1. The increasing role of
universities in professional
education And training in
SSA - some reflections
By Dr A N Ng’andu
Executive Director
Zambia Centre for Accountancy Studies

2. Introduction
A 2012 study by Ernst and Young titled “University
of the Future” says that that the dominant university
model — a broad-based teaching and research
institution, supported by a large asset base and a
large, predominantly in-house back office — will
prove unviable in all but a few cases over the next
10-15 years.
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July 2015

3. Introduction
At a minimum:
significantly streamline their operations and asset
base,
incorporate new teaching and learning delivery
mechanisms,
Diffuse channels to market, and
Incorporate stakeholder expectations for
increased impact
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4. Introduction
At its extreme:
create new products and markets that merge
parts of the education sector with other sectors,
such as media, technology, innovation, and
venture capital.
Clearly, there are exciting times ahead —
and challenges too, but
Also provides a basis for this presentation.4 3/4/2016
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July 2015

5. Where We Are
SSA Universities can no longer restrict
themselves to academic training.
Tradition of providing academic training only
no longer tenable.
Well rounded individuals with both
professional and academic training now in
demand.
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July 2015

6. Where We Are
Industry continuously concerned about how
long it takes to make university graduates
fully productive.
Universities must come down from their ivory
towers to produce fit for purpose graduates in
the world of work.
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July 2015

7. Where We Are
In developing countries, increasing
joblessness of graduates is one of the
pressing problems.
Graduates’ skills set is not commensurate
with the available job opportunities in the job
market.
there is increased need to provide job
related training to the new graduates.7 3/4/2016
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July 2015

8. Where We Are
Universities in SSA have not taken up
the role to impart the required job
related skills.
Clearly, there is a challenge and a need
for this diversification.
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July 2015

9. 3 Key Considerations
1. Expanding the range of coverage
of professional education to
include:
Initiation, qualification, improvement and
Specialisation.
Benefits:
 increase access and the range of
programmes and competitiveness, and
the additional revenues.
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July 2015

10. Key Considerations
How:
 build deep alliances with relevant
bodies in their chosen fields, including
partnerships to support research and
innovation, professional skill
development and lifelong learning.
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July 2015

11. Key Considerations
2. Mainstreaming research in
professional training
professional training does not draw much
from research.
universities are well placed and equipped
to undertake the research required to
improve practice.
improve the quality of professional teaching
and training
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12. Key Considerations
3. Increasing access to professional
training.
SSA does not have as many professional
tuition providers as the rest of the world.
niche for universities (which are wide
spread in SSA) to fill the gap and provide
the professional education and training.
Requires changes in university pedagogical
approach to teaching .12 3/4/2016
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13. 5 Implications for Universities
1. The quality, academic excellence and
competences of the faculty
 backgrounds of academic qualifications and
research capability to include industrial
experience
2. Academic talent
 attract new talent to replace the workforce
support new business models and programmes
in non-traditional operating models.
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14. Implications for Universities
3. Commercial Skills and Capability
 Professional bodies and universities will need to work
closely in order to cut the right deals upon which
professional education and training can be effectively
delivered.
4. Change Management and speed to market
 New models will require significant change.
 find ways of being true to their mission, while at the
same time changing their business and operating
models.
 A critical component will be speed to market.14 3/4/2016
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July 2015

15. Implications for Universities
5. Regulation
 Challenges arising from regulation and
benchmarking to be carefully addressed so that
innovation is not stifled.
 Regulators will need to consider how new
university models and products might fit in the
regulatory frameworks without compromising
standards.
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July 2015

16. Thank you!!
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July 2015