doi: 10.58763/rc2025493

 

Scientific and Technological Research

 

Transforming Higher Education in Sub-Saharan Africa: Overcoming 21st-Century Challenges with Practical Remedies

 

Transformando la educación superior en el África subsahariana: Superando los desafíos del siglo XXI con soluciones prácticas

 

John Michael Edoru1  *, Benson Turyasingura1,2  *, Fredrick Kayusi3,4  *, Linety Juma4  *, Rashmi Mishra5  *, Rubén González Vallejo6  *

 

ABSTRACT

 

The aim of the study was to document the 21st-century challenges faced by Higher Education practitioners and to propose practical solutions. Section 62(3) of the Act (UOTIA) prohibits public universities from spending funds not approved by Parliament. This provision hampers universities’ progress in diversifying revenue streams and proactively raising funds, which ultimately impacts higher education. Furthermore, Section 59(5) of the Act (UOTIA) does not give universities the right to invest their funds without the approval of the line ministries. This requirement hinders researchers and other external funders, who may not be fully aware of the role of line ministries in approving the use of donor, grant, or research funds. Other challenges included: weak leadership and governance, financial constraints, curriculum relevance, and the digital divide. However, practical remedies such as leadership development programmes, modernizing curricula, investing in digital infrastructure, and promoting equity and inclusivity can help address these issues. This study supports the World Education 2030 Agenda, which advocates for inclusive and equitable education. The EU Education Agenda prioritizes lifelong learning, digital transformation, and research collaboration to address global challenges and promotes SDG 4 (Access to Quality Education) as well as promoting innovation, gender equality, and a sustainable economy. Therefore, governments and higher education institutions should invest in leadership development programmes aimed at strengthening governance structures.

 

Keywords: higher education, practitioners, remedies, challenges.

 

RESUMEN

 

El objetivo del estudio fue documentar los desafíos del siglo XXI que enfrentan los profesionales de la educación superior y proponer soluciones prácticas. La Sección 62(3) de la Ley (UOTIA) prohíbe a las universidades públicas gastar fondos no aprobados por el Parlamento. Esta disposición dificulta el progreso de las universidades en la diversificación de sus fuentes de ingresos y en la recaudación proactiva de fondos, lo que impacta negativamente en la educación superior. Además, la Sección 59(5) de la Ley (UOTIA) no permite que las universidades inviertan sus fondos sin la aprobación de los ministerios correspondientes. Este requisito obstaculiza a los investigadores y otros financiadores externos, quienes pueden no estar plenamente conscientes del papel que desempeñan los ministerios en la aprobación del uso de fondos provenientes de donaciones, subvenciones o investigaciones. Otros desafíos incluyen: liderazgo y gobernanza débiles, limitaciones financieras, pertinencia del currículo y la brecha digital. No obstante, soluciones prácticas como programas de desarrollo de liderazgo, modernización de los planes de estudio, inversión en infraestructura digital y la promoción de la equidad e inclusión pueden ayudar a abordar estos problemas. Este estudio respalda la Agenda Mundial de Educación 2030, que aboga por una educación inclusiva y equitativa. La Agenda Educativa de la UE prioriza el aprendizaje a lo largo de la vida, la transformación digital y la colaboración en investigación para abordar desafíos globales, promoviendo el ODS 4 (Acceso a una educación de calidad), así como la innovación, la igualdad de género y una economía sostenible. Por lo tanto, los gobiernos y las instituciones de educación superior deberían invertir en programas de desarrollo de liderazgo orientados a fortalecer las estructuras de gobernanza.

 

Palabras clave: educación superior, profesionales, soluciones, desafíos

 

Received: 23-01-2025          Revised: 15-04-2025          Accepted: 22-05-2025          Published: 31-07-2025

 

Editor: Alfredo Javier Pérez Gamboa

 

1Kabale University. Kabale, Uganda.

²Haramaya University. Haramaya, Ethiopia.

³Maasai Mara University.

⁴Pwani University. Kilifi, Kenya.

5University of Technology and Applied Sciences- Al Musanna.

6University of Malaga. Malaga, Spain.

 

Cite as: Edoru, J. M., Turyasingura, B., Kayusi, F., Juma, L., Mishra, R., & González Vallejo, R. (2025). Transforming Higher Education in Sub-Saharan Africa: Overcoming 21st-Century Challenges with Practical Remedies. Región Científica, 4(2), 2025493. https://doi.org/10.58763/rc2025493

 

 

IntroducTION

 

Worldwide, in the 21st Century, Higher Education has become a cornerstone of economic growth, technological advancement, and social mobility (Meyer & Norman, 2020). According to Boström et al. (2021), universities and colleges worldwide are transitioning to more flexible, interdisciplinary, and digitally integrated models of Education. Al Ansi & Al-Ansi (2020) reported that the rapid development of technology has transformed traditional learning spaces, pushing for increased online learning, open educational resources, and global knowledge-sharing platforms. Higher Education Institutions (HEIs) are now seen as drivers of innovation, producing research that addresses global challenges like climate change, pandemics, and inequality (Daniels & Gebhardt, 2021; Ul Hassan et al., 2025). Moreover, the rising costs of Education in some regions have sparked debates on accessibility and equity, compelling countries to re-evaluate funding mechanisms and inclusivity measures (Escudeiro et al., 2023). The global agenda in higher Education is largely shaped by internationalization, digital transformation, and the need to equip students with 21st-century skills for an increasingly complex labor market (Adyanga et al., 2022; Kennedy & Sundberg, 2020).

 

In Africa, Higher Education has expanded significantly over the past few decades, fueled by a growing demand for tertiary Education and the recognition of its role in socio-economic development (Fafunwa, 2022). Many African countries have made efforts to expand access to universities and technical institutions, with a strong focus on Science, Technology, Engineering, and Mathematics (STEM) programmes (Fomunyam, 2021). However, challenges such as underfunding, outdated curricula, limited infrastructure, and the digital divide have hindered the full realization of Higher Education’s potential. According to Pramjeeth et al. (2023), there are two significant challenging conditions that impact both public and private establishments: poor management and a complex socio-political environment. Additional challenges faced by public institutions include paperwork, outdated curricula, aid restrictions, and fee-based issues. Similar issues affect private institutions, such as the digital divide, the foundations of curricula, financial limitations, unequal access, and insufficient resources, benefits, and assistance. Those structural and systemic barriers are a struggle for both sectors (Moshtari & Safarpour, 2024).

 

The transformation of higher Education in Sub-Saharan Africa (SSA) is presented as one of the crucial and burning issues of our time, as it determines the prospects of sustainable development in Africa (Froehlich et al., 2021; Zickafoose et al., 2024). The importance of this issue today has been increased manifold by the growing significance of knowledge and its application as critical determinants of overall success, as well as the deep integration of our planet to an extent never seen before in its chequered history. Effectively, today’s moral imperative requires support and assistance for Sub-Saharan African countries in knowledge creation and diffusion so that they own their future and continue to make their unique contributions to the ‘world of ends’. Due to the profound implications of the challenges facing Education in Sub-Saharan Africa, the researchers have decided to present their views and propose some policy interventions in the form of a working paper pointing to the unique problems and difficulties that currently confront Sub-Saharan Africa, especially at the tertiary level of Education, in the early years of the 21st Century.

 

Uganda’s higher education sector has experienced notable growth in recent decades, expanding from a handful of institutions to over 50 universities, both public and private. The government has recognized higher Education as key to national development, particularly in producing the skilled workforce needed to drive sectors such as Agriculture, Health, and Technology. Despite this growth, Uganda’s Higher Education System faces significant challenges, including insufficient funding, large student-to-teacher ratios, and outdated teaching methods (Ndibuuza et al., 2021). The quality of Education in some institutions has also been questioned, particularly concerning research output and the relevance of curricula to the labour market (Sheila et al., 2021). However, there are ongoing efforts to address these gaps through policy reforms, partnerships with international universities, and investments in research and innovation (Kaguhangire-Barifaijo et al., 2021). The rise of digital learning platforms and private sector involvement in Education offers new opportunities for growth and transformation within the sector, aiming to equip Ugandan students with the skills needed in the 21st-century economy.

 

Historically, Higher Education in Uganda can be traced back to 1922 with the establishment of Makerere College (Bisaso, 2017), and later, Makerere was elevated to the university level in 1950, whose degrees were granted by the University of London.  In 1962 upon Uganda’s independence, Makerere was part of three colleges constituting the University of East Africa and in 1970 it became an autonomous national university (Sicherman, 2008) by the Makerere University Act of 1970 and this was the beginning of the government to use separate Acts and Statutes to establish and guide public universities (Johannesson, 2012).

 

Makerere University, which was founded in 1922 (Mamdani, 2008) and became associated with the University of London in 1949 (Bisaso, 2017), is credited with establishing higher Education in Uganda. The growth of the sector (tertiary Education) in Uganda has been nothing short of a phenomenal from one Public University (Makerere University) in Uganda until 1989 to 12 Public Universities and over 60 plus Private Universities and other degree awarding institutions (NCHE, 2023), without corresponding infrastructure, instructional material, staffing and other associated resources (Kaweesi, 2023).

 

Higher Education supports the World Education 2030 Agenda, which advocates for inclusive, equitable Education. The European Union’s (EU) Education Agenda prioritizes lifelong learning, digital transformation, and research collaboration to address global challenges, achieving Sustainable Development Goals (SDGs) by promoting quality education (SDG 4) and fostering innovation, gender equality, and sustainable economies. In Uganda, Higher Education aligns with Vision 2040, focusing on human capital development, innovation, and technology, key pillars for transforming Uganda into a middle-income country. East Africa’s Vision 2050 emphasizes regional integration and knowledge-based economies, positioning universities as drivers of research and skills development. Key Education policies like Uganda’s National Development Plan and the East African Community’s (EAC) harmonization of Education systems aim to ensure accessibility and relevance.

 

The 21st Challenges Facing Higher Education Practitioners and Practical Remedies

The 21st Challenges Faced by Higher Education Practitioners

Leadership and Governance Challenges

 

One of the biggest challenges in Higher Education today is weak leadership and governance (Austin & Jones, 2024). This is in line with Patton (2021), noting the demands of the managing up, down, and out nature of the role, and the leadership expertise is developmental and evolutionary, requiring continual refinement, with experience acting as a scaffold and even perhaps an incubator as leaders develop their own nuanced skills and perspectives. On the other hand, Hénard and Mitterle (2010) reported that higher education governance is a key policy issue of the 21st Century. While autonomy opens up areas for improvement and competition, it is restricted by the influence (some argue, interference) of state-driven Higher Education policy and the constantly increasing intervention of external quality assurance. Lately, the financial crisis has brought new governance challenges to the Higher Education sector. However, a key research gap lies in the limited understanding of how weak leadership and governance in Higher Education can be addressed amidst external pressures such as state-driven policies and financial constraints. There is a need to explore strategies for strengthening leadership capacity while balancing autonomy with external quality assurance and financial sustainability in Higher Education to ease effective leadership.

 

Effective leadership is crucial in steering institutions towards excellence, innovation, and inclusivity. Sarong (2023) found that effective leadership fosters a culture where staff confidence and autonomy lead to professional growth and improved educational outcomes. In addition, the findings suggest that such leadership is essential for educational institutions navigating the complexities of modern Education, including technological advancements and societal changes (Salendab, 2024). It was recommended that Philippine educational institutions adopt transformative leadership to bridge disparities, enhance quality, and prepare for future educational demands. The approach is particularly beneficial for public schools, Higher Education, private educational providers, policymakers, and community learning centres, promising to elevate the quality of Education in a rapidly evolving global landscape.

 

Many institutions, particularly in developing regions, suffer from inadequate leadership structures that lack strategic vision and transparency. For instance, Islam et al. (2023) revealed that weak leadership and a complex sociopolitical environment affect both public and private institutions globally. In public institutions, bureaucracy and outdated governance models’ slow decision-making create inefficiencies (McCaffery, 2018). Effective leadership is also necessary for fostering collaboration, driving research agendas, and navigating political dynamics (Whyte et al., 2022). Addressing these issues requires investing in leadership development programmes and strengthening governance frameworks that prioritize accountability, innovation, and inclusivity.

 

Curriculum Relevance and Modernization

 

Outdated curricula are a major challenge, especially in regions like Africa, where the Higher Education System has been slow to adapt to global changes (B. Mugimu, 2022). A rigid curriculum that does not incorporate emerging global trends and technologies leaves students unprepared for the modern job market. For instance, many universities still rely on theoretical instruction with minimal focus on practical skills, entrepreneurship, or critical thinking (Almetov et al., 2020). Uganda’s higher education system, for example, struggles with curricula that do not adequately address the needs of a digital and innovation-driven economy, thereby affecting graduate employability. Higher Education practitioners must modernize curricula to reflect 21st-century skills such as digital literacy, critical thinking, and problem-solving, which are critical for thriving in today’s dynamic economy (Ndibalema, 2025).

Digital Divide and Technological Integration

 

The rapid integration of technology in Education presents both opportunities and challenges for Higher Education practitioners. Middlehurst (2009) reported that there is no single professional group within institutions; instead, many different professionals work in higher Education carrying out diverse roles and portfolios, even where formal titles are similar. While there are common challenges arising from external trends and environmental conditions, both subtle and substantive differences also exist, with a range of choices available to institutions and individuals. Finally, a dynamic external environment is already creating, and doubtless will continue to create, uncertainty about the precise nature of future roles and associated capabilities and capacities. For all these reasons, development routes and opportunities are likely to be non-linear and varied in form and scope. Additionally, inadequate infrastructure and a lack of digital literacy among both students and staff hinder effective use of technological resources (Mahinda, 2018). During the COVID-19 pandemic, these issues were amplified as institutions had to rapidly transition to online learning, revealing the stark disparities between institutions that could adapt and those that could not. To overcome this, Higher Education Institutions must invest in digital infrastructure and training programmes that ensure equitable access to technology.

 

Apart from Nigeria, which attracted more than 100 000 international students in 2016, most countries in Sub-Saharan Africa attract very few students who are not residents. Despite this, the global zeitgeist is reshaping Higher Education in countries from Senegal to South Africa. In part, that is because most of those students return to their home countries after completing their Higher Education. They return with wider horizons and can also offer new ideas and perspectives to their alma mater. The larger story, however, is one of technology transforming all sorts of educational institutions. Thirty years ago, universities in every country were largely isolated from each other. This is no longer the case. Thanks to digital technologies, scholars and students in Africa, Europe, and the United States today are part of a global academic system that has never existed on this scale before.

 

In a number of fields, teaching and learning face the same technological pressures as bookstores and DVD rental services. The internet makes it possible for people who want to learn to get direct access to the best material available. From a Professor’s perspective, the same technology means class content and even its assessments can be unbundled, with elements jointly created by high-profile experts, with or without the direct input of the local faculty. In admissions, teaching, assessments, and many administrative processes, those working in Higher Education are expected to keep pace with global trends. A philosophical stance that does not adapt to the knowledge and values that clearly change around the globe is bound to stagnate, with or without outside competition. One of the challenges of 21st Century Higher Education is figuring out how to adapt a local curriculum and campus traditions to 21st Century realities, while educating students to grapple with a global culture. Globalization in Higher Education is therefore both an external challenge to be managed and an aspirational goal that Institutions of Higher Education must work towards.

 

Financial Constraints and Affordability

 

The cost of Higher Education has become a significant barrier for many students and institutions alike. Rising tuition fees, coupled with inadequate financial support mechanisms, have made Higher Education unaffordable for many students (Ayuk & Koma, 2019), particularly in low- and middle-income countries. In Uganda, for example, many students struggle to afford university fees, leading to high dropout rates. Financial constraints also limit the ability of institutions to invest in infrastructure, faculty development, and research activities. Practitioners are thus challenged to find sustainable financial models that can ensure both access and quality. Innovative approaches such as public-private partnerships, student loan schemes, and income-contingent repayment plans can alleviate some of these financial pressures, making Higher Education more accessible.

 

Access and Equity Issues

 

Access to and equity in Higher Education in SSA are critically low, characterized by barriers to enrollment and poor retention, due mostly to limited financial capacity among the usually poor citizenry. The rapid increase in the school-age population, coupled with poor access in the face of poor-quality Education at lower levels, disfavors the potential for Higher Education expansion. Yet, developing societal human resources for the myriad roles in national development calls for Higher Education, which requires entrepreneurship policies to promote transformation. Inclusive and equitable educational systems enable social mobility, as well as reduce economic inequality for capacity development to meet 21st-century challenges arising from technological innovation in a knowledge economy. Besides, the female population share is relatively low compared to males, while communities are further marginalized, leading to the development of informal Education to hasten development.

 

Access and equity based on the pervasive concept of opportunity for Higher Education and advantages are relative and fluctuate depending on prevailing institutions, policies, programmes, and societal goodwill. The transformation in the opportunity of access to Higher Education should hence be of utmost priority over matters of privilege. Barriers to access are various, and thus, the quest for practical remedies. A significant issue has been the prohibition of indigenization policies in employment and Education in Sub-Saharan Africa, so black people in Zimbabwe could not access Education at socio-economic status institutions. Such subjugated people’s wealth, including knowledge centers, were taken by colonizers, leaving the colonized poor. The mental slavery of indigenous peoples results in low self-esteem and poor self-worth, manifesting in low performance in learning, as factors to note. Unequal education systems are still rife in a globalized world, a cause of concern. Therefore, gender, culture, race, class, disability, and sex as variables to Higher Education access reveal differences in indigenous worldviews. If one is disadvantaged as a woman and in High School in a disadvantaged region, widening access to Higher Education becomes an equal opportunity issue. Some score and miss because of this iconic intersection.

 

Research Capacity and Output

 

The ability of Higher Education institutions to conduct research and produce knowledge is a critical component of their role in society (Tennant et al., 2009). However, many universities, especially in developing regions, face challenges related to research capacity. Limited funding for research, lack of access to cutting-edge technology, and inadequate research training are some of the issues practitioners face. In Uganda, for instance, research output is low, and much of the research conducted lacks global visibility. This hinders the institution’s ability to contribute meaningfully to global knowledge production and innovation. Strengthening research capacity requires improving funding mechanisms, fostering international collaborations, and providing faculty with the necessary tools and training to conduct high-quality research.

 

Globalization and Internationalization

 

Globalization has transformed higher education, creating both opportunities and challenges (de Wit & Deca, 2020). Internationalization strategies, such as student mobility programmes, academic exchanges, and global research collaborations, are increasingly common in universities worldwide. However, not all institutions are equipped to participate fully in this globalized landscape. For instance, universities in developing countries may lack the financial resources, infrastructure, or international networks to engage in meaningful global partnerships. Additionally, there are concerns about the cultural implications of internationalization, such as the dominance of Western Education models and the potential erosion of local knowledge systems. To address these challenges, Higher Education practitioners must develop strategies that promote global engagement while preserving the unique cultural and intellectual contributions of their institutions.

 

Quality Assurance and Accreditation

 

Maintaining high standards of Education quality is another significant challenge for Higher Education practitioners (Destin et al., 2021). The rapid expansion of Higher Education Institutions, particularly in regions like East Africa, has led to concerns about the quality of Education being provided. In some cases, institutions lack robust quality assurance mechanisms, leading to disparities in the quality of Education across different institutions. For example, in Uganda, there have been concerns about the credibility of degrees from some private institutions due to inadequate regulation and oversight. To ensure consistent quality, Higher Education practitioners must develop and implement rigorous quality assurance frameworks, including regular accreditation processes, faculty development programmes, and continuous curriculum assessment.

 

Sociopolitical Influence and Autonomy

 

The socio-political environment can greatly affect Higher Education Institutions, especially in regions where political interference is common (Teixeira & Shin, 2020). In many countries, universities face pressure from governments that can limit academic freedom and institutional autonomy. In Uganda, for instance, there have been instances where political influences have affected university governance, leading to concerns about the independence of academic institutions. Practitioners must navigate these complex dynamics while advocating for academic freedom and institutional autonomy. Strong leadership, transparent governance structures, and advocacy for policies that protect the integrity of Higher Education are crucial for addressing these challenges.

 

Practical Remedies to the 21st Challenges Facing Higher Education Practitioners

Strengthening Education Governance Acts

 

Uganda’s Universities and other Tertiary Institutions Act, 2001, Section 40 (1) empowers the University Governing councils to make financial decisions about fundamental policies and practices in several critical areas of the university, including resource mobilization strategies and fixing of scales and boarding charges in line with sufficient funds for delivering quality Higher  Education and resource allocation. Specifically, Section 41(c) and (g) empower the Governing Councils to fix scales of fees and approve university budget and proposals submitted to the university, respectively. Ideally, if the Governing Councils adequately fulfil their financial management and resource mobilization roles, it is expected that the budget shortfalls left because of limited government budget allocation would be minimized. Notwithstanding, research on governance in higher education in general has burgeoned since the 1980s (Makai & Olweny, 2016; Nabaho, 2019; Varghese, 2013 & 2016).  Thus, there is a scarcity of empirical evidence on practical remedies to the 21st-century challenges facing Higher Education practitioners.

 

Strengthening Leadership and Governance

 

One practical remedy to weak leadership and governance in Higher Education is investing in leadership development programmes (Tran & Nghia, 2020). Universities can introduce continuous professional development initiatives for administrators and faculty to refine their leadership skills. Programmes focusing on strategic planning, financial management, and crisis leadership can prepare leaders to handle the complexities of modern Higher Education. For instance, institutions like Harvard and the University of Cape Town offer Executive Education Programmes tailored for university leaders, equipping them with the necessary skills to navigate political, financial, and operational challenges. Additionally, institutions can establish governance frameworks that promote transparency and accountability. This can be done by creating independent boards of trustees and enhancing faculty participation in decision-making processes, ensuring that leadership decisions align with institutional goals and community needs.

 

Modernizing Curriculum and Enhancing Relevance

 

To address the challenge of outdated curricula, Higher Education institutions must continuously review and update their programmes to align with the demands of the 21st-century job market (Goulart et al., 2022). This involves integrating technology, fostering critical thinking, and emphasizing practical skills such as problem-solving and entrepreneurship. For example, Uganda’s Makerere University has revised its engineering curriculum to include more hands-on training and technology-driven courses to meet industry needs. Partnering with industry stakeholders to ensure that curricula are relevant to current market trends can also provide students with a competitive edge. Additionally, interdisciplinary courses that combine multiple fields, such as technology and humanities, can help students develop versatile skill sets. Curriculum reviews should also incorporate feedback from alumni and employers, ensuring that graduates are equipped with skills that are both practical and relevant.

 

Bridging the Digital Divide

 

One remedy to the digital divide is expanding access to affordable and reliable internet and digital tools. Governments and universities can collaborate with telecommunications companies to offer discounted internet packages or set up free Wi-Fi zones in underserved areas. In countries like Kenya, partnerships between universities and tech companies like Google have led to initiatives that provide affordable internet to students in rural areas. Universities can also invest in digital infrastructure, such as computer laboratories, and offer digital literacy programmes to ensure both staff and students can effectively use technology for learning and research. Additionally, embracing blended learning—combining online and face-to-face instruction—can help bridge the gap by allowing students with limited access to participate in flexible learning modes. Incorporating more Open Educational Resources (OERs) can reduce the costs associated with textbooks, making Education more accessible.

 

Digital literacy is the ability of a Higher Education Institution to ensure that its students and academics have the digital skills they need to succeed in modern society and become leaders in their professions (Mardiana, 2024). Digital literacy cannot be the sole domain of any single student or academic but should equip all to access and manage digital resources, produce new digital objects, and communicate and share these in the digital domain. Limiting the beneficiaries of digital literacy to only those in Computer Science or Engineering fields would be the same as insisting that only professional drivers know how to fix a car or read a road map. Society has an ethical and practical responsibility to provide everyone with the skills to safely operate a car. Investing in digital literacy across a curriculum is therefore an important investment in building leadership for the future. While today’s fourth-year students must focus on their final year projects, the Higher Education institutions have a duty to communicate digital skills to new first-year students each year; otherwise, they would be busy training yesterday’s leaders.

 

The world of work now demands that potential employees can gather data and communicate using online resources, and for administrators to manage Education services, academics to deliver Education, and for regulatory bodies to monitor courses, all using online systems. Defending the digital deficit may feel comfortable, but it is a policy that will only be valid for a short while in a Higher Education Institution. Postponing digital literacy Education could finally lead to a meaningless diploma in the near future. The fees that a bank will pay to an Accounting graduate will primarily emphasize their ability to conduct audits, investigate financial crimes, or ensure financial compliance using both manual and digital skills. Should the market’s inclination for digital systems increase, then integrated skills will have a bigger financial reward. As such, the value of a general liberal arts degree will be determined by the digital integration skills its alumni uniquely possess.

 

Integrating a Liberal Arts degree with digital skills is achievable if both Higher Education Institutions and industries adopt this long-term approach to positive mutual partnerships regarding the curriculum and student learning programmes. If this integrated curriculum is then implemented, the value added to the e-services customer by the packaging, making it behave differently compared to and from narrow vertical knowledge disciplines, with potential consequent transaction cost savings, can be measured as a long-run utility function. The transaction cost effect of the integrated university alumni is either leveraging books and accumulated practical experiential learning packages, or the digital skills developed because of an integrated educational approach employing multiple and parallel pedagogical delivery models.

 

Ensuring Financial Sustainability and Affordability

 

To overcome financial challenges, universities can explore alternative funding models such as public-private partnerships, alumni contributions, and philanthropic donations. For example, the University of Nairobi in Kenya has successfully raised funds through its alumni network, allowing the institution to improve infrastructure and offer scholarships. Another remedy is adopting income-sharing agreements (ISAs), where students repay a portion of their income after securing employment, rather than paying tuition upfront. This model has been successfully implemented in countries like the United States of America to help ease the financial burden on students. Additionally, institutions can optimize operational efficiency by cutting unnecessary costs, streamlining administrative functions, and embracing digital solutions for tasks such as admissions and record-keeping. Diversifying revenue streams through research commercialization, online courses, and consultancy services can also provide much-needed financial support.

 

Strengthening Research Capacity

 

Building research capacity is essential for Higher Education Institutions to contribute meaningfully to knowledge production. A practical remedy involves increasing funding for research, either through government grants, international collaborations, or partnerships with the private sector. For instance, universities in South Africa have benefited from collaborative research funding with international bodies like the European Union, which supports African research on global challenges such as climate change. Institutions can also create research centres focused on local and global issues, fostering interdisciplinary research and innovation. Strengthening graduate programmes by offering mentorship, research training, and access to resources such as laboratories and academic journals is crucial. In addition, providing incentives for faculty to publish in high-impact journals, such as offering promotions or financial rewards, can help boost research output (Azoulay & Li, 2020).

 

Promoting Equity and Inclusivity

 

To address inequities in access to higher education, universities can implement targeted scholarships and financial aid programmes for underrepresented groups such as women, students from low-income families, and people with disabilities. For example, the Mastercard Foundation Scholars Programme offers scholarships to talented students from disadvantaged backgrounds across Africa, enabling them to pursue Higher Education (Liu et al., 2022).

 

Implementing Flexible Learning Models

 

In order to come up with practical solutions, it is first important to understand what flexibility might entail. Flexibility is about institutional systems, policies, programmes, courses, and practices that constitute responsiveness in all aspects to learners’ characteristics and to the organization. The adoption of flexible learning strategies is the starting point for improvement and an opportunity for long-range change. It provides strategies and highlights principles, and preliminary activities regarded as significant in the development of some effective strategies. Flexibility in general responds to differences between learners and situations, physical capabilities, and mental preferences, including learning styles, personality differences, varying time and place preferences, and so on.

 

A range of flexible learning projects and practices have been emerging in Australia: flexible learning packages, ways of improving access and outcomes with language and literacy challenges, the development of more online courses, professional development strategies, and the use of new approaches in courseware. Valuable outputs of a flexible learning good practice guide and a consultative framework. Information about the Flexible Learning National Action Agenda and a rich set of examples that demonstrate how institutions are implementing the vision of the agenda. Recent outputs demonstrate how the concept continues to evolve. What is the unique selling point of flexible learning? Teaching within schools often uses it as a way of making coursework more engaging for pupils. Students manage their own work around their own schedule. This allows them to fit their studies in with their work, family, and social commitments.

 

Strengthening Industry-Academia Partnerships

 

To redress the issue of skill misalignment, partnerships between industry and universities should be strengthened to ensure the relevance of the programmes of study (Giesenbauer & Müller-Christ, 2020). Such collaborative links have many benefits, such as the provision of professional work experience and the development of industrial advice in developing curricula, and the general operational direction of the university. These associations help to link the skills that are lacking in the community to actual skill requirements, which in turn can help match the two. They provide an engine of local economic growth, and increasing employability rates improve the social standing of the university and the community. A number of different activities can be employed to develop these partnerships. Students following degrees or diplomas combined with industrial placements might be an option. Cooperative Education is another idea.

 

Also, internships can provide evidence of the quality of the institution to industries that have not seen the caliber of its output. A third option is student projects that stem from a real problem experienced within an industry. As well as these benefits, if curricula are student-centred and incorporate the views of those likely to employ their graduates, they make it easy to identify potential products that can be marketed to industry. Crucial to the concept of industrial-university partnerships is parity. In other words, the companies also benefit from collaborating with the university.

 

In addition, the company can also help steer curriculum content and therefore aid in solving human resource gaps. In some countries, businesses will write an internship into a graduate’s employment contract, and part of the costs of the internship will be funded by the company, again enhancing the relationship. When institutions are involved in structured industry links, part of the deal tends to be a series of regular meetings to monitor progress and the general health of the activities. Continued links have a health warning, though. Some companies only want to be associated with the university to extract the nonetheless necessary work experience from the student and are not genuinely interested in developing the academic relationship.

 

In addition, good relationships are based on give and take; both the university and company need each other, and the students are the doorway to that association. While collaboration between industry and the university can bring positive outcomes, an associated policy framework is also required. Human development initiatives call for the establishment of councils as part of a broader initiative to develop policy guidelines for state and local education reforms. In the instance of these councils, the establishment of collaborative industry-university relationships highlights a coordinated, systematic approach. In conclusion, there is a need to strengthen ties between universities and industry. This enables Education to be made up of standard components that are durable and retain their relevance to the present.

 

CONCLUSION

 

The 21st Century presents numerous challenges for Higher Education practitioners, ranging from weak leadership and governance to financial constraints, curriculum relevance, and the digital divide. These challenges hinder the ability of institutions to provide high-quality, inclusive Education and adapt to the rapidly changing global landscape. However, practical remedies such as leadership development programmes, curriculum modernization, investment in digital infrastructure, and the promotion of equity and inclusivity can help address these issues. The rise of technology and globalization has also expanded opportunities for collaboration, research, and innovation, but only institutions that proactively respond to these challenges will thrive. Ensuring the sustainability and relevance of Higher Education in the 21st Century requires a holistic approach that embraces strategic partnerships, policy reforms, and innovative funding models. As Higher Education practitioners work to navigate these complex dynamics, their focus must remain on creating learning environments that are accessible, inclusive, and aligned with the needs of both students and society.

 

4.0 Policy Recommendations

 

a)    Leadership Development and Governance: Governments and Higher Education Institutions should invest in leadership development programmes aimed at strengthening governance structures. Creating independent oversight bodies and promoting faculty involvement in decision-making will enhance transparency and accountability.

b)   Curriculum Modernization: National Education policies should mandate regular curriculum reviews to ensure alignment with industry demands and global trends. Collaborative efforts between institutions and industries can help design curricula that develop 21st-century skills, such as critical thinking, digital literacy, and entrepreneurship.

c)    Digital Infrastructure Investment: Governments and Higher Education Institutions must collaborate with the private sector to expand access to affordable and reliable internet, particularly in rural areas. Policies should also support the development of blended learning models and the provision of digital literacy training for both staff and students.

d)   Equity and Inclusivity: Targeted scholarship programmes and financial aid should be implemented to address socio-economic disparities and ensure equitable access to higher education. Institutions should also adopt inclusive policies that accommodate marginalized groups, such as people with disabilities, and promote diversity in both curricula and institutional culture.

e)    Research Funding and Capacity Building: Governments and international organizations should increase funding for research, particularly in developing regions, and foster international collaborations to build research capacity. Institutions should incentivize research output through grants, professional development, and partnerships with industry and global networks.

 

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FINANCING

The authors did not receive funding for the development of this research.

 

CONFLICT OF INTEREST STATEMENT

The authors declare that there is no conflict of interest

 

AUTHORSHIP CONTRIBUTION

Conceptualization: John Michael Edoru, Benson Turyasingura, Fredrick Kayusi, Linety Juma, Rashmi Mishra and Rubén González Vallejo.

Data curation: John Michael Edoru, Benson Turyasingura, Fredrick Kayusi, Linety Juma, Rashmi Mishra and Rubén González Vallejo

Formal analysis: John Michael Edoru, Benson Turyasingura, Fredrick Kayusi, Linety Juma, Rashmi Mishra and Rubén González Vallejo

Research: John Michael Edoru, Benson Turyasingura, Fredrick Kayusi, Linety Juma, Rashmi Mishra and Rubén González Vallejo.

Methodology: John Michael Edoru, Benson Turyasingura, Fredrick Kayusi, Linety Juma, Rashmi Mishra and Rubén González Vallejo.

Supervision: John Michael Edoru, Benson Turyasingura, Fredrick Kayusi, Linety Juma, Rashmi Mishra and Rubén González Vallejo.

Validation: John Michael Edoru, Benson Turyasingura, Fredrick Kayusi, Linety Juma, Rashmi Mishra and Rubén González Vallejo.

Writing – original draft: John Michael Edoru, Benson Turyasingura, Fredrick Kayusi, Linety Juma, Rashmi Mishra and Rubén González Vallejo.

Writing – proofreading and editing: John Michael Edoru, Benson Turyasingura, Fredrick Kayusi, Linety Juma, Rashmi Mishra and Rubén González Vallejo.