Pilot Phase Projects - December 2016 - July 2017
From December 2016 until June/July 2017, the Academy supported 15 pilot projects under GCRF Africa Catalyst. Please see below for a brief overview of each project.
Federation of African Engineering Organizations (FAEO)
This project was focussing on collecting data on women in science, engineering and technology across Nigeria, Rwanda and Malawi. The aim is for the data to be used by local institutes and governments to create strategic plans for national development and create effective legislations to support women in STEM.
Uganda Institution of Professional Engineers (UIPE)
Supported female engineers and technologists to enhance the participation and advancement of women in engineering in Uganda. The project was targeted at three levels – women aspiring to chartership, leadership/management roles and entrepreneurs. The support was given through workshops, training, outreach, networking and mentoring.
Ethiopian Association of Civil Engineering (EACE)
Strengthening the EACE secretariat by creating a database, evaluating their website, preparing a transformation plan and developing a CPD plan for members. This was to help EACE better support engineers and engineering institutes. As part of the pilot project, EACE also did an assessment on the civil engineering education and reactivate the Consortium of Ethiopian Engineering Professional Associations (CEEPA).
Institute of Engineers Rwanda (IER)
This project was working to bridge gaps between higher education institutions and engineering practises by providing mentors & internships for graduates, with the aim to link theory and practise to expand graduates' skill sets and increase opportunities for employment.
Nigerian Academy of Engineering
The Nigerian Academy of Engineering was working with accreditation bodies to produce a draft Standard for Professional Engineering Competence (SPEC) for various grades of engineering. This was presenteded during a workshop and piloted at chosen universities across the country, which was asked to review the process.
The long-term ambition is to roll it out across the country and then support other interested countries through FAEO.
Nigerian Institute of Mechanical Engineers (NIMechE)
Established an Annual Engineering Competition in Nigeria, with the aim to develop the potential and strengthen the capacity of the sector. Through the competition, NIMechE is hoping to increase cooperation and collaborative working between engineers across the country, which will help drive development.
Energy Institute Nigeria
Set up a Graduate Engineering Training Scheme (GETS) to deploy state-of-art technology to stimulate innovation, close the theory-practise gap and empower young professionals to help solve Nigeria’s power problem through sustainable, renewable power sources.
Sierra Leone Institute of Engineers (SLIE)
Developed a framework for training young graduate engineers to enhance their employability by improving the curricula at the University of Sierra Leone, which will make local engineers more attractive to international, as well as national, organisations and companies.
Institute of Engineers Mauritius (IEM)
Awareness raising project, focused on the importance of international standards and accreditation processes for engineering education and training leading engineering professionals to be involved in administration of accreditation. The ultimate goal is to establish a framework for a local accreditation body.
The launch of this project was streamed online:
Southern African Federation of Engineering Organizations (SAFEO)
Conducted a study of sustainable engineering infrastructure and HR requirements in Zimbabwe & Malawi as well as developed an app to support this research, with the aim of using this scorecard app and roll out the research in other countries in sub-Saharan Africa.
World Federation of Engineering Organizations (WFEO): Committee on Anti-Corruption
Conducted a baseline infrastructure anti-corruption survey in Zambia and Zimbabwe. The aim was to create an anti-corruption index report with recommendations for FAEO and regional PEIs.
Botswana Institute of Engineers (BIE)
The main objective of this project was to implement the recently approved CPD policy through training of professionals for mentoring, developing systems and through seminars and workshops throughout the country.
South African Academy of Engineering (SAAE)
This project was led by SAAE, who were assisting the development of institutional arrangements in eSwatini by supporting and capacitating the existing Association of Architects, Engineers and Surveyors (SAAES).
South African Institute of Civil Engineers (SAICE)
Put in place online training material on SAICE’s portal, focused on procurement and delivery management. During the pilot project the training focused on the NEC3 Engineering, Construction Contracts and the FIDIC Red Book. The online training will be tested in South Africa, but they are looking to move into other countries in the future.
Engineering Council South Africa (ECSA)/WFEO Capacity Building Committee
Researched the engineering institutional capacity that exists in Zimbabwe, Malawi and Zambia to establish a strategy for future interventions.