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1) 총리실, 국제개발협력선진화방안, 2010. 10. 25. 국제개발협력위원회안건 7-1. - 1 -

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2) 이찬희외 (2008). 한국형교육개발협력모델구축연구, KEDI, CR2008-46. 3) 이종재외 (2011). 한국교육 60 년, 서울대학교출판문화원. 4) 정봉근 (2009). OECD 원조효과성논의와한국교육 ODA 의과제, 한국교육, 제 36 권제 1 호, 73-94., 박소영 (2009). 교육 ODA, 현황과개선방안, KEDI Position Paper. - 3 -

5) KDI(2011). From Despair to Hope: Economic Policy Making in Korea, 1945-1979, A Memoir by Kim Chung-yum. 6) 정우진 (2010). 한국형개발협력모델 - 한국적경험과비교우위에근거한섹터별프로그램, KOICA, - 4 -

연구자료정책연구 2010-07-032. - 5 -

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Worksheet 6 C ause Analysis Keyword 1 Keyword 2 Keyword 3 KW 1: Academic Staff KW 2: Infra struc ture KW 3 :Students' B a ckground Causes Gr ou p Top ic Quality and Relevance of Higher Eduction Causes KW 4: Placement and Training KW 5: Attraction a nd Re te n tion KW 6: Poverty Keyword 4 Keyword 5 Keyword 6 M uni/mest 1-13 -

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47) Collier, P.(2008). The Bottom Billion: Why the Poorest Countries Are Failing and What Can Be Done About It, Oxford University Press; Easterly, W(2007). The White Man's Burden: Why the west's efforts to aid the rest have done so much ill and so little good, Oxford University - 126 -

Press; Moyo, D. (2009). Dead Aid: Why Aid is not Working and How There is a Better Way for Africa, Farra, Straus and Giroux, NY. 48) 박영호외 (2008). 아프리카개발협력의체계적추진방안, 대외경제정책연구원, 연구보고서 08-19. 49) The Economist, "The hopeful continent, Africa Rising, After decades of slow growth, Africa has a real chance to follow in the footsteps of Asia," Dec. 3, 2011. - 127 -

50) Bloom, D., etc (2006). Higher Education and Economic Development, Africa Region, World Bank; World Bank (2008). Accelerating Catch-up: Tertiary Education for Growth in Sub Sahara Africa. - 128 -

51) 부산세계원조총회 (HLF 4) 의 KEDI 세미나에서세계은행선임경제전무가 Halsey Rogers 는세계은행의교육지원사업의경과를분석하면서최근고등교육재중시로선향하였음을언급하였다. 52) 정봉근토론자료, 부산 HLF 4, KEDI 부대행사세미나 53) ADEA(Association for Development of Education in Africa) 의의장인 Djingai Mutumbuka 는부산 HLF 4 의교육과학부세미나에서교원양성의예를들어이와같은점을지적하였다. - 129 -

54) OECD, Paris Declaration on Aid Effectiveness and Accra Agenda for Action. - 130 -

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55) 김기석 (2008). 한국고등교육연구, 교육과학사. - 132 -

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Executive Summary Background and Purpose of Research Korea is the only country in the world that has, within one generation, successfully transformed from a recipient to a donor country. The country has since announced that it would take over the bridge role between developing and developed countries based on its own development experience. In October 2010, the Prime Minister s Office launched a new strategic plan for the nation s development and cooperation, with key focuses on content development, reframing the aid system, and enhancing international activities. The government has selected Education ODA as one of eight key areas within the content development sector. Following the turmoil of the 1980s, several government ministries and research institutes formed an incomplete framework for the Korean Education ODA. In order to rectify the current situation, the government has asked academia in Korea: who is going to take the leading role, what can they do, why should they do it, and how are they going to relate Korea s previous development experience to Education ODA? Academia should analyze the current framework s contents and methodology in order to improve its theoretical background and suggest feasible ways to implement it. The purpose of this research is to confirm the feasibility of the ODA for projects of higher education in Uganda and Rwanda. With this goal in mind, this paper will first outline the status and problems of higher education in Africa as they currently stand, and then describe the issues and developmental direction for Uganda and Rwanda s tertiary education sector. Secondly, this paper will seek a logic and foundation from both accumulated policy experiences and knowledge from the history of Korean higher education development. Thirdly, it will review the details of extant plans for expanding a national university in Rwanda as well as building a new national university in Uganda in order to suggest a possible method for Korean government to implement education ODA to the projects. Fourthly, this research - 195 -

will guide to combined tied and untied ODA projects through EDCF after confirming the feasibility of the projects. Lastly, this paper will contribute the Korean government s educational ODA rationale and improving its content development based on understanding of overall higher education in Africa and current issues in post-secondary sector of Uganda and Rwanda. In order to clarify the purposes of the research above, this paper has four research questions: - Why have we chosen Africa as a target ODA continent? - Why are we pursuing the higher education sector for Education ODA in Africa? - What was the rationale for picking Uganda and Rwanda as target supporting countries in Africa? - Is Korean educational ODA to Uganda and Rwanda aligning with the concept of Aid Effectiveness as a member country of OECD DAC? To answer these research questions, this paper will examine the history of higher education in Africa, the current problems the continent faces based on educational and economic statistical data, and the impact of internationalization on Africa s higher education sector. Also, we have to analyze the development history of Korean higher education so that we can find a recommendable model to implement for this development cooperation projects. The Rwandan government is currently developing a national plan to expand NUR (National University of Rwanda) to embrace more students, and Ugandan officials plan to build the sixth national university in Aura, which is in the North-west region of the country. This paper will also present policy suggestions for these projects based on analysis of economic feasibility, successibility, and sustainability of this project. Contents of Research This section consists of two parts. The first part will focus on building general background information for the Korean Education ODA project to Uganda and Rwanda. It - 196 -

covers three sections: a brief outline of higher education in Africa; the development history of higher education in Korea; and country profiles of Uganda and Rwanda. The second part will describe more details of the research outcomes such as needs, goals, and contents of the ODA projects. Brief outlook of African Higher education history As part of colonization in Africa, European nations established a modern higher education system. Prior to African countries independence, most higher education system in Africa were designed following typical European styles. Many African countries initiated education reforms immediately following independence from their colonizers as a response to a newfound sense of nationalism, at the same time as their governance styles were transforming toward liberal democracy. African countries tried to produce their own leaders and elite groups from their own styles of higher education not based on the European higher education model, which had only suited European countries needs. The African higher education system faced expansion and reduction during numerous political, economic, and social changes at the time. Due to their own structural financial deficits, the system heavily depended on international development aid funds. The current status and issues of Higher education in Africa Since 2000, Sub-Saharan countries economies have slowly been reviving. While globalization is spreading worldwide, the importance of knowledge-based economies is getting more attention not only in developed countries but also in African countries. For this reason, the demand for higher education in Africa is growing rapidly. Since there are positive inter-relationships between a country s development and higher education, investment and demand in higher education is steadily increasing in Africa. Despite the rapid growth of demands for higher education in Africa, the existing public education system of many countries in Africa cannot guarantee quality education and its stable financial support. Because of this problem, the number of private higher education institutes and distance learning systems are increasing dramatically in African countries. - 197 -

Development of Korean Higher education and its implication for developing countries Over the last half-decade, Korean higher education has achieved remarkable development in terms of volume and quality. The tertiary education system has experienced efficient growth because of systemic development from universal access to primary and secondary education. Even though the country went through Japanese colonization and the Korean War, the educational sector has interacted effectively with Political, Economic, Cultural and Social fields in the process of nation building. For this reason, many developing countries were desirous of achieving effective and efficient economic growth within a short period of time, perceived Korean development through its education system as a good benchmarking model. After Korea became a member of the OECD Development Assistance Committee (DAC) in 2010, the government actively expanded its Official Development Assistance (ODA) efforts to meet international demands. In particular, Korea is focusing on its successful education sector as one of the top priorities for international cooperation. The development stage of Korean higher education can be categorized into four stages according to its tertiary education policies. The first stage is after liberation; the liberal education policies accommodated the Korean people s fervent desire for education, and this brought a quantitative expansion in higher education institutions. Since the government heavily focused on achieving universal access of primary education in this period, the rapidly increasing demand for education was accommodated by private institutions, which subsequently played a very important role in the growth of Korea s higher education. During the second stage, from the 1960s to the 1970s, the government s top priority was economic growth, and it limited the number of university students in order to meet labor development plans. University policy shifted from liberal to strict control systems intended to improve academic quality. In the 1960s, universities were overhauled to manage quality, and control policies were implemented for private universities. In the 1980s to 1990s, which was the third stage, the higher education sector faced a rapid increase of student enrollment after implementation of the July 30 Education reforms, which attempted to expand the enrollment quota of the universities. Advocating liberalization, diversification, and specialization, the government introduced numerous reforms in this period. Lastly, since the late 1990s, the - 198 -

Korean government has focused on strengthening university competitiveness with the intention of raising the country s instruction and research capabilities. Such policies were incorporated into the Brain Korea 21 (BK 21), Corporatization of national universities, and university structural reform projects. Korea s education development s limitations and things to be considered for developing countries Even though Korea s education development model is one of the successful cases for developing countries to benchmark, those countries have to give careful attention to Korea s unique characteristics and educational settings. Korea has achieved education development with well-coordinated and systemic investments in each sector. The government changed its policy focus to quality after attaining quantitative expansion under very strong political leadership and the efficient administration system of the central government. Furthermore, Korea is a very well-known country where their educational zeal is deeply pervasive within the society, which also played a crucial role in its education development within a short period of time. Those developing countries should consider these variables when they try to integrate the Korean model within their context. Higher education system in Rwanda The Rwandan government has achieved not only universal access in education but also a dramatic development in access of higher education. In 1994, there was only one comprehensive university, the National University of Rwanda, which is located in Butare. The university has produced about 1,800 graduates over the 30 years after it opened. As of late 2010, there were 7 national universities and 9 private universities, with 62,734 enrolled students. There were 31,564 students in undergraduate, graduate and certificate level programs at national universities and 31,170 students in private universities. Presently, the Rwandan higher education system is under supervision by two organizations, the National Council for Higher education (NCHE) and the Rwanda National Examination Council (RNEC). - 199 -

Established in 2005, NCHE controls the quality of universities in order to improve their level to international standards. RNEC was established in 2000 to set appropriate criteria to evaluate students performances. In 2003, the government established the Student Financing Agency for Rwanda (SFAR) in order to expand the education system and support modernization, with the goal being sustainable development. The government established official student loans in November 2007, giving students the opportunity to study without excess financial burdens and repay their loans after graduation. The Higher education system in Uganda The higher education system in Uganda as it stands today is facing a very difficult situation. The Ugandan government has set a goal to increase its higher education attendance rate from 4.97 in 2010/11 to 15% in 2014/15 as one of its top priorities for innovative development tasks. Based on the Uganda National Development Plan (NDP), the country should achieve an enrollment rate of at least 40% for higher education in order to expand the nation s economy. In addition to raising enrollment, the government is trying to increase the current expenditure for the national university system from 0.3% of the GDP to 1.0%, which would make it on par with neighboring countries Tanzania and Kenya. Thanks to the government s policies of Universal access to Primary Education (UPE) and Universal access to Secondary Education (USE), the lower education system is well-prepared to advance students. However, the system of higher education is not prepared to respond to the demands from the UPE and USE. There are many problems in the higher education system in Uganda, such as a lack of classrooms in national universities, poor facilities, and poor systems for hiring talented faculty and staff. There are presently 145 higher education institutions in Uganda. The number of total students has increased from 10,000 in 2000 to 155,000 in 2007 and 180,000 in 2009. Despite the dramatic increase in the number of university students, the 14% rate of increase in Ugandan university students is slightly lower than the 15% average rate of increase in other Sub-Saharan countries. - 200 -

Research Method This research is based on document reviews, physical field trips, and strategy building workshops with senior officials from each government and university in Uganda and Rwanda. Based on the data, we have combined its SWOT and GAP analyses with the Korean government s ODA plan and the African higher education sector s needs in order to discern project s feasibility, sustainability, and successibility. Below is the outline of this research flow. The table below shows the details of the SWOT analysis components. Strength Ÿ Advantage of the university Ÿ Strengths of the university Ÿ Current resources of the university Ÿ Peer-evaluations of the university Opportunity Ÿ Positive opportunities of the university Ÿ Supporting structure of the university Weakness Ÿ Areas to be improved Ÿ Disadvantages of the university Ÿ Hidden areas Threats Ÿ Barriers of the university Ÿ Competitors of the university Ÿ Current position of the university Ÿ Financial status of the university Ÿ Level of threats from the university s weakness - 201 -

Research Findings So far, our team has conducted feasibility studies through reviewing the current economy, social issues, and cultural backgrounds of Rwanda and Uganda, as well as holding several joint workshops with experts and government officials in this area to seek the best possible method for proceeding with these collaborative projects of higher education. Our research team recommends adopting a Technical Assistance format, which will allow Korean experts to stay on-site in order to conduct ongoing discussions and change the plan accordingly. Upon completion of the feasibility study, the current feasibility-study stage should convert into a stage for developing an action plan for both Expanding Plans for the National University of Rwanda and Establishing MUNI University in Uganda. In order to proceed to the next step, the budgetary issues below should be considered. - Construction planning permission - Providing training equipment and facilities - Dispatching experts to the site - Consulting: curriculum and educational program development - Consultant: purchasing and auditing - Extra expenses and Funding plans Policy suggestion The current research has been conducted to provide well-grounded feasibility study and to develop a recommendable package for ODA projects that will combine training for improving faculty and research competencies, redesigning a curriculum, offering scholarship to students, and consulting services for select universities in Uganda and Rwanda, which will be categorized as top priority ODA countries by Korean governments. Ÿ Expansion of National University of Rwanda The purpose of the research is to contribute to the Ugandan government s Vision 2020 through renovating the current NUR s outdated infrastructure with confirming feasibility of the ODA and setting strategic action plans. - 202 -

The number of students to NUR has increased rapidly since Rwanda joined the EAC. In order to meet these demands, this project will be focusing on the following topics: - Expanding its dormitory capacity - Substantial support for building new facilities - Expanding classrooms and upgrading the administration system - Revamping its curriculum and setting operational strategies based on the - Korean education model Establishing MUNI university in Uganda, formerly named as West Nile University (WNU) Recently, the Ugandan central government formed a WNU task force to establish National Muni University in Arua state, which is located near the border between Congo and Sudan. The demands for higher education are exploding in this region. Based on the current government s strong will as well as growing local needs, this research is to confirm the feasibility and to set a strategic plan of action. - Assisting the Ugandan government to meet their rapidly growing higher education demands - Focusing on science and technology fields, which will be key factors for - Ugandan economic development - Research and development for customer-oriented skills and services - Contributing local society development - Building infrastructure to hold 25,000 students over the next 25 years - Building a techno-science university adhering to local cultures and traditions - Building functional and aesthetic architectural designs - Building green-campus with considering energy-saving and nature-conservation - Building ICT infrastructure that will enable campus and local communities to establish global networks - Setting a maintenance strategy for university infrastructure - 203 -

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