An analysis of African universities’ inability to implement practical and coursework-based doctorates and their implications for development.

Abstract

This article discusses the failure or inability of African institutions to embrace coursework-based practical doctorates such as the Doctor of Science and the Doctor of Professional Practice. The review concludes with a historical perspective, considering the legacies of colonialism and how these continue to shape the form and structure of higher education institutions on the continent, with particular reference to conventional, research-focused PhD programs. These curricula are often more theoretical than practical, and often create a gap between existing local needs and academic research. This represents the limited number of professional doctorates available and points to more significant systemic issues, including a lack of financing, institutional barriers, and cultural perceptions of research.

This, in turn, means that the consequences for development are huge, given that their potential to address major socioeconomic challenges on the continent is restricted because of a lack of pertinent doctoral training at the graduate level. This essay presents a case of innovation and sustainable development in Africa, which depends mostly on PhD education growth. The applied dimensions of the doctoral program will ensure that graduates are prepared to solve real-world problems and have a positive impact on society. This article highlights that the coming together of governments, industry, and institutions of higher learning is vital in creating an environment that is ripe for quality research and innovation.

Future studies will also look into other models of doctoral education that place high value on interdisciplinarity both in teamwork and problem-solving, as well as effectiveness in the present support systems for PhD students. The findings suggest that PhD education in Africa needs to be reconsidered with the view of positioning graduates as change agents to advance the continent's developmental aspirations. In light of this, this essay identifies the scaling up of doctoral programs in African universities through the incorporation of useful components that assist in addressing specific national needs. This approach significantly helps address socioeconomic challenges on the continent and in aligning possibilities more precisely with relevance. skills underscore the need for more practical doctoral programs.