Evaluates the impact of USAID”s African Graduate Fellowship (AFGRAD) project (3/63-9/96), which provides Africans from the public and private sectors with U.S. scholarships in key development fields. The evaluation is based on field visits and questionnaire responses from 617 of the almost 3,000 AFGRAD scholarship recipients from 45 countries. Despite major resource constraints all over Africa, AFGRAD alumni are making a difference in key public and private institutions — introducing new techniques and skills, training others, introducing changes and innovations in their jobs, and contributing to the growth and development of their organizations and institutions. Over 90% of alumni have completed their training objectives and more than 80% have resumed their professional careers in Africa. Training has been largely targeted at the graduate level (masters and doctoral degrees), with smaller numbers of undergraduate and postgraduate awards. Fields of study have varied, but include major concentrations in education, agriculture and animal science, engineering, economics and business administration, and health. All areas are vital to African capacity building. The great majority of AFGRAD alumni were sponsored by educational and governmental institutions, with smaller numbers from private business and other nongovernmental entities. Change and development have been the hallmark of AFGRAD alumni. A majority have made multiple job changes since their training, mostly as a result of promotions, although most continue to work in the field in which they specialized under AFGRAD. Their upward professional mobility is a major contributing factor to capacity building in their home countries. The majority of alumni continue to contribute to the education sector, particularly higher education. The number of alumni in the government sector has declined over the years, but the number working in the private and nongovernmental sectors has increased dramatically. This represents an Africa-wide trend away from public sector employment. AFGRAD alumni are increasingly carrying out more policy making and management duties. Most alumni felt that AFGRAD had a very positive effect on their career and professional development. AFGRAD training has been associated with increased self-confidence and self-reliance, a broadened outlook, and more flexibility, as well as improved problem solving skills, better organizational and management skills, and greater team work. Most alumni received a raise within a year after their return from training, yet many do not feel adequately compensated for their increased qualifications, due largely to a lack of resources in their organizations. Recognition of AFGRAD training, particularly in the government and education sectors, was a problem in some francophone countries, where U.S. degrees are not accorded the same status as French degrees. AFGRAD alumni include prime ministers, ambassadors, representatives to international organizations, government ministers, university registrars and department heads, teachers, and researchers. Many alumni hold executive positions in professional and civic organizations, and many have demonstrated leadership as owners or directors of successful private enterprises. The impact of this “leader promotion” function is crucial to the overall success of AFGRAD. Training relevance has been high. Alumni are actively applying their knowledge and skills on the job. Skills highlighted as most valuable include research and analytical skills, management and planning skills, and specific technical skills. However, limited resources prevent the alumni from fully applying their new expertise. These declines in institutional infrastructure and resources are a major factor in Africa today. AFGRAD”s greatest impact on institutional development is found in the education sector. Alumni have helped to change the way that students are taught throughout Africa, even though they may not be the majority at any single institution. For example, alumni in different countries have introduced U.S. financial analysis techniques and computer technology in support of structural adjustment programs. AFGRAD alumni contribute to sustainability. The spread effect from alumni working in the education sector is clearly one of AFGRAD”s greatest contributions: alumni are revising university teaching systems, developing curricula and new courses, and advising and guiding students every day; tens of thousands of students are benefiting. Alumni are also actively engaged in research and publication and maintain active networks in their professional fields through membership in professional associations and community-based organizations. This contributes to the spread of innovation on the continent. Many alumni also maintain ties with fellow alumni or with others trained in the United States. This contact serves to reinforce the knowledge and skills they acquired and promotes dialogue on important research and education issues. The number of women sponsored by AFGRAD has grown significantly over time. Women constitute 25% of the alumni population for Phase III. While women, who face greater career impediments in Africa than men, reported less satisfaction with their salary levels and career advancement than men, the differences were less than expected given the constraints on women”s access to education at lower levels in the education system. Women”s professional growth and promotion into leadership roles is expected to increase over time. (Author abstract, modified)
