As can be deduced from this preface, Norhed is both a product of, and a platform for, learning in relation to Norwegian development co-opera-tion and its support for higher educaco-opera-tion programmes. Norhed has scored several successes and has demonstrated the need for further adaptations if such successes are to widen out and be made more sus-tainable. The SDGs present opportunities and challenges for Norhed as it plans for its next phase of development. They amplify how capacity development in the academic community goes together with, is a pre-condition for, and/or makes development possible. The chapters in this book are a valuable resource that will contribute to ensuring that Norhed is designed to respond effectively to the needs of HEIs, enhanc-ing their capacity to respond to the clarion call of achievenhanc-ing the SDGs.
Indeed, the book is a testimony to the importance of knowledge sharing and the value of interdisciplinarity.
About the authors
Jeanette da Silva is a senior adviser and co-ordinator of the Norhed programme in the Section for Research, Innovation and Higher Education within Norad’s Knowledge Bank.
Douglas Tendai Phiri is an adviser in the same section within Norad.
Notes
1 For some information about the World Bank study, see Psacharopoulos (1985), and for a discussion of its impact see, for example, Hydén 2016.
2 For more information on this list, see http://www.oecd.org/dac/financing-sustain-able-development/development-finance-standards/daclist.htm
3 When Norhed was launched, South Sudan had recently become an independent state (2011), and urgently needed a qualified workforce across all sectors. By creat-ing a sub-programme focuscreat-ing on capacity development in South Sudan, Norhed’s intention was to strengthen the higher education sector as a key provider of the skills essential for building the country.
4 In the Quota Scheme, the concept of ‘internationalisation’ referred to giving HEIs in Norway access to the global knowledge market in the hope that wider exposure and partnerships would enhance the relevance and quality of curricula, broaden per-spectives, attract international students and staff and enable these institutions to educate global citizens.
5 See, for example, Eva Tonnessen, Stadig færre studenter fra det globale sør i Norge, Khrono, 30 October 2017. Available online.
6 See the Norwegian Ministry of Foreign Affairs’ grant portal at http://udtilskudd.
regjeringen.no/#/en/country?year=2018
7 See Tom Kariuki’s article, Africa produces just 1.1% of global scientific knowledge but change is coming, The Guardian, 26 October 2015. Available online.
8 This report is often referred to as the Brundtland Report in recognition of the role played by Norway’s former prime minister, Gro Harlem Brundtland, who was chair of the World Commission on Environment and Development (WCED) when the report was researched, written and published.
9 The term ‘agreement partner’ is used within Norhed to refer to the main partner – that is, the HEI that enters into an agreement with Norad and takes overall implementation and administrative responsibility on behalf of project partners.
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