The social sciences in Mozambique, Tanzania, Uganda and Zimbabwe: a report of an inventory conducted by the universities of Dar es Salam, Eduardo Mondlane, Makerere and Zimbabwe

This report is an inventory of the social science teaching and research in Mozambique, Tanzania, Uganda, and Zimbabwe. It aims to:

• assess the current state of the social sciences and of social science knowledge production and dissemination in the four countries
• identify strengths, weaknesses and challenges, priorities, and possibilities for regional and international cooperation
• make recommendations to SAREC and to the institutions themselves.

The survey finds that:

• Much of the teaching of social sciences is still done in university departments and institutes. In addition to that undertaken by the public universities, research is now also carried out in a wide range of independent research institutes and centres, research NGOs, and regional organisations and networks. The main public universities, however, form the core of what seems to be emerging knowledge systems, and act as a conduit through which much of the communication between the different constituent elements of the systems pass.
• The teaching of the social sciences is much more important at the undergraduate level than at the post-graduate level. Student numbers are high at the undergraduate level but small at the doctoral level. Master’s degree programmes are offered by each of all the four main universities. The disciplines that draw the largest numbers of students are economics, political science, and sociology, partly because of the perceived “market value” of these disciplines.
• Doctoral programmes are constrained by human resources. Only a small number of teachers qualify and have the experience to supervise doctoral research. Libraries and laboratories are ill equipped for post-graduate research, and post-graduate students face extreme financial difficulties. Most doctoral degrees are therefore obtained in other countries
• Until fairly recently there were no clearly conceptualised and formulated research policies. Research capacity is also limited. The institutions face constraints on the human resources available for research, a lack of facilities such as computers and Internet access, and a lack of funding. The weakness or almost total absence of doctoral programmes makes it difficult to improve research capacity enhancement through post-graduate programmes. Basic research is constrained by the frequent and generalised recourse to consultancy.
• Funding is one of the most critical issues confronting the social science faculties and departments. In the past, funding for the universities and for the social sciences came primarily from the state. External donors are now the primary source of funding. Social science faculties receive a smaller share of financial resources than the faculties of engineering, but more than other faculties. Attempts to supplement donor and government funding with locally raised funds (for example by charging fees to students and by regulating and charging a fee on consultancies) have had limited success. Both research and core costs such as salaries are inadequately funded. Consequently, the conditions of service are generally poor. Teachers and researchers therefore devote much time to various kinds of moonlighting to supplement their incomes, and this has affected the quality of teaching and research negatively.
• A large number of social science graduates are presently employed in the public, private, and civic (particularly NGO) sectors. Research output in the form of publications has been quite significant, but below desired levels. University presses went into disarray, but some are being revived as autonomous companies. Indigenous social science journals serve as possible outlets for publishing. Research results are also shared through public seminars and workshops. Social science departments and individual scholars have been taking an active part in public debates, electoral assistance, and so on Both institutions and individual social scientists appear to be keen to maintain some form of social and market relevance. Relevance to national development needs or priorities is a basic principle. Research agendas are, however, determined at various levels (from national to department and individual levels), but they are defined more and more by funding agencies who commission research.
• Bilateral co-operation between the universities of the four countries is extremely limited. Linkages are maintained through the regional organisations and networks. Strategic planning has been carried out in most of the universities, and the plans are more or less university transformation programmes. The main challenge is implementation.

The report recommendations include continued Sida/SAREC support for enhancing institutional research capacity. This includes support for staff development and aid in interuniversity co-operation.