ACE Impact

Tag: ACE Impact

Vice Chancellors discuss their roles in championing sustainability, setting priorities, and driving change within their institutions

As the ACE Impact Project comes to a close in June 2025, justifiably the issue of sustaining the 53 Africa Higher Education Centers of Excellence for Development Impact (ACE Impact) projects located in 11 west African countries (including Djibouti) has taken center stage. Over the last decade, ACE Impact centres of excellence have contributed to the continent’s highest quality research and innovations, post-graduate training, infrastructure development, capacity building, achieved international accreditation, and collectively generated over US$75,000,000 in external funding. The ACE program has invested heavily in the development of strategic partnerships and thematic networks in order to ensure longevity. Incorporating sustainability measures into the ACE Impact Projects is therefore essential for maximizing the impact of investments, addressing the specific needs of African countries, and promoting long-term development for African higher education and research. These centres have produced outstanding results and achieved key milestones in the objective to find solutions to Africa’s development challenges and this work must continue beyond the World Bank Group and French Development Agency funded projects.

In accordance with project design, disbursement linked indicator seven (DLI7) is designed to facilitate the achievement of institutional impact goals by the ACE Impact hosting institution. The objective of DLI7 is to foster sustainability by encouraging host universities actively participate in crucial project components. This includes activities such as developing comprehensive regional strategies at the university level, undertaking open, merit-based competitive selection of senior university leaders, and conducting institution-wide international accreditation, gap assessments, and self-evaluations.

During the 10th ACE Impact Regional Workshop hosted in Abidjan, Cote d’Ivoire from 31st October to 3rd November 2023, a special panel was held for Vice Chancellors to discuss the sustainability of their ACE Impact Centers. This session took place on the 31st of October 2023 at Latrille Events Centre in Abidjan and was moderated by the Secretary General of the Association of African Universities Professor Olusola Bandele Oyewole. Professor Olufemi A. Peters the Vice Chancellor of the National Open University of Nigeria, Professor Rosemond Boohene the Pro-Vice Chancellor of the University of Cape Coast, Ghana, and Professor Ballao Zié the Vice Chancellor of Université Félix Houphouët-Boigny, Cote d’Ivoire participated in this panel to share their thoughts on the role of universities in creating an ecosystem for sustainability before the current financial project support comes to an end.

Challenges for sustaining the ACE Impact centres.

In response to the question on challenges around sustainability, Professor Olufemi A. Peters shared that Open Universities operated within a specific context and faced challenges related to limited technical infrastructure, limited access to devices and learning materials, irregular power supply, limited digital literacy of students and staff, academic integrity issues, and risks associated with cyberattacks. To address the challenges associated with regulatory framework support for online learning, the National Open University of Nigeria had involved the National Universities Commission in the planning and development of the open university programmes to create buy-in and assure the sustainability of the university.

Professor Ballao Zié suggested that it was important to prioritize innovative activities and promote a strong research culture and dynamic industry relations. He mentioned that challenges of sustaining the ACE Impact Centers included weak partnerships, the training needs of staff and students, and the unfavorable legal / regulatory frameworks that universities operate under.

Professor Rosemond Boohene emphasized that for ACE Impact Centres to ensure their sustainability, they need to align with their respective university vision and mission, secure strong backing from top management, and receive support from other university departments and administrative functions.

She gave examples of how the University of Cape Coast collaborated across the university units to deliver on DLI7 and DLI 5.3. To implement DLI7, a broad university team worked together on the regionalization strategy and international accreditation. The implementation of DLI 5.3, focused on entrepreneurship, involved a collaboration with the University’s Center for Entrepreneurship. According to Professor Boohene, her university’s most significant sustainability challenge was obtaining government support through a change in fiscal policy. A favourable fiscal policy adjustment would enable universities to secure larger budgets, tax exemptions for importing essential equipment, and financial resources to support the construction of coastal research infrastructure.

Discussions involving the broader workshop participants.

Professor Olusola Oyewole then led a discussion involving all the workshop participants and it focused on national policies hindering the sustainability of the ACE Impact Centres, challenges limiting research commercialization and experiences on how university leadership changes affected the continuity of the ACE impact Centres.

Are there national policies that don’t support the sustainability of the ACE Impact Centres?

The national policies that don’t support the sustainability of ACE impact Centres were said to include the Tuition Fees Policy which restricts public universities from charging competitive fees to support the running of quality MSc and PhD programs. The audience agreed that a commercial mindset would be helpful towards developing effective strategies for sustaining the ACE Impact Centres through the establishment of incubation centres, commercialization of research outputs and strengthening the relationships with industry players.

What are the challenges limiting commercialization of research outputs?

Barriers hindering universities from commercializing their research findings were identified as challenges in locating partners interested in specific patents, unfavourable legal regulations, and a lack of readiness among stakeholders to embrace the proposed products or inventions. Reliance on outside solutions, poorly developed university technology transfer centers, and weak connections with industry also limit commercialization of research outputs.

The participants recommended establishing university technology transfer offices as limited liability companies and staffing them with a diverse range of expertise to enhance their ability to effectively assist the universities. Further, governments could enforce enabling policies for productive sectors to partner with research centers and universities.

Do the changes in university leadership threaten the sustainability of the ACE Impact Centres?

Three Centre leaders testified that changes in the leadership of their universities had not affected the smooth running of the ACE Impact projects. The factors contributing to this seamless continuity included the formalization and documentation of associated agreements, the integration of Centre staff into the university’s main administration, and the outstanding performance of these Centres, which effectively demonstrated their ongoing viability and sustainability.  The participants advised that the Centre leaders should maintain transparency, engage with the broader university community, showcase the value of the Centre, and foster a collaborative team approach, rather than working as individuals. To sustain the ACE Impact centers, the academic and research programs should be highly appealing, the Centres need to prioritize establishing endowment funds, and ensure strong commitment and ownership from both the host institutions and the government authorities. It is imperative that the ACE Impact Project has a lasting and significant impact, by ensuring that the investments made continue to benefit the African higher education stakeholders well beyond the project’s conclusion.

ACE Impact at 10 Celebrations Officially Launched in Abidjan Cote d’Ivoire

Representatives from the World Bank Group, the French Development Agency, the Association of African Universities, and the Ministry of Higher Education of Cote d’Ivoire have formally launched the ACE Impact at 10 (ACE@10) celebrations.

This pivotal launch event took place at the Latrille Events, Abidjan, as part of the official opening of the 10th Africa Higher Education Centres of Excellence for Development (ACE Impact) Regional workshop, currently underway in Cote d’Ivoire – from October 31 – November 3, 2023.

Guided by the theme ‘A Decade of Advancing Postgraduate Education Excellence in Africa’, the celebrations will spotlight the enormous impact and key achievements realised under the ACE Impact project, while positioning and mapping out its future of endless possibilities for transforming Africa’s higher education landscape.

Dr. Ekua Bentil, Senior Education Specialist at the World Bank Group provided an insightful overview of the Africa Centres of Excellence Project. She stated that for nearly a decade, the World Bank has invested over $650 million in Sub-Saharan Africa through the ACE Program to enhance the quality of higher education to solve developmental challenges in the region. Dr. Bentil took participants down memory lane to 2012 when the World Bank, in consultation with African governments, recognised the need to support the strengthening of various universities and their teams to drive Africa’s transformation and champion development within the sub-region.

The engagements and partnership led to the launching of ACE I in the year 2014, which featured 22 centres from nine countries in west and central Africa – Benin, Burkina Faso, Cameroon, Côte d’Ivoire, Gambia, Ghana, Nigeria, Senegal and Togo.  ACE II followed in 2016, supporting 24 centres in eight countries in Southern and Eastern Africa, specifically, Ethiopia, Kenya, Malawi, Mozambique, Rwanda, Tanzania, Uganda and Zambia.

Following the significant successes achieved by the two phases of the project, the World Bank Group and the French Development Agency (AFD), in collaboration with African governments, launched the ACE Impact Project in 2018, to strengthen post-graduate training and applied research in existing fields, whilst supporting the development of new fields essential for Africa’s economic growth. ACE Impact is being implemented in 11 countries, with 53 centres, including 18 renewed from ACE I. Aside from the funding by the World Bank, Dr. Bentil highlighted the financial support provided by the French Development Agency (AFD), including €72 million to support Benin, Cote d’Ivoire and Nigeria, under ACE Impact.  The AFD has also contributed an additional €6 million to support the ACE Partner Project, an initiative aimed at promoting the influence and collaboration of thematic research networks between African Centres of Excellence, key actors in quality education and research, mobilised around national and regional developmental issues.

Dr. Sylvia Mkandawire, Senior Program Manager of ACE Impact at AAU, outlined the plans for the celebrations. These include the generation of articles documenting the project’s key achievements over the 10-year period, profiling innovations and research breakthroughs, highlighting students’ research and alumni impact, and producing documentaries on the project’s journey, among others. The pinnacle of the celebrations will be a project-level celebration event scheduled to take place in Ghana in 2024.

Country teams were encouraged to make plans to mark the ACE@10 celebrations at the local level and to spotlight the tremendous achievements of the project. Groundbreaking and lifesaving research have been consistently produced by these centres of excellence, on many occasions when Africa and the world have faced global pandemics and crisis. The development of innovative solutions and nurturing of high-level human capacity have remained at the forefront of the project and will continue to be key focus of African universities in the years to come.

World Bank urges ACEs in Ghana to showcase accomplishments

World Bank Senior Education Specialist and Country Task Team Leader for the Africa Higher Education Centers of Excellence for Development Impact (ACE Impact) project in Ghana, Mrs Eunice Ackwerh has emphasized the importance of showcasing the outstanding achievements of ACE Impact centers in the country. Mrs. Ackwerh made these remarks during the country’s review workshop on Friday, September 29, 2023, at the Tomreik Hotel in Accra.

The ACE Impact project, initiated by the World Bank and implemented by the Association of African Universities (AAU), aims to enhance the quality and quantity of higher education in Africa. Championed by 53 centers across 10 West African countries and Djibouti, ACE Impact measures its success against various indicators of Project Development Objectives, including enrollment, accreditation, research publications, community engagement, resource mobilization, and practical student internships. To assess progress, bi-annual national review meetings are organized to provide a platform for center leaders and other key stakeholders to discuss the project’s achievements, operational challenges, and strategies to address them.

During the workshop, the nine Ghanaian centers of excellence reported several remarkable achievements, exceeding their targets.  These accomplishments include groundbreaking research publications, advanced technologies and innovations, infrastructural development, valuable partnerships, national and international accreditations, effective revenue mobilization, gender-balanced enrolment, and international awards and recognitions.

Despite their high female enrolment rates, the Ghanaian ACEs still struggle to attract students from other African regions, a critical aspect of the project’s success. The low international enrolment has been attributed to high tuition fees and additional costs not covered by scholarships. Mrs. Ackwerh thus suggested a sustainable solution to this challenge, emphasizing that the value of the programs offered by these centers should be clearly communicated to prospective students and other relevant people.

Mrs. Eunice Ackwerh, World Bank Senior Education Specialist and Ghana Country Task Team Leader, ACE Impact Project

Mrs. Ackwerh urged the centers to emphasize the value of their programs and make their achievements more visible through their websites and other communication platforms. She cited Ashesi University as an example, where international students are willing to pay higher fees because they recognize the value of the programs. She encouraged centers to leverage their success rates to attract more international students, emphasizing that this aspect would be crucial for the project’s next phase.

Mrs. Ackwerh also highlighted the importance of attracting foreign students, along with other key indicators like procurement, internship, and construction, in determining the continuation of the ACE program. She called upon host universities to support the centers in student financing and other relevant aspects to ensure the project’s sustainability.

On his part, Dr Edmund Aalangdong, Head of Policy and Planning and Focal Point for the National Facilitation Unit at Ghana Tertiary Education Commission, commended the centers, especially for their remarkable progress and continuous efforts towards advancing excellence in research and innovation. Dr Aalangdong therefore urged centers to continue to strive to achieve even more and sustain their successes. According to him, it is only when those gains are consolidated that their impacts will be meaningful. The national review meeting, organized by the National Facilitation Unit of the Ghana Tertiary Education Commission, also provided an opportunity for participating centers to plan for their sustainability as the project nears its conclusion. Dr. Sylvia Mkandawire, Senior Project Manager of ACE Impact, encouraged centers to work on ensuring project continuity beyond World Bank funding. This includes establishing endowment funds, seeking grants, brokering research and training contracts, offering short courses and consultancy services, and forming partnerships with government and private institutions.

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

Furthermore, the workshop served as a platform for networking and collaboration among centers, and to update stakeholders on the upcoming 10th regional workshop scheduled for October 31 to November 3, 2023, in Abidjan, Cote d’Ivoire.

Mrs. Adeline Addy (first from right), Head of Monitoring, Evaluation, and Learning, ACE Impact Regional Facilitation Unit, Association of African Universities, Accra
Mrs. Adeline Addy (first from right), Head of Monitoring, Evaluation, and Learning, ACE Impact Regional Facilitation Unit, Association of African Universities, Accra

The nine Ghana centers of excellence are hosted by five universities. They are: West Africa Genetic Medicine Center (WAGMC), the West African Center for Crop Improvement (WACCI), and the West Africa Center for Cell Biology of Infectious Pathogens and Non-Communicable Diseases (WACCBIP + NCDS), all at the University of Ghana, Legon, Accra. Others include the KNUST Engineering Education Project (KEEP), Regional Transport Research Center, Kumasi (TRECK), and Regional Water and Environmental Sanitation Center, Kumasi (RWESCK), all hosted by the Kwame Nkrumah University of Science and Technology, Kumasi. The remaining Ghana ACE centers are the Regional Center for Energy and Environmental Sustainability (RCEES) at the University of Energy and Natural Resources, Sunyani; the African Center of Excellence in Coastal Resilience (ACECoR) at the University of Cape Coast, Cape Coast; and the West Africa Center for Water, Irrigation, and Sustainable Agriculture (WACWISA) at the University for Development Studies, Tamale.

CEFTER and NRI Deepen Academic Partnership 

The Centre for Food Technology and Research (CEFTER) and the Natural Resources Institute have launched a partnership scheme to enhance scientific research. This partnership comes on the back of a successful teaching collaboration that has existed between the two parties for five years.

Under the new research partnership aiming to fund at least five projects, each party will contribute £50,000 in research revenue for the 2023/2024 academic year to grow research excellence.  

The funds generated through the partnership will support innovative research discretions, generating data, and producing outputs that will lead to even expanded collaborative research opportunities. 

The Natural Research Institute (NRI) is a specialized research, development, and education organization of the University of Greenwich, UK, with a focus on food, agriculture, environment, and sustainable livelihoods, which also align with the mandate of the World Bank-funded ACE Impact project. 

In line with the core objectives of its mother ACE Impact project, CEFTER, through this partnership with international academics, will produce rigorous research that will identify innovations and technologies to reduce post-harvest losses in Nigeria and undertake sector-based knowledge exchange to address local, national, and international challenges. 

For their individual contributions to this joint research scheme, CEFTER, which is hosted by Benue State University in Nigeria, will draw funds from its share of the ACE Impact project while NRI will draw from its Food and Nutrition Security Initiative (FaNSI). Together, the funding from the two partners will be used to cover their associated staff time and research costs. 

The research will support applications low-cost potential for success in the following research areas: termite control, innovations in low-cost, post-harvest technologies for smallholder farmers and food processors, nutritional profiling of indigenous foods recommended for diabetic patients, packaging, and transportation of tropical fruits and national food supply forecasting, including import and expert deficits for rice and cassava and quantification of citrus and cassava produce in Benue State, Nigeria. 

Mapping the Capabilities of Using Data in African Higher Education Institutions: A case Study of 36 ACE Impact Host Universities

Written By: Ms. Nodumo Dhlamini – Director ICT Services, Communications and Knowledge Management at AAU

Background

The ability of any institution to use data is critical because when data is well managed, it can be used to support decision making through the mapping and understanding of emerging data trends. Well managed data facilitate key strategic initiatives and actions that help improve business performance and relationships with stakeholders.

African Universities collect great amounts of data on students, staff, curricula, research, partnerships, and other areas – but more still needs to be done for African Universities to benefit from the data that they collect. Issues hindering them from maximizing the benefits from their data, include weak management information systems, limited data skills, gaps in the data collected, inadequate human resources to manage data functions, and limited institutional policies to promote data prioritization.

In addition, this century is characterized by the prevalence of new data sources that is sometimes referred to as Big Data. This new data emanates from the social media, various online systems, and many ‘silent’ data collection processes. In line with these developments, it is very important that African Universities sift through such data and turn useful and important new data into a resource that informs curricula, student services, partnerships, resource mobilization, among several other important functional areas of universities.

Benchmarking Initiatives for African Universities

There are two major benchmarking initiatives that were initiated for African Universities – the PASET (Partnership for Applied Skills in Engineering and Technology) Regional Benchmarking Initiative developed by the World Bank and the AQRM (African Quality Rating Mechanism) developed by the African Union Commission. Both benchmarking initiatives aim to strengthen the capacities of African Universities to self-study, self-analyze and self-assess using set standards and ultimately use these results to improve their processes and performances. Both the PASET Regional Benchmarking Initiative and the AQRM have a set of indicators that universities use to self-report on their status in relation to these indicators.

The PASET Regional Benchmarking methodology is based on five institutional performance and eight institutional health indicators. The five institutional performance indicators concentrate on Inclusion and Equity; Learning Achievement; Labor Market Outcomes; Research Results; and Technology Transfer Results. The eight institutional health indicators focus on Inclusion and Equity; Quality of Teaching and Learning; Relevance; Internationalization; Research; Community Service & Technology Transfer; Governance & Management; and Financing.

The AQRM benchmarking methodology has three parts, namely institutional general information, institutional level self-rating and programme level self-rating. The institutional general information indicators include Institutional Profile; Student Profile; Facilities; Faculty / Staff Profile; Governance & Management; Teaching & Learning; Linkage with the Industry Sector; Research & Community Outreach; Internationalization; and Rating of Best Three Departments /Subject Areas. The self-rating indicators at institutional level concentrate on Governance & Management; Infrastructure; Finance; Teaching & Learning; Research, Publication & Innovation; and Community/Societal Engagement. The self-rating indicators at programme level focus on Programme Planning & Management; Curriculum Development; Teaching & Learning; Assessment; and Programme Results.

PASET Regional Benchmarking Initiative

At the just ended 7th ACE Impact Regional Workshop that was hosted in Benin, Dr Jingwen Mu from the University of Auckland, New Zealand, spoke on the progress that the ACE Impact Host Universities have made towards achieving the goals of the Disbursement Linked Result 7.4 (DLR7.4) which encourages the Host Universities to participate in the PASET Regional Benchmarking initiative. DLR7.4 is one of the sub- indicators that is used by the ACE Impact Project to measure the impact of the project on the overall universities’ functions, that is, how the project is impacting the processes at the universities’ institutional levels.

The first PASET benchmarking pilot in 2014 involved seven universities, the second round in 2016 involved 31 universities, and the third round in 2018 involved 26 universities. These earlier benchmarking activities revealed that the participating universities were challenged with reporting and finding the data that was required as part of self-benchmarking. For example, during the 2018 and 2021 PASET Benchmarking exercises, the participating universities said that they needed support in the areas of institutional research, quality assurance, MIS (management information systems) capacity development and conducting benchmarking and graduate tracer studies. These declared needs by the universities proved that they were facing difficulties in meeting the full benchmarking data requirements of the PASET self-benchmarking methodology. MIS support was identified by participating institutions as a top critical area where support was most needed.

‘As part of revising the PASET self-benchmarking methodology, the project team decided to initially assess the data systems maturity of ACE Impact Host Universities – instead of requiring that they respond to the set self-benchmarking questions’, said Dr Jingwen Mu. ‘It was within this context that DLR 7.4 proposed a two-phase approach, in which Phase 1 asked ACE Impact host institutions to complete a self-assessment of their institutional data systems’, added Dr Jingwen Mu.

Data System Maturity Survey involving 36 ACE Impact Host Universities

It was reported that a free open source data maturity framework called DataOrchard was chosen and adapted to assess the “data maturity journeys” of all the ACE Impact Host Universities. The data maturity assessment aimed to inspire the universities to work “towards improvement and increased capability in using data”.  This Framework, created by Data Orchard CIC, has been developed specifically for the non-for-profit sector and has seen its adoption by higher education institutions. It was mentioned that the adapted version of the Framework for ACE Impact institutions is a simplified version that encourages participants to focus on three key themes of a healthy data system – People, Technology, and Culture. The host institutions’ survey responses were aggregated and rated at both the ‘theme-level’ and the ‘overall level’ and classified into one of the five stages of data system maturity: Unaware, Emerging, Learning, Developing, and Mastering.

Dr. Jingwen Mu reported that 36 ACE Impact host institutions had participated in the Data System Maturity Assessment as part of preparing them for the PASET self-benchmarking. The findings from the data system maturity assessment were that the participating universities fell into three categories – 14 host universities were found to be in the Learning Group in terms of their data systems maturity; 19 host universities were placed in the Developing Group and 3 host universities were placed in the Mastering Group.

Three Host Universities graded in the mastering group were said to be most advanced in the way that they collect, manage, and use their data. Mastering Universities are very comfortable using data to ask difficult and complex questions, explained Dr. Mu.

Nineteen Host Universities in the developing group were reported to be starting to use and share data at institutional levels.  People from various teams and levels of seniority in these institutions regularly discuss data and how to use it, expounded Dr. Mu.

Fourteen Host Universities in the learning group were said to be characterized by the fact that data was beginning to be recognized as important at more senior levels, however access to data was still challenged.

Dr. Jingwen Mu said that even those universities that were graded to be masters, also have much more to learn towards improving their data management systems. Dr. Jingwen Mu also cautioned that the results of the ACE Impact Data System Maturity Assessment needed to be interpreted in the context of the adapted version of the data maturity framework and in the context of the PASET DLR 7.4 objectives.

As a follow up to the Data System Maturity Assessment, the ACE Impact host universities were given a personalized report that indicated areas of strengths and weaknesses. Currently these institutions are developing institutional intervention plans as their responses to the outcomes of the Data System Maturity Assessment, said Dr Jingwen Mu.

During the question-and-answer session, the participants asked for advice on how to handle resistance by team members to new ways of handling data. Dr. Jingwen Mu said that in the context of Africa, it was important to demonstrate what faculty currently do and what they can do with data or how they can improve their processes because of data. She advised that staff needed to be educated about the importance of data in helping universities better engage students and stakeholders. Such efforts in demonstrating the usefulness of data would reduce their resistance, advised Dr. Jingwen Mu.

Key Lessons for other African Universities

  1. Data capability is very important for the sustainability and relevance of African Higher Education Institutions (HEIs); thus, it is important that HEIs strengthen their data skills, transform their data cultures and reinforce their data management technologies.
  2. Assessing the data systems maturity of African Universities might be an important starting point as opposed to insisting that the universities move straight into self-benchmarking. The value of the data systems maturity assessment is that it prepares the universities to provide the required data during self-benchmarking.
  3. There is an opportunity for the two benchmarking methodologies (PASET and AQRM) to integrate the good aspects of the other – and for the universities that have used these methodologies to share experiences.
  4. The adapted data systems maturity assessment could be deployed across all interested universities in Africa – and this would assist the universities to advance their journeys towards data systems maturity.

 

Observations and Recommendations by the ACE Impact Subject Matter Experts

One key group of stakeholders present at the 7th ACE Impact Regional Workshop was the Subject Matter Experts. As part of the strategy to effectively implement the ACE Impact for Development Project, the Regional Facilitation Unit (RFU) – the AAU, has identified and is coordinating a team of subject matter Experts who contribute to the operational and technical implementation support and supervision of the ACE Impact Centers. These independent Experts are selected based on their academic and/or disciplinary expertise relative to the ACE Impact Centers, and their international experience in higher education and/or university leadership. Experts are appointed to support specific Centers and to contribute to the ACE Impact project.

Each ACE Impact Center has been assigned a primary Expert who provides implementation support and supervision to the Center. The Experts are supporting and guiding the ACE Impact Centers so that they attain scientific excellence, quality, relevance, and impact. Each Expert provides his/her inputs in close coordination and guidance from the ACE Impact RFU.

The key tasks of the subject matter experts include:

  1. Reviewing and providing expert insight and advice on the ACE Impact Centers’ implementation plans
  2. Reviewing and providing expert insight and advice on the ACE Impact Centers’ annual work plans.
  3. Mentoring the ACE Impact Centers as needed.
  4. Undertaking supervision and implementation Centre support visits which may either be in-person or virtual.
  5. Reviewing the research publications of the ACE Impact Centers to ensure compliance with ACE Impact objectives.
  6. Supporting the ACE Impact Centers by connecting them to potential university and industry partners, and potential funding opportunities.
  7. Reporting supervision findings to the Project Steering Committee during its Meetings.
  8. Participating in the ACE Impact Regional Workshops.
  9. Liaising with the RFU on any key factors that may hinder the success of Centers or the ACE Impact project.
  10. Providing ongoing advice and support to the RFU and the World Bank on the ACE Impact project.

Professor Joseph Mutale represented the subject matter experts on Tuesday 14th June 2022 to provide feedback from the subject matter experts to the ACE Impact Centres. He congratulated all the Centres for sustaining performance at the peak of the difficult Covid 19-season and for navigating new challenges by developing innovative ways to deliver education. He acknowledged that the Centres had adopted digital and blended learning methods to address the challenges posed by the Covid 19 era. He also stressed that as subject matter experts they were confident that the Centres would successfully address all their future challenges effectively, having learnt some lessons and gained experience over this period.

Professor Mutale shared key observations and recommendations for the Centres to consider towards ensuring the timely delivery of the project’s milestones. He advised that attention needed to be paid to the annual work plans and project management by assigning dedicated personnel to support these areas. New ACE Impact Centres were advised to start the self-evaluation processes early enough, to give them ample time to prepare towards international accreditation of their programs. It was indicated, that the research strategies for the Centres must clarify priorities, objectives, and available resources to support research. Centres were advised to effectively use their sectoral advisory boards and international scientific committees to strengthen their research strategies. Again, effective communication at all levels, especially with students, was singled out as extremely important for the effective implementation of the project. Enhancing regional dimensions in terms of internships, research, publications, and student recruitment was said to be a key way of ensuring the project’s success.

It was mentioned that the success of the ACE Impact project depends on the effective involvement of all team members and therefore the Centre leaders need to pay attention to this aspect. Increased engagement of university leadership to facilitate procurement and to address the causes of underspending were singled out as being equally important.

In conclusion, Professor Mutale called on the Centres to seize the opportunity of meeting physically for the first time after the COVID-19 outbreak to reconnect, exchange ideas and look for solutions to push the project forward. He stressed that the next six months were critical for the achievement of time bound project results. He pledged the commitment of all the subject matter experts to “remain available and committed to work” with all the ACE Impact Centres to enable them achieve the project objectives.

 

Written By: Ms Nodumo Dhlamini, Director – ICT Services, Communications and Knowledge Management at AAU

 

The Fight against COVID-19: How ACE-Impact health centres supported a stronger regional response through cutting-edge & innovative research

The Fight against COVID-19: How ACE-Impact health centres cutting-edge & innovative research supported a stronger regional response

Written By Mrs. Felicia Nkrumah Kuagbedzi

The African Continent, and by extension the world, suffered the brutal impact of the COVID-19 pandemic in its various sectors including the higher education sector.  This article profiles the impressive contribution of the Health Centres under the ACE Impact project, in responding to the challenges brought about by the COVID-19 pandemic on society.

Responses by the Centres, included the conduction of groundbreaking scientific research, technological innovations and sensitization of the general public.   Others included the provision of technical advice to governments and various national and continental level institutions on the management of the COVID-19 pandemic.

Key Interventions

The centres have been instrumental in conducting cutting-edge research to guide the development of new approaches to disease diagnosis, prevention, and control. During the heat of the COVID-19 pandemic, the African Centre of Excellence in Genomics of Infectious Diseases (ACEGID) hosted by the Redeemer’s University in Nigeria and the West Africa Centre for Cell Biology of Infectious Pathogens (WACCBIP) hosted by the University of Ghana were the first institutions in the sub-region to sequence the SARS-CoV 2 virus genomes to track mutations. In addition, CERHI and ACENTDFB (both in Nigeria) made available their ultra-modern laboratories in support of PCR tests for the COVID-19 virus.

The Conduction of Groundbreaking Scientific Research

 

Centres of Excellence in the fields of genomics and infectious diseases were instrumental in the genomic sequencing of the virus. Notable among the centres were ACEGID and WACCBIP The centres successfully sequenced genomes of SARS-CoV-2 (the virus that causes Covid-19) and also tracked mutations of the virus leading to the discovery of the new variants in the respective host countries and the continent at large. ACEGID alone tested over 141,000 samples from Nigeria, Burkina Faso, Somalia, Rwanda, Gabon and Algeria, and was one of the first within the region to identify the Alpha, Beta, Delta, Omicron, 20A, 20B, 20C, 20G, among other variants of the virus. WACCBIP was also the only center to conduct nation- wide sequencing covering all the 16 regions of Ghana. Between 2020-2022, over 20,000 tests were conducted across Ghana, Nigeria and Burkina Faso. The center also identified the first cases of Alpha, Eta, Omicron, BA2, BA4 among other variants in Ghana.

Again, ACEGID developed a COVID 19 screening tool to measure individual risk levels. WACCBIP also developed a scalable test that can perform large scale screenings and rapidly test thousands to millions of samples at a given time as well as an affordable Antigen test developed in collaboration with the University of Southampton. Several research publications on mutations and management of the COVID-19 virus have been published by both centres including the first African manuscript of genetic analysis of SARS-CoV-2 variations published by WACCBIP.

Collectively, ACEGID and WACCBIP supported over 30 other African countries in terms of genome sequencing, training of scientists, and guiding government policies in terms of managing the spread of the virus. These countries include Algeria, Benin, Burkina Faso, Cameroon, Central African Republic, Chad, Congo Republic, Cote D’Ivoire, Djibouti, DR Congo, Egypt, Ethiopia, Gabon, Ghana, Liberia, Mali, Morocco, Namibia, Niger, Nigeria, Rwanda, Sierra Leone, Seychelles, Somalia, Sudan, among others.

The contributions of these centres have been acknowledged by governments of the host countries, continental and international bodies -including the World Health Organization and the Africa Centre for Disease Control and Prevention, media houses and various stakeholders within and outside the science fraternity. In addition, WACCBIP and ACEGID received funds from various donors and development partners to strengthen COVID-19 research among other research activities of the centres. ACEGID received over US$ 58million from the Rockefeller Foundation, ELMA Philanthropies, the Bill and Melinda Gates Foundation as well as the Centre for Disease Control and Prevention, among others. WACCBIP also benefited from over US$6 million in funds from the Bill and Melinda Gates Foundation, the ACE-partner Programme through the WANIDA Network, K FCDO Ghana Partnerships Beyond Aids Programme, WELLCOME/FCDO Grant, the Rockefeller Foundation, among others.

Other centres such as the Centre of Excellence in Reproductive Health Innovation (CERHI) and the Africa Centre of Excellence for Neglected Tropical Diseases and Forensic Biotechnology (ACENTDFB) both in Nigeria also availed their centres’ laboratories for further relevant research.

Technological Innovations

Some of the non-health thematic ACEs came up with technological inventions which contributed greatly to the fight against the COVID-19 pandemic. The Centre for Mathematics, Computer Science, and ICT (CEA-MITIC), Senegal developed a software for the electronic management of COVID-19 patients’ files and an application (app) for self-screening. The app is used to assess user symptoms and exposure to determine their risk of infection. In addition, ACEGID developed a COVID-19 vaccine candidate, which showed over 90 percent effectiveness during preclinical trials. The centre for the Teaching & Learning of Math and Science for Sub-Saharan Africa (CEA-MS4SSA) produced solar-powered hand washing equipment for institutions in Niger. Given that power supply is intermittent in many places across Africa, such solar-powered handwashing equipments are highly essential, as they ensure a smooth and uninterrupted operation process, thus facilitating frequent hand washing, and curtailing the spread of Covid-19 in many communities and environments.

 

Public Sensitization and Mass Production of Protective Items

The Centres worked closely with their host universities to raise awareness about the need for heightened hygiene practices. This was achieved using different channels such as posters, digital campaigns, memos and publication in the media. ACEs such as the Centre for Public Health and Toxicological Research (ACE-PUTOR), Centre of Excellence for Population Health and Policy (ACEPHAP), Africa Centre of Excellence for Drug Research, Herbal Medicine Development and Regulatory Science (ACEDHARS), engaged in diverse sensitization campaigns to enhance knowledge of the public on the pandemic. These centres contributed greatly to the production of protective items for use in their respective countries

The 6th ACE Impact Regional Workshop Ends Successfully

The 6th ACE Impact Regional Workshop Ends Successfully

The 6th biannual Africa Higher Education Centres of Excellence for Development Impact (ACE Impact) Regional Workshop was held virtually from November 8- 10, 2021, bringing together over 300 participants from the fifty-three (53) Centres of Excellence, government representatives from participating countries, Vice-Chancellors, representatives from the higher education sector, the private sector, policy think tanks, and partners such as the World Bank, the French Development Agency, and the Association of African Universities, as well as other key stakeholders. 

Prior to the workshop, a ministerial level steering committee was held to assess the project at mid-term and discuss sustaining the project beyond the World Bank funding. 

The workshop sought to strengthen the capacity of the African Higher Education Centres of Excellence (ACE Impact centres) by highlighting the key achievements of the various centres and also addressing the challenges faced as the project approaches its mid-term. The subject matter experts among other key speakers discussed measures to enhance project implementation. Some of the topics covered include: Addressing the Bottlenecks, Effective Procurement Management, Disbursement Linked Indicators Assessment, Funds Disbursement and Funds Utilization, Communications within the ACE Impact Project, ACE Impact Verification, Disbursement Linked Indicator (DLI) 2 which highlights Development Impact, and Disbursement Linked Results 5.3 which also focuses on Entrepreneurship and Innovation.

Day One Coverage- AAU TV Live Coverage:  2021 ACE Impact Regional Workshop  

 Closing Ceremony – https://youtu.be/Qme3IFf81Ak   

Press Release – 6th ACE Impact Regional Workshop

For immediate Release

 

PRESS RELEASE

 

Africa Higher Education Centres of Excellence for Development Impact (ACE Impact) Convene to Review the Project at Mid-term and Strengthen Project Implementation and Effectiveness

6th ACE Impact Regional Workshop to hold virtually from November 8th– 11th, 2021

 

Accra, Ghana (October 28, 2021) – The 6th biannual Africa Higher Education Centres of Excellence for Development Impact (ACE Impact) Regional Workshop will be held from November 8th – 11th, 2021. The meeting will bring together the fifty-three (53) Centres of Excellence, government representatives from participating countries, Vice Chancellors, representatives from the higher education sector, the private sector, policy think tanks, and partners such as the World Bank, the French Development Agency and the Association of African Universities as well as other key stakeholders.

Since its inception in 2019, the ACE Impact has recorded remarkable successes in enhancing quality post-graduate education in higher education institutions within the sub-region including Djibouti.  With the project having reached its mid-term, this workshop will present the unique opportunity for the discussion of critical issues which emerged during the Mid-Term Review process. The workshop will focus on the exchange of views concerning the project’s key achievements and overall status, as well as engaging valuable feedback and practical solutions towards project advancement and development in the next half of implementation.

Centres will be given the opportunity to share experiences and to network to foster collaborations for project sustainability. This opportunity ensures the project’s overarching goal- to improve the quality, quantity, and development impact of postgraduate education in Africa through regional specialization and collaboration, is being achieved.

 

Generally, key focus areas of the workshop will include:

  1. Progress update and key priority areas.
  2. Mid-Term Review (MTR) – offer an opportunity to project stakeholders to jointly revisit efficacy and effectiveness of project design and implementation approach and resolve operational bottlenecks.
  • Highlights on monitoring and evaluation related activities – Verification of Disbursement Linked Indicators (DLIs), updates on Development Impact, and Entrepreneurship and Innovation.
  1. Update on Networking initiatives – Inter-ACE Thematic Networks; Partnership for skills in Applied Sciences, Engineering and Technology (PASET); Centers of Competence in Digital Education Initiative (C-CoDE)- an initiative to promote the sustainable integration of digital education in the teaching processes.
  2. Parallel sessions on monitoring and evaluation, financial management and disbursement, procurement, and safeguards.

 

Prior to the workshop, there will be a closed-door Ministerial meeting on November 8, 2021. Ministers of Education of the 10 participating countries, together with project partners, will convene to provide guidance on successful project implementation and sustainability.

The Opening Session will be held on Tuesday November 9, 2021 at 10:00am.

The ACE Impact project remains dedicated to building the capacities of all 53 centres to deliver quality education and produce the solutions to the continent’s development needs.

All ACE Impact key stakeholders are invited to actively participate in this workshop.

 

For more information on the ACE Impact Project, visit https://ace.aau.org/

 

  • END   –

 

 

Note to Editors

For further information, kindly contact Ms. Millicent Afriyie Kyei via email makyei@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 in specializing in Science, Technology, Engineering and Mathematics (STEM), Agriculture, and Health. It is the first World Bank project aimed at the capacity building of higher education institutions in Africa. The first phase (ACE I) was launched in 2014 with 22 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 Project aims to promote regional specialization among participating universities in areas that address specific common regional development challenges. It also aims to strengthen the capacities of these universities to deliver high quality training and applied research as well as meet the demand for skills required for Africa’s development. The second phase (ACE II) was launched in East and Southern Africa with 24 centers across Ethiopia, Kenya, Malawi, Mozambique, Rwanda, Tanzania, Uganda and Zambia.

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

 

INFORMATION ABOUT ORGANISERS

  • 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 among them on the one hand, and between them and the international academic community on the other. Created in 1967, the AAU is the voice of higher education in Africa. AAU aims to improve the quality of African higher education, and to strengthen its contribution to Africa’s development by supporting the core functions of higher education institutions and facilitating 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. 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.

 

  • About the French Development Agency:For more than 75 years, the French Development Agency (AFD) has been fighting global poverty by supporting policies and investments that benefit the poorest populations. Strengthening the social link between individuals, groups and territories are now at the heart of its actions in education, health, employment, urban planning, climate or biodiversity. For AFD, balanced development requires a real reduction in inequalities.

 

Click to download Press release

The C-CoDE Initiative kicks off to build competencies in digital education

In September 2021, the Association of African Universities under the Africa Higher Education Centers of Excellence for Development Impact (ACE Impact) Project in collaboration with the EPFL – École polytechnique fédérale de Lausanne (Switzerland) commenced the implementation of the Centers of Competence in Digital Education (C-CoDE) Initiative.

Six (6) ACE Impact host Universities were competitively selected and are being supported to establish Centers of Competence in Digital Education on their campuses to promote the sustainable integration of digital education in the teaching processes, as a means of strengthening the quality of teaching as well as the competencies of graduates.

A total of 12 applications were received from six different countries: eight from anglophone and four from francophone universities. The six selected universities are the National Open University of Nigeria; University of Nigeria, Nsukka; Bayero University, Kano, Nigeria; University of Energy and Natural Resources, Sunyani, Ghana; Université Joseph Ki-Zerbo, Ouagadougou, Burkina Faso; and Université d’Abomey-Calavi, Cotonou, Bénin.

The participating ACE Centers in these universities include the Africa Centre of Excellence on Technology Enhanced Learning (ACETEL), the Africa Centre of Excellence for Sustainable Power and Energy Development (ACE-SPED), the Africa Center of Excellence in Population Health and Policy(ACEPHAP); the Center for Dryland Agriculture(CDA), the Regional Center for Energy and Environmental Sustainability (RCEES); CEA-Centre d’Etudes, de Formation et de Recherche en Gestion des Risques Sociaux (CEFORGRIS) and CEA-SMIA (Centre d’Excellence Africain en Sciences, Mathématiques, Informatique et Application.

This pilot initiative will provide the participating institutions with the training and coaching to transform their educational curricula by integrating modern digital education methods. Each selected University will commit part of their funding from their ACE Impact project (s) towards acquisition of the necessary equipment and a venue to house their C-CoDE. Thirty (30) faculty, three (3) pedagogy engineers and two (2) technical specialists have been identified from each participating university and are being trained. This pilot is being implemented from September 2021 to July 2022.

The broader goal is for the selected Centers to eventually serve other African higher education institutions using a training-the-trainers model, within the broader ACE Impact project portfolio and beyond – across the Sub-Saharan Africa (SSA) region.

On September 21 and 22, the participating universities were engaged in meetings to provide additional information and to launch the operational aspects of the project. Each participating university has identified and confirmed three faculty members that are being trained as experts in digital education. The selected trainees were given the opportunity to familiarize themselves with the Open edX training platform and training materials during the preparation week.

The first workshop for the anglophone participants took place from 4-15 October 2021. The first workshop for the francophone participants is going on from 18-29 October 2021.

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

 

Contact Information

For further information, kindly contact Dr Sylvia Mkandawire via smkandawire@aau.org and copy Mr Yann Kerloch yann.kerloch@epfl.ch

 

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 in specializing in Science, Technology, Engineering and Mathematics (STEM), Agriculture, and Health. The Project aims to promote regional specialization among participating universities in areas that address specific common regional development challenges. It also strengthens the capacities of these universities to deliver high quality training and applied research as well as meet the demand for skills required for Africa’s development. Based on the initial successes, the World Bank and the French Development Agency (AFD) in collaboration with the African governments, launched the ACE Impact Project in 2018 to strengthen post-graduate training and applied research in existing fields and support new fields that are essential for Africa’s economic growth. There are 43 ACEs (25 new ones and 18 from ACE I); 5 Emerging Centers;1 “top up” center in Social Risk Management; and 5 Colleges and Schools of Engineering.

 

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 among them on the one hand, and between them and the international academic community on the other. Created in 1967, the AAU is the voice of higher education in Africa. AAU aims to improve the quality of African higher education, and to strengthen its contribution to Africa’s development by supporting the core functions of higher education institutions and facilitating 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. 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.

About EPFL (École polytechnique fédérale de Lausanne)

EPFL is Europe’s most cosmopolitan technical university with students, professors, and staff from over 120 nations. Founded in 1853, the École Spéciale de Lausanne was renamed École polytechnique fédérale de Lausanne in 1969. EPFL is a research-intensive institution specializing in Science, Technology and Engineering with a strong focus on Life Science and Digital Sciences. It is one of the two Swiss Federal Institutes of Technology, and it has three main missions: education, research and technology transfer. EPFL is a bilingual Technological University (French-English) located on the shores of Lake of Geneva in Lausanne (Switzerland). EPFL works together with an extensive network of partners including other universities and institutes of technology, secondary schools and colleges, industry and economy, political circles and the general public, to bring about real impact for society.

 

 

 

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