ACE@10 – ACE – Africa Higher Education Centres of Excellence

April 9, 2025April 25, 2025

Transforming Ideas into Impact: ACE Fuels Africa’s Next Generation of Innovation and Enterprise

Driven by a vision to empower African researchers—by Africans and for Africa—the Africa Higher Education Centers of Excellence (ACE) program has emerged as a transformative force in research, innovation and entrepreneurship across the continent. Over the past decade, the ACE Program has reshaped Africa’s research landscape by training more than 90,000 students from 20 sub-Saharan African countries, equipping them with the skills and knowledge needed to tackle Africa’s most pressing development challenges while empowering a new generation to transform research into real-world solutions and create substantial employment opportunities across diverse sectors.

From its inception, the ACE program has achieved more than its core mission of advancing research in Africa; it has also nurtured the continent’s emerging entrepreneurial spirit. The program’s success was celebrated at the recent ACE@10 Celebrations, held at the Labadi Beach Hotel in Accra, Ghana from April 7–9. At this event, young African entrepreneurs—once beneficiaries of the World Bank-funded ACE program—shared their success stories and demonstrated how academic research can be effectively translated into real-world solutions.

Transforming Ideas into Enterprise: The Story of Peace Chemis Mnelemba

Peace Chemis Mnelemba, Chief Executive Officer of Aquaponic for Life (A4L), exemplifies the entrepreneurial spirit inspired by the ACE program. Growing up in a community where food insecurity and youth unemployment were pressing issues, Mnelemba set out to find solutions. His journey took a decisive turn when he joined the Centre of Excellence for Aquaculture and Fisheries Science (Aquafish) in Malawi. There, he not only completed his MSc with the necessary support but also learned to convert scientific knowledge into actionable solutions to address local challenges.

With Aquaponic, Peace is addressing a persistent challenge in fish farming: the production of feed from waste. His startup is successfully utilizing black soldier fly (BSF) larvae, produced from waste as a sustainable feed option for fish farmers. Not only has he improved fish stocking density, but he has also established a training program for local youth, universities and technical institutes. Through his innovative work, over 400 farmers have been trained, with 50 forming a cooperative dedicated to aquaponics.

His company has boosted annual fish production from 8,000 to an expected 12,000 pieces and increased Black Soldier Fly output from 200 kg to a projected 500 kg. Additionally, enhanced management practices have led to improved yields in crops like lettuce and peppermint.

Pioneering Natural Medicinal Formulations: The Journey of Jimmy Angupale

Another inspiring example shared during the ACE@10 Celebration was Jimmy Angupale, founder of Novel Medicine Formulations (NMF). Angupale’s enterprise in natural medicinal formulations focuses on producing and commercializing ghee-based products. He sought to position Africa as a leader in indigenous medicinal and cosmetic product development, leveraging local materials to create sustainable solutions.

In Uganda, where conventional cosmetic products often rely on synthetic chemicals that can cause skin toxicity and unpleasant odors, Angupale identified a critical gap. He developed a purification method for ghee that eliminates synthetic residues, resulting in an industrial-grade product that meets quality standards for cosmetic and medicinal use. His innovations have led to the creation of products such as ghee-based Pearl Jelly and Cream, now available on supermarket shelves and receiving positive consumer feedback.

Furthermore, his start-up has diversified into producing antimalarial tablets, HIV/AIDS supplements, and pharmaceutical-grade starch—each innovation reducing reliance on petroleum-based inputs and generating economic opportunities for local communities.

Building a Collaborative Ecosystem for Sustainable Development

The success stories of Mnelemba and Angupale are testaments to the ACE program’s collaborative ecosystem, which bridges academia, government, industry, and local communities. Abdoul-Wahab Annou, Head of the Incubation and Entrepreneurship Centre & Project Coordinator in Burkina Faso, emphasized at the event that working together was crucial for addressing Africa’s development challenges. He encouraged student researchers to focus on continent-specific issues and to harness scientific research to drive tangible improvements. He praised the tenacity of entrepreneurs like Mr. Angupale and Mr. Mnelemba and encouraged student researchers to address national and continent-specific problems through integrated, collaborative efforts.

Faculty and students across all the participating centers in West, East and Southern Africa continue to convert academic knowledge into practical solutions. For instance, Dr. Yaw Bediako, a faculty from the West Africa Center for Cell Biology of Infectious Pathogens (WACCBIP) in Ghana established Yemaachi, a biotech company dedicated to building the world’s most diverse cancer bio-database to aid in the development of effective cancer treatments.

Charting the Future

Launched in 2014, the ACE program has emerged as a transformative initiative in Africa’s academic and entrepreneurial sectors. By establishing 80 centers of excellence across 50 universities, and with funding support from the World Bank and the French Development Agency, the program has not only advanced research but has also accelerated the translation of academic knowledge into market-driven solutions. The remarkable achievements of entrepreneurs like Peace Chemis Mnelemba and Jimmy Angupale exemplify how the ACE program empowers individuals to conduct high quality research, address local challenges, create jobs, and foster sustainable development.

Regional coordination has been led by the Association of African Universities (AAU) for ACE I and ACE Impact, and by the Inter-University Council for East Africa (IUCEA) for ACE II, reflecting strong collaborative efforts across the continent.

The ACE program is not only bridging critical gaps in academia but also driving a movement where research, innovation, and entrepreneurship converge to transform Africa’s development trajectory.

President of the Republic of Ghana, His Excellency John Dramani Mahama

April 8, 2025April 25, 2025

Presidential Endorsement Cements ACE Program’s Status as a Model of Distinction for Africa’s Higher Education Transformation

At the 10th Anniversary celebration of the Africa Higher Education Centres of Excellence (ACE) programme, the President of the Republic of Ghana, His Excellency John Dramani Mahama emphasised that ‘the ACE Program has emerged as a model of distinction, fostering innovation, nurturing world-class expertise, and strengthening institutional capacities in critical sectors such as health, agriculture, engineering, and applied sciences’. President Mahama highlighted the ACE Program’s transformative journey as being a powerful testament to what can be achieved through collaboration in higher education. ‘From advancing cutting-edge research in infectious diseases and renewable energy to driving innovation in agriculture and digital technology, ACE has become a beacon of regional integration and cooperation and has demonstrated that when nations, institutions and development partners come together, the impact is exponential’- he added.

President of the Republic of Ghana, His Excellency John Dramani Mahama

The 10th anniversary celebration of the ACE programme was successfully co-organised by the Association of African Universities (AAU) and the Inter-University Council for East Africa (IUCEA), with the support of the World Bank and the French Development Agency (AFD). Held at the Labadi Beach Hotel in Accra, Ghana, from April 7-9, 2025, this high-level forum brought together over 500 esteemed stakeholders, including African governments, higher education institutions, industry leaders, development agencies, civil society representatives, and media professionals.

The formal opening session on April 7, 2025 also featured an opening message from Honourable Haruna Iddrisu, Minister of Education of the Republic of Ghana, and a high-level address from Mr. Ousmane Diagana, Regional Vice President for Western and Central Africa at the World Bank. A short video presentation showcasing the ACE Program’s decade-long achievements, including key project highlights, was also screened for participants.

ACEs Impactful Contributions to National and Regional Economies

President John Mahama highlighted the pivotal role of the Centres of Excellence in transforming higher education and research as well as the economies of countries through their various impactful interventions in their respective focus areas.

He cited exemplary centres in Ghana, including the West Africa Centre for Crop Improvement (WACCI), which has become a key player in enhancing agricultural productivity across the region, prioritising improving crop varieties and making significant strides in addressing food security in the subregion. Mention was also made of the highly trained graduates from WACCI who are now leaders in agricultural research, positively impacting food systems in Ghana and across the broader West African region.

The West African Centre for Cell Biology of Infectious Pathogens (WACCBIP) was also recognised for its significant contributions to scientific research and innovation in health, particularly in the study and diagnosis of infectious diseases. WACCBIP’s achievements, as outlined during the president’s address included training a diverse pool of scientists who have played a pivotal role in advancing diagnostic tools and therapeutic methods, especially in the fight against emerging diseases. The centres’ immense role in researching and testing during the COVID-19 pandemic was said to be invaluable, further cementing its place as a leading health research institution.

Additionally, the West Africa Genetic Medicine Centre (WAGMC) was commended for its pioneering work in genetic research and counseling services, tackling genetic health issues such as sickle cell disease. As the first of its kind in sub-Saharan Africa, WAGMC’s efforts in promoting genetic testing and awareness were underscored as being transformative, particularly in Ghana, where genetic health challenges are of major concern.

More generally, and beyond the Ghana- specific examples, the Centres of Excellence have made significant strides in enhancing graduate employability, advancing research, and promoting programme accreditation, outreach, and scholarly publications. For example, the Center for Innovative Drug Development and Therapeutic Trials for Africa’s (CDT-Africa) research on clinical trials and medicine development has developed over 15 medicinal products with five submitted for patenting to the national intellectual property office in Ethiopia.

Julien Dushimimana, an alumni from the Africa Center of Excellence in Energy for Sustainable Development (ACEESD) in Rwanda, developed the Right Lamp Automatic Changeover Switch, a device that automates the process of switching between solar power and the national power grid.

Evidently, by fostering cutting-edge research and innovation, these centers have not only elevated Africa’s research landscape but also cultivated a new generation of accomplished African scientists, thereby positioning the continent as a pivotal player in global academic and research advancement.

The Future Prospects of ACE

Looking ahead, President Mahama envisioned a bright future for the ACE program, driven by the growing demand for research-led solutions, skilled professionals, and regionally relevant innovations. According to the President, the ACEs are uniquely positioned to meet this demand, serving as hubs of excellence that can catalyze socio-economic transformation across the continent. He added that with sustained support from governments, donors, and the private sector, these centers can amplify their impact, foster regional integration, and propel Africa toward a knowledge-based future.

The President further emphasized that collaboration in scientific research remains pivotal in addressing the key barriers in responding to Africa’s most pressing developmental challenges, including skills gaps in emerging industries and high capital costs in critical sectors like renewable energy. He stressed that strategic partnerships between universities, industry actors, and public institutions will be instrumental in ensuring that higher education responds to real economic needs

Recognising ACE’s Commitment to Gender Inclusivity in STEM

President Mahama commended the ACE Program for its remarkable contribution to promoting gender inclusion in science, technology, engineering, and mathematics (STEM) fields, where women remain underrepresented. He noted the program’s impressive strides in increasing female enrollments, offering targeted scholarships, providing mentorship initiatives, and building institutional cultures that recognize and respond to the unique challenges faced by women in scientific and technical careers.

The President also emphasized that as Africa navigates the Fourth Industrial Revolution, addressing the shortage of advanced digital skills will be critical. In his vision for the ACE Program’s next decade, he underscored the importance of investment in higher education to drive Africa’s transformation and secure a brighter future for generations to come. By leveraging digital technologies, including artificial intelligence and robotics, ACEs can enhance program access and quality, ultimately empowering Africa’s brightest minds and ensuring the continent’s competitiveness and innovation on the global stage, he added.

Education Minister’s Message on Advancing Education and Research

In a high-level message to participants, Honourable Haruna Iddrisu, Ghana’s Minister of Education, expressed the Ministry’s commitment to advancing higher education and research, assuring participants of President Mahama’s dedication to this cause. Notably, the President has directed the operationalization of a national research fund, with an initial allocation of US $5 million. Furthermore, the minister announced initiatives aimed at promoting academic excellence and supporting students. These include domestic scholarships, with a directive for every public university to receive dedicated funding from the Ghana Education Trust Fund to support the training of five PhD students locally. This initiative aims to build faculty capacity and enhance academic research. The government’s upcoming launch of a sanitary pad initiative to support young girls who struggle with absenteeism due to inability to afford menstrual products was also highlighted, in line with promoting girls’ education.

Honourable Haruna Iddrisu, Minister of Education of the Republic of Ghana

The minister also encouraged the ACE Programme to consider establishing can Africa Center of Excellence in Youth Empowerment and Youth Development, to address growing unemployment, including graduate unemployment, by providing critical skills and support.

Additionally, Honourable Haruna Iddrisu highlighted the government’s interest in traditional medicine, recognizing its potential benefits, as well as the interest in focusing on infrastructural development, calling on the World Bank and other partners to support this area. The Minister also emphasized the importance of enhancing academic freedom, underscoring the President’s commitment to this principle. Moreover, Honourable Haruna Iddrisu highlighted the importance of foundational learning in Africa, citing inadequacies in literacy and numeracy in the case of Ghana.

About the ACE Programme

The Africa’s Higher Education Centers of Excellence (ACE) program is the first large scale regional program funded by the World Bank in the higher education sector in Africa. Through a series of three projects – ACE1 (2014-2020); ACE2 (2016 to date); and ACE Impact (2019 to date)— the program has supported competitively selected ACEs with specializations in regional development priority areas to deliver high-quality postgraduate training, skills-upgrading for professionals, applied research, entrepreneurship and innovation in priority sectors such as science, technology, engineering and mathematics (STEM), agriculture, health, environment, and education. Across these projects, the World Bank has committed a total of US$657 million in support to participating governments, with an additional co-financing of US$72 million equivalent from the French Development Agency (AFD) for the ACE Impact project. In total, the ACE Program has supported some 80 centers in more than 50 universities across 20 countries in sub-Saharan Africa.

The Association of African Universities (AAU) has provided regional facilitation support for two phases of the program: ACE I and ACE Impact, while the Inter-University Council for East Africa (IUCEA) serves as the regional facilitation unit for ACE II, underscoring shared regional coordination efforts.

August 7, 2024August 7, 2024

ACE Impact showcases institutional impact in supporting global good practices for higher education inclusivity: A case of University of Ghana Enhanced Assertive Technology

In a remarkable step towards inclusivity, the Africa Higher Education Center of Excellence for Development Impact (ACE Impact) has bolstered its support for students with disabilities through the University of Ghana as one of its beneficiaries. This inspiring initiative aims to alleviate the pressures on its Assistive Technology Unit, facilitate the academic progress of students with special needs, and integrate them into the university’s ICT training services, crucial for 21st-century technological competence. The ACE Impact recently equipped the Assistive Technology Unit, at the University of Ghana Computing System Office (UGCS), with 20 brand-new, high-specification desktop computers.

This intervention is a crucial step towards fulfilling a significant part of the ACE Impact project’s disbursement-linked result, which provides ACE Impact host institutions the flexibility to pursue activities focused on Institutional Impact based on need and priority. This budgetary allocation was made available to all 36 universities that host at least one of the 54 ACE Impact centers in West Africa and Djibouti, driving substantial impact across the region.

The University of Ghana’s initiative enhances its capacity to support students and faculty and exemplifies its commitment to adopting global best practices in higher education. According to the World Health Organization (WHO), approximately 15% of the world’s population lives with some form of disability. In Africa, this percentage is slightly higher due to factors such as health conditions, conflict, limited access to health care, infrastructure accessibility, training support, policy environment, and lack of funding.

The University of Ghana, which hosts three ACE Impact centers; the West Africa Centre for Crop Improvement (WACCI), the West Africa Centre for Cell Biology of Infectious Pathogens (WACCBIP), and the West African Genetic Medicine Centre (WAGMC), chose this intervention after careful consideration of UGCS’s inclusive services and their potential impact on the community services, patrons, and humanity, at large, according to Joy Lamptey, Project Lead for ACE Impact Project, University of Ghana’s Office of Institutional Advancement.

Evolution of the Assistive Technology Unit

Established in 2006, the University of Ghana’s Assistive Technology Unit exemplifies the institution’s proactive approach to addressing the needs of visually impaired students. This unit was created in response to numerous requests from concerned students and a comprehensive needs assessment, which highlighted an urgent need to integrate visually impaired students into ICT-related academic activities. The assessment revealed that these students were completely excluded from accessing ICT education and its numerous benefits despite mandatory ICT fees. The unit was thus set up to provide basic ICT skills and support academic activities for visually impaired students, ensuring their inclusion in the digital learning environment.

The establishment of the assistive technology unit in 2006, thus, brought some relief and novelty to the beneficiary visually impaired students. However, the effectiveness of the unit diminished

over time as the traditional system of reading and writing with Braille alone, which the unit initially adopted, proved to be inefficient, particularly during examinations. According to Alexandar Bankole Williams, the Coordinator at the University of Ghana Computing System’s Assistive Technology Unit, who himself is visually impaired, “most initial beneficiary visually impaired students who used the braille for examinations would complain of being awarded low grades and blame the situation on poor transcription and translation of their examination responses,”

The unit responded to this growing concern in 2014 with a few computers; one screen reader, a software application to transform on-screen information into speech or braille to complement the use of only braille; and four desktop video magnifiers, also known as Closed Circuit Television (CCTV) magnifiers, to help low vision people to read, view images, and achieve other daily tasks that require magnification. Subsequently, it also installed other assistive technology gadgets, such as non-visual desktop access (NVDA) to help blind and very low vision students access and interact with the Windows Operating System and Applications, and a ZoomText Screen Magnifier to aid those with some appreciable sight to see and read properly. To be more inclusive, the unit also installed other assistive technology gadgets, such as headphones, and put in other necessary measures to accommodate other students with special needs, such as hearing impairment, physical impairment, and other forms of disability. These connecting devices thus put more pressure on the limited number of computers.

ACE Impact Project’s Timely Intervention

At the WACCBIP Research Conference 2024, Professor Nana Aba Amfo, Vice Chancellor of the University of Ghana, highlighted the transformative impact of the ACE Impact project on the university community. She underscored the project’s vital role in enhancing the experiences of both students and faculty, particularly through its focus on digitalization and inclusivity:

“The project has supported initiatives to enhance the UG students’ experience through digitalization,” Professor Amfo noted. “It promotes inclusivity by equipping the assistive technology laboratory, thereby improving the teaching and learning support systems for students, faculty, and staff with disabilities.”

By 2024, the unit’s resources were outdated and insufficient. The ACE Impact project’s allocation in January 2024 brought a much-needed upgrade with 20 high-spec new computers, significantly enhancing the unit’s capacity.

“Before the ACE Impact project’s intervention, we had only ten functioning computers for over 300 registered students with special needs. These new computers will help reduce the long waiting times and improve the overall learning experience,” noted Alexander Bankole Williams, Coordinator of the Assistive Technology Unit.

Impact on Students

The new equipment has already made a significant impact. “In the past, we struggled to gain sufficient ICT skills,” said Felicia Amoako, a second-year student of Sociology, Social Work, and Religion. “With these new computers, we can now focus on improving our Braille writing skills and enhancing our employability.”

Isaiah Amada-Awuku, studying Economics, Mathematics, and Statistics, echoed this sentiment. “Having more access to these computers has boosted our self-esteem and self-confidence. We are now less dependent on others and can learn at our own time and pace.”

Future Needs and Expansion

Despite these improvements, challenges remain. The 28-seater space in the UGCS office is insufficient for the growing number of students. Mr. Williams highlighted the need for additional support: “We have a 40-seater space upstairs that is currently inaccessible due to the lack of an elevator or ramps. We need more assistive technological devices to fully empower our students with special needs.” Hence, they are confined to the ground floor, which has limited seating capacity and equipment.

The unit also needs financial resources to purchase more assistive technological devices. “With these devices in place, we will empower the special-needs students with the needed ICT skills and even encourage others who feel embarrassed by the situation to own up. We need more assistive technological devices for our students with special needs,” Mr. Williams emphasized.

Broader Impact and Commitment

The university is committed to strengthening its Office of Institutional Advancement to effectively implement activities related to institutional impact. In line with this commitment, the university has other impactful activities, such as strengthening internet connectivity and enhancing online learning management. Ultimately, these efforts align with the ACE Impact project’s goals of leveraging cross-border teaching opportunities and supporting the university’s regional strategy.

Conclusion

The University of Ghana’s proactive measures, supported by the ACE Impact World Bank grant, demonstrate a robust commitment to inclusivity in higher education. By enhancing its Assistive Technology Unit and other institutional capacities, the university is not only addressing the immediate needs of its students with disabilities but also setting a benchmark for other institutions in the region.