Abstract:
Various studies and analyses show that secondary and higher education play a vital role in fostering social development, economic growth, and human well-being in particular in developing countries (Altbach & Salmi, 2011; Bloom, Canning, & Chan, 2006; Botman, van Zyl, Fakie, & Pauw, 2009; Gyimah-Brempong, Paddison, & Mitiku, 2006; Majgaard & Mingat, 2012; Meek, Teichler, & Kearney, 2009; Singh & Manuh, 2007; Task Force on Higher Education and Society, 2000). The Task Force on Higher Education and Society (2000, p. 27) stated, "higher education is no longer a small enterprise for the elite. Rather, it has become vital to nearly every nation's plans for development." Education systems in Africa are particularly challenged in the field of higher education and research with large differences between African countries in terms of research capacity and output. As such, the participants of the 2009 World Conference on Higher Education demanded: "Higher education institutions should seek out areas of research and teaching that can address issues related to the well-being of the population and establish a strong foundation for locally-relevant science and technology" (Gurría, 2009, p. 6). Thus, effective impulses are called for through furthering excellence with regard to better data, innovative research and instruction techniques, as well as a better understanding of the unique opportunities of African education institutions such as schools or universities within their respective communities.
Against this background, a consortium of four African and one German university initiated the collaborative research, academic, and staff development project called, East and South African-German Centre of Excellence for Educational Research Methodologies and Management- CERM-ESA (2014-2022). It is funded by the German Academic Exchange Service (DAAD) with support of the Federal Foreign Office (AA) under the umbrella of their Africa Strategy. CERM-ESA project partners are the following institutions: Moi University, Kenya; University of Oldenburg, Germany; Nelson Mandela Metropolitan University (NMMU), South Africa; University of Dar es Salaam, Tanzania; Uganda Management Institute.
This report provides a brief introduction to the theoretical approaches CERM-ESA employs and to the project's activities and structures relevant to educational research for social change and Africanisation.
