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Student Leadership Conference Report 2010This is the Student Leadership Conference Attendees Report from the retreat. This is the start of the I AM U-URI Unity in Difference group on campus.
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Distance Education and Community Learning Networks linked by a Library of CultureHumans are relational beings with their modeled behavior as practical examples of cultural routines that they hear, see, read, and assemble on their own from communal pieces of information to answer the needs of their everyday lives (Bandura, & Jeffrey, 1973). Yet few researchers have looked at the differing synthesis of culture and generally assume that others share similar ideas/values that lead to particular events and worldviews (Lillard, p.5 1998). Informational and cultural contact zones can be created to support CLNs, universities, and individuals in a variety of roles to encourage their interactions so they might design, and challenge the fundamentals of these programs and seek to better cooperation amongst the public itself (Tremmel, 2000). By increasing communication and collaboration of educational systems throughout the community will begin to raise the standard of living for all people (Bohn, & Schmidt, 2008). This will begin to draw people out from the digital divide and increase the access of technology and information available to all people with the community. Utilizing CLNs to support and further education will allow an interconnected web of assessments, standards, and cooperative efforts that has the potential of increasing democracy by empowering people from their communities.
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Differentiation and Articulation in Tertiary Education Systems : A Study of Twelve African CountriesThis 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.