ACTIONS ON
Relevance of Science, Engineering and Technology Training to
Development challenges in Africa
ACTION PLAN PRODUCED
BY PARTICIPANTS AT
The Second Conference of Vice-Chancellors, Provosts and Deans of
Science, Engineering and Technology
(COVIDSET 2007)
Johannesburg, South Africa, 25-27 September 2007
(^5^)Tshwane University
of Technology
lEltl
United Natu
ucational. Scientific;Cultural Orgarniai
lies Nations Un
pout 1'educati
ICSU
The consultant is responsible for the views and recommendations contained in
this report. Neither UNESCO nor the African Network of Scientific and Techno¬
logical Institutions (ANSTI) assume liability to anyone for loss or damage causedby any error or omission in this report.
Published in 2008
by
United Nations Educational, Scientific and Cultural OrganisationRegional Bureau for Science in AfricaP. O. Box 30592
Nairobi, Kenya
TABLE OF CONTENTS
List of Abbreviations5
Acknowledgments6
Preface7
Introduction8
2.0 The Problems Identified10
2.1 Science, Engineering & Technology Training for
Poverty Alleviation10
2.2 SET Training and Infrastructure Development13
2.3 SETTraining and the Environment15
2.4 Science Engineering and Technology training and Health16
3.0 Proposed actions and their objectives18
3.1 SET and Poverty Alleviation18
3.2 SET Training and Infrastructure Development20
3.3 SET Training and the Environment23
3.4 Science Engineering and Technology Training and Health24
4.0 Priority actions for regional cooperation and
international support for relevance of SET training27
Annex I: OUTLINE OF THE ACTION PLAN29
Sub-Theme B: SET Training and Infrastructure development38
Sub-Theme C: SET Training and the Environment45
Theme D: Relevance of Science, Engineering and Technology
Training, Health and Investment in the African Renaissance49
3
LIST OF ABBREVIATIONS
ANSTI
COVIDSET2005
COVIDSET 2007
EAC
ECOWAS
ICT
NE PAD
R&D
S&T
SET
SETI
UNESCO
IP
SSA
MDGs
GDP
African Network of Scientific and
Technological Institutions
First African Regional Conference ofVice Chancellors, Provosts Deans of
Science, Engineering and Technology
Second African Regional Conference ofVice Chancellors, Provosts and Deans of
Science, Engineering and Technology
East African Community
Economic Commission Of West African States
Information Communication and Technology
New Partnership for African Development
Research and Development
Science and Technology
Science, Engineering and Technology
Science, Engineering, Technology and Innovation
United Nations Educational Scientific and
Cultural Organisation
Intellectual Property
Sub-Saharan Africa
Millennium Development Goals
Gross Domestic Product
5
<T\ ACKNOWLEDGMENTS
Several individuals, organizations and institutions contributed in various ways tothe success of the meeting and the preparation of this outcome document. Wewill like to recognize their support. We are particularly grateful to the Directorateof International Cooperation of the Ministry of Foreign Affairs of the Governmentof Netherlands, The Carnegie Corporation and the International DevelopmentResearch Centre (IDRC) who provided core support for this conference. TheNetwork also received a grant from the German Academic Exchange (DAAD) tosupport the alumni of its fellowship programme. Being a project of UNESCO,ANSTI has always received financial support of the latter. UNESCO providedgrants to cover costs of various conference activities. The Network would also
like to acknowledge the contribution of the International Council for Science
(ICSU) who partnered with ANSTI to organize the conference.
The ANSTI Secretariat organized the meeting in collaboration with members ofthe international and local organizing committee. The Network is very gratefulto all the members of the committees especially staff of Tshwane University ofTechnology whose invaluable service made all the difference.
Finally, ANSTI will like to express its sincere appreciation to Dr. Elijah Omwenga,Director of the ICT Center, University of Nairobi, for serving as rapporteur-gen¬eral in COVIDSET 2007 meeting and for compiling this report.
6
PREFACE
This report summarises the outcome of deliberations on relevance of science,
engineering and technology training to development challenges in Africa. Theconference held in Johannesburg, South Africa 25-17 September 2007 was thesecond in a series after the first such held in Accra, Ghana in 2005.
Participants were drawn from various institutions across the region; firstly in theirvarious capacities as leaders of those institutions and also as resource persons toshare their experiences with researched presentation in key areas. They includedVice-Chancellors, Deans of Faculties of Science, Engineering and Technology andheads of academic departments from several African universities. Of the hundredand fifty (150) university leaders who participated in this forum, were donor com¬
munity and agency representatives involved in Higher Education and the promo¬tion of Science and Technology training in Africa.
Unlike in the previous COVIDSET, there were fewer presentations scheduled forthe conference. This approach was deliberate in order to give participants moretime for deeper and broader discussions to elicit actions and specific objectivesfor the problems identified. From these deliberations, an action plan was devel¬oped for making science, engineering and technology training more relevant todevelopment challenges in Africa. The report presents the problems identifiedin the four themes on poverty alleviation, infrastructure, environment and healthand proposes strategies and actions to deal with them.
The range of problems is wide and therefore we have distilled them into five
action points that require regional cooperation with international support. Thefive actions addressed the appropriateness of the curricula, the inability to applythe acquired knowledge; the decline in the enrolment in science and engineeringcourses and the status of environmental engineering profession. I hope all theinstitutions in the region and donors to higher education in Africa will find thisreport a useful resource.
Joseph G. M. MassaquoiDirector
UNESCO Regional Bureau for Science and Technology in AfricaNairobi, Kenya.
February 2008
L
7
8
INTRODUCTION
Science, Engineering and Technology (SET) have been the main instruments thathave been used in the industrialised world and emerging economies to bring about
development. In Africa and some parts of Asia and Latin America, poverty, dis¬
ease and early death - indicators of underdevelopment - are widespread. Argu¬ably, science, engineering and technology can unlock the great potential of Africaand overcome these challenges. In order to apply SET to solve these problems,we need good training and research institutions which can produce the knowledgeand manpower to address the various challenges of national development as con¬
tained in the various development initiatives such as the Millennium DevelopmentGoals (MDGs), the World Summit on Sustainable Development (WSSD), the
Blair Commission Report for Africa, and the New Partnership for African Devel¬opment (NEPAD) targeted at re-positioning Africa in the world economy.
In an effort to deal with these problems, the UNESCO Regional Bureau for Sci¬ence and Technology in Africa, working through its project, the African Network ofScientific and Technological Institutions (ANSTI) has designed an African confer¬ence series - The Conference of Vice Chancellors, Deans of Science, Engineering
and Technology (COVIDSET), where university leaders responsible for scienceand technology convene to deliberate on these issues and come up with actionplans for implementation. Following the success of the first COVIDSET held inAccra, Ghana in November 2005, the organizers of the conference elected to
have the conference held after every two years. The Ghana conference focusedmainly in making an audit of the state of S&T training in research institutions andthe role they can play in the socio-economic development of the region. The 2007conference, on the other hand, focused on the relevance of science, engineering
and technology training to development challenges in Africa. The conference washeld in Johannesburg, South Africa 25-27 September 2007.
The conference provided a forum for the discussion of the issues that affect mak¬ing SET training more relevant to the development agenda in African countries.The following themes were address:
SET training for poverty alleviationSET training and infrastructure developmentSET training and the environmentSET training and health
Cutting across these themes are the issues of inadequate resources and out¬dated curricula that hinder proper training to equip graduates for practice acrossnational borders in response to the demands of the global economy. In this re¬gard, the conference recommended alternative resource mobilization strategiesand designing curricula that should evolve in response to the dictates of emergingtechnologies and societal needs.
Through discussion on the question of poverty alleviation and the training involved,it was noted that the fight against poverty to a greater extent depends on theavailability of a critical mass of science, engineering and technology (SET) profes-
/sionals to spearhead the required interventions. In other words, substantial effortshave to be directed towards building the local capacity to develop, innovate andsustain national development, through SET education and training. Available dataand information indicate that it is only those nations which have emphasized SETin their development endeavour that have developed appreciably. Nations whichhave ignored SET have stagnated or recorded negative development. In order toobtain maximum benefits and impacts in the fight against poverty, SET training hasto be properly conducted, and the resulting competences nurtured through scienceparks, technology/business incubators and innovation systems and clusters.
Starting with a review of some key factors in the rapid transformation of emerg¬ing economies, the conference re-examined the critical issues in infrastructuredevelopment in Africa and in the attainment of the MDGs and economic stabilityand prosperity. African countries must realize the need for massive investment inequipping a new generation of young, dynamic and talented students with think¬ing and analytical skills, ICT and basic engineering infrastructures. For, 'withoutscience, engineering and technology, all that labour for development do so invain', the conference observed.
On the question of the environment, participants emphasized the application of agreen curriculum approach for SET training programmes at the universities as avital step towards speedy achievement of environmental sustainability in Africa.
The conference observed that advances in SET and Computing in particular hold
great potential in revolutionizing healthcare systems in Africa. There are opportu¬nities for this revolution to take place through e-Healthcare systems. In order toprovide ubiquitous healthcare services, efficient infrastructure is highly desirable.A technology that combines the advantages of both Grid Computing and Intel¬ligent Computing for the e-Healthcare service provisioning should be put in place.These opportunities were examined and action points identified.
The discussions also focused on an important subject of African Renaissance thatis at the heart of many emerging pressure groups and forums that seek participa¬tory approach to development and research through social, democratic, economicand political emancipation. In line with the observation by President Thabo Mbekiof South Africa, in the African Renaissance Conference held in Johannesburg in
September 1 998, the question of whether African Renaissance is still a conceptor a reality was posed by participants. The conference deliberated these issuesand recommended a number of action points for consideration by stakeholders.
This report gives a brief description of the problems that hinder efforts to realiserelevant SET training to deal with development challenges. It outlines the strate¬gies and activities that will help ameliorate these problems. The report is dividedinto three parts. The first part deals with the problems identified within each sub-theme and strategies to deal with them. The second part is a list of actions andtheir objectives while the last part highlights five (5) priority actions for regionalcooperation. The five priority actions given in chapter 4, are grouped under thefollowing headings: Appropriate Curricula; Declining Students enrolment; Appli¬cation of Knowledge and the Environmental Engineering profession. The reportalso has an annex which presents a matrix of the action plan. 9
Ip
1
10
2.0: THE PROBLEMS IDENTIFIED
The first COVIDSET that took place in Accra Ghana in 2005 addressed severalproblems that included inadequate staffing levels, quality of students, inadequateteaching facilities, funding constraints among others. These issues were tackledwithin the ambit of a broad theme on revitalizing science and technology train¬
ing institutions in Africa. Although the theme for the COVIDSET of 2007 was on
relevance of science, engineering and technology training to development chal¬lenges in Africa, the problems identified and deliberated upon were generallysimilar to those of the previous COVIDSET. What was different however are thestrategies and specific objectives of addressing them in order to serve this newtheme. Within the four sub-themes, the participants identified problems that are
cross-cutting. These include inadequate funding and out-dated curricula to ad¬dress the underlying issues that dictate the implementation of various programssuch as environmental conservation, HIV/AIDS prevention and poverty allevia¬
tion. Other problems addressed relate mainly to policy, curricula, research, col¬laboration and public-private sector partnerships. We consider these problems in
relation to each of the sub-themes for the conference namely; SET training for
poverty alleviation, infrastructure development, environment and health improve¬ment. We tackle each of the themes below.
2.1 SCIENCE, ENGINEERING & TECHNOLOGY
TRAINING FOR POVERTY ALLEVIATION
The problems facing Science, Engineering and Technology Training for povertyalleviation can be grouped into five board categories: inappropriate curricula andpolicies that do not sufficiently address the poverty reduction issues, weak uni¬
versity-private sector linkages, weak R&D and application of SETI in economicdevelopment, low financing and low student enrolment. Below, we discuss theissues raised and strategies to deal with them.
Curricula
The fundamental problem here relates to less focused curricula that do not suf¬ficiently address poverty reduction issues. Participants proposed the need toinvolve stakeholders both within and outside the universities, with input from
considerations from tracer studies' outcomes, in reviewing curricula. The confer¬
ence further proposed adoption of the Problem-Based Learning (PBL) approachto tackle emerging issues in the society. It was also proposed that training on en-
trepreneurship, investment and management of resources should be incorporatedinto the SET curricula.
University-Private Sector Linkages
Weak linkages between Universities offering SET programmes and the privatesector was identified as an area of concern. As resources from governments
/
dwindle, universities should foster closer ties with the private sector in order toprovide opportunities for resource mobilization. Participants recommended theneed to carry our regular studies whose outcomes could form the basis of thekind of interactions required.
Weak R&D Support
Participants identified weak local industry support for R&D as one of the issuesthat makes it difficult to develop the local industries. This situation also makes itdifficult for locally produced products to be absorbed into the market since their
quality is not assured. Participants proposed the need to negotiate for incentivesfor supporting SET training and more support to develop R&D.
Financing
Low financing of SET training, and overdependence on external funding has madethe quality of SET graduates to be compromised in many institutions. Participantsrecommended the need to mobilise the private sector participation and lobbyingfor political will that will help increase government funding.
Appreciation of the Role of SETI
Participants pointed out that there is lack of appreciation by the government,politicians and the public of the role of Science Engineering, Technology and In¬novation (SETI), scientists and engineers in accelerating development. In thisconnection several strategies were proposed to handle the negative perception.These include the need to sensitize and mobilize government support, politiciansand the public and to demonstrate that SET is the engine that will drive govern¬ments towards industrialisation.
SET Expertise
Lack of a critical mass of the SET expertise to deal with the needs of the societywas identified as an area that needs to be addressed. Participants were of the
opinion that there is still a shortage of qualified engineers and scientists needed in
the various sectors of the economy. It was proposed that as a way of encouragingmore young people to take up the profession, the reward system and incentivesfor SET expertise needs to be improved. As expansion strategies to train moresuch staff get underway, there is need to ensure that the quality of the graduatesis guaranteed even as such modes of instruction as Open and Distance Learningget institutionalised and embraced.
Students Enrolments
In order to deal with the problem of poverty in Sub-Saharan Africa (SSA), we
need to develop capacity in SET to provide the necessary manpower for indus¬trial growth. However, declining student enrolment trends and low SET graduateoutput in some SSA countries is an impediment to this objective. Possible causesof this trend were attributed to inadequate teaching of Science and Mathemat¬ics in schools, coupled with inadequate laboratories. The conference proposed a
P;
11
M number of strategies - relating to staff, students and decision makers - to helpameliorate the situation. Among them is the need to repackage science coursesto make them more attractive while providing incentives for those students thatwish to pursue SET studies at schools, colleges and universities. As for staff, theparticipants recommended the need to recognize and reward SET professionalsin the practice and improving the SET operational environment. Administrators of
institutions on the other hand should strengthen counseling and guidance mecha¬
nisms as well as take steps to invest in developing and retaining human capital inscience, engineering and technology areas.
Policies and Strategies
Lack of suitable policies and strategies on SETI in most Sub Saharan Africancountries was identified as a weakness in providing quality and relevant educa¬tion that will contribute to manpower development in these countries. Towards
this end, the conference participants recommended the development and imple¬mentation of policies that will govern SETI, research publications and intellectualproperty issues in higher learning institutions.
Application of SETI in Economic Activities
Low application of SETI in economic activities is partly related to the problem ofinappropriate curricula identified above. A number of strategies were identified todeal with this issue. The need to adopt problem-based learning will help focus onchallenges within the students ecological domain and community. Other possiblestrategies identified include ensuring that SETI is incorporated in the NationalSocio-Economic Development Agendas and promoting the use of IP informationfor technology diffusion.
The Increasing level of Poverty in Sub-Saharan Africa
The conference participants lamented the increasing level of poverty in SSA andrecommended several strategies to deal with the problem. Among these strate¬gies is to ask governments to provide for 1 00% primary and secondary school en¬rolments of respective age cohorts while giving provision for 60% of the relevantage groups in tertiary education enrolment. The other strategy is to provide for a60 to 40 ratio of enrolment in favour of SET in tertiary education institutions while
providing incentives for pursuing SET studies at schools, colleges and universi¬ties. The conference also recommended that science parks, technology/businessincubators and innovation systems and clusters be established.
12
2.2 SET TRAINING AND INFRASTRUCTURE
DEVELOPMENT
Participants considered two issues relating to infrastructure. The first is the in¬vestment in SET training infrastructure such as libraries and laboratories. Thesecond issue is the training needs for the development and maintenance of gen¬eral infrastructure such as industrial complexes, road, communication and energy
and power systems.
The problems identified in the two categories are discussed below:
(a) Investment in SET Infrastructure
Low Investment in SET Infrastructure
Low investment in SET infrastructure comes about due to the high cost of the
equipment involved. The situation gets worse as most of the equipment isnot adequately maintained. The participants called upon governments to de¬velop policies that will encourage public-private partnerships; through whichsupport for investments in SET infrastructure may come by. The conferencerecommended strong government commitment towards investing more in SETinfrastructure.
Policy on SETI
Lack of policy in the area of SETI has contributed to the lacklustre support indeveloping the requisite infrastructure for promoting science, engineering andtechnology. In this regard, participants recommended that African countriesshould review their policies on SETI and enforce their implementation.
Political Will
Inability to influence political will to deal with SET infrastructure developmentwas identified as a major problem impeding science and technology training.A strategy to deal with this problem as highlighted in section 2.1 (lack of ap¬preciation of the role of SETI) is to encourage universities to demonstrate thatSET is the engine that will drive government towards industrialisation andtangible economic development. This can be achieved through problem-basedexperiential training approaches.
Other strategies proposed include the need to encourage engineers and sci¬entists to engage in policy making bodies; create more pressure groups suchas COVIDSET and to establish engineering standards.
(b) Building and Maintaining Infrastructure
Inadequate Graduate Training
Related to inadequate infrastructure is the problem of inadequate manpowerin some critical areas. The participants therefore recommended the need toidentify these areas and determine requisite critical mass for each of themwith a view of setting training targets, including a review of the curriculum, tofill the gaps.
/
I
13
/
p Innovation Chain
Incomplete innovation chain between design and production was identified asa problem that hinders innovative developments. Participants recommendedthe need to bridge the gap between design and production.
Need-oriented Training
The problem identified is lack of need-oriented training that is more experien¬tial and one that encourages more internship. The conference recommendedaction to be taken in ensuring that the training being made is more focusedand meets economic needs. The necessary infrastructure needs to be devel¬
oped to support this.
Diffusion of Knowledge
Participants recognised that there exists a gap between knowledge produc¬tion and its diffusion. It was noted that at times knowledge is produced but its
application in solving problems bedevilling the society is below expectations.
In this regard the conference proposed a number of infrastructural strategiesto help rectify the situation. Among these is the need to develop technologyfor specialised skills acquisition, enhancing collaboration between SMEs andacademia and incorporating entrepreneurship training.
Sustainability Challenges
SET programmes are expensive to run and maintain. Quality education canonly be guaranteed if students have access to the necessary teaching re¬sources. Participants therefore recommended the need to supplement theresources with 3rd stream income generation activities such as consultancy
and small scale production units.
Entrepreneurship Training
There is need to empower students with entrepreneurial skills to make themready to contribute positively in the application of SET in economic develop¬ment. In this regard, the conference recommended action in terms of includ¬ing entrepreneurship courses in the degree programmes in order to give thestudents the necessary skills. And this of course calls for the necessary infra¬structure to be laid.
IP and ownership Training
An important concern identified in higher education in SET is difficulties inhandling IP ownership and knowledge. The conference recommended thatuniversities should develop mechanisms of protecting IP rights and encourage
governments to enact relevant laws. The participants also recommended theneed to share innovations and research outputs among scholars.
14
2.3 SET TRAINING AND THE ENVIRONMENT
There is need to integrate environmental courses in the curricula for SET train¬
ing. This is vital for the speedy achievement of environmental sustainability in thecontinent. A number of issues were discussed and strategies proposed to deal
with them. We highlight them below.
Optimal environment Management
Optimal environment management is key to sustainable development. A numberof strategies were proposed to ensure that SET training is relevant to this impor¬tant issue. These include the need to ensure that the SET programmes are local¬
ized to the training needs of the society. This will be achieved by making relevant
changes in the curriculum right from the secondary school level all the way to
university. Also proposed as a strategy to achieve the objective, is the need forenhancing environmental protection through innovative processes that recycleenvironmental waste. Forests conservation and reforestation efforts should also
be encouraged to protect the environment and global warming.
Curriculum and Environmental Sustainability
Environmental sustainability is important for effective development of any coun¬try. There is need to maintain the green environment and mitigate against climatechange. In this regard, participants recommended inclusion of environmental
courses that are cross-cutting to all disciplines as a way of inculcating conser¬
vation skills to students. Also proposed for action is the need for universities
to maintain and sustain environmental dynamics through provision of effectivesanitation programmes and green environment around the hostels and the uni¬
versity.
Environmental Engineering Profession
One of the problems facing environmental conservation is lack of professionalismin the area. Participants proposed action in terms of developing programmes
that will strengthen the profession as a discipline. These include developing Bio-safety strategies to be included in the curriculum for all SET based programmes.
Achieving the Millennium Development Goals (MDGs)
Graduates of liberal Arts programmes lack basic science information and yet theyhave a responsibility to implementation MDGs that hinge on Science and theEnvironment. The conference therefore recommended the need to develop basic
science courses to be offered to Liberal arts students during the first two years
at the university. It was also proposed that basic arts courses too could be devel¬oped for science and Technology oriented programmes.
/
"V.
15
/
p
16
2.4 SCIENCE ENGINEERING AND TECHNOLOGY
TRAINING AND HEALTH
HIV/AIDS - Response
Inadequate institutional support to HIV/AIDS pandemic in higher learning institu¬tions was identified as a major problem that needs to be tackled. There is needfor deliberate institutional response with leadership commitment including main-streaming HIV/AIDS into institutional strategic plans. Other actions proposedinclude the need to accommodate HIV/AIDS into SET curricula design and intro¬ducing core common courses for all first year students.
HIV/AIDS - Indigenous Interventions
Participants observed that there is inadequate response to research-based indig¬
enous response to the HIV/AIDS pandemic. This problem can be solved throughpromotion of indigenous solutions including the use of indigenous knowledge.
Collaboration
Participants cited inadequate collaboration among SET role players in terms of
healthcare solution provision. It was recommended that multi-disciplinary and
multi-sectoral, regional and global collaboration efforts should be encouraged.This should involve e-healthcare solutions as well.
SET Policy Implementation
Inadequate policy implementation coordination due to poor management struc¬
tures was identified as a major policy problem on SET training and health. To ad¬dress this problem, participants recommended the need to strengthen NationalSystems of Innovation (NSI) to enable adequate response to development chal¬
lenges at policy level. They also recommended the need to engage SET role play¬
ers more constructively in policy implementation.
Health Workforce
Shortage of health workforce in quantity and quality was identified as a problemarea in the quest to implement better heath-care. This is occasioned not only due
to fewer numbers of graduates being produced but also as a result of brain drain.Several actions were proposed to deal with this problem. These include the need
to expand access and participation in heath education and training, by providingbridging and part-time programmes through e-learning and open and distanceeducation modes of delivery. Retention incentives to the health workforce wasalso proposed as a way to stem brain-drain.
Lack of expertise on health informatics was also identified as an area that needs
improvement. The conference participants recommended the need to mainstream
heath informatics into the medical schools curricula. This can be achieved bydesigning continuing education programmes that can be delivered through Openand Distance Education modes.
Diaspora expertise
It has been noted that there is a large population of African experts in the Dias¬pora. It is high time that these experts were encouraged to contribute more inbuilding Africa. The conference recommended two strategies to deal with thisproblem. First, to develop mechanisms that will formalise these experts' contribu¬tions in academic, scientific and economic circles and secondly, to urge institu¬tions and various governments to formulate deliberate strategies that will exploitDiaspora potentials.
Graduate Global Acceptance
The conference observed that there is lack of global / international acceptabilityof SET graduates in employment opportunities, especially in North America. Astrategy to deal with this problem is twofold: to balance training for local needswith global trends and secondly to seek recognition of the academic programmesthrough accreditation and other related initiatives.
Funding
Funding is a problem affecting all areas of SET training. In particular, the confer¬ence noted that there is over-dependency on public funding resulting in inad¬equate support to implement programmes. Two strategies to increase the fundingbase were proposed: the need to develop policies that encourage and attractprivate sector funding and the need to explore funding potential from alumni.
Refresher Training
Three factors are critical in ensuring that institutions produce quality graduatesin SET training. These are the faculty, the teaching materials and the curriculum,among others. A major concern, quietly spoken about within the stakeholders fra¬ternity, is the fact that some members of the faculty have not kept up with pacein technological developments that have a bearing in the SET knowledge domain.There is need therefore to promote faculty interactions within industry in additionto designing continuing education programmes to upgrade staff skills.
African Renaissance
Participants benefited from a detailed discussion on the question of African Re¬naissance and how its pillars of social cohesion, democracy, economic rebuildingand growth have not been embraced in the quest to empower the African peopleeconomically. Participants suggested the need to develop strong shared vision onthese pillars among the leaders through forums such as African Union, Kneepad,ANSTI and the UN among others.
Resources
Like in all other themes, shortage of SET teaching and research resources andlack of optimal utilization of the available ones is an issue of concern. Two strate¬
gies to deal with this issues were proposed. There is need to broaden resourcebase beyond government funding and to develop better optimization strategies.
i
P
17
/
vf f"^ 3.0: PROPOSED ACTIONS ANDTHEIR OBJECTIVESH
18
This section outlines the proposed actions and their objectives. Under each is¬sue/problem, we have presented the action that was proposed by participants inthe conference. Further details are contained in the matrix of the action plan atthe annex. The list is to serve only as a guide for university leaders, decision mak¬ers and donors because the actions proposed would apply differently for differentinstitutions and moreover not all actions may be relevant to all institutions. Forinternational organizations involved in regional activities, the next section in thisreport will highlight the priority actions that can be implemented at that level.
3.1 SET AND POVERTY ALLEVIATION
Curriculum
The following actions were proposed to make SET curricula more relevant to is¬sues of poverty alleviation.
ON: Involve stakeholders in review of curricula. The objective is to ensurerelevance of curricula to societal needs.
3N: Carry out regular tracer studies the outcomes of which should form
inputs to regular reviews of the curricula. The objective is to ensure currency andrelevance of curricula.
)N: Adopt the Problem-Based Learning (PBL) approach. The objective isto enable students' participation in solving real-life problems in order to facilitateemployability of students immediately after graduation.
I: Incorporate training on entrepreneurship, investment and managementof resources in SET curricula. The objective of this action is to ensure propermanagement of investments and resources. This action will also facilitate self-employment.
Private Sector - University Linkages
The following are actions proposed to improve university-private sector linkage.
)N: Maintain close contacts and interactions with stakeholders. The objec¬tive is to facilitate appreciation of the importance and the needs of SET pro¬grammes in universities.
DN: Carry out regular tracer studies whose outcome should form an inputto regular reviews of the curricula. The objective is to get feed-back from stake¬holders on relevance of curricula and new requirements that need to be accom¬modated.
Weak R&D Support
: Provide and negotiate for incentives for supporting SET training. Thereare two objectives for this action: to attract and motivate industrial support andto promote industrial collaboration in R&D activities.
Low Financing
)N: Mobilize private sector participation and lobby for increased govern¬ment funding. The objectives are to attract partnership in SET training and to gethigher priority setting in favour of SET training.
Lack of Appreciation of Role of SETI
ACTIONS: Sensitize govt, politicians and the public; Demonstrate that SET un¬derpins and drives development; Mobilize political will. The actions are intended
to win appreciation of the role of SETI, scientists and engineers in developmentand to ensure relevance of curricula to addressing poverty reduction issues.
Lack of SET Expertise
J: Improve the reward systems and incentives for SET expertise. The ob¬jective of this action is to attract and retain SET experts.
ACTIONS: Expand qualitatively and quantitatively SET training; Introduce OpenDistance Learning (ODD as an alternative / complementary modes of delivery.The objective is to help improve the number of SET personnel being producedinto the job market.
Declining Student Enrolments
: Improve Teaching of Science, Mathematics in Schools; Provide func¬tional laboratories and equipment; Repackage science course to make them at¬
tractive; Provide incentives for pursuing SET studies at schools, colleges and uni¬versities. The above actions are aimed at making science and mathematics inschools attractive, interesting and rewarding.
TIONS: Recognize and reward SET professionals in the practice; Improve SEToperational environment; Strengthen career counselling and guidance mecha¬nisms; Invest generously in the development and retention of human capital in theareas of SET. The objectives for these actions are to improve employment pros¬pects and to stimulate economic growth.
Lack of Suitable Policies and Strategies
}N: Put in place policies and Implementation policy strategies on: SETI; Re¬search and Publications; and Intellectual Property (IP). The objective is to providea framework and environment for improved SETI and hence economic growth.
/
h
19
/
1i,
20
Low Application of SETI in Economic Activities
ACTIONS: Adopt Problem-Based Learning; Involve students in solving problemsin surrounding communities; Include SETI in National Socio-Economic Develop¬ment Agendas. The objectives for these actions are to enable student's participa¬tion in solving real life problems
ACTIONS: Include SETI in national socio-economic development agendas; Pro¬mote use of IP Information for technology diffusion. The objectives for these clus¬ter of actions is to ensure relevance and impact of SET training in addressingpoverty reduction issues.
Increasing level of Poverty in Sub-Saharan Africa
The increasing level of poverty in SSA can be checked through a number of ac¬tions in SET training as outlined here below.
ACTIONS: Provide for 100% primary and secondary school enrolment of respec¬
tive age groups; Provide for 60% tertiary education enrolment of respective agegroups; Provide for 60:40 enrolment in favour of SET enrolment in tertiary edu¬cation institutions. Objective is to help improve the education level and overallcompetence of the respective society.
ACTION: Provide incentives for pursuing SET studies at schools, colleges anduniversities. The objective is to stimulate efforts towards improving the SETIcompetence of the respective society.
ACTION: Recognize and reward SET professionals in the practice. These action
aims attracting and retaining SET professionals in the industry.
ACTIONS: Improve SET operational environment; Establish science parks, tech¬
nology/business incubators; and innovation systems and clusters. The objectiveis to stimulate innovativeness, competitiveness, wealth creation and economic
growth.
3.2 SET TRAINING AND INFRASTRUCTURE
DEVELOPMENT
Intellectual Property and Ownership of Knowledge
ACTION: Share innovations and research outputs. The objective is to reduceduplication of efforts.
CTION: Universities to develop mechanisms of protecting IP rights. The objectiveis to encourage multidimensional / multidisciplinary activities and initiatives.
ACTION: Governments to enact laws that protect IPs. The objective is to protectindividual rights and encourage innovation.
Low investments in SET Infrastructure
ACTIONS: Change policies that govern investments in SET infrastructure. To en¬
able higher investments in education through change of policies.
ACTION: Encourage Public-Private Sector Partnerships. To provide an environ¬ment where support for SET can be extended.
ACTION: Ensure strong government commitments. To ensure sustained financial
support that will ensure planned growth that is beneficial to the economy in linewith training demands.
Inadequate Graduate Training
ACTIONS: Identify critical areas and set training targets for each; Review the cur¬
riculum towards making manpower adequate to fill the gaps. The objective forthese set of actions is to ensure planned demand-driven growth that is beneficialto the economy.
Lack of policy on SETI
ACTIONS: Each country to review its policies on SETI. The objective is to developpolicies on SETI and apply them in training.
Political will
Inability to influence political will on matters on SETI was identified as a majorimpediment in entrenching SETI into the national agendas. The following actionswere proposed.
ACTION: Engineers and Scientists to be encouraged to engage in policy makingbodies. The objective is to ensure professional influence on matters on SETI.
ACTION: Create more pressure groups such as COVIDSET. The objective is tocreate a forum where SETI issues are discussed and authoritative documents for
reference are produced.
ACTION: Universities to establish engineering standards. The action is aimed atensuring quality outputs and products with a view of making positive impressionon society.
Incomplete Innovation Chain
ACTION: Bridge the gap between design and production. There are a number ofobjectives for this action: To encourage more product design and developmentinitiatives; To do prototyping and small-scale manufacturing; and To enhance spe¬cialized / customized training.
/
n
21
/
l.\
22
Need-oriented training
ACTION: Implement focused experiential training programmes. The objective is todevelop career-oriented training.
)N: Encourage more internship. This action will ensure that students gainrelevant experience and employment. On the other hand, the SMEs will gain extracapacity from this action.'
ACTION: Develop and implement customized short courses to address SMEstraining needs. This action aims at enhancing technical skills of SMEs that willmake them globally-competitive.
ACTION: Train rural population on specific SET programmes. The objective of thisaction is to disseminate technology to the rural areas.
Outdated curricula
ON: Re-focus R&D; Re-focus curriculum; Encourage partnerships and collab¬orations with industry. The objective of these set of actions is to align investmentsin R&D and technology platforms with future industry needs and strategies.
Diffusion of Knowledge
ON: Develop technology platforms for specialized skills acquisition. The ob¬jectives for this action are twofold: to develop infrastructure (equipment) andhuman resources to service SME and student needs; and to help develop employ¬able graduates.
I: Enhance collaboration between SMEs and academia. The objective isto create synergy and closer relationships with employers of students.
)N: Incorporate entrepreneurship training. The objective is to encouragestudents to develop skills in producing/designing marketable products.
Employability of Graduates
ACTION: Rejuvenate private-public sector partnerships and a closer relationshipin curriculum development. The objective is to ensure that the graduates pro¬duced fit well into relevant needs of the industry.
Inadequate Resources
Government funding for universities has continued to decrease over time for vari¬
ous reasons such as a shift to commoditization of education and prescriptionsfrom internationals lenders within the structural adjustment programmes of theearly 90's. A number of mechanisms for developing self-sustaining programmeswere proposed to deal with this trend.
ACTION: Establish new initiatives such as part-time programmes. The objective isto maximize the utilization of the expertise.
ACTION: Establish university companies to engage in consultancy and marketableinnovative business models. The objective is to effectively utilize the availableresources, human and otherwise, to create wealth for the universities.
ACTION: Establish Industrial parks to market products. The objective is to create
a forum for sharing innovation and hence market products.
Sustainability Challenges
ACTION: University administrators should generate own resources: to enhanceincome generation activities. The objective is to increase income generation op¬
portunities.
Entrepreneurship Training
ACTION: Include courses on entrepreneurship in degree programmes. This action
will ensure that graduates are quickly absorbed and fit well into the job market.
Inadequate Equipment
ACTION; Allocation of more funds; Collaboration with industry; Increase network¬
ing opportunities. These actions are aimed at creating an environment where theprivate sector can take a more prominent role in supporting SET in universities.
3.3 SET TRAINING AND THE ENVIRONMENT
Lack of Optimal Environmental management
ACTION: Conduct environmental needs assessment. The objective of this actionis to promote access to and improvement of quality of basic education on theenvironment.
ACTION: Re-orient existing education to address Sustainable Development (SD);Provide relevant training programmes for all sectors to accelerate SD; Carry out
effective funding mechanisms for human resource development by the universities.
The objective of these actions is to ensure sustainable exploitation of resources.
ACTION: Develop public understanding and awareness on the importance of theenvironment. The objective of this action is to ensure that the environment isnatured and protected.
ACTION : Develop and implement proper environmental policies including encour¬
aging forest and botanic gardens development and conservation; ensuring pro¬tection of endangered plant species through ex situ conservation; and promotingcarbon dioxide sequestering and trade. The objective of this set of actions is tocheck global warming trends.
<flè
23
1 i
24
Curriculum and Environmental Sustainability
ACTION: Mainstream environmental courses in all university programmes; Linkstudents' professional needs with green environment courses. The objective is toimpart skills and knowledge to graduates who will help improve on pollution and
sustainable waste management systems at the workplace, and at home.
ACTION: Provide effective sanitation programmes and green environment aroundthe hostels and the university. The objective of this action is to move towards total
environment management.
Environmental Engineering Profession
ACTION: Develop environmental engineering programme as a profession; Includebio-safety courses in the programme. The objective of these actions is to inculcate
the best practices in the developed countries.
Implementation of MDGs
ON: Develop basic science courses to be offered to Liberal arts students dur¬ing the first two years at the university; Basic arts courses too could be developedfor science and Technology oriented programmes. The objective is to develop an
understanding on the basic contribution of science and technology in nationaldevelopment and hence accelerate the realisation of the MDGs.
3.4 SCIENCE ENGINEERING AND TECHNOLOGY
TRAINING AND HEALTH
The challenge of quality healthcare services in Africa is daunting. It is estimatedthat globally about 39.5 million people were living with HIV/AIDS in 2006 but few
know whether they are infected or show symptoms of the disease. The confer¬
ence noted the devastating effects of the disease in the African economies, butas also quick to say the other diseases that are equally a threat should not beignored. We consider the actions proposed.
HIV/AIDS Pandemic
ACTION: Need for deliberate institutional response with leadership commitmentin the fight against HIV/AIDS. The objective of this action is to mainstream HIV/AIDS into institutional strategic plan.
-TION: Mainstream HIV/AIDS into SET curricula design and delivery for con¬tinuing students; Introduce core common course on HIV/AIDS for all first year
students; Train academic staff on HIV/AIDS integration and teaching approaches.The objective of these set of actions is to prevent new HIV infection among uni¬versity staff and students.
ACTION: Promote research into indigenous solutions including use of indigenous knowl¬edge. The objective is to acquire insights into indigenous solutions to HIV/AIDS.
/Inadequate Collaboration /- \~~*\
)N: Promote multi-disciplinary and multi-sectoral, regional and global SETcollaboration. The objective of this action is to develop deliberate strategies forcollaboration that will galvanise synergies among researchers.
)N: Promote collaboration on e-healthcare solution provision. The objective
is to expand opportunities for healthcare provision.
Policy Issues
ACTION: Strengthen policy implementation coordination and management struc¬ture. The objective is to constructively engage role players in S & T policy imple¬mentation.
ACTION: Strengthen National Systems of Innovation (NSI) to enable adequateresponse to development challenges. The objective is to provide comprehensiveNSI performance monitoring, evaluation and review system.
Dated SET Curricula
ACTIONS: Establish national and institutional policy/strategy for periodic and
timely review of SET curricula and programmes; Evolve institutional mechanismfor stakeholders involvement; Establish institutional programme quality assurance
mechanism. The objective of these set of actions is to ensure that SET the cur¬ricula is current and address emerging issues.
Health Workforce shortage
ACTIONS: Increase health workforce graduate targets; Provide bridging and part-time programmes; Exploit e-learning; Provide Open & Distance Learning. The ob¬jective of these actions is to expand access and participation in health educationand training programmes.
ON: Provide workforce with retention incentives. The objective of this actionis to stem brain drain.
ACTION: Mainstream health informatics into medical school curricula and con¬
tinuing education; Design continuing education programme on health informaticsfor healthcare workforce by exploiting e-learning and Open & Distance Learningapproaches. The objective of these important actions is to provide for the muchneeded computing technological absorptive capacity among health workforce.
Diaspora Expertise
ACTION: Formulate strategy to constructively engage the diasporas. The objec¬tive is to exploit Diaspora potentials in contributing towards the development ofAfrica.
n
25
Graduate Global Acceptance
ONS: Seek entry into the Washington Accord on accreditation; ConsiderECSA (South Africa) for qualified programmes in Africa; Promote external pro¬gramme review of SET programmes. The objective of these actions is to enableglobal acceptance of SET graduates, balancing training for local needs with glob¬al needs.
Funding constraints
ACTIONS; Facilitate government policy that encourages private sector funding;Constructively engage private sector to attract funding; Explore funding potentialsfrom alumni. These actions aim at increasing funding base that is less dependenton respective government capitations.
Refresher Training
ACTION: Promote faculty interaction with industry; Design continuing educationprogramme for faculty. The objective is ensure that staff keep current their knowl¬edge and skills.
African Renaissance
ACTIONS: Invest in and carry out interdisciplinary studies on the relationship be¬tween SETI and the pillars of an African renaissance: social cohesion, democracy,economic rebuilding and growth; Invest in and develop curricula for SETI students
in development studies and African renaissance. The objective of these multi-pronged approaches to the question of African Renaissance is to invest in andcreate regional centers of excellence on SETI and the African renaissance.
Resources Mobilization
ACTIONS: Broaden resource base through adoption of PPP strategies; Tap intodiasporas economy. The objective is to broaden resourcing base beyond depen¬dence on government funding.
ACTIONS: Promote utility approach to resource provisioning and utilization; Con¬sider utility grid computing enabled e-Science and e-Healthcare adoption. Theobjective is to develop resource utilization optimization strategies that will ensureefficiency and effective .
26
4.0: PRIORITY ACTIONS FOR REGIONAL
COOPERATION AND INTERNATIONAL
SUPPORT FOR RELEVANCE OF SET
TRAINING
During the conference, the participants raised many issues and discussed manyproblems for which possible solutions were identified based on their experiences
in their respective institutions. The list of problems was quite long and hence theaction plan was elaborate. These actions are listed in the previous section of thisreport and are intended for the attention of the national institutions and govern¬ments. Each institution or country may identify from the list specific problemsand associated action inhibiting its ability to make SET training relevant to na¬
tional development. After such identification, institutions will adopt the proposedaction.
There are, however, five (5) problems where participants proposed actions that
may benefit from regional cooperation and or the intervention of internationalorganizations. In this section, we highlight such actions.
Appropriate Curricula
The issue of appropriate curriculum was a fundamental problem affecting therelevance of SET training to all aspects of national development. The proposedactions for international support (and regional cooperation) are as follows:
ACTION: Promotion at the regional level problem-based learning approach. Theobjective is to enable students' participation in solving real-life problems in orderto facilitate employability of students immediately after graduation. Through re¬gional cooperation and networking, institutions will be able to share experiencesand practical examples from this approach.
ACTION: Promotion of best practices/syllabi on training on entrepreneurship, in¬vestment and management of resources: The objective is to introduce entrepre¬neurship training courses in SET curriculum with a view of empowering graduatesto be self-employers.
Declining Student Enrolments
There is a drop in the percentage of number of students enrolled in SET pro¬grammes in most institutions. This affects the availability of SET expertise toaddress national problems which in turn will make it difficult for SET training to
have any impact in addressing socio-economic problems like poverty, disease andenvironmental degradation. Several actions have been proposed in the previoussection to address this problem at the national level. However, some cooperation
at regional level will be useful in reversing this decline.
* S
27
:
-M ON: Support for exchange of experiences among institutional leaders on vari¬ous policies, strategies and action to improve access to and retention in SET train¬ing programmes in the region: The objective of this action will be to make SETtraining attractive and thereby improve the level of enrolment in SET courses.
Diffusion/application of Knowledge
There is a gap between knowledge acquisition in the institutions and its applica¬tion in society. Several graduates are very knowledgeable in the SET but are un¬able to apply this knowledge to solve national problems especially those relatingto the development of small medium enterprises.
ACTION: Support for demonstration projects on technology platforms for special¬ized skills acquisition and the exchange of information on same: The objectivesof this action are two fold: to develop infrastructure (equipment) and human re¬
sources to service small and medium enterprise and student needs; and to help
develop employable graduates.
Environmental Engineering Profession
The absence of professionalism in the area of environmental management is oneof the problems facing the region. Participants proposed actions that include thedevelopment and/or strengthening of environmental engineering as a discipline.At the regional level, it is essential that there is some exchange of information onthis issue so as to facilitate the development of relevant curricula.
ACTION: Promote the development of environmental engineering programme asa profession and include biosafety courses on science programmes: The objec¬tive is to facilitate, through exchange visits, regional fora, the inculcation of bestpractices from developed countries.
28
AN
NE
XI:
OU
TLIN
EO
FT
HE
AC
TIO
NP
LA
N!
*-
ST.
w-4-1
tedmes
x>
d)
0)
c-Q
UC
O0
coro
o
ExpecOutco>
CDo
wCO
cCO
>
CO
con
3O'._raduatoreca ckling oblem
0
CC
CO
i_
CD
UüE
Sa
TJr
CD
m-*-»
CD
râ«{
_c
co-
cit.
3C
D
1
CO
CD
4-4
co3
T3CD
CO bleofoyme
0CO
LU
X)
Sag-CO
tO
CD
OCD
SC
Ols
_
CD
¿«
cÜ
C
'coc
CO
o4-»
CO
CO
CO
co
oC
DC
D0
0
Q.
o4
-»
U-i
4-J
+--
toC
OC
OC
O'co
'co<D
L_
!..
l_L_
CD
00
0>
>>
>
'c'c
'c'c
DZ
>c0.-
.O
cóQ.
D
*>
4-
oC
Oc
3ra
34-»
OC
D
0CJ
cCO
3
CO
E0a
.
o
-4-
"Oo
5«
ro
4-s
c0E>-,
oQ.
E<pL
I
0co
<o
0>4-J
O
o4-s
oCO
0a_
3
Oo
0J
CO
03
0a"
L.
L
50'>0>-
CO
1=3
OW
-JZ
O
3O0i_3
>00
JO3u
4-s
CO
0XI
OA-l
a_
CO
Q.
CX
>s
OQ
.
a.
03
cco
0£ë
00C
O
(D
lo"
O
o3CO
COc0
1
0J¿CO
+4
CO
0>o>
CO
XJ00c
CO
c01-°3O)
S4-»
3O>-.
's.
*s_
CO
Ü
XJcCO
>-.
oCO
0
X)
3A-l
lf>
»_
0OCO
1_
4-4
la.
JO
a_
3CJ
*4-
OOCO
0Eoo4-J
3O
x>3O
-CC
O
.no
le5
Sil
=is
°CO
Q)
E3
-cE
O.
*"O
0M
_a
_O
COc0h°0X+-r
Q.
OX
!
<
CO
4--
c0x>
-a0C
O
CO
mÉ0XI
sQ-
o"5
.20
s^^
_l
a.ro
-5.E
coc
oL
.la
-
COQ
.0
Q.
-J
CO
CO
C0
i
0+-
CO
*s_
oQ.
l_Ooc
O)ii
a_CO
CO3
CCD
OCO
>ÇO
E.E
2
¿¿
-CD
XCO
c2
«1en
c£
ï:co
.EQ
.0
CO0
>»
-l-
c+
"--
'5M»21
om
>cc
CD
Fw
0s
o.
c:
CO
3c:
oca
co
E2
<DCO
OQ.
2Q.
CO
co4-»
o
JO3O'l_i_3O
<'
''
0OCO
"OcC
O
CO
A-l
o0
'
o4-<
CO
.0'a.
04-»
CO
*s-
CD
££
COCD
s1
Ö4-1
a_
CO
Q.
CO
>OQ.
CO
_c:
--
CO32
So
raco
*->.
C^
coO
_c
0-4
~cö0ä_
0co
D
XOco04--
o-s--
CO
O
có0Ü0c0'>
d.
InT
3co
c
cÍ5
roCD
-£
-*o
ECO
U.
4-s'
0co
>-.
CD
"4
-
o4-»
C0F08
D)
CC
O3
CO
4-»
CO
CO
EUJ
CO'oa
_
Q.
'la-
CO
c
2Q.
oc
>co
0.E
co
co
E2
JOC
5c
3C
o
ÜC
O4
-4
CO
*a_-
3U
HUJ
CO
o
ECD
X!
o
a
CD
4--
c0
..!.0
¡4=
*-
t="O
«lo¬ci
>
3
T30a_
>t.
coCD
00
Si0
o1
1CO
'oQ
...-2
29
/
ExpectedOutcomesImproveduni¬ versity-industrylinkageImprovedsup¬ porttoSETIbyIndustry
Responsible actorsUniversities-Universities
-Universities-Govt
-Industry
Objectivesof suchactions-Tofacilitateap¬ preciationoftheimportanceandneedsofSET programmesinuniversities-Togetfeed-back fromstakehold¬ ersonrelevanceofcurriculaandnewrequire¬mentsthatneedtobe accommodated-Toattractand motivateindus¬trialsupport-Topromotein¬ dustrialcollabo¬rationinR&Dactivities
Actionsproposed-Maintainclose contactsand interactionswithstakeholders
-Carryoutregu¬ lartracerstudieswhoseoutcomeshouldforman inputtoregularreviewsofthecurriculaProvideand negotiatefor incentivesfor supportingSETtraining
Strategiesto addressthe problem-Employapartici¬ patoryapproach withstakeholders-Developopportu¬ nitiesthatwillat¬ tractparticipation
ProblemsidentifiedWeaklinkage betweenUniversi¬tiesofferingSET programmeswith theprivatesectorWeaklocalin¬ dustrysupportofR&Dand/orab¬sorptionofR&Dproducts
30
1X
I-4
-1
4-r
-n0g
LU
CO
14
-nan
onoFSE'c0E
ExpecOutcorovedcingo
en
cc
Enhanced recognitioappreciati theroleoiQO0>0
a.
cX
I
E2
CO
!s-
4-«
c
0C
O
cx
CO
CO
coï:
*l_
co
co
co
CO
CO
CO
o.9
.90
*.9
Q.
O4-4
5S
2E
0JO
coco
0ce
CD
>S
iversi ustryiversi
ustryC
OC
XI
'"ro
CX
I
Z>
OD
_E
Z>
CL
DS
Objectivesof suchactions-Toattractpart¬ nershipinSETO
íc'c'co3
a-
4-» -Toimprove fundingofSETtraining -Togethigher prioritysetting infavourofSETtraining -Towinapprecia¬ tionoftheroleofSETI,scientists andengineersin
4-1
c0Eao0>0X
I
.03
a-
3COc0
o0ücco>00a
_ curriculatoad¬ dressingpovertyC
O
03CO
CO
cg4-4
Ü3
XI
0la-
xs0
cC
Oo
al
CO
CO
ÜC
OL.
tf"O
0iddrive:ipmento
co-4
.0
O)
4>
c0
XI
4~
-
Q.
2a
Xav-
forinidgov undin"5Q
_m
"«
4-s
co
c3"5Q
.
0Ü
N0
CO
Q.
0N
0C
.ÜCO
_Q4-s
CO
cLU
0NC
OC
O'o
-Lobby crease mentf.*;
ö3
oC
Oco
-2co*4O
-Mobi vate4-s
k_
CO
Q.
-Mobiwill
-Sens politi thepE0Û
1
44
CO
-C4-1
CO?
.E0
a.
x>
-Mobiwill
0
0h
Ein
0Ç
S0
0oo
revi:erolnationentco
eo
c
Strategie address proble0
-4-
O)
O
COj_
,
MoE
"4Oco
023
suremolityofthSETIin developiLU
OOco
c'ñ
»
LU-S
OCO
\-i
-
COX
IO
)O
)C
0oI
0O
"gM
-FL
U<2
2O
l-*
£.9
.Ec
s->
<C
Oco
0X
c
Probleidentifwfinanc SETtrai
0a
"2e
0c
XI
C >e
n)
c
2x.
-f-
ckofapiition(by liticians.3public)1
4-
o02dscienti dengineC
OL-
00oüCO
0£Q.
O0>O
-4-
ca)
§CO.
O_£
r~
cc
c0
_1
OC
OX
3-X
-j
uo
-x;
»C
OC
OX
J
^n-
i
31
\,ExpectedOutcomes0Responsib actorsC
OcgxoC
Oo
X3
O«
co
4-»
X!
LU5
co«
oí?
2-E
Ëo
.E'¡Ö
5o
>-
CO
.9'co^
s.2
1O
CX
!
0CO
>-t
XI
0C
Q.
CO
Xa>
uI
2H
i*¡
co
COÇ
Xco
1C
O
UJ
0
U)
CO
0a-
3
XI
O£C
O1
a-
o.
>oÜ
CO
.94-4
'ço£»
0to"
>3
CX
I
D-E
.o
CÏa
Ï=
o
Î5.1
£2h
co
cco
«O
l?2-E
'E-I
«
l_
co
LÜS
CO
co
2-0
op
Eo)
CO
.9ço^
s.!
sO
CX
I
GD
-E
CD8
Ooc9'oco
(D44
OJ¿
COo
coE
-cE
-P co
o,
4-s
~
'4-s
4-4
L-
2-
0§
.E0
XI
-oE
c CO
0X
I
cc
--2c
CO
.1=
XCO
X)0co
oQ.
Oen
coXo
<
"E¿
LUco
CO
*-o
,_
co
0S
;o
Ü:
com
-(1
)(1)
CO
co
(0
>r-
0>C
)k-
4-s
CD
ÍX.
co
co
b>
0)
Xco
Ü0
COX
I0
2>3
C>
.-
o"
cot;
c
xi>
,-2s
co>
c.
°-x
ro[7J
LUS
O-C
O
SÊ
Q.
CO
CO
---C
DC
Ol
CO
COCD
E"a
OCD
co£
E.9
co0X
Sj
mn
i-V
ÇJi
00
4-s
»-
COX
I
COro
Ok_
a
118a
1s
iQ
.Eco
xxi
oco
»20>oL.
Q.
E
0üco
c'"
9o
CO
co
£J2
0o
oo
o<
2o
ES
CO
I«
cTJ
nls
c3
953E
0X
I
=X
Q.
MIT
T
oo
^x
0§
«X
I»
-
c
CL
coco
co
^.
EX
I0
0
a"5
.Eco-9
E2
Q-
rr
o,^
22
S£
85
4-rfil
"°
C
c^le
i
.a0
0
«a
ig
cco
xi
E0
Üco
_î=
k-x
i:c
oo
oo
r-
"s-:
r-\
ni
0^-0
-co
E4-i
wCO
_.
o0
PP
-co
£C
4--
>.E
p
,«°
9C
Oco
X.E
co0
co
CO
0
3.t;
OCO
0Ü
0Q
-ca
E0
ULU
^Ä
CO
CO
co
XI
E0
0«
4-
x4-s
ro
0
Q.
O
xC
O
bJ
co0
-*co
feu
ra°-
.3E
«0
443
<E
-a°
coi
gI
£¡co
.eS
ro2
8.E
co-g
D)c
o"£
cH
'-0
d)0
LU3
Qxi
-t
CO
Q.
o
32
">
0g
08
Q.
44
X3
LUQ
/
è
5°
o+->
coco
0CC
ôg
rj<°
0-c
53
O«o
XI
0co
oaoco
coXo
<
0co
0
0>
®O
la
uE
Lh
oo
SIC
Cco
Xco
,co
3C
D
Q)
>-X
CJ
33
C
2-2
|«l
S, xcco
.t;CD
CO
>co
COo
a)¡5
o0
-,.co
=.>
Q.
X.E
COU
3 -Recognizeand rewardSETpro¬fessionalsinthe0
)eSETonal ment
thenca- unsellingdancenismso
>4-t
Oi
O3
m+
4
ÜCOL.
D.
-Impro opera envirc-Stren reercandgmech
S0
.9«
0
00
-g4
-*k-
yCO
Xk
£X¡
aCO
^
coxi
£.9
0îE
OQ
)
33
^H1
-n">
»F
08
Q.
4-s
X3
LUQ
E°
O4
-t
COco
0OCO
g
I-s
.2u
TJ«
Om
x0co
oao<
0oco
oca
0co
k-
3Oo0oc
0>
a.
0E
2S
öo
~-C
co4-s
ca
-"?co
COCO
.9
0O
XI
«-
'>co
2g
a.
x
ooco
.-
0co
en
m
jDS;
4--"o
cC
OO
3
O0
co
CC
L~
rol_
.E0
LU
coCO
"S
il-g
coy
5co
ço
CO(D
S°
.9x
CO
o
00
0-r
uiu
ñL
Lx-
<4-
Q.
I4-s
LU
-=
C
co2
S0
gE
>-^
E2
2.2
a.
0>
co
.c
O0
.O
S¬
's*E
c«
ug
£3
X*E
g>8
à2
po.Ü
*40
?0
co2
gE
oCD
«£
F.9
«0
O)
co3
00
-S4-1
k_y
COX
n*-
"Ö"
coro
cox
£«u
0E
OQ
)£
3
34
ExpectedOutcomesEnablingenvi¬ ronmentforSETdevelopment
EnhancedSETIapplicationsin socio-economicactivities
Responsible actorsGovt Universities
Universitiesin partnershipwithIndustry
Objectivesof suchactions-Toimprove employmentprospects-Tostimulate economicgrowth Toprovideframe¬ workandenviron¬ mentforimprovedSETIandhence economicgrowth-Toenable studentspar¬ticipationin solvingreallifeproblems
Actionsproposed-Investgener¬ ouslyinthe development andretentionof humancapitalin theareasofSETPutinplace policiesandimple¬ mentpolicystrate¬gieson:
-SETI -Researchand Publications-IntellectualProp¬erty(IP) -AdoptProblem- BasedLearning-Involvestu¬ dentsinsolv¬ingproblems insurroundingcommunities
Strategiesto addressthe problemEncouragedevelop¬mentofrelevantpoliciesonSETI
-Ensuremorevis¬ ibilityoftherole ofSETIinnation¬aldevelopment-Usereal-life projectsandsce¬nariostoteach
ProblemsidentifiedLackofsuit¬ ablepoliciesandstrategieson SETIinmostSSAcountries
LowapplicationofSETIineconomicactivities
/
35
.'1
ExpectedOutcomesEnhancedeco¬nomicgrowth
Reducedpov¬ertylevels
Responsible actorsGovtinpartner¬ shipwithPrivateSector
Objectivesof suchactions-Toensure relevanceand impactofSETtrainingtoad¬ dressingpovertyreductionissues
-Toimprove theeducation levelandoverallcompetenceoftherespectivesociety
Actionsproposed-IncludeSETIin NationalSocio- EconomicDevel¬opmentAgendas-Promoteuseof IPInformation fortechnologydiffusion -Providefor100% primaryandsec¬ondaryschoolenrolmentof respectiveagecohorts -Providefor60% tertiaryeduca¬ tionenrolmentofrespectiveagecohort-Providefor 60:40enrolment ¡nfavourofSET
Strategiesto addressthe problem-Increaseenrol¬ mentinSETcoursesto enhancetech¬ nology-orientedworkforce
ProblemsidentifiedIncreasinglevel ofpovertyinSSA
36
X0
CO
0
Kb
X3
LUQ
/
0XCO
CO
k_
co
o4-»
nO
CO
co
0oc
>oÜ
co
00>'cD
co
3
XC
4-s
CO
§-o
co
.9-J
^'w
s3.1
OX
c
Ü-E
D
cocg4--
OCO
o0'S1U
5=-
Ow
00
0Q
.-C
>F
*-
o5
t:o
oo
.o
...ir
04-s
£rr
oy -J-J
9'ooco
0>
co
oLU
ßco
m c8
0Q
-co
X|l-S
olu
gco
CO
coi:
r-co
-S.E
0
X0
0c
co0
co
coco
co9
>±± c0
co
>0
=cj
O-C
0>
CO0
¡lili
Eo
?co
o
X0co
oQ.
ococg+4
o<
co
<D
co
co
C)r
i_3
o
i-
X0iii
co
k_
c0oc
X0
.ÇOg
,co
30
S2
x3
3
Q-
w-!2
«o.9
»-
.o
-O
r-
OX
LUjz
tJJ>
coCO
oS
'O
O0
Xcco
^0
coo
*-
6J8
CD
-*^
CO|_
C
O4-4
OC
lX
.Eco
o
0LU
en
NCOOo0
CO
"Eco5
COcp'coco
0p4-s
oco
Cl)
Cl)
là-u
LU
-*=C
COg
g0
oE
co
Q.
0>
pQ
.C
O0
co
co
.J
O
8co-^l
cx:
ra3
SÍ5
-9o
-Q
.O
CC
-,co
Xco0
4-*
co
LU
-=
04Í¡
co~
Xo
oco
xco
«c
%0
c>
,_3
0X
cco
coo
20
CO
Íg
.9.n
0o
w-5
00
-g4-»
k-
yco
xk
COre
cox
E.9
0it
O0
37
SU
B-T
HE
ME
B:
SE
TT
RA
ININ
GA
ND
INF
RA
ST
RU
CT
UR
E
DE
VE
LO
PM
EN
T
38
ExpectedOutcomesIPrightsandownershipupheldMorefund¬ ingforSET infrastructure
ResponsibleUniversities, Governments
GovernmentsUniversities
Objectivesof suchactions-Toreducedupli¬ cationofefforts-Toencourage multidimensional/multidisci- plinaryactivitiesandinitiatives-Toprotect individualrightsandencourageinnovation -Toenablehigher investmentsineducation-Toprovidean environment wheresupport forSETcanbeextended-Toensuresus¬ tainedfinancialsupport
Actionsproposed-Shareinnova¬ tionsandre¬ searchoutputs-Universities shoulddevelop mechanismsofprotectingIPrights -GOVstoenact lawsthatprotectIPs -Changepolicies
-EncouragePub¬ lic-PrivateSec¬torPartnership-Ensurestrong government commitment
StrategytoaddressproblemShareinnovations andencouragegov¬ernmentstoenactlawsthatprotectIPsInstitutionsto justifyneedfor increasedinvest¬mentsinSET infrastructure Involveprivatesector
Problems/issues identifiedLackofprotectionofIPandowner¬ shipofknowledgeLowinvest¬ mentsinSET infrastructure
co
0_
_j
__
H!
X0"M
CO0E
r-
LU
CO
COo
co
'o0k-
LU
co
«4
uE
4--
c0O0ax
oc
4-s
Q.
oo
Eo3
o>*.
"5Q
.
co
0o
cou
a.
o
UJ
Og"5CL
0X1
co
co
co
CJ
L.
0-C4-s
0k-
o«
4-
0>0X
0X
Xc
1co
XcC
Oco
co
X
co
0.9
'coco
cocg
c0E
co
1s-
00
co
4-r
ço4-s
23
cco
co
-4ok-
Q.
XoX
a.
14-s
c_
cc
co
a.
k_
"cäC
O3
k_
'oc
LU
0co
30
co'co
0CC
4-4
4-s
co
0>O
'oco
0k-
Q.
2o
-C4-s
oc
Ü1
Xcó
*4oCO
0>
CO
"~
c1
00
co
-X
icg44
oco
1"5
ro
1Q
-LU
c£
LU
coc
«4ok-
a.
oc03
coco
ca
0
20C
O
0
X0co
co
có4-s
"k-
o_
c
4-*
c0E
0Oc
CO3a-
Cca
co
4-4
1°
co
0O
2«4
0x
-C5E3k-
o
33
32
X0k_
3co
o0XO
Xo3CO
0>0Xo
coco
0
-C4-»
>Q.
Q.
oc'c'cak.
4
3COc0o
c
"caco
4-s
4-r
co
Ec
h-
LU
>2Q.
o
co
pLU
Oco
X2
4-s
3co
Xc
Oox0>
0«42L.
o14
0Ü3
Xok-
3CO
C0o
Q.
4-1
3O>-.
4-r
O3
X2Y
=-'o
CO
Y=-
'coo
co
RC
Oco
co
-4-1
Q.
F+
-*
a.
X0CO
oQ.
k_
4-s
k_
'0X
FLU
CO
Xcco
0Xo4
-s
o4-s
X
>-.
.9co
"5.9
Q.X
0k-
E3C
O-C
O
2C3
4-*
0>0L.
o4-s
coco
k-
co
44
0O)
coX
oE0k-
3co
co
2a.
o04-s
mC'k_
co
"2CO
XcCO
4-4
co
a.
wco4-»
O
OCJ
Xoca
LU
co
0p"5CL
00pO)
c
LU
co
4-1
c0o
co
cok_
3ooc0
0ocooc0
ocCO
E
0-4-»
a)
o
\co
Q.
32ro
co
k-
0>c
Xco
4-s
CO
0o4-s
00c'oc0
<1
11
'
£0x2Q.
co
co
0k-
X
0"o
Q.
"O
0c
o4-4
>>
O)
04-»
CO
k-
4--
CO
-C4--
04-s
CO
k-
4-»
CO
CoE
Q.
FLU
COk-
oMX
00C
O0>0
XXcC
O
co
£
c00oco
k_
3oo
XI
cCO
co
k-
00
0Xo4-s
co
4-s
p4-s
c0
0>o>c>-.
0>
k-
ooc
XXp
o>-.
4-s
X'co0k-
'oc0cco
co
co
oEocoo0
4-s
c0Ea.
o0>0X
Xco
0a0'o
0x4-»
c
LU
c'o'c
jco
4-s
oco
cO
Lu
Eco
k_
o-4
CO
0c
=
3o
3g
CO
CO
X0g
Ï43C
"ca\
it
pC
O'
"5o
4-s
£c
a.
4-»
"ô_0
0X
"4o
>-.
4-»
Q.
X2Q.
1oHra
lu1
_i
CO
X
COc
0oc0
4.1
39
"HExpectedOutcomesClearlydefined innovationchain
Welltrained,well-suited graduatesfortheindustry
Responsible-Researchers, Innovators
-Universities-Jobmarket (entrepreneurs,employers,etc)
Objectivesof suchactionsToencourage moreproductde¬ signanddevelop¬mentinitiatives Todoprototypingandsmall-scalemanufacturing Toenhancespe¬ cialised/custom¬isedtrainingTodevelop career-orientedtraining Toensurethat studentsgainrel¬evantexperience andemployment;SMEsgainextracapacity
ActionsproposedBridgethegap betweendesignandproduction
Implement focusedexpe¬ rientialtrainingprogrammes -Encouragemoreinternship-Develop supportive infrastructure
StrategytoaddressproblemIdentifythechain andsetoutstrate¬giestobridgegapsMatchtheneedswiththetrainingprogrammes
Problems/issues identifiedIncompleteinno¬vationchainLackofneed-ori¬entedTraining
40
ExpectedOutcomesTailoredandreviewed Curriculum
0X'cocoQ.
co
0CC
Objectivesof suchactionsToenhance technicalskillsofSMEsthatwill makethemglob¬ally-competitiveTodisseminatetechnologytoruralareasToaligninvest¬ mentinR&Dandtechnologyplat¬ formswithfutureindustryneedsandstrategies
Actionsproposed-Customised shortcoursestoaddress SMEstrainingneeds-Trainrural populationonspecificSET programmes-Re-focusR&D-Re-focus curriculum-Partnerships andcollabo¬rationswithindustry
StrategytoaddressproblemConductregular andfocusedcur¬riculumreviews
Problems/issues identifiedOutdatedcurricula
41
/
<I
ExpectedOutcomesEnhanced collaboration betweenuni¬versitiesandindustry
Amoreemploy¬ablemanpowerResponsible
Universityman¬agers,industry andtheprivatesector
Objectivesof suchactionsTodevelopinfra¬ structure(equip¬ ment)andhumanresourcesto serviceSMEand studentneeds;Todevelopemploy¬ablestudents Tocreatesyn¬ergycloser relationshipswithemployersofstudents Toencouragestu¬dentstodevelop skillsinproducing/designingmar¬ ketableproducts Toensurethatthegraduatespro¬ ducedfitwellintotheneedsoftheindustry
Actionsproposed-Developtech¬ nologyplat¬ formsforspe¬cialisedskillsacquisition
-Enhancecol¬ laboration betweenSMEsandacademia-Incorporate entrepreneur-shiptraining
Rejuvenate private-public sectorpartner¬shipsanda closerrelation-
StrategytoaddressproblemDevelopand broadenlinks betweenindustry, trainingcurriculumandtheacademiaCreatebalance betweenneeds,curriculumandinfrastructure
Problems/issues identifiedDiffusionofknowledgeInabilitytoemploygraduates(em-ployabilityofgraduates)
42
ExpectedOutcomesPolicyand sustainability
Sustainabilityandfunding0
X'cocoQ.
CO0CC
Universitymanag¬ersandfacultiesUniversitymanag¬ersandfaculties
Objectivesof suchactionsTomaximisethe utilisationoftheexpertise Toeffectively utilisetheavail¬ableresources; humanandoth¬ erwisetocreatewealthfortheuniversities Tocreateaforumforsharingin¬novationand hencemarketourproducts Toincreasein¬ comegenerationopportunities
ActionsproposedshipincurriculumdevelopmentStartnew initiativessuchaspart-time programmesStartuniver¬ sitycompaniestoengagein consultancyand marketableinno¬vativebusinessmodels StartIndustrial parkstomarketproducts Generateown resources:en¬ hance3rdstreamincomegenera¬tionactivities
StrategytoaddressproblemIdentifyand natureotherin¬ comegenerationactivities
Identifyand natureotherin¬ comegenerationactivities
Problems/issues identifiedInadequateresources -Dependency ongovernment fundingwhichisdwindling
Sustainabilitychallenges
«T
;
43
L_
c
ected somesX
CO
0k-
O,J-
co
04-4
co
«4o
X
k-
o
k-
0
X0E
4-s
C0EX2
X3
23
Xg
-*
0k.
p.
3
LUO
oco
k-
o
0-C4-s
O0
3CT
0
CT
OCO
0X'cocoaCO
0CC
4-s
CO
co
k-
0
4CO
CO
k_
0k_
01
>
oca
C
k-
0>
OCOc
'cco
'cca
DE
DE
k-
CX
00
c
Objectivesof suchactions4
4
ca
23CO
c0
0k-
CO
co
04-s
co3
X
co
0Xk-
oco
-QC
O
>-,
g
o4-r
c
"0g4«4
X
4-»
0k-
ca
Ex00
c0cco
04-»
ca0k.
0
k_
0-C4-s
C0Ec0
4-4
00CO
04-r
ca
>"k-
Q.
0
2OEco
0J¿CO
4-r
C
00k-
4C0cE0
HLU
COroc4-s
k-
OO-
Q.
co
.94-4
co
k-
0>
,ok-
3C
r-
,0.^
_c
CO
k-
3c
1ro
ct
co
4-*
1>
0Q
.C
O3
X0kl
COo
CO
030
0<
4O
cpk.
co
.9a
COk
C0
co
co
4-r
4-s
CO
3
X
O4-s
2a.
3OO
2Q.
k_
o0
0E
C0
Xc3
cak_
00co
Ck
Ë3
cocg44
o
24-r
C0c
x£
co
xc
Q.
ca
O4
-r
k-
0x3OC
pCL
sz
co
ja¬
ro
0k_
0
p<
0JQ
0"5
EO
-C4
s
g
Q-
Q.1
0k_
0c
g4-s
0C
OQ.
Q.
O
<O
co
Q.
''
'
Ec
0c
tegyto sproble34-r
k-
OQ.
Q.
O
0k_
Q.
0k_
C
oc'c'cok-
4-s
có-CÜ0E
X'3CT
OCO
k-
4-s
C
CO
CO
Q.
0g.
Q.
00
0
co-¡5
O0
k-
oJZco
k_
3
00C
O
E
£Q.
X>
CO
>'3
CO
0
Q.94
-*
0C
0
ûp'c
CT
0
CO
00
O
3k-
C
COX
Icn
0
Q.
0k-
'cak_
\H
=4-s
4-4
blems identiC0
4-1
g.
c0M
O
1-
co
k-
-40
EQ-
oo
30
'3k_
ca
0ca
CT
_i
C-1
LU
44
SU
B-T
HE
ME
C:
SE
TT
RA
ININ
GA
ND
TH
EE
NV
IRO
NM
EN
T
/
0%
08
Q.
4-r
X3
LUQ
OCO
XX
g~
CO"g
BS
COJ'
3kl
XI
0C
OX
üC
-,'r,
<U
i8-^.~
1§
>c
-x>
_*~
0P
oÎJ
fe
S0
£2
03
OE
CO
»-
COQ
."
.9Xoaco
0CL
,co
og
Ü'E
CO0co
-».
CJ
co-ç*E
2ro
D0
0.m
:
ca
uo0_
j»co
-J«
.,4
-1
»>*
=ï
Eco
I2
c31
Ü3co
Om
_¡4
=O
O0
(Otj
r-9
,~xO
o
cd>
co2
co
?!§
"Xo
x°
Ec
"P
2S
-£
2E
cp4-r
coo3
X0p'coca
-Q
0<2
wE
o.2
a4-
oo
CL^
c0
ÇOCO
c0Ec2>c
LU
co
0co
co
ca
co
x00c
O0
o0CO
co0
2o
co
co
0
Sgl
"S-¿
1-
F5
.c
£§
0x_
>,
E9
3'co
'o
P-c
*^co
w.E
0
com
í-
csï
0U
LUp
0k-
0ra
0m
E~
o"
»-c-c
£"^<
*-x
0e
a*-X
co
oro
aj
H-
oocoro.l2
.E
c
cox
E.9
0.t:
O0
a.
S
roEco
j_,\
'*-c
c
|o-¡ü
Oo
TO[
vk-
CO
gigLU
b
2co
ï-g.E
0m
W
iCO
Äca
caco
o2
ïïco
OC
Q.
0o
co
Ec
ca
CO
f0
omco
>>
cc
Oo
c
>^Fc
co0
;r,to
^CO
.2c
cco
DE
c0Eck-
0>oÜ
o
.9c
x.9
coCO
4--
0
.ES
2S
og
39-
°co
S2
'x«
®c
oo
.Ex
,c
C0Ea
.
o
co
co3
-Ü
Xro
CO
0
cca>
p0
la8
l_o
oco
^1
sâ
XX
0LJ
O0
C
0TO
--g_Q
0O
Xc a.
co0
o.Ek.
xo
c
£E
0>
,p
x
0
CC.E
caca
CL
£
E-2
C0
28
2ro
co
co
Q-x
g0
cco
o-c
0o
sX,
0lu
£
c0
CO
50
E>
30
xx
3Oco
OO
(1-,-»-4
OCO
_c
coco
9*-
E>
«m
S1=
50ë
l-s0.2
3C
¡4=
D.E 0
.9§
_°
> 0
0CO
-Ü 0
45
/
;-n
w
0£
8°
Q.
4-s
X3
LUQ
.9X'cocoaw0OC
coc
og
co
co
2S
O0
U-
co
î"1.1c
o2
2442
S.S
roE
2
oc
x.2
0o
O)
c
--c
iD
CCO
--
zo
5Ü
-C-
X_
-i-aS
08
.2|
22
¡S"g
oce
q.
roro
cl
ro
cOT
»-
4-s
cac
>>
344
coco
0co"
|¡5
o¿o2
co
r.C
(Oo
OX
CO
O-4
-
'o0
Tj
COu
£.2
.-xO
a)75
.2ro
o
X0
oco
0co
rE-x
px
TOg
-it.»
-O
~0
OXEco
0Q.
OX
09
w5
o.2
Q.
4-.
o2
»-
<L
a.
^~
O0
>,
**E
oco
pS
x4->
07;
co^
2+
-n
"C
Oro
x&
Sj
Sïo
ëD
-0
fc',
-2E
g0
Si-9
.bô
CO
0a
.
0c
xcco
_O
«4-s
CT
Oj3
Cc
^c
i:0
0.9
B^-2
Eto
2ca
cao
.>
344
TO
O£
oco
o0
¿^x
>x
ro-ë
8O
0
LU
-£.
o2Ü
Q.X
TO0
M
!5°
co
x
XO
0Q.
co
4-r
c
pa.
X0k-
0o
c
x.2
Vro
x>
ro0-
2ë
XO
4-r
Q
CO3
2-ë
'o'co
coXco
00X
O)%
2C
CO
4-r
1-s
it
co2
gto
Q-
X.E
5°
15
o-H
po
W0
co
OC
"-3CO
°-E
0c
4-s
0
P0
0_,
0Q
..2B
Ecp3
CO0
>
e8
r»
-
LU
Q.X
O.-
O0
CO
cag
COX
I
E.9
0.t:
1=
O0
X!
cC
O>
,e
u4
-r
EX0
'n3
bC
O
-!
rx
oo
ca
k-
4-s
k-
CO
-3c
3
OLU
CO
46
-nw
0g
88
X3
LUQ
PXMXOaCO
0ce
>co
*4£
co0
jr,to
0co
.2c
cro
Z>
E
om¡2
o.2
'o0
o
coo
g
xO
oQ-
XO0x
00
g
Pro
-^¡o
oQ
.X
XX
*i
jsliS
0«
ME
o.2
Q.
44
oo
CL^
0
Ex
ca0
2§
4-r
X
co
oX
h
1è
A>
0
>co
co
._
eu
0C
Ob
k_
0F
3,>
CO
C)r
k-
O3
U)
o
o>,
*-E
oco
09
Ü?x
X0
co
X
co"co li.
P
0x
_x
ro-5
4~
*"""C
XO
0-x
cco
OX
?0
.-=X
0co
co
X0
X34-4
co
.*:
xP 2|
co
SI«
0-o00
cok-
>X0X0X
00
._
ïW
*f
_l
D.
Xo
E
^n
X2>c
LU
COo
=>.S
-o
OO
-Üco
:. CO
CO"O
0-r,
2=
xx5
oC
Oo
CO
00
¿X
-c?
S1
to«
>-o
Ü0
Ero
0*"
co¡s
c^
roco
0c
0F
2g
taj=
raE
ro
O
x0çoX
Ex
0S
0c
>x
C0
ço0
ro0
_ca
_2
coc
oca
>a
.
cac
COX
I
£.2
0it
O0
a3
/
co
k_
O
>2
CO
CO
CO
4-4
c
0c
0
Ê'Ë
X3
CO
co
Xc0le
0E0>c0
o
rocca
ßB
Exc
cca
2co
+4
0
BEE
cox
ccaco
>p0>
a-x
X
O0
CX
3C
.-O
COX
1
roJ2
24-s
00
c~
2'c3
O0
0£
k-
k-
~O
a.
oc
.x
c'CO4--
CO
3CO
CO
X
0'^
..t:co
.t;p
coc
xCD
3-
c>
3
X0EX
rog
x>X
co
gËco
X>-
13
co0
xi
47
ExpectedOutcomesReduceforest destructionduetofuelwoodprospectingGoodunder¬ standingonEn¬ergyusageandconservation.
Sustainableen¬ ergyproduction.Responsible
UniversityManagersUniversitymanagers
SpecificObjectiveofsuch theactionsToinculcate bestpractices inthedevelopedcountriesStudentsshouldhaveanunder¬ standingonthebasiccontribu¬tionofscience andtechnologyinnationaldevelop¬mentgoalsand henceacceleratetherealisationoftheMDGs.
Proposed ActionsDevelopenviron¬mentalengineer¬ingprogrammeasaprofession Includebio-safe¬tycoursesintheprogramme Basicscience coursesnouiuuedevelopedandofferedtoLib¬ eralartsstudentsduringthefirst twoyearsattheuniversity. Basicartscours¬estooshouldbedevelopedfor scienceandTech¬nologyorientedprogrammes.
Strategytoaddressthe problemBio-safetystrate¬ giestobeincludedinthecurriculum forallSETbasedprogrammesSETprogrammesshouldbegeared towardsdevelop¬mentofenergy savingequipmentanduserfriendly productstoaccel¬ eratedevelopmentinthesocieties throughprovision ofaffordabletools.
ProblemsidentifiedEnvironmentalEngineering ProfessiontobedevelopedasadisciplineGraduatesof liberalArtspro¬grammeslackbasicscienceinformation neededforthe implementationMDGs
48
TH
EM
ED
:R
ELE
VA
NC
EO
FS
CIE
NC
E,
EN
GIN
EE
RIN
G
AN
DT
EC
HN
OL
OG
YT
RA
ININ
G,
HE
AL
TH
AN
D
INV
ES
TM
EN
TIN
TH
EA
FR
ICA
NR
EN
AIS
SA
NC
E
TI
">
0£
oo
88
Q.
4-r
X3
LUQ
PXw2
S°
o*-*
COco
0CC
Xo3CO
CO
oc
0o
>*
oCO
0Xox0CO
oCL
oCOcg4-r
O
<
0,\
O>
0~
>"E
Ii
°=
"g.9
-¡o
X4
-r0
Q.
ê-a-3ëC
Oo
«8
.QO
-Em
<
ra0
o£
'8,
4-s
CO
XC
co
ro
=E
g'roco
E*E
£;ü
cro
LJ
*x
^<
B
X
0
XX00
0Eoo0-
E8X
44co
cco
co
EC
Oco
Oo-
co
o8
ro^
-Q
.-Q£
"F^
0co
ro:_
"E,->
ro2
.9E
cF
x
COX
I
E.9
0it
O0
à:s
CO,
0
5¡J»
LU3
coC
!±.
COr-
O.*.
Xco
.-q
.CO
_,_
0¡o
Q.1=
coQ
3--
-5e'E
-2t:
n-
coo
F4-s
i^
Sxx
c4-j
ËC
3O
_>^
I-L
.+
-»4
-»Q
.
lo3
J,T
O\
3X
4--E
>C
Tp
coF
xo
.x
ro-
0C
0-
>x
ca0
oro
..co
*;
k-
4-r
>^
4-s
CO
C2.
CO
*_
C0
C-4
->
0->=
OX
XÜ
CO
co
00tt
co(fi
4-s
4-s
yj
4-s
4-s
.4;
co
Q!_
-^
L_
-UI
)-4
-1
ça«
03
---c
çog
wx
x<
00
roo
í2^"S
gr/)
cco
Q.:_
a.
3û
°xxX
E^
-:
bC
CS4-
oc
<ca
roro
oo
o
co
-0
E~
»
1SO
§co
Oo
rou
-C
Olu
LU
X
o.-ç
ug
o«
^îg
oI
Xc
^>
O)
*-3
83
3*E
ro3
+J
E"^
4-rk-
4-s4-r
0X
-j-,CO
O4-r
co2,
.-_?
ex
CO_
rog
rox
_..
..=co
c
co
5'£
-Sc
Eà
3O
>4-r
44-
-|(O
08
-5-8
¡DX
g5ca
O-^
°^F
^:_
Fro
hX
roco
£-E
roC
O
0Q
_
t,<
3
l£2X
,ro
.2.E
«-0
EJ5
-g3
**
-X
cx
o
roo
_c
CO
x0
co
co
o0ro
£
co
cO_
4-
0ro
g
oc
Qro
=>°
<P
rac
pIl
toSro
o35co0
"SX
0~
>-
É5
->--
2p^
*-.1=
oX
cc
ox
roc
JlCO
rog
«ro
Qg
g;.*
-+
-_
7._
""
lW
<4
.-i-«
CO
49
f
ExpectedOutcomesIndigenous solutionstoHIV/AIDS
Increased collaborativeactivitiesImproved exploitationofe-healthcaresolutionsin Africanhealthsystems
Responsible actorsResearchersInstitutional managementandfaculties
Relevantfacul¬ ties,healthcaremanagersandpractitioners
Objectiveofsuch actionsToacquirein¬ sightsintoindig¬enoussolutionstoHIV/AIDSTodevelopdelib¬eratestrategies forcollaboration
Toexpandop¬portunities forhealthcareprovision.
ActionsproposedPromoteresearchintoindigenous solutionsinclud¬inguseofindig¬ enousknowledgePromotemulti- disciplinaryand multi-sectoral,re¬gionalandglobal SETcollaborationPromotecol¬ laborationone-healthcare solutionprovision
Strategytoaddressthe problemEncourageand supportindigenousresearchactivitiesProvideopportuni¬tiesandnecessaryenvironmentforcollaboration
ProblemsidentifiedInadequate research-basedindigenous responsetoHIV/AIDS. CollaborationIssues Inadequate collaboration amongSETroleplayers
50
ExpectedOutcomesImprovedimple¬ mentationofS&Tpolicies
Strengthened NSIadequatelyaddressing developmentalchallenges
Responsible actorsGovernment andS&Tpolicyimplementationstakeholders NSIstakeholdersincludingGov¬ ernment,HEroleplayers,public andprivateSETinstitutions
Objectiveofsuch actionsConstructively engageroleplay¬ ersinS&Tpolicy implementation
Providecom¬ prehensiveNSIperformance monitoring,evalu¬ationandreviewsystemX0C
O
oQ.
Q.
CO
Xg4-»
O
<
Strengthenpol¬ icyimplementa¬ tioncoordinationandmanage¬ mentstructure StrengthenNa¬tionalSystemsofInnovation(NSI)toen¬ ableadequateresponseto developmentchallenges
Strategytoaddressthe problemDevelopandsup¬portmechanismsforpolicyimple¬ mentationonSET
ProblemsidentifiedPolicy/ Strategy Implementa¬tionIssuesInadequate S&Tpolicy implementation
Lo-T
I
51
/
<t1
iExpectedOutcomesUp-to-date curriculawith improvedqual¬ ityofacademicprogrammes andgraduates.
Increased quantityand qualityofhealthworkforce
Responsible actorsFacultiesin collaborationwithrelevant stakeholdersHEmanagement;faculties, Medicalprofes¬sionalbodies
Objectiveofsuch actionsNeedforcurriculacurrency.Needtoexpandaccessand participationinhealtheduca¬ tionandtraining
ActionsproposedEstablishnationalandinstitutionalpolicy/strat¬ egyforperiodic,timelyreviewof SETcurriculaandprogrammes. Evolveinstitu¬ tionalmechanismforstakeholder'sinvolvement. Establishinstitu¬ tionalprogrammequalityassurancemechanismIncreasehealth workforcegradu¬atetargets; Providebridging
Strategytoaddressthe problemInstitutionalise regularcurriculareviewsinline withstakeholdersexpectations
Identify,develop andsustaintrain¬ingprogrammesforhealthworkforce
ProblemsidentifiedCurricular&Programme qualityIssuesDatedSETcurriculaHealthWork¬forceIssueShortageof healthworkforceinquantityandquality
52
X0uo
8S
CL
4-4
X3
LUO
XXO
roc
ox;
oc
-SÉo
0co0
0-x
roi3
roro
oro
Q-
xx
o±
00
=Q
-jt
O0
COCO
p.
oCO
0X
-E0
CO3
Xo
/
pX'552
g°
O4->
coco
0CC
hsi
roco
"si
P44
X0
.xXroco
k-
0ro
coc
iu0
Sco
ro_
_r-
Cl)
4-s
r-
Xb
XCO
b
xo3CO
0>Xo0XOX0co
oQ.
OCOcp4-r
O
<O0
>.~
E65
«0
0K
X*4
0-
co' c
P
co
0bbro*_
ro
O0.-
FOT
.E0E
t.E
roco
Q.
».
-r,T
O^
2ro
o.
oxro
pcb
po
.x
c0Q.
O0X
>2CL
E0co
o
X'rok_
x
xc
<°-^
0ro
Zx
u
O £O
Q-
...c
"X
'S0
»fe
2ro
Hx
2*"
ro-^
;ro
oo
x£>
rou
x5
"^
'??
ʧ
-9=
o£
*-Z
Q.J
2x
co
*i
"Sro
w 0oxro
rocx
o3
_J
k-
4-r
OX
5£
00
0.2
XI
"-4-r
2o
02
h°
££
.E
ro
EÉ
si
4-r
CO
X
c*;
roO3
11
"F°
.Eo
oc'3c
3Ç4-r
COo
0g
go
x-i
.9co
ro0
0,
».
,-ro
Ero
oo
ex
>,
0c
=x
11
1?
co-
»-
o5,
XI
2X
»rM
-._
fisF
.4
4O
V-
CO^
TO
M-
-Í
0TO
2S
COO
Q.E
Q.X
.2g
CO£
0>'o-2<"
x>
E'-F
Oo
oro
0.b
x
2Í-
1|
0-ck
_
XTO
O>r
X-E
"-B
sro
-*"¡F
.*
I"g
§|
oQ
.ro
gE
g
coxi
£.9
0"±
P0
tí5
53
ExpectedOutcomesImproved exploitationof resourcepoten¬tialsoftheAfri¬candiasporas
Globalaccep¬ tanceofAfricanSETgraduates.Responsible actors
HEmanagement;GovernmentHEmanagement,Nationalaccredi¬tationbodies
Objectiveofsuch actionsFormulationof deliberatestrat¬ egytoexploitDi¬ asporapotentials
Needtoseekglobalaccep¬tanceofSET graduates,bal¬ancingtraining forlocalneeds
Actionsproposedexploitinge-learn¬ingandOpen& DistanceLearn¬ingapproachesFormulatestrat¬egytoconstruc¬ tivelyengagethediasporas
SeekentryintotheWashing¬ tonAccordonaccreditation
Strategytoaddressthe problemConstructively engagetheDias¬ porainthehighereducationagenda
Graduate globalaccep¬tanceIssue LackofglobalSynchronisetoacceptabilitytheextentap- ofgraduatespropriate,localof(African)standardsand Engineeringbenchmarkswith programmesininternationalonesProblemsidentified
AfricanDias¬poraIssueInadequateexploitationofresource potentialsotheAfricandiaspo¬ rasinadvancingHEagenda
54
Tí
W»
2«i
0o
Q.ü
X3
LUQ
X0C
OOaococg4-r
O
<
CJ
oLU
¥x
cw
-a
.»
-^
co0
"*
X0
.2x
.2E
^'T
:4
-r1
4-
;=ro
£3
=E
ün
Offi
ijI
oco
=>-
'SO
-tíC
To<
,0
¡5£
r-..
Xp
LU
co
0O
)o
p4
-rO
-C
o»
-g
ro
Ett.9
roo
>o
£2
¡ÉL
o0
>,
*-E
oco
00
íí,x
m2
oro
-=í:
ta_
CO
ro
0,-N
cox¡
E.2
0E
O0
c-
CO
4-s
en
CO
o4
-r
c_
0>
-0E<
£ron
o0
-X
Q.
a.
E0
CO
0V
-
oZ
LU
(1)1
co
mO
n(1
)co
ro
en
c
2X
oc
X3
r
X0Ew
0.9
o~
ro3
Xo
LU"F.
Xro
0CO
ro2o
OC
Oc
rox*
BO
)
-°£
0X
CO
>2.
>Ü
O)
âô
2a
3OO2
*-S
0
O0CO
oc
cto
,¿c
U.
0X
Q.iX
O
0ra
_*2*4
4k-
0ro
*j
.2.2
ro4
-4k-
_
oclO
d0
CJ
0co
-x: roc
x2
X"-
3C
O*4
0.2
Í5ce
xo
.5lu
o.
ca
roro
"gE
<"2
0O
)0
E±:
.Ep
ro-o
!ro
Q.
s;«
«o
,20
>t.
QX
XQ
.
03(0en
O)
Sx
c3
p
,X
O
0agi
>cl
c»
-c
co
S°
g>¿li¬
feH
-E-S
cS
ll.E.E
55
-n">
0g
8°
Q.
44
X3
LUQ
X0co
OCL
oo
<
3O
h-
LU
CO2o
-ff
O.___.
kl
3X
OP
XCro
>-
TO
si
co
14
-O
0 Í.c
Ok_
7-.
k-
m
Oo
°<"
P-
0-
roco
c0_
_C
a¿=
OX
Ero
oo
o
0X
Q.
kL0
O0
4-s
X0k-
k-
3O
co
co
co
k-
o4-r
%B
o.
O0
co
co
0DC
co
ovidnitie4-s
3O
a.
BC
O
Xi
oE
3.c
oC
Oc
x
oco
co
.9O
44
0o
»-8
>4-1
og
o3
>,
O0
co
4s
3
¿Y
0o
o
OZ
EC
O1
4
3OCO
0X
>-.
ok-
roco
m-3
4-s
uC
c
roo
g0
cro
X
rosi
44
ro2
Xc
0>
co
cO
rro
rou
rro
Cl)
sz
Increco
co
0X
p'co>
o'k_
14
<
occo
co
oroo
XX
nC
O.
CO
nk-
ûY
"00r
D>C
l)4-1k-
LU
-
Qn
ZHC
Ok_
04
-1
r
3Z
-X
0
<<
ob
-i
k-
cx
o
4-S
co
p4s
m
0FoXrn
o3
X
Ero>4-r
co
0o
3
0O
)u
O
xE
tí:J-
±±
~0
.Jr
0to
coco
¿f
o
»2
coE
ro.2
oro
oi_
coS
4-r.x
-co
xi
E_
_co
Xw
-il
01
3<
Sco
ca0
ro<>
c>
.-
Zo
jii:¿
Üu
xxro
¿c
>,
oj§
Ero
»-x
-°
co
.-gr
.e-f°
cx
uj
ço0
£co
roo
.!=c
c,
o
co
roroooco
C3
_,
,,
o0
mS
c
§t^3
J5
20
'cc
Fco04-r0g^;'*
;co
O0
*4X
C^
*4fc
Oco
p9
Sx
0
W-g
Ok_
o.
co
CO0
O-X
co
Ooc
co
3Q
.c
0
XCroooCO
Ä=5
ra0
.c_
g£
_£co
¡oO
rrCO
-oC
c^
ïc
.9lu
-aï
.hro
co
o
0o
-2
Io
it
_rooo
XC
_;_O
roS
-Q-x
0'k_
0g
tf
O4-r
2<
.c
po
0ro
p.S»
toS
c>
srô
*E.E
--rc
coI
"o
go
k-lu
ce
-xC
CJ3
co
COX
I
E.2
0.t:
20
Q.3
üS
0>
«0
3^
to
o~
ffl=
>«
11.-A
O
-I
YO
C)
r
CO
CO
o
3
TT
or
m
0o
Cl)
r3
û3
nX
Xo
0
00o
CO
cc
co
rara
>
uen
oV
»t-
<
p"rac
3CA
M
ro
c
'A
row
2.9
Ck-
roï?
0x;
0<
oco
_c
2|
roro
rox
coco
.gE
"2rô
5°l2
56
-n">
0g
0s
aa
X3
luO
cop
k-x
<*>is
2*'S
§k_
CO
ro0
oC
4
-r
0
Ü
0oc
§»
s3
öro
.y.ü
CO4
-r
M-
*-
k-
C
O<
XCO
CO
"2ro
ro?
§2
cro
>*
Xc
xro
0ocroco
p'roc0
0C
l)
Xo
<l>4-s
CO
k-
o4-r
O
3ra
3
Xro
O
on
LUk_
cCO
roL
L.
co
cc
0b
(7
0-X
xo
r
DC
o0
X4
-4
b
XI
,X
Q.
-ro
o
ÛZ
0¿C
=ï
>Q
-'
0L
U_-û
DZ
<<
o
o3CO
coco
»8
o0
0'x?O
00
X3
COro
5o
x
Xox0
o0
E"°
PX
c<u
02
TO
-8,|
Cc
O3
Sp
0
>,
cc
^2-S
x.c
X0co
oa.
oco
cpXo<
o§!
03E
xocoo0>
.oro
c.E
2ro
cro
co
rolu
rocl
groii
-.E
~<
X-X
-4-
"FO
3>
mx
o.2
0o
cro
c
0"-
*EB
,_x
pco
wE
E*9
00
£G
C3
3=
«^
COo
y.S
-xco
4-r
HU
-m
COQ
t-0
O0
oi-
2ro
'ro
i5
SI
.92
CO
"go
roo
CO
4-s
0ro
>2
mc
o^_
en
x1
C)
0LU
k-
0
14O
CO
<oc
ren
co
k-
o0r
co
Cl)
4-r
c0o
oc0
XCC
O
roc0k_
o0
**x
Oco
0®
Sx
ro_
wX
¿oIS
coxi
E.2
0*:
O0
a.
S
57
r-i
ExpectedOutcomesImprovedHE SETresourcing
Optimalre¬ sourceacquisi¬tionandusageacquisition
Responsible actorsHEmanagement
HEmanage¬ment,policymakers,rel¬ evantpublicandprivateinstitu¬tionsandSETofComputingexperts.
Objectiveofsuch actionsNeedforresourceutilizationoptimi¬zationstrategy
ActionsproposedBroadenresourcebasethrough adoptionofPPPstrategies; Tapintodiasporaseconomy. Promoteutilityap¬ proachtoresourceprovisioningandutilization; Considerutilitygridcomputing enablede-Scienceande-Healthcareadoption.
Strategytoaddressthe problemStrengthenandoptimizeavail¬ ableresources
ProblemsidentifiedResourceIssue Shortageof SETteachingandresearch resourcesandlackofopti¬ malutilizationofavailableresources
58
59
Top Related