Universities have ‘huge role’ in continent’s science plan

African countries have started implementing the Science, Technology, and Innovation Strategy for Africa 2034 (STISA-2034), a 10-year plan to guide the continent’s priorities, with experts saying its success hinges on the inclusion of women in Africa’s scientific and technological transformation as well as some strategic government investments in digital access.

STISA 2034 was adopted in November 2024 by the African Union’s Special Technical Committee on Education, Science, Technology and Innovation and, thereafter, at the union’s summit, which was held in February.

The science plan’s objectives include strengthening research and development capacity, establishing robust science, technology and innovation (STI) infrastructure, building technical competencies, promoting innovation and entrepreneurship, and creating an enabling environment for STI-led initiatives.

Sustainable economic growth

Its goals are aimed at using STI to drive sustainable socio-economic growth, focusing on agriculture, health, information and communication technologies, energy and the environment.

The plan seeks to build technical competencies, promote innovation and entrepreneurship and create inclusive policies to dismantle gender biases in science, technology, engineering and mathematics.

Professor Himla Soodyall, an executive officer at the Academy of Science of South Africa, or ASSAf, told University World News that, for this science initiative to be successful, it must deviate from the usual top-down plans that lack engagement with key players on the field.

“The ‘Mother Ship’ – the African Union – needs to bring together the various players in the STI landscape. Only when we speak with one voice will any outcomes be realised. Doing things in bits and pieces will never contribute to achieving these goals or advancing STI on the continent,” said Soodyall.

She said universities have a huge role to play in the success of the continental science plan as they are part of the infrastructure where research, innovation and training have their base.

The role of women

One of the 30 women to receive the L’Oréal-UNESCO For Women in Science Young Talents Sub-Saharan Africa Award in December 2024, Victoria Ngugi, a Kenyan PhD student in cardiovascular physiology at the University of Leeds’ school of biological science in the United Kingdom, told University World News that the success of STISA-2034 depends on how well it includes women and girls in Africa’s scientific and technological transformation.

“While 47% of STEM [science, technology, engineering and mathematics] university graduates in Africa are women, only 20% transition into science and engineering careers, and just 32% of research and development scientists in Sub-Saharan Africa are female,” she noted.

“Structural barriers such as financial constraints, lack of mentorship, and societal expectations continue to limit women’s participation in STI,” said Ngugi, referring to figures of the United Nations Economic Commission for Africa.

“To ensure that STISA-2034 is truly transformative, Africa must adopt targeted interventions that address these challenges, integrating gender-responsive policies, education reforms and strategic investments in digital access.”

She said that, to ensure that women and girls are not left out, women need representation in high-level negotiations that influence critical sectors like research funding and technological development.

She also said that, when women enter the STI workforce, they often face workplace discrimination, lower pay and fewer leadership opportunities, with many leaving their careers due to unsupportive work environments and family responsibilities.

“Policies that promote equal pay, leadership development, flexible work arrangements, and maternity support are critical in retaining women in STI fields,” said Ngugi.

She said the digital transformation is a powerful tool for advancing women’s inclusion in STI, but Africa faces a significant gender digital divide with only 24% of women in Africa using the internet compared to 35% of men.

“Additionally, only 29% of AI [artificial intelligence] workers in Africa are women, highlighting their under-representation in emerging technologies. To address this, Africa must invest in digital literacy programmes, affordable online learning platforms and mobile-based education. Expanding digital access will empower more women to participate in STEM fields,” she added.

Underfunding of research and development

She said, to ensure the success of STISA-2034, a critical starting point is addressing the persistent issue of low domestic financing for research and development.

Retaining and nurturing scientific and technological talent is essential and the ongoing brain drain remains a significant obstacle to Africa’s STI development, with many of the continent’s brightest minds seeking opportunities abroad, Ngugi added.

To address this, STISA-2034 should implement measures such as offering competitive salaries, research grants, and infrastructure investments to attract and retain top talent.

Ngugi said universities play a pivotal role in the success of STISA-2034 by producing skilled professionals, driving research and innovation and facilitating knowledge transfer across various sectors. She said one critical area where universities can make a significant impact is in expanding applied research and innovation.

“African universities should prioritise problem-solving research, focusing on areas that are crucial for the continent’s development, such as climate resilience, disease control and digital transformation. The University of Cape Town’s Drug Discovery and Development Centre (H3D) provides an excellent example, having been instrumental in developing new treatments for malaria and tuberculosis. By emulating such models, universities can make meaningful contributions to addressing the continent’s most pressing challenges,” she said.

Ngugi said open-access research platforms should also be promoted to increase the visibility and impact of African research on the global stage as universities can reach a broader audience, fostering a culture of openness, collaboration, and knowledge sharing by leveraging these digital tools.

State support for research

Shakkie Kativu, a professor of botany with special interest in plant systematics, reproductive biology and evolution at the University of Zimbabwe, told University World News that science policies and plans will remain “just nice, empty words” with nothing to show in terms of innovation and development until the states open up on research support.

He said there is also a need to guard against having “superfluous facilities” without follow-up activities or implementation.

Kativu gave the example of Zimbabwe, which has been setting up science and innovation hubs to spearhead research, innovation and industrial development, but continues to suffer scientific brain drain, to drive his point home.

“Lately there has been construction of facilities like innovation hubs. To a large extent, these are still ceremonial structures. They are not adequately equipped, or, in cases where hubs are moderately equipped, support laboratories are very inadequately equipped or funded to the extent that basic items like laboratory chemicals are unavailable.

“Researchers are poorly supported: poor remuneration and most projects have to be supported by external donor grants. This explains the massive brain drain, particularly of research scientists,” he pointed out.

Accountability mechanism

Eutychus Ngotho Gichuru, a PhD candidate at the college of education and external studies at Makerere University in Uganda, told University World News earlier that robust reporting capability is fundamental in achieving accountability, transparency and quantifiable advancement of educational activities.

“Reporting mechanisms generate baseline scientific information that can be used to make informed choices, and can allow policymakers to adapt their strategies in order to have a more successful outcome. Regular reporting creates an environment of ‘continuous improvement’ and ‘shared responsibility’,” said Gichuru.

He also added that the condition of educational infrastructure has a direct impact on teaching and learning experiences and results, hence the construction and improvement of facilities such as laboratories, libraries and sanitation facilities was crucial.