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

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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

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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

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<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.

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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

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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

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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

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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

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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.

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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.

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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.

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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.

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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.

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vf f"^ 3.0: PROPOSED ACTIONS ANDTHEIR OBJECTIVESH

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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.

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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.

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Objectivesof suchactions-Tofacilitateap¬ preciationoftheimportanceandneedsofSET programmesinuniversities-Togetfeed-back fromstakehold¬ ersonrelevanceofcurriculaandnewrequire¬mentsthatneedtobe accommodated-Toattractand motivateindus¬trialsupport-Topromotein¬ dustrialcollabo¬rationinR&Dactivities

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Strategiesto addressthe problem-Employapartici¬ patoryapproach withstakeholders-Developopportu¬ nitiesthatwillat¬ tractparticipation

ProblemsidentifiedWeaklinkage betweenUniversi¬tiesofferingSET programmeswith theprivatesectorWeaklocalin¬ dustrysupportofR&Dand/orab¬sorptionofR&Dproducts

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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

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35

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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

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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

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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

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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

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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

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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

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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

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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

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Strategytoaddressthe problemDevelopandsup¬portmechanismsforpolicyimple¬ mentationonSET

ProblemsidentifiedPolicy/ Strategy Implementa¬tionIssuesInadequate S&Tpolicy implementation

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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

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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

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AfricanDias¬poraIssueInadequateexploitationofresource potentialsotheAfricandiaspo¬ rasinadvancingHEagenda

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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

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