� � Business as unusual: the importance of entrepreneurship and innovation in research & higher education Donor ha harmonization f forum 8 N Nov 2 2018 Copenha hagen, D Denmark Kingiri An Ann P PhD hD Africa icaLics S ics Secr cretaria iat www.africalics.org www.acts-net.org
2 Out Outline line • SDGs, technological revolution and globalization economy agenda: challenges and opportunities for Africa • Turning the tide - business unusual • Some lessons from AfricaLics & IREK projects • Role of development partners in the transitioning process of research in I & E via higher education in Africa
SD SDGs a Gs and the gl the globalisa sati tion ec economy a y agen genda: ch challenges and opportunities for Africa SDGs a and t the he i industrial d development c cha hallenge i in Af Africa -There is fear that a large share of Africa’s population risks being left behind • African industrial sector only around 10% (deindustrialisation) which weakens the potential for long term sustained growth • Africa’s growth has been without human development (failure to use capital accumulation to grow manufacturing and improve human wellbeing) • The share of informal sector employment keeps growing and underemployment in key sectors like agriculture remains a major problem. • Youth population and unemployment is exploding – also for trained young people
Locating f futuristic Af African y youth h
Inf Inform ormal e al econom conomy: v : very re y rele levant ant f for A or Africa’s frica’s de developm lopment nt Employment i in t the he i informal e economy a as a a p percentage o of n non-agricultural e employment Regions 1975-79 1980-84 1985-89 1990-94 1995-99 2000-04 2005-10 Northern Africa 39.6 34.1 47.5 47.3 53.0 Sub-Saharan Africa 67.3 72.5 76.0 86.9 63.3 70.0 Western Africa 83.0 75.6 Central Africa 80.5 Eastern Africa 65.4 Southern Africa 62.7 Latin America 52.5 54.2 55.9 57.7 Southern and South 52.9 65.2 69.9 69.7 Eastern Asia Western Asia 43.2 Transition countries 20.7 22.6 Source: So e: Cha harmes ( (2012), u updated w with n h new c countries
The he wo world i is cha hanging – – N New techn hnological re revolut olution ion ( (4IR) – – ( conf confounde ounded by by m megatrends fo for t the he 2 21 st st ce cent ntur ury – – polit politics ics, , climat climate c cha hange, e energy, r resource scarci sca city ty, m mega-cit citie ies, o open inno innovat ation ion – – i internet/conne connect ctiv ivit ity et etc) - - capabilit capabilitie ies to to c combine new o or old old kn knowl wled edge ge i is ke key ( (e.g. R RE & & d digital p platforms) Square – Mobile payment solutions Imagine 3D Printer – Food Printing Drone Technologies 3D Systems – 3D Printing
Con Conti tinen enta tal r resp espon onse: A se: AUC se UC setti tting the P g the Pace thr ce throu ough STI gh STISA- 202 - 2024 4
AU AUC- Setting the Pace through STISA- 2024 • Focus sectors: Agriculture, health, infrastructure, mining, security, water, energy, environment • Priority areas-what is going to happen (aligned to SDGs) • Pillars-how it is going to happen • Upgrading/building research infrastructure; enhancing professional and technical competencies; innovation and entrepreneurship; Providing an enabling environment for STI development • Respective countries responding in different ways to globalization & continental policy initiatives (STI-policy initiatives, collaborative funding mechanisms, increased funding – but more needs to be done)
Afr Africa ica’s tr ’s transition sitionin ing t g to a o an in innovation tion led led, , kn knowled edge b ge based sed econ econom omy – cr y – criti tica cal i issu ssues es The unique African context has implications for research and innovation; and how higher education respond to this: • Disconnect between policies/strategies and implementation • Excessive focus on science, technology, innovation based learning • Too little focus on experiential learning (doing, using, interacting) that calls for incorporation of a wider group of stakeholders (SMEs, informal sector, youth, gender etc) key in NIS (RIS,LIS). • Limited focus on African context/special challenges ((opportunities) • In line with this, African universities and higher education system obliged to become more innovative and reconnect with society. • Increasingly, global universities ’ success will be measured based on how they deliver on UN targets (see UNESCO reports) • Different forms of knowledge and (innovation) capabilities that must work together in the transitioning process – must inform how African research and higher education respond to globalisation
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11 Pr Pressu essure fr e from sta om stakehold eholder ers a s and glob globaliza lization tion
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Tu Turning the tide….business unusual • Reviewed or new policy and institutional configurations (institutional reconfigurations that support meaningful partnerships & innovation capacity building) • Embedding innovation (& entrepreneurship) in major policy instruments particularly education and training policies • Integration of the third mission of universities into an institutional strategy that accommodates the increasing number of stakeholders and the resources/capabilities/ skills they bring along • Strategic (win-win) partnerships made of motivated stakeholders pursuing broader social & economic developmental goals. • University-industry partnerships built around innovation system thinking/clusters (triple helix) • Think about new funding mechanisms that promote research and innovation focused capabilities building (e.g. science granting councils initiative (SGCI) in building capacity of SGCs in 15 African countries (https://sgciafrica.org/en-za) • Strategic research and innovation capabilities development • Innovation & entrepreneurship to drive/underpin R&D focusing on local problems • Holistic capacity building- Individual and institutional capacity building; plus strengthened networks across local and oversees universities and countries • Cross/trans disciplinary research for inter-active and intra-active learning and competence building – e.g. local system of innovation and (global) value chains
15 Africa Afr icaLics: b ics: build ildin ing ca g capabilities in ilities in in innovation tion a and de developm lopment nt re resear arch and and act action ion • AfricaLics Conferences • PhD academies • Visiting fellowships • Research projects and formation of hubs • Teaching in Innovation and development (Master module) • Influencing curriculum development at universities • Influencing STI policies (African Innovation Summits; Science Forum in Africa; Transformation, Innovation and Policy Consortium) • Key approach: • Focus of capacity building at both individual and institutional • Networking at different scales and across disciplines and national borders (promote inter and intractive learning) For more visit www.africalics.org
16 Using re Using rese sear arch h ev evidence t to o inf influe luence nce policy policy ma maki king in in re rene newable able en ener ergy gy sect sector or in in K Ken enya Capabilities building is paramount in discussions about innovation a as tool for • economic and social growth towards sustainable and inclusive growth Need to change policies so they support development of local/domestic • capabilities (notably engineering, technical training centres etc. e.g. in solar and wind technologies) Interaction between knowledge institutions, policy makers and the private sector is • critical Consider how best to foster endogenous creativity and entrepreneurship to induce • structural change at the macro level For details about IREK visit ht http://i //irekproject.net
17 Role of development partners…. Ro …... Rethink mechanisms to: 1. • support/fund E & I in research & HE (what lessons can we draw from collaborative mechanisms that are STI spurred e.g. the SGCI?; • be challenge based – challenge & impact funds, venture capital funds etc– • Support development of metrics/indicators to guide in performance monitoring & evaluation (for social/business impact) Reflect and act on “windows of opportunities” that are potentially innovative – e.g. 2. digital technologies/ICT, renewables technologies and other service sectors while maintaining support for up-grading in labor-intensives sectors (agriculture, natural resources etc) Support institutional reconfigurations and capabilities building at higher 3. education institutions towards: • Producing and promoting productive and responsive research in I & E through higher education • Strategic and inclusive partnership arrangements (that harness knowledge and skills multiple helixes to bring in missing actors in triple helix) • Promotion of quality in education in I & E fields given the shift towards mass education (promote problem based learning, training modules, curricula etc). Ø others consideration are possible – for discussion during the two days
18 • Thank you for listening … .
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