Members News – ACE – Africa Higher Education Centres of Excellence

Leadership of the ACE Impact project at the Regional, National, and Centre levels

July 1, 2024July 2, 2024

Towards Africa’s Future: How University of Ghana ACE Impact Centres are Leading the Way

Background

The Africa Centers of Excellence for Development Impact (ACE-Impact) project was launched five years ago by the World Bank and French Development Agency to increase the impact of existing ACEs under the first phase of the ACE initiative, that is, the ACE I project, and extend the initiative to more centers. Thus, the project has since 2019 been supporting 54 centers in 35 universities across eleven countries Benin, Burkina Faso, Cote d’Ivoire, Djibouti, Gambia, Ghana, Guinea, Niger, Nigeria, Senegal, and Togo—to improve and accelerate the quality, quantity, and development impact of postgraduate education in five main areas, STEM, agriculture, health, environment, applied social science, and education.

Ghana hosts nine such centers: three each at the University of Ghana, Legon, in Accra and the Kwame Nkrumah University of Science and Technology in Kumasi, and one each at the University of Cape Coast in Cape Coast, the University of Energy and Natural Resources in Sunyani, and the University for Development Studies in Tamale.

Dr. Edmund Aalandong, Head of Policy and Planning at Ghana Tertiary Education Commission, announcing the Commission’s plan to set a platform for the Ghana ACE Impact centres to showcase their remarkable achievements and tangible impacts — *Dr. Edmund Aalandong, Head of Policy and Planning at Ghana Tertiary Education Commission, the agency facilitating the implementation of the nine ACE Impact centres in Ghana*

These ACE-Impact centers, globally recognized for their unique focus on postgraduate education and research in STEM, agriculture, health, and environment, continue leading the way in Africa’s transformative, sustainable impact. This article shines a light on the forward-thinking initiatives and exceptional accomplishments of the University of Ghana’s ACE centers—the West African Center for Crop Improvement (WACCI), West African Center for Cell Biology of Infectious Pathogens (WACCBIP), and West Africa Genetic Medicine Center (WAGMC)—in driving agricultural innovation, scientific research, and genetic medicine in Africa. It emphasizes the centers’ crucial role in producing highly skilled professionals, fostering international collaborations, and contributing to economic development and food security across the continent. The narrative explores how these centers are making significant strides in their respective fields and paving the way for sustainable growth and development in Africa through strategic partnerships, resource mobilization, and comprehensive sustainability plans.

The West African Centre for Crop Improvement (WACCI)

The West African Centre for Crop Improvement (WACCI) has produced 111 PhDs, 38 of whom, representing one-third, are females. This ratio aligns with the World Bank’s value of inclusiveness and ACE Impact’s requirement for gender balance. These 111 PhD graduates are not from Ghana alone but from 15 different African countries, demonstrating the centers’ regional reach.

Through its community outreach program, WACCI has engaged and positively impacted about 5,500 farmers and made 53 successful agricultural entrepreneurs. It has also supported over a million farmers in 10 countries to improve almost 300 crop varieties, a testament to its agrarian innovation. Through its viable public-private partnerships, WACCI has scaled up the seeds of several food crops, such as soybean, tomato, and maize.

In showcasing its academic and research prowess, WACCI has spearheaded numerous faculty-led research, mainly focusing on cassava, cowpea, Frafra potato, Bambara groundnut, sorghum, maize, and rice, underscoring its commitment to scientific advancement and ensuring food security in Ghana and Africa. As a research leader, WACCI has also championed over 260 student-led publications in high-impact journals. Besides, along with its alums, the center has attracted over 100 million dollars to the sub-region, highlighting its economic impact.

WACCI’s remarkable achievements have been recognized locally, regionally, and globally for contributing to food security and outstanding agribusiness academic and research leadership. For instance, the Chicago Council on Global Affairs has acknowledged the WACCI model as a model to replicate (2009, 2013 Reports).

WACCI

As a member of the African Academy of Agricultural Sciences, WACCI collaborates with international institutions in the United Kingdom, South Africa, and Uganda to undertake initiatives such as research fellowships, faculty development, projects, mentorship programs, exchange programs, and grantsmanship.

WACCI’s new focus is to consolidate its enviable academic and research leadership position in agriculture and sustain its impact on Africa’s population. With the launch of WACCI 3.0 in April 2024, the center is on a forward match to cultivating more global partnerships for Africa’s agricultural renaissance by continually contributing to food security and ensuring sustainable agriculture. WACCI also plans to foster strategic alliances with international academic and research communities, such as Cornell University and Danforth in the United States and others in Zurich, the Netherlands, and Kenya. These partnerships and collaborations all neatly fit into its sustainability plan.

As a sustainability plan, WACCI proposes a five-point strategy comprising a five-year Strategic Plan (2024-2029), a 50-million-dollar Endowment Fund, Sustainability Funding Models (such as Research-Intensive Centre, Public-Public and Private-Public Partnerships), Resource Mobilization and Communication Strategies, and making a compelling case to African governments and development partners to invest in the WACCI model.

Meanwhile, WACCI is mobilizing resources to create its proposed endowment fund, attract outstanding students to ACEs, attract and retain high-quality staff, and increase the relevance of ACEs in communities, nations, and the world.

The West African Centre for Cell Biology of Infectious Pathogens (WACCBIP)

Established in 2014 to support cutting-edge health research in Africa, the West African Centre for Cell Biology of Infectious Pathogens (WACCBIP) has produced 37 PhDs, serving in various roles in postdoctoral fellowship, academia, public sector health institutions, and industry. The center has also churned out 105 master’s graduates, half of whom are pursuing PhDs, and the remaining are in various roles in academia, research institutions, and industry.

WACCBIP has been providing long-term training to young scientists from 18 countries across Africa to develop into research leaders as part of its effort to contribute to building Africa’s scientific capacity. So far, it has produced 400 such fellows, comprising 227 master’s fellows, 121 PhD fellows, and 52 postdoctoral fellows, exceeding the ACE Impact project’s requirement of 1:3 gender ratio.

WACCBIP’s contribution to health research in Africa became even more impactful in the heat of the 2019 global COVID-19 pandemic when the center conducted several immunological, serological, virological, and molecular epidemiological studies and published original research and feature articles in high-impact journals. Funded by the UK AID, the Rockefeller Foundation, and the FCDO, it also screened about 50,000 people in Ghana, Burkina Faso, and Nigeria.

WACCBIP’s Director, Prof. Gordon Awandare, explaining the center’s significant contribution to building a robust scientific research capacity in Africa

To maintain its leadership position, center leaders, faculty, and staff are working to build a three-floor building complex with essential fittings and auxiliary facilities, a leaning and interaction center, a pergola, and land valued at 1 million dollars.

Beyond the World Bank, WACCBIP has attracted funding from other international entities like the Bill and Melinda Gates Foundation, Rockefeller Foundation, and Research Councils UK; regional entities like the African Research Universities Alliance (ARUA), The African Academy of Sciences, and Crick African Network; and national entities like the Government of Ghana, Tiba Ghana, and Ghana Health Service.

The West Africa Genetic Medicine Center (WAGMC)

Since its establishment, the West Africa Genetic Medicine Centre (WAGMC) has made significant strides in addressing the genetic health challenges facing many African countries as a pioneering institution in sub-Saharan Africa. As the first genetic counseling center in the region, WAGMC has been at the forefront of providing essential genetic testing and counseling services, focusing on reducing the high incidence of sickle cell disease births in Ghana and Africa.

By offering genetic testing and counseling, the center has provided critical support to families affected by genetic disorders, particularly sickle cell diseases. The center’s work has been instrumental in identifying carriers of the sickle cell gene and providing counseling to help manage and reduce the high incidence of this debilitating condition. Despite the center’s relatively recent establishment, its services have already impacted many lives, offering hope and improved health outcomes.

WAGMC’s impact extends beyond individual patient outcomes to broader healthcare and research advancements. By integrating genetic testing into the healthcare system, the center has paved the way for more personalized and effective treatment plans. Its research contributions have enhanced the understanding of genetic disorders prevalent in the region, informing public health strategies and interventions.

Regarding capacity building and inclusivity, WAGMC has made concerted efforts to support and empower scientists and researchers, with a deliberate focus on female scientists and researchers, which aligns with the World Bank’s inclusive values. The center has fostered a diverse and inclusive environment, encouraging women to pursue careers in genetic medicine and research. This commitment to inclusivity is reflected in the center’s training program and collaborative projects prioritizing gender equality and empowerment.

A joint team comprising the leadership of the ACE Impact project at the regional and national levels visited WAGMC to have first-hand information on the center’s achievements and impacts in the genetic medicine space

WAGMC’s achievements and impacts have been bolstered by its strategic partnerships and collaborations. Although it operates independently of an academic department, it collaborates closely with various departments within the University of Ghana, such as the School of Public Health. These collaborations have enabled the center to extend its impact beyond its immediate remit, supporting students and researchers from other departments and fostering an interdisciplinary approach to genetic medicine. With the significant impact it is already making in genetic medicine, researchers and faculty members are confident the center will make an even greater impact with the needed facilities.

One of WAGMC’s significant challenges has been the absence of comprehensive tumor sequencing capabilities in Ghana. This gap has led to higher rates of undiagnosed genetic conditions and increased the cost of detection and treatment, costing the lives of the teeming population who cannot afford it. In response to this alarming phenomenon, WAGMC has plans to build a robust genetic testing infrastructure. This initiative aims to enhance early diagnosis and efficient treatment of genetic disorders, thereby reducing the overall burden of these conditions on affected families and the healthcare system.

The West Africa Genetic Medicine Centre (WAGMC) is setting ambitious and comprehensive goals to revolutionize genetic healthcare in Africa. These plans include establishing advanced genetic testing facilities, enhanced training programs for genetic counselors and researchers, and expanded public outreach to educate communities about genetic health. By pursuing these objectives, WAGMC aims to significantly strengthen its contributions to genetic medicine in Africa.

WAGMC’s ultra-modern building complex under construction aimed to support the early diagnosis and efficient treatment of genetic disorders

Recognizing the need for these and even further development, WAGMC is appealing to the World Bank and other international donors for support. The center highlights its unique position and the substantial impact it has already made, seeking consideration for inclusion in future iterations of the ACE initiative.

WAGMC stands as a beacon of progress in genetic healthcare in sub-Saharan Africa. Its achievements in genetic testing, counseling, and research have significantly impacted the lives of many individuals and families. As WAGMC continues to grow and develop, its contributions to genetic medicine and public health are poised to expand, offering a brighter future for genetic healthcare in Africa. With continued support and strategic partnerships, WAGMC is well-positioned to address the region’s genetic health challenges.

Conclusion

The ACE-Impact project has brought transformative progress to postgraduate education and research in West Africa. At the forefront of this transformation are the University of Ghana’s ACE centers: the West African Center for Crop Improvement (WACCI), the West African Center for Cell Biology of Infectious Pathogens (WACCBIP), and the West Africa Genetic Medicine Center (WAGMC). These centers have made remarkable strides in their respective fields, driving agricultural innovation, cutting-edge health research, and genetic medicine.

WACCI has significantly advanced agricultural productivity, producing numerous PhDs, engaging thousands of farmers, and supporting the improvement of hundreds of crop varieties across the continent. WACCBIP has been pivotal in health research, especially during the COVID-19 pandemic, and continues to build scientific capacity through extensive training programs. WAGMC, as a pioneering genetic counseling center, has made critical contributions to genetic healthcare, offering essential testing and counseling services and aiming to build a robust genetic testing infrastructure.

These centers have fostered strategic partnerships, both locally and internationally, which have enhanced their research capabilities and impact. Their efforts have led to academic and scientific achievements and contributed to Africa’s economic development and food security. The ongoing and planned initiatives, such as the launch of WACCI 3.0 and the establishment of advanced genetic testing facilities at WAGMC, are set to further consolidate their leadership positions and ensure sustainable development.

In sum, the University of Ghana’s ACE-Impact centers exemplify the transformative impact of the ACE-Impact project. Their achievements underscore the importance of strategic partnerships, resource mobilization, and comprehensive sustainability plans in driving progress. As these centers continue to grow and develop, they are well-positioned to lead the charge in addressing the region’s agricultural, health, and genetic challenges, ultimately empowering Africa’s future. With continued support and collaboration, the vision of sustainable growth and development in Africa is not achievable but imminent.

June 1, 2024July 1, 2024

Empowering Higher Education Excellence in Ghana: A Transformative Visit to University of Ghana ACE Impact Centres

On Friday, May 31, a team from the Africa Higher Education Centres of Excellence for Development Impact (ACE Impact) Regional Facilitation Unit at the Secretariat of the Association of African Universities (AAU) joined their colleagues from the Ghana Tertiary Education Commission (GTEC) and the World Bank to embark on a crucial working visit to the three African Centres of Excellence at the University of Ghana, in Accra, Ghana.

The visit presented a unique and invaluable opportunity for the centres to share updates on their progress and challenges in line with project implementation. More significantly, it allowed the team to gain direct insights into the impactful activities and remarkable results the centres had achieved. Through their presentations, the centres highlighted their commitment to innovation by sharing their outputs and impacts at institutional, regional, and global levels. These impacts are aligned with delivering quality education and addressing developmental challenges through research and innovation.

A projection of WACCI’s contribution to improving agricultural productivity and ensuring food security in Africa

The centres also acknowledged the contributions of the national and regional facilitation units, GTEC and AAU, respectively, for their support and technical backstopping. In addition, they appreciated the World Bank’s vision for African higher education and its investments in supporting quality education on the continent.

The centres also took a moment to outline their project sustainability strategies, including establishing endowment funds, fostering local and international partnerships and collaborations, commercialising their state-of-the-art facilities and cutting-edge laboratory equipment, and instituting more capacity-building and training workshops and short courses. They also appealed to the World Bank to continually support them, have them in their new thinking, and ultimately consider their impactful achievements in case of extended opportunities. This way, they were sure of safeguarding the project and consolidating and extending its impact.

The team touring the state-of-the-art scientific laboratories built under the ACE Impact project at the University of Ghana

During the tour, the Directors of the three Centres—the West Africa Centre for Crop Improvement (WACCI), the West Africa Centre for Cell Biology of Infectious Pathogens (WACCBIP), and the West Africa Genetic Medicine Centre (WAGMC)—showcased their ultra-modern teaching and learning facilities and research laboratories established under the ACE Impact project.

The delegation was impressed by the centres’ significant achievements, particularly in research and their tangible impact on people’s lives through community engagement. Leading the World Bank team, the outgoing ACE Task Team Lead, Dr Ekua Bentil, commended the centre leaders for showing sterling leadership and congratulated all the centres’ members for feats achieved. She also praised the centres for the suit of success stories, especially in achieving gender balance, which is relevant to the project in line with the World Bank’s value of inclusiveness, integrating the ACEs into the University of Ghana structure, and initiating sustainability strategies.

Dr Bentil described the University of Ghana Centres of Excellence as among the best-performing centres under the ACE Impact project. She also encouraged them to broker more strategic partnerships and urged them to push even further for more results and even more impact, as Africa’s challenges were not entirely over. Dr Ekua Bentil assured the centres of the Bank’s unwavering support, emphasizing the Bank’s interest in investing in impact-driven initiatives.

Dr. Edmund Aalandong, Head of Policy and Planning at GTEC, the National Facilitation Unit for the ACE Impact project, commended three Centres for their remarkable achievements and significant impact. He hailed these Centres as models worthy of emulation by all tertiary education institutions in Ghana, especially in terms of quality assurance and programme accreditation. Dr. Aalandong pledged the Commission’s steadfast support and commitment to ensuring the project’s sustainability, which is crucial as the project concludes in June 2025.

In line with this commitment, Dr. Aalandong announced the Commission’s plan to hold its inaugural National Tertiary Education Conference in September 2024. This landmark event will invite ministers from the four relevant ministries—Education, Health, Agriculture, and Finance. The conference will provide a platform for the ACEs to present their tailored, innovative models designed to address Africa’s development challenges.

Speaking on behalf of her team, Dr Sylvia Mkandawire, AAU’s Senior Programme Manager in charge of the ACE Impact project, commended the World Bank, GTEC, and especially the leaders, faculty, researchers, staff, and other members of the three centres for their dedication and selfless contributions to their projects’ success. She assured the World Bank and the centres that she would continue to lead a committed team of experts at AAU to provide solid project implementation support for the regional project.

Following the Centre visits, the AAU team hosted the World Bank and GTEC teams at AAU’s Secretariat in Accra, Ghana, for a joyful and memorable celebration. The event had a dual purpose: to formally acknowledge the leadership changes in the ACE Impact project at the World Bank and to bid farewell to the outgoing Task Team Lead (TTL), Dr. Ekua Bentil while welcoming the incoming TTL, Dr. Namrata Tognatta.

AAU celebrating Dr Ekua Bentil for effective leadership and congratulating Dr Namrata Tognatta on her new role at the ACE Impact Task Team Lead at the World Bank

The atmosphere at AAU’s Secretariat was filled with fond memories and well-wishes as Dr. Bentil, who has worked on the ACE program for nearly ten years, transitions to new professional opportunities within the World Bank. Ms. Nodumo Dhlamini, AAU’s Director of Communication, ICT, and Knowledge Management, spoke on behalf of Secretary-General Olusola Oyewole, lauding Dr. Bentil for her broad vision for Africa, meticulous attention to detail, and unwavering commitment to quality. She noted that Dr. Bentil’s insistence on high standards once cost AAU a World Bank project but ultimately led to significant improvements and successes.

Having AAU repositioned and strengthened itself over the intervening years, Ms Dhlamini then appealed to the World Bank, through Dr Bentil, to consider the Association and leverage its acquired strength and position as the voice of higher education in Africa to implement more impactful educational projects and programmes in line with the Bank’s grand vision and direction for Africa. She further welcomed Dr. Tognatta and encouraged her to work to the best of her ability to push the project to an even greater height.

For her part, Dr. Bentil appreciated the AAU, emphasising teamwork and cooperation as the hallmark of successful project implementation. She also thanked the AAU’s management and staff, especially the ACE Impact team, for their commitment and dedication to the project.

May 10, 2024June 3, 2024

Graduate Tracer Study Reveals Africa Centres of Excellence Graduates Make Giant Strides

83% of Graduates Gainfully Employed

From 8-10 May 2024 24, a crucial gathering took place in Balaclava, Mauritius, involving stakeholders and (prospective) partners of the Africa Centres of Excellence (ACE) initiative who convened to respond to the urgent call for regional and cross-continental coordination and collaboration in addressing global challenges related to public health, climate change, food security, energy, water, and other urgent developmental concerns.

Dubbed the Africa Centres of Excellence International Partnership Workshop, the three-day event brought together higher education representatives from the World Bank, the French Development Agency, the Association of African Universities, the Inter-University Council for East Africa, the African Union Commission, the European Union, the Africa Centres of Excellence, the European Centres of Excellence, the governments of the participating centres of Excellence, the private sector, and other development agents to deliberate on advancing the 2023 AU-EU Innovation Agenda. During the meeting, the project profiled its impactful journey and critical initiatives over the last ten years.

Moderated by Prof. Kouami Kokou, a member of the ACE Impact Project Steering Committee from Togo, Plenary Session VI of the workshop was devoted to disseminating and discussing the outcomes of a survey undertaken to track the perceived performance, progress, and impact of ACE graduates, especially in the areas of research, innovation, and entrepreneurship. The survey, titled – ACE Program Graduate Tracer Study, was spearheaded by MyCos Data, an independent Data Survey & Evaluation and Consulting Services Firm based in China, which specialises in higher education management consulting, and the findings were presented by its Vice President of International Partnerships, Kate Wang.

The 76-day survey had a response rate of 52%, with 4,295 out of 8,308 master’s and doctorate graduates participating. These graduates were from 65 of the 80 ACEs. Of the 4,295 total respondents, 3,818 were master’s graduates, while the remaining 477 were doctorate graduates from the ACEs.

Survey Results: Research and Academic Activity

The survey report indicates that the impact of the ACE initiative began manifesting even before its students graduated. According to the report, 68% of master’s graduates got involved in research projects, while 34% had at least one research paper published during their training period. Additionally, after graduating from the Centres of Excellence, 47% continued to engage in research projects, and 25% published at least one research paper.

The research and academic achievements of the ACE program were even more profound at the doctorate level. 80% of doctorate graduates responded to being involved in research projects, while 85% indicated having published research papers during their training under the ACE initiative. Of those whom the ACE model impacted after training, 69% were engaged in research projects, and 74% had research papers published. These achievements were despite mitigating challenges, mostly inadequate access to funding but partly challenges with the accessibility of journals and laboratories, physical environments, faculty expertise, and communication with programme administrators and faculty.

Apart from students and graduates conducting their own research projects during and after the ACE training, at least the doctorate graduates also collaborated with international entities in the form of conferences and projects, which enhanced their research and academic exposure and expanded their worldview beyond the confines of their centres, universities, and countries.

According to the survey report, 77% of the respondent ACE doctorate graduates collaborated in at least one international research conference, with 10% of them participating in more than five of those conferences during their training. Following graduation from the Centres of Excellence, another 64% of the graduates participated in at least one international research conference, with 14% featuring in more than five such conferences. Regarding international research project collaborations, 45% of the ACE doctorate graduates participated in at least one, with 2% participating in more than five during their training and 50% after graduation, with 3% participating in more than five of those international research project collaborations.

Respondents also engaged with the private sector during their PhD studies at the ACEs, including participating in private sector-organized conferences, undertaking internships within private sector organizations, working on joint projects, commissioning research, and receiving additional training from the private sector. They also conducted contract research for the private sector and collaborated with their personnel.

In terms of satisfaction, respondents were generally satisfied with their internships and industry collaboration experiences both on-campus (58%) and off-campus (45%) despite challenges like unhelpful guidance (11%), lack of respect for personal interest (8%), too much academic pressure (7%), difficulty with professional relationships (7%), irrelevance to the study (6%), and insufficient preparation from coursework (6%).

Survey Results: Employment Status and Quality

Besides the remarkable collaborative research and academic achievements, the ACE program also reported high employment rates. According to the report, more than half of ACE graduates found employment in various sectors—private entities, state-owned enterprises, state agencies, research institutions and academia, non-profit organizations, foreign entities, and joint ventures—even before graduation. Again, more than half of the remaining graduates also found jobs within the same year of graduation, with the remaining small percentage (about 15%) getting employed after one year.

Of the 3,818 master’s graduate respondents, 3,169, representing 83%, were gainfully employed during the survey. Again, out of these 3,169 employed ACE masters graduates, 1,648, representing 52%, found jobs before they graduated; another 507 of them, representing 16%, found jobs within the first three months of graduation; 539 (17%) of them within one year of graduation, while the remaining 475, representing 15% got jobs after one year of graduation.

Regarding the employment of PhD graduates, out of the 477 survey respondents, 415, representing 87%, were fully employed during the survey period. Again, out of these 415 employed ACE doctorate graduates, 245, representing 59%, got their jobs before graduating from the ACE programme; 58 (14%) of them within the first three months after graduation; another 58 (14%) of them within the first year after graduation; and the remaining 54 (13%) getting jobs after one year of graduation.

Research Results: Entrepreneurship

Even though more than half of the respondent ACE graduates (53% for master’s and 56% for doctorate) reported being satisfied with their jobs, good percentages also found themselves in entrepreneurship, a critical aspect of the ACE model. For instance, 10% of the respondent ACE masters graduates, and 12% of the respondent ACE doctorate graduates reported being entrepreneurs. Eight out of every 10 of these entrepreneurs (82% for master’s and 77% for doctorate) are working in for-profit sectors, while the remaining two of the 10 entrepreneurs (18% for master’s and 23% for doctorate) are working in non-for-profit organizations, all adding values to themselves and their families and filling developmental gaps through their research areas, sectors, and societies, thanks to the ACE program.

Moreover, almost all respondent ACE graduate entrepreneurs (94% for master’s and 98% for doctorate) reported being influenced by the ACE model, with more than half in each case reporting a very significant impact of ACE. The aspects of the ACE education that impacted its graduates to become entrepreneurs range from formal training through coursework (69% for master’s and 58% for doctorate), interactions and collaborations with the private sector (45% for master’s and 53% for doctorate), and impact from degree programme mentors (36% master’s and 44% for doctorate).

Student Satisfaction, Model Usefulness and Influence, and Alumni Recommendations

Not only did respondents find teaching and learning under the ACE educational model satisfactory, but they also found it very important to their present academic and professional pursuits. While 88% of respondent master’s graduates and 89% of the respondent doctorate graduates were satisfied with the ACE teaching and learning model they experienced, 98% of each of the two groupings found the ACE model useful in their current situations.

Almost all the ACE graduate respondents were satisfied with the ACE model and would recommend it to others. When asked about their satisfaction rates, 90% of master’s graduates and 93% of doctorate graduates responded that they were satisfied with their experiences during the training, and 95% each of master’s and doctorate respondents answered they would recommend ACE to others and recommend or recruit its products for available jobs.

Apart from their desire to be invited to engage ACE alumni through recommendations and job openings, respondents would also want to be engaged in multiple other levels, such as being invited to participate in ACE events, facilitate university-industry collaboration, raise funds or donate to the programme, and provide feedback, such as through similar surveys.

Survey Recommendations

Ms. Wang rated the 52% survey response rate as relatively high and the findings very credible and reliable and thus commended the respondents for their cooperation and congratulated the ACE program stakeholders on their achievements. She was also optimistic these rates and achievements could further be enhanced in the future and thus recommended the following for stakeholder consideration:

Encouraging more ACEs and graduates to participate in future surveys.
Streamlining the data collection process and reducing errors of repetition and inaccurate information.
Engaging graduates as soon as they leave the programme and from time to time for a stronger relationship.
Clearly defining what it means to benefit from the ACE programme to students before they graduate.

MyCos Data is expected to submit the full survey report to its commissioners—the World Bank and the Association of African Universities—within the next few weeks, following the International Partnership Workshop hosted in Mauritius in May 2024.

Some participants of the CEA MS4SSA-UNHCR training

March 19, 2024March 20, 2024

CEA MS4SSA and UNHCR Forge Strategic Partnership to Empower Nigerian Refugees in Niger

In a concerted effort to bolster inclusive higher education in Africa, the Emerging Center for Teaching and Learning Mathematics and Science in sub-Saharan Africa (CEA MS4SSA) has joined forces with the United Nations High Commission for Refugees (UNHCR) to enhance the educational prospects of Nigerian refugees in the city of Diffa, Niger.

With funding support from the World Bank Group, French Development Agency, and governments of the 11 participating countries, and with implementation support from the Association of African Universities (AAU), the ACE Impact project, is designed to strengthen the capacities of participating universities to deliver high-quality training and research. ACE Impact aims to address specific regional development challenges, with CEA MS4SSA focusing on improving mathematics and science education in sub-Saharan Africa.

More specifically, the partnership between CEA MS4SSA and the UNHCR is a direct response to the long-standing challenge of extremely low refugee enrollment in higher education institutions in Africa. According to a UNHCR report published in 2023, only one out of 10 global refugees who have attained the university-going age range of between 18 and 24 years, get access to higher education. The report further attributes the worrying situation of refugees’ limited access to higher education partly to the general perennial problem of inadequate space in higher education institutions in Africa. Additionally, several inherent factors, including the lack of academic certification for admission into higher education institutions and the low numbers of graduating secondary school refugee students all impede refugees’ access to higher education. To tackle this challenge, the collaboration between CEA MS4SSA and UNHCR has initiated short-term vocational training programmes, as an alternative educational pathway of building the knowledge and skills of the teeming refugee population to become competitive in their quest to access higher education and in the rapidly evolving landscape of the 21^st-century job market.

On its part under the partnership agreement, CEA MS4SSA trained and certified Nigerian refugee teachers in practical laboratory experiments in physics, chemistry, and life and earth sciences, covering the trainers’ living expenses.

Some Nigerian refugee participants of the CEA MS4SSA-UNHCR training undergoing practical sessions

The UNHCR, on the other hand, bore the transportation and accommodation costs of trainers outsourced from Niamey as well as provided training kits, among others, to facilitate the training sessions. These training sessions have equipped refugee teachers to deliver practical science education to secondary school students, enhancing their preparation for further studies and academic success.

The CEA MS4SSA and UNHCR partnership also set up examination centers close to refugee students living with their parents in the Diffa region to ensure they successfully take their end-of-year and other relevant examinations under acceptable conditions and enhance their chances of success. The training sessions, which encompassed the physical, life, and earth science areas, generally gave participants insights into how to set up and carry out practical experiments using conventional equipment, how to use digital and analogue measuring equipment and interpret the results of experiments, and how to design and make contextualized teaching materials from available local materials.

The immediate outcome of this thoughtful and timely intervention is evidenced in the record 73.29% pass rate the refugee students chalked in their Science Baccalaureate exam, which is equivalent to the Senior Secondary School Certificate Examination (SSCE) in the Nigerian educational system. By arming refugee students with valuable knowledge and skills, this initiative not only improves their prospects for higher education but also empowers them to contribute meaningfully to their communities. Looking ahead, expanding the scope of training programs and forging additional partnerships are essential for sustaining and scaling these efforts, ensuring greater integration of refugees into the African higher education landscape and reducing their susceptibility to joining extremist groups.

As the ACE Impact project approaches its conclusion in June 2025, CEA MS4SSA remains committed to exploring future opportunities for collaboration within the higher education sector. By continuing to promote educational inclusion and excellence, CEA MS4SSA aims to positively impact the lives of refugees and foster a brighter future for all.

March 19, 2024

Impacting Refugee Lives: A Focus on CEFTER’s Transformative Efforts in Food Technology Education in Nigeria

The global refugee population, reported by the United Nations Refugee Agency (UNHCR) at 36.4 million, primarily resides in low- and middle-income countries, including Africa. Despite their significant presence, access to higher education for refugee youth remains severely limited. UNHCR data indicates that only 7% of refugee youth globally are enrolled in higher education, with even lower enrollment rates in sub-Saharan Africa, while according to UNESCO’s findings, only 1% of refugee students worldwide have access to scholarships for higher education. These stark figures underscore the urgent need to address the systemic barriers hindering refugee education across the continent.

Against this background, the Center for Food Technology and Research (CEFTER) emerges as the beacon of hope, implementing life-changing interventions to transform the lives of refugees. Hosted by the Benue State University, Makurdi, Nigeria, under the Africa Higher Education Centers of Excellence for Development Impact (ACE Impact) project, CEFTER is addressing the challenges associated with refugee education and making a substantial difference in the lives of refugee students.

Aligned with the ACE Impact project’s target of strengthening the capacity of the 53 participating centres to address regional challenges, and deliver quality training and applied research, CEFTER identified a key challenge based on its geographical location and proximity to Cameroon. This revolves around the lack of higher education access for Cameroonian refugees who seek asylum in Nigeria. Since 2016, CEFTER has been actively spearheading initiatives to tackle this obstacle and make a tangible difference in the lives of Cameroonian refugee students.

CEFTER’s Trailblazing Interventions in Supporting Refugee Education

Established in 2014 to address the challenges of post-harvest losses of food crops in the West and Central Africa sub-region, CEFTER has been promoting teaching, research, and extension in post-harvest sciences. This Centre of Excellence focuses on enhancing agricultural production and promoting the exposure of its students to industrial processing of food and food product development. The primary thematic disciplines of CEFTER include the control of post-harvest food losses, physiology and management, food science, preservation and processing technologies and the socio-economic aspect of food research and technology.

With a huge influx of asylum seekers from Cameroon crossing over to Nigeria, issues around food access, food safety, nutrition safety and general health and safety were identified as critical by CEFTER as part of its needs assessment of the refugee population in Nigeria. The UNHCR’s registry of Asylum Seekers in Nigeria put the official figure of registered Asylum Seekers from Cameroon at 20,485 in 2018, with the 2023 data reporting an estimated figure of about 87, 000.

The Center for Food Technology and Research strategically intervened in the identified issues related to food, by taking its short-courses program, already being run across the country, to the refugee population to ensure their overall wellbeing. Short courses related to food handling, food safety, food processing and packaging to promote the reduction of losses and safe handling of food were offered to this group.

Some certified participants of CEFTER’s short-term courses in food research and technology

Prof. Barnabas Achakpa Ikyo, the Centre leader for CEFTER reports that a total of 480 registered refugees have been trained by CEFTER and issued with certificates of competency in the respective capacity building areas. In certain instances, participants have been equipped with start-up machinery and essential raw materials to alleviate financial obstacles associated with start-up capital and to facilitate the launch of their food processing businesses immediately after the training.

Enhanced Refugee Employability through Skills Training

The skills training initiatives by CEFTER has significantly bolstered the employability of the refugees within the culinary industry and other food-focused sectors, making them economically independent, and empowering them to rebuild their lives. Moreover, several beneficiaries have successfully established their own enterprises, specializing in the processing and sale of various food products, thereby actively contributing to the local economy. Notably, the training programs on food processing have yielded remarkable outcomes in minimizing food losses and wastage, leveraging the abundant raw materials such as cassava and plantain available in farming communities, within which the refugee camps are located. These training sessions, led by a team of specialized experts and high-level delegates from CEFTER, including the center’s leadership team, continue to be tailored to address evolving needs. For instance, amidst the challenges posed by the COVID-19 pandemic in 2021, the center swiftly responded by equipping a cohort of refugees with skills in producing high-demand products like hand sanitizers.

Alumni Impact: CEFTER Empowers Refugee Futures Through MSC and PHD Degrees

Mrs. Agbor Evelyn Agbor, an MSC (Food Processing) graduate of CEFTER is a shining example of the impact these capacity building initiatives have had on the pathway to refugee self-sufficiency. Her food processing company, AKA FOODs, in Cameroon and Nigeria has not only offered her a job and a source of income, but employed other youths. “I also regularly hold seminars to train youth groups in the community on various issues – including food processing and packaging” – she said. Mrs. Agbor is currently a PhD student at the Centre for Food Technology and Research, Nigeria. Her trajectory underscores the profound impact of CEFTER’s degree programmes on refugee empowerment.

Mrs. Agbor Evelyn Agbor, an MSc Food Processing Graduate from CEFTER and Founder of AKA FOODs, a food processing company with presence in Cameroon and Nigeria

As one of several refugees excelling following their participation in degree programmes at CEFTER, Mrs. Agbor’s story reflects the broader commitment of the Centre to empower refugee youth through education. Talented youth from refugee communities were actively encouraged to pursue higher education opportunities offered by the Centre. Through competitive selection processes, 39 refugees from Cameroon have embarked on their academic journeys at CEFTER, with 34 pursuing MSC degrees (comprising 17 males and 17 females) and 5 undertaking PhD programs (including 3 males and 2 females). This commitment to empowering refugee youth through education underscores CEFTER’s dedication to fostering inclusive and impactful academic pathways.

Leveraging Strategic Partnerships in Empowering Refugees and Internally Displaced Persons

CEFTER’s interventions in building the capacity of the refugees, have been possible through its continued engagement with various development partners to support its specialized interventions. Currently, its main sources of funding the refugee MSC and PhD students have been the ACE Impact Project – funded by the World Bank, AFD, and the Federal Government of Nigeria. The DAAD also acknowledged CEFTER’s unique model and offered scholarship to some students for a three-year duration.

Beyond the support to refugees from its neighboring country, CEFTER also partners to implement various strategic interventions to internally displaced persons, especially children. Under this scheme, CEFTER offers products of its spin off factory, such as their soya milk yoghurt, cassava-based biscuits, and other nutrition dense foods to this group of people.

Overall Impact made by CEFTER on the Refugee Population in Nigeria

Through its targeted interventions and holistic approach to addressing the challenges faced by refugees, the Centre for Food Technology and Research (CEFTER) has had a profound impact on both the refugee population and the communities in which they reside. By leveraging its expertise in post-harvest sciences and food technology, CEFTER has not only provided essential training and educational opportunities but has also catalyzed economic empowerment and improved public health outcomes.

CEFTER’s commitment to capacity building is exemplified by its robust Masters and PhD programs, which have provided advanced training and education to refugee students from Cameroon. By offering opportunities for higher education, CEFTER has empowered these individuals to acquire specialized skills and knowledge in food processing and technology, positioning them as leaders in their respective fields. The successful graduation of 39 refugees, including Mrs. Agbor Evelyn Agbor, demonstrates the transformative impact of such capacity-building initiatives in fostering self-sufficiency and socio-economic development.

One of the most significant achievements of CEFTER’s intervention has been the marked reduction in food poisoning cases within refugee camps. Through targeted training programs on food handling, safety, and processing techniques, CEFTER has equipped refugees with the necessary knowledge and skills to mitigate foodborne illnesses and ensure the safety of food supplies. This has not only improved the overall health and well-being of the refugee population but has also alleviated the burden on healthcare facilities and resources.

Key Challenges Faced by CEFTER and Recommendations to Deepen Its Support to Refugee Students

One of the primary challenges CEFTER faces is the difficulty in managing the unexpected high turnout of participants during training sessions. While the center, for instance, could plan for only 50 attendees, they often end up accommodating over 100 individuals, straining the available limited resources. A lack of proper documentation for refugee students is another challenge the centre faces. This includes issues related to verifying their academic credentials, residency status, and eligibility for scholarships or educational programs, inhibiting their access to higher education opportunities. Moreover, funding initiatives aimed at supporting start-ups established by refugee beneficiaries pose a challenge due to limited financial resources. While CEFTER strives to empower refugees to establish their own businesses, securing adequate funding to sustain and scale these initiatives remains a persistent challenge.

Some participants of CEFTER’s low-level capacity-building training in food handling

To address the challenge of limited resources and capacity, CEFTER continues to prioritize building strategic partnerships with other organizations, governments, and philanthropic entities, as collaborative efforts are key in helping to sustain and expand the academic support provided to refugees. ‘Institutions with aligned vision and willing to collaborate with us to deepen our support to the refugee community, are encouraged to get in touch with us to support scale up CEFTER’s intervention to this critical group’ – appealed Prof. Barnabas Achakpa Ikyo, the Centre leader for CEFTER.

Looking ahead, CEFTER aims to collaborate with relevant stakeholders to organize safe return and settlement programs for refugees who wish to return to their home countries voluntarily. These programs will offer support in reintegrating into their communities, accessing education and employment opportunities, and rebuilding their lives.

Again, CEFTER remains available to be engaged by other stakeholders to enhance and diversify the CEFTER model to cater to a broader range of needs within refugee communities. This could involve expanding the scope of training programs to include additional skill sets and areas of expertise relevant to refugee livelihoods and economic empowerment.

Most importantly, increased funding is essential to enable CEFTER to reach more refugee beneficiaries and expand its impact. The center therefore invites international donors, government agencies, and private sector partners to support educational initiatives, start-up ventures, and capacity-building programs for refugees.

Overall, the Centre for Food Technology and Research (CEFTER) aims to continue to deepen its impact on the lives of refugee communities in Nigeria and beyond, through collaboration and sustained efforts.

A cross section of Cameroonian refugees in Nigeria

March 19, 2024

World Bank, UNHCR, AAU deliberate to deepen support for refugee students through the ACE Impact project

In a joint effort to champion inclusivity, The World Bank Group, the United Nations High Commission for Refugees (UNHCR), and the Association of African Universities (AAU) have come together under the African Higher Education Centers of Excellence for Development Impact (ACE Impact) project, to create the platform for Africa’s higher education stakeholders to discuss the enhancement of the sector’s support to refugee students.

The ACE Impact project, being spearheaded by the World Bank since 2019, operates in collaboration with the governments of 11 African countries. Implemented by the AAU, the project aims to empower African higher education institutions to specialize and enhance capacities in key academic fields—STEM, agriculture, environment, health, and education—identified as pivotal drivers of Africa’s development.

A pivotal moment in this endeavor unfolded during a webinar jointly convened by The World Bank, UNHCR, and AAU on Wednesday, February 7, 2024. The event, attended by over 80 participants from the ACE Impact community, underscored the urgent need to prioritize refugee education and inclusion in Africa’s higher education landscape.

Dr. Sylvia Mkandawire, the Senior Programme Manager for the ACE Impact project, highlighted that this webinar aligns with the project’s proactive partnership drive, previously announced by The World Bank during the 10th ACE Impact stakeholders’ regional workshop in Cote d’Ivoire from October 30 to November 3, 2023. Guided by its objectives, the webinar provided the platform for: (1) Gaining insights into the distinctive capacity needs of refugee students (2) Exploring collaborative opportunities with the UNHCR (3) Learning from direct experiences of ACE Impact Centres that have hosted refugee students (4) Gaining insights from successful models and innovative practices to shape current and future initiatives and create a meaningful impact in the lives of refugee students.

In a compelling presentation, Frankie Randle, Higher Education Specialist at the UNHCR, provided a comprehensive global overview of higher education for refugees. Randle delved into the critical barriers impeding refugees’ access to higher education, shedding light on the perspectives and challenges faced by universities. Offering proactive solutions to address refugee challenges, the presentation also spotlighted inclusive practices implemented by several higher education institutions.

Mr. Randle’s statistics revealed a staggering 36.4 million individuals are currently displaced globally – surpassing the population of Ghana, the second most populous country in West Africa. Highlighting a critical demographic, he pointed out that approximately 13.31% of these refugees, totaling around 4.8 million, fall within the typical age range for university students, which is 18 to 24 years old. Furthermore, Mr. Randle underscored the significant burden on low- and middle-income countries, as a staggering 75% of the 36.4 million refugees, totaling 27.3 million, find refuge in these nations.

Mr. Frankie Randle, UNHCR’s Higher Education Specialist, addressing the webinar

For the UNHCR, even though refugee higher education enrolment rate has since 2019 increased from 1% to 7%, it is still way below even the 42% average higher education enrolment of all youth globally. And thus, more needs to be done to raise the figures much higher. The UNHCR, supported by its research-based data, also presented about a dozen unfavorable factors that, according to it, come together to contribute to these low numbers of refugee enrolment.

Some of the barriers the UNHCR reported are: (1) Pressure on the youth refugees to contribute to household finances (2) Limited scholarship opportunities for refugees (3) Long distance to higher education institutions, compounded by refugees’ movement restrictions, in some cases (4) Limited financial stability for refugee families to fund higher education and (5) Higher international students’ fees. Others included (6) Refugees’ lack of academic certification required for admission in host countries (7) Lack of reliable power and connectivity for connected higher education programs (8) Low numbers of graduating secondary school refugee students, particularly girls and (9) Barriers that disproportionately affect female refugee enrolment.

Expanding on his insights, Mr. Randle clarified that the challenges mentioned earlier are just a fraction of the numerous obstacles that individuals, refugees and non-refugees alike, encounter while striving for higher education, whether within their home countries or abroad. Under a strategy dubbed “15 by 30,” participants were informed that the UNHCR is targeting to achieve a 15% refugee enrolment in global higher education by the year 2030. To achieve this, the refugee agency outlined its five-point strategy – “The 5 Pillars of Refugee Access to Higher Education –, namely (1) assisting refugee enrolment into national universities, (2) giving them relevant technical and vocational education and training, (3) giving them scholarships to study in third-party countries, (4) Working with many partners in many countries to bring higher education to refugees where ever they are hosted, through a Connected Higher Education program, and (5) providing bachelor-level scholarships to refugees, through the UNHCR Tertiary Scholarship program (DAFI), which has been running for over 30 years now.

To enhance its effort even further, the UNHCR highlighted that it will soon launch what it calls, Each One Take One. Under this initiative, the refugee agency has designed a plan to inspire, motivate, and incentivize tertiary education institutions to create at least one scholarship for one refugee.

During the webinar, the ACE Impact project took center stage with the dynamic representation of two pivotal centers among the 53 actively participating centres of the project. The Center for Food Technology and Research (CEFTER), based at Benue State University in Makurdi, Nigeria, and the African Center of Excellence for Innovative Teaching/Learning of Mathematics and the Sciences for sub-Saharan Africa (CEA-IEA-MS4SSA), hosted by Université Abdou Moumouni in Niger, showcased their approaches and significant contribution in supporting the refugees’ trainings.

The CEA-IEA-MS4SSA, as submitted by its leader, Prof. Saidou Madougou, hosts Nigerian refugees, following the disturbing activities of the Boko Haram insurgent group in Nigeria. According to Prof Madougou, the center has despite several challenges been deliberate about serving the interest of these Nigerian refugees to enable them to complete their programs of study, rather than indulge in nefarious activities now or in the future.

A practical laboratory session of the CEA MS4SSA-UNHCR training

He disclosed the center also trains pre-tertiary refugees to use digital and analogical tools, for example, for measuring electrical current of bulbs. Prof Madougou said trainers from the center have been helping trainees in the refugee camps to use both conventional and non-conventional ways to undertake their experiments and organizes several training sessions per year to help the students prepare for various examinations, resulting in a 73.29% pass rate in their Senior Secondary School Certificate Examination (SSSCE), for example.

Again, in a cost-sharing approach, according to Prof Madougou, the center collaborated with the UNHCR to provide trainers to train refugees from Nigeria, achieving a number of results.

On his part, CEFTER leader, Prof. Barnabas Achakpa Ikyo, who described the engagement and possible partnership with the UNHCR as welcome news, shared key experiences in hosting refugee students and some of the centre’s outreach activities to the refugee camps. CEFTER is hosted by Benue State University in Benue State, Nigeria. According to 2023 UNHCR data presented by Prof. Ikyo, Benue State alone hosts about 10% (8,797) of the 87,000 refugees in Nigeria, owing to the State’s closeness to Cameroon, from where most of these refugees have fled.

Prof. Barnabas Achakpa Ikyo, Center Leader, Center for Food Technology and Research (CEFTER)

As part of its activities geared towards refugees, the center has, since the beginning of its engagement in 2016, trained hundreds of refugees in their camps and certified some on basic nutrition, food safety, food processing, packaging, and value addition. CEFTER has even gone ahead to provide start-up capital and logistics to some entrepreneur refugees. Through this, not only has the center helped protect the raw food materials from going waste, but it has also helped improve the hygienic conditions of refugees’ setting and empowered them to obtain jobs in restaurants and set up businesses within the food value chain.

CEFTER’s achievements have not gone unnoticed, as the DAAD has acknowledged the center’s effective model and offered yearly funding for more beneficiaries in Africa for three years to study master’s and PhD programmes. So far, 39 refugees from Cameroon are enrolled in the center’s post graduate programmes. Out of the number, 34 of them (17 females and 17 males) are pursuing MSc programs, while 5 of them (2 females and 3 males) are pursuing PhD programs. The center has also trained 65 Cameroonians in short-term courses. A total of 489 refugees, comprising 339 females and 150 males, have undertaken CEFTER’s short courses.

Indeed, these results have been achieved not without challenges. One biggest challenge projected by the two centers during their presentations at the webinar is the lack of sufficient funding to sustain the great capacity building and academic support initiatives and the start-up funding for refugees to consolidate the gains made so far. It was thus suggested that centers foster sustainable partnerships that will ensure sustainable cashflows, expand the academic support to refugees, organize effective return programmes for refugees, and improve on the ACE model in general.

In the next phase of the initiative, Dr. Ekua Bentil, Senior Education Specialist and task team leader for ACE Impact at the World Bank, made a compelling appeal to the two centers. She urged them to contemplate expanding their support for refugees within their existing funding or to explore alternative avenues to bolster this commendable initiative.

Dr. Bentil shared with the audience that her team was actively looking into potential funding opportunities within The World Bank’s refugee window. This strategic move forms part of a dedicated effort to elevate the inclusion of refugees in Africa’s higher education landscape.

December 6, 2023

ACECoR (Ghana) inaugurates its multipurpose building, marking a significant milestone

In line with the Africa Higher Education Centres of Excellence for Development Impact’s (ACE Impact) goal of enhancing the quality and quantity of Africa’s postgraduate education, the Africa Center of Excellence in Coastal Resilience (ACECoR) has commissioned its ultra-modern, multi-purpose building complex.

This milestone signifies ACECoR’s accomplishment of a significant performance indicator (Disbursement Linked Indicator 4.3 – provision of enabling teaching and learning environment) within the ACE Impact project initiated by the World Bank. The building is designed to offer a congenial environment for faculty and students to continue producing cutting edge, research-based knowledge in coastal resilience and environmental sustainability.

During the inauguration, Mr. Sajid Anwar, an environmental specialist at the World Bank, acknowledged ACECoR’s contribution to the ACE Impact project and pledged the World Bank’s continuous support to elevate ACECoR to a globally acclaimed center of excellence. He highlighted ACECoR’s forward-thinking approach, especially in the context of developing sustainable and inclusive blue economies. “As we look into the future and beyond coastal resilience and recognize the growing importance of developing sustainable and inclusive blue economies, this is an area where I must admit that the great minds at ACECoR have a step ahead of the World Bank,” he said.

Mr Sajid Anwar, Environmental Specialist, The World Bank Group

Mr. Anwar added, “Through the West African Coastal Areas Management Programme (WACA), the World Bank is happy to support ACECoR with financing for the next five years as part of the WACA resilience investment project.”

Emphasizing sustainability, Mr. Anwar commended ACECoR’s efforts to address Ghana’s coastal and environmental challenges, recognizing the center as a home for future knowledge on coastal resilience. He highlighted ACECoR’s partnerships with the University of Tokyo in Japan and the Netherlands for innovative research on integrated settlement management and nature-based solutions in West Africa, aligning with the World Bank’s sustainability agenda.

Mrs. Eunice Ackwerh, World Bank Senior Education Specialist, highlighted ACECoR’s collaboration with NGOs in Ghana and the Department of Fisheries and Aquatic Sciences at the University of Cape Coast as a key sustainability achievement.

Ms. Eunice Ackwerh, Senior Education Specialist, The World Bank Group

The Association of African Universities (AAU) which is the Regional Facilitation Unit of the ACE Impact project represented by the Senior Project Manager, Dr Sylvia Mkandawire, underscored its commitment to ensuring an expansive and inclusive Africa higher education. Dr Mkandawire described the ACECoR building as a product of that commitment. “The AAU has been actively working with various universities and ACECoR’s building is a testament to the organization’s dedication to fostering academic excellence across the African continent.” she said.

Dr Sylvia Mkandawire, Senior Program Manager, ACE Impact Project, AAU

Dr. Edmund Aalangdong, Head of Policy and Planning and Focal Point for the ACE Impact project at GTEC, affirmed GTEC’s unwavering commitment to continued collaboration with the AAU and World Bank. He assured them of GTEC’s persistent dedication to academic excellence and the pursuit of sustainable, impactful development in Africa. Dr. Aalangdong also highlighted GTEC’s preparedness to assist all Ghana centers, including ACECoR, underscoring the Commission’s commitment to offering continuous support for the center to attain additional milestones and celebrate further successes.

Dr. Edmund Aalangdong-Head of Policy and Planning ACE Impact Ghana National Facilitation Unit Ghana Tertiary Education Commission Accra — Dr. Edmund Aalangdong – Head of Policy and Planning ACE Impact Ghana National Facilitation Unit Ghana Tertiary Education Commission Accra

Also speaking at the ceremony was Prof. Johnson Nyarko Boampong, Vice-chancellor of the University of Cape Coast, which hosts ACECoR. He underscored the critical role ACECoR plays in shaping the future of maritime research and conservation at the university. He thus described the project as having the potential to become a beacon of academic excellence to significantly contribute to the university’s global standing in sustainability research and conservation efforts.

On his part, ACECoR Director, Prof. Denis Worlanyo Aheto, expressed gratitude for the funding support from the World Bank, implementation support from the Association of African Universities (AAU), collaborative support from the Government of Ghana, and the UCC community’s unwavering support.

Mr Sajid Anwar (2nd from left), Mrs Eunice Ackwerh (2nd from right), Dr Sylvia Mkandawire (3rd from left), Prof. Aheto (right)

The building complex hosts sophisticated research facilities, well-ventilated lecture halls, a contemporary library, and a state-of-the-art scientific laboratory, addresses the office space deficit at UCC’s Center for Coastal Management.

Attendees at the event, who were privileged to tour the facility, admired the potential the building holds for fostering interdisciplinary research and nurturing the next generation of scholars and expressed optimism for a secure future of Africa’s coastal environment.

A group picture of WAGMC authorities and award recipients showcasing their awards after the ceremony

August 3, 2023August 7, 2023

UG@75: WAGMC supports with 75 laptops

The West African Genetic Medicine Centre (WAGMC) at the University of Ghana, one of nine Africa Higher Education Centres of Excellence at the University of Ghana, has distributed 75 laptops to 75 postgraduate students across departments at the university. This action is in support of the University of Ghana’s ‘One student, One laptop’ (1S1L) initiative.

In a short ceremony, dubbed 75 for UG@75, on Wednesday, July 19, at the forecourt of the Centre, the Vice Chancellor of the University of Ghana outlined the aim of the 1S1L initiative.

“The 1S1L programme was established for every student, irrespective of their financial background or discipline of pursuit, to own a laptop. Doing so will enhance their learning, research, and technological skills and build an inclusive digital academic community,” Prof. Nana Aba Appiah Amfoh explained.

Prof. Amfoh thus commended WAGMC for supporting with 75 laptops, congratulated the 75 beneficiaries on winning, and encouraged other stakeholders and well-wishers to get involved in the 1S1L initiative.

Professor Nana Aba Appiah Amfo, UG Vice-Chancellor (middle); Prof. S Fiifi Ofori-Acquah, WAGMC Director (left); and Prof. Peter Quartey, Chairman 1S1L Committee (right)

The 75 for UG@75 is also in line with WAGMIG’s Postgraduate Laptop Fellowship programme, launched at its Fresher Graduate Student Fair on February 17, 2023, together with a Research Fellowship programme, both of which initiatives aim to empower students with resources and opportunities for enhanced teaching and learning.

Belinda Henewaa Kyeremeh an MSc Genetic Counselling student receiving her award from the UG Vice-Chancellor

Group picture of Prof. Nana Aba Amfo, Prof. Ofori-Acquah, and some awardees

Having initially chosen 45 students from various departments for the Postgraduate Laptop Fellowship, in a competitive selection process led by a Fellowship Award Review Committee, WAGMC increased the number to 75 to commemorate UG@75.

Recipients of the laptops included postgraduate students from WAGMC, the University of Ghana Medical School, the School of Biomedical & Allied Health Sciences, and the School of Social Sciences.

Prof. Ofori-Acquah with the 2nd cohort of students from the WAGMC MSc Genetic Counselling Programme

Some of the awardees expressed their excitement about the programme and appreciation of WAGMC’s gesture.

“I was surprised when I was selected to receive the laptop. It is a fantastic offer. The laptop will go a long way in my research and proposal presentations for my various courses. Thank you to WAGMC and those who took the initiative to help the students,” said Emilia Sarpong, a first-year MSc Medical Laboratory Science student.

Other dignitaries present at the brief presentation ceremony were the Registrar of University of Ghana, Deans of various schools, Heads and Representatives of Departments, Representatives from other Centers of Excellence at the university—the West African Centre for Cell Biology of Infectious Pathogens (WACCBIP) and the West Africa Centre for Crop Improvement (WACCI)—, and some other senior members of the university.

As one of the 53 Africa Centres of Excellence for Development Impact (ACE Impact) project, WAGMC is funded by The World Bank and French Development Agency in close collaboration with the Government of Ghana. By introducing new educational programmes in genetics and innovative research on common genetic disorders, WAGMC is contributing to the realization the ACE Impact’s overall goal of enhancing the quality and quantity of higher education in Africa.

For more information about WAGMC, please visit the website at wagmc.org.

A cross-section of participants at the opening ceremony

July 25, 2023

Combating cybercrime: ACETEL partners Digital Footprints to train security personnel

The Africa Centre of Excellence on Technology Enhanced Learning (ACETEL) has partnered Digital Footprints, a digital forensics and cybersecurity services provider in Nigeria, to train security personnel in digital forensic and incident response.

The five-day training took place from Monday, June 19th to Friday, June 23rd, 2023, at the headquarters of the National Open University of Nigeria (NOUN), ACETEL’s host university, in Abuja.

Necessitated by a two-decade radical adoption in important aspects of national life—from Banking to e-Governance to e-elections—, the training aimed at equipping participants with essential knowledge, skills, and tools to identify, investigate, and respond to digital incidents, according to the Chief Executive Officer for Digital Footprints Limited, Dr. Tombari Sibe.

Dr. Tombari Sibe, CEO Digital Footprints, taking participants on a course at the training centre

“As cybercrime increases with the use of technology, it is important that as a nation we prepare our public and private sectors for the highly sophisticated world of cybersecurity. This is the reason ACETEL and Digital Footprints have put together this course to equip participants with the necessary skillset both as human and corporate entities to be able to stand up to the emerging threat.

“Practically inclined as we [Digital Footprints] are, we have made it [the course] practically oriented, using some of the best tools in the world and hands-on practice,” Dr Sibe reassured.

In a speech made on his behalf by his deputy, the Vice Chancellor of NOUN, Prof. Olufemi Peters reckoned an increasing threat of cybercrime in Nigeria. He emphasized the importance of empowering security personnel with digital forensic tools to curb the menace, hence the need for the training.

“Cybercrimes are becoming increasingly alarming these days; hence, there is a need for software or methodology to arrest the situation. Digital forensics is inevitable if the law enforcement investigation today is going to be meaningful,” he concluded.

Director, ACETEL, Prof. Grace Jokthan, giving her welcome address at the opening ceremony

Prof Peter’s sentiment was shared by his colleague Prof. Grace Jokthan, ACETEL’s Director. For Prof Jokthan, as cyber threats continued to evolve and challenge the security of people, organizations, and nations, it had become non-negotiable for guardians of the digital world to stay one step ahead and be armed with the knowledge, tools, and techniques to safeguard digital assets and preserve the integrity of evidence.

“The training delved into the fascinating world of cyber investigation whereby we explored its such aspects as evidence connection, preservation, analysis, and effective management of cyber incidence.

“Together, we navigated through real-life scenarios and examined the latest trends and challenges in the field. With these insights, participants, including National Information Technology Development Agency (NITDA), Federal Road Safety Corps (FRSC), Nigeria Deposit Insurance Company (NDIC); Defence Research and Development Bureau (DRDB), Presidential Amnesty Programme, and the Federal Ministry of Communication and Digital Technology, should be better equipped to handle digital incidents, identify potential vulnerabilities, and mitigate future risks,” Prof. Jokthan said—optimistically.

ACETEL is one of the 53 World Bank-funded Africa Centres of Excellence for Development Impact (ACE Impact), which aim to enhance the quality and quantity of higher education on the continent. To support ACE Impact’s overall goal, ACETEL is developing human capacity and research to use technology to aid education. For more information on ACETEL and its activities, please visit the website.

April 10, 2023May 4, 2023

Breaking Barriers in Digital Innovation – The Story of Fatoumata Thiam

Fatoumata Thiam is a PhD student at the Centre of Excellence in Mathematics, Informatics, and Applications (CEA-MITIC) in Senegal. Her research focuses on Self-optimized Irrigation System based on the Internet of Things (IoT) in the Sahel. The Sahel is characterized by desertification and advancement of the sea, which accounts for limited access to arable farmland, as well as increased urbanization that threatens water resources. The resultant conditions are affecting farmers and their yields significantly, with the need for immediate advanced alternative irrigation. Ms. Thiam’s study aims to provide modern and affordable technology to farmers in water management, and precision irrigation with IoT.

Fatoumata noted that she developed a passion for science at an early age which influenced her choice of study. She stated:

“I’ve always loved science and I grew up in it. Very early on I had access to computers, digital equipment, music players, etc. and it has always caught my attention and curiosity. The operation behind these technologies has always aroused my curiosity. Later, when the opportunity to do computer science at university arose, I seized it.”

Noting some challenges, Fatoumata indicated that as a woman in a male-dominated area of IT, she is faced with gender-related impediments. She said “It can be difficult to evolve in this professional environment where the majority are men. As a woman, one may face unique barriers in the IT industry, such as work-life balance. For example, being more likely to take time off to care for our families can affect career progression. It is important to recognize that women have an important place in the information technology industry and must be treated fairly and justly. Conscious efforts should be made to remove barriers and promote an inclusive and diverse work environment for all.” In spite of these challenges, her family has been a robust support system for her growth and career path.

In the future, Fatoumata seeks to further broaden her horizon in IT and its related fields. She looks forward to commercializing her research on a large scale for maximum impact. She believes that with the necessary support and mentorship, women possess the ability to provide solutions and positively impact the digital sector.