Supporting education researchers in Africa: A new paradigm

• In Event: Roundtable Group 17

Group Submission Type: Refereed Roundtable Session

Proposal

Funding Africa-based education researchers has the potential to improve the research ecosystem in the continent. Traditionally, education research in Africa is funded by multilaterals, governments and foundations. Funding mechanisms vary from one funder to another. For instance, there are those who prefer to fund African institutions/researchers, or African governments through ministries of education or northern institutions working in Africa, or a combination of these approaches. Each of these mechanisms have advantages and disadvantages. However, we know that funding northern institutions and researchers to conduct research in Africa is common in many countries.

For instance, collaborations with institutions from the north and visiting scholars account for over 75% of all research in East Africa, and 70% in Southern Africa, outside South Africa [1]. The questions that arise here are can we get the same results, if not better, if such collaborative mechanisms are made more inclusive (e.g., to consider gender representation in fund distribution), well structured, financed directly (rather than via northern institutions) and led by African researchers? Can a paradigm shift in funding researchers in Africa ignite a gradual and deliberate move towards more African led research? Additionally, if geared towards strengthening education research ecosystem, could such a shift potentially increase context-relevant research that creates long-lasting change within Africa? More importantly, could utilizing the power of collaboration not only between north-south partners, but also south-south partnerships enhance more education research in Africa being done by Africans?

Arguably, the production of research outputs by Africa-based researchers is still low, though the potential abounds. For example, in the first decade of the 21st Century, we find an increase of 700% of annual peer-reviewed education research publications from sub-Saharan Africa [2]. This was made possible through effective utilization of local resources however limited, creation of enabling and inclusive environments and adoption of collaborative research approaches with institutions and researchers from the global north, as well as direct funding mainly from foundations. This is a clear indicator for the potential of higher productivity if more funding is directed to Africa led research. In fact, there has been an increase in number of educations publications in “higher impact” journals from 43% in 2010-2013 to 62% in 2019-2020 [3].

Although global funding for research is slowly increasing, it is still very low with 80% of countries investing less than 1% of their GDP on research [4], implying even much less proportion for education research. Most African countries spend between 0.25% and 0.5% of their Gross Domestic Product (GDP) on research and related activities compared to their target of 2% that was expected to be met about eight years ago [5]. This may partly explain why only 0.1% of the world’s patents are held by Africa-based researchers (ibid), and perhaps much less in education. This clearly calls for a paradigm shift in funding mechanisms.

Africa has many higher education institutions (HEIs) as well as research institutions that provide opportunities for policy and context relevant education research that could strengthen education systems and thereby transform the lives of the more than 300 million school/college children and youth. However, Africa-based researchers and institutions are not immune to the challenges experienced in the research environment elsewhere. Such challenges range from individual and institutional capacity to accountability. However, such challenges are surmountable and can be addressed through creating strong systems for education research in Africa, among other strategies.

While there is no single panacea for getting education research in Africa out of this mire, in this round table panel discussion, we argue that ‘a shift in education research funding mechanisms in a way that more collaborations are designed and led by southern researchers will increase research capacity, relevance, and outputs in Africa”. Such a shift in funding mechanisms will create independent education research leaders in Africa.

The other big question is ‘how can the shift happen?’ Building on existing funding mechanisms, and the realization that time for a shift in funding mechanisms is ripe, collaborative networks, and at the same time accommodating principles of equity and inclusion could strengthen African led education research generation and its utilization.

Despite the huge opportunities for African led education research, it is not lost to question the extent to which African researchers in the HEIs and African research institutions (ARI) are prepared to take up and/or lead such research opportunities. In view of this, initiatives that promote collaboration among researchers make huge impacts on education research development agenda in Africa and beyond.

To explore in detail these issues, we propose a round table group discussion of at least four panelists with strong background in either funding and/or conducting high quality education research in Africa. In the next section, we provide details of each of the discussion issues by the panelists and the audience. The round table will be organized as follows: Each panelist will have about 5 minutes to illuminate his/her evidence, practice, or theory-based perspectives on an aspect of education research funding in Africa. Thereafter, the moderator will engage the panelist, while allowing the audience to participate in the discussion through Q/A.

The first panelist will focus on how the agenda for education research funding in Africa is determined, and who determines it versus who should determine it. The second panelist will focus on how funding for education research and capacity can be strengthened to better serve education systems and the researchers in Africa. This will include aspects of what it takes to improve education research funding for an African institution and/or researcher. The third panelist will share practical experiences on working with education researchers from the south and illuminate the funding related power dynamics in education research production. This will also include how funding mechanisms promote or inhibit the opportunities for individual capacity strengthening and productivity. From the fourth panelist, the audience will be presented with experiences on how successful education research funding for African researchers look like, and what lessons funders can learn from this.

Sub Unit

• Africa SIG

Organizer

• Moses Ngware, African Population And Health Research Center

Chair

• Hetal Thukral, DDI Center for Education, United States Agency for International Development (USAID)

Individual Presentations

• 2. Role of funding in strengthening education research and capacity in Africa - Pauline Essah, Education Sub-Saharan Africa

• 3. Education researcher’s experience with research funding and collaboration in Africa - Moses Ngware, African Population And Health Research Center