Rédaction Africa Links 24 with Sharon Fonn, Professor, School of Public Health, University of Gothenburg Sweden, University of the Witwatersrand
Published on 2024-04-01 07:13:26
The main goal for universities is to produce graduates who are capable of collaborating with others to generate knowledge and research that can bring about positive changes in institutions and societies. This is the foundation on which the Consortium for Advanced Research Training in Africa (Carta) was established 12 years ago, aiming to provide a unique approach to teaching PhD students. The consortium supports faculty members from public universities and research institutes in Africa who are interested in pursuing a PhD. The training program covers various research methods to ensure graduates appreciate multidisciplinarity, encourages stakeholder and community engagement, and prepares students for life after completing their PhD. To date, 245 fellows have participated in the program, with 160 successfully graduating.
As members of the consortium, we have witnessed the continuous evaluation and refinement of the curriculum over the years. Numerous studies and publications have highlighted the positive impact of the program on fellows. A recent paper delved into the changes experienced by the PhD fellows as a result of their participation in the program, showing significant shifts in their self-perception, worldviews, beliefs, behaviors, and capacities.
The survey revealed three critical ways in which the training program positively impacted the fellows – by enhancing their research and teaching skills, influencing their self-perception, and changing their outlook on the world. The findings suggest that it is indeed possible to design a curriculum that produces outstanding graduates dedicated to making a difference in their respective fields.
The program’s approach to teaching has successfully tackled key challenges such as producing research-oriented graduates capable of leading institutional or societal change, fostering multidisciplinary collaboration, and instilling values of equity and commitment. The survey results indicated a transformative learning experience for the fellows, empowering them to become critical thinkers, agents of change, and mentors for future researchers.
The consortium’s interactive and participatory teaching methods, along with peer learning, have been instrumental in engaging students and leveraging their diverse skills and knowledge. The curriculum’s theory of change emphasizes the formation of a supportive network among graduates from different disciplines and institutions, facilitating ongoing collaboration and change within their respective environments.
Overall, the Carta program offers valuable lessons for institutions globally seeking to produce versatile and impactful graduates. The adaptable curriculum and evidence of its effectiveness make it a model worth considering for various disciplines. However, it is crucial for institutions to create a supportive and nurturing environment for graduates to thrive and lead positive change.
