Toward a Transformational Africa-U.S. STEM University Initiative

INTRODUCTION

STEM (science, technology, engineering, and mathematics) plays a key role in accelerating economic growth and developing innovative solutions to pressing challenges facing the African continent. Over the past few decades, much work has been done to develop university systems in African countries in recognition of the role that high-caliber teaching and research in STEM fields play in economic development. African universities and their governments have made many of these gains through partnering across countries and sectors. Often, however, these efforts are based on individual connections and do not lead to long-term change. Inspired by STEM’s potential to tackle African and global challenges, a group of academic leaders has come together to explore a synergistic approach to transform African institutions of higher education and increase the global engagement of U.S. institutions. They developed an initial vision for a next-generation Africa–U.S. STEM initiative that would take place for at least 10 years, with funds of at least $10 million annually from governments, the private sector, philanthropies, and other organizations. To obtain input from stakeholders on how such an initiative could develop, the group held a virtual workshop March 14–16, 2022, convened by the National Academies of Sciences, Engineering, and Medicine (the National Academies) and funded by the National Science Foundation (NSF).

TOWARD TRANSFORMATION THROUGH SCIENCE AND TECHNOLOGY

In opening the workshop, planning committee chair Anne C. Petersen (Global Philanthropy Alliance and University of Michigan) thanked the more than 1,200 participants online for joining to discuss bilateral and regional efforts for sustainable change. She explained that the workshop was designed to consider lessons learned, identify strategic areas for high-impact STEM collaboration, and suggest how to move toward a new Africa-U.S. STEM initiative.¹ Vaughan Turekian (the National Academies) underscored consideration of the role universities play in the major challenges that STEM can address and the long-standing experience of the Policy and Global Affairs division at the National Academies in engaging with Africa.

Workshop co-lead Sajitha Bashir (formerly, World Bank) introduced the context of the proposed initiative. In 2001, she recounted, Nelson Mandela called for world-class African institutes of science and technology to transform the future of the continent. Since then, a range of regional initiatives have taken place with multiple types of investments, structures, and goals (see Figure 1). While the funding has been significant over the last decade, she pointed out, imbalances have occurred in terms of which countries receive most of the investments. In addition, health and agriculture predominate, with relatively little investment in such critical sectors as energy, climate change, and materials. Financing has been limited for infrastructure and equipment, digital infrastructure, faculty exchanges, networks, scholarships, and university governance and management. She also acknowledged the need to better quantify and compare results across programs.

Dr. Bashir noted that while these efforts have not created the transformation that President Mandela envisioned, they had successes and provide lessons to inform a future Africa-U.S. STEM initiative. Lessons learned show that funding must be sizable for a regional initiative, and long term (10 to 15 years). African ownership and leadership are essential from the beginning, as are synergies to avoid duplication. Sustainability must be built in from the beginning.

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¹ For the agenda and a recording of the workshop, see https://www.nationalacademies.org/event/03-14-2022/workshop-on-a-transformational-africa-us-stem-university-partnership.

PARTNERSHIPS IN STEM RESEARCH: LESSONS FROM THE PAST

To continue the discussion about lessons learned, Eric Garfunkel (Rutgers University, New Jersey) moderated a panel composed of presenters from universities, government, and the Network of African Science Academies.

According to Barnabas Nawangwe (Makerere University, Uganda), “Universities in Africa are increasingly being asked about their relevance to the development challenges of the continent, and we have been trying to find ways to connect to these challenges.” He described a number of partnerships between Makerere and U.S. institutions. The research agenda spans health, climate change, agriculture, energy, and youth unemployment, although the collaborations have skewed toward public health. One of the most successful, he said, began 30 years ago with Case Western Reserve University. It has received more than $200 million to support research and training between the two universities, including capacity building for Makerere to conduct large-scale clinical trials, epidemiological studies, and translational studies. Other programs have involved student and faculty exchanges, leadership development, and collaborative research.

Hecham Fenniri (Mohamed VI Polytechnic University [UM6P], Morocco) explained UM6P was designed in 2017 to fill a gap between academic and industrial research and development (R&D), with a focus on graduate-level applied research. Its campuses around the country focus on learning-by-doing and experimental platforms, including a green energy park, fabrication lab, and other sites. Teaching and research aim to give students the tools to solve real-life concerns, with more than 150 partnerships and innovative approaches across topical areas, such as human capital development, venture capital investment, and public policy. He noted the importance of an R&D ecosystem that connects individual programs, as well as digital education to expand access to courses.

Sharing a government perspective, Nelson Torto (Ministry of Tertiary Education, Research, Science and Technology, Botswana) stressed equitable collaborations for research accomplished through long-term funding and government support. While programs can be either top-down or bottom-up, he said that they are more likely to be sustained if they align with African national development plans. In terms of current activity, about 25 percent of current U.S.-Botswana university programs are in STEM, including several related to such innovations as nanotechnology. Dr. Torto expressed interest in building on these experiences.

Rounding out the formal presentations, Jackie Olang Kado (Network of African Science Academies) explained that funding from the Bill & Melinda Gates Foundation over a 10-year period helped in transitioning national academies from honorary to more programmatic organizations. She related five lessons learned from what was called the African Science Academy Development Initiative. First is the need for flexibility in the funding mechanism. It is not possible to “cut and paste” U.S. institutions onto Africa; rather, interventions, outputs, and priorities need to be differentiated and led by each institution. Second is the need for diversity so that the 28 academies on the continent (up from 11 in 2004) are more inclusive of women in leadership and governance, as well as of early-career scientists. Third is the importance of iterative learning in monitoring and evaluation in order to improve future processes and initiatives. Fourth is to recognize the continent’s diverse scientific landscape and link with regional and global priorities, such as Agenda 2063 of the African Union and Agenda 2030 of the United Nations. Fifth is the need to leave a legacy in the form of documented systems or modules to use after program funding ends. Ms. Kado concluded with highlights of the Leading Integrated Research for Agenda 2030 in Africa project, in which early-career scientists work across nations.²

In discussion, Dr. Nawangwe identified mutual respect and benefits as critical to success in university collaborations, with knowledge gained on both sides. Dr. Fenniri noted that UM6P targeted international organizations for partnership from its beginnings, particularly in the African diaspora. Universities around the world have been very open to collaborating with African universities, he related. Dr. Torto pointed out that while building research excellence requires long-term engagement, politicians and governments are more likely to invest and to have “skin in the game” if they are able to celebrate short-term achievements from collaborations. This, in turn, provides African universities with confidence and authority to direct a partnership in a manner beneficial to them, he added.

Elaborating on the role of science academies to build research capacity, Ms. Kado noted that they can serve as an institutional hub or memory for capacity building. They help inject science into policy making, create forums and publications for nonscientists to engage, and broadly help science impact everyday life. They also serve as the vehicle for scientists to share knowledge with one another. With academia, policy, and society as the

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² For more information, see https://council.science/annual-report-2020/lira2030/.

three pillars of sustainable development, Ms. Kado said, the role of national academies and professional societies is critical.

Dr. Nawangwe noted that Makerere and other universities are increasingly expected to play a role in economic development and to move from publications written for their own sake to impacting societies. While health must remain a priority, Dr. Fenniri said UM6P is seeking to address issues around food, water, land use, and other issues of relevance to Africa and the rest of the world. Ms. Kado called for funding targeted at institutional building that would outlive discrete projects, such as for infrastructure, human resource development, and financial sustainability. Dr. Torto said universities should produce people who are not only employable but can themselves be employers. He urged innovation and investments for both technological and policy advances.

KEYNOTE: A NEW FRAMEWORK OF ENGAGEMENT

Robert Jones (University of Illinois at Urbana-Champaign) advocated thinking about how U.S. and African institutions of higher education can work seamlessly as partners and collaborators and move from a deficit model that marked the past. Dr. Jones drew from his own global research experience to ask how universities translate their physical, intellectual, educational, and professional assets into economic and social prosperity for communities at scale and in a sustainable manner. A common thread, no matter the differences across local contexts, is an engagement framework, Dr. Jones said. “We have to recognize the distinct capabilities and personalities of all our institutions,” he stated. “And we have to develop the systems and the partnerships and the processes that are right and correct for that intersection.” He underscored that institutions in Africa have great capacity to add to the global research and innovation ecosystem.

While many successes have occurred, he said efforts have been uncoordinated and driven more by personal connections and individual research interests, not overall strategic institutional or national goals. The needs of the world today make it imperative for universities to work with public- and private-sector partners to deepen and broaden engagement with Africa and others in the Global South. “We have a window to act now,” he said. “Our network of [participating] universities must be strategic, sustained, and trusted partners in the future of Africa if we want to remain relevant, vibrant, and competitive.”

PARTNERSHIPS IN STEM UNDERGRADUATE AND GRADUATE EDUCATION: LESSONS FROM THE PAST

As panel moderator, Reitumetse Mabokela (University of Illinois at Urbana-Champaign) noted that of the nine countries where a significant youth surge is projected to occur in the next few decades, five are in Africa. “The conversation we are having is not only timely, it is urgent because we are going to see an increasing demand not only for education broadly but for higher education specifically,” Dr. Mabokela said.

Joel Ogbonna (University of Port Harcourt, Nigeria) said his experiences in industry and at the Africa Center of Excellence in Oilfield Chemicals Research (ACE-CEFOR) confirm that the key to progress in STEM education is collaboration. He elaborated that curricula must be aligned with societal needs, especially local needs. Graduates leaving university were not “industry-ready,” he said. In the early 2000s, several partnerships were created in Africa to impart more practical knowledge and skills to students. He suggested areas of interest for the Africa-U.S. partnership could include review to ensure that curricula are in tandem with realities, establishment of research laboratories and centers of excellence, human capital development such as training-the-trainers, and collaboration with all stakeholders.

Lola Eniola-Adefeso (University of Michigan) has focused her work with the College of Engineering on expanding partnerships between the University of Michigan and universities in African nations, as well as repackaging the university’s engineering curriculum to become more people- and equity-centered. The goal is to train undergraduate and graduate students to understand that technology must be usable for all. “We cannot get there without understanding the environment and social landscape in the countries where we envision our technology will be deployed,” she said. Initiatives with Africa include one with the Addis Ababa Institute of Technology, with an emphasis on experiential learning in electrical engineering. She concurred with Dr. Ogbonna that many STEM programs in Africa produce students who are well versed in theory but lack access to experience that would make them more competitive for graduate programs and the workforce. A potential partnership with Ford Motor Company, which is headquartered in Michigan and operates in South Africa, is aimed at developing local African talent, rather than exporting talent.

The mission of the Institute of International Education (IIE) is to leverage the power of international education in today’s interconnected

world, according to Jeremy Coats (IIE, Washington, D.C.). IIE manages exchange programs in Africa, including the Partnership for Higher Education in Africa, the Fulbright Program, and the Carnegie African Diaspora Fellowship Program (CADFP).³ Drawing on lessons learned from the implementation of CADFP, Mr. Coats highlighted the importance of identifying the correct expertise for the needs of the host institution. A roster of African-born academics in the United States and Canada has been created to match experts with needs. Some were already collaborating with African colleagues on an informal basis, and the program allows for formalization of the relationship, with benefits on both sides. While CADFP funds major expenses, host institutions in Africa are requested to provide local lodging, transportation, and meals, which most do and which provides more buy-in. He concluded that sustainability is another important aspect of the work, with expanded collaboration and networks lasting after the formal program.

Concurring with the challenges and opportunities expressed by other presenters, Elsie Kaufmann (University of Ghana) shared her experiences in starting programs in bioengineering and in orthotics and prosthetics at the University of Ghana. She noted that producing students who are more practical minded requires training faculty first. She noted that relationships with several U.S. professors have involved students in hands-on engineering solutions, including one to develop protective personal equipment during the pandemic. In addition to University of Ghana students gaining experience, she added, many of these programs provide U.S. students with new and interesting research directions. However, she said, when projects are carried out through individual connections, “when a partner is no longer available, the project tends to just fall down.” She suggested mainstreaming interactions so they are institutional, not individual, initiatives.

Dr. Mabokela launched a discussion about strategies for STEM education on the African continent. Dr. Eniola-Adefeso agreed with Dr. Kaufmann about the need for institutional support and backing to keep programs going. She also observed the difficulty in making these connections. “For many universities within the U.S. who have the aspiration to do something [in Africa], it can be daunting to get plugged in,” she noted. She also called attention to infrastructure. “Access to electricity, access to labs and materials is a major limitation,” she said. “How can we begin to partner with countries to bring in those labs and give students access?” To make

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³ For more information, see https://www.iie.org/programs/carnegie-african-diaspora-fellowship-program.

ACE-CEFOR graduates more industry-ready, Dr. Ogbonna said oil and gas representatives provided input to revise the curriculum. They also provided internet technology and lab facilities. Dr. Kaufmann acknowledged the challenge in involving other departments across an institution. Recognition for extra efforts involved and mainstreaming some of the practices into regular teaching can help overcome this hesitation, she suggested.

To address concern about the “brain drain” if African students come to the United States or United Kingdom and stay, Dr. Eniola-Adefeso said the key is to anchor education at local universities and to strengthen infrastructure and investment. “When universities build an infrastructure that allows local talent to be innovative and see themselves on par with global colleagues, I think there will be more and more talent staying in their countries,” she said. “If we invest in infrastructure, there will be a desire to stay.”

INTRODUCTION TO THE PROPOSED NEW INITIATIVE

With discussion on lessons from the past as a foundation, planning committee member Nkem Khumbah (University of Michigan) introduced the initiative “on the table” developed through a series of conversations between African and U.S. academic leaders. Dr. Khumbah pointed to its focus on coupling STEM research and education with economic development at a scale and for a length of time to have a significant impact. Further, “It takes as a given that in any genuine partnership, change is, by definition, bidirectional. The transformative potential extends to African and U.S. partners alike,” he said.

The theory of change on which the initiative rests, Dr. Khumbah explained, is that if African universities are supported with interconnected activities under the STEM umbrella, the research enterprise will grow, more students will be prepared, and research collaborations will be strengthened. A strengthened STEM workforce and ecosystem would support growth in Africa, as well as increase African contributions to address global challenges. The 10-year, $100 million initiative is envisioned with three interconnected program groups: institutional training, mobility, and network building (see Box 1).

Dr. Khumbah identified outcomes and impacts of the initiative: (1) transform African partner university curricula and research infrastructure; (2) develop extensive U.S.-Africa STEM educational exchanges; (3) grow economic activity; (4) increase the proportion of women as students, faculty, and administrators; (5) grow and strengthen STEM

professional societies and academies; and (6) grow U.S. universities’ role in global STEM workforce development. He closed by noting the power of consortia that could be formed by a wide range of potential partners.

KEYNOTE: BREAKING ACADEMIC SILOS

Prabhas Moghe (Rutgers University, New Jersey) expressed the support of his institution and others that are part of the Big Ten Plus.⁴ He noted that a bidirectional partnership with Africa is at the heart of the Rutgers aspiration to educate the next generation to address global challenges. He

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⁴ The Big Ten Plus are large public R1 universities in the mid-Atlantic and Midwest areas of the United States.

also observed that projects or groups often fade when funding ends and agreed with other presenters that the challenge is finding a scalable solution with sustainable effects.

Dr. Moghe stressed the need to break academic silos and connect leaders in education, research, and innovation, as well as in workforce development and fundraising. As one potential model, he highlighted an innovation academy at Rutgers that connects like-minded teams within and across disciplines and suggested connecting the innovation hubs in academic hotspots in Africa and in the United States.

BUILDING AFRICAN UNIVERSITIES FOR EXCELLENCE IN STEM

Panel moderator Winston (Wole) Soboyejo (Worcester Polytechnic Institute, Massachusetts) recalled a workshop held in Pretoria in 2000 that explored ways in which U.S. and African scientists could work together. He said he has continued to listen to stakeholders express their ideas about priority issues and development of the next generation of scholars to make an impact. Results have included the U.S./Africa Materials Institute and Nelson Mandela Institution, which provide a home for research and other collaborations within Africa. He noted that both U.S. and African students participating in these efforts are inspired. As illustrated by these examples, “the brain circulation process that we have explored is one that can be scaled.”

Boutheina Guermazi (World Bank) shared thoughts on strengthening STEM capacity through four points: development, regional approaches, gender, and partnerships. “Technology and innovation are at the epicenter of the continent’s social and economic development,” she stated. Sustainable transformation requires human resources and an innovative higher education system. She noted that the World Bank has supported a regional approach to scale the talent pool, expand dissemination of science, and harmonize across countries. Examples include support for African Higher Education Centers of Excellence (ACE) and the Partnership for Skills in Applied Sciences, Engineering and Technology (PASET) scholarship program. A deliberate approach to bridge the gender gap in STEM is necessary, and she called for a holistic and cross-cutting approach. She also noted the value of bidirectional university partnerships.

A critical question to ask is why form a partnership in the first place, said Mamokgethi Phakeng (University of Cape Town [UCT], South

Africa). Reciprocity and equity are essential for success. She commented that UCT receives many offers to partner: “We ask ourselves, why do we need this partnership? The partnership should not just be about ‘rescuing’ us. We have a lot to offer.” She also noted the advantage of partnering within Africa, not just with the United States, to reduce costs and build STEM excellence on the continent. Other models to explore are split-site programs and authentic joint appointments, citing a case in which a high-stature urban development faculty member divides his time between UCT and the University of Basel in Switzerland.

Hulda Swai (Nelson Mandela African Institution of Science and Technology [NM-AIST], Tanzania) commented that a lack of critical STEM human capacity contributes to the persistence of poverty in Africa despite the continent’s rich natural resources. Contributing factors include fewer STEM programs; lack of supporting infrastructure; a reliance on donor-funded, rather than internally demand-driven, research; weak academic-industrial partnerships and collaborations; and a lack of mentorship. Girls need to be mentored from a young age to close the gap in STEM representation, she said. Dr. Swai suggested a focus on four areas: build universities’ human capacity; improve teaching and research infrastructure; establish strong partnerships between universities, governments, and the private sector; and conduct outreach and tech transfer. As an example of potential results, more than 100 agriculture master’s and Ph.D. students graduated from NM-AIST within 5 years, almost 400 demand-driven short courses were offered, 13 new curricula and 30 new partnerships were developed, 48 adjunct professors came from all over the world, and almost 1,000 community members were reached.

Charles Ichoku (Howard University, Washington, D.C.) said building excellence in STEM research rests on motivation, expertise, funding, and governance. Motivation and expertise already exist in Africa, he said, and he recommended turning attention to funding and governance. He referred to United Nations Educational, Scientific and Cultural Organization (UNESCO) data on countries’ R&D investment as a percentage of their gross domestic product (GDP) and of researchers within their overall populations.⁵ Countries that invest the most are either advanced technologically or rapidly advancing, Dr. Ichoku said. South Africa, the country in Africa with the highest percentage, invests just under 1 percent of GDP in R&D. Dr. Ichoku drew several conclusions from the data.

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⁵ See http://uis.unesco.org/apps/visualisations/research-and-development-spending/.

Robust financial investment in research accelerates development. He urged African governments to set a goal of investment of at least 1 percent of their GDP by 2030, with support and encouragement by international partners and the African diaspora. Internal investment and utilization of research will motivate African universities toward excellence in research, leading to acceleration in development, he concluded.

Dr. Soboyejo summarized several points made by the presenters, including the need for continental investments in R&D; the need to build human capacity, including among girls; partnerships that are truly reciprocal; and leveraging of regional approaches. Collaboration with industry and support from the diaspora have been shown to be successful in other countries, he also suggested. Dr. Phakeng agreed, but warned against reproducing initiatives without considering local contexts. Ms. Guermazi commented that many success stories result from top-level prioritization. Rather than colleagues in the same field talking only with one another, she urged STEM professionals to communicate clearly with policy makers and other nonspecialists.

The digital revolution creates new opportunities to access and share knowledge, Dr. Soboyejo suggested. Ms. Guermazi referred to the African Union’s Digital Transformation Strategy⁶ and noted the advantage that youth are already digitally savvy and ready to take technology to the next level. In terms of increasing investment for research, Dr. Phakeng suggested helping governments understand the value of research beyond its immediate applied use. While she agreed with the importance of skills development, she reminded the group that “the space of what universities produce besides skills that will get people jobs is not necessarily always appreciated.” She also recommended joining with the African Research Universities Alliance to strengthen the argument about the benefits of research.

SUPPORTING STEM PROGRAMS THROUGH PARTNERSHIPS

Panel moderator Sossina Haile (Northwestern University, Illinois) recounted her experience with an NSF-funded materials sciences project that brought U.S. and African students together in three workshops. A difference she saw between the sets of students was that the students educated in African programs had less experience with hands-on activities and

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⁶ For more information, see https://au.int/en/documents/20200518/digital-transformation-strategy-africa-2020-2030.

were more theoretical. Dr. Haile moderated a panel in which five presenters shared further observations, followed by discussion.

Norman Fortenberry (American Society for Engineering Education [ASEE]) explained that ASEE spans all engineering disciplines. Its many stakeholders are involved in different ways with the education of future and current engineers and with those who use engineering as a framework for other careers. Of relevance, Dr. Fortenberry noted that ASEE is involved globally with fellow societies, including the African Engineering Education Association and the International Federation of Engineering Education Societies. The Multi-Society Global Colloquium on Engineering Education and other efforts facilitate cooperation and collaboration. Several years ago, ASEE helped Chile overhaul its engineering curriculum to become more hands-on. He said that ASEE and other professional societies can “play a matchmaker role to connect institutions to skill sets that they may choose to pursue and to people who have an interest in working with them.”

To share a country-level example of the value of partnerships, Kwabena Nyarko (Kwame Nkrumah University of Science and Technology, Ghana) introduced the KNUST Engineering Education Project (KEEP). As an Africa Center of Excellence for Development Impact Project, KEEP is designed to address the shortage of high-level skills and applied research in Ghana and the subregion. Since 2019, KEEP has created industrial and scientific advisory boards, developed the West Africa Sustainable Engineering Network for Development, increased postgraduate enrollment, and established an endowment fund to continue progress after the end of the project in 2023, among other key results. A transformation of the STEM curricula resulted from a gap assessment with employers, employees, faculty, and graduating students. As a result, courses and workshops are now offered in soft skills (e.g., negotiation) and new technologies (e.g., artificial intelligence). Dr. Nyarko suggested that the aim of Africa-U.S. university partnerships should be to open up global opportunities for students and faculty through improved teaching, learning, research, and innovation, as a “win-win solution.” Focus areas could include faculty and student exchanges, joint activities related to teaching and research, and capacity building for administration, research management, and innovation.

Charles Awono (University of Yaoundé, Cameroon) noted that Central Africa has generally not been included in other regional and global efforts, despite these countries’ needs and potential. Only one of the World Bank’s Centers of Excellence is in Central Africa, and no Central African university is among the top 100 African universities, he stated. However, he con-

tinued, UNESCO, the Economic Community of Central African States, and the African Development Bank are working on the creation of Centers of Excellence in the region. The effort is intended to develop a highly qualified science and technology workforce, serve as a driving force for all education systems in the area, and promote a vision of higher education as a catalyst for development to serve as an alternative to the brain drain. Funds are being raised for the centers.

As a member of the U.S. Agency for International Development (USAID) Innovation, Technology and Research Hub, Andrew Gerard oversees the Partnerships for Enhanced Engagement in Research (PEER).⁷ PEER, he explained, supports scientists and engineers in USAID partner countries who collaborate with U.S. researchers to address global development challenges, particularly when the grants awarded by other U.S. government agencies preclude funding international researchers. The Women in Science Mentoring Program developed from PEER, when it was realized that most applicants were male. In addition to mentoring and training to recruit and retain female scientists, it has provided research seed grants.

Despite the advantages of internet-based communication, “science is a human endeavor; people need to meet to make things happen,” said Brian Arbic (University of Michigan). Even short mobility exchanges lead to greater collaboration, and he pointed out that the proposed Africa-U.S. STEM initiative is designed to facilitate such exchanges. For example, he noted that STEM summer schools in a variety of other disciplines bring U.S. and African young people together. As he has witnessed in an oceanography institute he helped launch in Ghana, the students find common bonds and new ideas on their own. The connections made through mobility exchanges would also strengthen other parts of the proposed initiative, including curriculum development and research infrastructure, he suggested.

Dr. Haile asked how programs can design for the employability of their graduates. Dr. Nyarko referred to the value of a gap assessment to inform curriculum design and course offerings, as done with KEEP. Graduate students now spend at least 1 month in the field, and they return to campus with more industry-relevant topics to explore. Dr. Awono concurred with the importance of involving companies, such as a program financed by the European Union to identify necessary competencies in engineering fields. Dr. Fortenberry agreed that imparting specific, job-ready skills is important,

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⁷ PEER is managed by the National Academies. For more information, see https://www.usaid.gov/research/peer.

but that cautioned universities must teach students “how to think and acquire new skills” for their long-term prospects. Dr. Haile agreed with the need to educate creative problem solvers.

Beyond simply increasing the number of partnerships, a participant asked about increasing their impact. Dr. Nyarko agreed that a partnership must be a win-win for both parties. For example, one effect of scholarships to U.S. universities is the brain drain when Ghanaian or other African students remain in the United States. He suggested funding research in Ghana, which would provide opportunities locally and also lower overall costs. He also posited that all partners need to bring some resources to the table to make partnerships work. Dr. Gerard said PEER measures the impact of its partnerships through monitoring and evaluation. More challenging to measure are such impacts as PEER’s influence on policy, entrepreneurship, and nongovernmental organizations in Africa and on the U.S. researchers, but studies have shown success in making PEER mutually beneficial. Dr. Fortenberry suggested that digital technologies, such as remotely operated labs and use of cell phones for data acquisition, offer useful opportunities on both sides.

Several participants recognized the resource constraints that limit the opportunity for African students to go to U.S. or European schools. Dr. Gerard said USAID and the U.S. Department of State have several exchange programs in specific fields, and expressed the hope that external entities could provide more funding for this purpose. Dr. Nyarko underscored that it costs $400 for the yearly tuition at his institution, which many students cannot afford. Rather than fund students’ overseas travel, “it’s part of our duty to look for funding to support these brilliant needy students,” he said.

TOWARD A NEW INITIATIVE

In looking to the final sessions of the workshop to provide input on the proposed initiative, Dr. Khumbah reflected, “We want to build a community. We want to build a support system to make sure that the marketplace between Africa and the U.S. pivots on STEM and that Africa’s voice is leading.” Dr. Bashir offered key takeaways from the previous sessions, reminding participants that the workshop was designed as the first step in a collaborative process. She underscored that the initiative is not starting from a blank slate. A range of funders, institutions, programs, and networks already provide experience and lessons for the future. She related some themes that she heard emerge across the discussions: the need for long-term

funding and engagement, including African government funding for greater engagement, and balancing short-term achievements and longer-term goals. Presenters stressed that institution building is essential but more difficult than completion of short-term projects, and they see a need for research infrastructure and incremental learning approaches, she continued. Overriding concerns have been about ensuring mutuality in benefits and respect, as well as repositioning collaboration and partnership away from a “deficit” model of Africa.

Building on the importance of mutuality, reciprocity, and equity means looking at what Africa has to offer, not just what the United States has to offer, Dr. Bashir continued. Many presenters recommended a regional approach, which could include educating on the continent (not just sending students to the United States) and joint faculty appointments. Models that are scalable and sustainable could include consortia of universities and taking advantage of the digital revolution. Outcomes for students are not only immediate employability but also that they are equipped to creatively design solutions for the future.

“A key takeaway is how we add to existing initiatives,” Dr. Bashir said. “If this partnership is based on mutuality, the transformation has to be both on the African and [on the] U.S. sides. How can African universities play on a level field with U.S. universities? If excellence means linking to economic development, what does that mean in Africa and what does that mean in the United States?”

KEYNOTE: PREPARING THE NEXT GENERATION

Darryll Pines (University of Maryland) said that preparing the next generation of African scientists, engineers, doctors, and mathematicians is essential to the health and well-being of global society. After occupying different roles at the University of Maryland for three decades, Dr. Pines noted that he became president in 2020 as COVID-19 and attention to the legacy of racism took hold at his institution and across the world. Despite the disturbances, he reflected on the opportunities for resilience and creativity that also emerged.

The traditional relationships between North America and Europe with Africa are obsolete, Dr. Pines said. Asymmetrical relationships that mirror colonialism cannot continue. He recommended the cultivation and stewardship of mutual alliances, not just financially but by enriching institutions through advanced education and cultural exchange. He shared exam-

ples of collaborations and exchange programs at the University of Maryland. These examples illustrate that the proposed initiative is in concert with the university’s guiding principles: values-driven excellence; diversity, equity, and inclusion; impact; innovation; collaboration; and service to humanity.

PERSPECTIVES OF POLICY MAKERS

John Hildebrand (planning committee vice-chair; University of Arizona; and International Secretary, National Academy of Sciences) reflected on the initiative’s ambitious goal to create mutually respectful partnerships that reflect the visions of both partners, strengthen regional approaches, and ensure reciprocity to make both partners better. As panel moderator, he asked four policy makers to share their visions and suggestions.

Valentine Uwamariya (Minister of Education, Rwanda; PASET Governing Council) noted Rwanda’s commitment to science and innovation. Rwanda Vision 2050 addresses quality of life, modern infrastructure, and livelihoods, while the National Strategy for Transformation aims to establish Rwanda as a globally competitive knowledge-based economy. One strategy, she continued, has been to merge multiple public universities into one, with six colleges, to avoid duplication, share resources, and address quality. Centers of Excellence and a National Council for Science and Technology have also been established.

Dr. Uwamariya said Rwanda is proud to be part of regional initiatives to build capacity and contribute to others, particularly the PASET Regional Scholarship and Innovation Fund.⁸ She noted that PASET is unique because of the lead roles of African governments in creating and running it. (See Figure 2 for the number of doctoral students involved by country.) Importantly, she noted, countries agree to support not only their own students but also those from other countries. She added that because countries are at different levels of development, PASET’s regional approach allows for the sharing of resources and capabilities. She encouraged the group to look at PASET as a model going forward and, later in the session, suggested that the current effort be presented at a side event at an upcoming PASET conference.

Fred Matiang’i (cabinet secretary, Kenya) agreed that PASET presents a great hope for development of research and science in higher education

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⁸ For more information, see https://www.rsif-paset.org.

in Africa, then highlighted Kenya’s efforts to develop a pipeline of scientists and technologists. The nation invests 0.8 percent of its GDP in science and innovation; although less than the declared national goal of 2 percent, national investment has increased. Additional investments in science, technology, and innovation are needed to achieve Kenya’s Vision 2030, the UN’s Sustainable Development Goals, and the African Union’s Agenda 2063, he said.

“We believe, as most developing countries do, that our lives in the future will be shaped by 3 Ds: data, designs, and devices,” he said. In this vein, he offered several ideas. First, he suggested alignment between data and policy development. Second, public policy must be aligned with science, technology, and innovation. Third, local capacity should be enhanced through PASET or other frameworks. Fourth, every challenge and problem presents an opportunity to enhance science, research, and technology.

Kendra Sharp (NSF) reported that NSF appreciates the dynamism of the African region and looks forward to collaboration as countries invest more in higher education. The NSF Office of International Science and Engineering works across the agency’s directorates, and its priorities mirror NSF’s vision: advancing research, building a diverse STEM workforce, and continuing U.S. global leadership in science and technology. She clarified that “leadership” does not necessarily mean being in the lead, but rather working in concert with others.

Most NSF programs support bottom-up research, Dr. Sharp explained, but AccelNet supports international networks, including one on air monitoring and another on bat diversity that involve networks in Africa.⁹ In addition, International Research Experiences for Students supports U.S. students’ work in other countries. Dr. Sharp called attention to an NSF “Dear Colleague Letter” that invites proposals related to collaborative climate change research.¹⁰ In addition to funding, NSF engages in science diplomacy and is cohosting, with Panama, an upcoming meeting of the Global Research Council. She suggested that NSF could assist in connecting with research councils across Africa.

To link with Dr. Sharp’s comments, Felix Dakora (African Academy of Sciences [AAS]) said it is important to build an international platform of STEM researchers to overcome global challenges. He recommended investing in STEM education in earlier grades to prepare students for later STEM success. As a pan-African association, AAS has focused many of its efforts on early-career scientists, including Climate Impact Research Capacity Leadership Enhancement, the African Postdoctoral Training Initiative, the recently ended Future Leaders – African Independent Researchers, and the newly launched U.S.-Africa Frontiers of Science, Engineering, and Medicine project in partnership with the U.S. National Academies.¹¹ In different ways, he summarized, they help early-career scientists fine-tune their skills, connect with mentors, and join the global scientific community.

In discussion, Dr. Matiang’i suggested concrete ways that an Africa-U.S. STEM initiative could be implemented in Kenya, such as joint programs on research and innovation, exchange programs, and expanded capacity. Dr. Sharp noted that NSF funding is agnostic in terms of country or region, and teams from any part of the world can apply. A priority is to look for partners

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⁹ For more information, see https://beta.nsf.gov/funding/opportunities/accelerating-research-through-international-network-network-collaborations.

¹⁰ For more information, see https://www.nsf.gov/pubs/2021/nsf21124/nsf21124.jsp.

¹¹ For information on these and other AAS initiatives, see http://www.aasciences.africa.

to secure more funding for international scientists. Dr. Dakora suggested finding ways to interest students in studying science, engineering, and medicine. In that regard, Dr. Matiang’i called attention to Kenya’s new 8-4-4 curriculum, which emphasizes learner-centered innovation. Dr. Uwamariya pointed out the value of analyzing ongoing initiatives to determine what has and has not worked.

KEYNOTE: NEW DIRECTIONS

Geraldine Richmond (U.S. Department of Energy [DOE]) spoke about her work promoting collaborations to address climate change and those involving more women in STEM. As a professor who has worked with scientists and engineers in more than 12 African countries and now as under secretary for science and innovation, she noted many overlapping areas of interest with the initiative. She highlighted examples of DOE research to meet national and global climate goals that harness the technical expertise of the 17 national laboratories, federal agencies, and other partners. Projects that have involved African countries include energy modeling and systems analysis, solar power, and geothermal technology. Before joining DOE, Dr. Richmond was involved with the Committee on the Advancement of Women Chemists, or COACh¹² and the Africa Materials Research Society, both of which provide training in publishing and proposal writing, mentorship, and other supports to help women move up the career ladder. She invited participants to contact her office or the Office of International Affairs to find ways to work together.

PERSPECTIVES FROM OTHER STAKEHOLDERS

Dalal Najib (the National Academies) moderated the final panel in which stakeholders from the private sector and development organizations shared views on how science and technology can enhance development in Africa and the role of their organizations in a potential Africa-U.S. STEM initiative.

The U.S. Agency for International Development is the lead U.S. government agency for development and disaster assistance, explained Ticora Jones (USAID). While investments and solutions have changed over the years, she said, USAID’s long relationships and support for African institu-

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¹² For more information, see https://coach.uoregon.edu/what-coach.

tions of higher education and students have remained constant. Reflecting some of these changes, a new USAID Digital Strategy was developed in 2020 within the agency’s Innovation, Technology, and Research Hub.¹³ “We cultivate a research culture within USAID that advances the generation and use of data and evidence in decision making … through our research and development policies, services, internal coordination, and then through our external engagements and partnerships that represent our broad agency equities,” Dr. Jones said.

Transformations in higher education, she continued, involve both individuals and institutions. For example, in Liberia, USAID supported medical specialty training to deal with Ebola that helped the country address COVID-19 more effectively because supports were in place.¹⁴ Another project in Liberia built on this effort to create a public-private hub for research utilization.¹⁵ Other USAID efforts at African universities have supported local innovation (Uganda), health informatics (Kenya), and supply chain management (Ghana), among others.¹⁶

Public diplomacy bridges people in different countries, stated Karl Adam (U.S. Department of State). He quoted Secretary of State Antony Blinken that U.S. support for higher education in Africa can “help create the conditions so that there are truly African-led solutions to the challenges that Africa faces.” Higher education cooperation between U.S. and African institutions is a win for all parties, he continued, although he acknowledged it is not always easy to implement. Different higher education systems account for part of the reason: highly decentralized in the United States with more than 4,500 different institutions, each with its own processes and policies, and less resourced and more centralized in African countries. He offered the help of U.S. embassies in making partnerships succeed. For instance, embassy staff can make introductions to interested parties and bring press and media attention to good work, which can lead to more opportunities.

In 2019, the department launched the $4 million University Partnership Initiative, which led to connections between 110 African and 44 U.S. universities in STEM and other fields. While the funding is not sufficient

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¹³ To view Digital Strategy 2020–2024, see https://www.usaid.gov/usaid-digital-strategy.

¹⁴ For more information about USAID work in Liberia, see https://www.usaid.gov/sites/default/files/documents/1860/Health_Project_Fact_Sheet_-_PEER_Activity_09._05_0.pdf.

¹⁵ For more information on the Bringing Research to Impact for Development, Global Engagement, and Utilization (BRIDGE-U), see https://www.usaid.gov/research/bridge-u.

¹⁶ For more information, see https://www.usaid.gov/research/hesn.

to sustain long-term research, he acknowledged, it has proven successful in planting seeds for future collaborations and will be continued. He closed by inviting participants to connect with the Public Affairs Offices in U.S. embassies throughout Africa.

Evgeni Gousev (tinyML Foundation) said the nonprofit was founded 4 years ago with the belief that the trillions of intelligent devices enabled by energy-efficient machine learning technologies can act together to create a healthier and more sustainable environment. These devices are everywhere and connect the physical and the digital world, he explained, such as in appliances, industrial environments, and wearables. Advantages include powerful data analytics and mining, energy efficiency, and privacy by design, along with no issues of connectivity.

Meetups have formed to accelerate the technologies globally, and there are more than 1,300 members in Africa.¹⁷ “What I notice [in Africa] is that the level of energy and innovation is high, and people are charged to use the technology to make a big difference in their communities,” Dr. Gousev observed. As a practical example, a group in Kenya developed technology so farmers can use their cell phones to monitor the health of beehives. The foundation’s educational activities have involved more than 70,000 students in 176 countries. He noted a twofold appeal to tinyML: the technologies are relatively easy to use and develop, and they can be easily applied to make an impact.

Eric Kehinde Ogunleye (African Development Bank [AfDB]) spoke on behalf of AfDB acting chief economist and vice president Kevin Urama. AfDB supports STEM in Africa through financing, Dr. Ogunleye said. In 2019, the bank partnered with the African Union Commission and the Association for the Development of Education in Africa to launch a $300 million fund to support STEM skills. It has also provided funding to make the Pan-African University a world-class regional institution, as well as to the Nelson Mandela Institution, African Economic Research Consortium, African Capacity Building Foundation, and Think Tank Initiative.¹⁸

Beyond these efforts, Dr. Ogunleye said, “We know that more needs to be done,” especially related to institutional capacity and advances at scale. He recounted that participants at the sixth Global Community of Practice Dialogue in 2021 called for public and private investment to create

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¹⁷ To find meetups, see https://www.meetup.com/pro/tinyml/.

¹⁸ For an overview of the African Development Bank’s education portfolio, see https://www.afdb.org/en/topics-and-sectors/sectors/education.

a knowledge and capacity-building trust fund.¹⁹ He commented that the objectives align with the STEM initiative and suggested further communications. “Through these initiatives, we will be able to work together to support countries to build sufficient resources at national, at regional, and at continental levels,” he concluded.

In discussion, the issue of sustainability arose. Dr. Jones agreed that sustainability is always a concern, given the variability in funding within USAID and other agencies. She emphasized the need to consider sustainability from the beginning of a project through co-creation, cultivation of relationships, and outreach. Mr. Adam noted that diaspora groups can serve as important links and agreed to look into anything the State Department could do to make connections between the diaspora living in the United States and the African higher education community. Dr. Gousev added that tinyML has taken advantage of people-to-people connections, including through diaspora groups. Dr. Najib suggested that revival of the Networks of Diasporas in Engineering and Science may be a way to strengthen these connections.²⁰

Asked about the role of the private sector, Dr. Gousev said he sees tremendous potential in machine learning technology, both because of the quality of the workforce and because of the need for data from Africa. In terms of financing, Dr. Ogunleye concurred that technology is necessary, but it must be enshrined in local reality. He suggested developing the skills of youth as one way to change the face of information technology on the continent. Building on the need to involve youth, a participant noted the empowering value when undergraduates work in labs and teach.

Dr. Najib asked the presenters for suggestions for the initiative’s next steps and how their organizations could get involved. Dr. Jones stressed sustainability: “It could be that things need to be sequenced because a certain amount of institutional or individual capacity-building needs to happen as a first stage, and then at the next stage, it’s a different kind of partner that is engaged,” she suggested. She offered to share USAID knowledge about co-creation and partnerships. Mr. Adam said the State Department could help higher education programs get recognition and make connections. Dr.

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¹⁹ For more information, see https://www.afdb.org/en/news-and-events/sixth-global-community-practice-g-cop-webinar-participants-call-brain-fund-investment-knowledge-and-institutional-capacity-fuel-growth-after-covid-19-45918.

²⁰ Networks of Diasporas in Engineering and Science, or NODES, was a partnership of the Department of State, the American Association for the Advancement of Science, and the National Academies from 2009 to 2017.

Gousev said that tinyML seeks to connect digitally educated people with business and other opportunities.

Concluding the panel, Dr. Ogunleye said that AfDB seeks to co-develop, co-deliver, and co-implement. “I see an Africa that has the potential, the capacity to become the next giant in STEM. But to make that happen, it’s important that we partner together,” he said. “It’s also important to ensure that whatever program we’re developing, we’re building sustainability into it so that it does not end abruptly because funds run out. And so, that would be my keyword.”

SUMMARY AND NEXT STEPS

Workshop co-lead Dr. Bashir reminded attendees that the workshop was developed with a very initial concept of what a partnership could look like, built on a vision to foster universities of research excellence in Africa that can contribute to economic transformation. As noted throughout the sessions, she said, “The philosophy that has to permeate our work is one of bidirectional and mutually beneficial partnerships; a focus on STEM research and education with three pillars of institutional transformation, mobility, and network building; and co-design through consultations, co-funding, and strong African leadership.” She welcomed the resounding support for the initiative, as well as cautions about the need for mutual transformation and for sustainability. She suggested following up on invitations to present the initiative at upcoming PASET and African Union meetings.

“I think that the main message is let’s move forward, and let’s move forward building on what has succeeded in the past, complementing what exists, and looking forward to what Africa needs and the U.S. needs to build a common future in which STEM will play the role of development, transformation, and building relations between people,” Dr. Bashir said. She listed three specific next steps: (1) constitute a core group, with working groups, to drive the agenda forward; (2) design the initiative’s operational features; and (3) fundraise for the design and planning phase, then the initiative itself.

Workshop chair Dr. Petersen expressed the committee’s gratitude to the presenters, organizers, NSF, the National Academies, and all participants. “We heard your very thoughtful suggestions going forward about joint learning to make this a more effective and sustainable effort. We will be following up, we promise, with everyone interested,” she said.

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