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MAIN INFORMATION
Historical Connection and Contemporary ChallengesMIUC connects to major historical streams in shaping newer frontiers in higher education thinking and practice – for the benefit of society and the learning community. MIUC observes among the following:

In the 90s, the World Bank and its partners began recognising that knowledge was no longer the exclusive domain of technologically advanced societies. A search began envisioning a "knowledge bank" that recognized learning from practices of communities which would leverage the best in global and local knowledge systems. The envisioning included the kind of "knowledge bank" which would intermediate ideas and also financial resources.
In 1998, the World Bank launched the "Indigenous Knowledge for Development Program to help learn from community based knowledge systems and development practices, and incorporate them into Bank-supported programs".

Generally Faith societies have ceased to be passive consumers of knowledge products from traditional higher education institutions. They are either putting out further horizons or challenging the axis on which knowledge development has been shaped. Increasingly, Faith leaders in diverse contexts are feeling that higher education practice, public leadership education, and social enterprise constructions are captive to prevailing market systems and their political ideologies. Consequently, various urban missions have been raised up in various cities and denominations to offer additional curriculum for higher education practice, public leadership education, and social enterprise constructions - using the city and its urban landscape as metaphors of a changing world and also as reflectors on the complexity of modern professional practice.

MIUC shares such observations with both students and faculty – and in the process directs attention to new chapters in higher education thinking and practice particularly for work engagements in cities, emerging economies, developing countries, market unions, private-public partnerships, social enterprise systems, faith societies and membership organisations.

Our Local Context
Since 2000, there has been an increasingly successful entry of the private sector, including the Churches and individual practitioners, into the mainstream provision of tertiary education in Ghana. That has been a very significant milestone in bringing university education closer to the locations and vocations of Ghanaian workers, households and local residents. Currently 40% of tertiary education students in Ghana are with private-sector institutions. However, a second milestone has caught up.

One key challenge in the second milestone is to bring university college operations to dissect, re-assemble, capacitate and professionalize the base occupations (primary and middle levels) of the working population - with the aim of equipping the workers to operate creatively and successfully in the increasingly competitive open market environments of the 21st century. While the various administrations, government departments and business associations have made important efforts to advance work skills at the base occupations, the strategic and development operations at district, regional and cross-country levels still rest on the shoulders of university institutions which have the required inter-sectoral commitments backed by generative programmes and on-going research.

The College anticipates that these challenges would eventually translate into innovative designs in university college operations, where the institutions would be incorporating more and more of clinical education, participatory learning, critical thinking, objectivity and action, responsibility and accountability, co-operation and collaboration as central features of teaching and research.

With all these efforts, the College is committed to ensure that higher education would not be a privilege accessed by only a few number of the adult population. We therefore apply various creative ways to support adults to rise above the deficit assessments which are often directly or indirectly applied by the education system to disqualify many in accessing higher education. We however challenge such prospective and admitted candidates that serious commitment to learning and quality work at courses cannot be compromised. We are mindful of the fact that MIUC needs to make her contributions to ensure that local knowledge gains an appreciating value and effective location in global and regional knowledge economies.
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