The East African Higher Education Area: A Global or Regional Higher Education Space?

Autor/inn/en	Oanda, Ibrahim O.; Matiang'i, Fred
Titel	The East African Higher Education Area: A Global or Regional Higher Education Space?
Quelle	In: FIRE: Forum for International Research in Education, 4 (2018) 3, S.56-76 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Foreign Countries; Geographic Regions; Higher Education; International Cooperation; Treaties; Student Mobility; Politics of Education; Alignment (Education); Global Approach; Enrollment; Educational Trends; Governance; Africa; Burundi; Kenya; Rwanda; Tanzania; Uganda + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Kooperation; Internationale Zusammenarbeit; Abkommen; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Educational policy; Bildungspolitik; Globales Denken; Einschulung; Bildungsentwicklung; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Afrika; Kenia; Ruanda; Tansania
Abstract	This article discusses the feasibility of the East African Community Higher Education area (EACHEA) as a common higher education space for the East African Partner states. Attempts to establish the EACHEA have been in process since the passing of the Arusha Convention treaty on 5 December 1981. The treaty was subsequently revised in Cape Town, South Africa, in June, 2002 and amended in Dakar, Senegal, in June 2003. The Arusha convention was not an isolated development. UNESCO facilitated the signing of similar regional conventions for other regions of the world with the objective of facilitating greater mobility of students and professionals. From the perspective of UNESCO, facilitating mobility was important to provide educational and cultural continuity from the colonial to the post-colonial era, given that colonialism had provided the ideological anchorage on the character of first-generation higher education institutions. The emergence of the European higher education area (EHEA) through the Bologna process and the desire of the EHEA countries to recreate Bologna like-processes in other parts of the world through instruments such as tuning provided further political and intellectual justification to accelerate the process of realising the EACHEA. The European Union, through the African Union Commission (AUC) has supported the Arusha convention process and greater regionalization and harmonization of higher education systems in the continent. Publicly-funded bodies, such as the German Academic Exchange program (DAAD) have supported the development of quality assurance systems and qualification frameworks that have facilitated the establishment of the EACHEA. With such external support to the EACHEA comparative to local initiatives, and given historical and contemporary contexts, this article addresses itself to a crucial question: Whose higher education area is the EACHEA? And, what needs is it going to serve? Will the activities of the EAHEA area be more focused on global higher education needs while ignoring local needs and contexts? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01