CERM-ESA is proud to represent the Centres of African Excellence as an example for DAAD’s contributions to the Sustainable Development Goals. Pleaes click here or on the link below to read the article (in English or German):
Call for Applications: CERM-ESA Master / PhD Scholarships 2021 in the DAAD In-Region/ In-Country Scholarship Programme
As part of the „In-Country/In-Region Scholarship Programme” DAAD offers scholarships for Master and PhD studies in Education for candidates from East Africa via the CERM-ESA programme.
Application closing date is the 15th of December 2020:
Colloque scientifique international en ligne du CEGLA à Bamako
– Développement local, paix et sécurité en Afrique de l’Ouest
La Coordination Général du Centre d’Excellence de Gouvernance Locale en Afrique (CEGLA) en coopération l’Université des Sciences Juridiques et Politiques de Bamako (USJPB) et le Centre de Formation des Collectivités Territoriales (CFCT) du Mali vous invite à participer en ligne au Colloque scientifique international au sujet de « Développement local, paix et sécurité en Afrique de l’Ouest » qui se tiendra du 1er au 3 Décembre 2020 à Bamako, Mali.
Dates du colloque: 1er au 3 Décembre 2020
Inscription pour le colloque en ligne (ZOOM): par simple email à firstname.lastname@example.org
en précisant votre Nom, Prénom, Organisation
Frais d’inscription: Gratuit grâce au financement propre de l’Université des Sciences Juridiques et Politiques de Bamako (USJPB) et de la coopération allemande (DAAD et GIZ)
Pour plus d’informations : www.cegla.network
Développement local, paix et sécurité en Afrique de l’Ouest
Les dix dernières années ont vu la situation au Sahel se dégrader fortement au plan sécuritaire. Malgré leurs différences, les zones rurales du Burkina Faso, du Mali, de la Mauritanie, du Niger et du Tchad sont prises dans un piège de pauvreté, cercle vicieux où insécurité et instabilité s’entretiennent mutuellement. Faute d’actions décisives des pouvoirs publics, appuyés par la communauté internationale, ces territoires traversent un enchaînement de conflits dont ils ont le plus grand mal à s’extraire.
L’insécurité au Sahel est aggravée par une crise socio-économique persistante. Les peuples du Sahel sont touchés par des conflits multidimensionnels récurrents. Un afflux d’armes à la suite de la révolution libyenne en 2011 a engendré un trafic de tout genre. Ils souffrent également d’un sous-développement chronique, d’une insécurité alimentaire persistante, de mauvaises conditions climatiques et de nouvelles menaces posées par une migration clandestine de plus en plus dangereuse vers l’Europe. De plus, la fracture entre les citoyens et une élite politique distante parfois prédatrice affaiblit davantage le tissu social et freine les efforts de consolidation de la paix et de développement durables dans la région. Cette situation se traduit par une marginalisation politique et économique endémique d’une grande partie de la population (MIREILLE AFFA’A MINDZIE, 2015).
L’insécurité et l’instabilité au Sahel découlent de la menace croissante que représentent le terrorisme et l’extrémisme violent et de sa propagation dans les pays et régions environnants. Celles-ci sont aggravées – ou provoquées – par les faibles progrès de développement dans les pays du Sahel et les conséquences du changement climatique sur la sécurité alimentaire, les flux migratoires et les conflits liés aux terres et aux ressources naturelles.
La paix au Sahel, intimement corrélée au développement de ces territoires en cours de peuplement rapide, est un bien public dont l’intérêt déborde le continent africain. La situation est devenue alarmante. L’inquiétude est aujourd’hui largement partagée par les experts du Sahel au sein des milieux de la recherche, de la diplomatie, de l’humanitaire, de la sécurité et du développement. Ces communautés professionnelles ont trop peu d’occasions de réflexions conjointes.
Les conflits violents au Sahel ont des causes à la fois externes et internes ; ils sont favorisés par de multiples fragmentations des sociétés sahéliennes ; ils éclatent sur fond d’institutions (formelles, informelles et hybrides) défaillantes. De surcroît, le manque de perspectives de développement économique et social, et les dégradations environnementales contribuent à la multiplication de facteurs de vulnérabilité constituant le terreau de la crise et de la violence (Allier sécurité et développement Plaidoyer pour le Sahel, Ferdi, 2016).
Une telle orientation suggère à priori qu’on jette un regard sur les axes et réflexions intéressant les uns que les autres. Le CEGLA se saisit de cette occasion pour organiser, après le colloque de Niamey sur la fonction publique territoriale : dynamiques des acteurs, enjeux et développement local en 2019, un colloque international à Bamako sur la thématique « Développement local, paix et sécurité en Afrique de l’Ouest ». Ce colloque va réunir les acteurs, chercheurs et les partenaires afin de réfléchir sur les pratiques, logiques et solutions ainsi que le rôle des collectivités territoriales pour le maintien de la paix et de la sécurité.
Nous nous réjouissons de votre participation!
The first DIGI-FACE newsletter is attached in English and French. We hope you enjoy it!
En novembre/décembre 2020 le colloque scientifique sur “Développement local, paix et sécurité en Afrique de l’Ouest” aura lieu à Bamako.
Veuillez trouver toutes les informations essentielles par rapport à l’appel à communication dans le document suivant:
Les propositions de communication sont attendues jusqu’au 26 juillet 2020 au secrétariat et au Président du comité scientifique du colloque. Le projet de communication doit être un résumé d’une page maximum.
Invitation to join the Webinar on Wednesday, 3rd of June, 2-4pm (Johannesburg time zone).
DIGI-Face and CERM-ESA participate in the discussion:
The Digital Initiative for African Centres of Excellence (DIGI-FACE) is a cooperation project between a network of German and African Universities under the leadership of the University of Kehl in Germany. The German Academic Exchange Service (DAAD) funds this initiative with support from the German Federal Foreign Office (AA). The kick-off-meeting of the DIGI-FACE project was hosted by the Nelson Mandela University in Port Elizabeth in cooperation with University of Kehl from 2nd -7th of March 2020. CEMEREM was represented by Prof. Jan C. Bongaerts (CEMEREM Project Leader, TUBAF), Prof. Kiptanui Arap Too (CEMEREM Project Coordinator, TTU), Dr. Nicholas Muthama (CEMEREM Project Manager, TTU) and Mr. Kibwana Zamani (ICT Manager, TTU).
At the onset of the kick-off, the delegates were taken through the overall aims of the initiative by the lead persons notably, Prof Ewald Eisenberg, representing project lead partner Kehl University in Germany; Prof Bernd Siebenhuener, German academic from Carl von Ossietzky University Oldenburg and Prof Paul Webb, Project Leader of the East and South African German Centre of Excellence for Educational Research Methodologies and Management (CERM-ESA). Professor Michael Samuel from the University of KwaZulu Natal, the moderator of the event, took on the collaborative approaches to capacity development and digitalization was brought into perspective. The Deputy Vice-chancellor, learning and Teaching, Prof Cheryl Foxcroft from Nelson Mandela University officially opened the meeting and emphasized the need for CoEs to make provisions for students to learn in digital spaces.
Other sessions that followed after the aforementioned preamble included the delegate’s reflections on their motivations; on-line learning experts presentations that shed more light into the digital classrooms; practical sessions of designing an interactive online session; Centres action steps, collaborations and partnerships; business plan; delegates visions and recommendations. The sessions were not only in-depth but quite mind-boggling in terms of reflections on the core challenges such as geographical complications, equipment deficiencies alongside proposed methodologies for accomplishing the DIGI-FACE project.
DIGI-FACE will have interesting and new impacts on CEMEREM in the future. CEMEREM delegates were satisfied that they could bring this issue as their contribution to the attention of the DIGI-FACE project leaders. As such, DIGI-FACE means new developments for CEMEREM, such as new possibilities for online teaching, online study and learning documents for students, online coaching, online supervision of student projects, capacity building for teachers, etc.
CEMEREM will study these new developments and as the DIGI-FACE project moves on, CEMEREM will implement them for the benefit of TTU, the German partners, CEMEREM itself, the CEMEREM staff and, least but not last, the CEMEREM students and the outreach communities.
CEMEREM is grateful to DAAD for the invitation, the opportunity to learn about DIGI-FACE and very committed as we are looking forward for the next steps.
As part of the Kenyan delegation, Susan, John & Raymond had the distinct pleasure of attending the much-awaited Digital Initiatives for African Centres of Excellence (DIGI – FACE) Kick-off Meeting held in South Africa by the world-renowned university, Nelson Mandela in Port Elizabeth. The meeting brought different scholars whose vast experience in pursuit of higher education was not only inspiring but an open door to insightful thought on the direction higher education needed to take, chiefly digital in nature, in order to stand the test of time for African Centres of Excellence (CoE). Precisely, the project aim is to develop and put into action digital learning strategies across Africa. A big part of DIGI-FACE is to enhance digital capacities of lecturers and academics and that the training of trainers (ToT) is a very crucial pillar of the project.
The kick-off meeting took place on March 3-6 with delegates drawn from universities in South Africa, Niger, Senegal, Ghana, Kenya, Tanzania, Congo, Mali, Namibia as well as Germany. Pursuant to achieving the goal, the delegates consisted of the Centre of Excellence Project leaders, Project Coordinators, Curriculum developers and the IT personnel. This was a brilliant mix in order to make the matrix of content development and dissemination complete.
At the opening session the delegates were taken through the overall aims of the initiative by the lead persons notably, Prof Ewald Eisenberg, representing project lead partner Kehl University in Germany; Prof Bernd Siebenhuener, German academic from Carl von Ossietzky University Oldenburg and Prof Paul Webb, Project Leader of the East and South African German Centre of Excellence for Educational Research Methodologies and Management(CERM-ESA). A quick rejoinder on the collaborative approaches to capacity development and digitalization was brought into perspective by Professor Michael Samuel from the University of KwaZulu Natal who also doubled up as the event moderator. The meeting was officially opened by deputy vice-chancellor, learning and Teaching, Prof Cheryl Foxcroft, Mandela University who emphasized the need for all of us to make provisions for students to learn in digital spaces.
With the elaborate intro, the sessions that followed included the delegate’s reflections on their motivations; on-line learning experts presentations that shed more light into the digital classrooms; practical sessions of designing an interactive online session; Centres action steps, collaborations and partnerships; business plan; delegates visions and recommendations. The sessions were not only in-depth but quite mind-boggling in terms of reflections on the core challenges such as geographical complications, equipment deficiencies alongside proposed methodologies for accomplishing the DIGI-FACE project.
The project’s aspiration for the future could have consequences that undoubtedly would bring positive change and especially education without borders. The goal for the meeting was not only a means of documenting the problems faced by CoEs, nor was it an opportunity for CoEs to complain about the situation that they face, rather it was a critical discussion with actionable points aimed at reducing these challenges and possibly eliminating them entirely with guidance from a knowledgeable partner.
The discussions proposed scholars to take up the opportunity to create content on their own terms, with assistance from IT and Multimedia experts within the Institution, but with an eye for great and reusable content to a student, market to generate revenue for the Centre’s sustainability. The market out there consists of students willing to assimilate new information faster, with a lowered barrier to entry such as cost and time, and the reduction of time spent by students closing the physical geographical gap courtesy of antiquated forms of education.
Content in this context indicates the use of video, text, and interactive media as a delivery mechanism. By integrating open source software such as Moodle, specifically built to handle demands of heavy course material, it is by no means an end to itself, but rather the first step that scholars can take in order to achieve their personal goals and of the institution. Another valuable resource was H5P.org which utilized the power of HTML5 to create, share and reuse the content in a browser. The H5P platform is particularly useful since it can be integrated with MOODLE for added functionality.
As the conference progressed, we came to the understanding that many CoEs already have course material ready for digitization but lack the channels to take their course materials online. On that note, the question of sustainability arose on numerous occasions. Naturally, other questions were derived from this such as, would the funding partner, DAAD, provide sustainable solutions to the CoEs or would the CoEs be equipped with their own means of sustainability mutually beneficial to both students and CoEs. These were just a few questions out of the many that came up. However, they were not all to be answered conclusively in this first meeting but rather at an ongoing basis customized to each CoEs needs. Furthermore, evaluations carried out at the end of the meeting could have captured more concerns from the delegates. At the close of the meeting, we were treated to a delicious dinner and thrilling excursion that cemented our continental bonds as well as giving us a chance to appreciate the beauty of Port Elizabeth and South Africa at large. Honestly, it was a great life experience and a real eye-opener for us all.
In conclusion, the flow of events throughout the meeting was pretty seamless under a powerful organizing team notably Prof. Eisenberg, Prof. Webb, Mike Swanepoel, Merlin Kull, Ayanda Simayi just to mention a few. DIGI-FACE is headed for imminent success. We say a big ‘THANK YOU ‘to DAAD under the auspices of Dr Dorothee Weyler.
By Gillian McAinsh, Port Elizabeth
An international project kicks off this week at Nelson Mandela University to develop and put into action digital learning strategies across Africa.
The Digital Initiatives for African Centres of Excellence – or Digi-Face – aspires to open up educational access by linking geographically separate participants with user-friendly tools and technology.
The kick-off meeting from March 3-6 in Port Elizabeth has drawn delegates from universities in Niger, Senegal, Kenya, Mali and other African countries as well as Germany.
Prof Dr Ewald Eisenberg, representing project lead partner Kehl University in Germany, said the plan was to roll out Digi-Face over the entire continent.
“Sometimes there are thousands of kilometres between a supervisor and student, which makes learning complicated. There also may be unrest, or difficulties with travel,” Eisenberg said.
He listed e-learning (electronic) and m-learning (on a mobile device) as well as blended learning (a combination of traditional and digital) as possible solutions to the challenges of education in Africa.
“Blended learning is the most useful because we can adapt the various learning scenarios to what people really need,“ Eisenberg said.
However, despite high demand and motivation for e-learning, a Kehl University survey showed that very few African universities were able to access this due to lack of basic equipment and a stable internet connection.
This gap has to be bridged because, as Mandela University Learning and Teaching deputy vice-chancellor Prof Cheryl Foxcroft noted at the conference, “increasingly, if students cannot learn in digital spaces then we are not doing our job”.
Project Leader of the East and South African German Centre of Excellence for Educational Research Methodologies and Management Prof Paul Webb, also based at Mandela University, said it was important to build capacity in Africa so that all its universities could use the relevant tools.
“Our role is also to train trainers on aspects of using apparatus and digital assets provided by the project within their own areas of expertise,” Webb said. “We want to make life easier, not more difficult. And no matter what we do digitally, it depends on the content, in other words, it depends on human beings!”
German academic Prof Bernd Siebenhuener from Carl von Ossietzky University Oldenburg said Digi-Face would offer a variety of modules across five areas or “work packages”.
“The idea is to develop skills for everyone at the universities, not only the IT people, and that is why we will offer a range of courses. Digi-Face is for everyone,” Siebenhuener said.
Although Digi-Face has an open-source policy where access to resources is free, this week’s conference also is looking at how to generate revenue to ensure sustainability.
The German Academic Exchange Services (DAAD) – with funds from the German Federal Foreign Office – is the sponsor of Digi-Face, and Mandela University is one of the leading drivers of the project in Africa.
Mandela University will produce at least six generic modules for post-graduate students and academics on research supervision and online learning and teaching for all 11 of the DAAD funded Centres of Excellence in Africa.
Members of the Digi-Face Steering Committee (from left to right): Prof Andreas Pattar, Nilly Chingaté Castaño, Junes Arfaoui, Prof Paul Webb, Merlin Kull, Dr Susan Kurgat, Prof Ewald Eisenberg, Prof Bernd Siebenhuener, Prof John Chang’ach