Research and PhD Capacities in Sub-Saharan Africa: Nigeria Report

Autor/inn/en	Akudolu, Lilian-Rita; Adeyemo, Kolawole Samuel
Institution	British Council
Titel	Research and PhD Capacities in Sub-Saharan Africa: Nigeria Report
Quelle	(2018), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Doctoral Programs; Access to Education; Research; Educational Policy; Educational Legislation; Alignment (Education); Research Needs; Financial Support; International Cooperation; Research Skills; Higher Education; Barriers; Government Role; Quality Assurance; Institutional Cooperation; Graduate Students; Supervision; Alumni; Satisfaction; Nigeria; Africa + Suchen Sie Ihr Suchwort? Ausland; Doktorandenprogramm; Education; Access; Bildung; Zugang; Bildungszugang; Forschung; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Forschungsbedarf; Finanzielle Förderung; Internationale Kooperation; Internationale Zusammenarbeit; Forschungsleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitätssicherung; Institute; Co-operation; Cooperation; Institut; Kooperation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Zufriedenheit; Afrika
Abstract	This report forms part of a broader study commissioned by the British Council and the German Academic Exchange Service (DAAD) that surveyed research and doctoral training capacity in Sub-Saharan Africa. The study includes six country reports, namely Ethiopia, Kenya, Ghana, Nigeria, Senegal and South Africa. This report addresses the outcomes of the study in relation to Nigeria. The country reports include expanded contextualisation of the national research training landscape, while a synthesis report is also available highlighting the key policy implications for PhD provision specifically. The aims of the study were to investigate: (1) the availability, quality and thematic priorities of PhD programmes and how they have changed over the last ten years; (2) the national-level research agenda; (3) the extent to which research training at the institutional level is aligned with the national agenda; (4) national-level systems (policies, legislation) that facilitate alignment between institutional-level research training and the national agenda; (5) how institutional priorities reflect the needs of universities and emerging research and development systems, including local industry and societal challenges; (6) funding sources to develop and sustain PhD provision; and (7) the role of international collaboration in building PhD capacity. [The German Academic Exchange Service (DAAD) in partnership with the British Council conceived this research project and co-funded it together, with support from the German Federal Ministry of Education and Research. The overall study was commissioned to the African Network for Internationalisation of Education (ANIE), and their network of researchers across Sub-Saharan Africa.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01