project at a time.
Thanks to generous financial support from our donors, AWB’s projects have taken our volunteers around the world, from Africa to Asia to South America. They devote their time, energy, and expertise to short- and long-term projects that foster the skills and knowledge needed in areas such as healthcare, education, infrastructure, and business—the building blocks of successful societies and countries.
The projects take place in all areas in which universities are engaged, including teaching, research, and back-office operations
In response to demand from our partner universities, AWB has created new programs in areas that build on our experience and deepen our engagement. While our methods are evolving, we remain dedicated to building academic capacity and research excellence.
Engineers are change-makers, addressing some of the biggest challenges facing our world. In many countries however, universities do not have enough qualified faculty to prepare new graduates for the evolving demands of the profession.
AWB’s Strengthening Engineering Education and Research program aims to enhance teaching and research capacity in low and middle-income settings through training and mentorship.
The program launched in partnership with Uganda’s Mbarara University of Science and Technology in February 2021, with plans to expand to other universities.
Over a 12-week online workshop led by our volunteer team of faculty from Canada, Australia, India, the United States and Nigeria, Ugandan faculty enhance their ability to identify research topics and questions, develop a research plan and prepare a grant proposal. Promising projects are then funded and executed under guidance of an AWB volunteer senior faculty advisor.
The Strengthening Engineering Education and Research program seeks to ensure that participants will not only be more effective instructors and researchers, but also be equipped to pass on their knowledge and skills to their students – the next generation of engineers.
Program co-leads: Dr. Rahim Rezaie, AWB Senior Program Development Officer, & Dr. Marina Freire-Gormaly
If your university is interested in finding out more about this program, contact Rahim Rezaie.
Graduates in science, technology, engineering and mathematics (STEM) are in high demand, especially if they are ready to be leaders in their profession. With the Employment Readiness Program, AWB is adapting a successful online training program for candidates who want to work in the emerging markets of sub-Saharan Africa.
The Industry Immersion Program is an employment readiness program developed by our partners, the European School of Management and Technology (ESMT) and the African Institute of Mathematical Sciences (AIMS). The program prepares STEM graduates with the additional skills and knowledge necessary to be leaders in local industry and business enterprises.
The initial five-week course will be delivered online by ESMT faculty. Participants will learn the principles of management, including data analytics, finance, marketing, negotiations, and organizational behaviour. Then, they will spend three to six months interning with an industry partner and refining their skills in the workplace.
AWB expert volunteers will work directly with the partner university, mentoring local staff and faculty so that they are eventually able to deliver and administer the employment readiness program independently. Working with our partner university so that they are able to offer the program themselves is the key feature of this new AWB program.
A pilot project in collaboration with Strathmore University in Nairobi, Kenya, is scheduled for July 2021.
Program lead: Dr. David Dunne
For more information, contact David Dunne.
AWB has frequently been asked to provide academic professional mentoring to members of junior faculty. Over time we have responded with individual projects but, given the level of demand for such mentoring, especially in the area of research communications, AWB is developing a standing program – The Art of Scholarship.
The mentorship program will combine an intensive hands-on workshop, with longer-term, one-on-one mentoring by senior faculty volunteers.
Watch for details!
In Guyana, at the Georgetown Public Hospital Corporation, AWB is working to build capacity in both primary care and research methods in the family medicine residency program. The volunteers are working with the Master of Public Health program in Georgetown to develop modules in research methods and public health for medical residents, and deliver the modules in a training program. Four of four working visits for this project have been completed with the last one ending in mid April.
- David Ponka, Associate Professor, Department of Family Medicine, University of Ottawa, Ottawa, Ontario
- Basia Siedlecki, Global Health Coordinator, Northern Ontario School of Medicine, Thunder Bay, Ontario
In The Philippines, at the University of San Carlos, AWB is working with some of the faculty in its Science and Mathematics Education Department to upgrade their ability to teach and run workshops for school teachers in statistics and probability, which have just been added to the school curriculum in the Philippines. The project extends over 5 years. The first posting for the project was completed on May 10, 2015. The volunteer returned to USC in April 2016 for a four-week working visit to continue working with the teachers in workshops. The most recent working visit took place in 2019.
- Lionel Pereira-Mendoza, former Associate Dean (Educational Research), Graduate Programmes and Research Office, National Institute of Education, Singapore
In Uganda, at Mbarara University of Science and Technology (MUST), MicroResearch and AWB ran a research methodology workshop for health care workers in various disciplines. The first level result of the project was to develop the capacity of health care professionals in Uganda at MUST to propose, conduct and write local community based research projects. The training resulted in three locally-based research projects focusing on specific questions related to child and maternal health concerns in the region.
- Noni MacDonald, MD, Professor, IWK Health Centre, Department of Pediatrics, Dalhousie University and Co-Director of MicroResearch International, Halifax, Nova Scotia
In Indonesia, at Syiah Kuala University, AWB helped to develop an educational obstetrical program to teach obstetrical and neonatal care to provide emergency obstetric skills in the rural areas of Sumatra. During her nine-week posting, the volunteer led training at multiple rural sites during nine weeks working with faculty at the medical school.
- Keyna Bracken, MD, Associate Professor, Department of Family Medicine, McMaster University, Hamilton, Ontario & Djavad Mowafaghian Foundation Fellow
How is a Project Chosen?
Every project begins with a request for help.
Universities in developing countries are key to improving the lives of all citizens, including the most disadvantaged. Often the quality of their educational programs and their research capacity limit the contributions they can make to their country’s development.
We believe that the best way to assist developing countries is to share academic expertise with their universities so they can develop their own leaders, experts and professionals. Educating people at home rather than abroad strengthens the ties to local culture and communities and makes it more likely that graduates will remain in their home countries.
A university in the developing world submits a proposal identifying what it hopes to achieve and what help it needs to implement the proposal.
The projects vary from single courses to system overhauls.
Recruit & Send Volunteers
After AWB recruits suitable volunteers, the university selects the one best matched to its project. The volunteer is then sent to the university to carry out the project activities.
AWB and the host university cover the volunteer’s expenses.
We work to build sustainable systems for lasting impact.
Through the train-the-trainer model we use, each project builds local capacity and expertise so that the benefits of AWB’s involvement are multiplied and persist long after its volunteers return home.
Where We Work
Our work concentrates on the most economically disadvantaged countries.
Years of global investment in primary and secondary education has increased demand for university-level learning, with informed estimates predicting that the number of students attending university in these countries will double in less than a decade.
Unfortunately, many universities lack the expertise and experience to respond adequately to the challenges of increasing numbers of students. That’s why they need help, and that’s why AWB’s involvement is so important.
AWB supports projects and institutions in the world’s least developed countries – those identified as low or medium in the United Nations Development Program‘s Human Development Index. In exceptional cases, AWB considers projects in countries that are not in this list but are included in the UNDP’s Multidimensional Poverty Index. For these projects, a compelling case must be made that, although the country is not among the world’s least developed, support is justified because of regional economic inequalities within the country.
To date we have partnered on projects with…
Abomey-Calavi University, Benin
Addis Ababa University, Ethiopia
Adigrat University, Ethiopia
African Institute for Mathematical Sciences, Senegal & Rwanda
Aga Khan University, Kenya, Tanzania & Uganda
Bahir Dar University, Ethiopia
Chitwan Medical Training College, Nepal
Debre Markos University, Ethiopia
Ecole Inter-Etats des Sciences et Médecine Vétérinaires de Dakar, Senegal
Fatima Jinnah Women University, Pakistan
Georgetown Public Hospital Corporation, Guyana
Gertrude’s Children’s Hospital, Kenya
Haiphong University of Medicine and Pharmacy, Vietnam
Hawassa University, Ethiopia
Indian Institute of Public Health Gandhinagar, India
Injibara University, Ethiopia
Institut Agronomique et Vétérinaire de Rabat-Maroc, Morocco
Kabarak University, Kenya
Karatina University, Kenya
Kenyatta University, Kenya
Kerala Veterinary & Animal Sciences University, India
Kilimanjaro Christian Medical University, Tanzania
King George’s Medical University, India
Kwara State University, Nigeria
Kyambogo University, Uganda
Lviv Polytechnic National University, Ukraine
Mangosuthu University of Technology, South Africa
Mbarara University of Science and Technology, Uganda
Mekelle University, Ethiopia
Meru University of Science and Technology, Kenya
Mildmay Health Centre, Uganda
Nairobi Hospital, Kenya
National University of Rwanda
Nelson Mandela African University of Science & Technology, Tanzania
Patan Academy of Health Sciences, Nepal
Royal University of Bhutan
Royal University of Phnom Penh, Cambodia
SRM Institute of Science and Technology, India
State Islamic University Yogyakarta, Indonesia
Syiah Kuala University, Indonesia
Tanzanian Training Centre for International Health, Tanzania
Universidad de Antioquia, Colombia
Universidad de Caldas, Colombia
Universidad del Bío-Bío, Chile
Universidade Federal do Acre, Brazil
University of Bahri, Sudan
University of Cape Coast, Ghana
University of Central Asia, Kyrgyz Republic
University of Development Studies, Ghana
University of Dongola, Sudan
University of Ghana
University of Global Health Equity, Rwanda
University of Health and Allied Sciences, Ghana
University of Liberia
University of Makeni, Sierra Leone
University of Malawi
University of Nairobi, Kenya
University of Namibia
University of Nepal (proposed)
University of Novi Sad, Serbia
University of Rwanda
University of Saint Joseph Mbarara, Uganda
University of San Carlos, Philippines
University of Social Sciences and Humanities, Vietnam
University of Timor Lorosa’e, Timor Leste
University Teaching Hospital of Kigali, Rwanda