Category Archives: EDUCATION
Ethiopia : Yale Expands Premier Degree Program for Healthcare Administration
Yale Expands Premier Degree Program for Healthcare Administration in Ethiopia
New Haven, Conn. Press Release 1 Dec  2010 – The Yale Global Health Leadership Institute (GHLI) has launched the expansion of its pioneering Masters in Hospital and Healthcare Administration (MHA) degree program to Addis Ababa University (AAU) in Ethiopia.
The program, initiated in 2008 at Jimma University, has already provided 23 senior Ethiopian health care professionals with the necessary leadership skills and management tools to improve the quality of health care for the people of Ethiopia. Eighteen students have been admitted into the new AAU MHA degree program. Â Through training and research programs at both participating universities, students learn how to improve efficiency and the quality of health in hospitals and other health facilities.
“The MHA program is integral to improving the quality of health care for the Ethiopian people.  Students learn new skills that enable them to better manage challenges and help our hospitals and health care delivery systems better treat patients and save lives,†said Tedros Adhanom Ghebreyesus, Ethiopian minister of health.
The MHA is a two-year educational program that provides each student with innovative techniques for managing hospitals and other health facilities through courses ranging from operations to financial management. The goal of the program is to produce a network of professional chief executive officers committed to improving hospital quality in Ethiopia. Individual hospitals with CEOs in the program have already reported substantial improvements including reduced length of stay from 10 to 7 days and reduced post-surgical infection rates from 10% to 2%, highlighting greater efficiency and quality of care. Â The expansion of the MHA program is supported by the U.S. Centers for Disease Control and Prevention (CDC).
“Funding from the CDC speaks volumes to the fact that our government, in partnership with the Ethiopian Ministry of Health, understands the importance of good management. The MHA program is making a difference in the quality of health care, and Yale is honored to help lead the way in these efforts,†stated Elizabeth Bradley, faculty director of GHLI and director of the Yale Global Health Initiative. Bradley also noted that GHLI is viewing the success of the Ethiopian partnership as a template for similar collaborations with other countries, including Rwanda.
The Global Health Leadership Institute at Yale was launched to develop the next generation of global health leaders around the world through innovative education and research programs.
More Info
For more information on the GHLI and the Ethiopia program, visitwww.yale.edu/ghli.
Africa Education Uganda : Encouraging progress
Isingisha school, Uganda
[Photo credit: millenniumpromise]
Encouraging progress in education in Uganda
It’s always good to hear good news about education in Africa. The following World Bank report focusses on education advances in Uganda. Like many African countries Uganda had a problem with raising the number of children who progress from primary school to secondary school. It is very difficult for many children to complete primary education, and there are many reasons why. Â Reducing student/teacher ratios by providing more classrooms and teachers; providing sanitation and water supplies; and providing other facilities like libraries, science rooms, text books and other kit that ‘Western’ schools take for granted, can also make an impact on success rates. The report makes interesting, encouraging reading.
KAMPALA, August 31, 2010 – From 2007 to 2009, post primary education in Uganda increased by almost 150,000 students across the country. The reason: focused government efforts to create a more dynamic and productive work force.
The efforts center on the Universal Secondary Education (USE) policy, a policy that has helped increase transition rates between primary and secondary school from 51 percent in 2006 to 69 percent in 2007. USE is part of the Ugandan government’s Universal Post Primary Education and Training (UPPET) program. Launched in 2007, UPPET aims to provide quality options for the increasing numbers of students completing primary education and seeking a secondary education. Among those options: additional and better trained teachers.
In addition to funding the hiring of more teachers, the program is also improving the country’s education infrastructure, according to Ms. Sukhdeep Brar, World Bank Senior Education Specialist and Task Team Leader for the UPPET.
Download the full report of UGANDA: Post Primary Education and Training (APL 1) Project
More information about education in Uganda
Links to other reports and documents
Download a PDF of Uganda Education Sector Strategic Plan 2004 – 2015
Suggested Books
- Education Inputs in Uganda: An Analysis of Factors Influencing Learning Achievement in Grade Six (World Bank Working Papers)
- The Management of Universal Primary Education in Uganda
- Handbook on Decentralisation in Uganda
USAID Awards Education Scholarships to support FreAddis Ethiopian Girls’ Program
USAID funded school Ethiopia
[Photo credit: egon voyd]
Scholarships for girls
Press Release:Â Addis Ababa, Ethiopia – The U.S. Agency for International Development (USAID) announced today an award to FreAddis Ethiopia, a non-profit organization chaired by the First Lady of Ethiopia, Her Excellency W/o Azeb Mesfin. The award will provide scholarships to over 1,000 female students to enable them to attend grades 9-12. Speaking at an awards ceremony today with the First Lady, U.S. Ambassador Donald Booth stated, “The United States has been supporting secondary girls’ education in Ethiopia with the provision of over 6,000 grants through the Ambassador Girls Scholarship Program. This new grant from the American people to FreAddis will provide more girls an opportunity for quality secondary education.”
The more than $1 million grant will benefit academically high-performing girls in 96 disadvantaged areas of Amhara, Tigray, Afar and Benishangul-Gumuz Regional States. FreAddis hopes to eventually expand its reach and support to girls nationwide through funds donated by Ethiopians here and throughout the Diaspora.
The scholarship program provides students a modest stipend, tutorial support, and – in remote rural areas – safe access to schooling. The program also conducts parental and community awareness programs to promote and support girls’ education. USAID Mission Director Thomas Staal noted, “Without these scholarships, good students, who happen to be girls, would not be able to go to school. Keeping young girls in school longer better equips them to meet life’s challenges and benefits their families, their communities and, ultimately, the development of their country. USAID is building opportunities for a generation of women whose contributions are needed to speed the advancement of Ethiopia.”
USAID’s basic education activities place special emphasis on improving opportunities for girls, women and underserved and disadvantaged populations. Over the last two decades USAID has supported and continues to support Ministry of Education efforts to improve access and quality of education in Ethiopia, mainly in the areas of teacher training, curriculum development, provision of English textbooks and strengthening education planning and management and school levels.  USAID also works to expand literacy, numeracy and other basic skills for adults and out-of-school youth and to involve communities in managing and supporting over 10,000 primary schools in every region of the country. USAID invests on average $25 million yearly in education.
For more information about USAID’s programs, please visit:Â www.usaid.gov
Suggested Books
- Education in Ethiopia: Strengthening the Foundation for Sustainable Progress (World Bank Country Study)
- Education, Politics and Social Change in Ethiopia
(2010) wide-ranging, with chapters by various authors
- Education in Ethiopia: From Crisis to Brink of Collapse (NAI Discussion Papers)
MALI: Disabled seek jobs, not charity
Koné Draman loves his new job as a water-seller
[Photo credit: Anna Jefferys/IRIN]
BAMAKO, 18 October 2010 (IRIN) – Mali’s disabled have access to some free healthcare options, and are supported by a number of associations and charities, but what they really want is to find work and contribute to the national economy, says NGO Handicap International (HCI). ”I want to control my work, my life myself,” said Koné Draman, who was paralysed from the waist down in a 2001 car accident. “I want to be a part of the community that way.”
A lot of progress has been made on this front, said Moctar Ba, president of the Malian Association of Handicapped People (FEMAPH), but many disabled people still lack the necessary education or skills to earn a living other than through begging.
While the World Health Organization estimates 10 percent of the Malian population is disabled, Ba thinks the percentage is much higher because of road traffic accidents and illnesses left untreated.
Government jobs
Most of the employment progress has taken place in the public sector. Government ministries practice positive discrimination to hire people with disabilities, encouraging disabled people to take the entrance exam for civil servant employment. Some 241 young disabled graduates were accepted into the civil service in 2009, said Ba. The Ministry of Social Affairs has been particularly proactive in hiring people with disabilities, said HCI.
The government has signed the International Labour Organization Convention on Decent Work, which addresses employment rights of disabled people; and Mali is the seventh African country to sign the Convention on the Rights of Persons with Disabilities.
Private sector lagging
But stigma runs rife in the private sector, where companies shun hiring disabled people, said Ba. “Employers tend not to see the intrinsic value of a person… but only see their disability, which is a shame,” he told IRIN. Barthélemey Sangala, FEMAPH coordinator, backs this up: “Most disabled can’t find private sector jobs as most companies think they can’t work.”
The attitudes of employers, educators and disabled people themselves must be changed, said HCI head in Mali Marc Vaernewyck. “We don’t push for charity, but to help disabled people access existing institutions… to help them build self-confidence and self-esteem and drop stigma,” he told IRIN. “Even when armed with a diploma, most disabled people lack the confidence to go out and seek a job because of these attitudes,” he told IRIN.
One way to change attitudes is to encourage proactive disabled citizens to set up their own businesses, said HCI project coordinator Sidy Ahmed Adiawiakoy, by helping them access micro-credit loans.
Draman applied for a loan to set up a water pump in Bamako’s run-down neighbourhood of Sablibougou, where most residents live in mud houses, with no electricity or running water.
“I knew getting water was difficult, so I went to the association in 2009 to see if I could set up a water pump,” Draman told IRIN. HCI donated US$425 towards the pump and helped Draman get a bank loan for the remaining $638. He has since paid off the loan in full.
He charges the equivalent of five US cents for 10 litres of water, taking home US$6-10 in profit per day. Before the pump was installed, residents paid water deliverers 42 cents to bring 10 litres of water to their houses, he said.
The change Draman has gone through is remarkable, said Adiawiakoy. “He used to do little, asking his neighbours to pass on meals… Now he is actively contributing to improving life in the neighbourhood.”
Adiawiakoy is confident that larger companies are starting to be more open to hiring disabled people. In a recent study of 200 businesses, some 120 of them employed people with some form of disability.
Education
But change can only come about on a wider scale if disabled children are actively encouraged to attend school, said HCI’s Vaernewyck. Too often, they are either not sent, or they drop out after primary level as teachers are not equipped to meet their needs.
Specialist private schools for those with sight problems, hearing problems and learning difficulties, operate in the capital, and FEMAPH subsidizes some children’s school fees. But they, the UN Children’s Fund (UNICEF), and HCI want more disabled people to be included in regular schools. “We want inclusive schools where disabled people are trained the same way and under the same environment as all other children,” said FEMAPH’s Ba. Inclusive education is the key to dismantling stigma, he told IRIN.
There has been some success: Enrollment of disabled children in regular schools has increased; and the Education Ministry now runs a project teaching secondary school teachers brail, but such programmes need to be expanded to reach more children, said Ba.
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10 Distance Degree Course Providers for African Students
University of South Africa
10 Distance Degree Course Providers for African Students
Guest post by Debbie Owen, Online Doctorate Degree
Distance and online education have paved the way for learning to permeate all over the world, cutting across barriers of distance and development. Perhaps the biggest achievement of online education is that it has provided students from all over the world with equal opportunities when it comes to learning – simply put, you don’t have to live in the most developed nations to take advantage of their education system, as these distance degree providers for African students have proved through their offerings.
- University of South Africa: This institution is the most popular and most sought after distance learning university in the continent. It offers quality education through partnerships with institutions in Africa and other countries. Qualifications are internationally accredited and accepted all over the world.
- University of London (UK): Based in London, this mega university has been the umbrella under which various institutes in Africa mushroomed. They offer courses that are certified by the University of London, thus paving the way for students to gain access to quality education.
- African Virtual University: The AVU is a Pan African Intergovernmental Organization established by a charter signed by the governments of Kenya, Senegal, Mali, Cote d’Ivoire and Mauritania. It offers degree, certificate and diploma programs through online and distance education options.
- Cambridge International College (UK): Touted as the world’s largest provider of international qualifications, this college offers both diplomas and degrees to students all over the world.
- Indian Management Training Institute: One of the premier institutions of India, this college offers diplomas and training programs for students in Africa.
- International University of Africa: Based in Sudan, Africa, this university offers a range of courses, from those that help train youngsters in trade to those that teach languages.
- Newport University (European Higher Educational Institute): This university offers distance degree courses that cater to the needs of students not just in Africa, but also in the UK, USA, Europe, Australia, South East Asia and the Middle East. In Africa, students from South Africa are eligible to apply for admission to various programs.
- Business Management Training College of Southern Africa: This college offers online courses, degrees, diplomas and certificates in business management to students all over Africa.
- University of the Free State: Also based in South Africa, this university offers undergraduate and post graduate degrees in various disciplines. Some courses (mostly business administration) are available in a distance learning format, others have an attendance requirement of several times a year.
- Rhodes University: Situated in Grahamstown, South Africa, this college too offers certain bachelor and certificate programs through distance and online education. Distance degree providers offer courses both directly and through local agents in the respective countries whose responsibilities involve activities from registering students to handling certain classes and programs.
By-line:
This guest post is contributed by Debbie Owen, she writes on the topic of online doctorate degree. She welcomes your comments at her email id: debbieowen83@gmail.com.
Suggested books
- Cyberspace, Distance Learning, and Higher Education In Developing Countries: Old and Emergent Issues Of Access, Pedagogy, and Knowledge Production (International Studies in Sociology and Social Anthropology)
, (2004). This volume addresses fundamental questions about the educational process such as: The use of technology in higher education for a holistic educational system for social development; The actual technological capacity in Africa and possibilities for virtual higher education; Cultural relevance of the curriculum and pedagogy; Pedagogy and gender in cyberspace education; Perils of externally-driven distance education programs in Africa and the quest for ownership towards development; Challenges and opportunities in the making of knowledge society in an Asian context; Strategies to promote constructive virtual higher education in Africa and Asia.
- Getting Practical: About Classroom-Based Teaching for the National Curriculum Statement
by Tony Mays et al (South African Institute for Distance Education) August 2010. The book focuses on how teachers can optimize learning through learner centered teaching and provides practical tips on how to use resources to enrich teaching and to establish a school extracurricular program.
Africa Report : Child Ability and Household Human Capital Investment Decisions in Burkina Faso
School, Burkina Faso
[Photo credit: much ado about nothing]
About the paper
Child Ability and Household Human Capital Investment Decisions in Burkina Faso, Richard Akresh, Emilie Bagby, Damien de Walque, and Harounan Kazianga, World Bank Policy Research Working Paper 5370 (July 2010)
Using data they collected in rural Burkina Faso, the authors examine how children’s cognitive abilities influence resource constrained households’ decisions to invest in their education. This paper uses a direct measure of child ability for all primary school-aged children, regardless of current school enrollment. The analysis explicitly incorporates direct measures of the ability of each child’’s siblings (both absolute and relative measures) to show how sibling rivalry exerts an impact on the parent’s’ decision of whether and how much to invest in their child’’s education. The findings indicate that children with one standard deviation higher own ability are 16 percent more likely to be currently enrolled, while having a higher ability sibling lowers current enrollment by 16 percent and having two higher ability siblings lowers enrollment by 30 percent. The results are robust to addressing the potential reverse causality of schooling influencing child ability measures and using alternative cognitive tests to measure ability.
Get a copy
Child ability and Household Human Capital Investment Decisions in Burkina Faso
More research papers
Suggested Books
- How can fair trade promote development? : Concept definition and comparative case study of Nicaragua, Burkina Faso ad Morocco
- Poverty and Social Impact Analysis of Reforms: Lessons and Examples from Implementiion (v. 3)
Africa Paper: Accra 2008 – the bumpy road to aid effectiveness in agriculture
Working in the field. Ghana. Photo: © Curt Carnemark / World Bank
[Photo credit: World Bank Photo Collection]
About the paper
Accra 2008 – the bumpy road to aid effectiveness in agriculture, Cabral,L. ,Overseas Development Institute [ES] (2008)
The 2005 Paris Declaration on Aid Effectiveness was reviewed at the Third High-Level Forum on Aid Effectiveness in Accra in September 2008. The Paris Declaration established operating principles for donors and recipient governments to improve the effectiveness of aid. In the agricultural sector development cooperation struggled to comply with the Paris principles. This short paper sets out areas requiring focused attention in the run-up to Accra 2008.
The following issues are raised:
- the bulk of the activity in agriculture takes place within the private sector
- the dominance of space and sheer diversity of agricultural production systems require context-tailored solutions
- ownership, alignment and harmonisation considered from an agricultural perspective.
The author highlights how the Accra Forum will provide an opportunity to rethink the adequacy of the current aid effectiveness framework. In relation to agriculture, this paper suggests that there are gaps to fill, biases to correct and outstanding challenges to discuss in Accra. These include:
- moving beyond the present focus on governments and public expenditure
- redefining and strengthening coordination
- addressing the challenge of donor division of labour and synchronised complementarity of interventions.
How to get a copy
Download a pdf copy of Accra 2008 – the bumpy road to aid effectiveness in agriculture
Suggested books
Other Africa development books
Nigeria : Motivation and Perceptions of Teachers
Teacher’s voices
This paper, Teachers’ voice: a policy research report on teachers’ motivation and perceptions of their profession in Nigeria, produced by Voluntary Service Overseas (2008) is interesting and important because it gives voice to teachers’ concerns. Teachers are often ignored in the discourse about education reform and this report shows their opinions and experiences should be listened to.
It is increasingly recognised that in some countries teachers’ efforts are sometimes unsustainable, due to factors influencing motivation. This report by VSO considers teachers in Nigeria and highlights how they are working in challenging conditions aggravated by poor remuneration, delays in the administration of salaries, allowances and promotions and disrespect from government, parents and the community at large.
The report details how teachers feel ignored in the decision-making process and powerless in their efforts to improve the learning experience of their students, despite their desire and eagerness. Policy makers are putting demands and expectations on teachers to carry out new initiatives without their involvement. This not only creates the feeling of ignorance from above, but also presents many obstacles in the implementation of new plans.
Recommendations include:
- employ enough teachers to comply with the government’s recommended pupil-teacher ratio of
35:1, ensuring an adequate number of teachers per school- stakeholders, including teachers, must be involved in education policymaking, implementation
and evaluation as a responsibility as well as a right- the delivery system of school materials needs to be improved and streamlined through the setting up of regional networks for storage and distribution
- the NUT should develop well-informed positions on debates about quality and relevance of
education as well as fighting for the betterment of teachersThe report concludes that research has demonstrates the need for change in the Nigerian education system, confirmed by the present demotivated, devalued and demoralised workforce. Focusing on core issues revealed in this study for reform, would make teachers feel more motivated and satisfied in their job and would deliver a better quality of education to future generations.
Download a pdf of Teachers’ voice: a policy research report on teachers’ motivation and perceptions of their profession in Nigeria
Suggested Books
Beekeeping and Poverty Alleviation in Africa
The following programme would be a good opportunity for candidates with a first degree who are already working with NGOs in the African countries listed. You need to read the advert carefully and if you meet their criteria apply directly to the University through the links in the information section below. (I can’t pass on details for you).
The information below comes from http://www.beesfordevelopment.org/ghent
Training programme at Ghent University, Belgium
The Laboratory of Zoophysiology of the Ghent University organizes the International Training Programme ‘Beekeeping for Poverty Alleviation’ with the support of the Belgium Government and VLIR-UOS.
In 2010 we have again the opportunity to invite 16 candidates to come to Belgium to follow a four-month intensive training course that addresses all aspects involved in developing beekeeping into a powerful factor of rural development.
Only residents and nationals of a selected group of countries are eligible for this VLIR-UOS scholarship. In the past years we had none or only a few candidates from certain countries listed below.
Africa
Algeria, Benin, Burkina Faso, Burundi, DR Congo, Guinea, Ivory Coast, Madagascar, Mali, Morocco, Mozambique, Niger, Senegal, South Africa, ZambiaWe aim at candidates that are holders of a bachelor’s degree with experience in beekeeping that wish to implement beekeeping for rural development purposes. They should have a good written and spoken command in English. Candidates meeting any of the following profiles are preferred:
- Researchers connected to local universities or research institutes, preferably with a clear link to extension;
- Staff members of extension centers, NGOs or other institutions actively involved in rural development and with some (applied) research facilities;
- People who have recently completed their studies and have a firm intention to commit themselves to rural development.
More Information
More information and the application procedure can be found at the Belgium VLIR-UOS website:Â www.scholarships.vliruos.be. Please look for the Training Programme ‘Beekeeping for Poverty Alleviation’ at the University of Ghent.
If you have any questions, please email: Â Inge.Roman@Ugent.be
Suggested Books (US)
(2010)Free Resource : web dossier on Football in Africa
To mark the first FIFA World Cup to be hosted by an African nation - South Africa – from 11 June to 11 July 2010, the Library, Documentation and Information Department of the African Studies Centre Leiden has compiled a web dossier on Football in Africa. The dossier contains titles published since 2004 on football and sport in Africa in general and South Africa in particular, as well as a selection of web resources. All titles are available in the ASC library. Each title links directly to the corresponding record in the library’s online catalogue, which provides further details and, in many cases, an abstract.
The dossier can be found on the Library website at:Â http://www.ascleiden.nl/Library/Webdossiers/Football.aspx
Suggested Books (US)
- South Africa and the Global Game: Football, Apartheid and Beyond (Sport in the Global Society Contemporary Perspectives)
- Africa’s Football Legends
Africa CFP : Research Institute for Swahili Studies in East Africa
This post is now out of date. Please see http://www.risseascientificconference.org/ for more information.
This is a call for papers for the inaugural Rissea International Scientific Conference on Swahili Research and Development in Eastern Africa, 25th – 27th November 2010
Swahili research and development
The Research Institute of Swahili Studies of Eastern Africa (RISSEA) will be hosting its Inaugural International Scientific Conference themed ‘Swahili Research and Development in Eastern Africa’. The conference aims to bring together leading researchers, students, teachers and all other Swahili researchers for a 3 day conference in November 2010
The Research Institute of Swahili Studies of Eastern Africa (RISSEA) was conceived in 2004 and became a fully fledged directorate within the National Museums of Kenya (NMK) in 2007. RISSEA is therefore a fully fledged directorate of the NMK charged with carrying out and coordinating basic and applied research on the Swahili Speaking people of the East Africa’s coast and its Diaspora.
The Institute appreciates that apart from inquiry into the Swahili peoples, the language, Kiswahili, has the potential to serve as a medium of economical, political, and social integration in the  wider East African region hence the motivation to enhance inquiry and research into its structure, function and applicability. Indeed, the language has a role to play in the realization of Kenya’s Vision 2030 and other planning and policy strategies. The language is widely used for a variety of purposes including awareness creation and intervention in strategies at the grassroots hence it’s highly appreciated unifying role. As a result therefore, RISSEA spearheaded research should be appreciated for its role in contribution to the development of the nation and region economically, culturally and ethically; and the enhancement of uncontested African identity.
Though spoken widely in the region, there is however, need to fully understand the cultural contexts and usage of Kiswahili lexicons , in order to ease communication. The Institute researches the role that Kiswahili has and continues to play in linguistic and socio-economic development.  Swahili cultural origins and evolution forms the crust of the Institute’s research inquiry into Swahili identity and the diversity within. Ethnic communities bordering the Swahili are to be investigated and the cultural bonds that exist between these affable communities will be harnessed and utilised to encourage inter and intra ethnic coexistence in the forging of nationhood.
The East African coast, being the cradle of the Swahili is endowed with natural resources such as the sea, forest, wild animals, fisheries etc from which the livelihoods of the people have been derived and sustained. The environmental concerns thus made the Swahili utilise their traditional knowledge to ensure the resources’ existence. An inquiry into such livelihoods, past and present further inform the research agenda at the Institute.
This Research agenda of the Institute, being briefly outlined above, is captured in the objectives as articulated below:-
RISSEA Research policy Objective:
The Institute has the following objectives in the pursuit of its research agenda:
1.     To carry out scientific research into various aspects of the history and development of Swahili peoples including:
a. Â Â Â Â History and development of the people and their culture
b. Â Â Â Â Language, linguistics & Literature (oral and written)
c. Â Â Â Â Traditional and modern performances
2. Â Â Â Â To study Swahili material culture including;
a. Â Â Â Â Architecture & construction technologies
b. Â Â Â Â Scientific and technological innovations
c. Â Â Â Â Dress and aesthetics
3.     To study Swahili indigenous knowledge and its impact on the environment including:
a. Â Â Â Â Oceanography
b. Â Â Â Â Astronomy and Astrology
c. Â Â Â Â Agriculture
d. Â Â Â Â Traditional medical and spiritual Practices
e. Â Â Â Â Culinary arts
f. Â Â Â Â Â Other related aspects
How to submit papers
The Institute invites abstracts that respond to any one of the listed subthemes being derived from the broad theme as outlined.
Main theme: Swahili Research and Development in Eastern Africa
Sub Themes:
i.      Kiswahili, National and Eastern Africa identity, integration and development
ii. Â Â Â Â Swahili research and Technology innovation
iii. Â Â Â Â Research into Swahili Dialects and Development
iv. Â Â Â Â Swahili Research and Media Communication
v. Â Â Â Â Swahili Literature and culture
vi. Â Â Â Â The Swahili and Environmental challenges
vii. Â Â Â Kiswahili in the Diaspora
viii. Â Â Â The Swahili and oceanography
ix. Â Â Â Â The Swahili and maritime trends
x. Â Â Â Â The Swahili and Lifestyle
xi. Â Â Â Â Research on Swahili religious and spiritual life
xii. Â Â Â Research and the teaching of Kiswahili
Conference Dates:
Arrival, Registration and Official Opening:Â 24th November 2010
Conference dates: 25th – 27th November 2010
Official Closing :Â 27th November 2010, Evening
Excursion:
Sunday, 28th November 2010
Important Timelines:
Deadline for submission of abstracts: 30th June 2010
Communication to successful paper authors: 15th July 2010
Submission of full papers: 30th October 2010
Location and Venue: Mombasa, Whitesands Beach Hotel
Conference languages: Kiswahili & English
Registration fee:
East African Region participants: Kshs. 7,500.00 (Including Ethiopia and Somalia)
National Museums of Kenya Participants: Kshs. 3,000.00
Local University Students: Kshs. 2,000
Rest of the World participants: US $ 300
Find out more
Director, RISSEA, P.O. Box 90508, MOMBASA
Email:Â rissea@africaonline.co.ke
kmmar02@gmail.com
info@amazingspace.co.ke
RISSEA website:Â www.rissea.org
Conference website:Â www.risseascientificconference.org
Africa CFP : Africa and Its Diasporas in the Market Place – Cultural Resources and the Global Economy
This is a Call for Panels and Papers  for the Fifteenth Triennial Symposium on African Art: Africa and Its Diasporas in the Market Place: Cultural Resources and the Global Economy, University of California, Los Angeles, March 23 to 26, 2011. There are some limited grants for African presenters, so make sure you apply early. The deadline for proposals is Nov 15 2010. All proposals should be sent as requested below to program chair Doran H. Ross at dross@arts.ucla.edu.
The core theme of the 2011 ACASA symposium examines the current status of Africa’s cultural resources and the influence—for good or ill—of market forces both inside and outside the continent. As nation states decline in influence and power, and corporations, private patrons and foundations increasingly determine the kinds of cultural production that will be supported, how is African art being reinterpreted and by whom? Are artists and scholars able to successfully articulate their own intellectual and cultural values in this climate? Is there anything we can do to address the situation?
Within this broad sweep the Triennial Program Committee has identified a number of potential panel, and roundtable topics that might provoke interest. They include: (1)Publications and market driven scholarship; (2)The museum industry, the branding of artists, and creating a canon; (3)Funding of research initiatives: opportunities and challenges; (4)Selling contemporary art in Africa: artists, galleries, patrons; (5)Forging traditions: the mass production and commodification of classic genres; (6)Auctioning Africa from the 19th c. to the present day: cultural property and the market place; (7)Hiring, promotion, and tenure in downsizing economies; (8) Public vs. private sectors in the valuation of African art; (9)Copyrights and fees for intellectual and cultural property; (10)Tourism and the packaging of African expressive culture.
Of course, this list is meant to be suggestive not exhaustive, and submissions on any topic beyond the core theme are also welcome.
Guidelines for Submissions
The program committee encourages the submission of panels with four twenty minute papers plus a discussant and roundtables with a maximum of eight ten-minute presentations. Proposals for panels and roundtables seeking participants will be posted on the ACASA listserv (not on the H-AfrArts listserv) as they are received. The ACASA listserv is restricted to ACASA members and is separate from the H-AfrArts listserv. Proposals for individual papers seeking a panel will be matched appropriately or will be grouped in general panels.
Regardless of panel, roundtable, or paper, all proposals must include the following: (1)Title; (2)A proposal abstract not to exceed two hundred words; (3)Media requirements (Powerpoint, video, etc); (4)Full contact information including mailing address, phone, and email of the presenter
Participants may present one paper only, but may serve as a discussant on another panel or serve as a presenter on a roundtable. All proposals should be sent to program chair Doran H. Ross at dross@arts.ucla.edu. The deadline for panel and roundtable proposals seeking participants is November 15, 2010, and the final deadline for fully composed panels and roundtables and individual papers is December 15, 2010. As a reminder, all presenters at the Triennial must be members of ACASA prior to acceptance of their proposal.
Travel Support and Stipends
A limited number of grants for up to $2,000 will be awarded to presenters who apply and are traveling from Africa and the Caribbean. Likewise, a limited number of $500 travel stipends will be awarded to graduate students. To apply, simply indicate with your paper proposal your interest in travel support and your point of departure for Los Angeles.
via H-AfrArts
H-Net Network for African Expressive Culture
E -Mail:Â H-AFRARTS@H-NET.MSU.EDU
http://www2.h-net.msu.edu/~artsweb/