Roundtable@5ECM, AmsterdamRoundtable@5ECM, Amsterdam 11Roundtable@5ECM, AmsterdamRoundtable@5ECM, Amsterdam 11
Mathematics and the Developing Mathematics and the Developing Countries:Countries:
Mathematics in AfricaMathematics in Africa
Andreas Griewank Gareth WittenHumboldt Universität Berlin, CDC@IMU Humboldt Universität Berlin, CDC@IMU University of Cape TownUniversity of Cape Town , SA , SA
Laure Pauline Fotso Mohamed Jaoua University of Yaoundé I, Cameroon University of Yaoundé I, Cameroon Nice/Tunisia Nice/Tunisia
Wandera Ogana Bernard Philippe University of Nairobi, KenyaUniversity of Nairobi, Kenya INRIA RennesINRIA Rennes
Leif Abrahamsson TSOU Sheung Tsun Uppsala University , SwedenUppsala University , Sweden Oxford University, CDC@ EMSOxford University, CDC@ EMS
Roundtable@5ECM, AmsterdamRoundtable@5ECM, Amsterdam 22
Challenges with the development of advanced Centres of Excellence
Gareth Witten, University of Cape Town , SA
• Mathematics and science are key priorities
• Research Chairs - 21 scientists in different fields. The aim is to create 56 research chairs by 2008, and 210 by 2010.
• Several Centres of Excellence - increase in the applications of mathematics
• Increase in graduates from mathematics departments due to new postgraduate courses in “modern” applied mathematics programmes, e.g. mathematical finance, mathematical biology.
Roundtable@5ECM, AmsterdamRoundtable@5ECM, Amsterdam 33
Challenges with the development of advanced Centres of Excellence
Gareth Witten, University of Cape Town , SA
• A Student's perspective - Lack of career path- Affirmative action- Economics - Outdated curricula
• Institutional Perspective - lack of collaboration and healthy competition - lack of motivation due to poor remuneration
• Remedies- Mutual support network- Improved T&L in institutions- Establish link between industry and ed. Institutions- improve standards of ed. through peer-review process
- Encourage involvement of the African Diaspora
FS, University of Yaoundé I Email: [email protected]
4Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
4
5ECM 14 - 18 July 2008
Amsterdam RAI, The Netherlands
Mathematics and Developing Countries Round Table:Case of
Mathematics in Cameroon
FS, University of Yaoundé I Email: [email protected]
5Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
5
Plan
• Introduction
• Status Quo of mathematics in statistical terms
• Challenges with the Development of advanced centres of Excellences – Barriers – Remedies
FS, University of Yaoundé I Email: [email protected]
6Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
6
Introduction• Focus on the two topics : • Status Quo of mathematics in statistical terms and
Challenges with the Development of advanced centres of Excellences.
• With regard topic 1– Information on FS of UYI where is the mother Department of
Mathematics in Cameroon. – Projection on Department of Mathematics– Statistics on departments of mathematics of Cameroonian
universities.• Concerning topics 2
– barriers (political, economical and cultural) – remedies
• Twining of departments • Strategies to persuade African governments to support the
development of mathematics
FS, University of Yaoundé I Email: [email protected]
7Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
7
Status Quo in statistical terms : Facts on FS of UYI
• Human resources : – Ratio teacher/students = 1/53 in 2007. – 240 teachers (28 full Prof., 38 Ass. Prof. 139 Lecturers, 35
assistant lecturers)
• Infrastructures and equipment: – classrooms capacity= 3200 seats, – one main University library capacity= 200 seats, – 80 computers (60 for students and 20 for teachers)
• Teaching load: – to cover 80% of the program, 102491 hours are needed with
17% for lectures, 44% for tutorials 39% for practical lessons. – Only 37% of these hours can be covered on normal duty need
of 63% of over time from teachers
FS, University of Yaoundé I Email: [email protected]
8Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
8
Status Quo in statistical terms : Facts on FS of UYI
• The teaching overload heavily and negatively affects the quality of:– Teaching;– Thesis supervision or direction and– Research.
• Teaching conditions: Use of old teaching techniques:– ˂ 15% teachers have electronic lectures notes; – ˂ 20% of courses have lectures notes manuals; – 0 online lectures.
• Success rate: – 30% at from level 1 to 2– meantime for bachelor degree is 5 instead of 3 years – from 3 students enrolled at level 1: 1 passes to 2, 1 repeats,
1drops out
FS, University of Yaoundé I Email: [email protected]
9Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
9
Status Quo in statistical terms : Facts on FS of UYI
Student population
1999 2000 2001 2002 2003 2004 2005 2006 2007
Level 1 4123 3602 4277 2930 4030 3870 5296 5302 7 064
Level 2 1188 1467 1519 1752 1760 1386 1860 2179 2 511
Level 3 814 1275 1604 1622 1967 2150 2271 2233 2 552
Level 4 313 685 877 1182 943 1452 1601 1505 1 456
Level 5 96 208 429 476 358 514 435 280 264
Total6534 7237 8706 7962 9058 9372 11463 11499 13847
FS, University of Yaoundé I Email: [email protected]
10Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
10
Status Quo in statistical terms : Facts on FS of UYI
Student population
0
2000
4000
6000
8000
10000
12000
14000
16000
1999
2000
2001
2002
2003
2004
2005
2006
2007
Level 1
Level 2
Level 3
Level 4
Level 5
Total
FS, University of Yaoundé I Email: [email protected]
11Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
11
Status Quo in statistical terms : FS UYI (Department of Mathematics)
• Human resources :26 teachers with: 4 full Prof., 2 Ass. Prof.,16 lecturers, 4 assistant lecturers.
• Infrastructures and Equipment : 09 office rooms (average 2 seats per room), 0 computer for undergraduate students,05 computers for 26 teachers
• Teaching load– Average teaching load per teacher =323 hours. – Average number of different subjects taught by a teacher = 3.8.– only 33.2% of hours can be covered on normal time. – Up to 67.7 % must be covered on overtime by permanent
teachers. • Student population in 2007/2008 up to level 5
Level 1 Level 2 Level 3 Level 4 Level 5 Total
988 410 596 240 26 2260
FS, University of Yaoundé I Email: [email protected]
12Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
12
Status Quo in statistical terms :
Departments of Mathematics of CameroonStudent population in 2006/2007
U. Buea U. Douala U. Dschang
U. Yaoundé I Total
ENSET FS ENS FS
Level 1 2765(279) 312(24) 1779(244) 1250(239) 675(120) 5302(863)
20509(3132)
Level 2 235(21) 802(99) 395(80) 627(111) 2179(291)
Level 3 365(34) 459(82) 496(81) 635(108) 2233(456)
Bachelor level
912(79) 3040(425) 2141(400) 1937(339) 9714(1610)
Level 4 137(7) 212(14) 277(31) 82(13) 772(65) 1505(177) 2848(300)
Level 5 215(14) 9(0) 23(4) x(x) 534(27) x(x)
Total 2924(286) 1339(107) 3328(456)
2252(417) x(x) 11924(1818)
FS, University of Yaoundé I Email: [email protected]
13Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
13
Status Quo in statistical terms :
Departments of Mathematics of CameroonTeacher population in 2006/2007
U. Buea U. Douala U. Dschang
U. Yaoundé I Total
ENSET FS ENS FS
Full Professor 6(0) 1(0) 1(0) 4(0) 8(1) 26(4) 46(5)Associate Professor 7(2) 1(0) 2(0) 7(1) 32(1) 48(2) 97(3)Lecturer 65(4) 30(x) 65(x) 66(x) 92(x) 133(16) 451(x)Assistant Lecturer 67(x) 22(x) 25(x) 31(x) 22(x) 10(4) 177(x)Teaching Assistant (held by PhD students)
0(0) 5(x) 9(x) 0(0) 0(0) 30(4) 44(x)Total 145(x) 59(x) 102(x) 108(x) 154(x) 247(30) 815(x)
FS, University of Yaoundé I Email: [email protected]
14Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
14
Challenges with advanced centres of Excellences: Barriers
• Political – No policy of investment in research in general;– No restriction at the entrance of the first level of the university:
with the exception of the University of Buea “massicification problem” teachers at all levels heavily overloaded with teaching hours no time left to build and strengthen quality research centres.
– Research carried out by African mathematicians is not perceived by political power as appropriate for the local development of the country
– Most African mathematicians continue to work on research topics dealt with in their doctorate studies in Europe or North America.
– Few African mathematicians hold key decision making or taking position.
– National Mathematical Society not functioning in some African countries like Cameroon
FS, University of Yaoundé I Email: [email protected]
15Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
15
Challenges with advanced centres of Excellences: Barriers
• Economical– Low salary condition teachers invest themselves in parallel
activities low quality research stagnation of carrier advancement. Example: only 6 teachers at the magisterial level out of the 26 teachers of Math Dept of FS of UYI, ˃ 72% stagnated as lecturers and usually remain to retirement.
– Insufficient research grants for PhD students. only 4 teaching assistantships for more than 20 PhD students.
– Low seating capacity of classrooms impossibility of scheduling all the courses hours insufficient coverage of the full programme
– insufficient computers equipment for teachers as well as for students
– Best PhD graduates immigrate to European or North American universities for better leaving and teaching conditions.
– Poorly furnished library and no access to online publications
FS, University of Yaoundé I Email: [email protected]
16Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
16
Challenges with advanced centres of Excellences :Barriers
• Cultural– Mathematicians are believed to be too squared to adjust in
society. – Mathematicians do not know how to compromise in a world full
of compromises– Classical logic is not in accordance with the African culture
where fuzzy reasoning and chaos reign. In African culture for example, the concept of time and distance is irrelevant
FS, University of Yaoundé I Email: [email protected]
17Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
17
Challenges with advanced centres of Excellences: Remedies
• Twining of departments– Co direction of Master and PhD thesis with mobility of
students and teachers will boost the quality of the thesis.– Visiting professors from the North – Joint project proposal redaction addressing key development
areas of Africa such as management of natural resources, food security, health and corruption.
– Departments from the developed countries can share with their twins from developing countries:
• access right to online scientific documentation • Access right to online lectures notes • Lectures notes manuals• software licences
FS, University of Yaoundé I Email: [email protected]
18Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]
18
Challenges with advanced centres of Excellences: Remedies
• Strategies to persuade African governments to support the development of mathematics
– Creation of lobby groups– More mathematicians should develop interest in politics and do
politics to seat at the decision making and decision taking tables– African mathematicians should carry out more applied researches for
the development of Africa– Existing applied research results should be made visible– Good applied research projects for development should be proposed
to the government for funding.– African mathematicians should actively be involved in using their
knowledge in solving African daily problems – Sensitisation workshops on the use of mathematics for development
with concrete examples will help– Large diffusion through different type of media (written press, radio,
television, Internet, etc.) of concrete (visible in the country) examples of the use of mathematics in solving African development problems
THANK YOU
Is Mathematical research an issue for a developing country ?
Mohamed JAOUA
Université de Nice Sophia Antipolis & UNESCO Chair, Tunis
21Amsterdam 2008 Mohamed Jaoua
Problems a DC scientist has to face
Legitimacy Doesn’t research compete education ?
Concentration vs dissemination Specialization vs diversity And the conflict on time and priorities …
Are our researchers credible ? They didn’t invent anything we use or need We just don’t know how efficient they are : no evaluation system
Do we really need it now ? And are we willing to pay the price ? Scientists, politicians, and people
Scarcity : Material means … though Maths and even Applied Maths don’t need much But what about human resources ?
They are scarce ... And above all diverted to the single field providing recognition : politics
As for Applied Mathematics Weak industry => no problems to solve Weak technical management => no people to talk with Aren’t applications too much « high tech », isn’t all this stuff beyond what’s
needed ?
22Amsterdam 2008 Mohamed Jaoua
Applied Mathematics are crucial for DC
Needed to « produce » engineers A crucial point for any industrial
development Development : new paradigms
have upsurged from The digital revolution
Mathematical and numerical modelling are the heart of every industrial process
Targets are rapidly moving from high tech applications to every day ones
Computer costs are dropping The industrial globalization
Industrial processes are no longer local Technology needs to be proceeded in any
place at its current level A new deal, with real opportunities
for those who master Mathematics and IT
23Amsterdam 2008 Mohamed Jaoua
A tunisian experience
1983-2008 : The LAMSIN A « built from scratch » Applied Math laboratory
Relying on a serious mathematical background 80 researchers (30 PhD and 12 Professors) 3 research teams associated to INRIA, 2000 … Good publication activity in international journals Master and Doctoral School in Applied Maths
A regional role, and an international recognition Networks : TamTam (Maghreb), Sarima (Africa), … UNESCO Chair « Maths and development » - awarded 2003 AUF regional Excellence Pole (2003 …)
An indeed international place Collaborative research on mutual interest topics Co-advised PhD theses Conferences (TAM-TAM, PICOF, CARI), workshops, ...
24Amsterdam 2008 Mohamed Jaoua
Elements of strategy
Gather together the research force A single national lab for research … but Its researchers teach in several Universities
Push away the borders Regional groupments
Maghreb, Africa, EuroMediterranean Maximal international opening, bringing
Expertise, structure, legitimacy North/South complementarities
Jealously save the scientific independence However, a global policy is crucial 1996 has been the turning point in Tunisia
Better have a lot of luck …
25Amsterdam 2008 Mohamed Jaoua
Main concerns How to deal with thematic transferts ?
Focus on methods acquisition Relevance to local applications would come later IT boom, and methods migration, have helped much
Can brain drain be opposed in an open world ? Make your place a nice one to work and live in Produce more than they can take Make globalization a chance to that respect (cf India)
North and South are finally on the same boat Much can be done on the spot
Governance is a crucial issue for the future Relevant decisions regarding science need scientists Building capacities is a long run task, needing broad
vision politicians, and a social control
26Amsterdam 2008 Mohamed Jaoua
Thank you for your attention … www.lamsin.rnu.tn
27
Promoting mathematics in Africa through the
African Mathematics Millennium Science Initiative (AMMSI)
by
Wandera OganaAMMSI PROGRAMME DIRECTOR
School of Mathematics, University of Nairobi, P.O. Box 30197, GPO 00100, Nairobi, Kenya
E-mail: [email protected]
Presented at the Round Table on Mathematics and the Developing World. 5th European Congress of Mathematics, 17 th July 2008, Amsterdam, The
Netherlands
28
1. BRIEF HISTORY
29
1.1 Millennium Science Initiative (MSI)
Formulated and fostered by the World Bank in late 1990’s
Main Goal: Promote S&T spearheaded by scientists in the Developing countries
Administered by Science Initiative Group (SIG)
Activities in South America and Asia: Brazil, Chile, Mexico, Vietnam etc
30
1.2 World Bank/SIG Initiative for Africa
Meetings organised through the African Academy of Sciences (AAS) and the Thirld World Academy of Sciences (TWAS), during 2000 – 2002, led to establishment of initial stage of African MSI in:
Instrumentation & Information Technology Biotechnology Mathematics
Meetings of writing group on Mathematics held during 2003 – 2004
African Mathematics Millennium Science Initiative established in 2005
Seed money by The Mellon Foundation and the International Mathematical Union in 2005
31
2. OBJECTIVES1) To strengthen the teaching and
learning of university mathematics and its applications.
2) To support research in mathematics and mathematics education
3) To enhance capacity through linkages and networks
4) To undertake outreach and public education in mathematics
5) To enhance the use of ICT in mathematics teaching and learning
3 ADMINISTRATIVE STRUCTURE
33
3.1 Distributed Network
Five Regional Offices each run by a Regional Coordinator Central Africa: Yaounde, Cameroon (Prof. Bitjong
Ndombol) Eastern Africa: Nairobi, Kenya (Prof. Wandera Ogana) Southern Africa: Gabarone, Botswana (Prof. Edward
Lungu) Western Africa, Zone 1: Ibadan, Nigeria (Prof. Samwel
Ilori) Western Africa, Zone 2: Ouagadougou, Burkina Faso
(Prof. Hamidou Toure)
Programme Office located in Nairobi, Kenya
34
3.2 AMMSI Programme Committee
Members: AMMSI Regional Coordinators
Main Functions: To Write project proposals for funding To Formulate and design programmes To Implement activities To Liaise with collaborating institutions
35
3.3 Selection and Evaluation Committee
Members: Prof Bernt Øksendal, University of Oslo,
Norway (Facilitator) Prof Augustin Banyaga, Pennsylvania State
University, USA 3rd Member to be appointed from Central
Africa
Main Functions: To select Fellowship candidates To select and evaluate research projects To evaluate the operations of AMMSI
36
4. ACTIVITIES TO DATE
37
4.1 Research/Visiting Scientist Fellowships
To enable staff conduct research and postgraduate teaching at host universities in sub-Saharan African for periods ranging from a few weeks to one year
15 Fellowships awarded during 2005 – 2007
Fellowship amounts increased from $ 3,000 in 2006 to $ 5,000 in 2007
Impact of fellowships on collaboration, linkages, research and publications
38
4.2 Postgraduate Scholarships
For Ph.D, M.Sc or Postgraduate Diploma studies in universities in sub-Saharan Africa
Awarded 170 partial scholarships during 2005 – 2007
Amounts in the range US $ 300 – 1,000
Impact of scholarships on postgraduate education, research, publications and staff development
39
4.3 Support of Scientific Meetings
Conference on Representation Theory in Geometry and Physics, Porto Novo, Benin (2005)
Conference and Mathematical Biology Workshop, Nairobi, Kenya (2006)
SAMSA Conference in Windhoek, Namibia (2007)
In 2008 to support conference in Central Africa
Support by The London Mathematical Society to enable postgraduate students attend conferences
40
4.4 Mentoring African Research in Mathematics
(MARM)4.4.1 Main ObjectivesPromote mentoring relationships
between mathematicians in other continents and sub-Saharan African colleagues, together with their students.
Create joint research projects and cultivate longer-term partnerships between institutions in Africa and those elsewhere
41
4.4.2 Collaborating and Funding Organisations
Collaborating Organisations:International Mathematical Union (IMU)
The London Mathematical Society (LMS)
AMMSI Funding Organisations:
The Nuffield Foundation (from 2005)The Leverhulme Trust (from 2006)
42
4.4.3 Participation
The following universities in Africa are currently participating:
Addis Ababa University, EthiopiaUniversity of Buea, CameroonKwame Nkurumah University of Science &
Technology, Ghana Six other universities have been selected to
join Mentors (and prospective mentors) are
distinguished mathematicians interested in colaborative links with African universities
43
5 WHAT WE HAVE LEARNT
44
5.1 Positive
Making a difference to professional careers through Fellowships
Making a difference to academic future through Scholarships
Enabling publications by staff and postgraduate students
Enabling staff and institutions in different continents to collaborate through MARM
45
5.2 Room for Improvement
Limited funds, hence small scholarship and fellowship awards
Lack of diversification of activities No funding of research activities No funding to support conference
attendance by African mathematicians despite the wide interest expressed
Looking for partners and support to continue and extend activities
46
6. SUPPORTING ORGANISATIONS
47
6.1 Financial Support
Mellon Foundation Nuffield Foundation Leverhulme Trust International Mathematical Union London Mathematical Society US National Committee on
Mathematics
48
6.2 Facilities and Administrative Support
Universite Gaston Berger, Senegal University of Botswana, Botswana University of Ibadan, Nigeria University of Nairobi, Kenya University of Ngaoundere, Cameroon University of Yaounde I, Cameroon University of Ouagadougou, Burkina
Faso Science Initiative Group (SIG) African Academy of Sciences (AAS)
website :
http://www.ammsi.org
5050
Partnership of INRIA with African research teams: experience and
evolution.Bernard Philippe (INRIA)
•CARI & SARIMA experiences
•Principles of the sought partnership
•Some encountered difficulties and associated questions
5151
Two questionsTwo questions
• For co-advised PhD students, how to For co-advised PhD students, how to obtain a definition of their teaching obtain a definition of their teaching duties compatible with their PhD duties compatible with their PhD registration?registration?
• Some African master programmes only Some African master programmes only exist because of the participation of exist because of the participation of European lecturers. Is this acceptable to European lecturers. Is this acceptable to continue the support of these continue the support of these programmes? programmes?
52
International Science ProgrammeUppsala University
Mathematics in Sub-Saharan Africa – an overview of Swedish cooperation,by
Leif Abrahamsson ([email protected])
International Science Programme (ISP), at Uppsala University.
Focus:
To strengthen research and postgraduate education in basic sciences in developing countries• International Programme in Physical Science (IPPS) 1961• International Programme in Chemical Sciences (IPICS) 1970• International Programme Mathematical Sciences (IPMS) 2001
Funded by SAREC (the Swedish Agency for Research Cooperation, about 2.5 MEuro 2008) and Uppsala University (about 200 kEuro 2008).
53
International Science ProgrammeUppsala University
ISP – university based organisation
base for collegial co-operation
recognition among foreign universities
as direct co-operation as possible
Based on scientific criteria
Flexibility
Programmes headed by senior scientists
From left to right: P. Weke, J. Owino (Nairobi), J. Mango (Makerere) and I. Mahara (NUR).EAUMP-meeting in Kigali, March 2008.
54
International Science ProgrammeUppsala University
55
International Science ProgrammeUppsala University
ISP Supported Activites 2007
Activity Number
PhD students 181
MSc/Mphil students 332
Scholarships within Sweden 52 (251) (months)
Sholarships within rest of Europe 15 (60) (months)
Scholarships within the Regions 55 (227) (months)
PhD theses 12
MSc/Mphil theses 141
Publications in international Journals 140
Publications in regional/local Journals 56
Conference and Workshop contributions 256
Math students at UEM in Maputo.
56
International Science ProgrammeUppsala University
AFRICA
Low Income Countries
LD Burkina Faso 300
Cameroon 640
LD Ethiopia 90
Ghana 320
Kenya 390
LD Malawi 170
LD Mali 290
LD Mauritania 430
Nigeria 320
LD Senegal 550
LD Tanzania 290
LD Uganda 240
LD Zambia 380
Zimbabwe 480
ASIALow Income CountriesLD Bangladesh 400LD Cambodia 310LD Lao PDR 320
Lower Middle Income CountriesSri Lanka 930
LATIN AMERICALower Middle Income Countries
Ecuador 1,790Peru 2,150
SWEDEN 28,840
WHERE? Current ISP-supported groups and networksGNI per Capita USD 2003; World Bank Report 2005 LD as defined in ”The Least Developed Countries 2002; UNCTAD/LDS/2002
Category-1 countriesAFRICABurkina FasoEthiopiaKenyaMaliMocambiqueRwandaTanzaniaUgandaZambiaASIABangladeshCambodiaLATIN AMERICABolivia(”bilateral countries” in red)
57
International Science ProgrammeUppsala University
• IPMS• IPMS started in 2001. Total budget 2008: about 500 kEuro.
• EAUMP (network between UoN, UDSM and Makerere; cooperation since 2002), support 2008: about 110 kEuro:
• - 6 PhD-students started sandwich programme in 2003 (graduates in 2008/09) and 7 more in 2007. • - A number of MSc-students have graduated (about 2 each year); regional MSc-courses.• - Regional courses and workshops in cooperation with ICTP, and maybe with CIMPA in the future.- National University of Rwanda is to become member of the network.
• PDE, Modeling and Control (network between the universities in Ouagadougou, Nouakchott and Saint-Louis; cooperation since 2003), support 2008: about 73 kEuro.
- 3 PhD-students started in 2007, and 3 more will start this year.- A number of MSc- and local PhD-students have already graduated.- The network runs the West African Training School (WATS) in cooperation with ICTP, with participating
students from many West African countries.
- Ghana and Cameroon to be phased out this year, or next. Ethiopia is to be incorporated in the bilateral Programme from 2009.
58
International Science ProgrammeUppsala University
ISP in the future.
- Support to research groups/departments only in so-called Category-1 countries.- No new collaboration, even in Category-1 countries.- Networks are not affected by these new rules, if Category-1 countries benefit from them.- Probably more involvement in bilateral programmes in basic science.
Bilateral programmes via SAREC:- Total annual budget slightly less than 100 MEuro.- 20% for basic science(?).- At the moment only two programmes that involves mathematics: one at Universidad Eduardo Mondlane in Maputo, Mocambique (Swedish coordinator at ISP), and one at the National University of Rwanda in Butare, Rwanda (Swedish coordinator at Linköping University).
SAREC will be replaced by a new unit within Sida/Asdi from October 1, 2008.
(More) problems for mathematics:- The content, etc of a bilateral programme is decided by the receiving university, and mathematics is (usually) not a prioritised subject. Bilateral funds are not earmarked for certain activities (principle of ownership), which could affect mathematics negatively.
5959
Tsou Sheung Tsun, Oxford UniversityTsou Sheung Tsun, Oxford University
ZentralblattZentralblatt
6161
6262
Twinned institutions as of July Twinned institutions as of July 20082008
6363
Individual ActionIndividual Action • Individual donationsIndividual donations
- Book donationBook donation- Donation through national society subscriptionDonation through national society subscription- Honorarium donationHonorarium donation
• Short CoursesShort Courses- Intensive coursesIntensive courses- „„Cameos“Cameos“
• Collaboration at Institute levelCollaboration at Institute level- Pay subscriptionPay subscription- Conference attendanceConference attendance- More ...More ...
• Stepping stone approachStepping stone approach- Brazil, China, India, Vietnam, ...Brazil, China, India, Vietnam, ...
Roundtable@5ECM, AmsterdamRoundtable@5ECM, Amsterdam 6464Roundtable@5ECM, AmsterdamRoundtable@5ECM, Amsterdam 6464
Some relevant contactsSome relevant contacts
• ICTP, Trieste, (Le Dung Trang)ICTP, Trieste, (Le Dung Trang)• SIU/NUFU, Bergen, (Ragni Piene, Oslo)SIU/NUFU, Bergen, (Ragni Piene, Oslo)• ISP, Uppsala, ( Leif Abrahamsson)ISP, Uppsala, ( Leif Abrahamsson)• CIMPA, Nice, (Michel Jambu)CIMPA, Nice, (Michel Jambu)• SIAM/NSF, (Barbara Keyfitz, Tony Chan)SIAM/NSF, (Barbara Keyfitz, Tony Chan)• DAAD, Bonn, Nairobi, Dehli, Johannesburg ... (German Gov.)DAAD, Bonn, Nairobi, Dehli, Johannesburg ... (German Gov.)• SARIMA Rennes (Phillipe Bernard )SARIMA Rennes (Phillipe Bernard )• London Mathematical Society, (John Ball)London Mathematical Society, (John Ball)• CIMO, Helsinki (Matti Heiliö, Lappeenranta)• NRF, Pretoria (www.nrf.ac.za)
• ICMI, Paris (Michelle Artigue)ICMI, Paris (Michelle Artigue)• MSI, www.msi-sig.orgMSI, www.msi-sig.org• ANSTI, UNESCO, ( J.G.M. Massaquoi)ANSTI, UNESCO, ( J.G.M. Massaquoi)• TWAS, Nairobi (H.A. Hassan)TWAS, Nairobi (H.A. Hassan)
• ICIAM (Alain Damlamian)ICIAM (Alain Damlamian)• CDC@IMU (Herb Clemens)CDC@IMU (Herb Clemens)• CDC@EMS (TSOU Sheung Tsun)CDC@EMS (TSOU Sheung Tsun)
• Thanks for the financial and organisational support of the last two.Thanks for the financial and organisational support of the last two.