Curricula review and development

Experts have observed that land-related academic curricula are not necessarily equipped to respond to Africa’s realities and dimensions of land governance and administration. They tend to be rather technical and are most of the time lacking in the social/cultural, political, economic and environmental aspects crucial to land governance. Issues such as Land tenure, political economy of land, autochthonous populations’ ties to land and cultural/traditional land governance, are rarely addressed – despite being key to understand the land question in African contexts. In addition, research is often not responsive to Africa’s needs partly due to inadequate resources, limited access to quality data and sometimes weak analytical capacities. Against this background the African Land Policy Centre (ALPC) has facilitated the elaboration of the “Guidelines for the Development of Curricula on Land Governance in Africa”. This endeavor comes in support to the implementation of the AU Declaration on land issues and Challenges in Africa, in particular the call for Member States to “Build adequate human, financial, technical capacities to support land policy development and implementation”. 

Improving curricula and learning offerings of member universities is a pillar of the capacity development strategy of NELGA. In addition to the organization of sensitization workshops on the curricula guidelines, ALPC and GIZ have set up technical and financial resource mobilization mechanisms to answer the request for support by NELGA member universities considering reviewing their land-related curricula. So far, above 20 NELGA member institution have received such support, and most of them have already successfully integrated the guidelines in their academic curricula.