Community Engagement

East Africa University: A Bulwark of the Community

 

The East Africa University was established in Puntland after the collapse of the Somali state in 1998 with funds from the Somali people in Puntland and around the Arabian Peninsula. It was the effort of a number of educators who  sought to build a place to educate the community and create a sense of community.

 

We believe that close community relations are one of the collections of values that prepared University “brand”. Good community relations underpin a sense of the university’s identity.

 

Appropriate and effective collaboration of EAU with the educational institutes is an essential part of the EAU strategic policy to help the community prosper and grown strong.

 

Engaging with the community is one of most vital priorities recognised in the University’s overall strategic plan. The University was first established for the benefit of the education of the people of the Somalis wider locality.

 

EAU believes that educational institutes alone cannot develop good community. We believe that communities should work closely with each other to satisfy their mutual good. Therefore, educational institutes can provide more support for students, families and staff when they are an integral part of the community.

 

EAU continue to work hard to promote awareness, counter negative perceptions and encourage local students to consider East Africa University as their institution of choice. The admissions policy provides an added importance to applicants from within the geographical locality.

 

The University has likewise a substantial economic impact on the surrounding local community, an important agent that was highlighted in feedback from the community where the university has branches.

 

EAU Community Engagement

 

EAU-Educational institute-community partnerships can interrelate to boost the community. They could improve educational institutes, strengthen neighbourhoods and lead to a noticeable reduction in young people’s problems.

 

EAU work to enrich its local communities through a variety of activities and facilities. For example, we make sure education to become accessible by people living and working in the local region.

 

Universities, through their staff, students and facilities, possess massive ability to catalyse learning and innovation in wider society. Strategic community engagement helps to maximise this potential by focusing attention and support on the multiple, often informal, ways in which universities enrich the lives of the wider public.

 

Community engagement

 

Community engagement helps to maximise the flow of knowledge and learning between higher education and society

 

At EAU, through our staff, students and facilities, we possess huge potential to catalyse learning and innovation in wider society. Strategic investment in community participation will serve us to maximise this potential by focusing attention and backing on the multiple, often informal, ways in which we can enrich the lives of the wider community.

 

By embedding community engagement into their work, the University shall be able to react to social need locally, across the country and globally. We shall also make a positive contribution to the social justice, and evolve more effective ways to support people to their potentials.

 

Build trust and mutual understanding

 

The community partnership involves the use of EAU facilities and equipment. At the end of every academic year, EAU Branches provide facilities to educational institute to get together and make their annual celebration. On EAU campuses, there are big halls where educational institute events are held.

 

Confidence is vital to a healthy higher education system and to build trust to take root in the community to engage. Trust generates unforeseen outcomes, and stimulates creativity and invention.

 

Building partnerships require vision, strategic planning. Other sharing activities include:

  1. Sharing resources;
  2. Volunteer assistance;
  3. Mentoring from professionals;
  4. Information sharing and dissemination;
  5. Networking; recognition and public relations;
  6. Expanding opportunities for internships, jobs, recreation and building a sense of community.

 

Policy toward Male and Female Equality

 

The University is satisfied to have a history of representing open-mindedness and promoting equality of opportunity. The University has a varied range of students and staff and seeks to ensure that all students and employees are able to fulfil their potential and talent regardless of their background.

 

As mentioned above, gender equality is a long-standing concern for the University, particularly for female faculty members. We have maintained equal pay for both genders and for equal work at all levels.

 

We know it is very significant and essential to keep this policy of equality.

 

Much of the work targeted at research and academic staff involves improving career development opportunities, ensuring that female staff has access to appropriate training that will support them to further their academic career.

 

We encourage females to take more on education as we believe that the world would be a safer and better place with women taking more roles. Girls are more likely to reinvest in their families and communities, boosting economies and increasing opportunities for everyone.

 

Increasing girls’ education contributes to higher economic growth for entire communities through boosting girls’ earning power. We believe that women must receive opportunities in education and in the workforce of equal opportunity as that of males.

 

At EAU, in some programs we have more females than males. For example in Bosaso Branch BA Islamic Sharia Program 2017, Academic year January-May, out of a total of 290 students, the girls are 55% while the boys are 45%. Similarly, at Business Administration program, girls are 48%, while the boys stand.

 

We should give more change and opportunities to empower women, particularly the access to high quality education.

 

 

Last modified: December 2016.