Skip to content
CoRE-Math Action Plan
Table of Contents
Snapshot of CoRE-Math
Establishment of CoRE-Math: CoRE-Math was granted the status of Africa-Europe Cluster of Research Excellence by ARUA and The Guild on September 3, 2024.
Member Universities: Makerere (co-lead), Uppsala (co-lead), Addis Ababa, Amsterdam, Bergen, Dar es Salaam, Groningen, Lappeenranta, Linköping, Nairobi, Oslo, Stockholm, University of Rwanda, University of Vienna, University of Zambia
Collaborating Organisations: (ECMI), (ICIAM)
Focus Areas: • Developing capacity for research and postgraduate training in African universities • Strengthening collaboration in research and postgraduate training between African and European universities • Leveraging mathematics to address socio-economic challenges in Africa
Current Funding: African research councils, Finnish governmental initiatives, ISP, Norad, Sida
Brief History: The Eastern Africa Universities Mathematics Programme (EAUMP), established in 2002 with support from ISP, has focused on building capacity in mathematics departments across its member universities through PhD training, research development, and programme enhancement. ISP has, in a similar manner, supported AAU since 2005. Swedish support via Sida has advanced training in East Africa through initiatives that enhanced postgraduate education and research. Finnish collaboration, spanning about 20 years, has emphasised double-degree Master’s training and PhD mobility. Norwegian support began in 1992 and has contributed through regional initiatives like the Southern African Master’s Programme and the Mathematics for Sustainable Development project. These efforts have benefited hundreds of MSc and PhD students, significantly advancing the region's mathematics education and research capacity.
Website and social media: (under construction),
List of abbreviations used in the Action Plan
1. Introduction
a. General Introduction
This document is an action plan for the Africa-Europe Cluster of Research Excellence in Mathematics (CoRE-Math). As a recently established initiative, CoRE-Math has focused on reviewing plans for 2025 across its key areas:
Additional joint activities, based on the milestones in , will be planned throughout 2025. It is important to note that the cluster’s activities vary in scope: some involve the entire cluster, while others are specific to certain members. This plan also includes activities that do not involve the European partners in order to provide a comprehensive overview.
CoRE-Math aims to implement its overall plan effectively and efficiently, with high transparency and accountability, ensuring it meets its long-term goals of enhancing mathematical research, education, and industry collaboration across Africa.
b. Methodology and Outline
The Governance and Processes of CoRE-Math are described in . CoRE-Math uses Results-Based Management (RBM) for planning, monitoring, and reporting purposes. The process begins with the Problem Statement in , which provides a brief overview of the current state of postgraduate mathematics training and research in African member universities. Although not part of a standard RBM framework, the Vision and Mission of CoRE-Math are presented in , which also contains Milestones for the coming ten years. The Overall Objective of CoRE-Math, outlined in , is to address these challenges and achieve lasting impact—long-term, sustainable systemic and societal change.
This objective is divided into five Specific Objectives, each targeting a particular aspect of the overarching development challenge. The various activities of CoRE-Math are designed to produce Outcomes, which are intermediary results that contribute to achieving the specific objectives. The expected outcomes for each specific objective are presented in . Progress toward each outcome will be tracked using one or more Performance Indicators, each equipped with a Target. The CoRE-Math Activities are summarised in and . These activities are either cross-cutting or linked to outcomes under the specific objectives. Each activity is linked to an Output, i.e., a deliverable or an immediate result. The available resources that provide Inputs for the activities are summarised in . The Expected Impact of this collaboration is described in . The progress towards the impact will be monitored using several Impact Indicators.
It should be noted that the baselines for many performance indicators are currently missing or incomplete. As a result, baselines for the targets connected to the indicators are not included in this plan. We did not include performance indicators for the outputs to avoid over-complicating the framework. We have also omitted a Risk Analysis, often part of an RBM framework. These elements—baselines, indicators for the outputs, and risk analysis—may be incorporated into future iterations of the plan as the initiative evolves.
2. Governance and Processes of CoRE-Math
a. Steering Committee
All major decisions of the cluster are made by the CoRE-Math Steering Committee, which consists of all contact persons of the cluster. The Steering Committee is responsible for running CoRE-Math, and It approves the cluster’s Annual Plan, Annual Report, and Strategies. The Steering Committee will initially meet every month, mainly online.
Shared decision-making is a core principle, ensuring all partners have an equal voice in setting the partnership's goals, structure, and priorities. The cluster shall aim for balanced resource allocation, including funding, equipment, and training opportunities, according to the needs and capabilities of each partner. Additionally, the collaboration recognises the importance of reciprocal benefit through shared research outputs, access to academic networks and data, and opportunities for student and staff exchanges.
b. Management Team
The day-to-day management of the cluster is handled by the CoRE-Math Management Team, consisting of the Co-Leads and their assistants. This team has weekly online meetings and reports to the Steering Committee.
c. Working Groups
CoRE-Math plans to form several working groups responsible for certain areas of CoRE-Math’s activities. So far, working groups for the following areas have been discussed:
The Academia–Society group is active and has one member for each African node and four European members. These working groups will, among other things, develop strategies and detailed action plans for their respective areas of responsibility. The working groups report to the Management Team.
d. Strategies
Core-Math will develop several strategies and accompanying action plans. The strategies include areas like Academia-Society collaboration, Collaborative PhD Training, Communication, dissemination and outreach, Funding, and Gender, and they will be developed either by the working groups or the management team.
3. Problem Statement
Universities in Eastern Africa face significant challenges in meeting the growing demand for PhD holders in mathematics, particularly within the higher education sector. This shortfall is primarily attributed to insufficient funding for postgraduate training, severely limiting opportunities for advanced education. The lack of financial support also hampers the production of high-quality mathematical research, as inadequate resources for research activities diminish these institutions’ capacity to tackle critical challenges.
The absence of robust knowledge transfer partnerships in mathematics further restricts collaboration and innovation. Such partnerships are crucial for addressing societal challenges that require advanced mathematical tools and methodologies. Moreover, the limited emphasis on mathematical research leaves pressing issues—such as climate modelling, data analysis, and technological innovation—underexplored, highlighting the urgent need to expand research efforts in these areas.
Equally important is the need to foster a more inclusive and equitable academic environment. The persistently low participation of women in postgraduate mathematics training and research underscores the importance of targeted efforts to promote diversity and inclusion in this field.
4. Vision, Mission and Milestones of CoRE-Math
a. Vision
The 10-year vision of CoRE-Math is large-scale PhD training in mathematics of high international standards at all African universities in the cluster. The vision also includes extensive staff and student exchange between the universities and with partners in Europe. The expansion of the PhD training will be accompanied by a similar expansion of the universities' research activities and an increased influx of research funding. The use of mathematics and the interactions between researchers at the mathematics departments and other stakeholders inside and outside academia will also increase considerably.
b. Mission
CoRE-Math will provide high-standard, sustainable PhD mathematics training in Africa. The cluster aims to cater for the increasing needs of well-trained mathematicians with efficient data and computing skills in academia and society in Africa and provide researchers and students in Africa equitable conditions for conducting high-quality research and research education in mathematics. CoRE-Math also aims to address the low participation of women in postgraduate training and research in African universities. To increase the use of mathematics outside academia, CoRE-Math will create platforms for Academy-Industry interaction.
c. Milestones
Short-term milestones (years 1-3)
Medium-term milestones (years 4-6)
Long-term milestones (years 7-10)
5. Objectives of CoRE-Math
a. Overall Objective
I modified the overall objective to align better with the problem statement. The previous version was much too abstract.
To address the problems mentioned in , CoRE-Math aims to achieve the following overall objective.
The Overall Objective of CoRE-Math
To build a sustainable and inclusive ecosystem for advanced mathematics education and research in African universities by collaborating with European partners to produce skilled graduates, address societal challenges, foster global partnerships, and promote women’s representation through strengthened funding and knowledge transfer among the partners.
b. Specific Objectives
The specific objectives are not very SMART. Can we make them SMARTer? The main problem is that they are neither measurable nor time-bound. SO1 is not specific—what does “high capacity” mean?
The overall objective of CoRE-Math is broken down into five Specific Objectives.
The Specific Objectives of CoRE-Math
6. Outcomes and Performance Indicators
The following table lists the expected outcomes per specific objective. A performance indicator will be used to monitor each outcome. Data for the indicators will be collected per node and aggregated for the whole cluster. Each indicator has a target, either an annual target per node or a target for ten years per node. Some baseline data are available in ISP’s yearly reports, but the baseline data is far from complete. CoRE-Math, therefore, plans to conduct a baseline study in 2025.
Outcomes_Indicators
Specific Objective
Outcome
Performance Indicator (numbers, percentages, etc.)
Annual target per node
Other targets per node
SO1: Develop capacity for research and postgraduate training in African universities
Capacity built for dissemination
Capacity-enhancing activities (e.g., research communication, publication strategies, etc.)
3 in 10 years
Capacity built for research
Capacity-enhancing activities (e.g., proposal writing training, training on use of software)
3 in 10 years
Capacity built for postgraduate training
Capacity-enhancing activities (e.g., supervision training, collaboration in teaching)
3 in 10 years
Capacity built for research training
Potential supervisors per node
50%
Research funds available
External funding in African nodes
USD 100,000
Research funds available
Granted applications for funding
5
Research funds available
Submitted applications for funding
10
Strengthened capacity for fundraising
Capacity-enhancing activities (e.g., proposal writing)
3 in 10 years
Strong collaboration in the cluster
Visits between the nodes
10
Strong collaboration in the cluster
Joint activities in CoRE-Math
5
Strong collaboration in the cluster
Jointly supervised postgraduate students
10
SO2: Substantially increase the research outputs from research involving African and European partners
More diaspora contributing to research
Diaspora participating in research
1
Research results disseminated
Conferences, workshops arranged
2
Research results disseminated
Conferences, workshops attended
20
Research results disseminated
Joint publications in indexed journals
10
Research results disseminated
Published papers in indexed journals
20
Researchers and students equipped with necessary skills
Capacity-enhancing activities (e.g., training on advanced software)
3 in 10 years
Staff having time to do research
Student-to-teacher ratio
15 to 1
Capacity built for research and postgraduate education
Staff members with a PhD degree
75%
SO3: Substantially increase high-quality collaborative postgraduate training in African universities
Capacity built for outreach
Capacity-enhancing activities (e.g., strategy development, trainings on competitions)
2 in 10 years
High-quality postgraduate training
Jointly supervised postgraduate students
10
High-quality postgraduate training
Reviewed postgraduate programmes
2 in 10 years
More diaspora participating in postgraduate training
Diaspora participating in postgraduate training
2
More students doing STEM studies at universities
Outreach activities arranged per node (e.g., school visits, math camps, competitions)
4
Number of postgraduate students increased
PhD students in African universities
20
SO4: Sustantially increase the participation of women in postgraduate training and research in African universities
Capacity built for gender activities
Capacity-enhancing activities (e.g., strategy development)
3 in 10 years
More female role models
Female staff members with a PhD degree
50%
More women trained on postgraduate level
Gender-promoting activities
4
More women trained on postgraduate level
Female postgraduate students per node
50%
SO5: Leverage mathematics to address socio-economic challenges, especially in Africa
Collaborations established with end-users
Activities that promote Academia-Society collaboration
4
Interdisciplinary research conducted
Collaborations with CoREs, ARUA CoEs, ACEs
2 in 10 years
Interdisciplinary research conducted
Collaborations with other departments
2
Mathematics used in society
Collaborations with industry
2
Mathematics used in society
Interdisciplinary publications in indexed journals
4
Mathematics used in society
PhD graduates employed outside academia
50%
Mathematics used in society
Start-up companies
3 in 10 years
There are no rows in this table
7. Cross-Cutting Activities of CoRE-Math
This is a general comment about our activities: Almost all activities will take place in 2025. There’s no long-term planning.
This and the following section aim to summarise the planned activities of CoRE-Math, focusing on activities scheduled in 2025. The present section concerns cross-cutting activities aimed at facilitating the work and achieving the goals of CoRE-Math. Detailed activity plans for each African node are presented in .
a. Management of CoRE-Math
On the management level, CoRE-Math plans to establish several working groups, which have already been mentioned. Based on statistics available at ISP (students, staff, publications, conferences, funding, etc.), CORE-Math plans to produce a comprehensive baseline study in 2025. CoRE-Math will also collect statistics connected to the cluster’s key indicators regularly. A part of the baseline study will be a bibliometric analysis of the African partners of CoRE-Math. In connection with this, CoRE-Math plans to return to the external evaluation of EAUMP conducted in 2016 to assess the progress made since then. CoRE-Math will furthermore conduct a needs assessment among the African partner universities in 2025 (a questionnaire was developed in 2024). CoRE-Math finally plans to arrange the first joint CoRE-Math meeting in 2025. The focus will be on preparing for joint activities, including applications for funding and team-building.
b. New Members and Collaborations
After ARUA and The Guild granted the application for establishing CoRE-Math, several African and European universities contacted the cluster about the possibilities of establishing collaboration or becoming new university members of the cluster. CoRE-Math anticipates that these contacts will lead to a slow cluster extension. CoRE-Math will also explore possible cooperation with other non-university organisations, some of which are mentioned in the CoRE-Math proposal.
c. Funding of CoRE-Math
All African departments have funding, albeit small, from ISP. Rwanda and Tanzania have funding from Sida. Tanzania and Uganda have funding from Norhed II.
Fundraising remains a vital component of CoRE-Math’s success. Historically, significant funding has been provided by Finnish initiatives, ISP, Norad, and Sida, with additional support from organisations such as CIMPA, Compositio, DAAD, Elsevier’s Mathematical Sciences Sponsorship Fund, EMS–CDC, GTN, ICTP, ICMS, IMU–CDC, Jane Street Capital, and LMS.
While continuing to seek support from these traditional sources, CoRE-Math will target funding opportunities open to EU-Africa cooperation. These include the Erasmus+ Capacity Building in Higher Education Scheme (CBHE), the Erasmus+ International Credit Mobility Scheme (ICM), the Intra-Africa Academic Mobility Scheme, and the MSCA Doctoral Networks and Postdoctoral Fellowships Programme. CoRE-Math members, in collaboration with LUT, have previously applied for funding from the Erasmus+ Capacity Building in Higher Education and the Intra-Africa Academic Mobility schemes.
CoRE-Math will explore new funding opportunities in 2025, including Carnegie Foundation, DAAD, Mastercard Foundation, Organization for Women in Science for the Developing World (OWSD), Simons Foundation, and XTX Markets. It is too early to say precisely what kind of funding the cluster will apply for, but it will probably include PhD and/or postdoc funding, travel grants, conference funding, and workshops.
To meet fundraising challenges, CoRE-Math will develop a comprehensive fundraising strategy and plan to focus its efforts effectively.
d. Communication, Dissemination and Outreach
At the beginning of 2025, CoRE-Math plans to finish the work on its . CoRE-Math will also continue to use for communication with a broader audience-
CoRE-Math intends to restart the (AfMS) in 2025. This seminar ran globally successfully as a series of webinars for a few years under EAUMP but was paused when the main organiser left for a new position. AfMS will mainly focus on research conducted in the cluster.
In 2025, CoRE-Math will start planning for the 1st CoRE-MATH Conference. This will be a continuation of the EAUMP Conferences that have been arranged regularly since YYYY.
One of the organisations that CoRE-Math will try to collaborate with is the newly established African Society for Industrial and Applied Mathematics (ASIAM). ASIAM organised the first African Conference for Industrial and Applied Mathematics (ACIAM) in 2024, and CoRE-Math plans to offer to host one of the future ACIAMs. Concerning communication,
e. Capacity Building for Research and Postgraduate Training
As outlined in under Specific Objective 1, several capacity-building activities for research and postgraduate training are planned for the near future. Additionally, CoRE-Math will initiate plans for training sessions on bibliometrics, e-resources, publication strategies, and related topics. ISP has successfully organised similar trainings in the past. Furthermore, CoRE-Math will explore opportunities to provide African partners access to high-performance computing facilities.
f. Research in CoRE-Math
Four international research groups were established in 2018: Applied Probability in East Africa (APREA), the Combinatorial Research Studio (CoRS), the Eastern Africa Algebra Group (EAALG), Partial Differential Equations and Applications (PDEAPP). These research groups have limited funding from ISP and members from all African universities in CoRE-Math, other African universities, and some European universities. We anticipate that researchers from all the European partners in CoRE-Math will join the research groups. We also expect new research groups to be formed in active research areas like biomathematics, computational mathematics, financial mathematics, mathematics education, and multivariate statistics and data analysis.
CoRE-Math will furthermore conduct a mapping of other clusters where CoRE-Math could contribute to multidisciplinary research projects. This mapping may be extended to include the ARUA Centres of Excellence and the African Centres of Excellence funded by the World Bank. The following table contains some preliminary ideas concerning the CoREs:
Multidisciplinary Collaboration
Cluster
Research Group
Advanced Infectious Diseases Research and Training
APREA, Biomathematics
Artificial Intelligence, Data Science, and Theoretical and Computational Thinking
Multivariate Statistics and Data Analysis
Engineering for the Future
APREA, Computational Mathematics and Mathematical Modelling, PDEAPP
Preparedness and Response to Pandemics and Shocks
APREA, Biomathematics
Renewable Energy
Computational Mathematics and Mathematical Modelling, PDEAPP,
Sustainable Water and Land Resource Management for Human Well-Being
Computational Mathematics and Mathematical Modelling
Water Resources Management for a Sustainable and Just Future
Computational Mathematics and Mathematical Modelling
There are no rows in this table
g. Postgraduate Training in CoRE-Math
PhD training will continue in the PhD programmes at all the African nodes, where about 100 students are in training. Some PhD training will be done in collaboration with African and European partners. In parallel, CoRE-Math plans to investigate different ways to fund a collaborative PhD programme.
h. Gender Promoting Activities
The gender-promoting activities of CoRE-Math will continue to centre around (EANWoBAS), which ISP has supported since 2019. We also anticipate that the collaboration between EANWoBAS and organisations like (OWSD) and Tanzania Women in Mathematics (TWM) will be intensified as an effect of the creation of CoRE-Math.
8. Activities Linked to the Specific Objectives of CoRE-Math
The European partners are largely missing from the activities. They can't be totally absent.
This summarises the activities that are planned for 2025. The activities are listed under the specific objectives and are linked to the outcomes they will contribute to. More details can be found in .
a. Specific Objective 1
To develop high capacity for research and postgraduate training in African universities
Outcomes and Activities
Concerning the planned PhD graduations and postdocs, notice that these numbers are very low compared to the region’s actual needs.
b. Specific Objective 2
To substantially increase the research outputs from research involving African and European partners.
Outcomes and Activities
c. Specific Objective 3
To substantially increase high-quality postgraduate training in African universities in collaboration with European partners.
Outcomes and Activities
d. Specific Objective 4
To substantially increase the participation of women in postgraduate training and research in African universities.
Outcomes and Activities
e. Specific Objective 5
To leverage mathematics to address socio-economic challenges, especially in Africa.
Outcomes and Activities
9. Available Resources
The resources of the European partners are completely missing below.
The available resources of CoRE-Math are summarised in this section. Full details are presented in .
While all African nodes have postgraduate computer labs, many of the computers are outdated or non-functional. Access to essential software is limited, and none of the departments have high-performance computing facilities. Additionally, access to mathematics journals through university libraries is either severely restricted or entirely unavailable. Institutional funding for research is not provided by any of the African universities. One possible explanation for this—though it does not account for the lack of resources for fieldwork, conference participation, and similar activities—is that research is treated as part of the regular academic workload. However, with relatively small academic staff numbers, faculty members often struggle to find time for research. Collectively, these challenges present significant barriers to both research and research training.
Available Resources
10. Expected Impact and Impact Indicators
If successful, CoRE-Math aims to contribute to several long-term, significant, and sustainable changes concerning what was described in . These changes represent the cluster’s envisioned impact, extending beyond the immediate sphere of postgraduate training and research within African member universities. The ripple effects are expected to influence broader societal development. While much of the development in the higher education sector over the next decade may not be directly attributable to CoRE-Math, the cluster aspires to play a pivotal role in driving progress and shaping advancements in this critical area.
The expected impact is summarised in the following table, where each impact will be measured by one or several impact indicators. As for the performance indicators, the baselines for the indicators are currently incomplete and, therefore, not presented here.
Impact and Indicators
Development Area
Expected Impact
Impact Indicator
Building Research Capacity in African Universities
African universities have significantly strengthened their capacity for research and postgraduate training in mathematics, laying a foundation for sustained academic growth.
Boosting Collaborative Research Outputs
Research involving African and European partners having produced a marked increase in high-quality outputs, enhancing the visibility and impact of African mathematical research on global challenges.
Advancing Postgraduate Training Excellence
Collaborative initiatives having elevated the quality of postgraduate training in African universities, producing graduates who contribute meaningfully to academia, industry, and society.
Enhancing Gender Equity in Mathematics
Focused efforts having led to a substantial increase in women participating in postgraduate training and research, fostering a more inclusive mathematical community.
Mathematics Driving Socio-Economic Solutions
Mathematical approaches are now more widely applied to address Africa’s socio-economic challenges, delivering practical solutions in areas like healthcare, agriculture, and sustainability.
There are no rows in this table
Appendix A: Detailed Activity Plan for 2025
This table has to be quality-assured. We need to know that the activities will take place. We should also have dates for many more activities. Finally, we need to add outputs for all activities.
The following table lists the activities in CoRE-Math under 2025. Each activity is allocated to one of the African nodes. Each activity is also linked to one of the planned outcomes. For instance, “OSO1: Capacity built for postgraduate training” refers to the outcome “Capacity built for postgraduate training” under Specific Objective 1: “To develop high capacity for research and postgraduate training in African universities”.
Detailed Activity Plan 2025
Outcome
Related Output
Activity
Country
Date
OSO1: Capacity built for postgraduate training
PhD supervision training
Kenya
TBD
OSO1: Capacity built for postgraduate training
e-Resources workshop
Tanzania
TBD
OSO1: Capacity built for postgraduate training
PhD supervision training
Tanzania
TBD
OSO1: Capacity built for postgraduate training
Two trainings on mathematics software every year
Tanzania
TBD
OSO1: Capacity built for postgraduate training
PhD supervision training
Uganda
TBD
OSO1: Capacity built for postgraduate training
Training of all lecturers in Data Analysis using R and Python
Zambia
TBD
OSO1: Capacity built for research
PhD graduations
2025, (1); 2026, (6); 2027, (5); 2028, (1); 2029, (8)
Rwanda
TBD
OSO1: Capacity built for research
3 postdocs under Sida Bilateral Project: one (1) in 2025, one (1) in 2026 and one (1) in 2028
Tanzania
N/A
OSO1: Capacity built for research
PhD graduations: 2025, (2); 2026, (3); 2027, (4); 2028, (4); 2029, (5)
Tanzania
N/A
OSO1: Capacity built for research
PhD graduations: 2025, (6); 2026, (7); 2027, (5); 2028, (7); 2029, (8)
Uganda
OSO1: Capacity built for research and postgraduate education
Formation of UNZA Mathematics Alumni Association
Zambia
TBD
OSO1: Research funds available
Application: African Union Research Grant
Kenya
TBD
OSO1: Research funds available
Application: Erasmus Mundus
Kenya
TBD
OSO1: Research funds available
Application: ISP
Kenya
TBD
OSO1: Research funds available
Application: National Research Fund (NRF) for academic research on mathematical theories with industrial applications
Kenya
TBD
OSO1: Research funds available
Application: NIH
Kenya
TBD
OSO1: Research funds available
Application: SSACAB
Kenya
TBD
OSO1: Research funds available
Application: National Council for Science and Technology (NSCT-Rwanda)
Rwanda
TBD
OSO1: Research funds available
Application: UR Research and Innovation Directorate
Rwanda
TBD
OSO1: Research funds available
Application: Erasmus Mundus
Tanzania
TBD
OSO1: Research funds available
Application: ISP
Tanzania
TBD
OSO1: Research funds available
Application: National Bank of Tanzania
Tanzania
TBD
OSO1: Research funds available
Application: Spencer Foundation Era
Tanzania
TBD
OSO1: Research funds available
Application: IMU Committee for Women in Mathematics
Zambia
TBD
OSO1: Research funds available
Application: London Mathematical Society (LMS)
Zambia
TBD
OSO1: Strengthened capacity for fundraising
Industrial Proposal Writing Training
Kenya
TBD
OSO1: Strengthened capacity for fundraising
Workshop on grant writing, research publications, predatory journals, and journal selection, Apr 20–22, 2025
Rwanda
April
OSO1: Strengthened capacity for fundraising
Proposal writing training
Tanzania
TBD
OSO1: Strengthened capacity for fundraising
Research management and proposal writing workshop
Uganda
TBD
OSO2: Research results disseminated
Conference on Advances in Mathematical Research and their Industrial Applications
Kenya
TBD
OSO2: Research results disseminated
Monthly seminars to discuss research and publications
Kenya
N/A
OSO2: Research results disseminated
Postdoc Research Seminars
Kenya
N/A
OSO2: Research results disseminated
2 national workshops
Rwanda
N/A
OSO2: Research results disseminated
Weekly seminar presentations
Rwanda
N/A
OSO2: Research results disseminated
Conferences in industrial applications
Tanzania
N/A
OSO2: Research results disseminated
Africa Mathematics Seminar Series (AfMS)
Uganda
N/A
OSO2: Research results disseminated
Participation in SAMSA Conference
Uganda
TBD
OSO2: Research results disseminated
Weekly seminars for staff and postgraduate students
Uganda
N/A
OSO2: Research results disseminated
Departmental Seminar Series
Zambia
N/A
OSO2: Research results disseminated
Participation in SAMSA Conference
Zambia
N/A
OSO3: High-quality postgraduate training
Planning for 2026 EAUMP-ICTP summer school at University of Nairobi; Foundational Mathematics for Data Science: Advanced Mathematics for Data Science
Kenya
N/A
OSO3: High-quality postgraduate training
Workshops on Mathematical Modelling
Kenya
TBD
OSO3: High-quality postgraduate training
2025 EAUMP-ICTP summer school at the University of Rwanda
Rwanda
July
OSO3: High-quality postgraduate training
Planning for 2027 EAUMP-ICTP summer school at the University of Dar es Salaam
Tanzania
N/A
OSO3: High-quality postgraduate training
Week-long event on mathematical modeling: Solving real-world problems using mathematical models
Tanzania
TBD
OSO3: High-quality postgraduate training
Postgraduate Seminar Week
Twice every year
Zambia
N/A
OSO3: More students doing STEM studies at universities
Capacity building for teachers on Olympiad Mathematics
Kenya
TBD
OSO3: More students doing STEM studies at universities
Mathematical contests at high school level
Kenya
TBD
OSO3: More students doing STEM studies at universities
Mathematics Careers in Industry and Academia, targeting high schools and universities
Kenya
TBD
OSO3: More students doing STEM studies at universities
School Visits
Kenya
TBD
OSO3: More students doing STEM studies at universities
Secondary School visits
Rwanda
January
OSO3: More students doing STEM studies at universities
Secondary School visits
Rwanda
March
OSO3: More students doing STEM studies at universities
Secondary School visits
Rwanda
May
OSO3: More students doing STEM studies at universities
Awareness through IDM, TAMO, EAMO and IMO
Tanzania
October
OSO3: More students doing STEM studies at universities
Celebration of the International Mathematics Day, Mar 14, 2025
Tanzania
March
OSO3: More students doing STEM studies at universities
Collaborations with European partners in increasing awareness of STEM in secondary schools in Tanzania
Tanzania
TBD
OSO3: More students doing STEM studies at universities
Girls Science Camp in collaboration with Department of Physics
Tanzania
October
OSO3: More students doing STEM studies at universities
One-week teaching support for ten community secondary schools
Jun & Oct 2025
Tanzania
TBD
OSO3: More students doing STEM studies at universities
School visits during the annual meeting for mathematics instructors in Morogoro, Tanzania, Sep 4–9, 2025
Tanzania
September
OSO3: More students doing STEM studies at universities
Short visits to Secondary Schools in collaboration with Tanzania Women Mathematicians Association (TWM)
Tanzania
January
OSO3: More students doing STEM studies at universities
The Tanzania Mathematics Olympiad (TAMO), Aug 8, 2025
Tanzania
August
OSO3: More students doing STEM studies at universities
Training Camp for PAMO, IJMO and IMO
Tanzania
February
OSO3: More students doing STEM studies at universities
MATHCAMP4
Uganda
May
OSO3: More students doing STEM studies at universities
MATHCAMP5
Uganda
August
OSO3: More students doing STEM studies at universities
MATHCAMP6 for international schools
Uganda
December
OSO3: More students doing STEM studies at universities
Mathematics Contests for Primary, Secondary and University students under the Uganda Mathematical Society
Uganda
TBD
OSO3: More students doing STEM studies at universities
National Mathematics Teachers’ Conference
Uganda
TBD
OSO3: More students doing STEM studies at universities
RUN4MATH (Pi-Day), Mar 15, 2025
Uganda
TBD
OSO3: More students doing STEM studies at universities
Secondary school visits to sensitize students of the opportunities available and applications of mathematics
Uganda
TBD
OSO3: More students doing STEM studies at universities
Training Camp for PAMO, IJMO and IMO
Uganda
TBD
OSO3: More students doing STEM studies at universities
School visitations under the Eastern Africa Network for Women in Basic Sciences (EANWoBAS)
Zambia
TBD
OSO3: Number of postgraduate students increased
Eastern Africa Mathematics Olympiad, Kigali, Mar 8–Mar 14
Rwanda
March
OSO3: Number of postgraduate students increased
International Mathematics Olympiad, Sunshine Coast, Australia, Jul 10–20 2025
Rwanda
July
OSO3: Number of postgraduate students increased
Pan-African Mathematics Olympiad, Congo Brazzaville
Rwanda
May
OSO3: Number of postgraduate students increased
Rwanda Mathematics Competition, Kigali, Nov 2024–Feb 2025
Rwanda
February
OSO4: More female role models
Women in Mathematics Research Symposium
Kenya
TBD
OSO4: More female role models
International Women Day in Mathematics
Rwanda
May
OSO4: More female role models
International Day of Women and Girls in Science conference, Feb 11, 2025
Uganda
February
OSO4: More women trained on postgraduate level
Career showcases for female students
Kenya
TBD
OSO4: More women trained on postgraduate level
Hackathons for Girls
Kenya
TBD
OSO4: More women trained on postgraduate level
Math Camps for Girls
Kenya
TBD
OSO4: More women trained on postgraduate level
International day of the girl child
11th Oct, 2025
Uganda
October
OSO4: More women trained on postgraduate level
International Women in Mathematics Day, May 12, 2025
Uganda
May
OSO5: Collaborations established with end-users
Bi-annual Industry Days where academic research is presented to industry representatives to encourage partnerships in April and October
Kenya
April
OSO5: Collaborations established with end-users
Bi-annual Industry Days where academic research is presented to industry representatives to encourage partnerships in April and October
Kenya
October
OSO5: Collaborations established with end-users
Bi-annual Industry Modeling Weeks
Kenya
April
OSO5: Collaborations established with end-users
Bi-annual Industry Modeling Weeks
Kenya
October
OSO5: Collaborations established with end-users
Industry-Academia Roundtable Meetings
Kenya
TBD
OSO5: Collaborations established with end-users
Joint Industry-Academia postdoc placements for applied mathematics
Kenya
TBD
OSO5: Collaborations established with end-users
Study Groups, involving students, researchers, and industry practitioners
Kenya
TBD
OSO5: Collaborations established with end-users
Workshops on Tech Transfer and Commercialization of research outputs
Kenya
TBD
OSO5: Collaborations established with end-users
Modelling Week organized jointly by UR, LiU and Lappeenranta University to be held in Kigali, Rwanda
Rwanda
TBD
OSO5: Collaborations established with end-users
Company visits
Tanzania
TBD
OSO5: Collaborations established with end-users
Industry Day
Tanzania
TBD
OSO5: Collaborations established with end-users
Research and Innovation week
Tanzania
TBD
OSO5: Collaborations established with end-users
Two-day workshop on mathematics in industry in partnership with CoRE-Maths, Sida Mathematics, and NORHED II
Tanzania
TBD
OSO5: Collaborations established with end-users
Two-day workshop on mathematics in industry, in partnership with CoRE-Maths, Sida; and NORHED II
Tanzania
TBD
OSO5: Collaborations established with end-users
Two-week short course on data analysis and mathematical programming
Tanzania
TBD
OSO5: Collaborations established with end-users
Weekly presentations by study groups
Tanzania
N/A
OSO5: Collaborations established with end-users
Science and Innovation Week
Uganda
TBD
OSO5: Collaborations established with end-users
Short Training of Zambia Revenue Authority Employees in Data Analysis with R
Zambia
TBD
OSO5: Collaborations established with end-users
Youth WASH Resource Centre and Innovation Hub in collaboration with Centre for Water Sanitation and Hygiene (WASH)
Zambia
TBD
Advanced Topics in Applicable Mathematics
Kenya
Bridging Mathematics and Industry: Opportunities and Challenges
Kenya
Data Science Camps for underprivileged Girls
Kenya
Mathematical Foundations of Machine Learning
Kenya
Mathematical Foundations Workshops
Kenya
Mathematics of Sustainable Energy
Kenya
Numerical Solutions for Differential Equations in Climate Modelling
Kenya
Predictive Analytics in Public Health
Kenya
There are no rows in this table
Want to print your doc?
This is not the way.
This is not the way.
Try clicking the ⋯ next to your doc name or using a keyboard shortcut (
CtrlP
) instead.