EXECUTIVE SUMMARY

Côte d'Ivoire and other countries in West Africa have registered impressive economic growth rates in recent years. This progress is due largely to improved policies and economic and political liberalization strategies that promote private sector growth, efficiency in the public sector, vibrancy in civil society, and expanded trade. For good results to continue, these countries need a capable upper and middle level workforce that is constantly upgraded to maintain competitiveness in world markets. Of critical importance are skills in science and technology, business and accounting, service industries and the education system. These skills are in short supply, and as development proceeds, labor market shortages will become more acute --- further constraining economic growth and development.

Unfortunately, most universities in the region cannot respond adequately to the development needs of their countries. Although a number of factors have conspired to create a crisis in African tertiary education, most are associated with rapid growth in enrollments in the face of low and dwindling resources.

The International University for Development in West Africa (IUDWA) is a regional initiative designed to help the region address its human capital needs. The vision of the International University emerged from five years of collaboration between Côte d'Ivoire and Georgia State University. A strategic partnership has been formed to transform this vision into a regional center of excellence that provides training, research and services in areas critical to advancing development in West Africa. This is consistent with the prime objective of all countries in the region to develop a workforce endowed with creativity, high productivity and flexibility to meet the changing knowledge and skill demands of their societies and the international economy.

Reflecting its policy of promoting private tertiary education and its desire to have the American standard introduced into the region, the Government of Côte d’Ivoire is committing substantial resources in support of this project. However, the International University will be a privately run, world-class institution of higher learning. Drawing on the American model of university education, it will bring state-of-the-art approaches to pedagogy, program design, curriculum content, research, institutional governance, facilities, services, and financing to generate output that is responsive to the human resources needs of West Africa.

The International University will be organized as an autonomous, non-profit corporation under the laws of the Republic of Côte d'Ivoire. A Board of Trustees whose membership will include leaders from business, international organizations, and government will govern the University. The Board, along with the president of the University will be responsible for raising funds for the construction and operation of the University. Most funding for the University is expected to come from student tuition. Other sources include contributions from the private sector, income-generating activities, and international donors. While governments in the region are expected to make contributions to the University, they are not seen as a major source of funding nor will they have a role in university governance.

The International University, located near the capital city of Abidjan, will function as a consortium of universities from around the world, led by institutions of higher education in Côte d'Ivoire and Georgia State University. Member institutions will support the International University by contributing faculty and staff time to its instructional, research, outreach and support programs and by permitting students from the International University to complete part of their degree programs on their campuses.

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During its first five years, the International University's academic and research program will be highly focused. Degrees will be offered in three disciplines: an American-style MBA, a master's degree in human resources development, and a master's and doctorate degree in education. Each of these disciplines addresses critical human capital needs in the West Africa region. The heavy emphasis in development strategies of countries in the region on private sector (including privatization of public companies) and export-led growth will increase the demand for executive management skills. Skills in human resources development will help transform workers and organizations into the change agents required to transition from state-run and traditional economies to market economies. The programs in education will prepare leadership to help carry out much needed reforms in that sector. Training will be practical and will foster critical thinking.

Long range plans call for the introduction of general undergraduate programs and specialized graduate and undergraduate instruction in areas such as technology, agriculture and the sciences. In all programs, English will be the principal mode of instruction. Intensive language training will be available for students who do not have the necessary proficiency.

The University will develop and cultivate linkages at the global, regional and local levels as a means to maintain its international competitiveness and relevance to regional and local needs. As an institution of the 21st century, innovative use of the new technologies will be a salient feature of the International University. It will employ a full range of instructional and informational technology resources.

This proposal requests financial assistance from USAID to support the detailed planning of the IUDWA. A grant of $900,000 over a two-year period is sought as co-financing for use in conjunction with cash and in-kind resources of $730,000 from Georgia State University and $739,000 from the Government of Côte d’Ivoire. Both Georgia State University and the Government of Côte d’Ivoire have established and staffed organizational units to manage the planning process. There are four major components of the planning phase: (1) marketing and demographic analysis, (2) the academic plan; (3) the campus master plan; and (4) the financial plan. Using the products from these analyses, an operational or implementation plan for construction and program operations at IUDWA will be developed.

The partnership to establish the International University for Development in West Africa is one of a limited number of Strategic International Initiatives of Georgia State University. These activities represent an important part of the University’s effort to achieve its strategic goal of internationalizing education. The IUDWA also supports the University System of Georgia’s goal of being linked to other parts of the world and “…bringing other parts of the world to Georgia….”

The IUWDA project is fully consistent with USAID policy and the Administration’s inter-agency Education for Development and Democracy Initiative (EDDI). The International University for Development in West Africa represents a unique opportunity for the U.S. government to support an innovative initiative that will have substantial impact on building human capital in an important national economy and in the region as a whole. The IUDWA will support broad U.S. national goals in the region aimed at increasing U.S. trade and investment, promoting economic and political liberalization, building civil society and fostering regional peace and stability.

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I. Regional Economic and Development Context

A. The West Africa Region

After almost fifteen years of steady growth, West Africa, like the rest of Sub-Saharan Africa, began to experience serious economic deterioration in the 1980s. By the end of that decade, most countries were worse off than some twenty years earlier when they gained their independence. A major factor underlying this decline was inappropriate policies which drove out private sector growth, created vast inefficiencies, undermined the proper development of economic, social and political institutions, stymied trade, overtaxed agriculture (the leading growth sector in the region), and nurtured corruption. External factors also contributed to the setback. The terms of trade for Africa's major exports vacillated, and were often not favorable to countries in the region. Drought and intermittent internecine war hindered productive economic activity.

The overall rate of economic growth for countries in West Africa is above the average for the continent. For instance, in 1997, the gross domestic product for West African countries 1 grew by an average of 5.8 percent, compared to 3.8 percent for Sub-Saharan Africa. While these growth rates are impressive, they must almost double to have a meaningful impact on the mass poverty in these countries. The governments in the region have adopted strategies aimed at accelerating growth. These usually focus on economic and political liberalization designed to promote private sector growth, efficiency in the public sector, vibrancy in civil society, and expanded trade.

B. Côte d'Ivoire

Côte d’Ivoire, a nation of approximately 14.3 million people representing 28 different ethnic groups and 60 different African languages, is a leading country in West Africa. Its economy is the third largest in Africa, exceeded in size only by that of South Africa and Nigeria. Historically it has maintained some of the best economic growth rates in sub-Saharan Africa. Since the devaluation of the CFA in 1994, the country has experienced sustained growth at a rate of approximately 7 percent annually.

In addition to the devaluation, by pursuing prudent fiscal and monetary policies, private investment has increased and official and commercial debt restructuring programs have been put in place. Private investment more than doubled between 1991-93 and in 1997 Côte d’Ivoire participated in the World Bank and IMF's heavily indebted poor countries (HIPC) initiative.

While Côte d'Ivoire is a middle-income country, the World Bank estimates that 37 percent of Ivorians still live below the poverty line. The Government's development strategy seeks to accelerate growth and reduce poverty. Its main objectives are to: (1) achieve double digit growth; (2) expand and diversify exports as the main engine of growth in agriculture, manufacturing, energy and mining, and services; (3) promote the private sector while continuing government disengagement from productive activities; and (4) strengthen Côte d'Ivoire as a regional hub. Industrialization has priority among the sectors. Financial sector development, including new instruments and more sophisticated capital markets, is emphasized. The Regional Securities Exchange for the West African Economic Monetary Union (WAEMU) common market is being established in Abidjan. The poverty reduction aspect of the strategy focuses on building human resources, basic infrastructure and rural development.

1 These include Benin -5.3%; Burkina Faso - 6.8%; Cameroon % -8.4; Chad - 6.8%; Cote d' Ivoire % -6.9; Ghana - 3.1%; Guinea -7.2%; Guinea -Bissau - 7.4%; Mali % -6.6; Mauritania - 5.9%; Niger % -3.6; Nigeria - 4.2%; Senegal - 4.4%; and Togo - 5.0%. Excluded are Gambia, Cape Verde, Liberia and Sierra Leone. World Bank, World Development Report 1998/99.

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The development strategies of most West African countries echo that of Côte d'Ivoire. Lack of human capital is a major constraint to realizing the goals of these strategies. These countries must strengthen their human resource base in ways that create the productive broad-based work force they need to sustain high levels of economic growth and eradicate poverty.

II. The Institutional Context

A. The West Africa Region

French, English, and Portugese traditions influence systems of higher education in West Africa. These influences result from the practice of African countries to adopt the educational systems of their former colonizers. However, two francophone countries in the sub-region, Guinea and Mali did not follow the French model. Rather, at independence, these countries adopted the Russian or Vietnamese approach to establishing "higher education for development", which initially focused on developing technical and vocational education.2 Until recently, most West African countries had only one national university.

In franco-phone West Africa, the concept of regional centers of higher education pre-dates independence. The University of Dakar (which became the University of Senegal and later Cheikh Anta Diop University) was established in 1957 as a regional university for all francophone West Africa.3 Today, typically the student population in West African universities is 10 to 20 percent foreign African. Historically, leaders of francophone universities have been more active than English-speaking universities in promoting inter-university cooperation in the sub-region and all of Africa through language study and exchange of students.4

West Africa is also the home of several regional training institutions. They generally offer development relevant programs in fields such as management, rural development, health, urban planning, economic planning, demography, technology, agriculture, and environment. Examples of these institutions include the Centre Ivoirien de Recherche Economique et Sociale (CIRES) in Abidjan and the Ghana Institute of Management and Public Administration (GIMPA) in Accra.

B. Côte d'Ivoire

The national system of higher education began in Côte d' Ivoire in 1964 when the Centre d'Education Superieur d'Abidjan was transformed into the University of Abidjan. The University followed the French pattern, but its research institutes tried to produce material for course content that reflected the realities in Africa.5 In 1991, the Government reorganized the University and changed its name to the National University of Côte d'Ivoire. The faculties and institutes are shared among three campuses: Cocody, Abobo-Adjame, and Bouake.

The National University has faculties of arts and human sciences, law, economics, science, medicine and pharmacy. It has affiliated institutes of dentistry, tropical ecology, applied linguistics, Negro-African literature and aesthetics, etho-sociology, tropical geography, African history, art and archeology, criminology, and centers of French for foreign students and continuing education. There are several other institutes for professional training.

2 J.F. Ade Ajayi, et. al., The African Experience in Higher Education, The African Association of Universities, 1996 at 135.3Id4Id.5 Id. at 90.

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The student population has grown at an enormous rate and in recent years students have allied with teachers and other university workers to form a political force.6 Protests frequently lead to strikes, campus closures and other disruptions. Private schools are beginning to play a greater role in higher education in Côte d'Ivoire. They generally provide technical training directed towards employment skills. In the academic year 1996-97, the Government authorized the operation of 38 private tertiary institutions.

In 1995, the Government of Côte d'Ivoire promulgated an education law that focuses on improving the quality and relevance of education and access for all citizens. To this end, the share of the national budget for education is expected to increase from 31.6 percent in 1996 to 39 percent by 2000. The focus in higher education is to improve quality, explore ways to expand the system at the lowest cost, promote scientific and technological research that fosters economic and social development, decentralization and regional integration. A number of strategies are being implemented to obtain these goals. Preparing students for the labor market is a priority. Greater participation of the community in dialogue on higher education is encouraged. The relationship between higher education and Government is being restructured to promote greater accountability of all parties.

III. THE CHALLENGES OF HIGHER EDUCATION IN WEST AFRICA

A. The Crisis in Higher Education and its Implications for Development

Côte d'Ivoire and most other countries in West Africa are pursuing growth oriented development strategies based on industrialization and private sector expansion. To succeed, they will require a capable upper and middle level workforce that is constantly upgraded to maintain competitiveness in world markets. Of critical importance are skills in science and technology, business and accounting, and education to meet the needs of manufacturing, service industries and the educational system. Higher education has a critical role to play in attaining development goals in Africa. Unfortunately, most universities in the region are not able to respond adequately to the development needs of their countries. Although a number of factors have conspired to create a crisis in African tertiary education, most are associated with rapid growth in enrollments in the face of low and dwindling resources. The number of universities in Africa has grown from six in the early 1960s when most countries gained independence to over 130 today, and enroll about a half a million students. 7 In the 1970s most African countries invested heavily in expanding the capacity of tertiary institutions to meet the high-level human resource needs of their new nations. Between 1980 and 1983, enrollment in higher education institutions increased dramatically from 337,000 to 437,000, or by 30 percent.

6 Id. at 137.7 Yet tertiary enrollment ratios in Africa of 2-4 percent are low compared to other parts of the world, e.g., 14 percent in the Middle East, 15 percent in Latin America. (See Revitalizing Universities in Africa: Strategies and Guidelines, World Bank 1997at fn. 6). The need is to expand Africa's capacity to provide quality and relevant higher education.

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However, by the mid-1980s the economic crisis hit the region and created a resource crisis for universities. At the same time, the demand of higher education grew exponentially. Universities were not able to control the explosion in enrollments. In all countries, university education has become a sensitive political issue --- to the extent that efforts to cut back student intake can trigger unrest.

Another important development helped to exacerbate the gap between demand and resources for higher education. Based on studies in the mid-1980s that found economic returns to society on investments in education were highest at the primary level, followed by the secondary and tertiary levels, donors pressed African governments to reallocate resources from higher education to primary and secondary education. This further weakened the ability of tertiary institutions to respond to the increasing demand for education.

Recently, donors have shown greater recognition of the importance of higher education. Notably, the United States Agency for Development in 1997 adopted higher education as a sixth strategic goal. USAID’s FY1999 Congressional Presentation, in introducing it new interagency Education for Development and Democracy Initiative (EDDI), states that “Four decades of development experience have made it clear that one of the most important determinants of development success is the level of education or human resource development of a country. Accordingly, the Administration has decided to launch a special initiative for education in Africa….”

The World Bank has concluded that: "African universities are virtually the only institutions with the capacity to multiply national leadership and management capacities."8 Also, as gains in basic education are made, improvements beyond basic education offer higher marginal returns on investment. 9

8 Manuel Castells, "The University System: Engine of Development in New World Economy", in Angela Ransom et. al., Improving Higher Education in Developing Countries, (World Bank, 1993).9 World Development Report 1998/99, World Bank at 42.

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Human Capital and Economic Development in Singapore

Singapore's singular commitment to high quality human resources development at all levels as a prerequisite for successful economic growth has been a key ingredient in its economic strategy. Development of a skilled workforce endowed with creativity, high productivity and flexibility to meet the changing skill needs of a capital-intensive economy has been stressed.

Higher education is seen as vital to the goal of providing the right mix of high and middle-level skill needs for the country's growing and competitive manufacture, trade and service activities within the context of increasingly global markets. Singapore's experience offers several best practices for higher education in developing nations: a successful and sustained linkage between education, the labor market and economic development; a merit based admission policy; a quest for high quality; a pragmatic and merit-driven staff recruitment system accompanied by a stringent tenure and reward system; a prioritized development oriented research strategy backed-up by an excellent infrastructure, support facilities and incentives scheme with an aim to achieve excellence; a strategic-management oriented strategy to maintain cost-effectiveness in program offerings and research; and a concerted policy effort to diversify resources and reduce Government subsidy without jeopardizing quality.

B. Constraints to Improving Higher Education

The quality and relevance of university education have declined significantly since the 1960s as a result of rising enrollments during periods of dwindling resources. Other institutional factors have also contributed to the deterioration. Key among these are: (1) national policies; (2) national economic performance; (3) internal university management; and (4) instability.

National and university policies. In francophone countries, the policy of admitting all students with the baccalaureate or the equivalent of the "A" level makes it difficult to provide adequately for unpredictable numbers, even if budgets are not constrained. Selection procedures in other countries may also fail to establish that an entering student has the minimum preparation required for academic success at the university. In either case the effect has been to lower the quality of the university's output.

Another problem is presented by enrollment patterns. In the 1960s when a great need existed for indigenous administrative personnel to staff positions in the public sector, government scholarships directed 60 percent of students to the arts and humanities and 40 percent to science and engineering. These ratios have not changed much, although today, there is a greater need for skills in technical fields of science and engineering and business to meet the needs a changed market. The mix of higher education's output has implications for economic growth. For example, according to the World Bank the "proportion of students majoring in mathematics, science and engineering (but not the proportion majoring in pre-law) has been found to be positively associated with subsequent growth rates, suggesting higher return to education investments in these fields than in others."10 The rapid expansion of technology and globalization of the marketplace also point to the need for high-level skills in science and engineering and business. The policy on student subsidy is another factor. Student subsidies, particularly scholarships, are almost equivalent to a salary in some countries, and therefore contribute to the enormous rise in university enrollment.

National economic performance. In Africa, tertiary education is almost entirely dependent on public funding. A survey in the region revealed that national governments provide 84 percent of the annual recurrent budgets of universities.11 Unstable economies, economic downswings and high debt service burdens that restrict government budgets can work havoc on university budgets. Government cuts in university budgets are made, while the university is not allowed to reduce its staff and is expected to accept increasing numbers of students.12 Financial constraints have made it difficult to retain able staff, particularly where they cannot advance themselves through research and publication. Classrooms, laboratories, libraries, equipment and other infrastructure have deteriorated. Material shortages are a way of life. The impact of difficult working conditions on the quality of education is indicated by the low success rate on examinations, which is approximately 25 percent in the first years of many departments.13

Internal university management. In some universities, weak management systems and practices create internal and operational inefficiencies, which result in poor use of already scarce resources. For example, the World Bank noted that unit costs in universities are inflated by the failure to

10 World Development Report 1998/99, World Bank at 43.11 Robert Blair, Financial Diversification and Income Generation at African Universities, World Bank, 1992 at 19.12 Id. at 4.13 N'Dri Therese Assie-Lumumba, Higher Education in Francophone Africa: An Assessment of the Potential of the Traditional Universities and Alternatives for Development, World Bank, 1993 at 14.

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make maximum use of expensive teaching personnel and physical facilities. This is manifest in light teaching loads, in restricting class and laboratory hours to a specified portion of the day, and in letting the entire plant and staff lie idle at least twenty hours a week.14

Recently, some universities have begun evening and vacation classes to absorb some of the excess capacity. The administrative, organizational structure and university policies are sometimes rigid and hierarchical, lacking the necessary flexibility to respond to changing needs of the country. For example, in systems that do not use the academic credit system, a student who fails certain courses may be required to retake the entire year of courses without regard to cost and wastage.15 Also, students may have little voice in decision-making, which can lead to unrest. Often, no provision is made for maintenance of equipment. There is a need for improved strategic planning, management information systems, financial management and accountability. Lack of diversity in sources of funding, for example, from consulting and other services that universities can sell, adds to the financial limitations of universities.

Instability. In some countries such as Liberia and Sierra Leone, civil conflict has caused the near or total destruction of infrastructure and facilities of universities. More commonly, student unrest is the problem. Usually students protest developments that they perceive as not in their interest, such as restricting enrollments or the number of years that can be repeated. The attractiveness of student subsidies coupled with difficulties in finding jobs to match unmarketable skills have encouraged students to remain in universities indefinitely, adding to excessive student enrollment. Prolonged strikes by students and professors have created anarchy in some universities, and completely disrupted the academic year. Governments have had to make concessions that further undermined academic performance and discipline. For example, in some cases, students' demands for the right to repeat classes indefinitely have been granted. In others, teaching assistants gained the right to tenure upon recruitment, eliminating the requirement to conduct research to earn career promotion.

IV. PROJECT DESCRIPTION: INTERNATIONAL UNIVERSITY FOR DEVELOPMENT IN WEST AFRICA (IUDWA)

A. Origin and Rationale

The vision of the IUDWA emerged from five years of collaboration between GSU and several key institutions of higher education in Côte d'Ivoire. This collaboration took place within the context of Project Link, a joint effort to facilitate the implementation of education reforms, which included activities in faculty and student exchange, teacher training, human resources development and business education. Project Link demonstrated that the American approach offers substantial advantages to Côte d'Ivoire and other West African countries in their efforts to improve the quality and relevance of higher education.

Building on the experience of Project Link, and following an intense dialogue with Côte d’Ivoire officials from the Head of State to staff of educational institutions, from non-governmental organizations, numerous national and international corporate executives and the international donor community, the Government of Côte d’Ivoire and Georgia State University determined to pursue the concept of establishing an International University.

14 Education in Sub-Saharan Africa, World Bank, 1988 at 77.15 Id. at 12.

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Historically, Côte d'Ivoire has been a leader in education in Africa. For example, although the University of Abidjan was established in 1964 as a national institution, it served the needs of students from several countries in West Africa. Until 1970, Ivorian nationals never accounted for more than one-half of the student population --- most foreign students came from Mali, Niger, Togo, and Burkina Faso.16

Côte d'Ivoire is also an economic leader in Africa. Its national income per capita of $690 places it in the category of middle-income countries and compares favorably with the average per capita for West Africa of $357. Côte d'Ivoire is the economic hub of West Africa. Most multinational firms and international and regional organizations operating in the sub-region maintain their headquarters in Abidjan. The University's close proximity to a diverse range of private sector entities facilitates establishing financial and other types of linkages with them. The West Africa regional stock market is located in Abidjan. Abidjan is also the transportation hub of West Africa. These and other advantages make Côte d'Ivoire an attractive place for faculty and students.

The policy environment in Côte d'Ivoire favors locating the International University there. Of particular importance is the country's aggressive privatization program. As a result of this effort and similar ones throughout the region, the demand for the types of skills and knowledge the University will produce is expected to increase steadily. The Government of Côte d'Ivoire has also streamlined regulations that apply to private institutions of education. This will help foster a favorable operating environment for the University.

Georgia State University (GSU) has specialized experience in Côte d'Ivoire and other emerging economies that make it uniquely qualified to work as a partner in this venture. The program areas for initial focus of the International University are a natural outgrowth of the experiences under Project link, a long-term collaborative agreement between Côte d'Ivoire and GSU to facilitate cross-cultural research and faculty and student exchange. Major accomplishments under Project Link include:

collaboration with the Ecole Normale Superieure (ENS) on a ten-year strategic plan for teacher education and research.

study of the human resources development needs of newly privatized organizations in Côte d'Ivoire provided a framework for a human resources development center.

assistance to the Faculty of Business Administration and Economics (FASEG) at the University of Cocody. This included development a framework for an MBA program, a scholar-in residence program focusing on U.S.-style management teaching and joint research, a Ph.D. scholarship program in business, economics and public finance, a framework for a policy research center at the University of Cocody. Also included were training in management decision-making, a collaborative research program, and an internship program for Ph.D./graduate students from GSU to the University of Cocody.

GSU’s strong institutional capacity will help lead the development of the International University. Founded in 1913, it is the second largest institution of higher learning in the state of Georgia. Its five colleges and the School of Policy Studies have extensive capacity and experience that make it uniquely qualified to partner with Côte d’Ivoire in this project. A summary of the University’s relevant capacity is contained in Annex C.

B. Goal, Strategic Emphasis and Mission

16 D. Nmah Tarpeh, Study on Cost Effectiveness and Efficiency in African Universities: A Case Study of the National University of Côte d'Ivoire, Association of African Universities, 1993 at 2.

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The goal of this project is to establish a Regional Center of Excellence that will help build the human capital base required for sustained growth and development in West Africa.

To this end, the University will promote quality and relevance in higher education through the provision of innovative market-driven training, research and services in areas critical to economic development. This is consistent with the prime objective of all countries in the region to develop a workforce endowed with creativity, high productivity and flexibility to meet the changing knowledge and skill demands of their societies and the global economy.

The International University will be a privately governed, world-class institution. IUDWA will bring state-of-the-art approaches to pedagogy, program design, curriculum content, research, institutional governance, facilities, services, and financing to generate output that is responsive to the human resources needs of West Africa.

IUDWA’s mission is not limited to the pursuit of knowledge for its own sake. Rather, the University will pursue knowledge pragmatically for the purpose of serving society and producing graduates who meet the demands of the labor market and who promote social and economic development.

The university will place special emphasis on the creative and innovative use of technology in all its programs. Georgia State University is a national leader in this field and is in the forefront of developing new applications and uses of technology in teaching, learning and research activities that extend beyond the classroom and into the surrounding communities.

C. Operational Structure

The University will function as a consortium of institutions from around the world, led by institutions of higher education in Côte d'Ivoire and Georgia State University (GSU). Member institutions will support the International University by contributing faculty and staff time to its instructional, research, outreach and support programs and by permitting students from the International University to complete part of their degrees programs on their campuses.

The hallmark of the University will be excellence in the production of knowledge through teaching, research and services. A number of strategic steps will be taken to safeguard quality and relevance of the University. Key among these are admissions standards, faculty, pedagogical support, labor market sensitivity, and quality monitoring and evaluation.

Admission policy. The quality of the students admitted to a university directly affects the quality of education provided by the institution. Students who are not well prepared for university studies cannot benefit fully from their studies, and the additional resources required for remedial training reduce resources that could be used for other quality-enhancing investments. Also, it is important to ensure that the student population does not exceed the instructional capacity of the university.

The University will recruit from among the brightest and the best in West Africa, and to a more limited extent, other parts of Africa. Admissions will be highly selective, based on criteria that are rigorous and transparent. The University will start small and within the first five to ten years, the total student population will be limited to approximately 5,000 for all programs. Enrollment growth will be tied to increases in instructional capacity.

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Often some of the brightest students are underrepresented in universities because of their gender or socio-economic status, which results in a serious waste of talent. For example, the World Bank has noted:

In the University of Indonesia…female students outperformed male students. Holding test scores and the department of enrollment constant, women's grade point average was about 0.35 higher than men (on a scale of 4). In the case of Mauritius, women also outperformed men. Ninety-eight percent of women passed the diploma level examination, compared with 81 percent of men. These examples illustrate that increasing the representation of women could bring about a gain in the quality of students admitted to institutions of higher learning.17

Special efforts will be made to recruit talented women and other disadvantaged individuals, and provide them financial assistance through scholarships and other mechanisms. Ghana, Uganda and other countries have achieved favorable results in expanding female enrollment through the use of differential academic performance cut-off points for male and female applicants18. Consideration will be given to such schemes.

Faculty. Competent and motivated teachers are as important to quality production of knowledge as well prepared students. There must be adequate numbers of teachers with the requisite qualifications. Faculty must be effectively deployed, adequately paid, and provided performance incentives.

The IUDWA will maintain a core staff of highly qualified faculty recruited largely from among Africans who have attained doctorates and masters degrees in the United States. This staff will be supplemented by visiting professors from member universities primarily from Africa, North America, Europe and Asia. In addition, visiting professors will be recruited outright by the University as well as through established programs such as the Fulbright Teacher Exchange Program. The University's location near Abidjan will facilitate recruitment. Faculty salaries will be competitive with private sector employment. The university will foster a supportive professional culture and will institute non-pecuniary rewards such as opportunities to publish and peer recognition.

Pedagogical Support. Students and teachers need the proper tools to work with if they are to generate quality output. The IUDWA will give priority to establishing a well stocked and up-to-date library with sufficient study space and that caters to the teaching and research needs of the various academic departments. The new information and communications technologies will be used to the maximum extent feasible.

Labor market sensitivity. The University will adopt measures to ensure that learning is responsive to labor market needs. These will include continuous review of course structures and curriculum content, surveys of employers and graduate tracer studies, and representation from the private sector in the University's governing boards and advisory committees.

Quality monitoring and evaluation. The University will conduct periodic evaluation and monitoring of teaching and research. Methods to evaluate teachers may include self-evaluations, student ratings, peer reviews, assessments by department heads, evaluation of course outlines,

17 Higher Education: The Lessons of Experience, World Bank, 1994 at 24.18 Revitalizing Universities in Africa: Strategy and Guidelines, Association of African Universities and the World Bank, 1997 at 13.

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and teaching awards. Independent assessments will also be used to measure the quality of the University. Professional organizations, governments and members of the business community that purchase the University's products and services are good candidates to conduct the independent assessments.

D. Academic Programs

Over time, the University will offer a range of programs at the graduate and undergraduate levels that respond to the skills and knowledge needs critical to development in West Africa. However, in its first five years the University will restrict its offerings to postgraduate level programs in business administration (MBA), education, and human resources development. The objective is to develop specialized programs of excellence that address West Africa's requirements in the context of an increasingly global environment.

Priority is given to postgraduate education because of the severe decline in the quality of such programs throughout Africa. The main cause of this decline is lack of resources. The consequence, however, is an exacerbation of the shortage of highly skilled professionals, including the academic staffs of universities, to meet labor market demands. English will be the main language of instruction. Countries in the region recognize that English is rapidly becoming the international language, particularly in the area of business and commerce. There is strong demand for learning English in the region yet a dearth of capacity, particularly in higher education institutions to meet this demand. In addition, many of the leading authorities on subjects related to private sector development produce materials in English. Since most countries in West Africa are French-speaking, the University will establish an intensive language testing and preparation center for those students admitted without the required proficiency in English.

Masters in Business Administration (MBA). The importance of training at the MBA level is obvious in light of the emphasis on private-sector and export-led economic growth in the region. Also, the establishment of the MBA program is consistent with a call by African ministers of finance to cultivate regional centers of excellence for advanced training and research in management, finance, accounting, and policy analysis.19 In Côte d'Ivoire and the other countries of West Africa, the demand for American-style business management training is growing. For example, several international companies and organizations such as Coca Cola, Nestles, Mobil Oil, Goodyear, World Bank and so on who have their regional offices in Côte d'Ivoire need highly trained management expertise to serve throughout the region. The establishment of a regional stock market in Côte d'Ivoire will drive demand for expertise in finance.

Although several universities in West Africa offer training in management at the graduate level, none offer an American-style MBA program. Typically, the existing management programs emphasize acquisition of knowledge with too little focus on developing practical skills needed for the fledgling market economies in the region. However, universities in the region recognize the need for MBA-type programs. For example, the business school at the University of Ghana is discussing the establishment of an executive MBA.20

In 1994, the University of Cocody in Abidjan requested assistance from GSU to establish an MBA program. A joint University of Cocody/GSU College of Business team concluded that 10 to 15 years are needed to develop the core infrastructure required for a sound program. The

19 Revitalizing Universities in Africa: Strategy and Guidelines, Association of African Universities and the World Bank, 1997 at 4.20 Steve Brown and John Masten, The Role of a Business School in an Emerging Country --the Case of Ghana, Journal of Education for Business, May/June 1998 at 308.

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establishment of an MBA program at the International University provides an expeditious means to overcome the constraints the University of Cocody faces in meeting the needs for management education. In addition, as a member of the International University's consortium, the University of Cocody will benefit from the MBA program.

The design of the program will draw on the experience of the University of Cocody and GSU in exploring the development of an MBA. Emphasis will be placed on case analysis to promote critical thinking. Developing strong university-industry/business linkages will be another priority. This will help ensure that the program maintains a high degree of relevance to the needs of the labor markets in the region. A number of innovations are available to achieve this objective. These include, for example, consultancies, joint research, advisory panels, student and faculty internships in companies, resource sharing, and joint proposal preparation for donor funding. Particular attention will be given to small and micro businesses, given their role in fostering the development of a vibrant local private sector. For instance, students could help businesses develop improved management systems such inventory control, proper bookkeeping or more advanced accounting systems. They could assist with problems in pricing and marketing. Other innovations such as small business incubators and entrepreneurship will be explored.

Education. Economic success stories such as Singapore, Hong Kong and South Korea clearly demonstrate the vital importance of human capital to economic development. Similarly, West African countries need to build a pool of highly trained and qualified individuals with the right knowledge and training to guide and drive economic development. It follows that the development of a strong educational system is imperative.

The education sector must be viewed as a coherent whole, from pre-school to university. The performance of the system at one level will affect performance at another. Professionalism at each level is necessary to develop an educational system that meets the development needs of the countries. Universities play a particularly important role in accomplishing this. They prepare the "… teachers, scholars, and managers of the education sector, especially for its most advanced teaching and research functions…. These people are the core of national capacity for producing trained manpower, setting standards, maintaining quality, and adjusting the education system to changing circumstances."21

In general, the quality of education in West Africa is too low, as evidenced by high dropout and repeater rates and low examination pass rates at all levels. Underlying this performance is a weak capacity for instruction and school administration. Countries in the region recognize this problem, and most are in the process of reforming their educational systems to improve quality. For example, reforms in Côte d'Ivoire include the following: (1) introduction of new practices in teacher training institutes to upgrade the skills of teachers, particularly in science and math; (2) more authority will be given to managers of schools to improve instruction; (3) teacher training colleges and the National Teacher Training Institute will be given budgetary and academic autonomy for the purpose of developing into centers of educational research and innovation; (4) the primary-level school year will be extended from 820 to 880 hours; (5) curriculum will be rewritten to take greater account of local conditions and eliminate gender discrimination; and (6) new programs will be developed for teaching reading, mathematics and remedial programs.22

The program of the International University will be designed to promote leadership skills needed to carryout reforms and advance education in general. As envisioned, it will focus in three areas:

21 Education in Sub-Saharan Africa, World Bank, 1988 at 69.22 See National Education and Training Development Plan 1998-2010, Government of Côte d'Ivoire.

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(1) Ph.D. in education; (2) graduate level training in education policy and research; and (3) graduate level training in education management and administration.

The design of the International University's program will build on GSU and the Ecole Normale Superieure's (ENS) past collaboration in educational reform in Côte d'Ivoire, which produced, among other things, a ten year strategic plan for teacher education and research. ENS is the principal institute in Côte d'Ivoire for training of secondary school teachers. Primary school teachers are trained at the Centres d'Animation et de Formation Pedagogique (CAFOP). Generally, teachers of higher education are trained in France, and to a lesser extent in the United States.23 The International University will create opportunities for advanced training in education and research in Côte d'Ivoire.

Human Resources Development. The countries of West Africa must increase their productivity and efficiency in both the private and public sectors if they are to accelerate economic growth and become more competitive internationally. In recent years they have taken important steps in this direction. Several countries such as Côte d'Ivoire, Ghana, and Senegal have undergone structural adjustment. West African countries are leaders in privatization in Africa, whether measured in terms of number of transactions, value, or sale proceeds.24 The West African countries have adopted a uniform business law to promote investment. These and other efforts are essential to improving economic performance. However, they alone are not sufficient to transform the highly state run and traditional economies of West Africa into modern market economies. A highly productive and motivated work force and efficient organizations in the public and private sectors are also needed to foster effective and sustainable change. The field of human resources development is concerned with the issue of transforming employees and organizations into change agents for greater productivity and efficiency.

West Africans recognize the need for professionals in human resources development. At present, it appears that no institutions in West Africa grant degrees in this area. There are, however, degree programs in human resources economics. For example, the University of Burkina Faso offers graduate training in human resources economics to the DEA level. (DEA corresponds to the course work period of an American Ph.D.). This program is targeted to government administrators. CIRES is piloting a masters in economic management in Côte d’Ivoire that will include the economics of human resources. The College of Business at the University of Cocody in Côte d'Ivoire has collaborated with the University Pierre Mendes France de Grenoble, France to develop a year long DESS (equivalent to the American masters of science degree) in the economics of human resources.

The International University will offer training at the master's degree level in human resources development. The National Polytechnic Institute (INP) in Côte d'Ivoire and GSU have developed plans for a Human Resources Development Center. The Center should begin operation in 1999 with a yearlong continuing education curriculum for human resource directors in the public and private sectors. The Center will also conduct applied research on human resources related issues. The Center will be transferred to the International University once it is established.

E. Research

23 World Guide to Higher Education, UNESCO , 1996 at 115.24 See "Privatization in Africa: Present and Future Trends", speech by Jean-Louis Sarbib, Vice-President of the Africa Region of the World Bank, African Development Bank Group 1997 Annual Meeting on "Private Sector Development in Africa", Abidjan, May 21, 1997. For example, as of the end of 1996, the West Africa sub-region accounted for 4 of the top 10 Sub-Saharan African countries in terms of number and value of privatization transactions. Five of the top 10 countries in terms of proceeds from privatizations were in West Africa.

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The economic transformation that the countries in West Africa must undergo to achieve their development goals will require a mastery of knowledge and technology in order to adapt them to local problems. Research plays an important role in accomplishing this. University-based programs in basic and applied research are key to expanding capacity to absorb and use new knowledge. They are also a means for the countries in West Africa to "escape intellectual dependency."

The IUDWA will create a number of centers to conduct basic and applied research. These centers will be linked closely with the academic programs. The two will reinforce one another. For example, research may lead to the publication of materials that can be used for instruction. The research will also be interdisciplinary, problem-oriented and directed at issues relevant to economic development in West Africa.

As planned, among the first centers to be established are human resources development, instructional technology resources, teacher training and educational research, economic and fiscal policy studies, and privatization and entreprenuership. The research centers will sell services and products related to their basic mission, and are expected to become self-sustaining.

F. Outreach and Linkages

The success of the International University will rely in part on its ability to maintain its international competitiveness and its responsiveness to regional and local needs. For this reason, the University will develop and cultivate linkages at the international, regional and local levels. As already mentioned, the University will ultimately have a network of universities from different parts of the world that participate in faculty and student exchange, and that collaborate on research and other activities. The University will also offer training for businesses, professional organizations and other entities in the form of part or full-time courses, or seminar and workshop presentations by the University. This training will contribute to transferring state-of-the-art knowledge to private and public entities in the region. Other linkages that will be explored include the following:

consultant and advice to business, government, and international organizations; collaborative research with industries; student internships in businesses, including overseas assignments with

multinational corporations; participation in advisory boards set up by individual companies or regional

associations such as the Association of African Universities; lectures, seminars, or workshops presented to students by the business

community; outreach into local communities by student, faculty and staff in support of

literacy, health, micro and small enterprise activities and others; and company-sponsored student scholarships.

Such arrangements will be mutually beneficial to the University and the private and public sectors. The associations will help the University maintain and enhance the relevance, quality and market value of its services and products. The private and public sectors have a vested interest in fostering the quality and relevance of the University's program since it is a potential source of services and products they need and new recruits for their operations.

G. Instructional and Informational Technology

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The International University is conceived as an institution of the 21st century. The innovative use of the new technologies in both teaching and research will be a salient feature of the University. In order to exploit the new technologies in the most efficient manner, the University will look for opportunities to complement and cooperate with other activities that use educational technologies such as the African Virtual University and the Knowledge Exchange and Learning Partnerships (KELP) initiative currently under development in USAID.

The IUDWA will have a full range of instructional and information technology resources, including dedicated Internet connectivity, electronic data bases for faculty and student research, interactive video systems to link major cities in Côte d'Ivoire, and broad band internal campus connectivity. In addition, satellite down link capability will allow communication with universities and other institutions from around the world that the University will assemble as part of its network. For example, with the videoconferencing, administration of examinations on-line, and exchange of course materials and homework by e-mail, the University's ability to access the world's top experts on a subject and complement face-to-face instruction will be greatly enhanced.

Poor library resources are a major obstacle to improving quality and relevance in African universities. This problem will exacerbate as globalization of information proceeds. Already, it is estimated that "… 90 percent of knowledge produced globally is not generated in the place where it is most needed…. The challenge is how to get knowledge that may have been produced anywhere in the world to the place where it can be brought to bear effectively in a particular problem-solving context….”25 Today, access to worldwide resources to conduct research is essential to comprehensive education.

The International University will give priority to building a world-class library. It will establish an electronic library that contains databases, resources available on the Internet, and reference materials available on CD-ROM. Students and faculty will have access to journals and other materials on-line, and on-line archived materials. The University will also promote on-line publishing. While the resources available through the electronic library will not replace more traditional materials, they will enable the University to leapfrog some stages of development and move to state-of-the-art technologies.

H. Governance Structure

The International University will be a privately governed institution, organized under the laws of the Republic of Côte d'Ivoire as a non-profit corporation. It will operate as an autonomous institution. Its non-profit status makes the University eligible for public grants and other funding from the Government of Côte d'Ivoire, and other governments and international organizations.

A Board of Trustees will govern the University. In addition to representatives from universities participating in the University's consortium and its major donors, distinguished persons from international and local business, international organizations, and private citizens will be eligible to serve as Board members. As the consortium expands, the Board will consider the need for additional structures. For example, advisory committees of business leaders, and international and African experts may be established to guide research. Academic boards composed of the heads of relevant departments from participating universities may be used to set academic requirements.

25 Michael Gibbons, Higher Education Relevance in the 21st Century, World Bank, 1998 at 60.

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The Board of Trustees will establish University policy, conduct strategic planning, establish boards, and elect the University's president. The Board and the president will lead fundraising efforts for the construction and operation of the University.

The president, as the chief executive officer, will be responsible for the operation of the University within the academic and fiscal policies established by the Board. This role will also include appointment of vice presidents and deans, with the approval of the Board.

The University will be organized into colleges or faculties that will design and implement academic programs. The colleges or faculties will set standards for admission, satisfactory performance by students, and graduation in each degree program.

V. MAJOR BENEFITS OF THE INTERNATIONAL UNIVERSITY

The IUDWA will generate a number of benefits ranging from those accruing to individual students to those accruing to society at-large. The primary beneficiaries include the graduates of the University's programs, universities participating in the consortium, and clients. Graduates will benefit from improved earning capacity. Participation in the consortium will enhance capacity and build international linkages for member institutions. Clients (business, industry, international organizations, and governments) will benefit from the high quality research, training and consulting services provided the University.

There are indirect benefits that will accrue to countries in the region. By locating in West Africa, the IUDWA will offer a cost-effective means to address the brain drain problem. The University will also serve as a model of a first class institution of higher education that can be replicated in part or in whole, thereby supporting educational policy reform efforts. Its major benefits as a model will include its innovations in academic and research programs, university management and financial diversification. The University will promote linkages between industry and education that will foster relevance in education and encourage greater participation by the private sector in financing education.

The University will also foster increased civic participation and greater cultural understanding and tolerance through research, learning and the extensive cross-cultural interaction that will take place within the University environment.

VI. Consistency with USAID Strategic Goals

A. USAID Strategy and Policy

The IUDWA project is fully consistent with USAID’s broad goal of sustainable development in Africa. It responds directly to the Agency and Administration commitment, as embodied in the Education for Democracy and Development Initiative to accelerate efforts in support of human capacity building in Africa. The International University is an innovative, regional approach to addressing the strategic foci of EDDI. IUDWA will form strategic partnerships through its consortia of universities and financing partners. It will give special emphasis to EDDI’s crosscutting theme, “the role of girls and women”. At its core, the University will maximize the use of technology and will target business, education and human resources development as its initial fields of instruction.

The IUDWA will support USAID’s effort in implementing its sixth strategic goal of higher education. USAID’s Higher Education Community Partnership policy paper aptly notes that

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“The skills and capabilities of a nation’s people are key factors in maintaining economic, social and political development. Higher education is essential to build human capital and to sustain all aspects of technological, scientific, social, cultural, and economic development. A mutually responsive and supportive partnership between USAID and the U.S. higher education community is vital to achieve broad global development objectives….”

As a matter of principle, the policy paper states that “USAID shall encourage the development of partnerships, linkages, and networks among U.S. Institutions of higher education and those in the developing world. Special focus shall be placed directly on the revitalization and restructuring of host country higher education to increase its viability and contribution to development. In the interest of creating and maintaining vibrant civil societies, special emphasis shall be centered upon enhancing the knowledge base, leadership, research capacity, teaching resources, management capacity and community service of the higher education institutions….” The International University project is consistent with the USAID strategy and principles in all of its dimensions.

The IUDWA will also support and reinforce U.S. government efforts to expand U.S. trade and investment in Côte d’Ivoire and throughout the West Africa region. The University will become a reliable source of the human capital for business and commerce and the key public sector economic and financial institutions.

B. African Ownership and Consultations

Key principles of the Africa Bureau’s development approach are “African Ownership” and extensive consultations with and participation of stakeholders in the development process. These principles characterize the partnership between GSU and Côte d’Ivoire. Over the last year, as this initiative has evolved, wide ranging consultations and a vigorous dialogue have been underway. In Côte d’Ivoire continuous discussions have been held with relevant government ministries, higher education institutions, non-governmental organizations, individual community leaders, small and large business enterprises and international funding agencies. The concept has received almost universal endorsement at all levels.

Ivorians and citizens in the sub-region have a strong desire to learn the English language and to study in an American style institution. Côte d’Ivoire’s top political leadership and senior government officials speak of a desire to introduce the alternative of an American style education along side the traditional French model. They want to diversify and they want to offer their citizens more choice. Government officials also candidly speak of their hope that the IUDWA, built from the ground up and not encumbered by deeply rooted inefficiencies and problems currently plaguing the public institutions, will offer a viable alternative to the existing system and a way out of the quagmire that currently exits.

This concept has been discussed extensively with large private corporations, especially American firms, based in Côte d’Ivoire. Companies like Coca Cola, Archer Daniels Midland, Nestles, Oil Companies and many others have articulated a need for a reliable source of well trained personnel to staff their offices. Most welcome the idea of the International University and a willingness to provide financial support for its development. We find this particularly encouraging since it is our intent to look to the corporate sector for much of the capital needed to build and operate IUDWA. GSU officials have held informal discussions with officials from the Corporate Council for Africa. These officials have expressed support and a willingness to explore on a more formal basis means through which CCA can support the IUDWA.

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We also have discussed in varying degrees this concept with government officials, higher education institutions, and educational associations in the West Africa region. Again the concept has been well received. Ghana’s Minister of Education has been particularly forthcoming in supporting this concept and in offering informal thoughts on how to proceed. GSU and Ivorian officials will soon initiate direct discussions with key stakeholders in the region to solicit support, lay the groundwork for broad regional participation and to begin building the consortium.

This concept has also been widely presented to international donor agencies. Discussions have been held with the World Bank, African Development Bank, USAID and other Agencies of the U.S. government including, State Department, Department of Education, the National Security Council, the U.S. Trade Representative for Africa and the Department of Commerce. These all acknowledge the need to address the human capital problem in West Africa. During his official visit to Côte d’Ivoire last December, Commerce Secretary Daley gave a strong endorsement of the project and officials from other U.S. government agencies have noted the consistency of the IUDWA concept with USAID higher education policy and the Administration’s EDDI.

With the initiation of the planning process, this consultation and dialogue process will continue and intensify. In late September or early October 1999, the Prime Minister of Côte d’Ivoire and the President of Georgia State University will officially launch the IUDWA in Washington and Atlanta in through meetings and functions with senior U.S. government and private sector officials. As planning proceeds, concerted focus will be directed towards obtaining corporate sector funding commitments along with special incentives from the Government of Côte d’Ivoire to corporations that contribute financially to building and running the International University. We believe that efforts to attract international donor funding also will be successful as the analytic process verifies the feasibility and timeliness of this initiative. The case of the Asian Institute of Technology, established in 1959 with substantial financial support for the U.S. and British governments, is relevant in this regard. This regional center of excellence located in Thailand, is an excellent example how a regional center of excellence with committed and visionary leadership, can be established and effectively help to narrow a regional human capital gap.

VII. Project Issues

Annex A addresses a number of important issues which can impinge upon project success. These include financial viability and sustainability; funding requirements to build the institution; potential revenue sources, including potential private sector and international donor support; alternatives to a new institution; focus and content of IUDWA; and likely success of improving human capacity and poverty alleviation in the region.

Based upon our five years of experience working with Côte d’Ivoire and our intensive examination of this concept and the associated issues over the last two years, we believe that albeit ambitious, the proposed project is viable. If properly developed and implemented the university will yield the desired results. Key ingredients for success are a long range vision and commitment and the establishment of a governance structure that will provide enlightened guidance—one that makes policies and decisions based upon objective market driven criteria and not on the basis of political influence.

VIII. Planning Process This proposal requests financial assistance from USAID to support the detailed planning of the International University for Development in West Africa. A grant of $900,000 for use over a

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two-year period is sought to supplement cash and in-kind resources in the amount of $---from the Government of Côte d’Ivoire and $--- from Georgia State University.

The planning effort can best be visualized as a number of inter-related, inter-dependent phases, each concentrating on a specific aspect of IUDWA.

Both Georgia State University and the Government of Côte d’Ivoire have established organizational units charged with coordinating and developing the overall planning process for the International University. The Government of Côte d’Ivoire, formed a technical planning committee, cellule de conception et de suivi du projet de creation d’une universite internationale en Côte d’Ivoire (CEPUNINCI) within the Ministry of Higher Education. CEPUNINCI, which has four full-time staff members, reports to a larger, inter-ministerial committee chaired by the Prime Minister, thus assuring that issues related to the International University receive immediate, high level attention. Correspondingly, Georgia State University has established an Office of West African Programs whose assistant director is based full-time in Côte d’Ivoire to facilitate collaboration with CEPUNINCI. The West Africa Office Director is the overall manager and coordinator of the project for GSU. Additionally, GSU has established a general oversight committee chaired by the Associate Provost for Academic Programs. It has broad representation from the academic colleges and the Office of International Affairs.

While CEPUNINCI and the Office of West African Programs will coordinate and manage the planning process institutional contractors and individual consultants from the U.S. and Africa will be engaged to prepare detailed terms of references and to conduct the various studies and analyses. The planning process is divided into four major components: (1) Marketing and demographic analysis; (2) The academic plan; (3) The campus master plan; and (4) The financial plan. At the conclusion of these stages, the various component plans will be used to prepare an operational or implementation plan for development of the IUDWA. The purpose, objectives and timeline for the planning activities are summarized below. A. Preparation of 12-month work and evaluation plan, Months 1 – 2

A detailed work plan will be developed to guide project implementation. Time phased projections will be developed for all activities. Performance benchmarks and indicators will be established and a monitoring and evaluation plan developed. Progress toward achievement of benchmarks will be assessed periodically and required adjustments made. Two full evaluations will be conducted. One will be held at the end of the first year and the second and the end of the planning stage. Data and lessons learned from these evaluations will form a part of the body of knowledge that will inform the construction and operation phases of the International University.

Amount Budgeted: $34,400

B. Marketing study and demographic analysis, Months 3 – 6 The essential first step in the planning process is to determine the level of demand for American-style education in West Africa. The study will analyze data from the sub-region, including Nigeria, to determine the number of eligible students (both academically and financially) and will utilize field research to gauge the potential demand among those who are eligible. From this analysis, realistic enrollment projections can be made, thus guiding the other phases of the planning process.

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In conjunction with the demographic and demand analysis, the marketing study will consider other factors as well, including the success of other international institutions in Africa and elsewhere. Among the variables to be analyzed include programs of study, tuition and living costs, language of instruction, and enrollment. Further, the marketing study will look at past experience and develop new strategies to attract and recruit qualified students in the sub-region.

Month 3: Preparation for the study by external consultants. Activities to include agreement by both parties (Ivorian and American) on the terms of reference for the request for proposals and selection of the consulting firm, issuance of the request for proposals and selection of the contractor.

Months 4 - 6: External consultants conduct the marketing study and demographic analysis and issue their report in both English and French.

Amount Budgeted: $464,915

B. Academic Plan, Months 7 – 15

The heart of the planning process will be the development of academic programs. The task of the academic planners is to develop curricula and courses that will reflect the best of American higher education but will be relevant to the needs of the Côte d’Ivoire and the region at large. To accomplish this task, the planning teams will begin with specific curricula and then modify as appropriate. Utilizing enrollment data from the marketing study, the planners will prepare projections of faculty size and composition and support service needs such as library resources, information technology, scientific equipment and others.

Teams will be formed to develop the academic plan. They will be led by a faculty or staff member from Georgia State University and supervised by the Associate Provost for Academic Programs. The teams will also include representatives from higher education institutions in West Africa and other international consultants as needed. Georgia State University will manage the academic planning process.

Month 7: Planning teams meet in Abidjan to review marketing study and demographic analysis data and to determine the division of labor for the planning process.

Month 8 – 12: Planning teams will determine broad curricular outlines and make preliminary projections of admission standards, expected enrollments and infrastructure needs. Preliminary reports are issued and shared with others to inform their planning activities.

Months 13 – 15: Planning teams will refine preliminary reports and projections and issue final reports in both English and French.

Amount Budgeted: $779,670

D. Campus Master Plan, Months 14 – 19

The Government of Côte d’Ivoire has identified and set aside 60 hectares (approximately 150 acres) of land near Grand Bassam, the first colonial capital of the country, for the first campus of the International University. The first stage of the master plan will be to determine infrastructure and utility requirements for this campus and the costs associated with these improvements. The second stage of the master plan will be to develop the overall building / landscaping plan for the campus, based on planning principles agreed to by the Government of Côte d’Ivoire and Georgia

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State University. While these principles are presently under discussion, they are expected to include the following statements:

The campus should be compatible with its surroundings. Structures should utilize local building materials to the extent possible, especially on their

exterior surfaces. Overall design should reflect African values and traditions. Classrooms, offices, libraries, computer laboratories and other facilities should reflect the

standards of quality used in academic construction in North America and Europe. Buildings and facilities will be constructed in phases over a ten to twenty year period as

needs arise and resources permit.

The campus master plan will be developed jointly by BNETD and Georgia State University. BNETD will be responsible for determining the infrastructure and utility needs (and their costs) and for developing the overall campus / landscaping plan. Georgia State University will be responsible for developing the standards for construction consistent with those in the United States.

Month 14: Planning teams from BNETD and Georgia State University meet in Abidjan to review data from the marketing study and the preliminary reports from the academic planning process. Teams prepare broad outlines of campus master plan, including projections for needed buildings and infrastructure.

Month 15 – 18: The planning team from BNETD develops specific infrastructure and utility needs and associated costs. The planning team from Georgia State University develops long-range building plan according to standards of construction in the United States.

Month 19: Planning teams meet in Atlanta to share information and develop final report which is to be issued in English and French.

Amount Budgeted: $373,641

E. Financial plan, Months 17 – 22:

The financial plan for the IUDWA will be based on the results of the earlier phases of the planning process and will include both projected operating and construction budgets. In preparing these projections the planners will take into account the costs of goods and services in Côte d’Ivoire and on the salary structure for international businesses and organizations operating in the country. Georgia State University will lead the financial planning phase. Teams of experts from Georgia State University, Côte d’Ivoire and the international consulting community will conduct this process as follows:

Human resource needs. A complete table of organization for the International University, including administration, faculty and professional and support staff,

Physical plant, maintenance and utility budgets. A thorough analysis of the costs of maintaining the physical plant and providing utilities to the campus.

Construction and capital costs. A complete itemization of projected construction costs, utilizing American standards of construction for classrooms and other facilities and the costs of construction in Côte d’Ivoire.

Month 17: Planning teams from Georgia State University and Côte d’Ivoire meet in Abidjan to review results of previous planning phases and to prepare the broad outlines of the projected

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operating and construction budgets for the International University. Work assignments are made and teams begin work on these.

Months 18 – 21: Planning teams work on the operating and construction budgets for the International University.

Month 22: Planning teams meet in Atlanta to share information and agree on a final report to be issued in English and French.

Amount Budgeted: $294,975

F. Operational Plan Months 20 – 24

The final result of the planning process will be to blend the various components into an overall operational or business plan for the International University. It will include curricula, specific staffing needs, financial projections, enrollment projections, projected construction schedules and costs, and a marketing plan. This plan will be the basis for the establishment of the International University.

Months 20 – 24: The planning teams from CEPUNINCI and Georgia State University assemble the final operational plan for the International University and submit it to the International Association for the Development of Education in Africa for approval. The plan is reviewed with ministries of higher education in West Africa, universities in North America, Europe, and Africa, and with other interested parties, including potential financial partners. Once needed revisions are made but no more than three months after review, implementation will commence.

Amount Budgeted: $184,755

G. Evaluation Months 1 – 24

Throughout the planning process, external consultants will be employed to critique the work of the planning teams at the end of each planning activity. These reports will be reviewed and incorporated into the final operational plan of the International University. This part of the evaluation process is in addition to the reviews and reports of progress that will be conducted and submitted at periodic intervals during the two year planning process.

Amount Budgeted: $66,570

H. Initial Meeting of the Board of Trustees of the International Association for the Development of Education in Africa. Month 7.

Although this meeting is not part of the planning process per se, it is an integral part of the development and establishment of the International University. Under Ivorian law, the International University must be owned and managed by a private, not-for-profit corporation (an association, in Ivorian law). The statutes for the International Association for the Development of Education in Africa have been drafted and agreed to by the Government of Côte d’Ivoire and Georgia State University. These statutes call for a Board of Trustees composed of international leaders in business, the public sector, education and the arts to govern the International University. Under Ivorian law, this Board must meet formally in Côte d’Ivoire and request recognition and registration by the government to become a legal entity. Funding is requested to support this initial meeting.

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Amount Budgeted: $150,996 (including travel costs of $50,000)

IX. Budget

See spreadsheets at the next tab.

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