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Higher Education Quality Assurance in Sub-Saharan Africa : Status, Challenges, Opportunities, and Promising PracticesThis report maps and assesses the status
 and practice of higher education quality assurance (QA) in
 Sub-Saharan Africa. It centers on quality assurance in
 degree-granting tertiary institutions, but also
 incorporates, where available, information on other types of
 tertiary education. A main finding is that structured
 national-level quality assurance processes in African higher
 education are a very recent phenomenon and that most
 countries face major capacity constraints. The research for
 this report was conducted between November 2005 and December
 2006 through document and web reviews, interviews and six
 detailed country case studies covering Cameroon, Ghana,
 Mauritius, Nigeria, South Africa and Tanzania. This study
 has two main purposes, one being to establish a baseline on
 the status of quality assurance in higher education in
 Africa. A second is to provide information to education
 policymakers, stakeholders (including employers) and
 development partners involved in tertiary education in
 Africa that may assist them with identification and
 prioritization of capacity enhancement needs for quality improvement.
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Human Capital for a Knowledge Society Higher Education in the Maldives : An Evolving SeascapeThe Republic of Maldives, a
 middle-income country of extraordinary natural beauty, is
 one of the most advanced nations in South Asia. The Maldives
 consists of an archipelago of nearly 1,200 islands and a
 population of approximately 400,000 inhabitants; 310,000
 Maldivians and 90,000 expatriate workers. More than 25
 percent of the populations live in Male, the capital, while
 the rest are distributed among just under 200 other
 inhabited islands. The Maldives had attained a gross
 national income (GNI) per capita of USD 5,790 in 2010. This
 was the highest among countries in the South Asia region.
 The country ranked 107th in the human development index
 (HDI) for 2010, which was the second highest HDI rank in
 South Asia after Sri Lanka. The Maldives also had the second
 best position among South Asian countries, after Pakistan,
 in the doing business indicators in 2010, at 85th in the
 world. The Government of Maldives (GOM) is seeking to
 accelerate human development and economic prosperity within
 the political framework of a modern liberal democracy. The
 government's reform program to achieve this goal,
 outlined in the policy statement 'the other Maldives
 [GOM (2009a)]' contains five pillars: good governance
 to strengthen democratic institutions and processes;
 expansion and development of human capital; climate change
 and adaptation; public sector reform to streamline the
 delivery of services and improve efficiency; and
 macroeconomic reform to promote private-sector led growth.
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Differenciation et articulation dans les systemes d'enseignement superieur en Afrique : une etude de douze pays AfricainsThis study strives to sketch an initial map of the extent and nature of institutional and program differentiation within African systems of tertiary education. In doing so, it also seeks to chart the patterns of articulation that have emerged or been consciously put in place between the different institutional types (such as public universities, private universities, polytechnics, training colleges). The analysis of tertiary education differentiation and articulation is based on field visits to a dozen selected African countries. Its purpose is to improve general understanding of this under-researched but strategically important technical aspect of African higher education at a time when it is becoming an important aspect of education policy. African countries display far more differentiation than articulation within their tertiary education systems. Their systems are quite diverse and can be classified as unitary, binary, trinary, semi-differentiated or fully differentiated, depending upon the number of different institutional types that comprise the tertiary system. In general, the polytechnic subsystems appear relatively undifferentiated in comparison to the university sub-systems.