Sharing Knowledge, Transforming Societies : The Norhed Programme 2013-2020.

Cover -- Title page -- Copyright page -- CONTENTS -- FOREWORD -- FREQUENTLY USED ACRONYMS AND ABBREVIATIONS -- PREFACE. Sustainable capacity development in higher education and research: Norad's approach -- Capacity building through Norhed -- Learning from previous programmes -- The development of Norhed -- Four core characteristics of the Norhed programme -- Researcher initiated -- Ownership and relevance led by the South -- A holistic approach to capacity development -- Flexible and contextually adapted -- 'Sustainable development' in higher education -- The glocalisation of higher education -- Norhed and Agenda 2030 -- Reflections on Norhed's first programme period, 2013-2019/2020 -- Future directions -- About the authors -- Notes -- References -- Introduction. The Norhed programme: A laboratory for academic collaboration -- Knowledge and power -- Space and place -- Epistemology and presuppositions -- Disciplines and global knowledge -- Decolonisation and neoliberalism -- What type of internationalisation? -- Knowledge and development: Disentangling 'capacity development' -- The UN's agenda for sustainable development -- About this book -- About the volume editors -- Notes -- References -- PART ONE. GLOBAL-LOCAL REALITIES -- Introduction to Part One -- 1. Decolonising universities -- The importance of theory -- Colonialism and the university -- The problem -- The University of Dar es Salaam: The question of relevance -- Tanzaphilia -- The language question -- About the author -- Notes -- References -- 2. Antimicrobial stewardship and conservancy in Africa -- Aims, objectives and outcomes of the project -- Project implementation and stewardship approach -- Global forces shaping the project -- Our approach to technical assistance, capacity building and partnership -- Knowledge and gender gains in Mozambique and Malawi -- Sustainability.

At UNIMA's College of Medicine -- At ISCISA -- Conclusion -- About the authors and the project -- Notes -- References -- 3. Bridging gaps, building futures: Global journalism and local practices -- Introduction: A global journalism? -- Journalism and global norms -- Neocolonialism, post-colonialism and the Norhed project: Turning the tide? -- The changing face of journalism practice -- New dynamics and journalism professional needs -- Cross-cutting issues for journalism education: Gender and environment -- The implications of intercultural interactions within the project -- Final reflections on sustainability and impact indicators -- About the authors and the project -- Notes -- Appendix -- References -- 4. Indigenous and communitarian knowledges -- Literature -- Histories of indigenous struggles -- Methodology -- Key moments and documents in the reflexive process -- El bastón de mando will always be here -- Who am 'I'? -- Making a manifesto at La Minga (collective work for the common good) -- Equality versus diversity? -- An indigenous feminism? -- 'Base Document for Cultivation and Nurture of Wisdom and Knowledge' -- The great road of learning: A philosophy of pedagogy -- Abya Yala is not Africa -- Becoming less certain of the knowledge we think we have -- About the author and the project -- Notes -- References -- 5. A view of Norhed from the South -- PART TWO. THE ECO-SOCIAL PARADIGM SHIFT -- Introduction to Part Two -- A cross-disciplinary turning point -- The end of growth? The Anthropocene -- The Sustainable Development Goals (SDGs) -- A programme for the eco-social paradigm -- Notes -- References -- 6. Building capacity for the management of coastal resources in Tanzania and Zanzibar -- Setting the scene -- Key concepts -- Vulnerability and resilience -- Transdisciplinarity -- Coastal ecosystems in Tanzania.

Linking social and ecological systems -- Lessons learned from our research -- MSc and PhD programme development and implementation -- Challenges, opportunities and future scenarios for coastal and marine resources -- About the authors and the project -- Notes -- References -- 7. Capacity building for climate-smart natural resource management and policy in Malawi and Ethiopia -- Background to the collaboration and its focal points -- Building on previous partnerships -- Research themes and outputs, 2015-2018 -- Gender empowerment -- Project outcomes -- Conclusions -- Appendix 1: PhD research -- Appendix 2: Research collaborations at postdoctoral level -- Appendix 3: Publications and conferences -- About the authors and the project -- Notes -- References -- 8. Building research and educational capacity in Vietnam and Sri Lanka on the impacts of climate change on marine ecosystems management: Challenges, achievements and lessons learned -- Exposure to climate change -- On adopting a multidisciplinary approach -- Ecosystem approaches to fisheries and aquaculture management in Sri Lanka and Vietnam -- Challenges -- Achievements and lessons learned -- About the authors and the project -- Notes -- References -- PART THREE. UPSKILLING AND PROFESSIONALISATION -- Introduction to Part Three -- References -- 9. Promoting professionalisation in nursing and midwifery -- Background -- A brief history of nursing and midwifery training in the three countries -- Factors affecting the training and practice of nursing and midwifery -- Economic challenges -- The recognition of midwives as practitioners in their own right -- The impact of HIV and TB -- Integrating traditional and Western nursing and midwifery practices -- The Norhed project -- Outcomes of the project to date -- Impact -- A critical assessment of the Norhed model -- About the authors and the project.

Notes -- References -- 10. Vocational pedagogy -- Global support for vocational education -- Vocational education in Uganda -- The 'new' master's degree in vocational pedagogy -- Project implementation -- Outreach to employers and VET institutions -- Training academic staff at Kyambogo University -- Teaching and learning activities for students -- Synergies and sustainability -- Sustainability -- Reflections and conclusion -- About the author and the project -- Notes -- References -- 11. Teacher education in Ethiopia: Reshaping the training of science and mathematics teacher educators -- Statement of the problem -- The needs assessment -- Academic programme development -- Integrating knowledge bases -- Teaching science and mathematics for everyday life -- Challenges in implementing the programmes -- Traditional versus new curricula -- Crossing disciplinary boundaries -- Students' confusion about their professional identity -- Project sustainability -- Exit strategies built into the development of the project -- Exit strategies during project implementation -- Strategies to monitor the ongoing impact of the programme -- Other government initiatives related to STEM education in Ethiopia -- About the authors and the project -- Notes -- References -- 12. Improving the quality and capacity of mathematics teachers in Malawi: A collaborative project between the University of Malawi and the University of Stavanger -- Some background about Malawi -- The project and its achievements -- The PhD programme -- The master's course -- Professional development -- Research -- Infrastructure development -- Collaboration between North and South -- New versus traditional ways of teaching mathematics -- Situating the project in relation to the Sustainable Development Goals -- About the authors and the project -- Notes -- References.

PART FOUR. KNOWLEDGE, IDENTITY, CULTURE -- Introduction to Part Four -- Whose knowledge? -- Overview of the chapters in this section -- The delusion of knowledge transfer? -- Differentiating knowledge and the political economy of knowledge transfer -- New possibilities and new dependencies -- Notes -- References -- 13. Intercultural communication and autonomy in Latin America: The journey of the RUIICAY-HIOA Intercultural Communication Linkage Programme -- Introduction -- Main issues -- Indigenous peoples, Afro-descendants and higher education -- Interculturality -- University autonomy -- RUIICAY: The thinking behind the network -- Methodology -- Living and experiencing -- Observing and recovering -- Giving meaning -- Main findings -- Development of institutional capacities -- RUIICAY advancement -- Constraints and challenges -- Main outcomes and results -- Conclusion -- About the author and the project -- References -- 14. Linguistic capacity building in Ethiopia: Results and challenges -- Ethiopia's sociolinguistic context -- Conceptual framework and methodology -- Project goals: Capacity building through collaboration -- Transfer of knowledge through PhD and master's programmes -- Exchange of knowledge through collaborative projects -- Networking with local authorities -- Training local educators -- New language resources supporting corpus planning of Ethiopian languages -- Academic independence and quality standards -- Gender mainstreaming -- Challenges -- Sustainability -- Education of and by local staff -- Project funding not supporting basic needs -- Networks with local authorities and educators -- Project outputs become resources with lasting value -- Conclusion -- About the authors and the project -- Notes -- References.

15. Academic and cultural perceptions of foreign students: Implications for the sustainability of international partnerships.

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