Comparative Analysis of Next Generation of Academics Indicators

1. Comparative Analysis of Next Generation of Academics Indicators Wisdom Tettey University of Calgary

2. INTRODUCTION • “the most significant human element is absence of sufficient highly qualified academics. A ‘pandemic of enrolment explosion’ had taken place in recent years without commensurate growth in faculty numbers. Sawyerr told a conference in Dublin City University in 2008 that one consequence, for instance, was that for the first time teaching positions in the University of Dar es Salaam were being filled by staff with only a bachelor's degree” (Akilagpa Sawyerr, in Walsh, 2008).

3. - Increasing Demand on Higher Education in Africa • - “participation rates are rising and there was a dramatic hike in student numbers in Sub-Saharan Africa in the six years to 2005: from 2.1 to 3.5 million (UNESCO: Education for All Global Monitoring Report 2008

4. Enrolment and Staff Growth • Examples: • Stellenbosch (20,421 in 2000 to 23,439 in 2007) – 15% • Makerere (27,420 in 2000 to 33,488 in 2007) – 22% • Exception: Univ. of Ibadan (22468 in 2001 to 17891 in 2006) -21% • Kenya (59,195 in 2001 to 91,541 in 2005) 55% • Uganda (60,000 in 2000 to 92,605 in 2006) 54% • Academic Staff Growth lagged behind student enrolment Growth

5. STUDENT AND STAFF GROWTH

6. STUDENT AND STAFF GROWTH

7. Student-Staff Ratios • Ratios Gone up in all countries • Ghana: 39:1 in 2007 • Nigeria: 47:1 in 2007 • South Africa: 46:1 in 2006 • Variations at Institutional and Faculty Levels

8. Student-Staff Ratios

10. Implications of Student-Staff Ratios • Burden on staff is a disincentive to entry • Creates vicious cycle in context of increasing enrolments • Inclination to ‘freeze’ intake (eg. Ibadan), but …notwithstanding the expansion in the number of students attending Africa’s institutions of higher education, the enrolment ratios on the continent are significantly lower than that of any other region of the world, with only one out of 20 young Africans having the opportunity to pursue tertiary education (UNESCO, 2008).

11. Postgraduate Enrolment • Trends show Mixed Picture • Proportions of Postgraduates Generally Low • Doctoral enrolments as proportion of postgraduate enrolments even lower • Postgraduate enrolments dominated by males

12. Postgraduate Enrolment by Program Level and Gender

14. Postgraduate Drop-Out and Completion Rates • Eg: Faculty of Health Sciences (UKZN) – 2000-2006 • Average Drop-out rates for thesis-based masters: 56% • Average Drop-Out for Doctoral students: 35% • Average Completion Rates for thesis-based Masters: 11% • Average Completion Rates for Doctoral Students: 10%

15. Postgraduates with Masters and Doctoral Degrees • Nelson Mandela – 1% Doctorate; 16% Masters • Stellenbosch – 2% Doctorate; 14% Masters • South Africa: 1% Doctorate; about 25% Masters

16. Postgraduates with Masters and Doctoral Degrees

18. Academic Staff • Establishment vs Vacancies • Makerere: 41% deficit in 2004/2005 • Much higher deficits in certain units: • Public Health – 54% • Medicine – 57% • EASLIS – 62% • Psychology – 62%

19. ACADEMIC STAFF Academic Staff By Gender

21. Academic Staff by Age

23. Academic Staff by Qualification

26. Academic Staff by Rank • “Today we are talking of the issue of the quality of teachers in the system, a survey which is the pyramid structure, revealed that the system is deformed. Today, we are expecting 20 per cent of the staff to be reader and above, 45 per cent to be senior lecturer and others, lecturer grade 1 and below, but what do we have, 61per cent are lecturer grade 1 and below , so how can you fight a battle with scout masters?” he said (Julius Okojie in This Day, 2008).

27. Academic Staff by Rank

29. Academic Staff Pursuing Graduate Programs