On June 16–18, 2009, TrustAfrica convened the grantees of its Religious Pluralism initiative to present the initial findings of their work and reflect on opportunities to extend its reach. The workshop,  held at the Nairobi Safari Club in Nairobi, Kenya, brought together 25 participants, representing 12 grantee organizations, TrustAfrica, and other stakeholders interested in addressing the religious dimension of  pluralism and identity in Africa. The meeting was designed to follow up on an earlier convening, held in July 2007 in Dakar, Senegal, and a related series of grants totaling $806,996 (see Appendix). The  Nairobi convening gave many of these grantees an opportunity to share their project experiences and outcomes and to refine their networking strategies.

TrustAfrica and the National Council of Higher Education (NCTE) in Accra, Ghana hosted a two‐day national dialogue on  the state of higher education in Ghana entitled, "Repositioning Tertiary Education for National Development." Ghana's continued rise from lower‐middle income  country to middle income country is hinged on the ability of tertiary institutions to continue to propel the nation forward by building a well‐trained, innovative and skilled labor force.

The Ministry of Education and the National Council for Tertiary Education (NCTE), Ghana, in partnership with TrustAfrica, Senegal organised a national policy dialogue on tertiary education in Ghana at the  Mensvic Hotel in Accra from May 8 to 9, 2013 under the theme: Repositioning Tertiary Education for National Development.

The Ministry of Education and the National Council for Tertiary Education (NCTE), Ghana, in partnership with TrustAfrica, Senegal organised a national policy dialogue on tertiary education in Ghana at the Mensvic Hotel in Accra from May 8 to 9, 2013 under the theme: Repositioning Tertiary Education for National Development.

The fundamental theme addressed by this conference, the role of tertiary education institutions in the knowlegde economy, is echoed in most other countries today.

In a commentary on a World Bank Report entitled "Higher Education in Developing Countries-Peril and Promise", the authors observe, and I quote,

As knowledge becomes more important to the global economy, so does higher education. The quality of knowledge generated within higher education institutions, and its accessibility to the wider economy, is increasingly critical to national competitiveness. However, developing countries are falling behind. Their higher education systems are chronically under-funded, Faculty under qualified and poorly motivated, and students aften badly taught. Developping countries need to teach more students to a higher standard, and develop the research capacity that will help them connect to the knowledge society.

Without more and better higher education, developping countries will find it increasingly difficult to benefit from the global knowledge-based economy.

During the 1960s and 1970s, Technical and Vocational Skills Development, as it was popularly known at the time, was an important sub-sector in many countries. At that time, and because the sub-sector had the key objectives of providing employable skills aimed at easing school leaver unemployment, it was popular in many countries and, therefore, received due attention.

In the management and development of primary education in Uganda, there were a number of challenges that require strategic cchange and institutional reform.

The National Council for Higher education (NCHE) defines Higher education as the education offered to post level certificate or its equivalent. This is the context within which this paper is prepared though it is generally premissed on University education

Higher Education Institutions modeled on those of the colonising countries (eg. Britain and France) were established in countries such as Ghana, Sudan, Nigeria, Senegal, Madagascar, Congo and Uganda (Ajayi, et al., 1996).

Higher education - the education and training at colleges, universities, polytechnics, etc. - is critical to human development and there has been and continues to be several global conventions to underpin and shore up this knowledge. For instance, in 2000, the World Bank and UNESCO accelerated the efforts of te international community for the expansion of higher education for development, with a focus on the countries of sub-Saharan Africa.

There is global understanding that higher education is a key driver of growth and development, as it engenders the creation of knowledge and innovation which are vital in steering sustainable development, including reducing poverty, improving global health, and enhancing national and global prosperity and competitiveness.

The growing crises of citizenship, democratization and development including human security in Nigeria partly provides evidence of gross underperformance and the increasing irrelevance of the universities  in particular in meeting the expectations of the Nigerian society. At the same time, they point to a certain lacuna in the discharge of responsibilities on the part of the universities to the nation.

Sustainable financing of higher education institutions is largely predicated on the answer to the fundamental question - what are these institutions for? Overall, the global trend sees higher education moving from the periphery to the centre of governmental agendas in most countries.

Higher education is currently at a cross-road in Nigeria. There are legion of internal crises as well as serious external problems. Serious questions are being asked about their relevance and ability to contribute to the meaningful liberation of the people and the overall development of the Nigerian society.

Committee Of Vice Chancellors Of Nigerian Universities Holds A Consultative Policy Dialogue On The Future And Relevance Of Nigerian Universities And Other Tertiary Institutions: Towards Higher Education Transformation.

So much engagement has gone on over the years on the issue of developing the next generation of academics but with minimal corresponding discussion on the need for a serious dilation over the issue of the need to develop the next generation of acadmic leaders who will coordinate and manage the academic entreprise of the future in our nation.

Governance in university education has become an issue of concern globally as it applies to other public and private sector organizations mainly due to increasing pressure from the needs and expectations of key stakeholders. The paper raises theoretical and practical issues as well as areas of interdependencies and linkages that influence the mode of governance in modern universities based on stakeholder theory.

Worldwide, there is now a significant increase in demand for higher education. This is challenged by the limitations of public resources for financing the same; Woodhall (2004), Cheboi (2008), Ishengoma (2006), Johnstone (2004) in various researches works. Financing of students in higher learning institutions in Tanzania, has over time largely being dependent on Government resources, which have been extended through various forms.

Information and Communication Technologies (ICTs) are widely deployed in Tanzanian Universities mainly for the purpose of provision and accessing information and automation of administrative processes. In this paper we review briefly the challenges faced by Tanzanian Universities in integrating ICT and the role of ICT in University governance. We also explore ICT trends which are having or likely to have impact on University business processes including teaching, research, community engagement and administration. We conclude by noting that ICTs have the potential to considerably improve University governance when properly and adequately deployed taking advantage of mobile and cloud computing applications.