Author: ACE Comms Team

STUDENT VOICES – Essohanam Djeki’s quest to redesign the use of ICT in Education across Africa

STUDENT VOICES – Essohanam Djeki’s quest to redesign the use of ICT in Education across Africa

Essohanam DJEKI is a Togo national and a Ph.D. student at the African Center of Excellence in Mathematical Science, Informatics, and Applications (CEA-SMIA), hosted by the Institute of Mathematics and Physical Sciences – University of Abomey-Calavi, Benin.  He received his master’s degree in Information and Communication Technology from the CEA-SMIA in 2020. His PhD thesis is being jointly supervised with in collaboration with the African Center of Excellence on Technology Enhanced Learning (ACETEL) of the National Open University of Nigeria (NOUN). Curious, determined, organized, rigorous, persevering, and creative, Essohanam is passionate about Cybersecurity, Privacy, and Artificial Intelligence.

Why did he choose to pursue his entire academic career at CEA-SMIA?

Essohanam answers: “I chose CEA-SMIA because of the faculty’s expertise and the high-quality training that the center offers in computer science in the sub-region. For over three decades, the center has maintained its reputation as a Center of Excellence. As such, there is no need to travel to the Western or developed countries to have access to World-class, highly competitive graduate training.”

Essohanam is now in the 2nd year of his Ph.D. studies addressing African distance learning spaces’ security within the COVID-19 context. His research aims to propose solutions to protect the privacy and personal data of participants (students and teachers) during online courses. He decided to focus on Digital Education because he finds it crucial and beneficial to enhance ICT use in higher education and education in general.

His motivation for Digital Education: “I remember using ICT to prepare essays and dealing with some examinations in my final year of high school. It helped me a lot! If I had discovered earlier that ICT was not only about social networks and could also be used for learning, I would probably be in a better position than I am today. I don’t want others to be late in discovering the benefits that IT could bring to education.” For his professional career aims to “carry out projects with socio-economic impacts and contribute to the adoption, integration and use of ICTs in African education.”

During his 1st year of studies, Essohanam successfully published five papers, three of which were published  in IEEE journal and conferences, and two in Springer journals. His first-year work covers Digital Education Security in general. One of his studies related to the quantitative analysis of Digital Education revealed that the research on E-learning Security and the contribution of African scholars and countries are incredibly scant. He also highlighted the security issues facing Digital Education, proposed protection solutions, and the best practices for online courses. Such productivity has resulted from his great motivation, the support of his supervisors and the Digital Science and Technology Network (DSTN). He claimed: “The inspirational advice and guidance of Prof. Jules DEGILA, Prof. Muhtar Hanif ALHASSAN and Dr. Carlyna BONDIOUMBOUY provided me with the necessary keenness, courage and motivation to persevere in my efforts even during the most difficult times.. DSTN organized training on research methodology and tools that pushed me into gear. My determination and perseverance also helped me to hold up my head over time and produce good quality research to show that it is possible to succeed as an African student living in Africa. I set myself an objective to give my best during this thesis and to be worldwide recognized in my field through my contributions.”

And then, what are you planning for 2022?

“This year, I plan to carry out studies that will be much more specific to African contexts and realities. This year’s main purpose is to understand African learners’ behavior during online courses, consider African students’ perception and desires, explore how ICT is used in education, and design African online learning spaces. I believe that it is by knowing users well enough that we will be able to propose a secure and suitable solution.”

As one of the first DSTN funded Ph.D. students, Essohanam said he is proud to be part of an interdisciplinary scientific network promoting collaborative research. Essohanam’s advice to young people, and especially to young Africans who are aspiring to or already pursuing their PhDs, is: “give the best during the Ph.D. so that you don’t have to regret what you could have done if you had given it all. Always be available to learn with humility. Accept constructive criticism to improve your research and skills. Being a Ph.D. student does not mean knowing everything. We never end learning. It is still the right time to learn and share! Always strive for excellence, do not compare yourself to others, compete only with yourself. Finally, be a partisan of a well-done job.”

Centres for Competence in Digital Education

Centres for Competence in Digital Education 

AAU-EPFL joint capacity-building initiative

Information and communication technologies (ICTs) have evolved in a big way to impact all the sectors of economies including the educational sector. It is said that the education sector has been slower in harnessing the opportunities from technology compared to the other sectors. Africa as a continent still faces many challenges in adopting ICTs to improve processes and benefit from the efficiencies promised by technology. African countries are challenged by the digital divide which makes it difficult for technology implementation to cover and benefit the most vulnerable and unconnected communities.

One of the positive impacts of COVID-19 in Africa has been that it re-prioritized to topmost priority the proper implementation of ICTs for teaching, learning and research by educational institutions. For a long time, the educational institutions had accepted that they needed to invest in the integration of ICTs to transform how they delivered their services. However, committing financial and human investments and piloting digital courses had not been urgent for most educational institutions in Africa until the pandemic affected the functions of the educational institutions.

Under the ACE Impact for Development project a collaboration was initiated by the Association of African Universities and the EPFL – École polytechnique fédérale de Lausanne of Switzerland to implement the Centers of Competence in Digital Education (C-CoDE) Initiative. The C-CoDE initiative involves six (6) ACE Impact host Universities that were competitively selected to to establish Centers of Competence in Digital Education on their campuses. The C-CoDE centers are being mentored to promote the sustainable integration of digital education in the teaching processes, as a means of strengthening the quality of teaching as well as expanding access to higher education.

The C-CoDE initiative recognizes the need for ICTs to be implemented in a thoughtful way so that the focus shifts from the technology to how the teaching methods, faculty and students interact with the technology in order to achieve the intended teaching and learning outcomes. The initiative also pays attention to the importance of building the capacities of academics, digital education experts (pedagogy engineers) and the technical specialist teams. The training strategy ensures that the digital education experts are being trained so that they continuously run training programs for their university faculty as an ongoing commitment to sustain the new ways of teaching. The Vice Chancellors of the participating universities are involved to ensure that the initiative has support at the highest leadership level. The Vice Chancellors have committed financial and infrastructural resources to support the success of the project.

The six participating universities are the National Open University of Nigeria; University of Nigeria, Nsukka; Bayero University, Kano, Nigeria; University of Energy and Natural Resources, Sunyani, Ghana; Université Joseph Ki-Zerbo, Ouagadougou, Burkina Faso; and Université d’Abomey-Calavi, Cotonou, Bénin. The participating ACE Centers in these universities include the Africa Centre of Excellence on Technology Enhanced Learning (ACETEL), the Africa Centre of Excellence for Sustainable Power and Energy Development (ACE-SPED), the Africa Center of Excellence in Population Health and Policy(ACEPHAP); the Center for Dryland Agriculture(CDA), the Regional Center for Energy and Environmental Sustainability (RCEES); CEA-Centre d’Etudes, de Formation et de Recherche en Gestion des Risques Sociaux (CEFORGRIS) and CEA-SMIA (Centre d’Excellence Africain en Sciences, Mathématiques, Informatique et Application.

The C-CoDE initiative is being piloted from September 2021 to July 2022 with the participating institutions through training and coaching to transform their educational curricula by integrating modern digital education methods. Overall, close to 200 faculty and staff would be trained. However, 18 digital experts (three from each of the six-participating universities) have received training in leading the digital transformation in their respective institutions. The bigger goal is to use the lessons from the C-CoDE initiative to transform the way that other universities in Africa are integrating digital educational methods to deliver their curricula. The broader goal is for the selected Centers to eventually serve other African higher education institutions using a training-the-trainers model, within the broader ACE Impact project portfolio and beyond – across the Sub-Saharan Africa (SSA) region.

Training under the C-CoDE initiative is innovatively delivered using the flipped classroom style. The quality and engaging learning materials and activities were prepared in advance and made available on the EPFL Open edX platform. The participants study and prepare themselves ahead of the live sessions. During the virtual live sessions, the facilitators provide clarifications concerning the content and learning activities that participants would have gone through. Live sessions are used for building and sharing common knowledge through group activities, live discussions, and presentations. Participants are also exposed to and encouraged to use a variety of online tools and technologies to interact and put in practice teaching paradigms.

The C-CoDE initiative is being delivered in both French and English to accommodate the languages of the participating universities. The digital experts (3 from each participating university) have been trained in course design, educational resources and development and implementation of learning management systems. They are scheduled to do their last module focused on online delivery and evaluation in March 2022. A total of two hundred (200) faculty members have been selected to participate in a digital education masterclass from January 2022 to July 2022. The female participants are 36.5 % of the total number. The digital education masterclass for the selected academics is composed of 4 small Private Online Courses (SPOCs).

 

African governments and University leaders have critical roles to play in facilitating the effective mainstreaming of digital methods by African higher education institutions. Support is needed from African governments to commit resources for the development of robust national internet infrastructure by supporting flexible national communication policies for the benefit of the educational and research communities and institutions in their countries. National governments are strategically positioned to bridge the digital divide by prioritizing the internet coverage of unconnected areas for the benefit of academic communities and others that are potentially vulnerable.

University leaders are responsible for creating the vision for digital education and championing its effective implementation at the institutional level. They are also key in connecting with government leaders and ensuring that the needs of the academic communities are clearly understood.

ACE IN FOCUS – ACETEL

ACE IN FOCUS – ACETEL 

The Africa Centre of Excellence on Technology Enhanced Learning (ACETEL) was established in February 2019 and is located at the headquarters of the National Open Universityty of Nigeria (NOUN), Jabi, Abuja, Nigeria. The centre is one of 54 supported under the World Bank ACE Impact project, receiving support from the Association of African Universities, and National Universities Commission (NUC), Nigeria. The Centre focuses on the development of human capacity and research in digital solutions that will lead to the utilisation of technology for education and its deployment to other sectors. 

The centre hopes to bridge the technical knowledge gap by building capacity in Information Communication Technologies (ICTs), Cyber Security and Digital policies to achieve high levels of digital development on the African continent. 

Why is ACETEL special? 

ACETEL programmes are designed to build capacity in Artificial Intelligence, Cyber Security, and Management Information Systems courses at the postgraduate levels leading to the production of highly skilled human resource to drive the adoption and use of ICT solutions. It also offers short courses to bridge technology knowledge gaps.  

Its core values are: 

 

Specifically, the ACETEL research focuses on gaps, needs assessment of digital capacity development, solutions, and policy issues in the education and public sectors; effectiveness of green logistics information technology learning tools on students’ academic achievement in STEM-related courses; developing smart digital learning tools for science in Open and Distance Education; impact of Cybercrime on Learners’ Academic Performance and Research Data Integrity; and enhancing postgraduate learners’ research skills using cloud computing learning tools.   

In 2021, 41 students gained admission into ACETEL. These students comprised of both national and regional students, 11 females and 30 males students enrolled from The Gambia, Ghana, Cameroon and Uganda.  

KNUST Engineering Education Project (KEEP, Ghana) SCHOLARS WIN THE NATIONAL CYBER QUIZ COMPETITION 2021

KNUST Engineering Education Project (KEEP, Ghana) SCHOLARS WIN THE NATIONAL CYBER QUIZ COMPETITION 2021

Otuekong Ekpo (at the left) with Joseph Atta Yeboah (at the middle) and Solomon Dodoo (at the right)

The 2021 National Cyber Quiz Competition was organized by the Institute of Compliance and Cyber Studies to create awareness about Cyber-Security and its related issues. The maiden edition of the quiz lasted for five days and was launched on Monday 18th October 2021, concluding on Friday, 22nd October 2021 at Knutsford University, East Legon.

Competing schools were Kwame Nkrumah University of Science and Technology, University of Ghana, University of Cape Coast, Lancaster University, Academic City College, Valley View University, Central University and Ghana Christian Heritage University.

KNUST was ably represented by Joseph Atta Yeboah, Otuekong Ekpo and Solomon Dodoo Attoh, postgraduate students of the Cyber-Security and Digital Forensics programme from the Department of Computer Science. These students are also part of the KNUST engineering Education Project (KEEP), a project which seeks to deliver high quality postgraduate courses and applied research focused on addressing development challenges related to industrialization, digital development (ICT), energy systems, renewable energy, manufacturing, exploration and development of oil and gas industry.

The quiz competition featured questions in information security, cyber ethics, cyber law, emerging technologies like artificial intelligence, and blockchain.

KNUST made history by lifting the trophy for the maiden edition of the cyber quiz competition.  KEEP scholars won a cash prize, certificates and a sponsorship for a compliance and cyber analyst course in January 2022.

KNUST College of Engineering (Ghana) awarded CAD $1 Million grant

KNUST College of Engineering (Ghana) awarded CAD $1 Million grant

The Vice Chancellor of KNUST, Prof. (Mrs.) Rita Akosua Dickson (in the middle) with Pro Vice Chancellor of KNUST, Prof. Ellis Owusu-Dabo (2nd from right) with Dean of Faculty of Electrical and Computer Engineering, Prof. Abdu- Rahman Ahmed (right) with Provost of the College of Engineering, Prof. Mark Adom-Asamoah (2nd from left) and the Principal Investigator and Scientific Director for RAIL, Prof. Jerry John Kponyo (left)

The College of Engineering, Kwame Nkrumah University of Science and Technology (KNUST) , the KNUST Engineering Education Project (KEEP), one of the nine Centres of Excellence  in Ghana has been awarded a grant to fund the establishment of a Responsible Artificial Intelligence Lab (RAIL) under the Artificial Intelligence for Development (AI4D) Africa Multidisciplinary Labs project initiated by International Development Research Centre (IDRC). RAIL has been envisioned as a Maker Space that would develop talents in Data Science and Machine Learning to help bridge the widening skills gap needed to champion the Digital Economic Transformation agenda of Ghana and the Sub-Region.

The activities in this Innovation Centre are aligned with the KNUST Engineering Education Project (KEEP) digital development technologies thematic area, specifically set to promote the digitalization of products, processes, and services via innovative toolbox development for Renewable Energies, Health, Agriculture, Climate Change and close engagements with local Small and Medium-Scale Enterprises (SMEs) and governmental bodies.

The CAD $1 Million Lab would be networked centrally and  decentralized to allow intelligent, flexible, and future-oriented collaboration across multiple sites using common IT equipment. The Faculty of Electrical and Computer Engineering would host this centrally networked lab infrastructure, which would provide computing, research, training, and expertise transfer to Universitée Alioune Diop de Bambey (Senegal), The University of Cape Verde, and The Gambia Technical Training Institute.

Prof. Jerry John Kponyo, the Principal Investigator (PI) and the Scientific Director of the Lab and the Deputy Project Lead for KEEP, in his initial reaction to the news of the grant award is grateful to IDRC and GIZ for jointly funding the setup of the Lab. He stressed the “need to adopt collaboration and a multidisciplinary approach to solving the peculiar challenges in the sub-region.” He is of the view that Artificial Intelligence holds the key to leveraging technologies to unlock the potential of highly talented young innovators in the sub-region. The PI also sees the funding as a mustard seed through which multiple initiatives could be developed to realize the African dream.

The Dean of Faculty of Electrical and Computer Engineering, Prof. Abdul-Rahman Ahmed, was also happy that the team he constituted to respond to the funding call with the help of the Office of Grants and Research (OGR) has worked diligently to make the RAIL project a reality. He further indicated that the RAIL project reinforces the faculty’s vision of developing strategic collaboration between academia, SMEs, and government actors to enable transfer-oriented cooperation between applied research, skills development, regional industry, entrepreneurs, and service providers, to empower more players to engage in technology-based innovations in the sub-region.

The Provost of the College of Engineering, Prof. Mark Adom-Asamoah was excited about the prospects of the Lab and encouraged all key actors in the project implementation to work together to realize the ultimate objectives of the Lab Vice-Chancellor of KNUST, Prof. (Mrs.) Rita Akosua Dickson, in congratulating the team indicated that the grant couldn’t have come at a better time. She urged the team to keep working hard to win more grants.

The project team is made up of Prof. Jerry John Kponyo (PI), Dr. Isaac Acquah, Dr. James Dzisi Gadze (HoD of Telecommunications Engineering), Dr. Eric Tutu Tchao, Mr. Andrew Selasi Agbemenu, Mrs. Christiana Selorm Aggor, Dr. Mrs. Eunice Akyereko, Dr. Henry Nunoo-Mensah, Mr. Benjamin Kommey, Prof. Francis Kemeausuor, and Dr. Christopher Appiah.

KEEP will provide a Laboratory space for setting up the Responsible AI Lab. The Lab will be supported for three years to set up and run short courses in disruptive technologies and a master’s programme in Data Science and Machine Learning. RAIL would also provide research support to PhDs, advisory and extension services, policy formulation, and agenda-setting around Responsible Artificial Intelligence use.

Click here for more information on KEEP

Find out more about KNUST

ACE Impact Partners with IBM to Offer STEM Training to Students

ACE Impact Partners with IBM to Offer STEM Training to Students

Enhancing STEM education in Africa has been one of the cores focuses of the ACE Impact project and it’s participating centres. The ACE Impact project has partnered with International Business Machines Corp (IBM) to build the capacity of centers through training workshops for ACE faculty and students on Artificial Intelligence, and Cloud Application  and providing student internship opportunities at IBM Research Labs in Kenya and South Africa.

This collaboration aims to ensure that students are gaining practical research experience and developing key advanced digital skills, which in turn will improve their employability, including their participation in the workforce as entrepreneurs. Since its inception in 2020, 110 faculty and students have benefited from the training workshops.

Concerning the internships, an initial set of 11 students will be selected for the first year. Students will carry out research in areas such as developing analytics and AI tools and methods; and creating cloud and blockchain solutions for health, climate risk, food supply chain and other domains. The selection process is underway and interviews with shortlisted applicants will take place in March 2022.

Highlighting the usefulness and benefits derived from the training, Mr. Patrick Hussaini, a student from the Africa Centre of Excellence for Mycotoxin and Food Safety (ACEMFS), Nigeria noted that the training on Artificial Intelligence that he participated in improved his knowledge and deepened his interest in that area. “The training has heightened my love for Artificial Intelligence such that I have picked up a master’s degree in Artificial Intelligence at the University of Johannesburg, to enhance my understanding of the field. Additionally, it expanded my knowledge as I am now able to create a Chatbot using the IBM platform”, said Mr. Hussaini.

Speaking on the relevance of the training to industry needs, he added that the skills acquired is crucial to the African market, as it can help improve organizational processes and strengthen systems. The IBM Watson (application/software) for instance, simplifies the use of Machine Learning, Natural Language processing, creation of Chatbot and Computer Vision. Thereby automating complex processes and optimizing employee’s time.

WAGMC Launches Maiden MSc Genetic Counselling Programme in Sub-Saharan Africa

WAGMC Launches Maiden MSc Genetic Counselling Programme in Sub-Saharan Africa

The West African Genetic Medicine Centre (WAGMC), University of Ghana welcomed the first cohort of students into its new flagship Master of Science (MSc) degree programme in January 2022. The postgraduate genetic counselling programme is the first of its kind in Ghana and in Sub-Saharan Africa, and the third of such programme on the continent. The programme is accredited by the Ghana Tertiary Education Commission (GTEC). Students who graduate from the programme will be required to complete a mandatory one-year internship under the supervision of the Ghana Psychology Council to become licensed to practice as Genetic Counsellors.

 


Professor Solomon Ofori-Acquah (WAGMC Centre Leader) with Dr. Judith Osae-Larbi and Dr. Dorcas Annan(WAGMC Research Fellows) with some WAGMC Genetic Counselling Students.

The MSc Genetic Counselling programme is a professional health degree programme. It is designed to combine critical skills-training and rigorous independent research, to prepare students for the dynamic field of genetic counselling. It explores both the theoretical and practical aspects of genetic counselling while developing skills in research, teaching, public education, critical thinking, and health leadership. The programme will equip students with current knowledge in human genomics, genetics, genetic analysis and bioinformatics, as well as the relevant communication, counselling, and psychological skills they need to succeed and adapt to advances in genomic medicine. WAGMC worked with several collaborators and partner institutions in South Africa, USA and UK to develop the maiden genetics educational programme. These partnerships offer students exciting internship opportunities across the genomic medicine spectrum all over the world.

 

Pre-Call for Applications for Additional Financing under the African higher Education Centers of Excellence (ACE II AF)

In collaboration with the Governments of Ghana, Malawi, and Mozambique, the Inter-University Council for East Africa (IUCEA) and Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) are jointly launching a Call for Proposals under the Eastern and Southern Africa Higher Education Centers of Excellence Project (ACE II). This initiative is proposed to be financed through Additional Financing to ACE II to be reviewed by the World Bank Group (WBG) Board in May 2022 (tentative). The main objective of the proposed project is to strengthen linkages between universities in participating countries and regional agricultural sector needs through strengthening (i) agri-food related education and training enhanced with trans-disciplinary approaches and applied research; (ii) university linkages to the regional agricultural sector – its priorities, needs and stakeholders; and (iii) university partnership with private and public entities related to agri-food both within and outside the region.

The ACE II AF is a result of broad consultations with the governments of Ghana, Malawi, Mozambique; and IUCEA and RUFORUM. Six key regional gap areas have been identified and prioritized for this Project: (i) agribusiness and entrepreneurship; (ii) agri-food systems and nutrition; (iii) agricultural policy analysis; (iv) agricultural risk management and climate change; (v) rural innovations and agricultural extension; and (vi) statistical analysis, forecast and data management. The Project will support the governments of the three participating countries to collectively address challenges in the aforementioned key gap areas by (a) selecting African Centers of Excellence (ACE) through a competitive and transparent process from existing higher education institutions which have certain capacity for research and training in agriculture; (b) strengthening selected universities through professionalizing leadership and management, streamlining administration and capacitating faculty to produce excellent training and applied research which can meet the needs of highly-skilled personnel and knowledge transfer for the agri-food sector; (c) building networks among these institutions to promote regional collaboration, foster partnerships with other institutions including industries for  training and applied research to produce innovative solutions for real development impact; and (d) developing a culture of results-orientation and accountability in institutional management through a performance-based financing mechanism. As a regional project, ACE II AF will be governed by its Regional Steering Committee (RSC) and facilitated by its Regional Facilitation Unit (RFU).

 

The submitted proposals will be evaluated by an Independent Evaluation Committee and the RSC will make the final selection decision. Interested institutions should meet all the following eligibility criteria: (i) be from the participating countries; (ii) offer PhD program(s) or demonstrate readiness to offer a PhD program; and (iii) have programs in at least two disciplinary areas related to one of the regional gap areas.

Proposals are expected to encompass the following elements: Enhancing capacity to deliver regional high quality training in agriculture to address challenge(s) in at least two key gap areas; a) enhancing capacity in addressing emerging challenges such as COVID-19 b) enhancing capacity to deliver applied research to address the challenge(s); c) the strength of the partnership (national and international) and capacity to build networks and offer capacity development for TVET and other Higher Education Institutions; d) building and strengthening national, regional and inter-regional academic collaboration to raise the quality of higher agriculture education and training; e) partnerships with relevant agro-based institutions that deal with processing,  storage and distribution of agricultural produce f) building and using industry/sector partnerships to enhance the impact of the project on development, and increase the relevance of these centers of education and research; g) enhancing governance and management of the ACE and the participating universities to improve monitoring and evaluation; and h) demonstrated evidence of the applicant university engagement as well as its willingness to take a leadership role in agriculture transformation in the target country.

Higher education institutions from the Republics of Malawi, Mozambique and Ghana interested to participate in the program are requested to submit their Expression of Interest through https://bit.ly/ACEIIExpression not later than 31st January 2022. The development of final proposals will be undertaken with support from RUFORUM and IUCEA.  The governments in collaboration with the World Bank, may offer additional technical support to institutions to develop strong proposals.

The submitted proposals will be competitively evaluated by an Independent Evaluation Committee. However, the Regional Steering Committee will make the final selection decision for successful proposals.

For further information contact the Dr. Jonathan Stephen Mbwambo, email: jmbwambo@iucea.org or Prof. Majaliwa Mwanjalolo, email: m.majaliwa@ruforum.org

Vacancy for Industry Liaison Officer

REQUEST FOR EXPRESSIONS OF INTEREST

INDUSTRY LIAISON OFFICER

(CONSULTING SERVICES – INDIVIDUAL CONSULTANT SELECTION)

 

Africa Higher Education Centers of Excellence for Development Impact (ACE Impact) (P164546)

 

Consultancy Services for the engagement of Industry Liaison Officer at the Regional Facilitation Unit of the Association of African Universities.

 

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 for the recruitment of an Industry Liaison Officer.

 

The detailed Terms of Reference (TOR) for the assignment can be found at the following link: ToR_ScopeofServices_IndustrialLiasionOffice or can be obtained at the email address given below.

 

The Association of African Universities now invites eligible individuals (“Consultants”) to indicate their interest in providing the above 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 available in the Terms of Reference under Qualifications and Experience.

 

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 .

 

A consultant will be selected will be selected in accordance with the Individual Consultant Selection method set out in 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 complete the online application at the Industry Liaison Officer Job at Association of African Universities in Accra, Ghana | africa.edujobs.com Expressions of interest must be received by close of day Friday 30th September 2022. Clarifications may be requested per email to smkandawire@aau.org.

 

Admission to ACETEL

Africa Centre of Excellence on Technology Enhanced Leaming (ACETEL) is a World Bank, Association of African Universities, and Nigeria’s Nanonal Universities Commission supported centre of excellence focusing on the development of human capacity and research in solutions that will lead to the utilisation of technology for education. Domiciled at the headquarters of the National Open University of Nigeria, Jabi, Abuja, the Centre team comprises Of national and international scholars drawn from relevant fields Of science as well as and private sector stakeholders.

Application forms for 2021/2022 Academic Session are available at https://acetel.nou.edu.ng/ from 1st to 15th December 2021 in the following programmes:

  • MSc Artificial Intelligence
  • MSc Cyber Security
  • MSc Management Information System
  • Ph.D Artificial Intelligence
  • Ph.D Cyber Security
  • Ph.D Management Information

ACETEL is therefore, requesting interested and suitably qualified candidates to apply for admission into any of the above indicated postgraduate programmes. Application forms and requirements are available at www.acetel.nou.edu.ng. Interested candidates should follow the online application procedure laid down via the ACETEL Website https://acetel.nou.edu.ng/. While ACETEL offers equal opportunity for enrolment and studies to all, female members of the society are specially encouraged to apply. Scholarship is also available for eligible candidates.

APPLICATION FEE

  • MSc = N20,OOO
  • PhD = N30,OOO

Contact: smkandawire@aau.org | Association of African Universities | P. O. Box AN 5744,
Accra-North, Ghana | Tel +233-547-728975 All Rights Reserved © 2022