As the US is currently in going through inauguration fever, it seems an appropriate time to talk about the potential effect the Obama administration may have on science in Africa. This topic may not be at the forefront of the policy agenda, but that doesn’t mean some people aren’t thinking about it.

Calestous Juma, who I last wrote about back in May, recently spoke at the National Academy of Sciences in Washington, D.C. about the positive impact Obama could have on science in the developing world. [HT ScienceInsider]

With [Obama] promising to devote more resources to developing “green” energy projects and rebuilding infrastructure, Juma says the nation’s focus will be more in line with that of most African countries…

Also, Juma says, Obama’s new science team…are all internationally minded and will “think globally.”

Asserting that S&T assistance to the developing world should be measured more in terms of skills imparted rather than dollars spent, Juma says African countries need to do their part by making key structural changes to put more emphasis on research: for example, by bolstering research at universities (most African schools focus entirely on teaching); by encouraging technologically advanced higher education that would keep more talented Africans in their home countries instead of losing them to developed countries; and by creating new colleges with specific focus on technologies of direct importance to their regions, such as telecommunications, agriculture, and mining.

“We need to look for areas of policy convergence,” Juma says, “in which the goals of developed countries are more parallel to those of developing countries.”

This past May the AIMS Research Center opened in Cape Town.  A focus on research is a key part of higher education, and a foundation to a strong science sector in any country.  Unfortunately the research capacity of many institutions of higher learning throughout the developing world is declining due to financial and political true.  Particularly in Sub-Saharan Africa.

[...] few or none of the features of modern science system apply to many countries in sub-Saharan Africa. Many of the scientific institutions in these countries are fragile and susceptible to the vagaries of political and military events, are severely under-resourced, and suffer because of a lack of clarity and articulation of science governance issues (demonstrated by constant shifts in ministerial responsibility for science). In fact, one could even refer to some of these science systems and the associated institutions as operating in a subsistence mode where they struggle to even reproduce themselves. A “subsistence mode” refers to a system that basically produces knowledge for its own use only and does not export knowledge. In fact, it does not make a significant contribution in the global game of knowledge production. It is even debatable whether one can talk of a science system in many of these countries as they do not exhibit typical “systemic” characteristics. Institutions are not typically aligned through input, process, and output flows, and there is no typical systemic behavior in response to external changes and demands. Rather, the image of an assemblage of fragile, somewhat disconnected and constantly under-resourced institutions, is perhaps a more apt metaphor to describe the science arrangements in some of these countries.

This excerpt comes from Johann Mouton, in the fall 2008 issue of Global Education.  In it he reviews the factors that shape and affect the de-institutionalization of science in this area.  “Four major historical influences on the nature of scientific institutions in sub-Saharan Africa are discussed: first, the continuing legacy of colonial science in many countries; second, the destabilizing influence of political events and civil wars; third, the role of international agencies in shaping African sciences; fourth, the gradual erosion of human capital through the brain drain.

The recent AIMS newsletter has a slew of opportunities for students, lecturers, and industry researchers.

AIMS POSTGRADUATE DIPLOMA PROGRAMME 2009/10

Applications for the AIMS Postgraduate Diploma in the Mathematical Sciences starting in September 2009 are now open. Applicants must be African and should hold (or anticipate completing by the start date of the AIMS course), a 4-year university degree in mathematics, or any science or engineering subject with a significant mathematics component. An applicant’s record should demonstrate a strong mathematical aptitude.

For more information and to apply see http://www.aims.ac.za/english/apply.php.

AIMS PGD ESSAY TOPIC PROPOSALS 2008/9

The AIMS postgraduate diploma programme includes an essay phase. Lecturers and industry researchers are invited to propose essay topics on which they will supervise a student. The closing date for submission is 1 February.

For more information, please see http://www.aims.ac.za/english/essay.php.

AIMS PGD COURSE PROPOSALS 2009/10

AIMS is soliciting proposals for courses during its 2009/10 postgraduate diploma programme.

Please view the guidelines and deadlines at http://www.aims.ac.za/english/courseguidelines.php.

INVITATION TO SOUTH AFRICAN STUDENTS

AIMS is inviting South African students with a completed degree in the mathematical sciences to apply to attend a 3 week programme to be held at AIMS in January 2009. Students will work on mathematical problem solving and modelling projects under the supervision of AIMS staff.

The programme dates are as follows: 7 January to 23 January 2009.  AIMS will cover the costs of transport, provide accommodation, meals and a small allowance.

For more information, please write to info@aims.ac.za.

IM magazine out of Portugal just launched with an article about Neil Turok, calling him an innovation maker. It gives a good overview of the Next Einstein campaign, AIMS and the students.  It is great to see how people all around the world are connecting so deeply with this wish.  If you want to support AIMS and help find the next Einstein, go to www.nexteinstein.org.

Last night in the UK, BBC 2 had an episode of its Horizon series titled “Do You Know What Time It Is?”. (HT Gia’s Blog) In this episode, particle physicist (and TED speaker) Brian Cox asks, ‘What time is it?’. In the episode, Brian interviews Neil Turok about the idea that the Universe did not begin with the Big Bang and has been in existence ‘forever’.  Unfortunately, only people in the UK can watch the episode on the BBC player.   However the director of the episode has posted a lot of clips on his YouTube page.  Definitely worth watching.

For those of you with a couple of hours on your hands, check out these two video interviews with Neil Turok from February 2008 (HT The Pen and The Spindle) The interview, conducted by Alan Macfarlane of King’s College Cambridge, is an amazing tale of Neil’s family and childhood, academic studies, scientific work, and the development of AIMS.

From ZAMP Bionews…

Leaders of several African science academies are meeting next week at the Royal Society, the national science academy of the United Kingdom and Commonwealth, to discuss how the independent, expert advice of science academies can be applied to policy and development issues in Africa. The gathering is the fourth annual conference of the African Science Academy Development Initiative (ASADI), a multiyear effort administered by the U.S. National Academies to strengthen the capacity of African academies to deliver such advice.

Here is the conference agenda for those interested in more detail.

Definitely an initiative to watch.