REQUEST FOR EXPRESSIONS OF INTEREST ENVIRONMENTAL AND SOCIAL SAFEGUARDS SPECIALIST

(CONSULTING SERVICES – INDIVIDUAL CONSULTANT SELECTION)

 

 

Country                      Regional / Ghana

Project Title               Africa Higher Education Centers of Excellence for Development Impact (ACE Impact)

GRANT No.                D4293

Project ID No.             P164546

Assignment Title:      Consultancy Services for the engagement of Environmental and Social Safeguards Specialist at the Regional Facilitation Unit of the Association of African Universities

Reference No.:           GH-AAU-81649-CS-INDV

 

The Association of African Universities has received financing from the World Bank toward the cost of the First Africa Higher Education Centers of Excellence for Development Impact Projects (ACE Impact 1 and intends to apply part of the proceeds for consulting services.

 

Objectives of the assignment

The main objective the consultancy is to support and strengthen Safeguards due diligence of the Regional Facilitating Unit in ensuring compliance with World Banks Safeguards Policies and relevant National Environmental and social laws of participating countries of the ACE Impact Project.

 

The consultant shall provide clear, comprehensive and practical guidance to the RFU, country focal points (government representatives responsible for coordinating at the national level) and universities on integrating an environmental / social due diligence process from the prepared ESMF and site specific ESMPs during the specific ACE project implementation.

 

The detailed Terms of Reference (TOR) for the assignment can be found by clicking on the link below:

https://blog.aau.org/wp-content/uploads/2020/07/TOR-for-Engagement-of-ES-Consultant-for-RFU.docx 

The Association of African Universities now invites eligible individuals (“Consultants”) to indicate their interest in providing the Services.

 

Competency and Expertise

Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services.

 

The shortlisting criteria are:

  1. At least Masters’ degree in Environment or Natural Resources Management or Social Sciences or related disciplines
  2. At least ten (10) years’ working experience in environmental and social assessment for development projects
  3. Possession of relevant professional qualifications in Environmental issues
  4. Familiarity World Bank’s safeguard policies and procedures
  5. Fluency in English and French and ability to write and present in these languages.

 

The attention of interested Consultants is drawn to Section III, paragraphs, 3.14, 3.16, and 3.17 of the World Bank’s “Procurement Regulations for IPF Borrowers” July 2016 and revised in November 2017, and August 2018 (“Procurement Regulations”), setting forth the World Bank’s policy on conflict of interest available on this link http://pubdocs.worldbank.org/en/178331533065871195/Procurement-Regulations.pdf .

 

Individual consultants will be selected will be selected in accordance with the World Bank’s “Procurement Regulations for IPF Borrowers” July 2016 and revised in November 2017, and August 2018 (“Procurement Regulations”).

 

Further information can be obtained at the address below during office hours 0900 to 1700 hours.

 

Expression of Interest

Interested individual Consultants must provide information (Detailed CV, cover letter and relevant educational and professional qualification documentation) indicating that they are qualified to perform the services for the specific position described above.

 

Expressions of interest must be delivered by registering using this link https://www.research.net/r/ESSSAce20 by Tuesday July 28, 2020

 

Contact:

Sylvia Mkandawire (Dr.) Program Manager ACE Impact

Association of African Universities

African Universities House, Trinity Avenue, East Legon, Accra, Ghana

P. O. Box AN 5744, Accra-North, Ghana

skandawire@aau.org        

https://www.aau.org

CEALT Contributes to COVID-19 Management in Djibouti

The COVID-19 pandemic has led many institutions to develop protective equipment in managing the crisis. The Centre of Excellence in Transport and Logistics (CEALT) hosted by the University of Djibouti has joined in these enormous contributions.

The Centre in collaboration with the Faculty of Engineering at the University of Djibouti are producing face shields to support health workers in Djibouti. With the centre’s 3D printers, the collective effort between the faculty and the centre has resulted in the production of over 300 face shields. These face shields together with other devices such as ultraviolet sterilizers and disinfection tunnels have been distributed to various health facilities across the country. Moreover, measures are being put in place to produce ventilators for the health centres. Prototypes have been developed and awaiting the Ministry of Health’s approval.

The Centre of Excellence in Transport and Logistics (CEALT) plays an instrumental role in managing the COVID pandemic in Djibouti. Beside the production of face shields and other protection materials, the centre also has engaged in public sensitization campaigns on the spread of the virus. CEALT has also led the distribution of hand washing equipment and face masks to ensure the safety of students.

CEALT is a one of the 54 Centres of Excellence under the Africa Higher Education Centres of Excellence for Development Impact (ACE Impact) project. The Centre provides quality education and training in transport and logistics.

KEEP Opens Applications for PhD, MPhil and MSc Programmes in Engineering

The College of Engineering at the Kwame Nkrumah University of Science and Technology (KNUST) calls for applications into its  PhD, MPhil and MSc  Programmes in Engineering.

PhD Programme 

The College, through the School of Graduate Studies, KNUST is pleased to announce the availability of limited partial funding to pursue a 3-year full time programmes in the following:
• PhD Bio-engineering
• PhD Computer Engineering
• PhD Materials Engineering
• PhD Sustainable Energy Technologies
• PhD Telecommunications Engineering
• PhD Chemical Engineering
• PhD Electrical and Electronic Engineering
Female candidates are highly encouraged to apply to take advantage of the funding opportunities available.

Entry Requirement
In conformity with the entry requirement of the School of Graduate Studies, Kwame Nkrumah University of Science and Technology, the successful candidate should have a minimum of:
• First or Second Class (Upper Division) in first degree
• Good Master’s degree with an average of at least 60%. Please refer to (POSTGRADUATE ADMISSIONS BROCHURE) for specific requirements related to the programme being applied for.
• Age limit is 40 years
In addition
• Candidates from non-Anglophone countries must have an internationally recognized Certificate of Proficiency in the English Language (TOEFL or British Council, IELTS)with above average score or be available to attend a three (3) months English language course at KNUST.
• Candidates with one publication in a journal as first author have an advantage.
• Evidence of current and previous employments.

Masters Programme (MSc/MPhil)

The College of Engineering is pleased to announce that limited partially-funded scholarships are available for applicants from Ghana and West African Countries to pursue 18 months full-time MSc programme or 24 months MPhil in the following specializations:
• MPhil Computer Engineering
• MPhil Bio-engineering
• MPhil Materials Engineering
• MPhil Power Systems Engineering
• MPhil Chemical Engineering
• MPhil Renewable Energy Technologies
• MPhil Telecommunications Engineering
• MSc Cyber Security and Digital Forensics
• MSc Renewable Energy Technologies

Females are encouraged to apply to take advantage of the funding opportunities available.

Entry Requirement

In conformity with the entry requirement of the Kwame Nkrumah University of Science and Technology, the successful candidate will should have a minimum of:
• First or Second Class (Upper Division) in first degree in a relevant field. Please refer to (POSTGRADUATE ADMISSIONS BROCHURE) for relevant degrees for admission into your programme of choice.
• Candidates from non-Anglophone countries must have an internationally recognised Certificate of Proficiency in the English Language (TOEFL or British Council, IELTS) with above average score or be available to attend a three (3) months English language course at KNUST.

Completing Application Form
Ghanaian Students: Candidates must purchase an e-voucher by paying the application fee of Two Hundred and Fifty Ghana Cedis (GH¢250.00) at the following banks: GCB, Consolidated Bank (CBG) or Ecobank. Upon payment of application fee, candidiates would receive an eVoucher containing an application number and pin that would grant access to the online admission portal. Candidates should then proceed to the online admission portal (https://apps.knust.edu.gh/admissions/) and begin the application process.
International students: Access the KNUST application form via: Admission Portal (https://apps.knust.edu.gh/admissions/)and complete application form and attach all relevant documents
• Once the process has been completed, candidates MUST PRINT OUT 2 COPIES of the completed application form from the portal and submit signed copies (by post) to the School of Graduate Studies together with all relevant documents including Photocopies of Certificates, Recommendation Letters, and Transcript to the following address:
The Secretary
School of Graduate Studies
KNUST
Kumasi-Ghana

Deadline for the submission of application forms is 30th June, 2020.

Shortlisted candidates will be required to attend a selection interview in Kumasi OR via telephone/Skype. The date of the interview will be communicated after short listing.

Application supporting documents
• Completed application form with Two passport photographs
• Detailed CV and two letters of reference (one from a supervisor at the Master’s level)
• Official transcripts and certificates for BSc and MSc degrees
• Proof of ability to communicate in English for Candidates from non-Anglophone countries
• PhD and MPhil candidates are to submit soft and hard copies of a letter of motivation (max. two pages) with the heading outlining why you want to study, what makes you well-suited to study in your chosen specialization, current occupation, how the Programme will fit into your professional vision, how your home country stands to benefit after your training.
• PhD and MPhil candidates are to submit both soft and hard copies of a short concept note (max. 3 pages) outlining the justification, objectives, methodology and expected outcomes of a research idea.

Contact
All inquiries should be sent via email keep@knust.edu.gh

STEE Produces Hand washing Equipment to Prevent COVID-19 Spread in the Gambia

Institutions under the Africa Higher Education Centres of Excellence for Development Impact (ACE Impact) are contributing in diverse ways towards management of the COVID 19 pandemic. These contributions are in the form of production of personal protection equipment, sanitizers, hand washing equipment as well as scientific and transformative research. The Centre for Science, Technology and Engineering for Entrepreneurship (STEE) hosted by the Gambian Technical Institute Gambia has invested in the production of hand washing equipment for various institutions in the Gambia.
The equipment is named “Sawer” which in Wolof dialect means “Your Health.” An indication that hand washing is key to staying safe and healthy during these unsafe times of the COVID-19 pandemic.

The initial production of “Sawer” commenced with about 100 hand washing equipment to serve various institutions such as the Offices of the President and First Lady, the Ministries of Water Resources, Petroleum, Basic Secondary and Higher Education, among other notable institutions.
Sawer is a contact free mechanical equipment with unique features, easy to use and suitable for all ages. It is manufactured from quality and durable raw materials.

The Africa Centre of Excellence for Science, Technology and Engineering for Entrepreneurship (STEE) is one of the 53 academic centres in West Africa. The centre aims at improving Science and Engineering education within the sub region.

ACE for Impact Centers respond to COVID19

Overview

The life-threatening nature of the COVID19 pandemic has been felt globally – its influence on global education systems is also being felt in Africa. Activities in African higher education institutions (HEIs) were suspended by various governments in order to contain the spread of the virus. Many of these institutions are host universities of the Africa Centers of Excellence for Development Impact project (ACE Impact) and as a result, activities of these Centers were slowed down. However, as part of their objectives to address regional developmental challenges, the ACE Impact Centers initiated measures to support the containment and management of the virus in all 11 participating countries within the West African sub region.

What is an Africa Center of Excellence for Development Impact (ACE for Impact Center)

These are largely competitively selected faculties, schools or colleges within an African University. The ACE Impact Centers focus on STEM, Agriculture, Environment, Health and applied Social Sciences / Education thematic areas. As part of the ACE for Development Impact project they are mandated to deliver quality undergraduate and post-graduate programs, promote regional academic mobility, address national and regional problems through research and promote best practices to their entire university systems.

Challenges faced by the ACEs for Development Impact Centers

The Association of African Universities, which is the Regional Facilitation Unit for the ACE Impact project,  in collaboration with the World Bank conducted a survey to understand steps taken by the ACE for Impact Centers in addressing the pandemic to ensure continuous teaching and learning. Subsequently, a virtual meeting was held with the Centers to validate information collected through the survey.  The survey results indicated challenges faced by the Centers and they pertain to infrastructure ; skills ; e-Platforms; limited time to plan and implement alternative solutions; limited commitment of staff and students to online learning; funding challenges and infection risks.

A review of how the ACE for Development Impact Centers in West Africa are responding to COVID19

Even though the ACE Impact Centers are facing numerous challenges, they are still contributing their quota in helping countries within the West African sub-region manage the crisis. The Centers have so far responded to the COVID19 pandemic by using technology for teaching, learning and research; engaging in innovative and groundbreaking research activities and participating in community outreach activities and services.

  1. Notably, there has been groundbreaking research going on in different centers to provide immediate solutions that can support the management of the pandemic. The researches have so far led to the sequencing of the virus, abilities to carry out massive testing and online screening of individuals’ risk levels, among others.
  2. In line with the ACE for development impact project objective to contribute to regional development through applied research, the centers are doing research to address societal needs. These efforts have included the production of personal protection equipment such as  face shields through 3D printing,  manufacturing of ventilators, production of nose masks, production of alcoholic gels and hand sanitizers and manufacturing of hand washing equipment for communities in their respective countries.
  3. Several Centers have also created mathematical models to help assess and predict the spread of the virus and the possibility of confinement in certain cities.

These initiatives are all key towards preventing the rapid spread of the coronavirus.

DOWNLOAD Table that profiles individual ACE for Impact Centers’ Efforts towards responding to COVID 19

About the Africa Higher Education Centers of Excellence Project       

The Africa Higher Education Centers of Excellence (ACE) Project is a World Bank initiative in collaboration with governments of participating countries to support Higher Education institutions in specializing in Science, Technology, Engineering and Mathematics (STEM), Environment, Agriculture, applied Social Science / Education and Health. It is the first World Bank project aimed at the capacity building of higher education institutions in Africa. The first phase (ACE I) was launched in 2014 with 22 Centers of Excellence in nine (9) West and Central African countries; Benin, Burkina Faso, Cameroon, Côte d’Ivoire, Gambia, Ghana, Nigeria, Senegal and Togo. The Project aims to promote regional specialization among participating universities in areas that address specific common regional development challenges. It also aims to strengthen the capacities of these universities to deliver high quality training and applied research as well as meet the demand for skills required for Africa’s development. The second phase (ACE II) was launched in East and Southern Africa with 24 centers across Ethiopia, Kenya, Malawi, Mozambique, Rwanda, Tanzania, Uganda and Zambia.

Based on the initial successes, the World Bank and the French Development Agency (AFD) in collaboration with the African governments, launched the ACE Impact Project in 2018 to strengthen post-graduate training and applied research in existing fields and support new fields that are essential for Africa’s economic growth. There are 43 ACEs (25 new ones and 18 from ACE I); 5 Emerging Centers;1 “top up” center in Social Risk Management; and 5 Colleges and Schools of Engineering. The new areas include sustainable cities; sustainable power and energy; social sciences and education; transport; population health and policy; herbal medicine development and regulatory sciences; public health; applied informatics and communication; and pastoral production.

ACE for Impact Centers respond to COVID19

Overview

The life-threatening nature of the COVID19 pandemic has been felt globally – its influence on global education systems is also being felt in Africa. Activities in African higher education institutions (HEIs) were suspended by various governments in order to contain the spread of the virus. Many of these institutions are host universities of the Africa Centers of Excellence for Development Impact project (ACE Impact) and as a result, activities of these Centers were slowed down. However, as part of their objectives to address regional developmental challenges, the ACE Impact Centers initiated measures to support the containment and management of the virus in all 11 participating countries within the West African sub region.

What is an Africa Center of Excellence for Development Impact (ACE for Impact Center)

These are largely competitively selected faculties, schools or colleges within an African University. The ACE Impact Centers focus on STEM, Agriculture, Environment, Health and applied Social Sciences / Education thematic areas. As part of the ACE for Development Impact project they are mandated to deliver quality undergraduate and post-graduate programs, promote regional academic mobility, address national and regional problems through research and promote best practices to their entire university systems.

Challenges faced by the ACEs for Development Impact Centers

The Association of African Universities, which is the Regional Facilitation Unit for the ACE Impact project,  in collaboration with the World Bank conducted a survey to understand steps taken by the ACE for Impact Centers in addressing the pandemic to ensure continuous teaching and learning. Subsequently, a virtual meeting was held with the Centers to validate information collected through the survey.  The survey results indicated challenges faced by the Centers and they pertain to infrastructure ; skills ; e-Platforms; limited time to plan and implement alternative solutions; limited commitment of staff and students to online learning; funding challenges and infection risks.

A review of how the ACE for Development Impact Centers in West Africa are responding to COVID19

Even though the ACE Impact Centers are facing numerous challenges, they are still contributing their quota in helping countries within the West African sub-region manage the crisis. The Centers have so far responded to the COVID19 pandemic by using technology for teaching, learning and research; engaging in innovative and groundbreaking research activities and participating in community outreach activities and services.

  1. Notably, there has been groundbreaking research going on in different centers to provide immediate solutions that can support the management of the pandemic. The researches have so far led to the sequencing of the virus, abilities to carry out massive testing and online screening of individuals’ risk levels, among others.
  2. In line with the ACE for development impact project objective to contribute to regional development through applied research, the centers are doing research to address societal needs. These efforts have included the production of personal protection equipment such as  face shields through 3D printing,  manufacturing of ventilators, production of nose masks, production of alcoholic gels and hand sanitizers and manufacturing of hand washing equipment for communities in their respective countries.
  3. Several Centers have also created mathematical models to help assess and predict the spread of the virus and the possibility of confinement in certain cities.

These initiatives are all key towards preventing the rapid spread of the coronavirus.

DOWNLOAD Table that profiles individual ACE for Impact Centers’ Efforts towards responding to COVID 19

About the Africa Higher Education Centers of Excellence Project       

The Africa Higher Education Centers of Excellence (ACE) Project is a World Bank initiative in collaboration with governments of participating countries to support Higher Education institutions in specializing in Science, Technology, Engineering and Mathematics (STEM), Environment, Agriculture, applied Social Science / Education and Health. It is the first World Bank project aimed at the capacity building of higher education institutions in Africa. The first phase (ACE I) was launched in 2014 with 22 Centers of Excellence in nine (9) West and Central African countries; Benin, Burkina Faso, Cameroon, Côte d’Ivoire, Gambia, Ghana, Nigeria, Senegal and Togo. The Project aims to promote regional specialization among participating universities in areas that address specific common regional development challenges. It also aims to strengthen the capacities of these universities to deliver high quality training and applied research as well as meet the demand for skills required for Africa’s development. The second phase (ACE II) was launched in East and Southern Africa with 24 centers across Ethiopia, Kenya, Malawi, Mozambique, Rwanda, Tanzania, Uganda and Zambia.

Based on the initial successes, the World Bank and the French Development Agency (AFD) in collaboration with the African governments, launched the ACE Impact Project in 2018 to strengthen post-graduate training and applied research in existing fields and support new fields that are essential for Africa’s economic growth. There are 43 ACEs (25 new ones and 18 from ACE I); 5 Emerging Centers;1 “top up” center in Social Risk Management; and 5 Colleges and Schools of Engineering. The new areas include sustainable cities; sustainable power and energy; social sciences and education; transport; population health and policy; herbal medicine development and regulatory sciences; public health; applied informatics and communication; and pastoral production.

Dare to be different! Universities told by a leading tertiary education expert

Dr Jamil Salmi captivated participants from 56 African Higher Education Centres of Excellence (ACE) attending the annual ACE 1 and ACE IMPACT meeting in Dakar, Senegal from 23-27 September 2019.

During the plenary session on institutional impact for ACE IMPACT held on the 25th September 2019 at the Radisson Blu Hotel, Dr Salmi implored the Vice Chancellors to “dare to be different” in terms of how they led their universities.

He underscored the importance of building synergies across institutions and disciplines, breaking away from the structures and procedures of the past, building an enabling environment for creativity and innovation and promotion of genuine autonomy and full empowerment of staff.

Dr Salmi said that the road to academic excellence involved Vice Chancellors constantly challenging themselves and their teams – and continuously seeking to renew their institutions to keep improving. A very strong sense of urgency must be cultivated in order to make African universities stronger.

Disbursement Linked Indicator 7 (DLI 7)

The objective of this plenary session was to stimulate institutional engagement with Vice Chancellors/Rectors/Presidents and their ACE IMPACT Center, on disbursement linked indicator 7 (DLI 7) which focusses on Institutional Impact. The ACE IMPACT Project is results-based and tracks seven results that are connected to financial disbursements earnings. DLI 7 tracks four sub-results, namely:

  1. Meaningful university-wide regional strategy
  2. Open and merit-based selection of the head of university, head of department or dean
  3. Institution-wide International Accreditation
  4. Participation in PASET benchmarking exercise

DLI 7 gives flexibility for the ACE institutions to develop milestones based on their institutional needs and goals. University leadership is responsible for the implementation of DLI 7 and between 10-15 % of the ACE budget will be used to support institutional impact strengthening activities. Institutions with multiple centres are expected to develop a joint and coordinated plan for DLI 7.

The road to academic excellence….

Dr Salmi described the characteristics of a World-Class University as abundant resources (public budget resources, endowment revenues, tuition fees and research grants); concentration of talent (students, teaching staff and researchers) and favorable governance (leadership team, strategic vision, culture of excellence, autonomy, academic freedom and supportive regulatory frameworks). When these conditions are met, this leads to the production of top graduates, world class universities, leading-edge research and dynamic knowledge & technology transfer.

Are we investing enough?

The endowment of Harvard University is reported to be at US$35.7 billion – while 113 countries have Gross Domestic Products lower than Harvard’s endowment. Some US research universities receive up to 1 billion dollars in research grants annually. The situation is very different for the majority of African Universities – they are poorly funded.

Requirements to accelerate world-class African universities

Dr Salmi restated that inspirational leadership, vision and passion were vital to achieving academic excellence. Transformational leaders should facilitate capacity building through internationalization. African universities must become niche institutions offering niche programs. Attention must be paid to curriculum, pedagogical and managerial innovations. Strategic planning and benchmarking must be prioritized.

Words of caution

Dr Salmi warned against constructing the teaching facilities before designing the curriculum – the facilities must match the curriculum needs. University leaders must put in place favorable conditions to attract and keep talent because it is the people that will make a university world class. Leaders must avoid creating islands of excellence in a sea of mediocrity – excellence must be an institutional culture. It is important to invest with sustainability in mind – because projects come and go but the institution’s impact strategy must be sustained. Leaders must keep an eye on international rankings – whether we like it or not they affect us. Lastly leaders must avoid the danger of imitating other universities – they must remember that their institutions are unique.

Conclusion

In conclusion Dr Jamil Salmi emphasized that university leaders must “take the long view”, i.e. think about the things that might happen in the future rather than only about the things that are happening now. He also probed leaders to reflect on what they could learn from top soccer teams in terms of how they are run. He reminded the participants about a quotation from Daniel Lincoln that says: “excellence, like all things of abiding value, is a marathon, not a sprint”.

 

 

 

The ACE 1 Project has kept its promise!

In her opening remarks at the ACE 1 and ACE IMPACT Regional Workshop in Dakar on the 24th September 2019, Mrs. Himdat Bayusuf, Task Team Leader of the Africa Centers of Excellence (ACE1), stated that the “The ACE project has delivered on its promise with excellent results on the ground. The ACE project has succeeded is expanding post graduate education with at least 2000 PhD and 11000 MSc students enrolled in key priority sectors such as infectious diseases, maternal health, neglected tropical diseases, dry land agriculture, food security, water, climate change, sustainable mining, climate change, statistics; information and communication technology, materials science and engineering, just to name a few. Just as importantly, at least 30 percent of these students are females, signaling the importance of increasing female representation within the scientific fields and 30 percent of the students are from other countries within the region, highlighting the success in addressing regional higher education delivery. ACE has pushed the boundaries in terms of quality and relevance with at least 60 programs achieving international accreditation , up from a baseline of 3 at the start of the project. The ACEs have also shown the relevance of the science with centers achieving leveraging over $50 million from global competitive research grants and consultancies for their applied research work, clearly signaling the quality and relevance of the research topics being undertaken. Finally, we are proud to note that students at many of the ACEs will now benefit from state of the art labs, smart classrooms and new teaching and research equipment and resources.”

Madame Sophie Naudeau the Head of the Human Development Program in the Senegal World Bank office also added that the “ACE 1 project had kept its promise”. Madame Naudeau said that since its creation ACE 1 had improved regional integration, supported dynamic African Higher Education Institutions, achieved quality international standards, stimulated resource mobilization, promoted dynamism, innovation and progress for the African continent’s Higher Education sector.

The Africa Higher Education Centers of Excellence (ACE) project is a results-based initiative of the World Bank being implemented in partnership with selected African governments to improve the quality of African Higher Education. The financing of the project is through a grant from the International Development Association – which are soft loans competitively provided to African countries whose universities meet the stringent criteria for selection. This ACE phase 1 project was launched in 2014 and focuses on 22 centres in 8 west and central African countries. Since then ACE phase 2 was launched for east and southern African countries – managed by the Inter-University Council of East Africa. This year phase 3 of the project (referred to as ACE IMPACT) was launched in Djibouti to include more countries in western and central Africa. The Association of African Universities is the regional facilitating Unit for both ACE 1 and ACE IMPACT. The role of the AAU is to support and monitor the implementation of the ACE 1 and ACE IMPACT projects in collaboration with the World Bank, the participating governments and universities. Earlier this year the French Development Agency (AFD) has joined the World Bank to provide funding to selected centres of Excellence under the ACE IMPACT Project.

When the ACE 1 project was conceptualized, the African Higher Education experts and partners agreed that ‘a regional approach to higher education in Africa’ offered the best way to build and sustain excellence. The argument was that a regional approach enabled ‘focusing on a few dynamic institutions with pockets of quality faculty that had already been responding innovatively by offering quality, fee-based, courses to students across west and central Africa’.

 

What was the promise of ACE 1?

In 2014 when the ACE 1 project was launched it promised to enhance regional specialization among participating west and central African universities in the areas that address regional challenges and strengthen the capacities of these universities to deliver quality training and applied research.

The ACE 1 project also promised to strengthen post-graduate programs for a regional student body; offer specialized courses for industry professionals in the region; establish a regional faculty body; improve faculty and attract additional top level faculty; provide learning resources, labs and minor rehabilitations of existing facilities;  establish linkages with companies, government agencies and research centers for work-place learning input into the curricula, consultancies and joint research and collaborate with partner institutions to share the benefits of the investments, for example through training of faculty, sharing of curricula and sharing of learning resources.

The high-level impact promised by the project was to meet the labour market demands for skills within specific areas where there are skill shortages affecting development, economic growth and poverty reduction.

Key indicators have been tracked since 2014 to measure progress towards achieving the Project Development Objective. These include:

  • Number of national and regional students enrolled in new specialized short-term courses, and Master and PhD programs – to measure strengthened capacities
  • Number of regional students enrolled in new specialized short-term courses, and Master and PhD programs – to track regionality
  • Number of internationally accredited education programs – to track the quality of the training programmes
  • Number of students and faculty with at least 1-month internship in companies or institutions relevant to their field – to track training quality and address challenges
  • Amount of externally generated revenue by the ACEs – to track training and research quality

Evidence that the ACE 1 Project has kept its promise

During the September meeting in Dakar Mrs Adeline Addy, the Monitoring, Evaluation and Learning Officer from the Association of African Universities secretariat reported that there was a positive outlook on performance & grant disbursements as the ACE 1 project approaches closure in March 2020. Sixteen centres of excellence have earned above 80% of their total grants – the target being that by March 2020 all the grant funds would be fully disbursed. Four out of five project development objectives have been achieved and these are 30,259 total number of students trained; 12,062 number of regional students trained; 212 number of accredited programs and US$50,636,317 total external revenue mobilised by the participating centres.

Undoubtedly, the 22 ACE 1 centres have enhanced regional specialization in west and central Africa in the areas of agriculture, health, science, technology, engineering and mathematics to address regional challenges. These centres have been strengthened as regional centres in a diversity of fields of specialization that include, but are not limited to, genomics of infectious diseases, mines and environment, information and communication technology, poultry science, cell biology, materials science and climate science.

The capacities of the participating universities have been strengthened to deliver quality applied research – the evidence to support this is that on average, 25% of ACE publications are within the highest Cite Score percentile, indicating the high quality of the publications.

The capacities of the participating universities have also been strengthened to deliver quality training – this is evidenced by the fact that 57 internationally accredited programmes have been registered among the participating centres of excellence. In addition, 155 programmes have been accredited at either national or regional levels.

The reported number of 30,259 trained across the 8 participating west and central Africa countries leads us to infer that the ACE 1 project has significantly contributed towards the west and central Africa labour market demands for skills within specific areas where there were skill shortages affecting development and economic growth.

A pilot graduate students’ tracer study was recently conducted, and it received responses from 9 ACE 1 and 4 ACE 2 centres. The results further allude to the positive impact of the ACE initiative. The study focused on graduates’ satisfaction, relevance of the ACE programs and employability of the ACE graduates. The findings revealed that 96% of the respondents were satisfied with the quality of ACE teaching & learning. 88% were satisfied with the relevance and adequacy of internships programs. Concerning the relevance of the ACE programs, 98 % of the respondents indicated that the ACE programmes were relevant to labour market demands and 83% said that they would recommend ACE programs. Concerning employment, it was heartening to note that there was a 74% employment rate for ACE Graduates – with 46% ACE Graduates in full-time or related employment. 78% respondents said that they were satisfied with their jobs.

Conclusion

Even though more still needs to be done to support the strengthening of higher education institutions in west and central Africa – the ACE 1 project has meaningfully contributed towards responding to several challenges that were identified 2014.

Higher education in West and Central Africa was previously found to be under-developed and had been a low priority for the past two decades. Through the ACE 1 project, 8 countries have demonstrated their re-commitment to developing their higher education institutions.

The countries faced a shortage of human resources and capacity within Science, Technology, Engineering, and Mathematics (STEM) as well as agriculture and health disciplines. The ACE 1 project has strengthened specializations in the areas of agriculture, health and STEM, with 30,259 trained in these priority areas.

There were limited investments in higher education – and this meant that higher education institutions in west and central Africa were not capable of responding to the immediate skills needs or supporting sustained productivity-led growth in the medium term. The ACE 1 project has led to total investments of over USD250 million into the west and central Africa higher education sector.

Higher education in west and central Africa (and Africa as a whole) faced severe constraints in terms of attaining a critical mass of quality faculty. The ACE 1 project has facilitated the training of 3,583 faculty and 30,256 MSc and PhD students as well as delivering short courses.

A key lesson is on the importance of devising means of sustaining the financing for higher education through engagement of development partners, the private sector and governments. Governance and leadership have proved to be integral to the development of higher education systems that respond to the needs of the west and central African economies.

Vacancy- Project Coordinator

The African Centre of Excellence for Genomics of Infectious Diseases (ACEGID) hosted by the Redeemer’s University, Nigeria is recruiting for the position of Project Coordinator.

Centre Overview
The African Centre of Excellence for Genomics of Infectious Diseases (ACEGID), based at Redeemer’s University Nigeria, is driving biomedical innovation at the leading edge of pathogen surveillance, diagnostics, and outbreak response. Established in 2013 and supported by the Human Heredity and Health in Africa (H3Africa) consortium and the World Bank, the ACEGID platform is building genomics pipelines, advancing our understanding of microbial threats, and training the next generation of African scientists how to identify, manage and control these pathogens.

Project Overview
ACEGID conducts clinical and laboratory research activities including the protocol on Severe Infectious Disease: Surveillance, Detection, Risks and Consequences in West Africa which develops descriptive, epidemiological results with sufficient host, pathogen, vector, and interaction information to allow hypothesis generation. Some of these studies involve the enrollment and follow-up of research participants.

Position Purpose
The Site Project Coordinator will be responsible for providing support, managerial oversight and coordination of the projects and ensure its smooth day-to-day operation. The incumbent will provide sufficient update of the operations, logistics and laboratory activities ongoing at the site. He/She will track the project milestones and manage the relationship between the project team, the leadership and the hospital management. The project coordinator will relate cordially with the study PIs, and ensure all potential risks and timelines are managed.

Key Responsibilities
Work with project staff to document and facilitate understanding of project plans and goals related to project scope, quality, timeline, and cost
Anticipate obstacles and implement mitigating strategies
Create plans for monitoring and reporting progress. Includes preparation periodic review reports for funding agencies and collaborators
Plan and track logistics for performance of studies
Actively work with collaborators to improve project infrastructure and management
Prepare, submit, and keep up-to-date all IRB/MTA/DUA approvals for projects
Oversee and keep up-to-date lab safety and human subjects certifications for research study staff
Oversee sample and data management and other project documentation
Implement and maintain quality control and assurance measures at the site
Monitor procurement and maintain financial oversight of on-site project spending

Key Requirements
University degree in a relevant field
2-3 years of site (facility) level coordination experience required
Must have excellent written and verbal communication skills
Must have the ability to interact with an interdisciplinary group including international collaborators,global health researchers, research scientists, and data analysts
Experience in global health or genetics desired
Experience in managing funder/sponsor relations desired

How to Apply

Attach a cover letter, a CV and any other relevant documents as a single file in pdf format titled with your full name, and send in a mail with ‘Site Project Coordinator’ as its subject to info.acegid@run.edu.ng

For more information, kindly visit https://acegid.org/job/site-project-coordinator/

Daily Summaries of ACE Events in Dakar

The Africa Higher Education Centres of Excellence (ACE) Project organized its 11th and 2nd ACE I and ACE Impact workshops respectively. The events took place at the King Fahd and Radisson Blu hotels in Dakar, Senegal from September 24- 27, 2019. The workshop was preceded by Project Steering Committee meetings held on September 23 at the World Bank Office in Dakar. Below are summaries of the daily happenings.

Click to read  September 23 & 24 summaries (English)

Click to read September 23 & 24 summaries (French)

Click to read  September 25 summary (English)

Click to read September 25 summary(French)

Click to read  September 26 & 27 summary ( French)

Click to read September 26 summary (English)

Click to read September 27 summary (English)

Contact: smkandawire@aau.org | Association of African Universities | P. O. Box AN 5744,
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