capstone project final approval page capstone project final approval page master’s of professional...
TRANSCRIPT
1
CAPSTONE PROJECT FINAL APPROVAL PAGE
MASTER’S OF PROFESSIONAL STUDIES
AREA: HUMANITARIAN SERVICES ADMINISTRATION
PROJECT TITLE:
Financing the Future: An Overview of Tertiary Education Student Assistance Programs
in Namibia
BY
Brian D. Wheeler
FOR THE COMPLETION OF THE REQUIREMENTS OF THE MASTER’S OF
PROFESSIONAL STUDIES
IN THE COLLEGE OF CONTINUING STUDIES
ADVISORY COMMITTEE
Major Advisor________________________________________________________
Name
Associate Advisor______________________________________________________
Name
Associate Advisor______________________________________________________
Name
Associate Advisor______________________________________________________
Name
UNIVERSITY OF CONNECTICUT
2
TABLE OF CONTENTS
CHAPTER PAGE
ABSTRACT <still in progress> ...................................................................................... i
Dedication<still in progress> ......................................................................................... ii
Acknowledgements<still in progress> .......................................................................... iii
CHAPTERS <still in progress>
CHAPTER 1 – Introduction............................................................................................ 3
CHAPTER 2 – Overview of Namibian Higher Education……………………………..9
CHAPTER 3 – Domestic Financial Aid in Namibia………………….……………….16
CHAPTER 4 – American Financial Aid for African Students ………………………..40
A. Ohio ..................................................................................... 50
B. Kentucky ............................................................................. 61
C. Connecticut..............................................................................
CHAPTER 5 – Overview of Namibian Student Need…………………………………62
CHAPTER 6 – Conclusion & Recommendations for Action………………………….
A. Assessment of Project’s Compiled Data
B. Creation of a Blog: http://higheredafrica.wordpress.com/
References
3
Chapter 1: Introduction
During my seven years working as a Financial Aid Specialist at a community
college, I became aware of the immense need for students to acquire funding to pay for
their college tuition and fees. Students in America primarily utilize the Free Application
for Federal Student Aid to determine their eligibility for federal and state, grants and
loans offered by the United States Department of Education and State higher education
funding agencies. In addition to the nationally recognized FAFSA application, there are
thousands of private funding organizations that provide scholarships to qualified students
in the country. Not until my graduate studies did I begin to seriously contemplate the
challenges that students in developing countries encounter when attempting to navigate
the challenging task of trying to access financial aid to pay for college / university study.
Having developed a professional relationship with many immigrant students I
encountered at the financial aid office at Columbus State Community College, I began to
inquire about the financial aid system in their country of origin. A good majority of the
students I spoke with were from Africa, and they were unaware of any national financial
aid organization in their nation. All of the students that could however, provide insight
about financial aid resources, singularly referenced national loan programs and a limited
number of scholarships, offered by private donors and organizations for academically
excellent students. In all instances though, students were adamant in their opinion that
the demand for student financial aid assistance far exceeded the supply of available
resources.
4
To a large degree I was unable to retrieve any in depth information from students
in our informal conversations at the college. Therefore I consulted with my wife and her
siblings who had completed undergraduate degrees. Those who had their Bachelors
degree had completed their undergraduate degrees at universities outside of their home
country of Namibia. My wife’s sister’s who graduated from college, received their
degrees at colleges and universities in New Zealand, France, and my spouse and another
sister completed their undergraduate degree in the United States. In conversations with
my sister in-laws, I learned that they were unfamiliar with a national financial aid system.
They all were sentient of student lending institutions in Namibia, but none had ever
accessed financial aid or enrolled in a higher education institution in the country. It was
interesting to learn that the lending organizations that were in the country could not be
identified by name, by my sister-in law or wife. They were all in agreement that there
are not sufficient educational funding opportunities for students, and the capacity of the
university, colleges, and polytechnics in Namibia did not meet the enrollment demand of
students who were pursuing higher education domestically.
The lack of shared information on financial aid resources in Namibia prompted
me to investigate the availability of domestic and international loans, grants, and
scholarship providing organizations that provide assistance to Namibian students.
Considering the initial beneficiaries of this project will be Namibian, and to larger degree
international students, and due to my having considerable experience in American
financial aid processes and funding organizations, I limited my international research, in
the student’s perspective, to identifying funding sources in the United States. The
difficulty in assessing Namibian financial aid resources was predominantly due to the
5
limited information that was available on the Internet, and the challenge of verifying that
the identified resources in Namibia were both accurate and current.
During my explorations on my Capstone, I noticed that there isn’t a repository
data that comprehensively articulated information related to funding education beyond
high school in the Namibia. Considering this, I became determined to develop a
standardized template that compiled continually updated information related to: contact
information of funding sources, eligibility criteria, and the application processes for
specific grants, bursaries, scholarships, and loans. This information when presented in an
online format can serve as an online one-stop shop for financial aid information. I
concluded that the most efficient manner, by which this information could be
disseminated via the Internet, would be in an online informational blog.
The online blog, http://higheredafrica.wordpress.com, will outline my frequently
updated research findings to date, provide direct links to relevant funding sources and
corresponding applications for identified scholarships for Namibian and international
students. I eventually intend for the blog to become expansive in its presentation of
general interest data which may be useful to a wide range of internationals students.
However, initially the blog will be framed in a Namibian focused manner.
I initially focused my research on the historical and contemporary environment of
higher education in Namibia. Upon assessing the context of higher education in the
country, I outlined the relationship between the government agency, the Ministry of
Education, and its beneficiary the Namibia Student Assistance Fund. ―The Namibia
Student Financial Assistance Fund is a loan/grant scheme…aimed at helping
6
disadvantaged students to pursue their studies at tertiary institutions in Namibia and
abroad ―(Ministry of Education, 2006). I noted that the conditions for students to be
eligible for this public funding source to be extremely constrained. Finances are made
available, for the most part in the form of student loans, paid on the basis of student’s
course of study and its relationship to the priority human resource needs of the
government. In other words, students have to be seeking degrees in areas that the
government deems necessary for national development to even be considered for a loan.
Chapter 2 will provide a general overview of higher education in Namibia,
eligibility criteria and a more in depth analysis of the NSFAF will be expanded upon in
Chapter 3. This chapter assessed, documented, and compiled higher education
government and non-government funding resources in Namibia.
Upon indentifying assessing the domestic resources, I focused my research on
funding opportunities available to African students from international funding
organizations. While there is limited availability of scholarship, loans and grant
opportunities specifically for Namibian students, I thus identified and compiled American
funding organizations, colleges and universities that provide financial aid to international
students. An international student is ―any student who is not a US citizen or permanent
resident and whose family lives and works outside the United States‖ (DeNardo, et al.,
2007).
Considering the vast array of research on international student financial aid, I
limited the American college/university funding component of my project to three states
in America: Ohio, Connecticut and Kentucky. The limited factors that I used to select
7
these states were as follows: I completed my undergraduate degree and currently reside in
Ohio. My sister in law who is an international student received a full scholarship which
paid for tuition, fees, and room and board, for her entire undergraduate career, in the state
of Kentucky. Although I have never visited Connecticut, I chose this state due to my
being enrolled as a graduate student at the University of Connecticut.
There are many reasons which have motivated American government institutions,
and private and public organizations to provide financial aid to African students. In
chapter 4, I provide a general overview of the historical and contemporary context of
American government sponsored African student funding and scholarship initiatives.
Additionally, I identified specific universities in the selected states that have a significant
enrollment of international students and I also provided a general overview of the types
of financial aid that these institutions provide.
Additionally, in Chapter 4, I attempted to determine if there is a common
methodology and or application by which colleges and universities utilize to determine if
an international student is eligible for financial aid. Additionally, one question I sought
to answer in this chapter was: Is financial aid eligibility for international students
primarily based on financial need or academic merit?
Chapter 5 sought to correlate Namibian student’s need in a manner that addressed
the national socio-economic implications of an educated citizenry and a future earnings
context of Namibian student’s who obtain a college degree. Moreover I concluded this
project in this chapter by providing a general summation of the information presented
throughout the Capstone, and offering my recommendations for future research.
8
9
Chapter 2: Overview of Namibian Higher Education
In most developing countries, education is not contributing substantially to
national development goals and objectives. ―The four major reasons are underinvestment
in education as a whole, misallocation of resources among schooling levels, the
inefficient use of resources within individual schools, and inequality in the distribution of
educational costs and benefits among various income groups‖ (Psacharopoulos, 1986).
Considering these negative investment outcomes, developing nations are challenged to
implement strategies that enable citizens, as a result of access to higher education, to
make an impact on the national development. Namibia’s challenges are even more
complex as a result of the country attempting to overcome the annals of colonialism, and
the inequity that apartheid bred in all aspects of society. ―Any discussion of higher
education in Namibia must address the fact that this nation spent over a century under
foreign rule‖ (Ping, et.al.1997).
During the years of approximately 1886-1920 Namibia was under the control of
the colonial power Germany. While subject to colonial rule, Black Namibians had no
access to primary, secondary or college education. For the few Namibians that were able
to secure higher education education, this schooling took place outside of the country.
―German authorities introduced organized education for the White settler population in
1909, no education was extended to the Black Namibian population…German colonist
believed that education was unnecessary for Namibians….the goal of education was to
train employees who were orderly, punctual, and diligent…educating the indigenous
10
population for obedience was preferred to teaching academic learning‖ (Hopson, 2001
p.127)
When Namibia, then known as ―South West Africa‖ came under control of South
Africa under a League of Nations mandate in 1920, indigenous citizen’s educational
environment was framed in a manner consistent with the inequity of Apartheid. All
educational policies directed towards Black Namibians were classified under the auspices
of Bantu Education. This ―educational‖ model can be described as encompassing an
omnipresent system where the provision of educational services is based on a hierarchy
of race, with Blacks being on the bottom of the social order.
Considering the recent nature of Namibia’s independence in 1990, the remnants
of Bantu education is undoubtedly still embedded in the infrastructure of all facets of the
Namibian education system. Bantu education has been described as being ―organized
and administered by the ethnic authorities to sustain the subservience and subjugation of
Africans on the one hand and inculcation of racial bigotry on the other…apartheid
education has negated the concept of education…Apartheid education has been
dehumanizing, manipulative and divisive‖ (Nahas Angula, Minister of Higher Education,
1997).
Soon after independence the Ministry of Education drafted the document, Toward
Education for All, educational objectives outlined which the intention of articulating
government policies related to Access, Equity, Quality, and Democracy. After 19 years
of independence, Namibian education, and more specifically higher education in the
country is developing in both the figurative and literal sense.
11
As of 2003, there were an estimated, ―11,788 students (53% female) studying at
tertiary institutions, for a Gross Enrollment Rate of 6%. Six thousand eight hundred and
forty seven (6,847) Namibian students study overseas, mainly in South Africa (6,530),
the U.S.A. (95), the United Kingdom (74), Australia (24), and Germany (16)‖ (Education
International, 2007).
Considering that an educated populous is directly related to the development of a
nation, Namibia’s low Gross Enrollment Rate (GER) is on par with other African
countries. In Africa the average tertiary enrollment rate is approximately 6%. ―No high-
income country (other than Switzerland) has university enrollment less than 50%.
Korea’s growth in wealth occurred simultaneously with a 10-fold increase in university
population‖ (Harvard University, 2007).
Figure 1
(Moyer, 2007, pg. 20)
The above figure demonstrates the distinct imbalances between high
income countries and developing countries in relation to enrollment levels in higher
education. A potential reason why African countries are not developing at a higher
12
rate may be directly related to the low enrollment rates of its citizens in tertiary
institutions. As a result of having a population without adequate numbers of trained
professionals, the human resource pool is limited in many skill areas that are critical
to the development needs of the country.
The low enrollment rates by Namibian students can be directly attributed to
the lack the ability to afford the cost of college. This idea is compounded when
reflecting on the premise that 36% of the urban population is classified as living
below the poverty line (World Bank, 2008). The higher education environment is
inextricably related to a nation’s economic development and growth, especially when
one considers that approximately 70% of Namibians population is 30 years or
younger.
―Low enrollment rates are not caused by lack of qualified applicants. Recent
graduates of universities throughout Africa, surveyed in 2006, described exploding
demand for higher education in most African countries, with overflowing classrooms
and families pooling money to send one child to college‖ (Harvard University, 2007).
Bearing in mind that there are many students who are academically qualified to attend
college, the enrollment capacity of local institutions combined with a lack of financial
resources to attend college, should one be admitted, poses a complex and arduous
challenge for the majority of Namibian aspirants of higher education in the country.
The challenge for education administrators and government institutions
entails developing purposeful policies that support the equitable student aid programs
national student aid programs that are transparent and sustainable. Additionally, the
13
business sectors, in partnership with relevant stakeholders are challenged to develop
partnerships that encourage private investment and greater participation in higher
education funding programs.
There are four types of higher education institutes in Namibia: University,
Polytechnic, College of Education, and Vocational Training Center. Each institution
offers varying credentials including, Doctorate, Masters Degree, Diploma, Bachelors
Degree, Baccalaureus Juris, National Diploma, Certificate, and International General
Certificate of Secondary Education.
Non-university institutions are those that offer Diplomas and Certificates
but do not offer undergraduate or graduate degrees. These institutions in some
instances are also considered vocational or technical schools. The Namibian College
of Open Learning (NAMCOL) and The College of Education are non degree granting
institutions that offer a Basic Education Teacher Diploma for pre-primary, primary,
and secondary school teachers.
Namibia’s most distinguished degree granting institutes of higher
education are: The University of Namibia and the Polytechnic of Namibia (PoN). To
be considered for admission to the either of these institutes a student must have
graduated from high school.
―The University of Namibia (UNAM) and the Polytechnic of Namibia
(PoN) which are autonomous institutions, governed by their Councils, in which
academic freedom is well respected. UNAM has seven faculties covering a broad
sweep of disciplines while the PoN has a technical focus but also addresses the
national needs in economically significant areas such as hospitality and
environmental management. The PoN is actively seeking to build its capacity to offer
14
graduate level studies, particularly in those areas such as engineering and ICT where
it is the main centre for such studies nationally. Neither institution offers honours
level studies‖. (Windhoeck, Ministry of Education, 2007, 155 p.)
A more recent development in the Namibian higher education sector is the
privately owned Monitronic Success College, ―the College has grown over the years
from a college with two classrooms to an institution operating six different centers;
from an initial environment of 20 students in 1999 to an enrolment figure of 2500 in
2005‖ (Monitronic Success College Namibia).
Even when considering that there are a percentage of students that are able
to gain admission and acquire funding to attend one of Namibia’s higher education
institutions, a majority of qualified applicants are unable to gain admissions. ―Due to
lack of places and too few institutions, only a third of those qualified get admission to
Namibian educational institutions, and this is creating a demand for international
education‖ (British Councils, 2007).
The demand for higher education, presents opportunities for investment in
the education market by multiple stakeholders. There is a ―fast growing demand for
tertiary education and increasing private investment. Since the late 1980’s, the global
market for tertiary education has been growing at an average rate of 7% per annum‖
(Materu, 2006). This trend holds true in Africa as well, and with appropriate actions
the demand for higher education access by students can be accommodated as a result
of domestic tertiary institutions growth and expansions. ―The active participation of
the business sector could potentially have the greatest impact of the expansion of
15
opportunities, improving cost effectiveness of educational delivery as well as
improving the quality of education in Namibia‖ (Hoveka, 2002). Business sector
involvement could entail supporting transnational education initiatives and distance
learning programs. Moreover global partnerships with foreign higher education
institutions can strengthen the capacity of Namibian colleges and universities.
16
Chapter 3: Domestic Financial Aid in Namibia
In its most broad sense, financial aid is considered as any funding that derives
from a source other than the student and or their family. The provision of financial aid by
funding sources is intended to assist in the educational expenses of a student. Financial
aid terminology varies dependant on the country. For example, what would be referred to
as a scholarship in America, would be considered a bursary in Namibia. However, both
terms scholarship and bursary are meant to represent financial aid provided to a student
on the basis of merit. Whereas, the term grant usually denotes a type of financial aid
provided to a student on the basis of financial need. ―Most countries provide non-
repayable aid to their students, but how this aid is provided varies on a number of
dimensions, including: program administration modalities, which students are eligible,
and which expenses are covered‖ (Salmi, Hauptmun, 2006).
In Namibia, student aid is usually described as a bursary. A bursary can represent
monies provided in the form of a loan or a grant. The primary administration modalities
that disburse financial aid on behalf of students are human resource departments of the
funding organizations. These departments likely administer these processes because
bursary recipients are usually expected to accept an offer of employment from the
organization for a period of time equal to or exceeding the number of years that the
bursary was provided.
Throughout my research I was unable to identify a current government
organization whose primary responsibility entailed funding non-repayable, merit based
bursaries or need based grants. The most prominent source of financial aid for Namibian
17
students is the Ministry of Education (MoE) funded, Namibian Student Financial
Assistance Fund (NSFAS). ―The Namibia Student Financial Assistance Fund is a
loan/grant scheme which was designed to replace the Public Service bursary scheme
whose purpose was to train people to work solely in the Civil Service‖ (NSFAS, 2005).
Although NSFAS describes itself as a loan and grant scheme of the Ministry of
Education, the primary source of funding that the organization provides is loans.
The policies set forth in establishing student eligibility guidelines are detailed
below, however, one specific determining criteria I found to be somewhat troubling,
deserves mentioning. ―To be eligible for NSFAF assistance, an applicant should be in
good health‖ (NSFAS, 2005). While I do understand the fiscal rationale for such a
policy; organizations need to have a greater chance to recover loans from students who
are capable of working after graduating from college. It is concerning though, that such a
policy may be construed as discriminatory against those who have been deemed to not be
healthy. Since there are no specific criteria that NSFAS has outlined which measure and
define what it means to be in good health, the statement can be viewed as arbitrary in its
approach of health being a qualifying factor in receiving student financial assistance.
Other criteria which determine a student’s eligibility for funding NSFAS are:
Quotas related to the region from which a student completed their 12th
grade
final examination with a minimum score of 25
Student registered at a Southern Africa Development Community (SADC)
school
Namibian citizenship
Enrollment in courses related to the government’s priority fields of study
18
The primary fields of study considered by NSFAS are: Teacher Education,
Medical and related sciences, Agriculture and veterinary science, Natural science,
Computer technology and Information Technology (IT), Engineering and related
fields, Communications, Conservation, Tourism and its related fields, Science
education, Economics, commerce and accounting, Police and strategic studies, Public
administration and personnel management, Humanities, Social Work, Nursing,
Culture, sports and arts‖ (MOE, 2006).
The application process for students applying for funding through NSFAS
include supplying a birth certificate, certified statement of student and or parent
income, Grade 12 academic results, and a letter of acceptance for admission into an
approved Namibian or SADC tertiary institute and passport photos. The closing date
for applications is the 31st of October annually.
Applicant income requirements for a student loan are determined by a
student and parent’s annual gross income. The combined income of both students
and parents cannot exceed N$150,000, which is the equivalent of $14,718.9 US
Dollar (as of 10/20/2008). What NSFAS does not address in its literature is the
mechanism that it uses to confirm the validity of parent income, and in the most broad
sense familial means. ―In developing countries income or earnings may be from
multiple sources, greatly fluctuating, sometimes non-cash, and frequently non-
reported‖ (Johnstone, 2003).
Considering that NSFAS was established in 2000, there are limited
resources which significantly detail recovery rates. Moreover, other than the income
19
requirements stated above, I was unable to identify a more comprehensive needs
analysis model to assess student eligibility. NSFAS does not convey the approach by
which it calculates a student’s financial aid need. The only method utilized is the
assessment of family income. There is no specific indication that outlines, against
what is income measured, or what other factors are used to determine student
financial need and eligibility.
There is neither time nor space in this project to discuss the benefits of
student loan programs from the government or lending institution perspective.
Therefore my efforts have been to focus on the student beneficiaries of these loan
programs. However, it is commonly agreed that, ―Student loans are able to relieve
pressures on national budgets by facilitating greater cost sharing through the raising
of tuition and other university fees…they both enable students to avoid the burden of
the upfront payment of increased tuition fees, as well as enabling them to delay loan
repayment until they are in receipt of the higher salaries that generally accrue to
college graduates‖ (Shin and Ziderman 2008).
Loan availability undoubtedly increases the access of higher education for
students that cannot independently finance their education. ―The theoretical
justification for loans is that higher education is a profitable private investment,
offering graduate high returns in the form of better job opportunities and higher
lifetime earnings‖ (Woodall, 1992). Making the loan available to successful
applicants is but one aspect of student lending programs in developing countries.
―Experience with publicly funded student loan programs in Sub-Saharan Africa
20
(SSA) so far has been marred by low collection rates, especially where graduates do
not find employment immediately following graduation, and also by identifying truly
needy students, (by means testing) and tracking graduates once they leave campus
(Materu, 2006).
There are two primary arguments in terms of the overall goal of student
loan programs: efficiency and equity. The efficiency of student loans can be
measured in a manner that assumes the following: a reduction on the demands of the
government budgets and on taxpayers; loans provide additional resources to finance
the expansion of higher education to widen access; and student loans potentially
increase students’ motivation by making them evaluate the costs/benefits in the light
of the obligation to repay their loans‖ (Woodel, 1992). This premise asserts that
students should take a proactive approach in financing their higher education due to
them being the primary beneficiary. This fact however must take into account the
holistic ramifications for society as a whole, in the sense, that ―higher education
creates benefits that transcend the individual—benefits in terms of growth, social
cohesion, and the transmission of values‖ (Barr, 2005).
The World Bank makes a compelling point related to the costs and
benefits of student loan programs and their equitable implications, ―cost-sharing
cannot be implemented equitably without a functioning student loan program to make
funds available to all students who need to borrow for their education, and without
scholarship programs that guarantee necessary financial support to academically
qualified poor students‖ (World Bank, 1994, pgs. 46-47).
21
For those students that are awarded a loan by NFSAS, they are required to
begin repayment upon graduation. This idea of loan repayment is predicated on the
idea that students have the opportunity to finance their education immediately, based
on their future ability to pay. In those cases where the student is no longer in
compliance with the terms of the loan, they are expected to begin the repayment
process immediately.
NSFAF funds through its loan program, 20% of the applications that it
received. ―Although the fund annually receives 15,000 applications from students, it
can only pay for the studies of some 3,000 students per year‖ (MCA Namibia
Program, 2007). Student loan program equity can only be achieved when there is a
guarantee that all academically qualified poor students is assured that they will have
access to student loans. It can be concluded that the current student loan system in
Namibia is not equitable.
The program is not meeting the needs of a large majority of the Namibian
student population. ―Namibian National Student Organization secretary-general,
Neville Andre-Itope charged that tuition fees at the Polytechnic of Namibia are
extremely high. The loan amounts that students get from the Ministry do not cover
even 50 percent of the total expenses of student‖ (Ekongo, 2008). According to,
Senior Public Relations Officer at the Ministry, Toivo Mvula, ―if the recovery rate
was very good, the Fund would also have more money which they could probably use
to cover for accommodation, because the student loan currently only covers for
22
tuition fees, except in exceptional cases, where accommodation is covered‖ (Hoaes,
2008).
NSFAS loans provided to students are intended to cover the tuition,
textbooks, registration fees and other educational expenses. According to NSFAS a
student pursuing studies at the Polytechnic of Namibia (PoN) may be eligible to
receive the following:
N$9500 during their first year of study;
N$7100 during their second year;
third year N$7,300;
fourth year N$7000
Students pursuing degrees at the University of Namibia (UNAM) may be
eligible to receive the following:
N$10,500 during their first year of study;
N$11,600 during the second year;
third year N$12,500
fourth year N$12,700
Considering that tuition and fees for a Namibian student attending UNAM is
N$17,500 per year, and the yearly costs of attendance at Polytechnic of Namibia is
approximately N$5,000, loans provided by NSFAS are not sufficient for students who
have no income to contribute to their educational costs. As exemplified by the NSFAS,
public resources are proving increasingly insufficient to suitably assist all eligible
students finance tertiary education in Namibia.
23
A promising opportunity that will soon be a fixture in the Namibian higher
education environment is the administration of the Millennium Challenge Account,
(MCA) Bursary Trust. This Trust will be administered by the Ministry of Education
(MoE). The trust will provide scholarships, which upon a student graduating will be
converted to loans. Although the awarding of student funds has not begun to date, there
are indications that the program will become operational in the foreseeable future. The
Millennium Challenge Corporation (MCC) is a United States Government corporation
designed to work with some of the poorest countries in the world. A map of the focus
areas of MCC in Namibia follows:
Figure 2
24
(Source: MCA Namibia, 2008)
―The Millennium Challenge Corporation has signed a five-year, $304.5 million
compact with the Government of Namibia aimed at reducing poverty and accelerating
economic growth‖ (MCC, 2008). Namibia became eligible for this funding based on
criteria established by the Millennium Challenge Corporation. ―For a country to be
selected as eligible for an MCC assistance program, it must demonstrate a commitment to
policies that promote political and economic freedom, investments in education and
health, the sustainable use of natural resources, control of corruption, and respect for civil
liberties and the rule of law, as measured by 17 different policy indicators‖ (MCC, 2008).
From the $304.5 million dollars, ―it is estimated that with an endowment of
NAD70 million, the MCA Trust would be able to provide 65 new scholarships each year
on a perpetual basis, since recipients would be under contract to repay the scholarships
once they were in employment‖. The fields of study considered priority areas are:
Engineering, Architecture, Veterinary Science, Education majoring in Mathematics and
Science, Agronomy, Horticulture and Marine Biology.
The proposed beneficiary of the MCA Bursary Trust is 65 Namibians annually
who will receive financial aid to attend college. ―By the end of the first 5 year period,
325 students will have benefited from the program and a similar level of support will be
maintained indefinitely. More graduates will enter key industries and professions,
increasing productivity, and consequently a ripple effect on the economy will be
realized‖ (MCA Namibia Program, 2007). The Millennium Trust Account is aims to
―Improve Delivery and Quality of Education at the Secondary and Tertiary Level‖ (MCA
25
Namibia Program, 2007). This objective is but an aspect of the overall Logical
Framework for MCA Namibia Program, ―Poverty Reduction through Economic Growth‖.
The intervention logic has at its focus, increasing the number of Namibians with mid-
level professional skills (MCA Namibia program, 2007). What the program describes as
Objectively Verifiable Indicators (OVI’s) include MCA Namibia Investments and the
Anticipated Returns/Benefits. The creation of the MCA Bursary Trust; and the creation
of 150 suitably qualified students to enroll in the Faculty of Engineering and Information
Technology at the UNAM Northern Campus, comprise the primary components of the
education related MCA Namibia Investments. Whereas, the Anticipated
Returns/Benefits consist of three primary components (MCA Namibia, 2007):
1. At the end of MCA Namibia, 325 students will receive support. And this
initiative will be sustained as a result of students repaying their scholarship,
upon the funds being converted into a loan, once the beneficiary secures
employment.
2. A greater number of Namibians will as a result find appropriate
employment, ―enhancing their individual income generating capacity‖
3. The private sector, government entities and civil society will benefit by an
increased number of Namibian professionals in technical and specialized
occupations.
NSFAS and the MCA Namibia Bursary Trust’s long term effectiveness
are difficult to assess because neither organizations have been in existence long
26
enough to accurately measure the sustainability and equitable distribution of the two
programs. However, both programs suggest that multiple Namibian stakeholders and
international partners are working in tandem to extend financial aid benefits to
students in the form of loans. The funding sources have both stated that their primary
purpose in availing loan to students is intended to increase the number of Namibians
with higher education qualifications and mid-level professional skills.
As the introduction to this project discussed, there are Namibian citizens
who are unaware of financial aid. Therefore the identification, assessment, and
online presentation of specific education bursaries provided to Namibian students is
the present goal of this project. In my effort to present Namibian bursary information
to students online, I concluded that the development of a basic template with data
related to bursary providing organizations would be the best format and the most
accessible way for students to access the information. Table 1, has been organized to
provide an overview of 4 critical components needed to identify a potential funding
opportunity for students and prospective bursary applicants: 1: Name of the Funding
Source, 2: Field of Study, 3: Organization website / mailing address, and 4:
Student Criteria and Application Process. More detailed and organization specific
information related to each funding source will be briefly expanded upon later in this
chapter.
Access to higher education can undoubtedly increase upon students
becoming aware of information related to financial aid application processes,
deadlines, and procedures of relevant funding sources. Although the compiled list of
27
information is by no means exhaustive, it does represent a cross-section of bursary
providing organizations, which comprise of an array of government institutions,
private businesses, and professional organizations.
In most instances, the criteria used to determine a student’s bursary
eligibility is measured by Namibian citizenship, applicant’s high school academic
record and field of study. The organizations that do provide bursaries on the
condition that the student will become employed at the organization, expect the
student to pursue a field of study consistent with the current or future human
resources shortages. The expenses that are usually covered through domestic
bursaries are the tuition costs, books and supplies and in some instances, bursaries
cover a portion or the entire cost of accommodation related expenses. With the
exception of NamDeb, none of the bursary providers detailed a specific award
amount provided to individual students.
Table 1
Domestic
Funding
Source
Field of Study Address /Website Student Criteria/Application
Process
NSFAS Government priority areas
Agribank
Namibia
Agriculture,
B Accounting 18-25 (Banking),
Information Technology
Training Officer
Agribank of Namibia
Private Bag 13208
Windhoek Namibia
For Namibian citizens from
previously disadvantaged groups.
Only Grade 12 students (no
senior students will be
considered), with university
admission between ages 18 - 25.
Bank of
Namibia
Economics, Finance, Accounting,
Banking, and Information
Technology
Manager: Human Resources
Bank of Namibia, PO Box 2882 Windhoek
Disadvantaged Students
Average of C- Symbol in latest
results, University Admissions
28
De Beers
Marine
Namibia
Mechanical engineering
electrical engineering
Environmental studies
Geology Information
Chemical Engineering
(These fields can vary
from year to year
according to the needs
of the company)
Bursary scheme is
structured to provide assistance to
Namibian students
Applicants need to
comply with the minimum
entry requirement of
University Technikon
offering
Be in possesion of a valid passport
Snr HR Officer:
Training De Beers Marine
Namibia
P.O.Box 23016
Windhoek
Tel: 061-2978632
Bank of
Windhoek
Ministry of
Mines and
Energy
City of
Windhoek
Namibian citizens.
B.Degree / diploma (Land
Surveying)
M. Degree (Town and
RegionalPlanning)
B.Degree (Computer
Science)
Dipl.Business Computing
NDT(Electrical Engineering)
The Human Resources
Co-ordinator city of windhoek
P.O.Box 59
Windhoek
http://www.windhoekcc.org.na/default.aspx?page=63
31 October
First National
Bank Holdings
Ltd
Namibian citizenship.
Person from disadvantaged groups
are encouragaaed to apply. Note: the
field of study financed differ
FNB Holdings Ltd
The Manager: HR
P.O. Box 195
Windhoek
Tel: 061 2992043
End of November
NEDBank
Namibia
Awarded fronm 2nd year of studies
B.Commerce and B. accounting at
UNAM
The Training Department NEDBank Namibia
P.O.Box 1
Windhoek
Tel: 061-21492036
Sign a contract to work at the
bank for at least 3 years
Department of
Germanic &
Romance
Languages
Afrikaans Languages and Literature
(including Dutch Sections)
Head: Section Afrikaans Germanic and Roman Languages,
University of Namibia, Private Bag 13301, Windhoek
31 October
Law Society of
Namibia
Pursuing Law Degree The Law Society of Namibia
PO Box 714, Windhoek
To be advertised
Ministry of
Education
Teacher Education, Agriculture Ms E. Beukes
SFAS
Ministry of Education
Private Bag 13301
Windhoek
31 October
29
Meatco Bursary
Scheme for
Orphans
Accounting The University of Namibia "Meatco Bursary Scheme for
Orphans"
Private Bag 13301 Windhoek
Advertised during August or
September Orphans only.
Bursaries are administered by the
University of Namibia, and
depends on availability of funds,
and student’s pass mark
Municipality of
Walvisbay
Must be resident of Walvis Bay 5
consecutive years.
Have grade 12 or equivalent
certificate
Commitment to the development of
Walvis Bay
Department of HR and Coporate Services
Private Bag 5017
Walvisbay
Nangolo Mbumba drive
Tel: 064-2013328
Fax: 064-2013311
October
Municipality
Swakopmund
Recipients must work for the
Municipality upon completion of
studies
HR Department
Tel: 064-4104111/4329
End of September / beginning of
October
NAMDEB
Tertiary
Education
Grant Scheme
Namibian citizen
Study fields determined per mine
requirements: Mining, Commerce,
Metallurgy, Engineering, Geology,
Human Resources and Vocational
training bursaries, e.g electrician
Namdeb Grant
Namibian citizens
Proof of registration at a tertiary
institution
Must have an outstanding balance
with the study institution
Grant scheme is not applicable to
NAMDEB employees
The Human resources
Manager:
Training and Development
NAMDEB
P.O.Box 996
oranjemund
Tel: 063-235125/9
August Subject to national
advertisement calling for
application
Stanlib Africa A ciizen of Botswana, Kenya,
Lesotho, Namibia, Lesotho, or
Uganda. Pursuing a degree in the
Financial field at a tertiary institute in
South Africa
Email application to: [email protected],or fax to: + 2711 448 6672
Required to do at least three weeks of work every year. Upon completion of their studies, they will be required to work-back for the years sponsored, subject to availability of vacancies at the time. Applications are accepted
NAMPOWER Fields of study are based on company
and country’s needs
Ms. R. Willemse
Bursary Officer
NAMPOWER
PO Box 2864
Windhoek
Namibian Citizens, Above
average results in April and
August exams
National
Endowment
Fund
Agriculture, Natural Resources,
Veterinary Science, Engineering,
Science, , Architecture, Mathematics,
Mr. Hango
c/o Chairperson, National Endowment Fund
PO Box 2275, Windhoek
30 September
NamWater Namibian citizenship, academic
excellence, current study level,
neediness, and affirmative action
Bursary inquiries : Mr.C. Olivier
Tel: 062 71 6002
E-mail: [email protected]
October 31st
Petrofund
Engineering
Mathematics and Science
Teaching and Geology
Petrofund
Private Bag 13196
Windhoek
Tel: 061 – 2045000
30 September
30
Road
Construction
Company
Human resources
Private Bag 13373
Windhoek
Transnamib building
Bahnhof Street
Tel: 061-297 9000
November Have submitted all
required information and
documents in making the
application for a bursary
Be prepared to appear before an
interview panel
Be prepared to undertake studies
at an institution in the SADAC
region
Rosh Pinah
Zinc
Corporation
Electrical/Mechanical Engineering
Geology
The Manager: Human Resources RoshPinah Zinc
Corporation Rosh Pinah Tel: 063-274212
31 September Will be advertised.
Rossing
Uranium
Limited
Namibian citizen
Prior/provisional acceptance at
tertiary institution
Good academic results
Must wan to study in a specific field
advertised (revised every year)
Preferred fields of study: Engineering
fields (Mechanical, Chemical,
Electrical; Mining Civil etc);
Geology, Mine Surveyor
The Educational Support Administrator, Tanya Keyser,
Rössing Uranium Limited, Private Bag 5005,
Swakopmund, Namibia, Tel: (+264 64) 520 2656, Fax:
(+264 64) 520 2343
Email: [email protected]
Salt and
Chemicals Pty
(Ltd)
Namibian citizens. Varies from
according to the needs of the
company
Salt and Chemicals Pty (Ltd)
POBox 2471
Walvis Bay
Tel: 064-202304
30 September
Telecom
Namibia
The Human Resources Officer: Bursaries Telecom
Namibia
PO Box 297
Windhoek
Tel: 061- 2012200
31 September
The Law
Society of
Namibia
Legal studies recognized in Namibia. The Law Society of Namibia
PO Box 714
Windhoek
Tel: 061-230263
15 November
Agribank Namibia awards scholarships to students to Namibian citizens
from previously disadvantaged groups. Only Grade 12 students (no senior students
will be considered), with university admission between ages 18 – 25.
The Bank of Namibia awards scholarships to disadvantaged students with
an average grade of C- and have been granted admission to University. The deadline
to apply for this scholarship is the 30th of September annually. Students are not
31
permitted however, to utilize this bursary, if they have access to any other external
funding sources. The scholarship is renewable, upon the student successfully
completing their coursework for the previous year. Students that choose to accept the
bursary are required to work for the Bank of Namibia for a period which doubles the
years that the bursary was provided for the student. For example, if a student
received the bursary for two years of their academic studies, they are committed to
work for the Bank of Namibia for a period of at least 4 years. Moreover, the bursary
is limited to students studying at the University of Namibia.
The Bank of Windhoek has a bursary program also targets disadvantaged
students as their primary beneficiary. To qualify for this bursary, students must have
completed their first year of university studies and be enrolled in either an economics
or Information Technology field of study. The maximum number of years that
students can qualify for funding is three years. The deadline to submit a completed
application is September 30th
of each year annually.
The City of Windhoek bursary program targets students that are pursuing
degrees in Land Surveying, Computer Science, and Electrical Engineering. The
primary advertised eligibility component entails an applicant being a Namibian
citizen. The bursary application does however question parental information and
requests information which could be viewed as attempting to assess actual financial
need. The deadline for submitting the application is October 31st annually.
The Ministry of Mines and Energy offers a bursary fund for full-time
students who are pursuing degrees in Geology and Engineering related fields. The
32
primary eligibility criteria entails an applicant being a Namibian citizen and be
admitted into a SADC University. Additionally, the student cannot change their
course of study while receiving funds. The bursary is renewable during the duration
of a student’s studies. While enrolled in school the student must submit 2 academic
progress reports. The Ministry does not detail a specific date by which the
application must be received and the application only states that the bursary deadline
will be advertised in local papers.
The value of the Ministry of Mines and Energy bursary includes
registration and tuition fees associated with enrollment, lodging, books, supplies,
pocket money, and documented school related travel. These fees are paid directly to
the institution of higher education. The student is required to work for the Ministry of
Mines and Energy for at least three years upon completing their degree. If the
bursary recipient does not accept employment in the Ministry they will be responsible
for paying a portion or all of the bursary back to the Ministry. It must be noted
however, that if for whatever reason the Ministry is unable to offer the graduate
employment, they are willing to authorize the graduate employment authorization,
facilitated by the Chamber of Mines of Namibia.
Nedbank Namibia offers a bursary program for Namibian students who
have completed their first year of university studies. Additionally, the bursary is
intended for students that are pursuing degrees in commercial or banking related
fields of study. The deadline for submitting a completed application is the 30th
of
each year annually. The bursary is renewable, but is subject to satisfactory academic
33
progress. However, students who accept the scholarship must be willing to work for
the Bank of Namibia for a minimum of the number of years that the bursary was
provided.
The Law Society of Namibia offers bursaries to students who are pursuing
a law degree from any institution that offers a law degree recognized in Namibia.
The primary criteria for selection for the bursary, is acceptance into an institution of
higher education, a student’s mid year examination results and a certified copy of
high school graduation. There are only two bursaries awarded per year and the
application deadline is November 30th
annually.
MEATCO Namibia offers a bursary program that is limited to Namibian
citizens who have been declared a full orphan. This bursary is administered
exclusively by the University of Namibia and its intended beneficiary’s are street
children and orphans. The bursary targets students who are pursuing educational
endeavors in the agricultural fields and the application deadline is the 30th
of
September annually.
NamPower administers a bursary program which is offered exclusively to
Namibian students who have excelled academically in their high school careers. The
bursary does have fields of study requirements that are dependant on both the
country’s and company’s needs. The primary fields of study that the organization
considers are: Electrical Engineering, Power Engineering (Female candidates only),
Environmental Science, Forensic Science and degrees in Education (limited to math
and science majors). ―A total of 17 tertiary education students received bursaries
34
from power utility NamPower to the value of N$765 000 ($78,336 USD) during the
2008 academic year (Rhodes, 2008).
NamPowers’s bursary is usually provided for the duration of a student’s
university studies. Students are required to work for NamPower and or in the country
of Namibia for a period that equals or exceeds the number of years that the bursary
was provided. The application deadline is the 31st of October annually.
―NamWater allocates bursaries for studies at recognized tertiary
institutions within the SADC Region. Bursaries are allocated to deserving Namibian
citizens for studies in fields relevant to NamWater operations. The primary criteria
for bursary allocation are Namibian citizenship, academic excellence, current study
level, neediness, and affirmative action. NamWater bursaries cover expenses in
respect of registration, tuition, accommodation, meals, prescribed books, stationeries,
pocket allowance, transport beyond our borders, study permit and repatriation
insurance‖ (NamWater, 2006).
The NamWater bursary is renewable provided that the student completes
their coursework successfully. Students are expected to work for Namwater for a
minimum number of years that the bursary was provided. The application deadline is
October 31st annually. Bursaries are allocated to eligible Namibian citizens for
studies in fields relevant to NamWater operations. ―Bursaries are advertised every
year during October/November in the local print media. Applicants are expected to
apply by means of an application letter with attachments of certified copies of
35
documents of qualifications and citizenship. NamWater does not issue application
forms‖ (Namwater, 2006).
The Namibian Broadcasting Corporation (NBC) offers bursaries to
students pursuing degrees in Electrical Engineering, Computer Engineering, and
Sound Engineering. Applicants must be Namibian citizens and have completed high
school. The bursary is renewable yearly, provided the student has satisfactorily
completed their previous year’s coursework. Students are required to work for NBC
for a minimum of years that the bursary was provided. There is no set date that
applications have to be submitted however students are advised to look for
information that is published yearly in local newspapers.
Namdeb Diamond Corporation (Pty) Limited, offers bursaries that seek to
ensure that the company has qualified and educated professionals working within the
organization. The bursary’s objective is meant to ensure the company has a
continuous succession of adequately competent and tertiary educated professionals at
middle and senior management levels. The objectives of the bursary are also meant to
maintain compliance with the company’s and national affirmative action policies.
In 2008, ―Namdeb awarded new bursaries to the value of N$2 million to
12 fulltime students pursuing their studies in Namibia and South Africa. Their fields
of study vary from auditing, mechanical, engineering, chemical engineering,
accounting, electrical engineering, mining engineering, metallurgy, control and
instrumentation to geology…In 2007, Namdeb invested N$1.7 million on students
36
studying in the field of metallurgy, engineering, control and instrumentation, mining,
mineral resources and administration (Namibia Economist, 2007) .
―According to the group's manager of external affairs and corporate
communications, Hilifa Mbako, the Namdeb Bursary Scheme covers full academic
fees such as tuition, accommodation, meals, travel expenses, incidental expenses,
medical cover and study permit for students studying outside the country on a full-
time basis. The company spends on average between N$50000 and N$70000 a year
on a student at Unam or the Polytechnic and between N$80000 and N$90000 a year
per student studying in South Africa. Second-year students are also entitled to an
interest-free computer loan‖ (Matundu-Tjiparuro, 2008). The eligibility criteria for
applying for a Namdeb bursary include Namibian citizenship, completing high school
or equivalent certificate, and a proven track record of academic excellence.
Rise and Shine – The Oshana Women’s Book Fund offers a bursary for
female applicants that have completed high school in the Oshana region of Namibia.
The female applicant must demonstrate some level of activism in community
development related activities. Although there are no field of study requirements,
applicants must demonstrate in the application, how their education will make a
positive impact on the community’s lives. The bursary is administered by the
University of Namibia and is not renewable annually – the applicant must re-apply
every year, by the application deadline of February 28th
annually.
Rossing Uranium Limited provided 22 University bursaries in 2007 to
Namibian students. ―Last year in 2007 the company awarded 22 bursaries for
37
university and college degree and diploma studies, to the value of about N$1. 7
million….In the same year a total of 124 bursaries for Apprenticeship training were
awarded to value of about N$2.6 million‖. In 2008, 31 new bursaries were awarded.
The primary fields of study for students receiving the bursary are:
chemical, electrical, mechanical and mining engineering; accounting, occupational
health and safety, geology, survey, environmental management, occupational therapy
and human resources. The applicant requirements are as follows: Namibian
citizenship; 70% pass mark for school leavers in the major subjects required for their
further studies; 65% average pass mark in major subjects for students already
studying at a tertiary institute; Acceptance or provisional acceptance at a training
institution. The application deadline is mid- September. (Rossing Uranium, 2008).
PetroFund Namibia offers a bursary program for students who are
enrolled full time in college, pursuing degrees in science related fields. All applicants
must be Namibian citizens and their academic progress must be deemed satisfactory.
If after being awarded the bursary, the student changes their course of study – the
student must submit a new application. The bursary is awarded annually, but is
renewable, if the student is completing their course of study satisfactorily.
Students awarded the bursary are required to work in Namibia for a period
of time equal to, or exceeding the number of years that the bursary was provided.
The value of the bursary includes, ―Registration and tuition fees payable directly to
the institution of learning; Board and lodging at the institution of learning; (private
board & lodging not to exceed institutional rates); Book and stationery allowance;
38
Travel allowance (between home and university); Pocket money allowance‖
(PetroFund, 2007).
Stanlib Africa offers bursaries for Namibian students wishing to pursue a
degree in South Africa in the financial field. Bursary students are required to work for
Stanlib 3 weeks out of every year that they received financial support. After
graduation students must accept employment with the company for a minimum of
years the bursary was allocated. Sponsorship includes the following: Tuition fees
(subject to satisfactory academic performance); Residence fees or monthly
subsistence allowance; and a book allowance.
Telecom Namibia’s bursary program is intended for Namibian students
that have been admitted into a university and have demonstrated academic excellence.
This bursary cannot be supplemented by any other bursary. Students are required to
pursue a field of study in Electrical Engineering, Computer Science or other fields,
dependant on the companies needs. ―The total cost for the bursaries awarded this
year amounts to about N$620 000 a year, translating to N$2.9 million over the next
four years‖ (Namibia Economist, 2008).
39
Chapter 4: American Scholarships for African Students
Prior to identifying specific funding organizations, I found it necessary to
frame international student financial aid with some historical analysis, which
endeavors to share insights on the phenomenon of American scholarship programs
targeted for African students. Soon after many nations in Africa became independent
from colonial powers, there became an opportunity for those nations that had not
played a clearly identified role of colonist, to influence policy decisions in African
nations. Consider the statement of Arthur W. Hummel, the Deputy Assistant
Secretary of State in charge of the Bureau of Educational and Cultural Affairs, in
1965 suggested that:
―…the United States now has a better opportunity than any other nation in the
world to influence the future trends in African development. We have no record
of colonial domination in Africa, and therefore there are no residual antagonisms
rooted in unpleasant relationships to condition attitudes against the United States‖
(U.S. Congress, 1965)
While reading the above mentioned statement, a reader might consider
that such an opinion is guided by altruistic intentions, good foreign policy or national
Samaritan motivations. However, the historical reality of foreign aid of any kind can
normally be traced to a donor nation attempting to influence the beneficiary nation’s
development agenda and role of the donor in said agenda. ―Scholarship programs
were initiated precisely because they entailed not only the transfer of skills and
40
knowledge to the nationals from the new African countries. They also meant an
exposure to the values, norms and practices of the donor nations. It was not only an
exercise in the provision of substantive skills; it also included an inculcation of the
attitudes and values‖ (Chideya, 1981).
One of the earliest scholarships provided by the American government to
Namibian students was the Southern African Scholarship Program (SASP). This
scholarships objective was to provide academic funding to African students that were
either in exile or refugees from ruled countries in Southern Africa. The scholarship
assisted approximately 600 students from the Southern African region.
―Between 1961 and 1983, The Africa America Institute (AAI)
administered the Southern African Student Program (SASP), a program funded by the
United States Department of State as part of the Fulbright-Hays Educational
Exchange Program. SASP began as an effort to provide educational training to
students from South Africa, Namibia, Angola, Mozambique and Zimbabwe, to
provide a cadre of leadership in these countries which were transitioning into
independent nations‖ (AAI, 2007).
While it is not my intentions to be pessimistic in my assessment of the
motivating factors of the American government’s past practices of providing
scholarship and funding for African students, the topic of course should be examined
in a manner that addresses multiple viewpoints. Nevertheless, there are no
contemporary examples which could be cited that illustrate direct funding from a
government institution to an undergraduate international, African student.
41
There are no government entities, per se that directly finance international
student’s education in the United States. Thus, the primary source of scholarships
and financial aid for the international student is institutes of higher education.
However, there is an extremely limited of undergraduate scholarship for International
students both from Namibia, and any other region of the world. Therefore it is
imperative that students considering attempting to attend college in America consider
the financial implications of such an endeavor.
―The Institute for International Education (IIE) reports in Open Doors
2005 that of the paid tuition and fees to attend a U.S. undergraduate institution in the
2004-05 academic year, 80.9 percent of payments came from personal and family
source‖ (IIE, 2005). There is minimal scholarship opportunities for international
students and most of it is reserved for graduate study‖ (Snyder, Shankar, 2006 p. 1).
In light of this, it is imperative that students approach their search for American
schools by identifying and applying to institutions that offer scholarships to
international students.
Colleges and universities in America utilize a federal and state needs
analysis for domestic financial aid applicant’s which is precipitated by students
completing a FAFSA application. The process is considerably different when
awarding international students financial aid. Financial aid funding for international
students is exclusively at the judgment of the university, based on widely accepted
models for determining international student financial need. Many colleges and
universities utilize an Institutional Methodology (IM) to determine what institutional
42
dollars it will extend to enrolled students. This methodology is modified in its
approach of determining the financial need of international applicants.
The IM approach is useful in the practical manner in which assesses
student’s financial need. This approach is considered by American colleges and
universities as an ―economically sound approach; a realistic assessment; and a
comprehensive evaluation of family assets‖ (Baum, Little, nd). The Institutional
Methodology considers the following when determining a student’s eligibility for
institutional financial aid: Wages, Interest and dividend income, Business income
(losses), Rental income (losses), Nontaxable income (detail), Number in household
(detail about family composition), Number of family members enrolled in college at
least half-time and year in school/where enrolled, Child support paid, Private
elementary/secondary school tuition for siblings, Cash, savings, Investment equity,
Home value and debt, Business value and debt, Real estate value and debt,
Noncustodial parent information, Parent assets held in siblings’ names, and Student
trusts.
The Modified Institutional Methodology is calculated based on
information provided on the International Student Financial Aid Application. This
Modified Institutional Methodology consists of the following:
Uses IM as the Base
Modifies IPA and ERA using GDP Per Capita Coefficient
Does Not Allow FICA or State Taxes (All Taxes are Included as Federal
Taxes)
43
Uses all Assets (Liquid and Real Estate)
Allows Business Equity Adjustment
Uses Home Value Cap
Since the socio-economic situation for students from varying countries
differs from that of American students, modifications of the Income Protection
Allowance (IPA) and Emergency Reserve Allowance (ERA) must be replaced using
GDP Per Capita Coefficient. ―IPA represents the median expenses of families living
at the lower living standard defined by the U.S. Department of Commerce.
The IPA does not define the amount of money required by most families
to cover their living expenses, (Baum, Little n.d.) moreover …the Emergency
Reserve Allowance (ERA) protects assets for unanticipated expenses such as illness
or unemployment. The amount is based on family size and represents six months of
average family expenses as reported in the federal Consumer Expenditure Survey‖
(Baum, Little nd).
Utilizing the Gross Domestic Product per Capita divided by the country’s
population provides a mechanism to determine the Coefficient (percentage by
Country as compared to the United States) creating a consistent measure which can
be applied globally. This percentage will replace the IPA and ERA used in the
Modified Institutional Methodology - Namibia GDP per Capita: $5,200 (CIA, 2007
estimate).
Interestsingly enough, upon assessing the financial aid programs I
determined that the majority of schools I examined, awarded financial aid to
44
international students based on merit, to a much larger degree than on financial need.
Thus, I concluded that the International Student Aid Application to a large degree was
used to measure a students financial status, but was not utilized as the primary criteria
used to determine scholarship eligibility.
Considering the complexity and sheer number of schools that may offer
scholarships to international students, without consideration of their country of origin;
I have selected three states in America to assess the availability of international grants
and scholarships. There were no specific criteria that I used to select the states I
chose: Ohio, Kentucky and Connecticut.
According to the Open Doors: Report on International Educational
Exchange, Ohio ranks 9th
, as a destination state for international students, Connecticut
ranks 22nd
, and Kentucky’s rank is 33 out of 50 states including Washington DC (IIE,
2008). I sought to identify the higher education institutes with the highest number of
international students in the states identified above. Additionally, I endeavored to
compile specific financial aid and scholarships awards that these institutions with the
highest number of international students in the state offer.
In this section I also identify and compile data, when applicable, of other
universities that I ascertained which provide financial aid to international students. It
is my hope that students may find this information useful as a means to narrowing
their college searches in the United States of America.
45
Although there are institutions that offer financial aid to international
students, prior to reaching the point where a student is presented with a financial aid
opportunity they must first be accepted for admission into an institution of higher
education. There is no standard template that could address all of the variables that
are considered by American universities in their decision making process of accepting
international applicants.
During my research, I discovered what could be considered a
comprehensive list of ―Do’s and Don’ts‖ (Esser, 2007) that a student should consider
when submitting an application for admission into an American college or university.
These admission application do’s and don’ts are general in their nature, however I
enhanced the specificity of the ideas to encompass strategies that I believe could
contribute to an applicant’s chances of submitting a successful admissions
application.
Correspondence
Do always submit application information by the established deadline.
Don’t contact the university without providing your first, last name and
reason for contacting them.
Do always ensure that your written English is grammatically correct, and
your communication is straight and to the point.
Don’t ask questions that have been already answered via the institutions
web site.
Personal/Educational Data
Do always make sure that the information that you provide to the
university is consistent (name, address, age, etc).
46
Do, when the grading system is different in the student’s country than that
of the American institution, attempt to provide certified grade equivalency
of a mutually recognized grading accreditation organization.
Extracurricular Activities
Do always include all activities that you have been involved in that may
enhance chances for admission.
Don’t assume that the reader will recognize the significance of your
extracurricular activity.
Do emphasize the nature of your award or achievement.
Do frame the importance of your accomplishment in a manner that may a
benefit of the campus and academic community at the university.
Personal Essay
Do, be mindful of the spelling of the institutions name – be aware whether
or not it is a college or university and be sure to address the institution
accordingly.
Don’t use any words that are not originally your own. Plagiarism is the
surest way to have your application rejected.
Do express yourself in a manner that highlights your educational goals and
how these goals may be beneficial to the American institution and your
country among you returning home.
Don’t state that you want to remain in America after completing your
education.
Do find an appropriate way by which to indicate that your admission in
the institution will enhance cultural diversity on their campus. Since
there are very few Namibians studying in the United States, your
admission can create unique cultural interactions which may potentially
enhance campus internalization efforts at the university.
Do familiarize yourself with the Mission Statement and history of the
university.
The above mentioned ideas may be useful in the application for
admissions process. However, access to financial aid is often the determining factor in
47
choosing to attend a college. International students are usually admitted to American
universities based on two types of immigration statuses – J1 or F1 Visa.
J1 Student status allows students to remain in the U.S. for the duration of
their academic program, provided that they are enrolled on a full-time basis. An F1
student visa is similar to the J1, as the F1 Visa also allows students to remain in the
America as long as they are registered as a full-time student. Students must always be
mindful of appropriate immigration deadlines, procedures, and associated costs.
The following tables represent the number of foreign students in Ohio,
Connecticut, and Kentucky, and the higher education institutions that have the highest
number of enrolled foreign students in each respective state:
Table 2
OHIO
Rank in
US
Total
FOREIGN STUDENTS IN THE STATE
#9* 19,343
(up 4.0%)
Source: Open Doors 2008
Table 3
OHIO: Institutions with the Highest Number of International
Students
Institution
City
Total
Ohio State University – Main Campus Columbus
4259
University of Cincinnati Cincinnati 2000
Ohio University – Main Campus Athens 1247
Case Western Reserve University Cleveland 1210
48
Cleveland State University Cleveland 1015
Source: Open Doors 2008
Table 4
Connecticut
Rank in
US
Total
FOREIGN STUDENTS IN THE STATE
#22* 8,035
(up 8.5%)
Source: Open Doors 2008
Table 5
CONNECTICUT: INSTITUTIONS WITH THE
HIGHEST NUMBER OF FOREIGN STUDENTS
Institution
City
Total
University of Bridgeport Bridgeport 2,076
Yale University New Haven 2,062
University of Connecticut Storrs 1,405
University of Hartford West Hartford 437
University of New Haven West Haven 432
Source: Open Doors 2008
Table 6
Kentucky
Rank in
US
Total
FOREIGN STUDENTS IN THE STATE
#33* 5,053
(up 2.0%)
Source: Open Doors 2008
49
Table 7
INSTITUTIONS WITH THE HIGHEST NUMBER OF
FOREIGN STUDENTS: KENTUCKY
City Total
University of Kentucky Lexington 1,372
University of Louisville Louisville 721
Western Kentucky University Bowling Green 680
Murray State University Murray 536
Eastern Kentucky University Richmond 285
Source: Open Doors 2008
I will identify all of the funding opportunities for international students at
these institutions, as well as other private colleges and universities in these three
states that I believe international students may find valuable. Additionally, I will
assess scholarship opportunities in relation to the cost of attendance at each identified
higher education institution. ―The budgeted Cost of Attendance is a calculation of
total cost by each institution that is used to determine a student’s level of financial
need. It is a total of tuition, mandatory fees, room, board (where applicable), and
estimated cost of book and other living expenses (and sometimes travel) for students
at the particular institution‖ (NASFA, 2008).
Ohio: Institutions with the Highest Number of International Students
According to the Institute of International Education (2008), The Ohio
State University in Columbus Ohio enrolled 4,259 international students at its main
50
campus in 2008. The expected costs of attendance for an international student per
academic year of 9 months exceed $34,000 per year.
Table 8
The Ohio State University Academic Year Expenses
Average tuition and fees* $22,266
Books and supplies $1,317
Health insurance** $1,296
Room and board $7,581
Living expenses $1,914
Total expenses $34,374
(Gozon, 2007)
It often occurs to me when I am in the University district of Columbus
Ohio, where The Ohio State University (OSU) is located, that there seems to be many
students who appear to originate from various parts of the world. Even before I began
my research related to this project, I assumed that OSU was an institution of higher
education that valued a diverse and international student body amongst its campus
community. My ideas about OSU’s commitment to the internationalization were
validated upon viewing aspects of their strategic goals. OSU indicates that it is an
important objective of the university to increase the number of undergraduate
international students. “The Ohio State University (OSU) is committed to enrolling a
diverse and talented student population‖ (Ohio State University, 2008).
51
The only scholarship that OSU offers international students is the
International Undergraduate Scholarship. The International Undergraduate Scholarship
is offered to full-time, Columbus campus international freshmen. The scholarship is
highly competitive and eligible students are expected to have a minimum ACT composite
score of a 26 or a SAT Critical Reading and Math Scores of 1190 or higher (Ohio State
University, 2008). This scholarship application must accompany the application for
admission, and is renewable and totals $6,600 per year.
The cost of attendance at the University of Cincinnati is $35, 478. This amount
includes 3 quarters of tuition, room and board, and required health insurance. The
University of Cincinnati (UC) offers scholarship funds to international students, provided
they meet all of the eligibility criteria. UC offers the merit based Global Scholarship.
There are no criteria that suggest that an applicant’s financial need is considered by the
awarding committee. An international student’s admissions application serves as an
application for the scholarship.
The criteria which are relevant to scholarship eligibility can be summarized as
follows: The Global Scholarship is a renewable award of $7000 per year, up to 216
quarter hours. The student must maintain a 3.2 grade point average (GPA) and complete
30 hours of annual voluntary work. Three types of students can be considered for the UC
Global Scholarship (UC, 2008):
International students completing their high school studies at a US or foreign high
school.
International students entering UC directly from a foreign university.
52
Permanent residents and US citizens entering the university directly from a
foreign high school or university.
Ohio University’s cost of attendance for out of state students exceeds $27,000 per
year.
Table 9
TOTAL $ 6,132 $18,396
Out-of-State Residents
Per Quarter Per Year
Tuition and Fees 1,2 $ 5,957 $17,871
Room (Standard Double) $ 1,619 $ 4,857
Meal Plan (Super 14) $ 1,544 $ 4,632
TOTAL $9,120 $27,360
Additional Cost Estimates
Per Quarter Per Year
Books/Supplies -- $ 870
Medical Insurance -- $ 918
1. All rates subject to change by action of the Board of Trustees
2. Additional technology fees may be assessed by college.
Ohio University Cost of Attendance 2007
Although on the university’s website, there is a link provided on the
international informational page, with the word, ―Scholarships‖ link, the corresponding
page with a list of scholarships, has literature which stipulates that potential eligibility ―is
applicable to first-year students who are new to the Athens campus of Ohio University in
fall 2009. Eligibility is based on a sliding scale of academic merit, as determined by g.p.a.
and either the ACT composite or SAT math and critical reading scores; and financial
need, as determined by the Free Application for Federal Student Aid (FAFSA)‖.
Although the link for this information can be accessed via a webpage related to
53
international admissions, one could assume that sense there is a FAFSA determination
present in the selection criteria, international students are not eligible to the multiple
scholarships that OU offers to its domestic students
OU does indicate whoever that, ―Modest merit scholarships are available for
international undergraduates… these awards are very competitive and would only
provide a small amount toward tuition expenses‖ (Ohio University, 2009). The
application for admissions serves as an application for international student scholarship
opportunities. OU did not indicate in its literature any names of the scholarship available,
nor any specific criteria for eligibility for scholarships for international students.
At Case Western Reserve University (CWRU) the cost of attendance for
international students is $46,022 which includes tuition, fees, and room and board. The
University indicates that ―Students must have at least $48,000 for each year of study in
order to qualify for a student visa. Admitted international students will not be issued a
visa eligibility certificate until financial support has been verified‖ (CWRU, 2009). The
expenses of an education at CWRU coupled with the fact that a student must have
verification that they have $48,000 per year set aside for educational expenses, makes the
University, not a realistic option for the majority of international and Namibian students
in particular.
The University does not indicate any sources of scholarships or financial aid for
international students. CWRU makes it explicitly clear that the University does not
award financial aid to international students. In the ―Frequently Asked Questions‖ on
CWRU’s website, the inquiry related to financial aid for international students generated
54
the following reply: ―Undergraduate students who are not U.S. citizens or permanent
residents are not eligible for financial assistance‖ (CWRU, 2009).
Cleveland State University’s cost of attendance is approximately $18,762 per
year. This amount includes 2 semesters of tuition and room and board. Cleveland State
University advertises no international student undergraduate scholarships.
The following list represents private colleges and universities in Ohio that I’ve
identified that award financial aid to international students: Ashland University, Denison
University, Hiram College, Kenyon College; Miami University, and Ohio Northern
University
Ashland University: ―Ashland University is a mid-sized regional teaching
university, historically related to the Brethren Church‖ (Ashland University, 2008).
Ashland University is located in the northeast region of Ohio. The estimated total cost of
tuition, fees, room/board and other school related expenses are estimated at $36,621 USD
annually. I attended Ashland immediately after graduating from high school in 1989, and
it could be described as an institute of higher education that values diversity, and the
scholarship programs that it offers international students serve as testament to the
University’s commitment to internationalizing its campus.
55
―Ashland University offers three scholarships for international students
which are based exclusively on merit: The International Presidential Scholarship, The
International Director's Scholarship, and the International Transfer Scholarship. The
University does not offer any
financial need based
scholarships‖. ―The International
Presidential Scholarship is
awarded to students who are
entering Ashland University as
freshman. The amount of the
scholarship is determined by the
high school grade point average
of the last four years of
education. The amount of the scholarship can be enhanced if the student submits
official results of the Scholastic Aptitude Test (SAT)‖. With this award, a student
needs a minimum of two points to earn a $4, 000/year award. The maximum amount
is $8, 000/year. The scholarship can be granted for a maximum of five years. A
student needs to maintain a 3.0 GPA at Ashland University at the end of each
academic year for the award to be renewed for the following year‖ (Ashland
University, 2008).
―The International Director's Scholarship is based on the student's grade
point average of the last four years of education. It is awarded according to the
following schedule… The scholarship can be renewed for up to five years by
International Presidential Scholarship
High
School GPA SAT
Score...Awar
d
3.25 - 3.49
= 2 points
980 -
1050
= 1 point
2
points...$6,000/year
3.50 - 3.74
= 3 points
1060
- 1150
= 2 points
3
points...$7,000/year
3.75 - 4.00
= 4 points
1160
- 1260
= 3
points
4
points...$8,000/year
56
maintaining a minimum of 2.5 GPA at Ashland University at the end of each
academic year‖ (Ashland University 2008) .
International Director's Scholarship
High School GPA Award
2.75 - 3.00 $4,000/year
3.01 - 3.24 $5,000/year
―The International Transfer Scholarship is awarded to students who have
studied for at least 15 semester hours at an accredited school of higher education.
This scholarship is designed for transfer students, second degree, and non-degree
student who are enrolled full time in an academic program at Ashland University.
The amount of the scholarship is based on the cumulative grade point average (GPA)
obtained before entering Ashland University. The scholarship can be renewed for up
to four years by maintaining a minimum of 3.0 GPA at Ashland University at the end
of each academic year. The amount of the award is determined as follows effective
for fall 2002 and beyond‖ (Ashland University 2008):
International Transfer Scholarship
Cumulative GPA Award
3.00 - 3.24 $5,000/year
3.25 - 3.49 $6,000/year
3.50 - 3.74 $7,000/year
3.75 - 4.00 $8,000/year
57
Denison University is considered by many of my colleagues in higher
education as one of the most prestigious universities in Ohio. The University is
located in Central Ohio and it boasts a reputation which states that ―65% of Denison
students are from outside Ohio, with over 46 states and about as many countries
represented. 20% are multicultural‖ (Denison University, 2008). Denison University
offers partial scholarships to international students based on a combination of
academic merit and financial need. Dennison requires that international students
contribute a minimum of $19,000 USD towards the costs of their educational
expenses at the University. ―Denison offers financial aid scholarships to
academically talented international students. However, full financial support is not
available. Funds for assisting international students are limited to partial tuition
scholarships, book grants and work awards‖ (Denison University, 2008). The
university also provides a list of external scholarships for undergraduate scholarships
which I have compiled and included on the blog, http://higheredafrica.wordpress.com
Denison is one of many American institutions of higher education that utilizes
the International Student Financial Aid Application and Certification of Finance
Form. While Denison University does not advertise a specific amount of scholarship
funds that it provides for international students, it uses a common methodology to
determine the financial need of its international students. Considering that tuition
alone at Dennison University is $34,410 USD per year, international students must
have access to other financial resources to assist in affording an education at
Dennison University.
58
Hiram College offers a unique scholarship program, whereby international
students are not required to submit a scholarship/financial aid application. Upon
submitting an application for admission to the college, the student is considered
during their initial consideration for admission to the college. ―International
applicants are eligible for merit-based global scholarships. These scholarships are
competitive, range from $3,000 to $21,000 per year, and are renewable annually for
up to four years of study‖ (Hiram College, 2005). To be considered for Hiram’s
scholarship students must complete their admissions application no later than
February 1st of the year of beginning of the academic school year. This application
which can be submitted via the college’s website must include data related to the
student’s academic class rank, standardized test scores, professional and teacher
recommendations, and a personal essay.
Kenyon College’s cost of attendance during the 2008-09 school year was
approximately $46,830. This amount includes tuition of $39,080, room $3,100 and
board $3,490, and student fees $1,160. All Kenyon students are required to live on
campus, thus room and board are mandatory expenses (Kenyon, College 2008).
―Because financial aid for international students is limited, only a small fraction (less
than 10 percent) of international applicants will be admitted. While Kenyon does
offer some financial-aid packages that cover all costs of attendance, international
students with low need or no need are more likely to gain admission‖ (Kenyon,
College 2008). Kenyon College also utilizes the International Student Financial Aid
Application and Certification of Finance Form to determine the financial need of
potential international students.
59
―Ohio Northern University is a coeducational, residential, Methodist
church-related institution founded in 1871 and enrolling 3,600 students‖ (ONU,
2008). Undergraduate international cost of attendance for international students
ranges from approximately, $39,000 - $42,500. This cost includes ―tuition, double
occupancy room, 19 meals per week plan and a technology fee of $210 per year‖.
Ohio Northern offers the following scholarships to international students (ONU,
2008):
Dean’s Global Scholarship
Award Range: $10,500 to $14,500 renewable
Secondary School GPA ACT/SAT
Equivalent GPA of 3.2 and above >24/1090-1120*
Dean’s Distinction Scholarship
Award Range - $7000 – 10, 500 (renewable)
Secondary School GPA of 3.0 or higher with minimum ACT score of 22
and minimum SAT of 1010-1040
Equivalent GPA of 3.0 or higher
Dean’s Recognition Scholarship
Award Range - $7000 – 10, 500 (renewable)
Secondary School GPA of 2.8 and above w/ minimum ACT score of 20
and SAT score between 930-960
Talent Awards
The awards range is a maximum of 7,500
Available to international students who excel in the arts, English.
Eligibility is determined either by a student’s portfolio, credentials and or
performance.
60
Miami University of Ohio offers a limited number of merit-based scholarships
called International Education Scholarships. The number of limited scholarships
provided to students is not disclosed by the university. These scholarship are renewable
and awards range in value up to $10,000 per year‖ (Miami University, 2009). Depending
on a student’s visa status, students may also be eligible to work on campus. For F-1 Visa
holders they may be able to secure the following types of employment at Miami
University (Miami University, 2009):
On-campus employment: A maximum of 20 hours per week is allowed during
school year; but can be full-time during vacation periods.
Optional Practical Training (OPT) - Students are given 12 months of OPT that
can be used either part-time (20 hrs/wk) during school year or full-time during the
summer months and/or after completion of studies. F-1 students get 12 months of
OPT after each degree level (Bachelor's, Master's & Ph.D). Work must be related
to student’s field of study, and students must be in valid student status for one full
academic year before you are eligible.
Curricular Practical Training (CPT) - This type of employment can be
authorized only if a student is earning academic credit for the employment or if it
is required for the degree. Students must be in full-time student status for one full
academic year before you are eligible to apply.
Employment due to economic hardship - Students can apply for this type of
employment if an unexpected, severe economic circumstance arises (Miami
University, 2009)
Kentucky: Institutions with the Highest Number of International Students
The University of Kentucky’s (UK), cost of attendance for international students is
approximately $28,000 per year. This cost takes into consideration tuition, room, meals,
personal expenses, insurance and books/supplies. UK offers the International Student
Scholarship, in an attempt to offset the expenses of an international student. ―This
scholarship is awarded by the UK Office of International Affairs and is presented to
61
international undergraduate and graduate students who demonstrate strong academic
scholarship and financial need. Approximately 20, $1,000 scholarships are awarded each
semester‖ (UK, 2009). In addition to the scholarship described above, international
students are allowed to work part-time (up to 20 hours per week) on campus.
The University of Louisville costs of attendance has been estimated at $26,634
(UofL, 2009). Surprisingly, I was unable to locate any information on the University’s
web site related to international financial aid. Upon conducting additional online
research and retrieving no adequate information, I resigned myself to call the University
to inquire about U of L’s scholarships for international students. I spoke with Anshu
Anand, an International Student Advisor at U of L who informed me that ―There is no
specific international student scholarship at U of L. In some instances, when applicable,
international students can apply for scholarships as they come available, after the student
has completed at least one year of course work...the majority of our undergraduate
students are self-pay" (Anand, 2009)
Western Kentucky University (WKU) cost of attendance for international students
is approximately $25,000. WKU indicates in its literature that the institution actively
engages in internationalization efforts on its campus and abroad. During my research,
however, I was not able to identify any scholarships or financial aid that the University
provides from its institutional resources to international undergraduate students.
Murray State University’s (MSU) estimated cost of attendance for an international
student is $24,548. Based on the data accessible on the University’s web site, I
62
concluded that MSU is committed to internationalization efforts on its campus, as evident
by the multiple scholarship opportunities made available to international students. The
most extensive funding opportunity is the Global Outreach Scholarship. There are an
unlimited amount of these scholarships available to all admitted international
undergraduate degree-seeking students. This scholarship amount totals $5,000 per year,
all of which is divided over 2 semesters. The scholarship is renewable upon the student
maintaining satisfactory academic progress, as set forth by the scholarship eligibility
criteria.
The International Leadership Scholarship is a competitive scholarship warded
annually to 5 students per year who can demonstrate that they have the financial
resources to pay the remaining tuition and fees after the scholarship has been applied to
the student’s account. Students are considered for this scholarship upon being admitted
to the University and furnishing all of the relevant financial data. ―The Murray State
University International Leadership Scholarship provides a waiver of the non-resident
portion of Murray State University tuition. The scholarship is renewable each semester
(up to eight semesters for undergraduate study) on the condition that recipients maintain a
grade point average of at least 2.5 in MSU undergraduate degree programs‖ (MSU,
2009). Considering that non-resident tuition per semester is $7806 ($15,612 per year)
and in-state tuition is $2874 ($5748 per year), the value of this scholarship is
approximately is $9864 per year.
An applicant for the International Leadership Scholarship must complete the
following list of required items (MSU, 2009):
63
Compose a short one page essay describing extracurricular activities and how you
plan to use time at Murray State to increase intercultural understanding both for
the student and campus community
Supply a letter of reference written by a teacher who has taught the applicant in
secondary or post-secondary classes.
Letter of acceptance from Murray State University Office of Admissions to an
undergraduate degree study program.
At Eastern Kentucky University the estimated costs for the 2008-2009 academic
years are $22,000.00. This includes tuition, room and board, mandatory health insurance,
fees and other miscellaneous expenses. EKU is one of the only American institutions
that I have found in my research thus far that provides country of origin information for
their international students. EKU’s international students in 2008 represent 61 countries
throughout the world, and 13 of those countries are from Africa (EKU, 2009). For an
international student to be considered for admission at EKU they must complete a
financial declaration form indicating that they have $22,000 per year to assist in financing
their education. During my research of EKU, I was unable to identify any institutional
scholarships that the University provides to international students.
One college that deserves mentioning is Berea College, in Berea Kentucky.
Berea College’s tuition is $24,500 per year. While this amount is comparable to other 4
year private colleges in the United States, what is unique about Berea is the approach by
which the college embraces its mission of assisting both domestic and foreign students
finance their education. ―Every Berea student is awarded a 4-year, tuition scholarship.
The amount of the scholarship will vary depending on financial need, and the presence of
any additional outside scholarships. The important thing is that, together, these resources
64
cover the entire cost of tuition, which totals $24,500 for the 2008-2009 school years. The
actual cost to students and their families is $0‖ (Berea College, 2009). Berea
accomplishes this type of support for its students via an expansive endowment fund.
The all encompassing financial support is not limited to domestic students. ―All
admitted international students receive financial aid and scholarships that cover 100% of
tuition, room, board, and fees for the first year of enrollment. Berea College is the only
school in the United States that provides 100% funding to 100% of enrolled international
students‖ (Berea College, 2009).
International students are expected to pay an entrance fee of $50 and $2200
deposit to confirm their enrollment. For those accepted students who are unable to pay
the deposit additional financial aid is provided by the College. Additionally, students
have the opportunity to work on-campus and earn approximately $1200 per year. Prior to
engaging this topic for my Capstone project, I became aware of Berea College from my
sister in-law who graduated from the college. While enrolled, she was interviewed for
the magazine, Diverse: Issues in Higher Education.
―Albertina Niilo, an international student born in Namibia during the years of
apartheid, needed a lot of support to get to college. Third in a family of seven
girls, she recalls fleeing her home at the age of 10 to live in refugee camps in
Angola, being sent off to Cameroon for five years, then returning to Namibia to
find the family home in ruins…. the 35-year-old Niilo says…It was not until the
last girl had graduated from high school that Niilo decided to pursue her dream
of going to college in America… Niilo says she might never have afforded
college if it weren’t for the support she received from Berea‖.
65
Connecticut: Institutions with the Highest Number of International Students
The University of Bridgeport’s cost of attendance for international students is
approximately $36,035 per year. UB’s academic year consist of 2 semesters. The
University promotes itself as an institution that values internationalization. ―The
University of Bridgeport prides itself on being one of America's most international
universities (University of Bridgeport, 2009). Institutional scholarships that the
University offers have a TOEFL score component of student eligibility. The TOEFL
exam is an internationally recognized English language test that measures a student’s
ability to comprehend written and spoken English language at a level commensurate with
University level admissions. Scholarships are available to both freshman and transfer
students that are pursuing an undergraduate degree at the University. The institutional
scholarships that UB offers as a follows:
Table 10
Scholarship/Grant Amount per
Year
Minimum TOEFL
Required
Academic
Requirement
Trustee Scholarship $12,000 575 – PBT
233 – CBT
90 – IBT
- GPA*
Presidential
Scholarship
$10,000 550 – PBT
213 – CBT
80 – IBT
- GPA*
Academic
Scholarship
$7,500 540 – PBT
207 – CBT
76 – IBT
- GPA*
Challenge Grant $5,000 530 – PBT
197 – CBT
71 – IBT
- GPA*
66
Music Scholarship Varies
530 – PBT
197 – CBT
71 – IBT
- GPA*
- Demonstrated musical
talent
Athletic
Scholarship**
Varies 530 – PBT
197 – CBT
71 – IBT
- GPA*
- SAT **
- Demonstrated athletic
ability
University of Bridgeport, 2009 1
UB is the first institute of higher education in America that I identified in my
research, which included the TOEFL score as a component in the scholarship eligibility
criteria. ―Scholarships are available for first-time applicants entering in the fall or spring
semester who demonstrate outstanding scholastic achievement and proficiency in
English. Students who meet the criteria outlined above will automatically be considered
for a scholarship‖ (UB, 2009). It is not necessary for a student to submit a separate
scholarship application. The application for admission coupled with a student’s
appropriate level TOEFL score automatically makes the student a potential scholarship
recipient.
―Academic scholarships range from $5,000 to $12,000 USD per academic year,
and are based on academic excellence and English proficiency‖ (UB, 2009). The
application process consists of the student submitting the international admissions
application, official TOEFL test results, and all of the required admissions
documentation. All of UB’s scholarships are renewable as upon the student being
enrolled full-time and meeting standards of academic progress.
Yale University is internationally recognized as one of the most prestigious institutions of
higher education in the world. Admission into the university is extremely competitive. The Yale
67
University Class of 2009 had an admissions rate of 9.7% ―The Class of 2009 was chosen from
19,448 applicants… 1,880 applicants were admitted …the overall acceptance rate of 9.7 percent,
makes this year the most competitive in Yale’s history‖ (Stanford Academy, 2009).
If a student is accepted for admissions into Yale University, they can be assured that their
academic financing will be accommodated by the University. Yale guarantees financing
international students education irrespective of their ability to pay. Admitted students are
required to submit the standard International Student Financial Aid Application. If a
student’s noncustodial parents are divorced, separated, or were never married, the student
and parent are required to submit Yale’s International Noncustodial Parent Statement. If
the students parents are self employed in an international location, the student’s parents
must complete an International Business Supplement.
Yale University is extremely comprehensive in the manner that it awards financial
aid to both its domestic and international students. Since all of Yale’s students meet
exemplary academic qualifications, as demonstrated by their admission into the
University, Yale provides institutional financial based on student financial need
irrespective of the student being domestic or foreign. ―Yale is strongly committed to
equality of opportunity. Its need-blind admissions policy extends to international students
and ensures that the College will be accessible to all candidates from any part of the
world that show great academic and personal promise‖ (Yale University, 2009).
―Families earning less than $60,000 annually will not make any contribution
toward the cost of a child’s education, and families earning $60,000 to $120,000 will
typically contribute from 1% to 10% of total family income‖ (Yale Office of Public
68
Affairs, 2009). In the case of domestic students, federal and when applicable state
financial aid derived from the FAFSA application may assist in providing financial aid.
In the case of international students, if their parental income does not exceed $60,000,
Yale will cover all of the expenses for the student’s, tuition, room board, books, and
living expenses by providing scholarships and employment opportunities while the
student is enrolled as a full time student in good standing at the University.
University of Connecticut does not offer any institutional financial aid or
scholarships to international students. The estimated per year cost of attendance at
UCONN for out of state and international students is $33,554. This amount includes
tuition, university fees, and room and meals. UCONN directs its potential international
student undergraduates to seek scholarship opportunities from external funding sources.
The University of Connecticut’s Foundation is the steward of the John and Ann Ellen
Rutherford Scholarship for International Students. However, to date there is no
information available as to the eligibility criteria for this scholarship.
The University of Hartford’s cost of attendance is $41, 854 per year. This amount
includes tuition, room and meals, and academic expenses. The student sponsorship letter
and or their bank statement must indicate that there is the above amount available to
cover each academic year. However, the amounts allocated for room and meals could
decrease based on the individual student circumstance.
The University of Hartford offers an array of merit based institutional
scholarships to both its domestic students. The merit based scholarships consists of the
following: Alumni Grants, Artistic Merit Scholarships, Hartt Performing Arts
69
Scholarship, Athletic Scholarships, and the Family Grant Program. Initially, due to the
manner that U of H presented its scholarships, without an American citizenship
component attached, I was under the impression that all of U of H’s scholarship
opportunities were available to all of its students irrespective of citizenship/permanent
resident status. I soon realized however that the only scholarships which are available to
international students include the International Grant Program, athletic scholarships, and
scholarships for students that are exceptional in areas related to music, theater or dance.
The International Grants Program provides partial tuition on the basis of academic
merit. These awards range in value $2,000 - $6,000 per academic year and are renewable
based upon good academic performance (U of H, 2009). International students who are
deemed excellent in athletics may be eligible to receive a partial or full athletic
scholarship that covers all the costs related to the student’s enrollment. Additionally if an
international student is admitted into the U of H, Hartt Scholl of Performing Arts they
may be eligible for scholarship funds. However, the allocation of this scholarship is
normally preceded by a student auditioning before a performance review panel.
The University of New Haven offers several scholarships intended for
undergraduate international students exclusively. To be initially considered for a
scholarship, a student need just submit their application for admission. Upon the student
being selected for admission, they will automatically be considered for the scholarship.
The priority deadlines are May 1, for the fall semester and January 1 for the spring
semester. Whereby, many international scholarships are earmarked exclusively for
incoming freshmen, U of NH also offers the following scholarships for transfer students.
70
The U of NH Presidential Scholarship is valued at $14,000. To be eligible for this
scholarship a student ―must have a minimum high school GPA of 3.0 and a combined
minimum critical reading and math SAT score of 1200 or a composite core of 26 on the
ACT‖ (University of New Haven, 2009). This scholarship is renewable, provided the
student is maintains a 3.0 GPA and is enrolled a minimum of 24 per credit hours during
the academic year.
The Distinguished Scholar Award is provided to those international students that
have achieved a high level of academic success in high school, but do not have the SAT
or ACT test scores needed to be eligible for the Presidential Scholarship. A student must
still have a minimum high school GPA of 3.0, SAT of 1050, or a composite ACT score of
23. The value of this award ranges between $9-12,000 per academic year. This
scholarship is renewable under the same terms of the Presidential Scholarship.
The International Student Award is made available to international students,
provided they have a B average in high school and a ―minimum IBT TOEFL score of 80
or a minimum IELTS score of 6.0‖(U of NH, 2009).
71
Chapter 6: Conclusions and Recommendations
As this project has indicated, the idea of affording a college education is a
financially challenging endeavor for Namibian students pursuing educational
opportunities domestically. Additionally, when these students venture outside of their
country they are considered an international student by US colleges and universities.
As an international student, Namibians must compete with hundreds, if not thousands
of students seeking a very limited supply of funded scholarships from American
institutions of higher education.
Access to higher education for Namibians is directly correlated to the
premise that graduating from college and obtaining a degree is a primary indicator of
a higher income and standard of living than non college graduates. Namibian
students need to graduate from college in order to escape statistics which suggests,
that those persons who have no college degree are likely to remain in poverty. ―The
relative differences between educated and less educated workers in Namibia are much
larger than typically observed elsewhere. In the US for example, those with a
bachelor’s degree earn about 2.88 times as someone without a college degree. The
Namibian data however suggest that the relative difference between the two groups is
about 28 times‖ (International Monetary Fund, 2006).
Moreover, individuals that have completed their college education are likely
to secure and sustain employment, whereas those members of society who are lacking
in educational qualifications are likely to be members of the working poor, or
72
unemployed. ―Unemployment in Namibia is mainly concentrated among less
educated, becoming increasingly rare as education levels rise. As such,
unemployment in Namibia, as in South Africa, is primarily an unskilled
phenomenon‖ (International Monetary Fund, 2006). Therefore, as the educational
financing needs of Namibian students are met, the overall socio-economic climate of
the country may improve. Although this conclusion may be oversimplified
considering the historical and socio-economic complexities of Namibia, the
connectedness of poverty and lack of higher education are inextricably related.
―A sustainable, better targeted student loan program will enable Namibia
to maintain or increase the current number of tertiary (University, Polytechnic and
Vocational) students able to pay the private costs of tertiary education without any
additional Government funding of the tertiary sector. With an anticipated additional
10,000 tertiary graduates projected over 20 years, and the number with financial need
receiving student financing support will increase from 1,200 to 7,300. Increased
demand by students would in turn stimulate greater provision of tertiary education,
thereby increasing competition among providers and the efficiency of the sector‖
(Millennium Challenge Corporation. 2008).
The private sector and specifically financial institutions may serve as a
critical element of student loans and possibly grants. What I envision is private
organizations providing loans directly to students upon the completion of a nationally
recognized grant/loan application. The student would be guaranteed the loan, and the
73
lender would be guaranteed repayment because the loan is secured by the Ministry of
Education.
By implementing innovative higher education funding strategies for
students, domestic and international higher education funding partners can support
human capital interventions and accelerate economic growth and community
development across Namibia. Increasing access to higher education is a critical
component of developing the knowledge capacity of individuals in society. An
educated population has a direct result on the ability of a country to meet its
development goals. When there are insufficient means for students to finance their
education, the opportunities for learners to contribute to their personal and society’s
development decreases. The promotion and support of tertiary funding can provide
more equitable access of higher education for students. <expand ideas>
74
75
References:
1. DeNardo, A., Fraher, M., & Storlazzi, C. (2007). International Students -
Assessing Family Contribution. National Association of Student Financial Aid
Administrators. Washington, DC: NASFAA.
2. Open Doors (2007). Open Doors 2007: International Students in the United
States. INTERNATIONAL STUDENT ENROLLMENT IN U.S. REBOUNDS
(2007, November 12). Retrieved December 9, 2008, from
http://opendoors.iienetwork.org/?p=113743
3. US Congress: House Committee on Foreign Affairs: Subcommittee on Africa,
African Students and Study Programs in the United States, Report and Hearings,
pursuant to H. Res. 84 (89th
Congress) (Washington, US Government Printing
Office, 1965, 141
4. Chideya, N.T., 1981, Information Officer University of Zimbabwe, American
Scholarships for African Students, 1959-1975
5. "Namibia." Education International Barometer of Human & Trade Union Rights
in Education. 18 June 2007. Education International. 21 Dec. 2008
<http://www.ei-ie.org/barometer/en/profiles_detail.php?country=namibia>.
6. Moyer, E.J., ―An educated view of universities‖, Research Africa, Mar. 20, 2007,
p.20
7. "Higher Education in Sub-Saharan Africa." African Higher Education: Student
Survey Project. 21 Dec. 2008
<http://www.arp.harvard.edu/AfricaHigherEducation/index.html>.
8. Rhodes, Fifi. "Namibia: Nampower Dishes Out Thousands in Bursaries." New
Era 14 Jan: 2008. 26 Dec. 2008
<http://allafrica.com/stories/200801140452.html>.
9. "Social Initiatives: Bursaries." NamWater . 2006. 26 Dec. 2008
<http://www.namwater.com.na/data/bursaries.html>.
10. "Petroleum Training and Education Fund." PetroFund. 26 Dec. 2008
<http://user.web.com.na/kavenakot/resources/Appform.pdf>.
11. "N$8.7 million worth of bursaries." Namibia Economist. 26 Dec. 2008.
76
12. Mutumba, Jerome. "Rössing Bursary Holders for 2008." Rossing Uranium
Limited. 25 Jan. 2008. 29 Dec. 2008
<http://www.rossing.com/bullet/bulletpress32.htm>.
13. "Rössing Bursary Scheme Applications." Rossing Uranium Limited. 25 Jan.
2008. 29 Dec. 2008 <http://www.rossing.com/bursaries.htm>.
14. "Namdeb ups bursary support, 12 students honoured ." Namibia Economist. 29
Dec. 2008 <http://www.economist.com.na/content/view/2952/81/>.
15. Matundu-Tjiparuro, Kae . "Namibia: Hardships Force Students into Prostitution."
New Era 5 Mar. 2008. 29 Dec. 2008
<http://allafrica.com/stories/printable/200803050441.html>.
16. International Monetary Fund. IMF Country Report No. 06/153: Namibia: Selected
Issues and Statistical Appendix. Washington, DC: IMF, 2006. 12-18. 3 Jan. 2009
<http://www.imf.org/external/pubs/ft/scr/2006/cr06153.pdf>.
17. "MCA Namibia Program." Millennium Challenge Account: Namibia . 2007.
MCA Namibia: Education Sector. 4 Jan. 2009
<http://unpan1.un.org/intradoc/groups/public/documents/cpsi/unpan029463.pdf>.
18. World Bank. Financing Education in Developing Countries: An Exploration of
Policy Options . Ed. George Psacharopoulos. Washington, DC: World Bank,
1986. 10-12. 5 Jan. 2009
<http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80
/3a/41/36.pdf>.
19. Barr, Nicholas. "Financing Higher Education." Finance and Development: A
Quarterly Magazine of the IMF 42.2 (2005).
20. Shen, Hua, and Adrian Ziderman. Student Loan Repayment and Recovery:
International Comparisons. Discussion Paper No. 3588. Bonn: Institute for the
Study of Labor, 2008.
21. "Southern African Student Program (SASP)." The Africa-America Institute. 2007.
7 Jan. 2009
<http://www.aaionline.org/Programs/SouthernAfricanStudentProgram.aspx>.
22. "Financial Aid for Undergraduate International Students." National Association of
International Educators. 2008. 8 Jan. 2009
<http://www.nafsa.org/students.sec/financial_aid_for_undergraduate>.
77
23. Hoveka, Esther. "Private Sector Involvement in Education in Namibia." Namibia
Chamber of Commerce and Industry, Oslo. 14 Nov. 2002. 10 Jan. 2009
<nnuc.evtek.fi/tvet_seminar_02/HOVEKA%20-
%20Private%20sector%20in%20TVET%20in%20Namibia.pdf>.
24. "Namibia market Introduction." Education Market Intelligence. 2007. The British
Council. 10 Jan. 2009 <http://www.britishcouncil.org/print-page?id=945762>.
25. Hoaes, Irene. "Namibia: Student Loan Recoveries Improve." New Era 29 May
2008. 10 Jan. 2009 <http://allafrica.com/stories/200805290747.html>.
26. Ekonge, John. "Namibia: Polytechnic Students Bemoan Reduced Funding." New
Era 8 Aug. 2008. 10 Jan. 2009 <http://allafrica.com/stories/200808080422.html>.
27. Materu, Peter. "Re-Visioning Africa's Teriary Education in the Transition to a
Knowledge Economy." Senior Education Specialist. Johannesburg: The World Bank,
2006. 10-11. 10 Jan. 2009
<http://www.ifaanet.org/Economicr/Africa_Tertiary_Education.pdf>.
28. NAMIBIA STUDENTS FINANCIAL ASSISTANCE FUND. NSFAF POLICY.
Windhoek: Ministry of Education, 2005. 1-10. 11 Jan. 2009
<www.mec.gov.na/ministryOfEducation/downloads/REVISED%20POLICIES%2
0OF%20NSFAF%201.doc >.
29. "MCC: Namibia." Millennium Challenge Corporation. 2008. 11 Jan. 2009
<http://www.mcc.gov/countries/namibia/index.php>.
30. Institute of International Education. Open Doors 2008: Report on International
Educational Exchange. 2008. 14 Jan. 2009
<http://www.opendoors.iienetwork.org/?p=131585>.
31. Ping, Charles J., and Bill Crowley. "Educational ideologies and national
development needs: the African University in Namibia." Higher Education 33:
381-95. 18 Jan. 2009
<http://www.springerlink.com/content/v85759722x262253/fulltext.pdf>.
32. Verwoerd, 1954 H.F. Verwoerd, Bantu Education: Policy for the Immediate
Future, Information Service of the Department of Native Affairs, Pretoria (1954)
33. Mabokela, Reitumetse O., Kimberly King, and Rodney Hopson. Apartheid No
More: Case Studies of Southern African Universities in the Process of
Transformation. Higher Education Transformation in Namibia: The Road to
Reform and Reconciliation or Rock of Sisyphus? Greenwood Publishing Group -
2001. 122-30.
78
34. Angula, N. (1997) quoted by de Plessis, J. (1997) in Basic Education Teacher
Diploma (BETD) in Namibia. Draft Manuscript
35. World Bank, 2008, Namibia at a Glance 20 Jan. 2009
http://devdata.worldbank.org/AAG/nam_aag.pdf
36. The Overseas Association for College Admission C. 2005/07 American Inst. with
Financial Aid for International Undergraduates. Ed. Doug Jones. The Overseas
Association for College Admission Counselors, 2007. 22 Jan. 2009
<http://www.oacac.com/docs/IntFinAid.pdf>.
37. Tjivikua, Dr. Tjama . "Challenges for Tertiary Education." TUCSIN, Windhoek.
2008.
38. NAFSA: Association of International Educators. NAFSA Financial Aid Resorce
for International Education . Eds. Arlene Snyder and Ravi Shankar. NAFSA,
2006.
39. "The UC Global Scholarship." Office of Admissions. 2009. 25 Jan. 2009
<http://www.admissions.uc.edu/international/intl_scholarship.html>.
40. "International Expenses & Scholarships." Ohio University Undergraduate
Admissions. 2009. Ohio University. 25 Jan. 2009
<http://www.ohio.edu/admissions/international/expenses.cfm>.
41. "INTERNATIONAL STUDENT ADMISSION." Case Western Reserve
University: International Admissions. 25 Jan. 2009
<http://admission.case.edu/pdfs/InternationalStudentAdmission.pdf>.
42. "Cost & Financial Aid." Miami University: International Student and Scholar
Services. 2009. 26 Jan. 2009
<http://www.units.muohio.edu/internationalprograms/intl-costs.php#finaid>.
43. Anand, Anshu. Personal interview. 26 Jan. 2009.
44. "Statistics." Office of International Education. 2009. Eastern Kentucky
University. 26 Jan. 2009 <http://www.international.eku.edu/stat.php>.
45. Hamilton, Kendra. "All About the Mission." Diverse: Issues in Higher Education
8 Sep. 2008. 26 Jan. 2009
<http://www.diverseeducation.com/artman/publish/article_4703.shtml>.
46. "International Undergraduate Scholarship Program for Applicants Seeking an
Associate or a Bachelor Degree." University of Bridgeport: Admissions. 2009.
79
University of Bridgeport. 27 Jan. 2009
<http://www.bridgeport.edu/pages/3301.asp>.
47. "Online References: Ivy League Admissions." Stanford Academy: Korea. 2009.
27 Jan. 2009.
48. "Financial Aid for International Students." Yale University: International
Students. 2009. 27 Jan. 2009
<http://www.yale.edu/admit/international/financial_aid/index.html>.
49. "Yale Cuts Costs for Families and Students." "Yale Office of Public Affairs" Yale
University: Financial Aid. 27 Jan. 2009
<http://www.yale.edu/admit/freshmen/financial_aid/index.html>.
50.
++++++++++++++++++++++++++++++++++
endnotes………
http://www-
wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2004/08/03/00009
0341_20040803142154/Rendered/INDEX/297130PAPER0Improving0tertiary0ed.txt
http://siteresources.worldbank.org/INTNAMIBIA/Resources/NAM-
Educ_at_a_Glance.pdf
http://www.gse.buffalo.edu/org/IntHigherEdFinance/database_studentparent.html
http://www.nuffic.nl/pdf/os/em/katjaviv.pdf
http://www.nied.edu.na/publications/journals/journal13/Journal%2013%20Article%2
08.pdf
www.kas.de/wf/doc/kas_14113-544-1-30.pdf
www.nied.edu.na/publications/journals/journal13/13art8.doc