Academic Challenges

𝟳𝟱% 𝗼𝗳 𝗔𝗳𝗿𝗶𝗰𝗮’𝘀 𝗿𝗲𝘀𝗲𝗮𝗿𝗰𝗵 𝗶𝘀 𝗹𝗲𝗱 𝗯𝘆 𝗳𝗼𝗿𝗲𝗶𝗴𝗻𝗲𝗿𝘀. 𝗟𝗲𝘁 𝘁𝗵𝗮𝘁 𝘀𝗶𝗻𝗸 𝗶𝗻. In Kenya, 76% of scientific publications are co-authored by foreigners. Most of our research is funded externally, driven by donor priorities, not local needs. We're the data points. But rarely the authors. Rarely the funders. Rarely the owners. This isn't just a knowledge gap; it's a power gap. Yes, Kenya spends 0.8% of its GDP on R&D , second in Africa. But over 80% of that is donor-funded. Even institutions like KEMRI depend on billions from abroad. This is parachute science. It’s neo-colonial. And it’s unsustainable. 𝗧𝗵𝗲 𝗪𝗮𝘆 𝗙𝗼𝗿𝘄𝗮𝗿𝗱? ✅ Fund local research from national budgets. ✅ Shift from token collaboration to true co-creation. ✅ Commercialize African knowledge. ✅ Make universities the engines of innovation, not donor-dependent projects. Africa must move from being studied… to being the scholar. We don’t lack genius. We lack ownership. Let’s fix that. Let’s take this conversation further, let me know your ideas on local research funding models. Let’s build a pan-African brain trust. Wavinya Makai is a historian, development scholar, Pan-Africanist, and international relations expert. She reads the world not just to understand it, but to change it. Founder of unchained conversations. #ResearchOwnership #AfricaRising #KenyaScience #DecolonizeData #FundingOurMinds

"Australian higher education has been chronically under-funded for decades," says Mark Scott, vice chancellor of the University of Sydney and chair of Australia's The Group of Eight leading research universities. This has been made clear in The Australian Universities Accord, the landmark policy review of Australia's higher education sector, published this week. The graph below shows how the Group of Eight have compared to the world's top 200 universities in Times Higher Education's World University Rankings, across 13 of the rankings' performance metrics, since 2018. It is starkly clear from THE's data that Australia's top global research universities are losing ground across six key metrics, including research income and research productivity, while income from industry has stagnated (in relative terms). The data also shows how the pandemic hurt Australia's top universities' ability to attract international students and international faculty against stiff global competition. The Group of Eight are challenging The Accord's suggested university funding model. "It is perplexing that the only revenue-raising measure proposed is a tax on universities themselves to co-fund a new future fund with the Australian government," says Professor Scott. Here's Professor Scott's piece in the The Australian Financial Review: https://lnkd.in/eEyJCaV4 You can read Read THE's news summary of The Accord, by multi-award-winning Australian journalist and THE's Asia Pacific Editor, John Ross, here: https://lnkd.in/eHgfVK3H The reports itself can be found on the Australian Government Department of Education website here: https://lnkd.in/eYAQiSwW The Group of Eight, led by Vicki Thomson, is made up of: University of Sydney; University of Adelaide; The Australian National University; University of Melbourne; Monash University; UNSW; The University of Queensland; and The University of Western Australia. #universitiesaccord #topuniversities #topuniversity

“Meeting students where they are” has become a familiar refrain in higher education. But - what does it mean? For many, the phrase is interpreted metaphorically: understand students’ starting points, empathise with their challenges, personalise their learning. But we must also take it literally. Students are not where we imagined they would be post-Covid. They are not back in the lecture theatre. Instead, they’re working extra shifts, caring for siblings or ageing parents, training for national competitions, or managing chronic illness. They’re commuting long distances, or not commuting at all. And even when they are online, they’re multitasking, catching up, and learning in short bursts between other responsibilities. Universities are beginning to respond. In Australia, Regional University Study Hubs are locally embedded, tech-enabled spaces that bring higher education into the everyday geographies of students’ lives. The model is expanding, being trialled in suburban communities where participation in traditional campus life is constrained by distance, cost, and complexity. Scheduling is also being reimagined. Institutions such as Victoria University have adopted block teaching models, allowing students to focus on one subject at a time. This deepens engagement and better fits the lives of students juggling work or family. Others are trialling evening intensives, rolling start dates, or asynchronous-first models. Some are experimenting with mobile classrooms or co-locating learning in community hubs like libraries or health clinics. While institutional change moves slowly, instructors can adapt more quickly. Some have moved the bulk of content delivery online, not as lecture recordings, but as purpose-designed modules. This frees up classroom time for what can’t be done well online: guest panels with industry experts, facilitated workshops, debates, and simulations. Others design assessments that invite students to apply theory to their lives, by analysing work or other experiences. Instructors have sliding participation windows, offer multiple modes of contribution, or use voice notes or video clips to respond to student queries, replacing anonymity with presence. Instructors are exploring AI tools to personalise the learning journey, helping students get unstuck with concept explanations tailored to their level of understanding, or providing feedback on formative work. Such tools allow us to also meet students where they are in their current grasp of a concept, their confidence, and their pace. To truly meet students where they are, we need more than convenience. We need redesign that raises our aspirations for the kinds of relationships, rhythms, and structures that contemporary learners need. Meeting students where they are means recognising that their lives are rich, complex, and constrained and that higher education must fit into that world, not ask students to leave it behind. #HigherEducation #Universities

“He lectures by day… and borrows money by night.” He holds a PhD. He teaches hundreds. He inspires minds. But his own fridge is often empty. No, this is not fiction. This is the quiet reality of many African academics overqualified, underpaid and overlooked. In a system where prestige is tied to paper, not pay, we are losing some of our best thinkers to depression, side hustles and migration. A senior lecturer earns less than a junior tech intern. A PhD holder sells tomatoes to survive. A Master’s graduate teaches in overcrowded classes… with no hope for promotion. This is not just unfair. It’s unsustainable. So I ask: When will value match qualification? Who is really listening to those shaping our future? How long before we break the silence? Let this post be a wake-up call. If you’re a policymaker, act. If you’re an employer, recognize. If you’re an academic, speak out. We must advocate for those who are constantly advocating for others. #UnderpaidAcademics #PhDReality #HigherEdCrisis #TatendaMbumbwaSpeaks #AfricaSpeaks #AcademicJustice #FromPhDToPoverty

🌍 UNESCO’s Pillars Framework for Digital Transformation in Education offers a roadmap for leaders, educators, and tech partners to work together and bridge the digital divide. This framework is about more than just tech—it’s about supporting communities and keeping education a public good. 💡 When implementing EdTech, policymakers should pay special attention to these critical aspects to ensure that technology meaningfully enhances education without introducing unintended issues:  🚸1. Equity and Access Policymakers need to prioritize closing the digital divide by providing affordable internet, reliable devices, and offline options where connectivity is limited. Without equitable access, EdTech can worsen existing educational inequalities.  💻2. Data Privacy and Security Implementing strong data privacy laws and secure platforms is essential to build trust. Policymakers must ensure compliance with data protection standards and implement safeguards against data breaches, especially in systems that involve sensitive information.  🚌3. Pedagogical Alignment and Quality of Content Digital tools and content should be high-quality, curriculum-aligned, and support real learning needs. Policymakers should involve educators in selecting and shaping EdTech tools that align with proven pedagogical practices.  🌍4. Sustainable Funding and Cost Management To avoid financial strain, policymakers should develop sustainable, long-term funding models and evaluate the total cost of ownership, including infrastructure, updates, and training. Balancing costs with impact is key to sustaining EdTech programs.  🦺5. Capacity Building and Professional Development Training is essential for teachers to integrate EdTech into their teaching practices confidently. Policymakers need to provide robust, ongoing professional development and peer-support systems, so educators feel empowered rather than overwhelmed by new tools. 👓 6. Monitoring, Evaluation, and Continuous Improvement Policymakers should establish monitoring and evaluation processes to track progress and understand what works. This includes using data to refine strategies, ensure goals are met, and avoid wasted resources on ineffective solutions. 🧑🚒 7. Cultural and Social Adaptation Cultural sensitivity is crucial, especially in communities less familiar with digital learning. Policymakers should promote a growth mindset and address resistance through community engagement and awareness campaigns that highlight the educational value of EdTech. 🥸 8. Environmental Sustainability Policymakers should integrate green practices, like using energy-efficient devices and recycling programs, to reduce EdTech’s carbon footprint. Sustainable practices can also help keep costs manageable over time. 🔥Download: UNESCO. (2024). Six pillars for the digital transformation of education. UNESCO. https://lnkd.in/eYgr922n  #DigitalTransformation #EducationInnovation #GlobalEducation

𝐓𝐡𝐞 𝐅𝐮𝐭𝐮𝐫𝐞 𝐨𝐟 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧: 𝐔𝐩𝐠𝐫𝐚𝐝𝐢𝐧𝐠 𝐓𝐞𝐚𝐜𝐡𝐢𝐧𝐠 𝐌𝐞𝐭𝐡𝐨𝐝𝐨𝐥𝐨𝐠𝐢𝐞𝐬 𝐚𝐧𝐝 𝐄𝐦𝐩𝐨𝐰𝐞𝐫𝐢𝐧𝐠 𝐄𝐝𝐮𝐜𝐚𝐭𝐨𝐫𝐬 In the rapidly evolving landscape of the 21st century, the education system must adapt to meet the demands of technological advancements, shifting workforce requirements, and diverse learning needs. Preparing students for future success requires a transformation in teaching methodologies and a stronger emphasis on empowering educators. A critical component of this evolution lies in equipping teachers with the tools, skills, and resources necessary to create engaging, personalized, and impactful learning experiences. Here are several strategies schools can adopt to enhance their teaching approaches: Incorporating Technology: Utilize digital tools such as learning management systems, educational apps, and immersive technologies like virtual reality to improve engagement and accessibility for students. Personalized Learning: Develop tailored learning plans that address the unique strengths, challenges, and learning styles of each student, fostering individual growth. Project-Based Learning: Introduce real-world projects that encourage critical thinking, creativity, and collaboration, enabling students to apply their knowledge in practical settings. Collaborative Learning Environments: Design flexible and interactive classroom spaces that facilitate teamwork, discussion, and innovative problem-solving. Continuous Professional Development for Educators: Offer ongoing training programs for teachers to keep them updated on the latest pedagogical techniques, technologies, and best practices.

Australia's research powerhouses are facing an existential crisis—and most don't even realise it yet. For 20 years, our big 5 universities thrived as "research hotels"—providing world-class facilities whilst letting academic stars operate with complete autonomy. The strategy worked brilliantly: with these universities making their way up the global top 50, punching well above their weight. But the financial model underpinning this success is crumbling: • International student revenue now capped • Grant priorities shifting from discovery to industry-linked research • Nimble mid-tier universities gaining ground Meanwhile, billions invested in infrastructure and decades of decentralised governance make pivoting extraordinarily difficult. The choice is stark: manage decline through cost-cutting, or radically reinvent how Australia's research giants operate. The universities that thrive in the next decade won't be those clinging to old models—they'll be the ones bold enough to shape what comes next. Read the full article https://lnkd.in/g5x7x3sr

The next big design challenge for the education sector? AI is breaking the bottom rungs of the career ladder—and the experience gap is on track to outpace the skills gap. This shift will likely feel gradual—until suddenly, it's not. Anthropic CEO Dario Amodei recently warned that we need to stop sugar-coating what's coming. He's right. Look at what large language models are already good at: -Drafting code and writing first drafts -Handling customer service and high-volume information tasks -Generating ideas, conducting research, and synthesizing insights These tasks are exactly the entry-level knowledge economy jobs our education systems prepare students for. And now they're being automated away. Our education sector urgently needs scalable solutions to help students navigate a disappearing career ladder—and quickly. What could those look like? 1. Reorienting around applied careers: Jobs combining skill of mind and body—think healthcare, skilled trades, or Main Street entrepreneurship—are less susceptible to automation. 2. Integrating experience early: The experience gap will soon eclipse the skills gap. Apprenticeships, paid "learn-while-you-work" models, and other hands-on experiences should start as early as middle school. 3. Employers stepping up early: Companies may need to proactively invest in and hire talent ahead of immediate needs. The traditional hiring pipeline won't be sufficient when the bottom rungs vanish. It’s unclear whether this will make business sense—but many on the education side of the aisle will be rooting for it. This is our next big design challenge as an education sector. What promising ideas are you seeing to help learners navigate the disappearing career ladder?

As the MoE celebrates its ‘Education Week’ (Shiksha Saptah), and has received an increase in the budget allocation, the focus has to be not just on components useful for children (e.g. TLM) but ‘SYSTEMS THAT WORK FOR CHILDREN’. Key aspects include the following: 1.    Ensure that teachers are appointed, admin personnel are appointed, and there are no vacancies in CRCs, BRCs, DIETs, SCERTs, SPOs, Departments and Ministries. At present, it is common to find DIETs with over 40% posts unfilled, and there are still tens of thousands of single-teacher schools. 2.    Ensure that staff is actually available at school during the designated time and teachers are not withdrawn for non-academic duties or caught in filling (repetitive) data. 3.    Ensure that there is sufficient time within the year to spend the budget allocated, by making it available in good time (there’s been improvement in this but more is needed) 4.    Focus on hardcore teaching and learning instead of events that are good for photo ops but detract from children’s learning time 5.    Begin making USE of the data we already have. For instance, an analysis of U-DISE data can already show us which districts are likely to fare poorly in NAS (try it out!) – work to enable a shift such that those collecting the data also get to understand what it shows and are empowered to deliver what is required. 6.    De-centralise! Not everything can be decided at the state headquarters, least of all what should be taught on a given day. Such a one-size-fits-all approach hampers contextual implementation, reduces motivation and ownership, leading to poor results. 7.    Involve the community as a knowledge partner (not just as a management partner). Given the climate-induced irregularity of school, progress will depend on the extent to which this partnership evolves. Respect and capacitate the community for this to happen. 8.    Stop believing that technology will rescue us. It isn’t, and it won’t. What will help us get out of our hugely underperforming status is a genuinely improved set of relationships. All educational leaders at all levels can play a really strong role here.

Stop optimizing broken education with shiny AI tools: Speaking at EduTech Australia today Let's focus on strategic wisdom not speed. Lean in to Learning! Following yesterday's keynote by Sal Khan and the post here about whether we're "leaning in" to AI or being led into dependency, today I'm presenting frameworks that put educational leaders back in the driver's seat. What I'll Be Sharing Today: The 4D AI Strategy Framework - Moving beyond reactive tool adoption to systematic transformation Logic Models for AI Implementation - How to map your theory of change from AI inputs to educational outcomes The Three Lenses of AI in Education: AI Tools (solving educational challenges) Increasing Human Intelligence (preparing for an AI world) Learning About AI (building critical AI literacy) Purpose-Driven AI Planning - Starting with educational goals, not technological possibilities Key Questions I will explore: - How do we develop students' meta-learning capabilities rather than just subject mastery? - What does it mean to prepare learners for a world where adaptability matters more than expertise? - How can we ensure AI amplifies human intelligence rather than replacing it? - What governance structures ensure we maintain educational agency over technological dependency? My Core Message: "Learn Fast, Act More Slowly" The technology is racing ahead, but thoughtful implementation requires strategic thinking, collaborative policy development, and a clear vision of what we want education to achieve in an AI-integrated world. Two Sessions Today: 🎤 Leadership Stage - Strategic frameworks for educational leaders 🎓 Evolving University Programme - Higher education transformation The stakes are too high to simply optimize 20th-century education with 21st-century tools. Let's build something better. Professor Rose Luckin Institute of Education, University College London Educate Ventures Research Limited #SkinnyonAIED #AI #EdTech #Edchat #Leaders #innovation #technology #Learning #Students #Teaching #Edreform #AIinEducation #EdTech #EducationalStrategy #AILiteracy #EDUTechAU hashtag #EducationalLeadership For more thoughts like this read the skinny https://lnkd.in/gTaNTRkb