Hi Justice,

I've included below studies identified so far through the Mapping education research in sub-Saharan Africa project (details here: https://www.researchgate.net/project/Mapping-education-research-in-sub-Saharan-Africa ).

Best wishes,

Rafael

Arthur, P., Arthur, E., 2016. Tertiary institutions and capacity building in Ghana: challenges and the way forward. Commonwealth and Comparative Politics 54, 387–408. doi:10.1080/14662043.2016.1175690

Udu, L.E., Nkwede, J.O., 2014. Tertiary education trust fund interventions and sustainable development in Nigerian Universities: Evidence from Ebonyi State University, Abakaliki. Journal of Sustainable Development 7, 191–205. doi:10.5539/jsd.v7n4p191

Talib, Z.M., Baingana, R.K., Sagay, A.S., Van, S., Mehtsun, S., Kiguli-Malwadde, E., 2013. Investing in community-based education to improve the quality, quantity, and retention of physicians in three African countries. Education for Health: Change in Learning and Practice 26, 109–114. doi:10.4103/1357-6283.120703

Isumonah, V.A., Egwaikhide, F.O., 2013. Federal Presence in Higher Institutions in Nigeria and the North/South Dichotomy. Regional and Federal Studies 23, 169–188. doi:10.1080/13597566.2012.747512

And from elsewhere in Africa:

Msigwa, F.M., 2016. Widening participation in higher education: a social justice analysis of student loans in Tanzania. Higher Education 72, 541–556. doi:10.1007/s10734-016-0037-5

Oanda, I.O., 2013. Implications of alternative higher education financing policies on equity and quality: The Kenyan experience, in: Funding Higher Education in Sub-Saharan Africa. pp. 98–129. doi:10.1057/9781137345783

George, M.J., 2016. Exploring the alternative sources of revenue for funding of public higher education in least developed countries - Implications for national university of Lesotho. International Journal of Education Economics and Development 7, 198–213. doi:10.1504/IJEED.2016.082176

Botlhale, E., 2015. Financing tertiary education under fiscal stress in Botswana. Africa Education Review 12, 647–663. doi:10.1080/18146627.2015.1112155

Mpofu, J., Chimhenga, S., Mafa, O., 2013. Funding higher education in Zimbabwe: Experience, challenges and opportunities of the cadetship scheme, in: Funding Higher Education in Sub-Saharan Africa. pp. 327–350. doi:10.1057/9781137345783

Randriamahenintsoa, E., 2013. Challenges and opportunities of higher education funding policies and programs in Madagascar, in: Funding Higher Education in Sub-Saharan Africa. pp. 147–183. doi:10.1057/9781137345783

Van, D., Kahsu, T., Mohammed, S., Woldie, W., 2016. Ethiopian new public universities: Achievements, challenges and illustrative case studies. Quality Assurance in Education 24, 158–172. doi:10.1108/QAE-12-2014-0054

Yigezu, M., 2013. Funding higher education in Ethiopia: Modalities, challenges, opportunities and prospects, in: Funding Higher Education in Sub-Saharan Africa. pp. 38–70. doi:10.1057/9781137345783

Dunga, S.H., 2013. Financing higher education in Malawi: Prospects, challenges and opportunities, in: Funding Higher Education in Sub-Saharan Africa. pp. 184–213. doi:10.1057/9781137345783

Ssempebwa, J., Ssegawa, D.E., 2013. Funding higher education in Uganda: Making the case for the liberalisation of student fees, in: Funding Higher Education in Sub-Saharan Africa. pp. 276–295. doi:10.1057/9781137345783

Oboko, M.B., 2013. Funding Higher Education in Uganda: With Special Emphasis on Donor’s Role and Contribution of National Communities Approaches, in: Funding Higher Education in Sub-Saharan Africa. Palgrave Macmillan, London, pp. 247–275. doi:10.1057/9781137345783_10

Hi Justice:

The answer is related to the relationship that must exist between the budget that is assigned to the university either by the government of each country or by an owner so that it can develop his activities that allow him to reach the stated goals. The above analysis implies that the strategic projection of the university must take into account the budget allocated to achieve the expected results, therefore the actions to be implemented in the university must be disaggregated in plans at all levels and within one year, taking into account financial resources available. In this way, the University's processes are managed in a safe way and the expected results are guaranteed.

I do not think that the question is related to imperialism. I think he is talking about empirical studies in the area of financing higher education in West Africa. Rafael has given a reading list that suggests that contrary to the stated perspective, the empirical studies do exist. They may not be sufficient , but, that is an opportunity for researchers such as Justice Ayam to study how,why and what budgeting processes are carried out in the higher education sector in West Africa and document them so that the gap in knowledge which has been identified can be filled.