ANNIVERSARY SPECIAL
India has also established scholarships for African students and institutions as a method to nurture cultural and educational relations with Africa . transfer of products of that technology with all the values and lifestyles associated with it . The mere transfer of technologies does not lead to technology transfer unless one has the capacity to fully understand the knowledge and skills behind these techniques . Consequently , building national and regional research and development systems and refining educational capacities should be the major prerequisites for African countries in their drive to acquire effective technology and hold their own in this age of global scientific and technological revolutions .
The African higher education system , at the start of the new millennium , faces exceptional challenges . Higher education is acknowledged as a key force for socioeconomic transformation and development . Africa ' s academic institutions under the PPP model can work with Indian institutions in securing education , research , and other related services . Africans should come forward given the current array of social , economic , and political problems they face . The road to future success will not be an easy one . Inadequate access to higher education , the challenges of funding , the increasing role of private higher education institutions in Africa , governance and autonomy , management challenges , gender ( including women ' s access to places of higher education and problems faced by women students and academic staff ), the role of research and the problems of scholarly communication , language issues , and the phenomenon of brain drain need to be tackled under the ambit of South-South cooperation .
India ’ s Education Cooperation
African countries are progressively achieving firmer and wider progress in the education sector , and one of the most noticeable priorities in the midst of this growth is the institutionalisation of assistance in education development cooperation .
With respect to development cooperation in the education sector , patrons in Africa typically aim to support recipient countries in attaining global education goals such as the UN ’ s Millennium Development Goal ( MDG ) no . 2 ‘ Achieving Universal Primary Education ’ and UNESCO ’ s six Education for All ( EFA ) goals . The second MDG is intended at achieving universal primary education , which entails assisting and certifying that children in developing countries have access to basic education . The six EFA goals , on the other hand , are aimed at improving universal primary education , eliminating gender disparity in education , refining the quality of education in essential education outcomes such as literacy and mathematics skills , and the pursuit of training and further education skills for adult learners .
India ’ s own cooperation with various African states is representative of the established practice of education cooperation in Africa , with substantial amounts of aid from India having been directed towards assisting some of the less developed countries in Africa to meet the second MDG . India has also made efforts to impart lessons learnt from its own experience in achieving universal primary education .
However , the dependence on MDGs and EFA goals to steer development in education has come under increasing scrutiny , particularly from development practitioners , development economics
52 • Africa Day Special • 2018