Mohamed Hassan at the Academy of Sciences for the Developing World (TWAS) argues that the nanotechnology boom will not lead to a divide between developed and developing countries due to the transformation of 21st century global science. Hassan says Brazil, China and India are swiftly developing nanotech capabilities. Instead, he warns of a South-South divide as poorer nations struggle to catch up. To avoid this, Hassan recommends that developing nations create networks between universities and research centres to share nanotech expertise.

This World Bank report describes the role higher education plays in building developing countries' capacity to participate in a knowledge-based world economy and outlines policy options to promote economic development. It confirms the shift in the World Bank's attitude to education support as a driver of socioeconomic growth.

The authors ask why higher education is important for development, how developing countries can best utilise their higher education systems, and how the World Bank and other donors can support local governments. They argue that knowledge is essential for development — and higher education is essential to create and apply knowledge.

They conclude that developing countries risk marginalisation because of their weak higher education systems, and stress the need for government and donor support.

This World Bank report examines higher education in Sub-Saharan Africa, asking how it can stimulate economic growth in the region. Drawing on international experience and regional case studies, the authors argue that there is an urgent need for countries in Sub-Saharan Africa to invest in human capital and knowledge — and therefore higher education — to create a viable and growth-promoting industrial system, and cope with threats such as disease, population growth and climate change.

They discuss how and why human capital investment can lead to socioeconomic growth and review current practices in Sub-Saharan Africa. The authors propose a number of good practices to help countries in the region strengthen their higher education systems quickly and effectively.

Recommendations include developing a national strategy for developing human resources, reforming funding mechanisms for higher education, giving institutions decision-making powers, encouraging diversity and developing postgraduate programs to boost local research capacity.

This opinion article highlights the need for donors to support higher education in poor countries. The authors, Jos H. C. Walenkamp and Ad Boeren from the Netherlands Organisation for International Cooperation in Higher Education, discuss how higher education and research can reduce poverty. They argue that it stimulates economic growth and increases a country's aid-absorption capacity.

They briefly state current aid agency and devolping country government attitudes to higher education and highlight brain drain as a particular problem that dissuades donors from investing in this area. They make a number of recommendations for the international donor community, suggesting that it unties bilateral aid, coordinates efforts and gives recipient governments responsibility to monitor and manage activities in their own countries.

These selected proceedings from a regional research seminar in Morocco, hosted by the UN Educational, Scientific and Cultural Organization (UNESCO), examine the state of higher education in Arab states. They highlight the impact of globalisation on local systems and discuss the role of funding agencies in supporting them.

The authors tackle a range of issues including the nature and extent of the 'knowledge gap' in Arab societies, current funding patterns and implications for future support, and the effects of international agreements such as the General Agreement on Trade in Services. Munir Bashshur, member of UNESCO's regional scientific committee for Arab states, presents a summary report of the conference, in both English and Arabic.

This paper from the Association of Commonwealth Universities outlines the commitments and activities made by major international partners — specifically the G8 countries — to developing African higher education between 2000 and 2004.

Projects are analysed by topic — from human resources development to HIV/AIDS to science and technology — and region. The authors highlight trends in donors' strategies for supporting African higher education, presenting development portfolios and case studies from France, Germany, Scandinavia, the United Kingdom and the United States, among others. They suggest improvements in aid delivery, including collaboration between donors and increased communication about individual donor strategies. They also call for more networking and collaboration across higher education institutions within Africa, while noting that these face financial constraints.

The authors conclude that there is a particular need for donors to provide more support to science and technology projects — as a crucial driver of socioeconomic development.

This paper, written by researchers at the Universities of Pennsylvania and Columbia in the United States, examines various aspects of higher education in developing countries including its impact on economic development.

The authors discuss the growing demand for higher education in developing countries, analysing the contributing factors and presenting examples of different country responses. In particular, they examine the trends in China, India and Sub-Saharan Africa.

Some broader challenges facing developing countries, including governance, brain drain, equity and access, and regulation and accreditation are outlined. They also examine the role the international community — including major donors such as the World Bank — has played in supporting higher education in the developing world.

The authors highlight the general lack of data on higher education and call for more research on how, and even whether, higher education works in developing countries.

This paper examines the relative costs of research in South Africa and the apparent disparity in researchers' salaries. A 2004–2005 research and development survey provides data on the unit cost of research across higher education institutions (HEIs), science councils and the business sector. Analysis shows that research costs and salaries are highest in the business sector and lowest in HEIs, although the differences are not as wide as expected. Similarly, overhead costs are lowest in HEIs and highest in the business sector.

But the authors emphasise that while HEIs may provide the cheapest research — based on cost per hour — this does not mean that they necessarily provide the cheapest 'cost per deliverable', i.e. value to the client.

The authors call for more regular and detailed data to better understand the researcher labour market. They propose an annual salary survey focused on public sector researchers and a common pricing model for all institutions performing public research.