Developing and Promoting Multi-lateral South - South Higher Education Institute Research in Africa

The African Unions’ (AU) vision for African HEIs to become ‘a dynamic force in the international arena’ under the harmonisation of higher education programmes in Africa, fits in directly with the objectives of the Africa Academy for Environmental Health. The AU seeks to identify innovative forms of collaboration, to facilitate mobilisation of students, graduates and academic staff across Africa, and to ensure that this is an African driven process, among other areas. One of the key areas in the development of the African continent is the establishment of research based policy development. Historically, many policy makers have tended to rely on external experts and institutions to undertake much of this research, and African HEIs have sought partnerships with European and North American institutions rather than those within the continent. This has led to a significant decline in both the quality and quantity of research outputs from African Universities due to lack of belief, time, funding and resources. As such, instead of African led research, many academics undertake consultancies which are often driven by external donors. This also means that, in many cases, research does not address the African context of the work, or more pressing issues which need to be addressed and effectively utilised in policy development

Academic orientation and mentoring - tackling the gender disparities and higher education limitations in Africa

Most universities in the developed world have instigated orientation and mentoring programmes for probationary academic members of staff to allow them to reach their full potential as teachers and researchers. Orientation and mentoring programmes in most African Universities are lacking, not functional and/or not implemented which places new academics at a disadvantage and can be career threatening. Based on extensive consultation and questionnaire with environmental health (EH) academics indicated that up to 63% faced problems when beginning their careers in academia. The most common problem related to a lack of orientation and being appointed to a position for which they had no prior experience or support. Mentoring from more experienced academics in their department and faculty, particularly for female academics was absent or not properly applied in the majority of institutions. The disparities between men and women in their professional academic careers must also be taken into consideration in terms of mentoring and support to enable all academics to develop successful teaching and learning careers. With the lack of institutional experience held in some Universities, such mentoring schemes can be strengthened through the use of regional and pan African networks to allow academics to gain access to a wealth of experience and advice in their fields. The Africa Academy for Environmental Health (AAEH) recommends the following actions on the part of Higher Education Institutions (HEIs) and associated networks to address these challenges as piloted by the AAEH: (1) Development of standard orientation package for all new members of academic staff; (2) initiation of mentoring schemes for academic staff using traditional and innovative methods both institutionally and regionally similar to that achieved in environmental health

A Poem: Pop-Star

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Reproductive Hazards: A Labor-Feminist Alliance

[Excerpt] This term the U.S. Supreme Court will hear a case called UAW vs. Johnson Controls. The Court will decide on the legality of excluding women from certain jobs under the guise of protecting unborn children. The decision may have a dramatic impact on the future of women\u27s equal employment opportunity and on companies\u27 responsibility to provide clean and healthy workplaces for all workers

Recruitment and orientation of students studying environmental health in African Higher education institutions

For many students attending African Higher Education Institutions (HEIs), the course and subsequent career they follow may not be their first choice due to limited places and school/ placement results. This is also compounded with the transition from government school systems to higher education where expectations are different and self discipline and study are essential. A survey of environmental health students in seven HEIs in six African countries indicated that only 68% received orientation when starting their university careers. Two out of every five students indicated that environmental health (EH) was not their first choice of course and just over half of those reported that they did not know what environmental health was when they began the course. Induction and orientation of new students has been shown to assist academic integration and enhance student outcomes. However, many EH departments in HEIs do not currently have a standard orientation and induction process for new students, often relying on institutional systems to undertake this task which can overburden students with information and systems. Subsequently, students are unaware of academic expectations, are unfamiliar with facilities and departmental staff and cannot see where their studies are taking them in terms of a career. To overcome these obstacles the Africa Academy for Environmental Health (AAEH) has developed a guidance note for student recruitment and orientation which contains generic packages departments can adapt as necessary. These systems have been piloted and adapted as necessary. The AAEH therefore advocate the following recommendations: (1) that all EH departments in HEIs follow the guidance document to assist in the adaptation and socialisation of students into the higher education system, (2) that further research be undertaken in HEIs to identify suitable innovative and interactive methods to achieve student orientation in both school and HEI level

Levelling the playing field for female academics to access scholarships and research funds

Although the balance of male to female academics in environmental health in Africa has improved over the years, there is still inequity between the academic genders. Recent evidence suggests that female academics are often found on a lower grade and salary on the University hierarchical scale compared with their male and slightly younger counterparts. To achieve equity in research and knowledge management of female environmental health issues in Africa, it is imperative that gender balance is achieved within academic practice. Lifestyle and work patterns of male and female academics require to be taken cognisance of by donor agencies when determining the eligibility criteria to apply for scholarships to study for higher degrees. Female academics often have to withdraw from the academic field for childbirth, child rearing in the first few years. In addition to fulfilling their role as mothers they are also the care givers within the family they are still expected to undertake the usual domestic chores of a wife and care for elderly relatives, unlike their male counterparts in comparison. All of which places female academics at a disadvantage in status upon return to work. After extensive consultation with both male and female academics working in the field of environmental health in Africa, the Africa Academy for Environmental Health (AAEH) advocate three recommendations for funding bodies and higher education institutions to adopt in their policies: (1) Increase age restrictions in donor scholarship and funding applications for female academics to accommodate their maternal and domestic responsibilities; (2) Scholarship awarding bodies should actively promote funding of split site and home based postgraduate studies. This would provide an equal opportunity for female academics to attain quality qualifications irrespective of their maternal and domestic commitments and ensure research is gender balanced and specific to the African context; and (3) Universities should implement effective mentoring schemes in place to support the needs of junior academics and develop their research and teaching skills

Challenges Remain for Effective Growth of Nanotechnology Enabled Products

According to conclusions from the recent report by the President’s Council of Advisors on Science and Technology (PCAST) the $12B NNI investment in nanotechnology since 2001 has provided a “catalytic and substantial impact.” Yet, with this positive assessment, significant challenges remain in order to stimulate sustainable economic impact and growth through commercialization of nanotechnologies. These challenges include workforce training and education while further balancing key issues of societal impact and worker safety through regulatory oversight. Several issues have recently been cited by industry groups, government organizations, and the PCAST report regarding regulation, workforce training, and effective commercialization of nanoscience breakthroughs that suggest a critical balance must be struck during the second decade of the NNI in order to optimally reap the benefits of federal investments. Also: Understanding the Resistivity-Transparency Tradeoffs for Carbon Nanotube Electrodes on Flexible Substrates; NanoBusiness Alliance Interview with Ajay Malshe; and NIST Wins R&D100 Award for Through-focus Scanning Optical Microscopy

Towards effective diarrhoea disease control in Malawi : Assessment of current programmes and challenges

This report assesses the current programmes and challenges of diarrhoea disease control in Malawi and looks at increasing the effectiveness of these programme