Nonprofit Education Program Analysis

university of San Francisco offers a one-year program with 36 units to be completed in 12 months. It calls its degree master of nonprofit administration with courses ranging from nonprofit ethical leadership, nonprofit strategic governance, nonprofit fundraising and philanthropy, nonprofit marketing and communication, and nonprofit management: people, programs, and policies. The Seattle University College of Arts and Sciences has a 45-hour credit courses be completed within 22 months. Their curriculum includes Leadership, foundations of nonprofit, board governance, strategic marketing, planning, financial management, nonprofit advocacy, fundraising, program evaluation, and leading staff.

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Certainly, nonprofit organizations have been appreciated as Africa’s ‘magic artillery’. For example, for decade, it has raise our national income levels, reduce poverty, support democracy, ameliorate child mortality, enhance fertility, promote civil societies, and empowers the vulnerable (particularly women). The unfortunate setback is that African countries have had an extremely slow improvement in nonprofit educational curriculums in recent years. For instance, we have observed certain hybrid programs offered here and there in several African business schools. Relatedly, we have noticed with total dismay how African scholars have not appreciated the nonprofit education programs in our continent. A progressive education achieves two obligations: first, it interconnects different methods of teaching from various institutions to encourage a universal scholarship, as well as contribute toward fortifying global knowledge. Secondly, it raises the profile of those who are able to access education at different levels. The conclusion is that redefining, reassessing, and refocusing the nonprofit education in Africa is essential for development in Africa, however, nonprofit education policy must form an integral part of a wider society that encourages and appreciates equity in nonprofit education. For instance, a nonprofit educational equity depends on two main factors. The first is fairness, which implies that factors specific to one's personal condition should not interfere with another one’s potential for academic success. The second important factor is “inclusion,” which should be a comprehensive standard that applies to all in a certain education system (OECD.org, 2008). These two factors closely relate and depend on each other for an educational system's success. Therefore, to