African-German Cooperation in Higher Education Between Aid and Trade
The panel focuses the topic of the conference ‘African Connections’ on the level of higher education and by considering experiences of contemporary connections between various African and German higher education institutions (student exchange, twinning, branch campus, educational imports & exports, and others). While most of such arrangements euphemistically appeal to practice ‘cooperation’ this term often obfuscates the very different nature of connections implied. This is why, in the panel, ‘cooperation’ is only used as an umbrella term covering a variety of cross-border relations in sectors of higher education. These will be typified in the panel as (main variants): aid, exchange, cultural diplomacy, or trade, whereby ‘aid’ refers to typical dependence on donor-recipient relations, ‘exchange’ means reciprocal relations, ‘cultural diplomacy’ echoes the foreign policy and nation-branding which is implied, and ‘trade’ defines entrepreneurial relations across national borders, including fee-financed non-profit courses or institutions, but also profit-oriented commercial activities.
Time: Thursday, 28 June 2018, 2 - 4 pm
Venue: Hörsaalgebäude, HS 16
Christel Adick (University of Bochum)
Kirstin Grosse Frie (University of Halle-Wittenberg)
Ina Gankam Tambo (Protestant University of Central Africa, Yaoundé, Cameroon)
Annette Scheunpflug (University of Bamberg)
Bea Lundt (Free University of Berlin)
Kirstin Grosse Frie (University of Halle-Wittenberg)
Theoretical Concepts, Empirical Effects, and Challenges of a German-African Master Programme on Educational Quality
The University of Bamberg provides an international Master’s programme on educational quality, which focuses students in Sub-Sahara Africa. The University of Bamberg has developed and is operating the programme together with the Protestant University of Rwanda. The contribution will focus on the concept of the programme and will give some empirical evidence-based insights concerning the effects of the programme, including interviews with employers. The presentation will also pay attention to the learning outcome of the students and empirical insights on the conceptual changes concerning the understanding of science held by the African students. Challenges in this joint project will be outlined and critically discussed concerning the different university policies, financial cooperation, and the global educational market.
‘Entangled Colonial Memories’. Cooperation of Teacher-Students of History in Winneba (Ghana) and Berlin (Germany) in an Exchange Project About Traces of Colonialism
Since 2009 I cooperate with the University of Education Winneba (UEW, Ghana) in the fields of teaching and research. With 60.000 students it is one of the biggest universities specialized in teacher education in Africa South of the Sahara; colonialism is omnipresent in this country especially in form of the castles near the universities. In 2017, as a fellow of the Free University of Berlin (FU) and together with the Department of History Didactics, I organized the exchange programme ‘Entangled Colonial Memories’: Ten students of history from UEW and two lecturers visited Berlin for nearly two weeks and, together with ten students from the FU, they did research about traces of colonialism in Berlin and the representation of colonialism in the public. The tandem students and lecturers from the FU will visit Ghana in February/March 2018 to work together in a dialogue with the African students: they document colonial sites and interview people about the knowledge and consciousness about the colonial past. The product will be materials in the form of open access and a printed booklet, discussed from both perspectives, to be used in both universities and an international conference about teaching colonialism and global citizenship in 2019. There should be reflections about neo-colonialism in history teaching. The paper will reflect the experiences, difficulties, and perspectives of this programme. How realistic is the encounter of the two groups on eye level? How to deal with the different backgrounds about colonialism in the two countries? Can we understand and use in a fruitful manner the different ways of living with a colonial memory and the witnesses of this phase? Is there a specific chance to work with the generation of young teacher trainees? How to handle the necessity of teaching colonialism in the future in a reflected way?
Ina Gankam Tambo
Confucius or Goethe? Cameroon’s External Relations with Germany and China and Their Impact on Higher Education Aspirations of Young Cameroonians
This presentation explores the question, in how far Cameroon’s external relations with the Federal Republic of Germany (FRG) as compared to the Peoples’ Republic of China (PRC) have an impact on the higher education aspirations of young Cameroonians. Until the begin of the First World War, Cameroon has been a German colony; but considering the last decades both countries have a long history of foreign relations with Cameroon and register the highest numbers of participants of foreign language courses in Cameroon. The presentation is based on results of empirical data in form of expert and semi-structured interviews gathered in an ongoing field research on middle-class families and their participation in internationalized education spaces in Cameroon. Results deducted from this research are elaborated with regard to the effects of foreign relations, here classified as ‘soft power’. Soft power strategies can differ in their modes of implementation. In the field of cultural and educational foreign policy it is practised as knowledge and education transfer and it is assumed that these have an impact on the societies, in this case, on the higher education aspirations of young Cameroonians. This contribution presents different modes of soft power strategies implemented by the FRG and PRC in Cameroon. Higher education aspirations of young Cameroonians are presented and discussed in terms of their coherence with the soft power strategies implemented by both foreign states.
Kirstin Grosse Frie
Cooperation Between Africa and Germany in the Field of Health Education
Traditionally, health education was mainly clinically oriented in Germany and based in medical faculties of university institutions. Clinical research and education have also been the focus of German and African higher education cooperation. With the upcoming of more interdisciplinary non-clinical, e.g. social sciences-oriented health education in German medical faculties and other higher education institutes, new types of cooperation have been established between Germany and Africa. Higher education cooperation is now focusing on different aspects of public health which are in line with a major goal of the German government to improve access to health services, health-related information, and healthy living conditions in its partner countries of development cooperation. The paper will explore current types of cooperation between Africa and Germany in the field of health education under special consideration of courses, certificates, and degrees offered by higher education institutions. The discussion will also highlight possible differences between university cooperation as part of the German Academic Exchange Service on the one hand and non-university actors in post-secondary technical and vocational education on the other hand, who are addressed by programmes of the German Federal Ministry for Education and Research.