Conference Explores Challenges in Higher Education in Developing Countries

In recent years, a number of influential reports and surveys have analysed the state of higher education in developing countries, with special reference to Muslim contexts. These surveys have shown a broad similarity amongst issues faced by higher education across these countries. With different intensities, the issues revolve around vision, mission, governance, funding, human resources, teaching and research.

To discuss and explore these issues, AKU's Institute for the Study of Muslim Civilisations (AKU-ISMC) organised a two day international conference titled 'Higher Education in Developing Countries: with a Focus on Muslim Contexts' in London last February.

L to R: AKU President Shamsh Kassim-Lakha; Haroon Ahmed, Master, Corpus Christi College; Rahma Bourqia, President, Université Hassan II Mohammedia; and Abdou Filali-Ansary, Director, AKU - ISMC.

The conference focused on two broad themes: vision, purpose and aims of higher education in developing countries; and reforms and innovations in higher education. The themes took account of theoretical as well as practical issues related to higher education in developing countries. Philosophical, pedagogical and organisational insights and experiences from around the Muslim world were explored through papers, keynote speeches and concurrent sessions. A frontier less intellectual engagement was sought to understand higher education in specific contexts. More than 180 delegates including senior academicians, postgraduate students, academic administrators, representatives of international agencies, policymakers and journalists attended the conference, representing a broad spectrum of countries such as Afghanistan, Bangladesh, Canada, Egypt, France, Germany, India, Indonesia, Iran, Oman, Pakistan, Syria, Tajikistan , Tanzania and the UK.

A total of 44 papers were presented in concurrent sessions chaired by, among others, Zaki Badawi, Principal, The Muslim College, UK; Ahmet Evin, Dean, Faculty of Arts and Sciences, Sabanci University, Istanbul; Amena Mohsin, Professor, University of Dhaka, Bangladesh; Richard Pring, Director, Independent Nuffield Review 14-19 England and Wales; Azim Nanji, Director, Institute of Ismaili Studies; and Ronald Barnett, Professor, Institute of Education, London. Papers in the concurrent sessions reflected the diversity of ongoing reform efforts and innovations across the Muslim world. Topics included the role of NGOs in reforming higher education in Central Asia; quality assurance initiatives in Arab countries; role of higher education in post-conflict situations; strengths and weaknesses of private investment; international partnerships in health care projects; management of tensions between quantitative expansion and quality education; the study of Muslim heritage in higher education; innovative approaches to curriculum design and teacher education; knowledge exportation and cross-cultural hegemonic relations; and experiments in student involvement in governance of higher education institutions.

Keynote speakers included Professor Haroon Ahmed, Master, Corpus Christi College, Cambridge University; Dr Rahma Bourqia, President, Université Hassan II Mohammedia; Professor Colin Bundy, Director and Principal, School of Oriental and African Studies, University of London; Shamsh Kassim-Lakha, President, AKU; and Professor Modjtaba Sadria, Professor of Cross-Cultural/East Asian Studies, Chuo University, Japan. The five keynote speeches explored critical academic, cultural, administrative and economic challenges faced by higher education in developing countries. Haroon Ahmed and Shamsh Kassim-Lakha drew upon the experiences of particular institutions of higher education to examine these challenges and propose ways forward. Good governance, faculty development, gender representation and infrastructure for research were explored in depth. Rahma Bourqia, Colin Bundy and Modjtaba Sadria analysed broad trends and recommended democratic governance, knowledge creation and freedom of expression as critical ingredients for an effective higher education in the 21st century. The role of contemporary Islamist discourse in various Muslim contexts was also discussed.

This variety of scholarship and research helped identify further areas where substantial work is taking place and those that require additional reflection and resources. It is proposed that the University continue its engagement with higher education in developing countries. AKU has an established commitment to the improvement of higher education institutions across developing countries. Its own work in various academic fields across several countries has been innovative and a role-model for other institutions. Periodically, it has brought together key scholars and policymakers from various academic disciplines to deliberate upon its work and upon the state of higher education in developing countries, and the recent conference can be seen as a continuation of this commitment.