This study focuses on the poor and deteriorating quality of education in the Third World countries in relation to Cross-border in higher education (CBHE), as a result of colonisation and globalisation. By whatever standards, be they macroeconomic or social variable, the situation has been precipitous retrogression. Debt servicing obligation is on the increase. The subject is approached by application of conceptual analysis of colonialism, human capital theories, globalisation, and internationalisation. The emerging issues of participation, mobility, the growth of private institutions, finance & quality and consequent challenges in area of digital divide, etc on the region are historically analysed. Findings reveal that participation and mobility are lopsided, Africa's talented brains are selected; they leave and never come back. Private institutions are on the increase and exorbitant fees are charged. Inequalities loom, only the rich send their children to school. The paper recommends accommodation of countries not benefiting from CBHE.
The study x-rays the damaging effects of brain drain on university education in Africa as a result of colonisation and globalisation. Despite its positive impact, globalisation has divided the world into the superrich and absolutely poor. Africa is the poorest of the poor. This is supported by Capitalism and the Marxist Theory. The study highlights the fact that Africa"s loss of her talented brains dates back to the 16 th century. Today, globalisation has worsened the situation and has given rise to the emergence of supranational institutions as well as neo-liberalism. The study posits that although the human being is a nation"s most important resource, and that human resource is central to economic development, globalisation pressure has damaging effects on poor countries and Africa in particular. Globalisation has permeated the phenomenal world of individuals, creating rifts in various segments of the nation especially in the universities, giving rise to the flight of talents, commonly called brain-drain. The need for Africa to develop credible strategy for progress in the areas that led the cream of her society to leave is highlighted. It is also pointed out that the strategy must address and explore various areas such as economic development, giving space to develop and expand the entrepreneurial talents. Africans in Diaspora should explore ways they can help their continent through diasporic spheres.
The rise of Black maternal mortality rates throughout the country demonstrates a great need to utilize innovative frameworks to craft solutions that improve health outcomes for Black birthing people. Previous research and interventions have examined individual- and policy-level factors to reduce maternal mortality; however, these methods may lack a true community-centered approach to understanding the experiences of Black birthing people in local communities that have been disproportionately impacted. In addition, certain research methods may not recognize other marginalized intersectional identities (e.g., Black transgender men) who experience inequities in Black maternal health. This commentary aims to provide recommendations for utilizing community-centered strategies on Black maternal mortality informed by community-based participatory research principles.
Purpose: Gender disparities among the senior echelons of academic medicine are striking and persistent. The role of medical school dean has been particularly immune to gender diversity, and limited prior research identified women’s shorter decanal tenures as a potential driver. The authors assessed gender differences in tenure length of deanships in the current era to elucidate this finding. Method; From October 2020 to June 2021, the authors collected information about medical school deanships that were held from January 1, 2006, to June 30, 2020. All schools were members of the Association of American Medical Colleges (AAMC). The authors collected data from online public records and augmented their findings via direct outreach to medical schools. They used time to event analyses before and after adjustment for interim vs permanent status of the initial appointment, school ownership (public/private), and school size to assess for gender differences in length of deanship tenure during the study period. The unit of analysis was deanships, and the primary outcome was length of deanships measured in years. Results: Authors included data on 528 deanships. Women held 91 (17%) of these terms. Men held the majority of permanent deanships (n = 352 [85%]). A greater percentage of the deanships held by women were interim only (n = 27 [30%]) compared with men (n = 85 [20%]). In unadjusted and adjusted analyses, there were no significant gender differences in length of deanship tenures. Conclusions: Analysis of appointments of AAMC-member medical school deans from 2006 to 2020 revealed that women have remained in their deanships as long their male counterparts. The myth about women deans’ shorter longevity should no longer be promulgated. Academic medicine should consider novel solutions to addressing women’s persistent underrepresentation in the dean role, including employing the gender proportionality principle used in the business and legal communities.
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