I 
112TH CONGRESS 
1ST SESSION H. R. 2792 
To amend the Foreign Assistance Act of 1961 to provide assistance to 
expand, improve, support, and promote higher education in the countries 
of sub-Saharan Africa, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
AUGUST 2, 2011 
Mr. PAYNE (for himself, Mrs. CHRISTENSEN, Ms. BASS of California, Mr. 
CARNAHAN, Mr. JACKSON of Illinois, Mr. RUSH, Ms. WOOLSEY, Mr. 
LEWIS of Georgia, Mr. TOWNS, Ms. LEE of California, Mr. COHEN, and 
Mr. FATTAH) introduced the following bill; which was referred to the 
Committee on Foreign Affairs 
A BILL 
To amend the Foreign Assistance Act of 1961 to provide 
assistance to expand, improve, support, and promote 
higher education in the countries of sub-Saharan Africa, 
and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘African Higher Edu-
cation Advancement and Development Act of 2011’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
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(1) The demand for higher education in Africa 
has been increasing at very high rates and is rapidly 
overtaking the capacity of current infrastructure and 
staffing capability. 
(2) Africa’s challenges in higher education are 
substantial and have important social, economic, and 
stability dimensions. 
(3) Despite increasing enrollments, sub-Saha-
ran Africa’s gross tertiary education enrollment ratio 
in 2007, the most recent year for which comparable 
data is available, was just under 6 percent as com-
pared to 13 percent in India, 11 percent in South 
Asia generally, and 22 percent in China, and 66 per-
cent in high-income countries. In many African 
countries the ratio hovers between 2 and 3 percent. 
(4) According to a 2008 World Bank report, 
university staff position vacancy rates often run be-
tween 25 and 50 percent and are notably common 
in engineering, applied sciences, and business admin-
istration, which are disciplines commonly linked to 
innovation and economic growth. Staff development, 
nurturing and retention are therefore important ele-
ments of higher education programming. 
(5) In 2005, only 28 percent of African univer-
sity graduates completed their degrees in science 
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and technology fields, including agriculture, engi-
neering, health sciences, and general sciences. 
(6) African higher education institutions have 
the potential to address many critical development 
challenges in collaboration with regional and inter-
national counterparts, such as the United Nations, 
the International Agricultural Research Centers, and 
bilateral and regional assistance agencies, and other 
United States based foundations. 
(7) Higher education has expanded to provide 
more opportunities for advanced education to grad-
uates of the secondary school systems and it has 
sought new ways to achieve university collaboration 
across national and regional boundaries. 
(8) Africa has made important strides as public 
universities have increased from roughly 100 to 500 
from 1990 to 2010 and private tertiary institutions 
have increased from around 24 to an estimated sev-
eral thousand during this same period. 
(9) 
Historically, 
sub-Saharan 
Africa 
was 
marked by several centers of excellence in higher 
education. Linked to former European sponsors, in-
stitutions such as Makerere University in Uganda, 
Kenyatta University in Kenya, Cheik Anta Diop 
University in Senegal, and the University of Ibadan 
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in Nigeria graduated scholars and professionals that 
were highly prized around the globe and that served 
the interests of their respective nations well. 
(10) These universities serve as ‘‘centers of ex-
cellence’’ that also have major positive impacts on 
other universities in their respective regions, and are 
currently making substantial progress in regaining 
their national and international prominence. 
(11) Increasing rates of higher education in de-
veloping countries is a critical component in efforts 
to achieve long-term economic growth and stability 
and poverty reduction. 
(12) Studies indicate that relatively small in-
creases in tertiary education can exponentially in-
crease national incomes and gross domestic product 
output within the span of a few years, that individ-
uals with higher education are more likely to engage 
in entrepreneurial activity, and that more highly 
educated entrepreneurs create larger numbers of 
jobs than those with less education. 
(13) Research has found a positive and statis-
tically significant correlation between higher edu-
cation enrollment rates and good governance indica-
tors, including the absence of corruption, higher 
standards and rates of adherence to the rule of law, 
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fewer incidents of ethnic tension, increased bureau-
cratic quality, a lower risk of repudiation of con-
tracts by governments, and a lower risk of financial 
malfeasance. 
(14) In most African countries, sharply in-
creased rates of access to higher education, ad-
vanced technical training, and specialized skills de-
velopment are necessary if transformational socio- 
economic development success—notably in efforts to 
alleviate poverty, expand economic growth, combat 
disease, improve governance, and to increase respect 
for the rule of law and human rights norms—is to 
be achieved. 
(15) Exchange programs which bring Africans 
to developed countries for advanced training, while 
essential for improving higher education in Africa, 
will not by themselves reach enough students and 
scholars to bring about fundamental institutional ca-
pacity improvements and the attainment of world- 
class standards of excellence across African higher 
education systems. 
SEC. 3. SENSE OF CONGRESS. 
It is the sense of Congress that— 
(1) support for primary, secondary, and tertiary 
education is vitally important in achieving trans-
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formational state and socio-economic development in 
sub-Saharan Africa, and that assistance for such 
ends should be increased; 
(2) it is cost-effective and in the self-interest of 
the United States and other development partners to 
respond to the increasing need for qualified teachers 
and demands for greater access to higher education 
created by expanded access to primary and sec-
ondary education in sub-Saharan Africa, a long- 
standing United States policy objective, by providing 
commensurate assistance to sub-Saharan African 
colleges and universities; 
(3) effective and sustained partnerships be-
tween United States and sub-Saharan Africa col-
leges and universities are an important means 
through which increased access to quality tertiary 
education can be achieved; 
(4) members of the African diaspora have a 
crucial role to play in improving the capacity of sub- 
Saharan African colleges and universities; 
(5) the international development community 
must help build indigenous basic and applied ad-
vanced research and academic capacities in sub-Sa-
haran Africa in order to expand and enhance the 
ability of sub-Saharan Africans to achieve economic 
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growth, improve social welfare, foster political sta-
bility, and to address critical challenges, such as the 
HIV/AIDS pandemic, climate change, conflict pre-
vention and mitigation, and poor governance; and 
(6) the United States must commit to providing 
long-term assistance to build the capacity of sub-Sa-
haran African systems of higher education and in-
crease the number of annual higher education stu-
dent and professional graduations, in particular— 
(A) in social, humanities, natural, biologi-
cal, agricultural, life, computer, and health 
sciences, technology development, business, en-
gineering, mathematics, economics, and edu-
cation; and 
(B) by targeting such support toward ef-
forts to improve and expand sub-Saharan Afri-
can higher education institutions’— 
(i) administrative and management 
capabilities, including accounting and re-
porting transparency and accountability; 
(ii) program and budget planning, de-
velopment and execution capacities; 
(iii) access to advanced technology 
and improved infrastructure; 
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(iv) curriculum development capabili-
ties; 
(v) advanced basic and applied re-
search capabilities; and 
(vi) instructional training and quality 
of staff and faculty at the undergraduate, 
graduate, and post-graduate levels and 
within professional training programs. 
SEC. 4. STATEMENT OF POLICY. 
It is the policy of the United States to provide long- 
term assistance to expand, improve, support, and promote 
higher education in sub-Saharan Africa by building the 
capacity of sub-Saharan African colleges and universities, 
through partnerships with colleges and universities in the 
United States, in order to expand teaching, research, and 
innovation opportunities for sub-Saharan African and 
United States students and staff. 
SEC. 5. ASSISTANCE TO EXPAND AND IMPROVE HIGHER 
EDUCATION IN SUB-SAHARAN AFRICA. 
Chapter 1 of part I of the Foreign Assistance Act 
of 1961 (22 U.S.C. 2151 et seq.) is amended by inserting 
after section 105 the following new section: 
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‘‘SEC. 105A. ASSISTANCE TO EXPAND AND IMPROVE HIGH-
ER EDUCATION IN SUB-SAHARAN AFRICA. 
‘‘(a) 
AUTHORIZATION.—The 
President, 
acting 
through the Director for Higher Education in sub-Saha-
ran Africa (designated pursuant to subsection (c)), is au-
thorized to provide long-term assistance to expand, im-
prove, support, and promote higher education in sub-Sa-
haran Africa. 
‘‘(b) ACTIVITIES SUPPORTED.—Assistance provided 
under subsection (a) shall, to the maximum extent prac-
ticable, be used to— 
‘‘(1) build the capacity of sub-Saharan African 
colleges and universities, including through the de-
velopment and use of internships and other tools, in 
the areas of— 
‘‘(A) professional and academic training, 
faculty development, and technical expertise, 
with particular emphasis on mentoring and re-
tention of young and new faculty; 
‘‘(B) development and strengthening of 
educational administrative capacity; 
‘‘(C) undergraduate, graduate, and grad-
uate curricula development; 
‘‘(D) improving infrastructure of academic 
and institutional facilities; 
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‘‘(E) technical capacities and expertise, es-
pecially in the areas of basic and applied re-
search and institutional development, including 
strategies for cost-effective procurement of ad-
vanced scientific research equipment and main-
tenance strategies for such equipment; 
‘‘(F) vocational training, including profes-
sional development, behavioral courses, informa-
tion technology courses, job placement, and fi-
nancial aid; and 
‘‘(G) development and use of internships 
and other tools; 
‘‘(2) establish, expand, and promote linkages 
and partnerships between sub-Saharan African col-
leges and universities and United States colleges and 
universities, with special attention to the inclusion of 
historically Black colleges and universities in the 
United States, including— 
‘‘(A) student exchange programs between 
sub-Saharan African colleges and universities 
and United States colleges and universities; 
‘‘(B) internship programs between sub-Sa-
haran African colleges and universities and 
United States colleges and universities, includ-
ing community engagement activities; 
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‘‘(C) interactive and collaborative instruc-
tional programs, employing Internet-based and 
other networked digital telecommunications 
technologies, between sub-Saharan African col-
leges and universities and United States col-
leges and universities; and 
‘‘(D) collaborative and reciprocal degree 
awarding programs based in sub-Saharan Afri-
can partner institutions, supported by United 
States faculty working with sub-Saharan Afri-
can colleagues to help design curricula and 
serving as visiting lecturers for periods of at 
least a semester; and 
‘‘(3) assist with efforts to recruit and retain 
women students, faculty, and administrators at sub- 
Saharan African colleges and universities. 
‘‘(c) DIRECTOR FOR HIGHER EDUCATION DEVELOP-
MENT IN SUB-SAHARAN AFRICA.— 
‘‘(1) IN
GENERAL.—Not later than 60 days 
after the date of the enactment of this section, the 
Administrator shall designate a Director for Higher 
Education in sub-Saharan Africa, who shall report 
directly to the Administrator, and who shall carry 
out the responsibilities described in paragraph (2). 
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‘‘(2) RESPONSIBILITIES.—The responsibilities 
referred to in paragraph (1) include— 
‘‘(A) ongoing consultations with and the 
provision of technical advice to sub-Saharan Af-
rican governments, particularly ministries of 
education, regional organizations, and public 
tertiary and related educational institutions, 
and education and educators’ organizations 
with respect to carrying out the activities de-
scribed in subsection (b); 
‘‘(B) coordination and administration of 
long-term assistance authorized under sub-
section (a) in support of the activities described 
in subsection (b); and 
‘‘(C) coordinating with other bureaus with-
in the Agency, with other relevant United 
States Government agencies, with the United 
States and sub-Saharan African private sectors, 
with the higher education community and rel-
evant research organizations in the United 
States and sub-Saharan African countries, and 
with other bilateral and multilateral develop-
ment partners to maximize the gains and im-
pact of activities carried out under subsection 
(b)(1). 
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‘‘(d) SUB-SAHARAN AFRICAN HIGHER EDUCATION 
ADVISORY BOARD.— 
‘‘(1) ESTABLISHMENT.—There is hereby estab-
lished within the Agency a sub-Saharan African 
Higher Education Advisory Board. 
‘‘(2) MEMBERSHIP.— 
‘‘(A) NUMBER
AND
APPOINTMENT.—The 
Board shall be composed of members appointed 
by the Administrator in consultation with the 
Speaker and the minority leader of the House 
of Representatives and the majority and minor-
ity leaders of the Senate. 
‘‘(B) QUALIFICATIONS.—The Board shall 
include seven members drawn from individuals 
with private sector experience, three of whom 
shall have demonstrable knowledge of sub-Saha-
ran Africa and the field of higher education or 
higher education in sub-Saharan Africa, three 
of whom shall currently be affiliated with or 
have career-length associations with one or 
more sub-Saharan African higher education in-
stitutions drawn from a list submitted jointly by 
the Association of African Universities (AAU), 
Southern African Regional Universities Associa-
tion (SARUA), and Inter-University Council for 
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Eastern Africa (IUCEA), and one of whom 
shall be a president of a historically Black col-
lege or university in the United States. 
‘‘(3) DUTIES.—The Board shall— 
‘‘(A) advise and assist the Director in car-
rying out the responsibilities described in this 
section; 
‘‘(B) not less than twice a year, meet with 
senior officials of the Agency in order to fulfill 
the duty described in subparagraph (A); and 
‘‘(C) once a year, submit to the Director 
and Administrator a report, which shall be 
made publicly available, which evaluates the im-
plementation of this section for the preceding 
year, including the extent to which— 
‘‘(i) the requirement of subsection 
(b)(2), relating to participation of histori-
cally Black colleges and universities in the 
United States, was met; 
‘‘(ii) the requirement of subsection 
(b)(3) was met; and 
‘‘(iii) outlines a plan of specific inter-
ventions to support the recruitment and re-
tention of young and new professors, schol-
ars, and researchers at sub-Saharan Afri-
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can colleges and universities that identifies 
barriers to such ends and proposes pro-
grammatic interventions to overcome such 
barriers. 
‘‘(e) PUBLIC-PRIVATE PARTNERSHIPS.—The Direc-
tor and the Board shall seek, to the extent practicable, 
to use any funding appropriated for the purpose of car-
rying out the duties, goals, and functions described in this 
section to leverage equal or greater sources of private sec-
tor funding for such purposes, and shall undertake and 
prioritize efforts to identify such sources of private sector 
funding. 
‘‘(f) REPORTS TO CONGRESS.— 
‘‘(1) INITIAL REPORT.—Not later than one year 
after the date of the enactment of this section, the 
President shall transmit to the Committee on For-
eign Affairs of the House of Representatives and the 
Committee on Foreign Relations of the Senate a re-
port that contains— 
‘‘(A) benchmarks for measuring the long- 
term impact of activities carried out under this 
section; and 
‘‘(B) a proposal for enhancing opportuni-
ties for the African diaspora to engage in activi-
ties to improve the capacity, on either an on- 
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