrepreneurship Centres and

Computer Parks; Private-Public Partnership Collaborative Research: Universities, NRIs & International

Research Organisations

STATUS OF STRATEGIC PARTNERSHIP WITH NIGERIAN UNIVERSITIES

At international levelsFor teaching Aid: ILO, Microsoft, Hitachi etcUNESCO, OSIWA, ACU, AAU, Mac Arthur,

Foundations, WARIMA, CHEA, ICTP (Italy), Mou with Chinese, Portuguese & Spanish

embassies in the teaching of languagesUniversities leaders forum (Development and

retention of the next generation Academics) LEADS, AESEDA – Partnering with Nigerian

professionals in Europe and USA.

STRATEGIC PARTNERSHIPS WITH NIGERIAN UNIVERSITIES: DEVELOPING KNOWLEDGE &

SKILLS FOR COMPETITIVENESS

Economic liberalization, globalization and democracy have reshaped the face of business; governments and people have transited the phase of dominant public sector to that of private sector led economic growth.

The world is moving from a natural resource-based economy to a knowledge-based economy.

People master and integrate changes, ideas and opportunities that are constantly generated from modern science and technology.

BRITISH COUNCIL, THE PRIME MINISTER’S INITIATIVE

Strategy for partnerships with Nigerian Universities: Employability, Entrepreneurship and challenges.

EmployabilityEquip every individual with the skills and job competences for gainful employment (National Policy 2004)

Contribute to poverty reduction through human resources development by creating 7 million jobs by 2010 (NEEDS)

Entrepreneurship

Talent, temperament, technique, synergy, negotiation and marketing skills, financial know-how

Vocational & Technical Education - NBTE - NABTEB

CHALLENGES FOR PARTNERSHIP

Challenges for partnerships with Nigerian Universities Mismatch between teaching in our universities and the

needs of the labour market. Unavailability of productive, competent skilled

workforce. Low demand from private sector for poorly trained

graduates. Little quantitative data on job demands and

destination of graduates from our higher education institutions.

Little opportunity of using machinery, equipment and practical techniques associated with profession.

Lack of consultation with private sector on curriculum, human resources and teaching methods.

BRITISH COUNCIL, PRIME MINISTER’S INITIATIVE

The British Council facilitated:

Activities (Outward & Inward Missions)Identification of projectsDeliverablesMOUImpact Assessment

CLOSING

The National Universities Commission has the mandate to coordinate partnerships and collaboration with development partners and the private sector;

It is required that all such strategic partnerships and collaborations are documented and reported to the Nigerian National Planning Commission;

These strategic partnerships and collaborations have been of immense benefit to the Nigerian universities System in the areas of capacity building and the government’s 7-point agenda and Vision 20: 2020.

Thank you and God BlessThank you and God Blesswww.nuc.edu.ngwww.nuc.edu.ng

CLOSING

GOING GLOBAL3GOING GLOBAL33-5 December 083-5 December 08

Prof. Albert Alos Vice-ChancellorProf. Albert Alos Vice-Chancellor Pan-African UniversityPan-African University

Lagos, NigeriaLagos, Nigeria


Prof. Albert Alos Vice-ChancellorProf. Albert Alos Vice-Chancellor Pan-African UniversityPan-African University

Lagos, NigeriaLagos, Nigeria

COLLABORATIVE COLLABORATIVE INITIATIVESINITIATIVES

LAGOS BUSINESS SCHOOL: LAGOS BUSINESS SCHOOL:

A CASE STUDYA CASE STUDY


PROF ALBERT ALOS PROF ALBERT ALOS



OUTLINEOUTLINE

Some remarks about the increasing Some remarks about the increasing number of CI in Africanumber of CI in Africa

A case study of Lagos Business A case study of Lagos Business School partnerships with IESE, IFC, School partnerships with IESE, IFC, Goldman Sachs and British CouncilGoldman Sachs and British Council

Some conclusions from this case Some conclusions from this case study study





INCREASED INTEREST IN CIINCREASED INTEREST IN CI

Increased receptivity by universitiesIncreased receptivity by universities Greater degree of autonomyGreater degree of autonomy Expansion of undergraduate Expansion of undergraduate

education with small pool of teacherseducation with small pool of teachers A more competitive environmentA more competitive environment Awareness of digital divideAwareness of digital divide Increase ease and lower cost of Increase ease and lower cost of

communicationcommunication





MORE RESOURCES FOR CIMORE RESOURCES FOR CI

Global focus on Africa’s developmentGlobal focus on Africa’s development More funds available for enhancing More funds available for enhancing

quality of educationquality of education Increasing number of private sector-Increasing number of private sector-

university networksuniversity networks A focus on programmes that create A focus on programmes that create

job opportunities and promote job opportunities and promote entrepreneurship entrepreneurship





IMPROVED RISK MANAGEMENTIMPROVED RISK MANAGEMENT

Learnt from past failuresLearnt from past failures ““Collaborative Initiatives in African Higher Collaborative Initiatives in African Higher

Education: Some ObservationsEducation: Some Observations” Discussion ” Discussion paper by Jeffrey Fine paper by Jeffrey Fine

““A considerable proportion of CI failed to A considerable proportion of CI failed to achieve their stated objectivesachieve their stated objectives””

Improved design and organizational Improved design and organizational structurestructure





ABOUT LBSABOUT LBS

Promoted by educational foundation Promoted by educational foundation in response to needs of industry in response to needs of industry

Initiated in 1991 by three staff in a Initiated in 1991 by three staff in a sitting room of a residencesitting room of a residence

Not-for-profit, but not-for-lossNot-for-profit, but not-for-loss General management. International General management. International

standard with relevance to local standard with relevance to local environmentenvironment

Emphasis on business ethicsEmphasis on business ethics





LBS TODAYLBS TODAY

A school of Pan-African UniversityA school of Pan-African University 28 full-time faculty28 full-time faculty Offers full-time and executive MBA Offers full-time and executive MBA

programme and Executive educationprogramme and Executive education Runs a full-time Ph.D. programmeRuns a full-time Ph.D. programme Ranked 48 among the top 50 Ranked 48 among the top 50

business schools in the world in open business schools in the world in open programmes by Financial Times programmes by Financial Times





LBS TODAYLBS TODAY

For more information consult:For more information consult:

www.lbs.edu.ng

www.pau.edu.ng





PARTNERSHIP WITH IESEPARTNERSHIP WITH IESE

Choosing a role modelChoosing a role model Aligning mission and interestsAligning mission and interests

- Opportunity for professional - Opportunity for professional experienceexperience- Expanding the network- Expanding the network- A focus on personal development- A focus on personal development

A genuine interest in partnership A genuine interest in partnership





PARTNERSHIP WITH IESEPARTNERSHIP WITH IESE

17 years of relationship17 years of relationship Passed through three different Passed through three different

stages: “stages: “copingcoping”, “”, “enrichmentenrichment” and ” and ““innovationinnovation””

Engagement at the right stageEngagement at the right stage Managing changes in contextManaging changes in context





PHASE I: PHASE I: COPINGCOPING

First challenge: Leadership at the top First challenge: Leadership at the top Planning and investing in executive Planning and investing in executive

developmentdevelopment Establishing best practiceEstablishing best practice Opportunity for CI: Improving quality Opportunity for CI: Improving quality

of management at the topof management at the top Initiatives by NUC and British CouncilInitiatives by NUC and British Council





PHASE I: PHASE I: COPING (cont)COPING (cont)

Facing challenge of starting the first Facing challenge of starting the first CEPCEP

Team of IESE faculty and local Team of IESE faculty and local resourcesresources

Difficulty in sustaining visiting facultyDifficulty in sustaining visiting faculty Importance of building capacity to Importance of building capacity to

ensure continuity when external ensure continuity when external support is oversupport is over

Effective transfer of knowledgeEffective transfer of knowledge





PHASE I: PHASE I: COPING (cont)COPING (cont)

““Invest in human capital from day 1Invest in human capital from day 1”” Sending young faculty for Ph.D. and Sending young faculty for Ph.D. and

MBA programmesMBA programmes Currently, 2 full-time Ph. D. at IESE Currently, 2 full-time Ph. D. at IESE

and 8 faculty doing part-time Ph.D. in and 8 faculty doing part-time Ph.D. in other foreign universitiesother foreign universities

Mutual benefitsMutual benefits Need to have a long-term view: Need to have a long-term view:

building an institution building an institution





THE GBSN EXPERIENCETHE GBSN EXPERIENCE

IFC’s survey of African Business IFC’s survey of African Business SchoolsSchools

Need to improve the quality of Need to improve the quality of management educationmanagement education

GBSN: a network of business schools GBSN: a network of business schools around the world (initially 15)around the world (initially 15)

LBS and GIBS were the pivot schools LBS and GIBS were the pivot schools in Africain Africa





GBSN PARTNERSGBSN PARTNERS

ChicagoChicago ColombiaColombia HarvardHarvard IMDIMD INSEADINSEAD KelloggKellogg LondonLondon MichiganMichigan

MIT-SloanMIT-Sloan St GalenSt Galen StanfordStanford Stern Stern TuckTuck WhartonWharton IESEIESE





GBSN PROGRAMMEGBSN PROGRAMME

A 3-year programme with scaled A 3-year programme with scaled supportsupport

Sharing best practiceSharing best practice TPM for Deans and faculty of African TPM for Deans and faculty of African

Business Schools Business Schools Workshop on case writingWorkshop on case writing The creation of AABS after 3 yearsThe creation of AABS after 3 years





MUTUAL BENEFITSMUTUAL BENEFITS

- For African schools: Exposure to new ways of teaching; a collection of quality case studies; more relevant to industry needs; a network of African Schools.

- For network partners: Gained experience of African environments; use of African cases; new research areas; making successful contribution to development; enhanced branding





PHASE II: ENRICHINGPHASE II: ENRICHING

IESE’s FDP for facultyIESE’s FDP for faculty Workshops in areas of management: Workshops in areas of management:

review of curricula, cases, etcreview of curricula, cases, etc School network: trends in School network: trends in

management educationmanagement education Adding value to CEPAdding value to CEP Joint Alumni ProgrammesJoint Alumni Programmes





PHASE II: ENRICHING (cont)PHASE II: ENRICHING (cont)

Opening opportunities for Opening opportunities for collaborationcollaboration

British Council: British Council: Talent is not enoughTalent is not enough- Entrepreneurship in the media in - Entrepreneurship in the media in collaboration with Glamorgan collaboration with Glamorgan UniversityUniversity- Turning creative talent into - Turning creative talent into profitable venturesprofitable ventures






OTHER EXAMPLES:OTHER EXAMPLES:

EDS replication model in Ghana, EDS replication model in Ghana, Kenya, Tanzania and RwandaKenya, Tanzania and Rwanda

Financed by IFC, Government of Financed by IFC, Government of Catalonia and SwedenCatalonia and Sweden

Currently extending replication to Currently extending replication to Liberia with the support of GS Liberia with the support of GS






Goldman Sachs 10,000 Women Goldman Sachs 10,000 Women programprogram

A 5-year programme. 50 women per A 5-year programme. 50 women per year on scholarship to participate in year on scholarship to participate in our CEM programmeour CEM programme

The “Experts in Residence” value The “Experts in Residence” value addedadded

One year follow up and assessmentOne year follow up and assessment





PHASE III: INNOVATINGPHASE III: INNOVATING

Joint LBS-IESE committeeJoint LBS-IESE committee Advances in knowledge: New Media, Advances in knowledge: New Media,

Information Technology, etcInformation Technology, etc Current themes: Entrepreneurship, Current themes: Entrepreneurship,

Leadership, Corporate Governance Leadership, Corporate Governance Opportunities for collaboration in Opportunities for collaboration in

researchresearch



PHASE III: INNOVATINGPHASE III: INNOVATING

British Council:British Council:- Goldsmith: Creative Script Writing- Goldsmith: Creative Script Writing- Experience in industrial parks: - Experience in industrial parks: visited 5 universities. Developing a visited 5 universities. Developing a model for our proposed parkmodel for our proposed park







GETTING THE BENEFITSGETTING THE BENEFITS

Benefits have a direct bearing with Benefits have a direct bearing with the sustainability of the CIthe sustainability of the CI

Financial incentives are clearly Financial incentives are clearly important, but they may make important, but they may make opportunity cost of research very opportunity cost of research very highhigh

Linking incentives to professional Linking incentives to professional advancementadvancement





CONCLUSIONSCONCLUSIONS

““The glue holding a CI together – in The glue holding a CI together – in terms of motivation and commitment terms of motivation and commitment of individual participants – is of individual participants – is incentives that are professional and incentives that are professional and intellectual rather than financial”intellectual rather than financial”

Need to cultivate such incentives Need to cultivate such incentives Quality of leadershipQuality of leadership






Best chances of success in Best chances of success in postgraduate & research postgraduate & research

Most effective way to build capacity Most effective way to build capacity for quality education in Nigerian for quality education in Nigerian universitiesuniversities

A missing link: Engaging in A missing link: Engaging in postdoctoral work to build research postdoctoral work to build research networksnetworks




Personal relationships across Personal relationships across institutionsinstitutions

The value of building knowledge The value of building knowledge networksnetworks

Develop expertise in the design and Develop expertise in the design and management of partnerships management of partnerships

Managing risk by sharing among a Managing risk by sharing among a broader group of interested investorsbroader group of interested investors








Insistence on local commitment: Insistence on local commitment: building trust and sharing vision building trust and sharing vision

Negotiation of upfront investment in Negotiation of upfront investment in time and moneytime and money

Alleviating high transaction costsAlleviating high transaction costs Practice of “signing and then Practice of “signing and then

negotiating” negotiating”





Thanks to the British Thanks to the British Council for organizing Council for organizing

this conferencethis conference

Documents

4A: Developing partnerships with Nigerian universities Speakers: Professor Julius Okojie – Executive Secretary/CEO, National Universities Commission, Nigeria