The Times Higher Education Sub-Saharan Africa University Rankings were developed specifically to address the challenges faced by higher education institutions in sub-Saharan Africa (SSA). The ranking follows a hybrid methodology to account for the diverse strengths of the sector; unlike our other rankings, which tend to focus on one mission, it covers elements of teaching, impact and research. 

The methodology for the rankings was developed by THE’s data team, in consultation with university leaders across Sub-Saharan Africa, under a project initiated by a consortium of African and international higher education organisations, in partnership with the Mastercard Foundation.

The overall methodology explores five key areas, which are called pillars.

Resources and finance (22%)

This pillar rewards financially stable institutions that are able to provide a high-quality learning experience. It includes six metrics:

• finance (income) per student (3%),
• faculty-to-student ratio (3%),
• diversity of funding sources (4%),
• quality of the facilities (4%),
• continuous professional development offer (4%),
• mental health counselling for students (4%).

Access and fairness (24%)

With this pillar, THE aims to account for the openness of institutions to students of all backgrounds, and how institutions ensure that all can succeed. It considers five metrics:

• the percentage of first-generation students (5%),
• low-income students receiving financial aid (5%),
• proportion of female graduates (4%),
• affordability (4%),
• accessibility (disability support services and accessible facilities) (6%).

Student engagement (22%)

In this pillar, THE measures the skills-building that institutions provide, and their ability to equip students with the required tools to enter and be successful in the world of work. It includes four metrics:

• the percentage of undergraduate students who encounter experiential learning (both practical learning courses and experiential learning (8%),
• employability (6%),
• course quality (teaching quality and curriculum (4%),
• teaching engagement (by asking students to what extent teaching at the university supports critical thinking and making connections among the things they have learned, and provides opportunities for interaction with faculty) (4%).

Ethical leadership (10%)

This pillar was created to address specific challenges that were raised in THE’s engagement with SSA universities – namely the need for higher education institutions to train the leaders of tomorrow that the region needs, with an emphasis on ethical values. It considers two metrics:

• leadership (students’ union, developing leadership skills, etc.) (6%),
• ethics (code of conduct, evidence of university code of ethics) (4%).

Africa impact (22%)

This pillar is concerned with the ways in which higher education can be a force for good in the region and can help to build a rich collaborative network. It includes three metrics:

• African research citations (8%),
• African research co-authorship (8%),
• African heritage (6%).