1、THE Sub-Saharan Africa University Rankings 2023In partnership with2 THE Sub-Saharan Africa University Rankings 2023Our products and solutions enable everyone in higher education to make smarter,more informed decisions.Supporting global higher education leaders to achieve sustainable growth and strat

2、egic impactTHE Consultancy provides bespoke research and evaluation for universities and governments globally.Combining sector expertise and rigorous data analysis,we support the global higher education community to achieve sustainable growth and strategic impact.Contact us for further information t

3、oday Present yourself to the global higher education community,your wayBuild your global brand visibility with THE:Talk to us about your next Over 50 years of sector experience.A unique understanding of higher education challenges.Multi-channel platforms for global reach.30 million unique website vi

4、sitors every year.Visitors from 150+countries.1 million+page views per annum.500,000+newsletter subscribers3THE Sub-Saharan Africa University Rankings 2023Africas universities shine 5The regions excellence is highlighted in THEs inaugural rankingsChange-makers and 6 problem-solversA new generation i

5、s poised to shape Africas futureSuccess after graduation 8Designing curricula to meet industry needsEducation for everyone 10Managing sub-Saharan Africas boom in enrolmentAmplifying diverse voices 12An inclusive higher education sector will foster changeSub-Saharan Africa 14 University Rankings resu

6、ltsThe position and scores of every university in the rankings Our methodology 16How we built the Sub-Saharan Africa University RankingsBeyond the numbers 18Analysis of countries performances reveals diverse strengths and some surprises681218THEs new framework for measuring the strengths of sub-Saha

7、ran African universities will support innovation and impact in the fast-changing region10Branded content editor:Ashton WenbornDesigner:Joe WilkesContributors:Phil BatyEmma DerazeJonathan HorsleyPatrick JackSub-editor:Lorraine EamesProofreader:Andrea JohnsonImages:iStockCover illustration:Ollie Hirst

8、There is more information on our rankings website,where you can learn about our full portfolio ofglobal university rankings,including our rankings of impact and teaching excellence4 THE DataPoints is a cloud-based platform that gives universities unprecedented insight to their performance across a w

9、ide range of indicators,and the ability to benchmark against thousands of other institutions around the world.With competition in the sector ever increasing,having your fi nger on the pulse of your institutions performance,and understanding where you stand in the global context,has never been more i

10、mportant.Helping you make better,data-informed decisionsSix key features of THE DataPointsContact us to discuss our data or to learn more:These great features will be available to existing DataPoints customers in time for this years WUR release.1 Institution finder This tool enables subscribers to s

11、earch and fi lter universities in THEs World University Rankings across a number of attributes to identify peers and potential collaborators 2 WUR explore Universities are often subjected to changing conditions that can impact things like funding,recruitment and research activities.Explore allows us

12、ers to simulate the impact of such changes on their rankings performance for the current year,providing a hypothetical view of what impact certain changes may have3 Year-on-year analysis Compare your results against previous years rankings,across ranks scores and the 13 performance metrics4 Detailed

13、 metric benchmarking Go into fi ne detail and compare your institutions performance against your selected peers across THEs 13 individual metrics,including access to scores,values and cross-metric comparisons 5 Subject level analysis Analyse your metric-level performance and compare to your peers ac

14、ross THEs 11 broad subject areas as well as on a more detailed 31 subject level 6Early access to results As part of a DataPoints subscription,your institution will have access to the rankings results one week before they are offi cially released.5THE Sub-Saharan Africa University Rankings 2023Africa

15、 will never reach its extraordinary potential without thriving universities.The first objective of the African Unions Agenda 2063 plan for transforming the continent into a global powerhouse is to“build a prosperous Africa based on inclusive growth and sustainable development”.That mission needs str

16、ong and successful universities to nurture human talent on a huge scale,to drive innovation in a new knowledge economy,and to enable the inventions and discoveries that will help us to overcome the global grand challenges,including food security and climate change,and secure a sustainable future for

17、 all.Today,Times Higher Education,the trusted provider of data and insights to global higher education since 1971,introduces a pioneering framework for supporting Africas universities.A world-first bespoke university ranking and performance analysis system developed specifically for Africa,in a proj

18、ect led by Africa,the Sub-Saharan Africa University Rankings powered by THE in partnership with the Mastercard Foundation highlight the strongest universities in the region across a unique,comprehensive range of performance indicators.These indicators cover three vital areas:teaching,research and so

19、cietal impact.The Sub-Saharan Africa University Rankings methodology was developed by THEs data team,drawing on decades of experience gained from the creation of the renowned World University Rankings and the THE Impact Rankings,which judge universities social and economic impact through the lens of

20、 the 17 United Nations Sustainable Development Goals.The development work was undertaken in consultation with university leaders across sub-Saharan Africa,in a project initiated by a consortium of African and international higher education organisations and companies,which include Botho,Maverick and

21、 Mycos.The project was led by Ashesi University in Ghana,in partnership with the Mastercard Foundation.THE independently managed all data collection and calculations.The rankings explore the impact of universities in sub-Saharan Africa in addressing some of the toughest challenges faced on the The i

22、naugural Sub-Saharan Africa University Rankings call attention to the regions success and provide a framework for development,writes Phil BatyShining a light on the mother continentcontinent,embracing key Agenda 2063 and United Nations priorities.Themes covered in the comprehensive methodology inclu

23、de infrastructure,teaching quality,research impact and inequality.The rankings assess current performance,helping African universities to showcase good practice,benchmark themselves against peers and identify areas where they can improve.A key component of the rankings is a unique survey enabling us

24、 to account for students experiences using information that comes directly from students themselves.The inaugural rankings feature 121 universities from 20 countries,representing almost half of all eligible countries in sub-Saharan Africa.Not all universities that might be expected to be ranked are

25、present in this inaugural edition and not every country is featured,as the process is voluntary and minimum thresholds were set for responses to the fledgling student survey.But we expect the rankings to grow rapidly in the coming years as they are embraced as an important resource.In recent years,T

26、HE has recorded the rise of African higher education and research on the world stage,as more and more African universities embrace the global THE Impact Rankings and demonstrate their profound social good,and as more reach the research publication thresholds to enter the THE World University Ranking

27、s,standing shoulder to shoulder with universities across the global north.But while these bespoke rankings provide important data links and pathways to success in the global rankings,they were initiated and driven forward by African institutions,and developed to support the core missions and policy

28、agenda of the vast sub-Saharan African university community.THE is delighted to deliver this exciting and vital new resource and to play its part in supporting a dynamic and diverse sub-Saharan African university community,which will be vital to securing a thriving future for Africa.THE is delighted

29、 to be supporting a dynamic and diverse sub-Saharan African university community6 The growth and marketisation of higher education in sub-Saharan Africa are shaping the leaders of tomorrow a generation of change-makers who can tackle societys problems head-on and be a force for good,according to Pat

30、rick Awuah,founder and president of Ashesi UniversityA new era of excellencechoices of public universities,”Awuah says.As new universities emerged,the regulatory environment for higher education responded.Accreditation systems were set up for the first time,and measuring quality became an institutio

31、nal and sector-wide priority.“In the 1980s,Ghana didnt have an accreditation board,”Awuah says.“There wasnt a need for it.There were three public universities and that was it.Now there needs to be an accreditation authority.They have started measuring quality and,as all of this is happening,people a

32、re starting to question a bit more about what they are getting out of higher education.”Made to measureStudent numbers have rocketed.In the mid 1990s,the largest institutions in Ghana might have had 10,000 students.Within a The past three decades have seen a dramatic expansion of enrolment in higher

33、 education across sub-Saharan Africa,with the percentage rising from 3 per cent in 1990 to just under 10 per cent in 2020.Of all the trends transforming the sector,many identify marketisation and the choice that it presents to students as the most significant.Patrick Awuah,founder and president of A

34、shesi University in Ghana,echoes this belief.He says the drive from policymakers to expand the provision of higher education across the region led to a paradigm shift in which the market for higher education has been turned on its head by“an explosion”in the private sector.“The big difference is tha

35、t 25 to 30 years ago,your average African citizen who was thinking about higher education had limited choices,and it was limited 7THE Sub-Saharan Africa University Rankings 2023The higher education sector across the region is recognising its power to effect changedecade,that number was 50,000 or mor

36、e.Students are asking not only what they can do for their university but also what it can do for them.This is all to the benefit of the sector.“It is an environment that is ready to have stronger quality measurement systems,”Awuah says.“The market needs more information so that people can make good

37、choices about what institutions will best meet the needs they have.That is the biggest shift that is happening in African higher education.”The demand for more metrics places greater significance on rankings,what they mean for institutional prestige and for the student.Universities will be incentivi

38、sed to enhance their social impact.It is precisely because rankings shape institutional behaviour that it is vital that their systems take care over what they measure,Awuah maintains.“If you measure the right things the things that will help improve universities,and improve outcomes for students and

39、 society my guess is that you will see universities taking actions that will cause an improvement,”he says.“If rankings were paying more attention to the content are you teaching ethics?How does your curriculum align with the Sustainable Development Goals?What are the outcomes for your students?you

40、would start to see universities measuring that for themselves,which enables better performance.That is the power of rankings.”Central missionThe higher education sector across the region is also recognising its power to effect change,addressing societal challenges in its research and teaching.Sub-Sa

41、haran Africa will be at the forefront of issues such as climate change,and it is incumbent upon institutions to produce the leaders of tomorrow who will occupy positions of influence in industry and policymaking.This is a central mission of many universities in the region.Awuah argues that it is the

42、 sectors responsibility to produce graduates who are not just academically qualified and have the skills to secure employment but are good citizens,who are looking to improve the society around them.“If we complain about policy in our country,those policymakers 15,20,30 years ago were sitting in our

43、 classrooms.If we complain about low levels of innovation,well,the people charged with making breakthroughs in our country were sitting in our classrooms.We need to educate people who are good citizens,who do well for themselves and for society,and when they measure the import of their career,its al

44、ong the lines of,I have done something that has moved my society forward and I find that rewarding.”Universities strategies need to take a broader look at how the solutions to the problems of poor governance,injustice,rule of law,corruption,the challenge of industrialising economies and boosting inn

45、ovation reside on campus with the student population.“The question is how we start with the end in mind.What it is that we are trying to achieve and what are all the steps that we need to be taking now to enable that?”Awuah says.“There are things that we could be doing to affect the policymaking sec

46、tor,the private sector,and the transfer of technology and knowledge into the private sector.Are we doing those things or not?How do we organise limited resources to optimise our ability to achieve the ends that we all want to see?”These are the big questions facing higher education in sub-Saharan Af

47、rica.There will be questions of access to education and the health of the pipeline through primary,secondary and tertiary education.As in the rest of the world,digital transformation continues apace,and Awuah believes this expansion of higher education and the demand and enthusiasm for its teaching

48、from the next generation of students is good reason to be excited about sub-Saharan Africas universities.8 The rise of digital technology means that machines do more of the heavy lifting and deep thinking for us.That places a premium on human skills.Universities must revolutionise their teaching to

49、give students the competencies to thrive in the modern workplace,according to Stanley Bhebhe,vice-chancellor and chief executive of Africa Nazarene UniversityIn search of the 21st-century curriculum9THE Sub-Saharan Africa University Rankings 2023Globalisation and digitalisation have transformed the

50、21st-century workplace.Graduates are now embarking on career paths that are certain to be disrupted by technological change,and this has significant repercussions for universities.Stanley Bhebhe,vice-chancellor and chief executive of Africa Nazarene University in Kenya,says there is no“business as u

51、sual”any more not in sub-Saharan Africa,not anywhere in the world.Higher education needs to revisit the curriculum and find an equilibrium between teaching academic knowledge and creating a model of personal development that allows students to accrue skills,over the course of their studies,that enha

52、nce employability.“It is how we can be much more intentional in making sure that in our education process there is a focus on the integration of skills and knowledge that as our students acquire knowledge,they are exposed to the skills that will enhance their professional disciplines and training,”B

53、hebhe says.“That is what we are trying to do.What we have done in the past is separate those two things,focusing more on the academic knowledge and leaving the skills to whenever they happen,either by accident or through efforts by employers in the workplace.”Beyond the ABCsCurriculum design must be

54、 more deliberate.While Bhebhe is speaking from a sub-Saharan African perspective,the issues facing the regions higher education are the same as those faced around the world.He speaks of the importance of looking past the ABCs when talking about literacy;to be literate in todays context is to be lite

55、rate in digital technologies and in ways of communicating across online platforms.This is a challenge for the region.“Once upon a time we used to look at reading and writing as the best foundation for an education but to that mix we need to be adding technological literacy,so that everyone who is pa

56、rt of the educational system is exposed to that,”Bhebhe says.“We still have a situation in our country,and across the continent,where you find a lot of students coming to us who have had little exposure to technology or digitalisation at an early age.They are coming to university,a whole new environ

57、ment,and we are telling them to up their game in terms of skills.You find this is a common problem.”There is a paradox when it comes to the discussion of skills and the rise of the digitalised workplace.People need to be familiar with technologies and to work with them,but the greater the role that

58、machines play in our lives,the more employers look for what were once considered“soft skills”.One of the issues of digitalisation is that we need to rethink how we view skills,Bhebhe says.Certain skills,such as creativity,problem-solving and leadership have accrued more value in the marketplace,and

59、curricula need to reflect this.“I would argue that in the Fourth Industrial Revolution,it is the soft skills that are going to be the critical skills,”Bhebhe says.“If you are able to bring these other things and ground them in this sense of developing a human being who is capable of managing their e

60、nvironment,then you have a person who is educated,who will be able to fill the skills gaps that we are talking about.”Alongside academic knowledge and the teaching of skills,Bhebhe views personal development as an important element in a good curriculum.We cannot underrate emotional intelligence,he s

61、ays.This will give graduates the ability to negotiate a career that involves collaboration with international partners in working relationships that can be complicated by technology.“If you take the multicultural nature of the world we live in today,one of the critical things embedded in this develo

62、pment is the issue of what we used to call emotional intelligence,”he explains.Graduates must be able to regulate their relationships with others and with the machines and the other intelligences that we live with,too.“You must be a person who can navigate that space.”Changing approachDigitalisation

63、 exacerbates skills gaps,adding volatility to the labour market,but it also presents universities with new possibilities for teaching and learning.Collaborating across borders and leveraging partnerships with institutions across the world can help universities enhance the student experience.Using ed

64、tech platforms,they can add modular elements to the curriculum that offer students choice and the opportunity to develop skills.It is time to move on from the analogue model,Bhebhe says,to break down the silos between different faculties to offer a broader education to students,akin to the model in

65、the US.The traditional degree programme does not offer the same pathways to employability any more,and the rise of professional courses offered by large tech companies poses existential questions for universities.“You can do a project management course in three months and be able technically to put

66、together a project and manage it,”Bhebhe says.“In a situation like that,how do we establish the right,the privilege whatever we want to call it to keep someone here for three years when they can pick up these skills in three months and move on?The skills gap is challenging us on the continent in gen

67、eral to start thinking about how we return to the deeper issues around the purpose of education.”Alternative modes of learning are here to stay and universities must adapt.Incorporating microcredentials from external industry partners could be a valuable way to embed professional skills-based learni

68、ng into the curriculum.Bhebhe is an advocate for rethinking how credits are assigned.Universities can make big progress by thinking small with bite-sized lessons in foundational skills augmenting and,ultimately,modernising the curriculum.10 THE Sub-Saharan Africa University Rankings 2023Creating a h

69、igher education system that is accessible to all involves a range of considerations.Some are technological,such as offering students digital tools so they can participate in learning when off-campus and ensuring they have 24/7 access to administration services.Others are more fundamental,such as cam

70、pus design.Are students with accessibility needs catered for?Are there support services available for those who require them,such as scholarship schemes for students from low-income backgrounds?But when we talk about accessibility in higher education,it can be a capacity issue.Sometimes the numbers

71、dont add up and despite the expansion of higher education across sub-Saharan Africa,prospective students still struggle to gain a place.In Nigeria,the success of the secondary education sector has created a demand for higher education that far exceeds supply.Peter Okebukola,chair of the Nigerian Uni

72、versities Ranking Advisory Committee,says there are students who have the relevant qualifications to participate in higher education but there are no places for them.“In most African countries,there are at least three candidates vying for one available space in the university system,”Okebukola says.

73、“Over the years,the growth rate of secondary education has outpaced available spaces in the universities.This has reduced the university participation rate,which is now less than 20 per cent.”Reaching outExpanding capacity will not be easy.There is a shortage of educators qualified to teach at unive

74、rsity level,and Nigerian universities are governed by the National Universities Commission,which maintains that they cannot risk the quality of education by simply increasing student numbers without increasing the number of faculty members to support them.The provision of open-and distance-learning

75、programmes can help by allowing universities to reach a larger cohort.“The National Open University of Nigeria currently enrols,annually,about 10 times the number admitted into a typical university,”Okebukola says.“Conventional universities With more students than places,higher education in sub-Saha

76、ran Africa has a problem.Online learning,scholarships and inclusion initiatives could turn the tide,according to Peter Okebukola,chair of the Nigerian Universities Ranking Advisory CommitteeInnovation is key to widening accessare encouraged to establish distance-learning centres to bolster enrolment

77、.”For conventional on-campus universities,online teaching models require extra investment.Some might choose to partner with edtech companies but,in Okebukolas experience,it is better to invest that money in a proprietary platform and to further invest in training educators to deliver teaching in onl

78、ine settings.Online learning requires a robust digital infrastructure at the university and in wider society.To participate fully,students need a stable connection to the internet,a laptop and a place to study.Every country in the world has students who require support addressing digital inequality

79、and this remains a challenge in sub-Saharan Africa.Okebukola says many students across the region simply cannot afford full-time higher education.The private sector has expanded dramatically but low enrolment rates reflect the issues surrounding affordability,with scholarships and loan schemes only“

80、marginally significant”for enhancing access.“For students from low-income backgrounds,scholarships are available for those who are adjudged to be brilliant by having a high cumulative grade-point average,”Okebukola says.“Special scholarships are granted by interest groups,such as state and local gov

81、ernments,the private sector,religious groups,private individuals and foundations.In many East African countries,such as Kenya and Uganda,and in West Africa,as exemplified by Ghana,there are student loan schemes.The impact of these interventions is marginally significant in relation to the proportion

82、 of low-income students.”Open to allAbiodun Adebayo is vice-chancellor at Covenant University,a private institution in Nigerias Ogun State.He acknowledges that students pay a premium for an education at Covenant but there are several programmes in place to support students from low-income background

83、s.“If you want to compare our university with a public university in terms of a fee structure,the gap is wide because the public universities tuition is free,”he says.“Private On-campus support can be critical in establishing a sense of belonging,particularly for first-generation students11universit

84、ies have no support from government.We have created support programmes to accommodate not just first-generation students but students who are not able to pay their fees.We have quite a few programmes where they can apply for funding.”Some of Covenants initiatives are aimed at attracting postgraduate

85、 students from within Nigeria and neighbouring countries in West and Central Africa,such as its scholarship programme for the Covenant Applied Informatics and Communication Africa Centre of Excellence,which caters to masters and PhD students in bioinformatics,computer science,biochemistry,and inform

86、ation and communication engineering.Covenant also runs a scholarship for prospective international masters students coming from outside Nigeria.But access is not simply a question of finance.On-campus support can be critical in establishing a sense of belonging for students,particularly for first-ge

87、neration students.Adebayo says mentorship programmes,advisory services,financial aid,counselling,tutorial services,pastoral care and language support are key to supporting students from all demographics.“All these provide a supportive environment to help these students overcome social and cultural c

88、hallenges that make it difficult to feel a sense of belonging on campus,”he says.Universities can also diversify their teaching and learning contexts.Not every student can commit to a full-time university education.By breaking up courses into part-time modules,universities can help to widen particip

89、ation,particularly among low-income students and those in employment who are looking to top up their skills.Regulators have a responsibility to ensure that universities are accessible,particularly to people with disabilities.In 2017,the Joint Admissions and Matriculation Board established a body to

90、support equal opportunities for students from marginalised groups.Other bodies are pushing universities to support access for students with disabilities,too.“Support is largely weak in many African universities,”Okebukola says.“Increasingly,however,policies are being enacted to make classrooms and o

91、ther learning spaces more compliant for disabled students.”Meanwhile,he adds,Nigerias National Universities Commission is encouraging all universities to make their academic,administrative and hostel spaces more accessible for students with disabilities.12 13THE Sub-Saharan Africa University Ranking

92、s 2023A campus environment that welcomes all can enhance the student journey and create a sense of community that is sustained through alumni networks,supporting the next generation of students,according to Thandi Mgwebi,deputy vice-chancellor for research,innovation and internationalisation at Nels

93、on Mandela UniversityStrength through diversityCreating a university that offers an inclusive experience for all on campus is a matter of strong leadership,running initiatives that celebrate diversity and creating a culture of belonging that endures throughout the institutions alumni community.Thand

94、i Mgwebi,deputy vice-chancellor for research,innovation and internationalisation at Nelson Mandela University,is an advocate for diversity and inclusion in higher education,making the case that it enhances teaching and learning,and develops students with the skills to prosper in their careers.She id

95、entifies diversity in leadership positions as the biggest driver of change,with scholarships and pastoral initiatives essential to supporting students from marginalised backgrounds.But Mgwebi suggests that any conversation about inclusivity in education could be taken back to the start of the studen

96、t journey and the recruitment process.This is where the seeds for a diverse cohort are planted.“Ideally it should start from recruitment,”she says.“By the time they are at the admissions stage,people will have an idea of what the university is,what it stands for and what opportunities there are.”Sou

97、th Africa is a big country.It is important that institutions such as Nelson Mandela University participate in community outreach to attract students from rural communities and those who might not have envisaged themselves as a university student.“We appreciate that not all students can afford to get

98、 from rural areas to see the university and visit during open days,so the university must make itself accessible to those students,”she says.“One way of doing that is to have days where the university goes to those rural communities so that it is visible.The university can have pop-up recruitment st

99、alls where we talk about the university,what it stands for and how people can access it.”New perspectivesWhat Nelson Mandela University stands for is creating socially conscious citizens and supporting them to develop their academic talent no matter their background.Each year,it welcomes students fr

100、om more than 60 countries,the majority in sub-Saharan Africa but many from further afield,including Europe,Asia,the UK and the US.Some are Higher education creates a space for students from all backgrounds to learn,work and engage with new concepts togetheron short-term study programmes.All are welc

101、ome.All bring their own perspectives to the classroom.“Africa,the whole continent,is young and rich in terms of culture,many languages,different statuses,different histories,”Mgwebi says.“Most of these countries have come out of colonialism.We have experienced apartheid in South Africa;there are cou

102、ntries that have had none of that.We are all at different stages of societal progression.The youth have different perspectives of what Africa feels like today.We have an opportunity to create an environment in a classroom where we incorporate all these different perspectives and experiences,which wi

103、ll enrich the learning environment,developing the critical-thinking skills of the students.”Higher education creates a space for students from all backgrounds to learn,work and engage with new concepts together,helping them to develop as individuals.On-campus initiatives are an important aspect of t

104、his development.Including celebratory events,such as International Womens Day,on the campus calendar can make students feel welcome,and robust anti-discrimination and anti-bullying policies are critical.Targeted admissions policies and scholarships are necessary to attract and support students from

105、underrepresented demographics and those who might otherwise struggle to afford a university education.“Not just at Nelson Mandela University but across the other universities in South Africa,we have admissions policies that will give a slight advantage to students from underrepresented backgrounds,”

106、Mgwebi says.“We have a category of schools in South Africa that is divided into quintiles.Quintiles one,two and three are no-fee schools,and students from quintile three schools would be given preference.Of course,they have to meet the academic merit point but there would be an advantage because of

107、the socioeconomic background that they are coming from.That contributes to ensuring access to higher education.”Maximising potentialPostgraduate students similarly need support.Nelson Mandela University has recently unveiled a scholarship and financial aid programme that supports a percentage of wom

108、en students.Mgwebi says the success of diversity and inclusion policies in sub-Saharan African higher education can be witnessed on campus.The number of black students and women enrolled in PhD programmes is increasing,resulting in a more diverse research base.“At universities,I see integration happ

109、ening,”she says.“We have universities that were historically so-called white universities experiencing a number of changes in the student body,where there is an increase in the number of black students coming from South Africa but also the continent.”If universities are to maximise their potential t

110、o increase social mobility,their alumni will be vital.Networks of graduates offer mentorship,advice and opportunities for students,as well as raising the profile of the university.And what better ambassador can an institution have than those who have passed through its system and have built successf

111、ul lives for themselves?Alumni networks also encourage students to give back to their communities.“The idea is to have a better society,a society that is inclusive and appreciates diversity,”Mgwebi says.“It doesnt end when you leave the university.The university must be cognisant that it must create

112、 opportunities for the people who have left as alumni,to create opportunities for alumni networks,support and mentoring,with the alumni themselves and also with students.”Social media has made setting up and maintaining alumni networks easier.Mgwebi says digital tools allow the university to use dat

113、a to drive focused engagement,with alumni occupying an ambassadorial role that helps promote universities initiatives and attract funding.Furthermore,by seeking alumni input on matters of strategy,universities can use graduates informed insights to steer their missions.14 THE Sub-Saharan Africa Univ

114、ersity Rankings 2023RankUniversityCountryNumber of students(full-time equivalent)Resources&financeAccess&fairnessTeaching skillsStudent engagementAfrica impactOverall score1University of the WitwatersrandSouth Africa27,76586.171.877.987.686.381.92University of JohannesburgSouth Africa31,72481.180.46

115、8.489.278.979.63Muhimbili University of Health and Allied SciencesTanzania4,15789.856.671.88691.879.24University of PretoriaSouth Africa41,58385.365.973.688.68078.75Makerere UniversityUganda33,7888448.35876.593.772.16University of the Western CapeSouth Africa19,08383.679.156.484.751.771.17Covenant U

116、niversityNigeria8,36276.342.6-44.771.676.682708UGHE University of Global Health EquityRwanda8967.854.968.457.1-59.392.268.39Ashesi UniversityGhana1,09587.160.678.563.849.467.910Ardhi UniversityTanzania4,91966.951.381.670.964.767.111University of VendaSouth Africa11,84866.972.650.9-53.77963.866.712Un

117、iversity of South AfricaSouth Africa233,89755.282.438.1-47.880.964.666.213Durban University of TechnologySouth Africa25,34174.762.76473.855.166.114University of ZambiaZambia13,19283.639.7-42.450.9-53.766.588.66615Academic City University CollegeGhana22063.852.371.877.554.964.116University of EmbuKen

118、ya8,24159.652.270.273.564.66417University of GhanaGhana59,74148.4-53.147.948.0-50.884.485.163.918University of ZimbabweZimbabwe21,13769.46148.0-50.852.2-56.577.162.919University of MauritiusMauritius8,72761.462.738.1-47.885.458.362.320Botswana International University of Science and Technology(BIUST

119、)Botswana2,00664.63.0-30.973.767.478.961.6=21University of BotswanaBotswana15,37762.842.6-44.70.0-36.972.489.361.2=21University of Dar es SalaamTanzania39,52276.242.6-44.761.2784761.223University of Sierra LeoneSierra Leone22,95268.460.663.857.1-59.351.860.624National University of Science and Techn

120、ology(NUST)Zimbabwe10,25861.842.6-44.771.552.2-56.570.360.525Rongo UniversityKenya7,37648.4-53.131.6-39.384.272.254.760.126Federal University of Agriculture,AbeokutaNigeria17,03866.742.6-44.77957.1-59.351.96027Universidade Eduardo MondlaneMozambique44,59061.842.6-44.738.1-47.88174.559.928Accra Techn

121、ical UniversityGhana14,82548.4-53.148.176.871.144.658.629Malawi University of Science and Technology(MUST)Malawi2,35654.964.459.363.850.158.530Benson Idahosa UniversityNigeria5,04167.539.7-42.484.970.20.0-30.357.8=31Akenten Appiah-Menka University of Skills Training and Entrepreneurial DevelopmentGh

122、ana26,30057.542.6-44.783.780.60.0-30.357.6=31Nnamdi Azikiwe UniversityNigeria29,25348.4-53.154.972.652.2-56.554.257.633Jimma UniversityEthiopia39,24062.847.963.262.949.557.334Metropolitan International UniversityUganda5,10961.950.87482.10.0-30.355.735Redeemers UniversityNigeria3,37553.531.6-39.350.9

123、-53.782.74554.636University of IbadanNigeria41,61636.0-43.331.6-39.357.877.463.354.537Cross River University of TechnologyNigeria18,88267.33.0-30.985.377.40.0-30.354.238Abrar UniversitySomalia49574.831.6-39.368.536.6-52.036.5-40.253=39Kibabii UniversityKenya7,50063.852.238.1-47.86430.8-36.452.7=39Ob

124、afemi Awolowo UniversityNigeria31,44055.63.0-30.950.9-53.77159.552.741Central University of Technology,Free StateSouth Africa16,84172.347.350.9-53.736.6-52.036.5-40.252.442Kabarak UniversityKenya8,59256.255.257.366.80.0-30.352.343Umaru Musa Yaradua UniversityNigeria11,98856.33.0-30.980.76430.8-36.45

125、1.644University for Development StudiesGhana20,3989.3-35.246.473.552.2-56.557.451.445Adeleke UniversityNigeria3,58957.739.7-42.457.864.530.8-36.450.946Ahmadu Bello UniversityNigeria55,21764.63.0-30.971.257.1-59.340.6-44.050.847University of BeninNigeria40,72336.0-43.362.338.1-47.862.136.5-40.250.548

126、Kabale UniversityUganda3,85156.531.6-39.355.561.644.850.315THE Sub-Saharan Africa University Rankings 2023RankUniversityCountryNumber of students(full-time equivalent)Resources&financeAccess&fairnessTeaching skillsStudent engagementAfrica impactOverall score49Landmark UniversityNigeria3,42943.6-47.3

127、31.6-39.359.136.6-52.059.149.550Babcock UniversityNigeria9,54343.6-47.357.438.1-47.86040.6-44.049.351-60Ajayi Crowther UniversityNigeria5,4849.3-35.242.6-44.748.0-50.870.540.6-44.046.0-48.751-60Bells University of TechnologyNigeria2,061583.0-30.957.257.1-59.340.6-44.046.0-48.751-60Chinhoyi Universit

128、y of TechnologyZimbabwe11,41336.0-43.33.0-30.938.1-47.87654.346.0-48.751-60Federal University of KashereNigeria10,12143.6-47.339.7-42.458.857.1-59.30.0-30.346.0-48.751-60Federal University LokojaNigeria8,98436.0-43.339.7-42.448.0-50.879.730.8-36.446.0-48.751-60Gombe State UniversityNigeria17,27443.6

129、-47.33.0-30.968.236.6-52.046.246.0-48.751-60ISBAT UniversityUganda1,54736.0-43.347.57952.2-56.50.0-30.346.0-48.751-60University of KabiangaKenya7,10036.0-43.353.560.236.6-52.040.6-44.046.0-48.751-60Lagos State UniversityNigeria24,46136.0-43.35248.0-50.836.6-52.047.946.0-48.751-60University of Port H

130、arcourtNigeria33,50136.0-43.365.938.1-47.857.1-59.340.6-44.046.0-48.761-70Baze UniversityNigeria3,97748.4-53.13.0-30.950.9-53.752.2-56.530.8-36.442.6-45.861-70Cavendish UniversityUganda3,8089.3-35.23.0-30.967.966.530.8-36.442.6-45.861-70City University of MogadishuSomalia99248.4-53.142.6-44.753.936.

131、6-52.00.0-30.342.6-45.861-70Delta State University,AbrakaNigeria24,18948.4-53.13.0-30.953.862.60.0-30.342.6-45.861-70Elizade UniversityNigeria1,45843.6-47.33.0-30.960.652.2-56.530.8-36.442.6-45.861-70Maasai Mara UniversityKenya14,9999.3-35.239.7-42.438.1-47.864.540.6-44.042.6-45.861-70Niger Delta Un

132、iversityNigeria22,7219.3-35.252.548.0-50.857.1-59.30.0-30.342.6-45.861-70SIMAD UniversitySomalia3,35856.246.638.1-47.864.10.0-30.342.6-45.861-70Sefako Makgatho Health Sciences UniversitySouth Africa5,47836.0-43.345.938.1-47.836.6-52.05042.6-45.861-70University of Technology,MauritiusMauritius2,69948

133、.4-53.131.6-39.357.357.1-59.30.0-30.342.6-45.871+Abia State UniversityNigeria21,5029.3-35.23.0-30.938.1-47.881.10.0-30.323.3-42.471+Adventist University of Central AfricaRwanda2,8559.3-35.239.7-42.450.9-53.752.2-56.530.8-36.423.3-42.471+Alex Ekwueme Federal University Ndufu-AlikeNigeria13,0319.3-35.

134、23.0-30.938.1-47.862.540.6-44.023.3-42.471+Bamidele Olumilua University of Education,Science and Technology,Ikere-IkitiNigeria5,42453.739.7-42.438.1-47.80.0-36.00.0-30.323.3-42.471+Bauchi State University,GadauNigeria19,8429.3-35.23.0-30.90.0-36.936.6-52.030.8-36.423.3-42.471+Bayero UniversityNigeri

135、a43,91236.0-43.33.0-30.950.9-53.70.0-36.036.5-40.223.3-42.471+Edo State University UzairueNigeria2,76643.6-47.331.6-39.338.1-47.836.6-52.030.8-36.423.3-42.471+Jamhuriya University of Science and Technology(JUST)Somalia4,5749.3-35.239.7-42.450.9-53.764.90.0-30.323.3-42.471+Ladoke Akintola University

136、of TechnologyNigeria25,9539.3-35.23.0-30.948.0-50.836.6-52.044.723.3-42.471+Lead City UniversityNigeria8,7299.3-35.231.6-39.362.436.6-52.030.8-36.423.3-42.471+National Open University of NigeriaNigeria128,8649.3-35.242.6-44.738.1-47.80.0-36.00.0-30.323.3-42.471+National University,SudanSudan5,64036.

137、0-43.339.7-42.448.0-50.836.6-52.030.8-36.423.3-42.471+Presbyterian University,GhanaGhana2,8459.3-35.23.0-30.955.274.40.0-30.323.3-42.471+Red Sea UniversitySomalia2,6469.3-35.23.0-30.90.0-36.957.1-59.30.0-30.323.3-42.471+Riara UniversityKenya1,2219.3-35.231.6-39.338.1-47.852.2-56.536.5-40.223.3-42.47

138、1+Samuel Adegboyega UniversityNigeria38836.0-43.33.0-30.960.836.6-52.030.8-36.423.3-42.471+Veritas University,AbujaNigeria3,86748.4-53.13.0-30.948.0-50.852.2-56.530.8-36.423.3-42.471+Yusuf Maitama Sule University,KanoNigeria12,8369.3-35.23.0-30.954.436.6-52.036.5-40.223.3-42.4Arba Minch UniversityEt

139、hiopia14,73836.0-43.331.6-39.30.0-36.90.0-36.036.5-40.2University of KwaZulu-NatalSouth Africa33,0385653.838.1-47.836.6-52.081.1Nigerian Police Academy,WudilNigeria3,0879.3-35.231.6-39.30.0-36.90.0-36.00.0-30.3Gwanda State UniversityZimbabwe42248.4-53.131.6-39.30.0-36.90.0-36.00.0-30.3Joseph Sarwuan

140、 Tarka UniversityNigeria17,8919.3-35.23.0-30.90.0-36.90.0-36.00.0-30.3Akwa Ibom State UniversityNigeria9,3429.3-35.231.6-39.338.1-47.80.0-36.036.5-40.2Kings UniversityNigeria25443.6-47.331.6-39.30.0-36.90.0-36.00.0-30.3Madda Walabu UniversityEthiopia23,6939.3-35.23.0-30.90.0-36.90.0-36.040.6-44.0Uni

141、versity of Nigeria NsukkaNigeria35,0139.3-35.23.0-30.90.0-36.90.0-36.036.5-40.216 THE Sub-Saharan Africa University Rankings 2023TheTimes Higher EducationSub-Saharan Africa University Rankings follow a hybrid methodology to account for the diverse strengths of higher education institutions in the re

142、gion,which covers elements of teaching,impact and research.The overall methodology explores five key pillarsPILLAR 1 RESOURCES AND FINANCE:20 PER CENTThis pillar measures:the resources that institutions have at their disposal to ensure high-quality education.Goal:a financially stable institution tha

143、t is able to provide a high-quality learning experience.The pillar includes metrics onfinance per student(3 per cent),which shows whether the institution has the money to effectively deliver teaching,and theratio of faculty per student(3 per cent),which gives a sense of whether it has enough teachin

144、g staff to provide interactive learning.To account for the financial stability of institutions,we look at the diversity of funding sources(3 per cent),which assesses how well distributed the funding system of the institution is and how resilient it might be to a sudden drought from any source.We als

145、o look at how students rate the quality of the facilities(3 per cent)and whether institutions offer(and require)continuous professional development(4 per cent)from their teaching staff,as well as whether or not they offer their students mental health counselling (4 per cent)for free.Our methodology0

146、%1%2%3%4%Continuous professional developmentMental health counsellingFinance per studentFaculty per studentFunding sourcesFacilitiesRankUniversityCountryNumber of students(full-time equivalent)Resources&financeAccess&fairnessTeaching skillsStudent engagementAfrica impactOverall scoreAfrican Developm

147、ent UniversityNiger41336.0-43.347.60.0-36.90.0-36.00.0-30.3Debre Tabor UniversityEthiopia10,84036.0-43.352.80.0-36.90.0-36.030.8-36.4Godfrey Okoye UniversityNigeria2,06443.6-47.331.6-39.30.0-36.90.0-36.030.8-36.4University of IlorinNigeria40,90143.6-47.331.6-39.30.0-36.90.0-36.071.1Addis Ababa Scien

148、ce and Technology University Ethiopia8,64336.0-43.33.0-30.90.0-36.90.0-36.030.8-36.4Zimbabwe Ezekiel Guti UniversityZimbabwe2,18436.0-43.331.6-39.30.0-36.90.0-36.036.5-40.2Usmanu Danfodiyo University,SokotoNigeria22,58536.0-43.350.50.0-36.90.0-36.00.0-30.3University of Cape TownSouth Africa21,96174.

149、865.70.0-36.936.6-52.086.2Inter-State School of Veterinary Sciences and MedicineSenegal4689.3-35.23.0-30.90.0-36.936.6-52.069.2University of GondarEthiopia36,40543.6-47.358.90.0-36.90.0-36.049Ethiopian Civil Service UniversityEthiopia6,47736.0-43.33.0-30.90.0-36.90.0-36.040.6-44.0Uganda Pentecostal

150、UniversityUganda7009.3-35.231.6-39.30.0-36.90.0-36.00.0-30.3Tshwane University of TechnologySouth Africa42,64155.652.40.0-36.936.6-52.062.3Mewar International UniversityNigeria71461.959.850.9-53.70.0-36.00.0-30.3Adekunle Ajasin UniversityNigeria15,9419.3-35.231.6-39.30.0-36.90.0-36.030.8-36.4Open Ch

151、ristian UniversitySouth Africa4009.3-35.23.0-30.90.0-36.90.0-36.00.0-30.3Michael Okpara University of Agriculture,UmudikeNigeria18,1239.3-35.23.0-30.90.0-36.90.0-36.030.8-36.4BlueCrest University CollegeGhana5029.3-35.251.10.0-36.90.0-36.00.0-30.3Kwame Nkrumah University of Science and TechnologyGha

152、na85,34959.852.838.1-47.836.6-52.087.1Universidade Rainha Njinga a Mbande(URNM)Angola2,8239.3-35.254.60.0-36.90.0-36.00.0-30.3Nile University of NigeriaNigeria4,74836.0-43.33.0-30.948.0-50.80.0-36.030.8-36.4Fountain UniversityNigeria1,2009.3-35.245.70.0-36.90.0-36.00.0-30.3Plateau State University,B

153、okkosNigeria6,2099.3-35.255.10.0-36.90.0-36.00.0-30.3University of LimpopoSouth Africa17,71453.756.70.0-36.90.0-36.044.188 of the 121 participating universities collected a sufficient number of student survey responses,and have an overall score and rank.The 33 institutions that provided data but did

154、 not have enough survey responses have pillar scores but are not ranked.For those,the rank and overall scores are indicated by a dash.17THE Sub-Saharan Africa University Rankings 2023PILLAR 2 ACCESS AND FAIRNESS:20 PER CENTThis pillar measures:the accessibility of institutions to students of all bac

155、kgrounds and how the universities go about ensuring that all can succeed.Goal:an open and inclusive system that helps every student to achieve their potential.The metrics that comprise this pillar measure the percentage of first-generation students(3 per cent)as well as low-income students(4 per cen

156、t)who receive poverty-linked financial aid.We measure the proportion of female graduates (4 per cent).Two evidence-based metrics also look at disability access(3 per cent)and disability support(3 per cent).These five metrics are based on measurements present in our Impact Rankings,relating to the Un

157、ited Nations Sustainable Development Goals(SDGs).These are SDG 1,no poverty;SDG 5,gender equality;and SDG 10,reducing inequality.An additional metric for this ranking is affordability (3 per cent),which looks at the median tuition and fees paid by students.PILLAR 3 TEACHING SKILLS:20 PER CENTThis pi

158、llar measures:the skills building that institutions provide,and their ability to equip students with the required tools to enter and be successful in the world of work.Goal:to produce students who are ready for work after their degree and can find employment.We measure the percentage of undergraduat

159、e students who experience practical learning courses(4 per cent)and experiential learning(4 per cent)either community service or work placement.We also ask students to evaluate employability(4 per cent)by asking whether they feel that the teaching they receive will help them to secure a job after th

160、ey graduate,and to evaluate teaching quality(4 per cent),which covers both the teaching itself and the curriculum.Finally,we ask institutions what career guidance(4 per cent)they provide.PILLAR 4 STUDENT ENGAGEMENT:20 PER CENTThis pillar measures:what institutions provide for students other than ski

161、lls and work readiness.Although employability is a key goal of higher education,providing intellectual growth and community engagement is also crucial to empowering the continents younger generations.Goal:to create students who are engaged citizens and have gained more than just work skills from the

162、ir education.The first two metrics are based on the student survey.Responses to six questions are used in the following manner:The teaching engagement(5 per cent)metric uses scores from four questions,asking how teaching at the university supports critical thinking,supports making connections betwee

163、n what students learn,supports applying students learning to the real world,and offers classes that challenge students.Theinteractionwith faculty and peers(5 per cent)metric uses scores from two questions,asking what opportunities students had to interact with staff and faculty,and whether they were

164、 given the opportunity to collaborate with their peers.To measure civic engagement,we ask universities if they recognise an independent students union(5 per cent)and if it has input into the universitys governance.We also ask whether they have elected representation(5 per cent)among various groups,i

165、ncluding students.These two metrics are adapted from our Impact Rankings(SDG 16,peace,justice and strong institutions).PILLAR 5 AFRICA IMPACT:20 PER CENTThis pillar measures:how higher education can be a force for good in the region and can help to build a rich,collaborative network.Goal:to develop

166、a strong,collaborative and participative group of higher education institutions in sub-Saharan Africa.We look at the research produced by institutions and ask if it is used by other researchers in Africa(African citation,7 per cent)and if it is the result of African collaboration(African co-authorsh

167、ip,7 per cent).These two measures are normalised by the total research output.We also ask universities whether they provide outreach,general education,upskilling and capacity building to policymakers and lawmakers(policymakers and lawmakers outreach,6 per cent).This is another metric used in our Imp

168、act Rankings(SDG 16,peace,justice and strong institutions).0%1%2%3%4%0%1%2%3%4%0%1%2%3%4%5%0%1%2%3%4%5%6%7%8%Low-income studentsFemale graduatesFirst-generation studentsDisability accessDisability supportAffordability Practical learning coursesExperiential learningEmployabilityTeaching qualityCareer

169、 guidanceTeaching engagementInteraction with faculty and peersIndependent students unionElected representationAfrican citationAfrican co-authorshipPolicymakers and lawmakers outreach18 THE Sub-Saharan Africa University Rankings 2023South African institutions are among the strongest universities in t

170、he sub-Saharan Africa region but they face fierce competition from counterparts in neighbouring countries,Times Higher Educationsinaugural African ranking shows.The Sub-Saharan Africa University Rankings(SSA),which launched this year with the goal of addressing local higher education challenges,are

171、specifically designed for this area,home tomore than 1billion people.They reveal a strong performance by universities across the region and an unexpected outcome for public institutions,with government-funded universities scoring higher on average than private ones.To account for the diverse strengt

172、hs of the sector,the league table follows a hybrid methodology that covers five key pillars:resources and finances;access and fairness;teaching skills;student engagement;and Africa impact.Mahomed Moolla,head of the strategic partnerships office at top-rankedUniversity of the Witwatersrand(Wits),base

173、d in South Africa,says an assessment designed for the region helps to give due recognition to institutions that make valuable contributions in their local context but struggle to compete on a global scale.“It does not make sense to rank universities in sub-Saharan Africa with universities in the res

174、t of the world.Very fewmake it into the more popular world university rankings our challenges and goals are different,”he says.Wits claims top spot in the overall table of 88 universities across 20 countries;just behind it is its near neighbour theUniversity of Johannesburg.Two other universities fr

175、om the“rainbow nation”join them in the top10,as do two institutions from Tanzania and one each from Uganda,Nigeria,Rwanda and Ghana.The diversity of countries represented in the top 10 list surprised some scholars.Hazel Mugo,research and evaluation manager at the charity Education Sub-Saharan Africa

176、,says she would have expected universities from South Africa,one of the continents leading economies,tohave performed better,given their advantages.She believes the rankings results illustrate the countrys extremely unbalanced distribution of wealth.Unlike several otherTHErankings,which focus on res

177、earch outcomes,the SSA league table gives insight into varied developmental goals.While South African universities have among the highest tuition fees in the region and are“research powerhouses”,this does not mean that they necessarily excel in other areas The inaugural league table reveals strong p

178、erformance by institutions beyond wealthy South Africa,with public universities outperforming private ones in four pillarsSub-Saharan universities show their mettleas well,notes Jamil Salmi,a global tertiary education coordinator and emeritus professor of higher education policy at ChilesDiego Porta

179、les University.Salmi tellsTHEthat other sub-Saharan nations have introduced innovative teaching methods,which could explain their stronger results in the student engagement and teaching skills pillars.Of the 121 institutions that contributed data for this league table,Nigerian universities make up t

180、he largest proportion(42per cent),followed by those in South Africa(12per cent)and Ghana(7per cent).About two-thirds of participating universities are public institutions;a quarter are private,not-for-profit organisations;and about a tenth are private,for-profit organisations with similar Public ins

181、titutions dominate the list of top-ranked universities,claiming seven spots in the top 1019THE Sub-Saharan Africa University Rankings 2023proportions across Nigeria,which heavily influences the results,and the rest of the region.Perhaps surprisingly,public institutions dominate the list of top-ranke

182、d universities,claiming seven spots in the top 10 despite charging much lower fees than their private counterparts.The median charge for studying at private,not-for-profit universities in the region is 1,922,which rises to 3,291 at private,for-profit alternatives.But public universities charge a med

183、ian of 966 per year.Still,public universities receive a higher average overall score in the rankings(50per cent)than private institutions(43 per cent)and score higher,on average,across four of the five pillars:resources and finances;access and fairness;student engagement;and Africa impact.Providing

184、equal access to education can,in turn,promote greater equity and social mobilityThe picture,though,is far from black and white.Within these pillars,private establishments perform better on many metrics including on facilities,faculty-to-student ratio,and openness to first-generation students.Yet qua

185、lity private institutions remain a minority in sub-Saharan Africa because they have fewer resources,a result of their relying almost entirely on tuition fees for their income,says Salmi.This constraint can make it more difficult to develop strong research capabilities,he believes.This explanation al

186、igns withTHEs results,which show that public universities outscore their more expensive alternatives in both the resources and finance pillar(by 51per cent to 46per cent),and on Africa impact(by 45per cent to 31per cent).Public institutions also perform better in terms of access and fairness.Cyprian

187、 Misinde,director of quality assurance at UgandasMakerere University a public provider that comes fifth overall in the rankings says the two types of institutions have different merits,but public universities tend to be more inclusive in providing education to people of all social classes.“Many priv

188、ate institutions emerged to fill the gapsthey sometimes provide high-quality higher education.However,private institutions tend to be very expensive and exclusive,”he says.Tawana Kupe,vice-chancellor of South AfricasUniversity of Pretoria,in fourth place,notes that public institutions such as his ha

189、ve often benefited from state funds to address the need to widen access.As a result,they have been able to provide broader offerings,including programmes in science,engineering,medicine and technology.Providing equal access to education can,in turn,promote greater equity and social mobility,he adds.

190、Out of all the pillars,universities both public and private performed best on student engagement,with public establishments scoring a median of 59per cent and private universities getting 54per cent.One area where private institutions outperformed their public counterparts was in teaching skills,whe

191、re they scored 53per cent,versus public universities 49per cent.According to Mugo,that result likely reflects the fact that academics at private universities are paid more and offered more development opportunities than their peers in public institutions.She says scores on teaching skills might be a

192、ffected by the higher student-to-teacher ratios in public institutions,where student numbers are,on average,seven times larger than at private universities.In the future,the region will likely have a higher proportion of private universities because these institutions are currently“mushrooming”in most countries there,notes Moolla.“Unfortunately,most of these are for-profit institutions,with the result that they mostly cater to the middle and upper class of society,”he says.“This does not help to alleviate the problem of access to higher education in the region.”20