Since 2018, WACCBIP began a series of efforts to engage local biotech industries. In the process, the Centre discovered that the biotech ecosystem in Ghana, and by extension, in West Africa, are less dynamic and had little capacity for the uptake of biomedical innovation originating from Ghana. Consequently, the Centre reviewed its strategy to focus on enabling the set-up of biotech startups within Ghana and West Africa. This led to the creation of a cancer immunogenetics start-up, Yemaachi Biotech, a brainchild of a WACCBIP research fellow, Dr. Yaw Bediako. WACCBIP closely supported the start-up and has since partnered with Yemaachi in some of its COVID-19 studies. Yemaachi Biotech, which has raised over $ 4 million, in 2022 performed the first human exome sequencing in Ghana.
To inspire and enable the next generation of the indigenous biotech industry, the Centre’s first step is the develop a Biotech Entrepreneurship programme in collaboration with the University of Ghana Business School (UGBS) Innovation Hub, and the Institute of Applied Science and Technology (IAST). The programme will encapsulate a training course, and a business incubation programme, run concurrently. In addition, the centre is implementing a small projects scheme to provide funding support to innovative, industry relevant research projects proposed and run by WACCBIP students and faculty:
The Essentials of Biotech Entrepreneurship Training Course- The Biotech Entrepreneurship Training Course is a one-month sessional course with at least 7 contact sessions. The course will have an in-person format with expert facilitators sourced from our training partners.
The Business Incubation Programme will be a 3-month business ideation and pitch development programme. Outstanding trainees from the training course, as well as other WACCBIP students and alumni with good business ideas, from the training course will be selected for the incubation programme. The incubation programme will provide advanced training in entrepreneurship, product development, finance, etc. Through the incubation process, trainees will develop their products and develop their business models under the mentorship of experienced scientists and biotech industry experts. At the end of the training programme, trainees will have prototypes and feasible business models, ready for execution. The final stage of the programme is a final pitch competition amongst the trainees, to select the most well-developed and feasible ideas for funding. Seed funding will be awarded to selected, outstanding business pitch ideas.
The ‘small projects’ scheme is a funding scheme for innovative, and industry-relevant research projects led by WACCBIP students and faculty. Each year, students and faculty members will be allowed to submit projects, which have the potential to be taken up by the industry. These projects will be screened, with the projects demonstrating the greatest potential, selected for funding.
Moreover, through several networks, WACCBIP is driving innovation in the West African sub region. The centre joins, lead and co-lead a number of projects aimed at enhancing South-South Collaborations and through these are helping to build the innovative capacity of other partners. Currently, WACCBIP is a vaccine development hub for the African Research Universities Alliance (ARUA), as well as a coordinating centre for the West African Network of Infectious Disease ACEs (WANIDA). The centre has leveraged these to train partner institutions in Ghana, Mali, Burkina Faso, Guinea, Cameroon, Nigeria, Benin and Togo in next-generation sequencing techniques.
Students of the Centre of Excellence in Logistics and Transport (CEALT) hosted by the University of Djibouti once again emerged winners in the 2023 Hackathon organized by the Agence universitaire de la Francophonie (AUF). Represented by a team of five- Mr Aboubaker Yassin Cheik-Frah (MSc Civil Engineering), Mr Kadar Youssouf Ahmed (MSc Civil Engineering), Mr Mohamed Saïd Mahamoud (MSc Electrical and Energy Engineering), Mr Abdi Omar Obsieh (MSc Electrical and Energy Engineering) Ms Oumoukaltoum Youssouf Ahmed (DUT- Commerce, Option marketing technology), CEALT competed against Universities of Alexandria and Cairo in Egypt, and other universities in Lebanon.
Noting the existing timing and scheduling challenges in the Djibouti public transport system, the CEALT team developed Baskaagi – an AI powered application that tracks and provides real-time bus routes, schedules and delays, while providing tailored planning features.
Baskaagi aims to make life easier for citizens by giving them access to real-time information on bus services and optimising their routes to save users time, while improving their travel experience. In the long term, Baskaagi could be a widely used application across East Africa, benched on cutting-edge technologies to help improve transport infrastructure and create new economic opportunities for the local people.
Baskaagi represents a promising initiative to solve public transport problems in Djibouti and across East Africa, using technological innovation and artificial intelligence to improve the accessibility and efficiency of public transport services.
The Hackathon provided a unique opportunity for the teams to create innovative projects that explored possibilities offered by Artificial Intelligence to respond to key challenges in the priority areas of Logistics and Transport, Health, Economy and Education. The teams were selected following a competitive and rigorous selection process including idea pitching. The selected teams also benefited from training and coaching sessions held to nurture their ideas and potential.
CEALT’s sterling performance at the Hackathon is worthy of note since it is not the centre’s first win. In 2022, the centre’s EcoLAIR project was announced as the winner at the AUF Hackathon. Aimed at promoting waste recycling, the EcoLAIR- an air conditioning system was created from recycled bottles.
CEALT continues provides quality training relevant to producing the next generation of engineers and IT specialists needed to bridge developmental gaps through research and innovations.
The Africa Higher Education Centres for Development Impact project aims to propel entrepreneurship and innovation. Through disbursement linked indicator 5.3 (DLI 5.3), ACE Impact Centres are expected to prioritize innovation and entrepreneurship as part of their activities. Entrepreneurship and innovation are related concepts that go hand in hand. IThrough support from the ACE for Development Impact project, the West Africa Centre for Crop Improvement (WACCI) runs postgraduate programmes to train Plant Breeders at the PhD level at the University of Ghana focusing on Agronomy, Pathology, Entomology, Genetics and Plant Breeding, Post-harvest Technology, Horticulture, Agribusiness and Entrepreneurship and Agricultural Extension. WACCI aspires to become an African Centre of Excellence for Agricultural Innovation and Entrepreneurship and is committed to quality assurance and is guided by the core values of excellence, integrity, commitment to people, culture of mentoring, accountability, and shared governance. Through the establishment of the Kofi Annan Enterprise Hub for Agricultural Innovation (KAEHAI) in 2019, the West Africa Centre for Crop Improvement (WACCI) has achieved great strides in strengthening entrepreneurship and innovation in its programmes.
KAEHAI was established by WACCI, and the University of Ghana with the aim of contributing to food and nutrition security in Africa by delivering innovations to agricultural value chain actors especially farmers and creating employment opportunities to empower the youth.The Hub also partners with strategic local and international organisations to drive agricultural transformation in sub-Saharan Africa through entrepreneurship. KAEHAI was named after His Excellency Kofi Annan for his instrumental role in giving visibility to youth-empowering projects while serving as Board Chair for the Alliance for Green Revolution in Africa (AGRA), the institution that provided initial funding for the establishment of WACCI.
Activities undertaken by KAEHAI
KAEHAI has launched 4 impactful programmes since its inception, and these are:
WACCI-MIT Global Startup Labs
Conversations on Agricultural Innovation and Entrepreneurship
KAEHAI-ECE Entrepreneurship Training Programme
KAEHAI – KGL Foundation Incubator Programme
WACCI-MIT Global Startup Labs
KAEHAI partnered with the Massachusetts Institute of Technology (MIT), USA to organize a five-week Summer Entrepreneurship Programme at WACCI in 2019. The initiative, dubbed “Global Startup Labs (GSL) Entrepreneurship Programme”, was an intensive course designed to take students through the process of starting a company, to expose them to relevant entrepreneurship lessons and to improve their technical skills. The GSL programme was founded by MIT to cultivate young technology entrepreneurs all over the world and the curriculum was modelled after incubator courses at MIT and covered two major topics, namely (1) Entrepreneurship & Business Skills and (2) Technical Skills. Out of over 100 applications, 29 applicants were competitively selected and invited to participate in the programme at no cost. At the end of the period, the teams pitched their innovative ideas to a panel of judges consisting of potential investors from the Greater Accra Agricultural and Entrepreneurship communities.
Conversations on Agricultural Innovation and Entrepreneurship
As part of conversations on agricultural innovation and entrepreneurship KAEHAI hosted Mr. Alhassan Andani, CEO and Executive Director of Stanbic Bank Ghana Ltd, during its maiden edition in October 2020. This first edition featured theaward-winning journalist (Mr. Joseph Opoku Gakpo) as host of the discussion between Mr. Andani and Professor Eric Danquah, Director of WACCI, on the topic: Funding Agricultural Entrepreneurship and Scientific Innovations: The Role of the Private Sector, Government and Philanthropic Organizations. The programme forms part of a series of planned agricultural policy dialogues initiated to host agribusiness executives, policymakers, politicians, the diplomatic corps, and other influential stakeholders to discuss issues on the transformation of agriculture in Ghana.
KAEHAI-ECE Entrepreneurship Training Programme
KAEHAI in collaboration with the Erasmus Centre for Entrepreneurship (ECE) from Rotterdam, the Netherlands, organized a five-day Entrepreneurship Training Programme in 2021. This programme was developed with the aim of introducing the basic principles and concepts underlying the entrepreneurship process to empower students, young graduates and new entrepreneurs to apply these to their entrepreneurial projects and startups. The curriculum was developed by select faculty from the WACCI, University of Ghana Business School, Crop Science and Agribusiness and Agricultural Economics Departments of the University of Ghana in collaboration with the ECE and the Dutch Centers for Entrepreneurship (DutchCE) following a six-week virtual Entrepreneurship Skills “Train the trainer” workshop. Twenty-four students from the above-mentioned units of the University of Ghana participated in the programme. The programme wrapped up with a Pitch Day competition, during which nine teams pitched innovative ideas before a jury panel comprising academics from the University of Ghana and representatives from entrepreneurial support organizations active in Accra.
KAEHAI – KGL Foundation Incubator Programme
The KAEHAI – KGL Foundation Incubator Programme is a 5-year project to be launched in 2023. The project seeks to address the challenge of youth unemployment by bringing together like-minded individuals from the private and public sectors to provide training and support to students. The model will create opportunities to mentor participants to become entrepreneurs with relevant and appropriate ideas, networks, and support services. This will help trained youth to drive innovation and new product development for agricultural transformation in Ghana. This will be achieved by operationalizing an incubator programme at KAEHAI, in partnership with the KGL Foundation, to train a critical mass of young agribusiness entrepreneurs. It is anticipated that there will be at least 20 agribusiness startups successfully established by the end of the project, providing job opportunities for the youth in Ghana.
Evidence of the impact of KAEHAI through the WACCI-MIT Global Startup Labs
Mr Evans Larbi participated in the WACCI-MIT Global Startup Lab (GSL) programme in 2019 and described it as a ‘life-changing experience’. Prior to the programme, Evans worked as a smallholder farmer in Agomeda, Accra. During the training, he and his team were ranked second during the final business plan pitches. He then proceeded to use the knowledge he gained to establish the Beit Farms Company together with a group of young graduates who had been exposed to agricultural innovations and agribusiness. In his own words, Evans tells us how the WACCI-MIT GSL platform enabled him to develop practical skills,
“I have been able to build more networks and reach more customers, as well as develop innovative initiatives that will help transform and scale up businesses along the entire agricultural value chain”.
Beit Farms currently employs 20 field workers and 4 permanent staff working on his 25-acre vegetable farm in Agomeda, where he produces onions, tomatoes, cabbages, lettuce, cucumbers, carrots, okro, chilli pepper and sweet pepper. In 2021 Beit Farms won the Bizz Hybrid Excellence Award by the World Confederation of Businesses.
Evans also received additional training through the National Smallholder Farmers’ Summit at WACCI, and the WACCI Maize Workshop – and had the opportunity to share his experiences with other farmers and key stakeholders along the maize value chain. After the maize workshop Evans created DUAPA a mobile app to help farmers in Ghana and Africa to have access to ready markets, creditors, advisories and information on farm research activities. Following the various trainings, Evans has also registered a cooperative group called the Beit Smallholder Farmers Association with a membership of over 60,000 farmers across Ghana and 80% being women and youth. Since its establishment a little over 3 years ago, the Kofi Annan Enterprise Hub for Agricultural Innovation (KAEHAI) is clearly demonstrating great strides towards advancing entrepreneurship and innovation skills for students at the University of Ghana and for youth in Ghana as a whole. Entrepreneurship and innovation skills development are critical in solving the unemployability challenges faced by youth in Africa. KAEHAI is also a clear demonstration of how WACCI is delivering on the important disbursement linked indicator 5.3 as is expected under the Africa Higher Education Centres for Development Impact Project.
The Centre of Excellence in Mathematics and ICT (CEA-MITIC) hosted by Gaston Berger University (UGB) of Saint-Louis in Senegalactively develops human capital through its Masters and PhD ICT degree programmes and short courses, strengthening research capacities in the areas of secure networks and systems with mobility (including the Internet of Things); modeling of complex systems; materials-components-systems; mathematics and modeling; and computer systems and knowledge (including artificial intelligence). MITIC aims to develop strong and relevant research activities that can solve developmental challenges impacting Africa, produce knowledge and innovative solutions connected with the productive sectors of agriculture, environment, health, and the digital economy.
MITICis spearheading the Saint-Louis Digital 2025 project. The project engaged all departments at UGB, as well as local authorities in the Saint Louis region, to develop the city as an industrial center based on digital technology.
Green technology and climate have also incresingly become key areas of research pursued at MITIC. In an article published on the EARTH.ORG website, green technology is defined as “the type and use of technology that are considered environmentally friendly based on its production process or its supply chain, which as a result reduces our carbon footprint“.
The April 2022 climate change report on mitigation of climate change by the Working Group III of the Intergovernmental Panel on Climate Change’s appropriately emphasized that: “Digital technologies can promote large increases in energy efficiency through coordination and an economic shift to services …”.
MITIC has produced several impactful research outputs toward promoting green technology and climate change adaptation and mitigation.
MITIC is involved in the following green technology research: reduction of energy consumption of electronic devices through implementation of biodegradable electronic circuits and devices; energy recovery from agricultural residues by gasification for electricity production; and has installed a pseudo-gasification reactor to champion waste to energy technologies.
The case of incomplete meteorological data: To mitigate climate change and green technology MITIC analysed missing meteorological data from the Senegal databases. Climate change studies and mitigation require complete and reliable meteorological databases to analyse climate indications, monitor its evolution, and accurately predict future variations. MITIC evaluated 5 methods and found that that the missForest method was able to reconstruct temperature data most accurately. The significance of this study on green technology and climate change mitigation was that the Senegal meteorological data from 1973 to 2020 could be reconstructed to support the readiness of Senegal to alleviate climate change impacts.
Malaria community-based early-warning systems and adaptation strategies: Illnesses that are transmitted by organisms that act as routes such as mosquitoes, flies, ticks are sensitive to climate and weather conditions. MITIC examined malaria data from the Senegal National Malaria Control Program and outputs from climate data and compared these data sets. The findings revealed that seasonal malaria transmission was closely associated with the variation of the rainfall. This study revealed that the peak of malaria takes place from September to October, with a lag of around one month from the peak of rainfall in Senegal. These results indicated that the southern part of Senegal was at the highest risk of malaria epidemics. The conclusions in the paper are projected to guide community-based early-warning systems and adaptation strategies in Senegal. These strategies would strengthen the Senegal national malaria prevention, response strategies, and care strategies that are tailored to the needs of local communities.
Weather forecasting using the Ensemble machine learning model. Machine Learning is one of the technologies used in agriculture for weather forecasting, crop disease detection and other applications. Machine learning entails computers learning from data provided so that they carry out certain tasks. MITIC conducted research to develop Machine Learning-based models designed to handle daily weather forecasting for rainfall, relative humidity, and maximum and minimum temperature in Senegal. In this research, MITIC compared ten Machine Learning Regressors with their Ensemble Model. These models were evaluated based on mean absolute error, mean squared error, root mean squared error and coefficient of determination. The results showed that the Ensemble Model performed better than the other models. The importance of this study affirmed that the Ensemble machine learning model could support the protection of the environment through accurate weather forecasting in Senegal.
An IoT based system for pollution prediction and assessment. MITIC developed a distributed and intelligent system to assess and predict pollution in Southern Senegal. The Internet of Things (IoT) intelligent platform assesses the impact of incineration in public dumps of households and similar waste, as well as the impact of burning sugar cane on the health of populations. The system collects data on the type of atmospheric pollutants resulting from the incineration of garbage in the communities of Saint Louis and Richard Toll. The research also analysed the possible links between types of pollutants (that is, CO, CO2, NO, NO2, PM10, PM2.5, PM1, black carbon, and volatile organic compounds) and respiratory diseases (Asthma, Acute Respiratory Infections, and Meningitis). The platform is an IoT Fog/Edge network that distributes computation, communication, control, and storage closer to the end users along the cloud-to-things continuum. The relevance of fog/edge is entrenched in both the inadequacy of the traditional cloud and the emergence of new opportunities for the Internet of Things, fifth generation cellular network standards (5G) and embedded artificial intelligence. This MITIC study demonstrates the use of high-end computer science technologies to address pollution challenges and associated health challenges.
Energy Efficiency related research MITIC is also involved in research on “low energy consumption” by studying the reduction of energy consumption of electronic devices through implementation of biodegradable electronic circuits and devices. MITIC is also working on energy recovery from agricultural residues by gasification and the evaluation of the potential of different crop residues. The research also evaluated the gasification systems for electricity production and tested / optimized the selected models. MITIC has installed a pseudo-gasification reactor to champion waste to energy technologies. MITIC has optimized biogas production from residues obtained after the processing of fish products. This research aims to solve the problem related to waste management, in particular fish product residues. The goal is to develop a biogas production industry from fish waste.
The research by MITIC clearly demonstrates their leadership in the areas of green technologies and climate change mitigation through high-end research. Green technologies based on internet of things, machine learning and artificial intelligence have been developed by MITIC to improve weather forecasting, assess pollution and develop energy efficient devices. Through quality research MITIC has also supported the reconstruction of Senegal’s meteorological data and developed malaria early warning systems.
Gender disparity has contributed to systematic differences in job opportunities and salaries for men and women. Economic development statistics show that men often earn more than women for the same work. Further studies have confirmed that some reasons women earn less are because they often find it difficult to negotiate remuneration due to the fear of damaging a relationship and because they have learned that society can react negatively towards women being assertive. However, this culture of unspoken assumptions tends to perpetuate the inequalities in gender-related issues even though women tend to achieve better results when negotiating on behalf of a group as this is consistent with gender norms of being caring and protective. The growing need for women to take the lead in negotiation is crucial to empowering women to bridge the gender gap.
In view of this, key partners of the Africa Higher Education Centres of Excellence for Development Impact (ACE Impact), the World Bank and the Association of African Universities, organised a training workshop to provide a blueprint for effective and result-oriented negotiation. The Negotiation Workshop was organized in two sessions: the French Session on October 24 and October 31, and the English Session on October 25 and November 1. The training targeted female final-year masters and PhD students at the centers of excellence. Participants were selected through a widely publicized Call for Applications.
The objectives of the workshop were to: Increase participants’ awareness of their negotiation responsibilities; build competencies for negotiation analysis; enhance negotiation skills and repertoire; provide tools for better negotiation planning; improve working relationships internally and externally; build efficient processes and promote more active communication; teach peaceful conflict resolution strategies and enhance negotiation related knowledge and competencies.
Sixty students from the 53 centers of excellence participated in the training. For increased interaction and engagement, role play was employed. Participants took up roles as negotiators and discussed their approaches and results with the facilitators. Two seasoned negotiators were engaged to facilitate the sessions – Michele Pekar, an Associate Professor at the Saïd Business School, University of Oxford and also a founding partner of Co-Dev Inc. (a negotiation and conflict resolution consulting firm) and Expert Facilitator for the Harvard Humanitarian Initiative; and Alain Lempereur, a Professor at Brandeis University’s Heller School for Social Policy and Management and Affiliate Faculty, Executive Committee Member and Global Instructor for the Harvard Law School Program on Negotiation (PON). The content of the workshop varied per session. The first session centred on Negotiation Preparation which comprises the 3 pillars of negotiation, reporting of results, and how to prepare for negotiations based on the 3 pillars, while the second session focused on the Negotiation Process including the use of the negotiation matrix, reporting results, and managing the process.
Results of the post-workshop evaluation showed that 90% of the participants felt highly confident in applying the knowledge acquired and all participants confirmed that their expectations for the training had been sufficiently met and that the takeaways would be useful beyond their career pathways. Some participants reported that the workshop was an eye-opener in terms of assessing their value. As one participant noted, “this workshop led to an increase in my self-worth. Other observations included “I used to undervalue myself but I feel more confident now”; “I have not been taught or personally learned how to really go about negotiation professionally. This was the first of its kind, and I learnt a lot.”
The Negotiation Workshop is one of a series of initiatives under the ACE Impact Project to encourage gender inclusivity in higher education and other priority areas. Platforms have been provided through webinars and face-to-face interactions with the various centres, including, Experience Sharing Talk on Women’s Month (March 2021); Discussions on policies and initiatives undertaken (Benin workshop, June 2021); Negotiation workshop (November 2022); and an Alumni/Centre Leader Panel on “Navigating Barriers as a Woman: (November 2022). Other scheduled activities comprise ‘the women talk series capacity-building sessions in topical areas such as leadership; the launch of a mentorship program; and the organisation of webinars, among others.
Africa Higher Education Centres of Excellence for Development Impact (ACE Impact) to Reward Quality, Applied Research and Innovation ACE Impact Launches its First Students Innovation Research Awards (SIRA)
Accra, Ghana, September 15, 2022. The Africa Higher Education Centres of Excellence for Development Impact (ACE Impact) project is announcing a call for applicants for its first Students Innovative Research Awards (SIRA). SIRA recognizes and promotes excellent research and innovation which responds to Africa’s developmental challenges. Established by the Regional Facilitation Unit for ACE Impact, the Association of African Universities (AAU), with support from the World Bank, SIRA deepen the project’s commitment to advancing the production of innovative and impactful knowledge
The ACE Impact project aims to advance the quality, quantity, and access to post-graduate education within the region.
Through this award scheme, the project will recognise exceptional research with both scientific and societal value undertaken by students from the 53 African Centres of Excellence. The practical and long-term impact of the research conducted is essential to the region’s most critical priority areas. Students are at the heart of this project. As primary ambassadors, SIRA targets students to boost their interest in implementing the skills and knowledge acquired to drive national and regional development and growth. Submissions are accepted under the following thematic areas; health, power generation, and transmission, renewable energy, mining and extractives, sustainable urban planning and transport, sustainable agriculture, environmental sciences, education, and information
and communication technology (ICT). For each thematic area, three awards (1st place, 2nd place, and 3rd place) will be presented.
Industry and development partners with an aligned vision to support and improve the next generation of Africa’s highly skilled workforce through mentorship, hands-on training, and funding, among other kinds of support, are invited to collaborate on the SIRA initiative.
Application Details: Only students enrolled in the 53 centres of excellence under the ACE Impact Project are qualified to make a submission under this award. Interested applicants are encouraged to visit https://sira.ace.aau.org/ for further information.
Application Deadline: 30th September 2022
Contact
For further enquiries related to the Awards, please contact:
Mr. Schneineda Ankomah via email skankomah@aau.org
Mr. Enoch Kpani via email tekpani@aau.org
For Enquiries by the Media, please contact:
Mrs. Millicent Afriyie via email makyei@aau.org
For Partnership related information, please contact:
Dr. Sylvia Mkandawire vía email smkandawire@aau.org
Background Information
The Africa Higher Education Centres of Excellence (ACE) Project is a World Bank initiative in collaboration with governments of participating countries to support Higher Education Institutions specializing in Science, Technology, Engineering and Mathematics (STEM), Agriculture and Health. Environment, and Social/Applied Science and Education. It is the first World Bank project aimed at the capacity building of higher education institutions in Africa.
The project promotes increased specialization among participating universities, focusing on addressing specific common regional development challenges. It aims to strengthen the capacities of these universities to deliver high-quality training and applied research, closing the skills gap, and meeting the demand required for for Africa’s development. The first phase (ACE I) was launched in 2014 with 22 Centres of Excellence in Nine (9) West and Central African countries; Benin, Burkina Faso, Cameroon, Côte d’Ivoire, Gambia, Ghana, Nigeria, Senegal, and Togo. The second phase (ACE II) was launched in East and Southern Africa with 24 centers across Ethiopia, Kenya, Malawi, Mozambique, Rwanda, Tanzania, Uganda, and Zambia.
Based on the initial successes, the World Bank Group and the French Development Agency (AFD) in collaboration with the African governments, launched the ACE Impact Project in 2019 to further strengthen post-graduate training and applied research in existing fields and support new fields that are essential for Africa’s economic growth. There are 53 ACEs specializing in the broad thematic areas of Science, Technology, Engineering and Mathematics (STEM), Agriculture, Health, Environment, and Social/Applied Science and Education with a priority focus in sustainable cities; sustainable power and energy; social sciences and education; transport; population health and policy; herbal medicine development and regulatory sciences; public health; applied informatics and communication; pastoral production; entrepreneurship and innovation, among others.
Since its inception, more than 22,000 students have been enrolled under the ACE Impact project. This includes almost 3,000 PhD students, close to 10,000 MSc students, and over 10,000 students enrolled in professional short courses. As a regional initiative, student enrolment extends beyond the participating countries to other African countries including Burundi, and Gabon, among others. In line training and research global standards, the majority of programmed rolled out by the centres are internationally accredited and centres are provided with enabling teaching, learning, and research environment and facilities, including state-of-the-art equipment and laboratories.
About the Association of African Universities (AAU): The Association of African Universities is an international non-profit, non-governmental organization created by African Universities to promote cooperation and collaboration amongst the universities, whilst simultaneously building a bridge to the international academic community. Created in 1967, the AAU is the voice of higher education in Africa. AAU aims to improve the quality of African higher education and strengthen its contribution to Africa’s development. Through supporting core functions of higher education institutions, AAU facilitates critical reflection and consensus, building on issues affecting higher education in Africa. The AAU is the Regional Facilitation Unit of the Africa Centres of Excellence project.
About the World Bank Group: The World Bank Group is a multilateral development institution that works to reduce poverty and boost shared prosperity. Its subsidiary IDA (International Development Association) finances the Africa Centres of Excellence series of projects. Established in 1960, IDA helps the world’s poorest countries by providing grants and low to zero-interest loans for projects and programs that boost economic growth, reduce poverty, and improve poor people’s lives. IDA is one of the largest sources of assistance for the world’s 75 poorest countries, 39 of which are in Africa. Resources from IDA bring positive change to the 1.5 billion people who live in IDA countries. Since 1960, IDA has supported development work in 113 countries. Annual commitments have averaged about $18 billion over the last three years, with about 54 percent going to Africa
Mr. Moussa Traore an International Digital Education Expert from the World Bank advised African Universities to always prioritize the needs of students and faculty when designing and implementing digital infrastructure. This is important because technological infrastructure must be used by students and faculty to achieve the intended learning outcomes and produce skilled graduates that would be able to address Africa’s developmental challenges. African Universities tend to prioritize internet access for their administrative purposes and not for teaching, learning and research needs, stated Mr. Traore. He said this while making a presentation during the digital transformation session at the 7th ACE Impact Regional Workshop hosted in Benin from 14-17 June 2022.
The overall “ICT for digital and remote learning” recommendations shared by Mr. Traore focused on infrastructure and equipment; technical support and training; quality digital content and resources and digital education policies and data governance.
Infrastructure and equipment
Mr. Traore advised universities to gradually migrate their applications, platforms, and related infrastructure to the cloud because this would reduce the need to invest in internal skills for maintaining the infrastructure. Cloud hosting also ensures that the digital platforms are continuously accessible and not affected by power outages.
Universities were encouraged to develop long-term plans for their infrastructure, which must include the replacement of wired and wireless cabling, devices and identifying funding sources. It was also said that university digital transformation plans must indicate how the security and protection of student data are assured.
Mr. Traore cautioned that universities needed to ensure that their servers had the capacity to meet current and future storage needs, and that they had the performance to run newer applications. “It is important to be able to easily expand the storage capacities of servers as needed”, indicated Mr. Traore. Computer servers must be replaced every 3-5 years and their software regularly updated to newer versions. There must be additional servers for specific tasks and services – for example, a web server for online and remote training, accounting server, database server, mail server, and others.
Connectivity
Since robust connectivity is a key enabler for online learning, African universities must therefore ensure that students and faculty have broadband access to the Internet and adequate wireless connectivity. Special focus must be on the equity of access both inside and outside of the campus.
Network Engineers were advised to plan to offer a minimum of 10 mbps total bandwidth to each student and WIFI solutions must cover the whole campus including the students’ dormitories to enable them to learn from anywhere. Campus networks must implement at least the 802.11N wireless technology standard in the 5GHZ band to facilitate maximum coverage and connection for students and faculty.
Device access
Universities were called to allow students to use their own personal wireless devices in a safe and secure manner. Mr. Traore also said that content filtering and restricted guest user access must be implemented to protect the universities’ internal network resources.
It is the duty of university leaders to ensure that every student and faculty member have at least one internet access device – a smartphone, laptop, tablet, and or desktop – including appropriate software and resources for research, collaboration, communication, multimedia content creation, and collaboration in and outside campus.
Universities ought to design and implement plans for accommodating students who either do not have access to devices or lack devices that are compatible with the official campus learning management system.
Learning Management System (LMS) Use
African Universities were advised to ensure that they offered a digital and distance learning management system (LMS) such as Moodle, Sakai, Blackboard or other preferred LMS.
There ought to be clear instructions given to students concerning how to use the LMS and tips for navigating the specifics of a course.
Technical Support and Training
Universities were advised to prepare their Information Technology (IT) support staff to provide just-in-time support to students and faculty members.
There must be a plan for continuous Professional Learning Opportunities for university IT staff. Mr. Traore mentioned observing over the period, that many of the universities were not creating such learning opportunities for their staff, therefore universities ought to refine their goals and set a focus on this area since changes happen frequently in the IT sector. Adding, that the modes and frequency of professional learning activities need to be clarified as an institutional policy.
Mr. Moussa Traore Presenting at the 7th ACE Impact Workshop
Provide Access to Technology and Support
Universities need to identify and put in place support mechanisms to help students and faculty when they experience technical difficulties. Such a support plan, when adopted should be communicated to all faculty and students.
An annual training program on the use of the university LMS must be developed and shared with faculty and students. Offering educational technology support to faculty and students increases their digital literacy declared Mr Moussa Traore.
Quality Digital Content and Resources
The technologies that are deployed must be fit for purpose and should facilitate the management and provision of learning materials. Again, African Universities were advised to support the development and use of openly licensed educational materials to promote innovative and creative opportunities for all learners and to accelerate the development and adoption of new open technology–based learning tools and courses.
Mr. Traore also advised universities to take inventory of all their learning technology resources and align them to intended educational outcomes.
Policies and Governance
Prioritization of the implementation of data initiatives and the collection of data to drive decision-making in African Universities was recommended by Mr. Troare. “To collect data, universities must implement robust Education Management Information System (EMIS) so that they can collect all existing data on students, faculty, and the universities”, he added.
Collected Data must be regularly analyzed to determine whether additional data need to be collected to address priorities. Mr. Traore recommended the creation of a comprehensive map and database of connectivity, device access, openly licensed educational resources, and their usage across the institution.
Mr. Traore underscored the importance of establishing governance for learning and educational technologies to avoid problems with the efficient delivery of systems, confusion over policy, and variation in the types and quality of services and tools provided.
He stressed the importance of implementing an IT security policy, saying that cybersecurity and cyber safety training for students, faculty and staff in general needed to be prioritized. He also stated that digital and distance learning policies needed to be developed and implemented by African Universities.
Technology Planning and Purchasing
University Leaders were informed that they needed to define their Technology Budgets as a matter of priority. Existing budgets must be reviewed, and an inventory of available technology done. Vice Chancellors must work with their Directors of ICT to determine the costs for upgrading infrastructure and purchasing new devices as well as identify funds to meet short- and long-term goals.
Universities must develop a multi-year plan to support and sustain the costs of technology. Similarly, budgets must be regularly reviewed and refined to accommodate the costs of technology.
Technology Evaluation
In conclusion Mr. Moussa Traore said that the periodic evaluation of all technological solutions was important because this provides opportunities to obtain feedback and improve technological services to benefit both students and faculty. During technology evaluations, universities were advised to reflect on questions such as – Is technology being used effectively? Is technology getting in the way of pedagogy? Are the students engaged in the lessons? Do the faculty staff display or have confidence in the use of the technology? Are the hardware and software installed and configured correctly? Are there things that the IT Support team can do to facilitate learning?
Written By: Ms Nodumo Dhlamini, Director ICT Services, Communications & Knowledge Management at AAU
Gender Policies in Action – African Higher Education Institutions Urged to Create an Enabling Environment for Women to Grow
Universities and other higher education institutions across the continent have been urged to take radical and positive actions to redress the long-standing gender inequalities in their various processes and ecosystem which continue to hamper women’s progress and effective participation in the sector. Building more resilient and gender inclusive systems, has been recognized as being key to the achievement of the United Nations’ Sustainable Development Goals, and the full participation of women and girls in the various thematic subject areas of Higher Education, including Science, Technology, Engineering and Mathematic (STEM).
Given the enormous benefits that gender inclusivity brings to higher education and indeed, society at large, the 7th ACE Impact Regional Workshop hosted in Cotonou Benin from 14 -17 June, 2022 prioritized discussions around the promotion and strengthening of policies and processes to particularly empower women and girls. The objective of the plenary session focusing on gender, was to provide an interactive platform for participants to reflect, discuss and be encouraged to create and strengthen policies to promote the attraction, retention and the professional and personal development of women in higher education, especially those in the STEM fields.
The session was ably chaired by Dr. Aissetou Yaye, a distinguished academic and Deputy Centre Leader for the Regional Center of Excellence on Pastoral Productions: Meat, Milk, Hides and Skins (CERPP), in Niger. It featured key presentations and an interactive and highly insightful panel discussion.
Women in STEM in Greater Number and Quality is Key to the Realisation of the Power of STEM – Ms. Lydie Hakizimana
Addressing participants at the workshop, Ms. Lydie Hakizimana, the Chief Executive Officer of the African Institute for Mathematical Sciences (AIMs) underscored the transformative power of empowered women and girls in the STEM and other fields to nations across the world.
She referenced the legendary all-female army of the Kingdom of Dahomey in Benin, which were referred to as Dahomey Amazons and known for their fearlessness, and equal role in conquering and resisting their oppressors. The Dahomey Amazons clearly demonstrate that women can play equal roles in all institutions – political, military, education, among others.
Ms. Hakizimana noted that societies where women are valued and get the opportunity they deserve tend to flourish and thus it was important for stakeholders to take pragmatic steps to boost the equal participation of women in STEM. She stated, that though women have made inroads in terms of their participation in STEM areas, we are still far from attaining parity and therefore urgent interventions needed to be implemented to increase the quantity of women in STEM.
Citing the African Institute for Mathematical Sciences (AIMs) model, Ms. Hakizimana spoke about the various initiatives being implemented by AIMs to increase the number of women in STEM to support Africa’s transformation agenda. The ‘Girls in Mathematical Science’ programme, launched in Ghana for bright, curious and creative senior high school students and aimed at unlocking their potentials, as well as the awarding of several fellowships to women in the area of climate change to spur the generation of science-based solutions to the challenges related to climate change, were referenced as brilliant examples.
Again, AIMs was said to be guided in all its processes by an established goal of attaining gender parity by the year 2027 and pioneering an innovative learning model for women through education and training. The CEO of the African Institute for Mathematics indicated that the institution was inching close to its target, as about 33% of its alumni, representing more that 25,000 alumni are women in the STEM fields. She reiterated the institution’s commitment to promoting gender diversity and to creating an inclusive environment for learning and research.
Ms. Hakizimana stressed the important roles of academic institutions in promoting women leadership and in fostering an enabling environment for women to effectively balance their biological roles of motherhood and their careers.
She motivated higher education institutions to identify and break the biases against women in their systems, empower women to reach their full potentials and to recognise the talents of women while ensuring gender inclusion at all levels and in all their processes.
She also called for the strengthening of entrepreneurship as it serves as a key solution to addressing unemployment and empowering women. Summing up her delivery, the CEO of AIMS said that ‘There is no HERO without HER’, implying that women make an unequivocal contribution to solving societies’ developmental challenges.
Various Strategies Employed by Centres of Excellence to Promote the Participation of Women in STEM
A high-level panel discussion was hosted as part of this session on gender, and it featured – Prof. Nahoua Soro of the African Centre of Excellence in Statistics and Quantitative Economics (ENSEA), Cote d’Ivoire; Prof. Barnabas A. Ikyo of the Centre for Food Technology and Research (CEFTER), Nigeria, Prof. Pitala of the Regional Center of Excellence in Avian Science (CERSA); and Ms. Lydie Hakizimana, the Chief Executive Officer of the African Institute for Mathematical Sciences (AIMs).
Contributing to the discussions, Prof. Nahoua Soro bemoaned the low number of women in science in the lower levels of education, and thus their equally low participation in STEM areas at the higher education level. As a corresponding intervention, the centre introduced a strategy where a Caravan moves round to introduce younger students, especially females to the activities and focus areas of the Centre. According to her, this Caravan initiative, is supported by the West African Economic and Monetary Union (UEMOA) and the World Bank. The initiative adopts the innovative strategy of having patrons who serve as role models to the girls – including the Minister of Planning and Development of Cote d’Ivoire and the Centre’s female alumni and students who are statisticians. aside adopting this strategy to encourage young girls to take up studies and careers in statistics, the centre also helps in training and preparing them to take the requisite admission tests and examinations, through provision of materials and computers among others. It was mentioned that slight improvements in the female participation and enrolment in the Statistical programmes have been recorded, however there remains a lot more to be done to reach the target of having 30% female participation in this area.
For his part, Prof. Ikyo of CEFTER stated that the centre was competitively selected to be part of the ACE Impact project under the able leadership of a female vice-chancellor, thus they highly recognise the power of women and promote women empowerment. He said that the centre has a good number of females in its team who are competent and merited their appointments, and these included the Deputy Centre Leader and the Monitoring and Evaluation Officer. He lauded the ACE Impact project for strategically encouraging the Centres to train more female students, by allotting more funds for the attraction and enrolment of females. Speaking to the strategies employed by CEFTER to promote women’s participation and advancement, he mentioned that the Centre introduced a measure requiring all programmes to have female senior academics. The benefits of this intervention, according to him were numerous and included presenting role models to the female students. The centre also introduced student support programmes designed to create the environment for females to thrive and these included the provision of decent accommodation, the introduction of favourable recruitment procedures and the establishment of clear merit-based appointments.
Representing CERSA, Prof. Pitala stated that the centre ensures that its call for applications for candidates encourages females to apply, in a bid to reach a 40% enrolment of females’ status. Additionally, the centre offers scholarships to female students and engages companies where students go for internships to create a conducive environment for their female students, especially those with young children.
Ms. Lydie Hakizimana of AIMs encouraged women and the centres to break biases at three levels which she identified as follows – structural bias (related to societal norms); organisational bias (related to discrimination at the workplace and HEIs) and finally personal bias (where one feels incapable of taking up higher responsibilities and appointments, that is limiting oneself and not taking up challenges)
Discussions By Participants and Key Points for Action
In an open discussion during the question-and-answer session, participants and the panelists identified critical steps to be adopted by the centres and generally African higher education institutions, some of which are captured as follows – firstly, stakeholders were encouraged to unclog the pipeline. By this, it was explained that the efforts to ensure gender parity and equal participation of women in STEM and other subject areas, needed to start from the primary school level. A connected proposal as part of unclogging the pipeline was to engage female teachers to serve as mentors and role models to younger girls. Secondly, the need to create opportunities to continuously develop the skills of women and to retain women in STEM in the workforce was highlighted. Stakeholders also called for the implementation and introduction of incentives, and even laws (if possible) to promote females’ improved participation in STEM fields. The engagement of men as allies to support women to move up the ladder was also underscored. The introduction of innovative techniques, such as the introduction of ‘Miss Mathematics in Senegal’, had proved to be effective, thus stakeholders were encouraged to adopt strategies which would appeal to young girls when engaging them. Offering of scholarships and setting aside special funds for unearthing and developing the talents of Women in STEM were proposed for adoption by institutions that are yet to implement such strategies.
Ms. Djénéba Gory
Planned Intervention by AAU and World Bank to Support Centres’ Gender Promotion Efforts
Ms. Djénéba Gory, a consultant and ACE Impact core team member at the World Bank took participants through some of the plans by the World Bank and the Association of African Universities in terms of supporting the centres to increase their female enrolments and retention. These included plans to implement activities such as ‘the women talk series’, the establishment of communities of practice, capacity building sessions in key topical themes, launch of a mentorship programme, organisation of webinars among several others. Ms. Gory called on Centres to support these initiatives, once they were rolled out, taking ownership and being agile in terms of leveraging the initiatives to suit their institutional needs.
Written by: Mrs. Felicia Nkrumah Kuagbedzi, Senior Communications Officer, AAU
As part of the 7th ACE Impact Regional Workshop, members of the media were given an opportunity to interact with the project stakeholders in a Press briefing held on 14th June 2022 at Palais de Congres, Contonou in Benin. Present were the Secretary-General of the Association of African Universities (AAU), Professor Olusola B. Oyewole, the ACE Impact Task Team Leader and Senior Education Specialist at the World Bank, Dr. Ekua Bentil, and the Centre Leaders from Benin, the host country of the 7th ACE Impact Workshop. These were – Professor Daouda Mama of the Water and Sanitation Centre and Prof. Guy Alitonou of the University of Abomey Calavi’s College of Engineering.
During the briefing, Professor Oyewole highlighted some successes achieved by the project since its inception. He mentioned that the Project’s Development Objective is to improve the quality, quantity, and development impact of postgraduate education in participating universities through regional specialization and collaboration. “ACE Impact is strengthening key thematic areas that address regional challenges, and concurrently improving the capacities of universities to deliver quality training and applied research”, said Prof. Oyewole. He further noted that 22, 161 students are currently enrolled in the various centres of excellence, undertaking programmes in the different thematic areas of the project. It was added, that out of this number, 2,853 are PhD students, 9,097 are MSc students, and 10, 211 are enrolled in Professional Short Courses. Prof. Oyewole further indicated that Over 7,214 of the students enrolled are females and this represents 33 percent of the overall student population. Additionally, the project had created internship opportunities for 4,766 students to gain practical sector-based skills and expertise. “To boost innovativeness, proffer solutions for solving the continent’s challenges, and contribute to knowledge creation, the centres continue to undertake key research on topical issues” Prof. Oyewole added. He concluded by saying that the AAU was leveraging the brilliant ACE model and promoting it to all other African Higher Educational institutions for adoption to facilitate transformation of the continent’s higher education sector.
Responding to the rationale behind the ACE Impact Project, Dr. Ekua Bentil of the World Bank explained that the project was the first World Bank funded regional higher education initiative for Africa. According to her, the ACE Impact Project was necessitated by the need to develop home-grown skill sets for the labor market as well as applied research that responds to Africa’s developmental challenges. She added that the ACE Project is a model that needs to be replicated to elevate higher education in the region. Replying to a question raised by the press about project extension beyond its five-year duration (2019-2024), Dr. Bentil stated that the possibility of an extension would have to follow a systematic process of review by all partners including the participating governments and the World Bank.
In highlighting support to the Centres by the Project, Professors Alitonou and Mama mentioned that through the project, Centres are benefitting from the provision of enabling teaching and learning environments as well as ultra-modern laboratory equipment and upgraded facilities among other substantial benefits crucial to the enhancement of research, teaching and learning.
The Press Briefing was conducted in a hybrid manner to accommodate both physical and virtual participants. It brought together over 12 local and international journalists out of which five participated virtually. Some ACE Impact Communication Officers from the Centres also participated in the press conference virtually.
Written by: Millicent Afriyie Kyei, ACE Impact Communications Officer
Strong Monitoring, Evaluation & Learning Systems and Processes Helps Track the Status of the ACE Impact Project’s Implementation & Achievement of Disbursement-Linked Indicators (DLIs)
To promote greater transparency, data-driven decision making, improved project performance and learning, as well as effective resource allocation among several other reasons, ACE Impact places a high premium on Monitoring, Evaluation and Learning (MEL). The project’s MEL Specialist, Mrs. Adeline Addy presented the status of implementation and achievement of the Disbursement Linked Indicators at the ongoing 7th ACE Impact Regional Workshop, in Cotonou, Benin. As a results-oriented project, the Disbursement Linked Indicators are project requirements that centres must attain before receiving funds.
The 53 Centres of excellence are divided into two groups, 1st ACE Impact and 2nd ACE Impact centres, depending on when their projects were approved for implementation. Centres from Burkina Faso, Djibouti, Ghana, Guinea, and Senegal are in the 1st ACE Impact group while Centres from Benin, Gambia, Niger, Nigeria, Togo and Cote d’Ivoire are in the 2nd ACE Impact group.
Process-wise, the results achieved by centres from both groups are initially submitted to the AAU as the Regional Facilitating Unit through an online digital reporting system. After this, an external verification agency is appointed to verify the results. Verified results lead to the Centres receiving funds for the results achieved.
The presentation by the Project’s MEL Specialist focused on the status of the project development objectives (PDO) for both the 1st and 2nd ACE Impact Centres, as well as for the overall project. She also shared the country-level status per DLI and provided an overview of the highlights and challenges. The presentation concluded by sharing the schedule for results reporting and verification.
The highlights were that the 1st ACE Impact Centres had achieved 51% of the DLIs, with three (3) out of five (5) PDO indicators on target including student enrollment, programme accreditation and student and faculty internships. Strong performance had also been recorded under PhD training (74%); External Revenue Generation (74%), Masters level training (73%); and Research Publications (72%). The areas of concern with the 1st ACE Impact Centres were the generally low achievement rates under Overall Fiduciary (20%), Programme Accreditation (19%), Infrastructure (16%) and Overall Institutional Impact (8%) – however some Centres individually did well in these areas of concern.
The presentation pointed out that the 2nd ACE Impact Centres had achieved 32% of the DLIs. Noteworthy performance was also highlighted under Masters enrolment and training (56%), Short Courses (55%), PhD (54%), Research Publications (53%) and External Revenue (44%). The areas of concern with 2nd ACE Impact Centres were the overall low achievements on Fiduciary (13%) and Institutional Impact (0.3%). However, some Centres individually did well in the indicated areas of concern. Apparent lack of progress was noted under DLR 4.1 (Number of internationally, regionally/sub-regionally accredited education programs), DLR 4.3 (Improved teaching and research environment as per approved proposal) and DLR 5.3 (Number of new entrepreneurships, innovation, start-up companies, and commercialization support programs). Worth noting is the fact that some of the processes towards achieving some of these DLRs, for instance DLR 4.1 related to accreditation takes quite some time, and the centres were working hard to achieve the expected results. Centers were also encouraged to step up their efforts in some of these areas.
Mrs. Addy also indicated that the Results Verification Schedule for June 2022 to August 2022 includes the following key milestones:
Completion of results submissions by 30 June 2022
Verification of results from 1 to 30 July 2022
Finalization of results 1 to 10 August 2022
Issuing of verification notices/letters by the RFU, the Association of African Universities by 15 August 2022
Ms. Maud Kouadio-IV, the Education Consultant and ACE core team member with the World Bank reported that most of the 1st ACE Impact Centres had exceeded their project average for DLI achievements and most of the 2nd ACE Impact Centres had also exceeded their project average. It was reported that the performance of some of the Centres had been negatively affected by delays at a national level in approving the projects, the COVID-19 pandemic, and coup d’etats in some countries.
For the 1st Group of ACE Impact Centres, as at end of May 2022, the total International Development Association (IDA) funds received project wise was 40% – with Ghana Centres topping in terms of IDA funds that they have received to date – 51%. For the 2nd Group of ACE Impact Centres, as at end of May 2022, the total IDA funds received project wise was 22% – with Benin Centres topping in terms of IDA funds that they have received to date – 27%.
The International Development Association (IDA) is the portion of the World Bank that aids the world’s neediest countries. Created in 1960, IDA aims to reduce poverty by providing zero to low-interest loans (called “credits”) and grants for programs that increase economic growth, reduce inequalities, and advance people’s living conditions.
Ms. Kouadio-IV stated that the first Group of ACE Impact Centres had completed their mid-term review (MTR) process, whilst the 2nd group were scheduled to conclude theirs in November 2022.
The project-wide recommendations include project extension to June 2025 because of COVID-19 related implementation delays, and procurement delays beyond the control of the centers. Ms. Kouadio-IV noted that there were disruptions to the academic calendar, regional student enrollment, internships, and staff mobility. She advised that discussions needed start at national level to prepare and submit official requests for extension to the Bank.
On project fund reallocations, she said that these would follow agreed criteria to ensure optimum use of project funds. The criteria for fund reallocations would include merit, the Centers’ needs, planned activities, expected results, and case-by-case reallocation.
It was mentioned that some disbursement-linked indicators (DLIs) would change, and these include DLI2 (Development Impact of ACE Center), DLI6.4 (Quality of Procurement planning) and DLI7.4 (ACE host university participate in PASET ). The changes are meant to reflect the challenges that have arisen in the project and to ensure that centers still have the chance to earn 100% of project funds in the remaining project time.
Ms. Maud Kouadio-IV
Ms. Kouadio-IV said that the parameters for the additional financing for Centres would consider the DLI achievement rate, fund utilization rate, implementation performance rate and qualitative assessment of the Centres.
Wrapping up, the Centres were advised to accelerate the implementation of their project “as if there would be no project extension”, since this was not currently assured. The RFU and the Subject Matter Experts have been assisting the Centres to develop and implement accelerated implementation plans aimed at guiding the Centres to fully deliver the expected results.
Written By: Ms Nodumo Dhlamini, Director ICT Services, Communications and Knowledge Management at AAU
Reviewed By: Mrs Adeline Addy, MEL Officer at AAU and Mrs Felicia Kuagbedzi, Senior Communications & Publications Officer at AAU
