My first Magazine EDUCARE MAGAZINE SPECIAL NOVEMBER EDITION 2019 | Page 11

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substation at the University of Zambia
campus.
Of particular note is ABB's support for
the EPA model - ("ABB to Support
Zambia's Electrical Engineering
Education")
The support from ABB commenced at
the end of 2015, when Ulrich Spiesshofer,
CEO, ABB, visited the country and signed a
memorandum of understanding with the
University of Zambia (UNZA) in Lusaka,
which provided for the participation of
The Copperbelt University in Kitwe. The
support has three components. First, as
part of the programme, two students each
year will undertake a two-year international
trainee programme with ABB after
completing their bachelor's degree. On
completion of the training programme, the
graduates will return to Zambia and could
teach at the universities or work within the
power sector in Zambia. The second
component of the ABB support will see
the existing substation that is used for
training at the UNZA being upgraded
during 2017 to include new technology
from ABB, such as disconnecting circuit
breakers and a substation automation
system. The substation was originally set up
by the CEC, a partner in the EPA
programme, a perfect example of
cooperation between public and private
sector entities.
The third component involves support
with curricula reviews to incorporate topics
such as micro-grids, renewables and energy
efficiency.
This €1.2 million ABB project is co-
financed by the German development
finance institution DEG - Deutsche
Investitions- und Entwicklungsgesellschaft
mbH with funds from the German Federal
Ministry for Economic Cooperation and
Development's develoPPP.de program
(http://www.developpp.de/en) targeting
private companies that invest in developing
and emerging countries.
The EPA project is coordinated by the
University of Manchester under a
memorandum of understanding between
the Universities of Manchester and
Zambia, demonstrating North-South
cooperation.
Drawing on the experience of the
education partnership in Africa project,
below are some recommendations that I
believe will enhance the quality and
relevance of engineering education in
Africa:
Educare November 2019
educareevent
If Africa is to develop,
we must re-establish
the value of engineering
and teaching
professions and reward
them appropriately.
Ø Engineering faculties must forge
linkages with local and international
engineering firms and stakeholders in the
education of engineers.
Ø Engineering faculties must establish
vibrant industry advisory boards. This is
important to ensure timely feedback from
industry on the relevance and quality of
engineering education. This can also lead to
support in funding laboratory and other
infrastructure investments as well as
projects and student internships.
Ø Engineering curricula must be reviewed
and enhanced to include elements of
entrepreneurship and include aspects of
engineering training by providing
opportunities for skills and attitude
development ensuring that graduates
acquire minimum skills to be employed or
indeed to work for themselves.
Ø Ensure robust quality assurance systems
and processes which must be periodically
validated through accreditation of the
engineering programmes by local, regional
or international Accreditation bodies as the
case may be. Due to the high population
growth, there is inevitably high demand for
education. Because governments are
unable to meet the demand for school,
college and university places, the private
sector is filling the gap. While this is a
welcome development, it is important to
provide clear governance structures as well
as a robust regulatory framework to avoid
the danger of poor quality worthless
education being provided by incompetent
private sector players.
Ø Where the traditional engineering
education models persist, it is essential to
establish strong links between industry and
local universities to ensure all graduates
have the opportunity to spend at least two
years of practical training in industry after
graduation. This might require the
development of incentive schemes to
attract industry to take on engineering
interns.
Ø Develop/ support Professional
Engineering Institutions. Professional
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Institutions have an important regulatory
role to play including accreditation of
e n g i n e e r i n g d e g r e e p r o g r a m m e s.
International professional organisations
are keen to support development and
strengthening of local professional
institutions. The Institute of Electrical and
Electronic Engineering (IEEE) through its
Ad Hoc Committee on Activities in Africa
is supporting engineering workforce
development in Africa and aims to work
with local professional institutions to
accomplish this objective.
I would like to conclude by drawing
attention to a disturbing trend in many
African countries and indeed other parts of
the world where the status and esteem of
engineering and teaching professions have
been steadily declining. Because of the
seemingly low value placed on engineers
and educators by society, the most talented
young people are not being attracted to
these key professions due to poor pay and
conditions of service. If Africa is to
develop, we must re-establish the value of
engineering and teaching professions and
reward them appropriately. Engineering
education accompanied by appropriate
training seamless blended into the
education process is what Africa needs to
underpin sustainable development.
Industry and engineering faculties must
come together to achieve this, supported by
robust governance and regulatory
structures.
Written By Joseph Mutale
Dr Mutale is a Reader
and Director of Social
Responsibility in the
School of Electrical and
Electronic Engineering at
the University of
Manchester in the United
Kingdom. Prior to joining
The University of Manchester in 2002, Dr
Mutale spent over 15 years in the electric utility
industry in Zambia where his last post was
Director of Engineering Development at
ZESCO, the Zambian National Utility. He is a
founding member of the Zambia Renewable
Energy Agency, for which he is the current
Chairman. He also chairs the IEEE Working
Group on Sustainable Energy Systems for
Developing Communities and is a member of the
CIGRE Ad visor y Gr oup on R ural
Electrification. He is also the Director of the
Education Partnerships in Africa Project in
Zambia
Educare November 2019