E XC E L L E N C E • R E S P E C T • PA N - A F R I C A N I S M • I N T E G R I T Y
AIMS
SOUTH AFRICA
AIMS-SOUTH AFRICA
INDEPENDENT EXTERNAL
EVALUATION
November 2012
Submitted by Transformational Development Results (TDR) International
Dr. Dorothy Nyambi, Dr. Helen Scott, Dr. Belinda Ketel, Ms. Rolene Guilland
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INDEPENDENT EXTERNAL
EVALUATION REPORT
Commissioned by:
AIMS Next Einstein Initiative
November 2012
This report was produced with the support
of a grant from Canada’s International
Development Research Centre.
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TABLE OF CONTENTS
Acronyms and Glossary
iii
List of Figures and Tables
vi
Preface and Acknowledgements
vii
Foreword
viii
Executive Summary
ix
1.0 Overview of AIMS
2
2.0 Evaluation – Scope and Methodology
5
3.0 Evaluation Findings
14
4.0 Evaluation Conclusions
38
5.0 Key Recommendations
42
6.0 Key Lessons Learned
44
7.0 General Conclusions
45
8.0 Annexes
1 - Constituted Program Logic Model and Theory of Change
2 - AIMS-SA Organizational Chart
3 - Evaluation Matrix
4 - List of Key Informants and FGD Categories
5 - List of Documents Reviewed
6 - Alumni Survey
7 - AIMS-SA Comparative Analysis
8 - Evaluation Terms of Reference
9 – Evaluation Team - Biodata
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ACRONYMS & GLOSSARY
ACRONYMS
ACE
Advanced Certificate in Education
AIMS-NEI
African Institute for Mathematical Sciences - Next Einstein Initiative
AIMS-SA
African Institute for Mathematical Sciences – South Africa
AIMSSEC
African Institute for Mathematical Sciences School Enrichment Centre
CEA
Cost Effective Analysis
ICT
Information Communication Technologies
MT
Mathematical Thinking
NEPAD
New Partnership for Africa’s Development
NQF
National Qualification Framework
OECD
Organisation for Economic Co-operation and Development
OECD-DAC
Development Assistance Committee (DAC)
PGD
Postgraduate diploma
SPSS
Statistical Package for the Social Sciences
UNESCO
United Nations Educational, Scientific and Cultural Organization
GLOSSARY OF TERMS
AIMS network
AIMS entity
AIMS centre
Attribution
Baseline
Benchmark
Bias
The AIMS Network consists of all AIMS centres and charities working to develop
the Africa wide network of AIMS. This includes AIMS-NEI organizations in South
Africa and the UK.
An AIMS entity is any organisation within the AIMS network.
An AIMS centre is a research, education, outreach or combined centre within the
AIMS network.
The ascription of a causal link between observed (or expected to be observed)
changes and a specific intervention. Note: Attribution refers to that which is to be
credited for the observed changes or results achieved. It represents the extent to
which observed development effects can be attributed to a specific intervention or
to the performance of one or more partner, taking account of other interventions,
(anticipated or unanticipated) confounding factors, or external influences.
An analysis describing the situation prior to a development intervention,
against which progress can be assessed or comparisons made
Reference point or standard against which performance or achievements can
be assessed. Note: A benchmark refers to the performance that has been achieved
in the recent past by other comparable organizations, or what can be reasonably inferred to have been achieved in the circumstances.
Refers to statistical bias. Inaccurate representation that produces systematic error
in the evaluation finding. Bias may result in overestimating or underestimating
certain characteristics of the population. It may result from incomplete information or invalid data collection methods and may be intentional or unintentional.
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GLOSSARY OF TERMS continued
Counterfactual The situation or condition which hypothetically may prevail for individuals, organizations, or groups was there no development intervention.
Effectiveness
The extent to which the development intervention’s objectives were
(Efficacy)
achieved, or are expected to be achieved, taking into account their relative importance. Also used as an aggregate measure of (or judgment about) the merit
or worth of an activity, i.e. the extent to which an intervention has attained, or is
expected to attain, its major relevant objectives efficiently in a sustainable fashion and with a positive institutional development impact.
Efficiency
A measure of how economically resources/inputs (funds, expertise, time, etc.) are
converted into results
Evaluation
Question that needs to be answered by evaluators. There are three main types
Question
of evaluation questions: descriptive (what happened?), causal (to what extent
are outcomes due to the intervention?) and normative (is the effect satisfactory?).
An evaluation generally has several questions.
External Factors Factors which are embedded in the context of the intervention and which hinder
or amplify the intended changes while being independent from the intervention
itself.
External factors are also called contextual, exogenous or confounding factors.
External Validity Quality of an evaluation method which makes it possible to obtain findings that
can be generalised to other groups, areas, periods, etc. External validity is fully
achieved when the evaluation team can make it clear that a similar intervention
implemented in another context would have the same effects under given conditions.
External validity is also sought when the evaluation aims at identifying and validating good practice.
Impact
Positive and negative, primary and secondary long-term effects produced by a
development intervention, directly or indirectly, intended or unintended. Often
applied to changes in the welfare of people (e.g. poverty reduction).
Indicator
Quantitative or qualitative factor or variable that provides a simple and reliable
means to measure achievement, to reflect the changes connected to an intervention, or to help assess the performance of a development actor.
Input
The financial, human, and material resources used for the development intervention
Internal Validity This is the quality of an evaluation method which, as far as possible, limits biases
imputable to data collection and analysis. Internal validity is fully achieved when
the evaluation team provides indisputable arguments showing that the findings
derive from collected facts and statements.
Judgement
The judgement criterion (also called reasoned assessment criterion) specifies
Criteria
an aspect of the evaluated intervention that will allow its merits or worth to be
assessed in order to answer the evaluation questions, The judgement criterion
gives a clear indication of what is positive or negative.
Logic model
Management tool used to improve the design of interventions, most often at
the project level. It involves identifying strategic elements (inputs, outputs, outcomes, impact) and their causal relationships, indicators, and the assumptions or
risks that may influence success and failure. It thus facilitates planning, execution
and evaluation of a development intervention. Related term: results based management, results chain.
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GLOSSARY OF TERMS continued
Outcome
Output
Relevance
Sustainability
Theory of
Change
Triangulation
The likely or achieved short-term and medium-term effects of an intervention’s
outputs. Related terms: result, outputs, impacts, effect.
The products, capital goods and services which result from a development intervention; may also include changes resulting from the intervention which are
relevant to the achievement of outcomes.
The extent to which the objectives of a development intervention are consistent
with beneficiaries’ requirements, country needs, global priorities and partners’
and donors’ policies.
The continuation of benefits from a development intervention after major development assistance has been completed. The probability of continued longterm benefits.
The theory of change reflects the underlying process and pathways through
which the hoped for change (in knowledge, behaviour, attitudes or practices, at
the individual, institutional, community or other level) is expected to occur. A
theory of change includes the assumptions (often supported by research) that stakeholders use to explain the process of change.
The use of three or more theories, sources or types of information, or types of
analysis to verify and substantiate an assessment. Note: by combining multiple
data- sources, methods, analyses or theories, evaluators seek to overcome the bias
that comes from single informants, single- methods, single observer or single theory
studies.
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LIST OF FIGURES AND TABLES
FIGURES
Figure 1
Figure 2
Figure 3
Figure 4
Figure 5
Figure 6
Figure 7
Figure 8
Figure 9
Figure 9.1
Figure 10
Figure 11
Figure 12
Figure 13
Figure 14
Figure 15
Figure 16
Figure 17
Figure 18
Figure 19
AIMS-SA programs
Alumni Year of admission by gender
Alumni: Where are they now (as of November 2011)?
Evaluation data collection streams
Gender of alumni respondents
Current age of alumni respondents by gender
Alumni respondents’ year of study by gender
Alumni respondent’s country of origin
Alumni respondent’s current country of residence/ study/employment
AIMS-SA Independent External Evaluation frameworks
Alumni: How important were the following factors in the decision to study at
AIMS-SA?
Alumni: Academic qualifications at time of admission
Alumni: How did you hear about AIMS-SA?
Role and purpose of AIMS as identified by the alumni, before arriving, after
graduation and currently
Comparison between Gross, Adjusted and Effective Cost per PGD Student
Alumni: How AIMS influenced current career/ education (Alumni)
Case studies of AIMS -SA alumni
Alumni: Career goal prior to attending AIMS-SA
Alumni: Career immediately after completing AIMS-SA
Integrated programs at AIMS-SA
TABLES
Table 1
Table 2
Table 3
Table 4
Table 5
Table 6
Table 7
Table 8
Descriptive characteristics of alumni survey respondents
PGD Financials vs. Outputs (# of students graduated)
Research Centre Financials vs. Outputs
AIMSSEC Financials vs. Outputs
Alumni’s career focus before and after attending AIMS-SA
How valuable were the following features of the AIMS-SA program to the
alumni?
How challenging or difficult were the following features of the AIMS-SA program to the alumni?
How much AIMS-SA influenced major career choices, post - AIMS?
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PREFACE AND ACKNOWLEDGEMENTS
This independent external evaluation of the African Institute for Mathematical Sciences in South
Africa (AIMS-SA) is part of the Monitoring and Evaluation plan submitted by AIMS-NEI to IDRC in
July 2011. The evaluation was commissioned by AIMS-NEI and it seeks to address both learning
and accountability as the AIMS-NEI rolls out its growth plan to replicate centres of excellence for
mathematical sciences, similar to AIMS-SA across Africa. The evaluation is intended to identify
the results achieved to date, contribute to lesson learning for enhanced performance of AIMSSA and inform the development of future centre-specific strategies for AIMS-SA and other new
centres within the AIMS network.
The evaluation was carried out by a team of independent evaluators (Canada and South Africa)
led by Dr. Dorothy Nyambi, in collaboration with Dr. Helen Scott, Dr. Belinda Ketel and Ms. Rolene
Guilland. The evaluation process included multiple consultations with key stakeholders, a participatory analysis of the evaluation Terms of Reference with AIMS-NEI and AIMS-SA, culminating
in the development of the evaluation plan. A one week evaluation inception mission took place
at AIMS-SA Muizenberg premises in December 2011, led by Dr. Nyambi.
Adhering to the evaluation Terms of Reference, this report has been structured to capture the
key findings based on a triangulation process from data obtained. External and internal validly
of the data have been built in through the development of an evaluation logic model and causeeffect analysis at all levels feasible. Key external factors have been identified, indirect evidence
by proxy is limited and a feasible theory of change for AIMS-SA is superimposed alongside the
evaluation logic model for the purpose of this evaluation only.
The section on evaluation findings commences with an analysis of the evaluation questions, triangulation of the findings based on the three pillars of the evaluation and a special highlight of
the findings in each section focusing on, and analyzing, the results obtained from the alumni.
The strongest evidence of results beyond outputs was received under effectiveness (outcome)
of AIMS-SA during this evaluation. In the absence of a counterfactual case or control group, conclusions related to the impact of AIMS-SA’s intervention and the change that could result from it
at the individual, sector or continental level, have been reported as contributions to impact rather
than attribution.
The evaluation findings are the results of the efforts of multiple stakeholders. TDR would like to
acknowledge the contribution made by the active and positive co-operation of AIMS-SA staff,
AIMS alumni and the AIMS-NEI secretariat. Additionally, the TDR evaluation team extends its sincere appreciation and thank you to all participants who through face-to-face, telephone interviews and online surveys contributed to the content of this report.
Dr. Dorothy Nyambi
Team Leader, AIMS-SA Independent External Evaluation
Executive Director, TDR International
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FOREWORD
The evaluation of an institution often evokes feelings of anticipation, slight uncertainty, and determination to present the organization showcasing its successes and allowing it to be scrutinized
and criticized. This is followed by thoughtful examination, reflection of the recommendations
and satisfaction at the confirmation of achievement. The success of the evaluation is strongly dependent on lesson-learning and implementation of changes where appropriate, as the organization moves forward accountable to its mission and those who support it.
The present evaluation of the African Institute for Mathematical Sciences in Muizenberg, South
Africa, experienced all of the above, particularly as this was the second international evaluation of
our institute in one year. The first evaluation, which was of our Research Centre, Academic Programme and Institution, was commissioned by our Council and the South African National Research Foundation in compliance with regulations for funding we receive from the Department
of Science and Technology. This independent evaluation was conducted by a distinguished panel
of scientists and we were thrilled with its positive report and the recommendations made. In view
of this, prior to the present evaluation, informative discussions were held so as to help inform the
panel and the terms of reference for the present evaluation.
The terms of reference for this evaluation are far broader than those of the earlier one. Strong emphasis has been placed on the evaluation of our "product", the AIMS alumni, and also on the make
up of AIMS-South Africa, the institution, procedures in place, effectiveness and efficiencies, in relation to its replication in other parts of Africa through the AIMS Next Einstein Initiative.
We are very pleased with the evaluation report we have received, and grateful for the effort that
was made to provide us with a useful document, which positively confirms the AIMS effort. We
are most pleased by the detailed information obtained from our alumni and other stakeholders.
This positive report on the effect AIMS has had and is having in the lives of our alumni, and their
subsequent opportunities and achievements, echoes our mission and belief in building and
growing science in Africa by equipping talented young Africans to do this themselves.
A number of helpful recommendations have been made, some of which were already part of our
planned work, and are already being implemented or addressed. Others help us, pointing to improvements we need to consider and implement. The success of an evaluation is strongly influenced by the spirit in which it is received, both internally and externally. We are confident that
this will be very positive, and hope that in addition to the value to AIMS-South Africa, the effort
of all involved, our staff, those interviewed and the evaluation panel, led by Dr. Nyambi, will contribute by setting a standard of best practice in the AIMS-NEI organization.
Barry Green
Director & Professor of Mathematics
African Institute for Mathematical Sciences
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EXECUTIVE SUMMARY
1.0 BACKGROUND
AIMS-South Africa (AIMS-SA) opened its doors in 2003 and is currently in its ninth year of operations. As the AIMS-SA model moves to the next phase - replication across Africa through the
AIMS Next Einstein Initiative (AIMS-NEI), it is both timely and responsible for an independent
evaluation to be undertaken. Prior to this, an independent evaluation of AIMS-SA’s Academic Programme, Research Centre and Schools Enrichment Programme, was commissioned by the South
African National Research Foundation and AIMS Council and conducted by independent academic experts1 in April 2011.
This independent external evaluation has thus attempted to objectively assess the AIMS model,
using a comprehensive multi-pronged analysis of AIMS-SA. Furthermore, the evaluation has
sought to address the relevance, efficiency, effectiveness, impact and sustainability of AIMS-SA
on the continuum towards attaining its goal: Respond to the development challenges of Africa
through an increase in the number of African graduates in mathematical sciences. For the purpose of this evaluation, the evaluation team, in consultation with AIMS-SA, developed an assumed
logic model and possible theory of change for AIMS-SA. These two tools were key in framing the
analysis of the findings, as well as futures recommendations. Data collection for this evaluation
was undertaken from December 1, 2011 – January 31, 2012.
2.0 KEY EVALUATION QUESTIONS
1. Is the AIMS-SA model a relevant and critical point on the change continuum towards addressing the development challenges of Africa?
2. What is the correlation between the AIMS experience and what the alumni are doing today
or what they are planning to do?
3.0 EVALUATION METHODOLOGY
This evaluation used a mixed methods approach working with both quantitative and qualitative
data. In the absence of an existing theory of change, the evaluation team in consultation with AIMSSA agreed on a presumed theory of change and program logic model (Annex 1) which contributed
to incorporating a theory-based lens to this evaluation. The data collection methods used were
essential to gain the necessary level of detail, and to enable triangulation across methods, withinmethods and across a time period. The different types of data collection included:
1. Review of AIMS-SA project documents (secondary data review)
2. Focus groups and key informant semi-structured interviews
3. Alumni Survey ( Response rate = 57%; 204 respondents out of 360 Alumni)
Data was analyzed using appropriate qualitative approaches (segments of data were grouped
into codes that reflect the evaluation’s goals, theoretical orientation and the two key evaluation
questions) and quantitative approaches (descriptive analysis of survey responses, using SPSS).
Multiple team data analysis sessions facilitated the identification of patterns, recurring relationships and enhanced well-reasoned, conceptually congruent interpretations.
1
Prof David Bekolle, University of Yaoundé 1, Cameroon
Prof Gerhard Frey, University Duisburg-Essen, Germany
Prof David Gross, Kavli Institute for Theoretical Physics (2004 Nobel Prize in Physics),USA
Prof Sunil Maharaj, University of KwaZulu-Natal (Convenor), South Africa.
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4.0 FINDINGS
RELEVANCE
This evaluation found AIMS-SA to be a relevant institution to target population (African men and
women and the African continent). Relevance was strong in all three data sources utilized and
applicable to the PGD, the Research Center and the schools outreach program (AIMSSEC).
Respondents specifically highlighted AIMS’ relevance as its contribution in the development of
African researchers who will contribute to the development of Africa. Relevance was also described by most respondents in relation to developing the skills of Africans in mathematical sciences. This was supported by the alumni survey in which 89% of respondents reported that
AIMS-SA had increased their awareness of the application of mathematical science skills in finding
solutions for Africa’s developmental challenges.
Despite not having an AIMS-SA-specific center strategy or framework at the time of the evaluation, the review of secondary data found strong linkages and alignment between AIMS-SA, NEPAD
and UNESCO demonstrating relevance at a continental and global level.
EFFICIENCY
Whilst the mandate of this evaluation was not to directly review the financial component of AIMSSA, the efficiency component of the evaluation was ascertained through a synthesis of the AIMSSA self-evaluation and a basic cost benefit analysis.
1. The AIMS-SA model, through its partnership with Stellenbosch University, is being run with
a high degree of efficiency.
2. Shared services and resources with local and international partner universities, use of volunteer international lecturers and multiple layers of costs efficiencies across multiple layers of
the center all contribute to cost effectiveness.
3. The efficiency based on the return on investment for each student who has received an AIMSSA education is complex with the return spread over time and cannot be derived by doing
only a quantitative financial analysis.
4. Strong documented evidence of efficiency was also found within the AIMSSEC program.
5. It was also evident through this evaluation that the PGD, the Research Centre and the
AIMSSEC program, despite being a part of AIMS-SA, functioned relatively independently in
areas where increases in efficiencies could be achieved (e.g. resource mobilization and coordination for overall results achieved).
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EFFECTIVENESS
1. Effectiveness of AIMS-SA as demonstrated by its success in achieving planned outputs, outcomes and goals was analysed against the logic model developed for the purpose of this
evaluation. Effectiveness was analysed at the level of each component of AIMS-SA i.e. the
PGD, the Research center and AIMSSEC. With respect to the PGD and the research center, effectiveness was reported mainly at the individual level (alumni survey, focus groups and interviews).
2. Both AIMSSEC and the PDG programme, have sstrong evidence of their effectiveness.
AIMSSEC has in place a well-developed and structured assessment process associated with
the project for teachers and their learners. The PGD has well developed assessment structure
that commences with the evaluation and approval of courses through to the assessment of
their delivery and the knowledge acquired by the learners.
3. The role of AIMS-SA in helping facilitate the creation of the South African Centre for Epidemiological Modelling (SACEMA) together with other stakeholders is a strong indication of the
effectiveness of a young organisation like AIMS-SA’s in its ability to be effective in an area of
high relevance not only to South Africa, but to the African continent and the global health
sector.
4. Alumni reported a significant contribution by AIMS to their current careers or educational
paths.
5. AIMS-SA’s active participant in several national, continental and global networks is a good indicator of its effectiveness.
6. AIMS-SA’s effectiveness in conveying and contributing to instilling in its students an increased
understanding of Africa’s challenges was very high.
7. AIMS-SA has been very effective in producing young African men and women who have enhanced their academic qualifications with Masters and PhDs (89% of respondents in alumni
survey) in a wide range of areas.
8. Research outputs (publications) and the growth of the Research Centre demonstrate evidence of focusing on areas that will contribute in addressing some of Africa’s challenges.
SUSTAINABILITY
AIMS–SA is a culturally and contextually appropriate model for Africa. The student diversity and
integration opportunities, approach and teaching methodology all provided evidence of trends
that would contribute to the long term sustainability of AIMS-SA. AIMS-SA receives significant administrative support from the University of Stellenbosch, some of which is monetized and the majority as a contribution in-kind. This relationship is unique in its set up, cost model and processes
and should be further analyzed if a similar model is considered for another AIMS Centre.
With respect the Academic Program, Research and Outreach there is strong evidence of the sustainability of the curriculum, teaching methodology, results of the outreach program and research
outputs.
All (100%) of AIMS-SA operational budget is covered by the government of South Africa. Sustainability with respect to funding for other areas of AIMS-SA’s programs is yet to be attained.
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IMPACT
There is strong evidence of the contribution towards impact at the individual level for AIMS-SA
Alumni. This is harnessed mainly in the outcome Alumni have experienced or are involved in
post-AIMS. The alumni survey reported strong contribution and in some cases attribution of current success of Alumni to AIMS-SA. However, with just eight years of existence, the absence of a
counterfactual scenario or control group as part of this evaluation, the results from the analysis
of the findings have been classified as contributions towards impact. Evidence continues to be
built that will further demonstrate AIMS-SA’s contribution towards impact within the Mathematical Sciences sector and in addressing Africa’s development challenges.
5.0 CONCLUSIONS
1. AIMS-South Africa, in less than ten years, has been very effective in contributing towards the
development of higher education and the production of students who have proceeded to
obtain higher academic qualification. This has contributed in increasing the number of African
men and women with research skills needed in all areas (academia, public sector, civil society
and the private sector) across Africa.
2. AIMS-South Africa has been able to position itself, through the content of its program, its
alumni and outreach at the continental level, as a relevant and effective player seeking to
contribute to addressing Africa’s development challenges.
3. There is a strong request for the post-graduate diploma to be converted to a full Master’s
program (from analysis of data received from Alumni, and semi structured interviews especially within the subgroup of those involved in the academic and research areas).
4. Funders interviewed were cautiously optimistic about the sustainability of AIMS, but all believed in the mandate of AIMS, describing this as the main reason for their ongoing support.
They expressed the need for AIMS to provide evidence of its results (outcome and impact).
5. There is evidence of sustainability in the outputs and outcomes of AIMS-South Africa’s interventions, and currently about 60 per cent of AIMS-South Africa’s operational budget is funded
by the Government of South Africa.
6. Each Unit at AIMS-SA (PGD, Research and AIMSSEC) is currently documenting objectives per
functional area. They are however in the process of developing an overarching results framework that will include the integration of data and results across departments towards common macro indicators (outcome and impact) for AIMS-SA
7. The contribution of AIMS-South Africa to the career paths and research focus of the students is
highly attributed to AIMS-South Africa, as per the alumni survey component of this evaluation.
8. AIMS-South Africa has contributed in improving the access and quality of education for
African university graduates and supports them to pursue further post-graduate studies.
9. There is a significant direct correlation made by AIMS Alumni between their education at
AIMS and their current careers or educational focus.
10. AIMS-South Africa, through the activities of AIMSSEC, contributes significantly in improving
access and quality of education for mathematics teachers and improved outcomes in mathematics for their learners in two provinces of South Africa.
11. There exists evidence of AIMS-South Africa’s contribution towards impact on Africa’s development challenges through the work, career and research focus of some Alumni.
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6.0 RECOMMENDATIONS
1. Strengthen the integration the three programs: AIMSSEC, Academic (PGD) and Research to
demonstrate their complementarity in achieving strong consolidated results for AIMS-SA.
2. Develop a strategic and operational plan with a logic model based on a clear theory of change
for AIMS-SA which will facilitate and enhance the measurement of success, learning and overall accountability.
3. Build on the existing progress for the admission of female students into the PGD program
and strengthen the gender equity model within AIMS-SA. This broader and comprehensive
approach would enable the development and implementation of internal good practices
that complement and enhance current efforts. Additionally, it would guarantee the same opportunities of access to and success at AIMS-SA for men and women at all levels.
4. Expand the on-going evaluation and monitoring system that is tied to the strategic plan and
logic model for the entire institution (academic, research and outreach). Enhance measurements and metrics with increased use of Information Communication Technology (ICT) to improve efficiency in information, data management and reach in all areas of AIMS-SA.
5. Strategically involve African lecturers and scientists to build capacity in Africa and increase
the sustainability and replicability of the AIMS model across Africa. Invest, strengthen and
expand the co-lecturer program.
6. Increase collaboration and strengthen partnerships with similar institutions across Africa to
increase reach and impact.
7. Consider developing and incorporating in the curriculum some modules on Africa’s development challenges, business and employability skills.
8. In addition to universities, explore and forge partnerships with the public, private and civil
society sector entities for increased awareness on the role of mathematical sciences, and the
creation of opportunities and linkages for alumni contribution and/or employment.
9. Strengthen and broaden outreach as a core pillar and fundamental basis for developing Mathematical Sciences in Africa. Involve Alumni strategically to contribute in building a strong
community of practice for mathematical sciences in Africa.
10. Consider undertaking a detailed assessment of what it will take to convert the current PGD
program into a full master’s program. This will increase AIMS–SA’s relevance at multiple levels,
its effectiveness and efficiency, and increased ability for its graduates to enter and contribute
to the labour market earlier than may currently be the case.
2
1.0 OVERVIEW OF AIMS
The African Institute for Mathematical
Sciences South Africa (AIMS-SA) is a
centre for education, outreach and
research in Cape Town, South Africa.
AIMS-SA was established in 2003 as a
partnership project of the following six
universities: Cambridge, Cape Town,
Oxford, Paris Sud XI, Stellenbosch, and
Western Cape. The goals of AIMS - SA
are:
 To promote mathematics and
science in Africa

To recruit and train talented
students and teachers

To build capacity for African
initiatives in education, research,
and technology




Science and technology are powerful forces for progress in global society and the
global economy. For Africa to benefit fully from these forces it must build a strong
indigenous capacity in both.
Mathematics underpins most of modern life - information and communication
technology, genetics, medicine, finance, demographics and planning. Without
mathematical training Africans will be unable to access the full power of new
technologies to solve their countries' problems.
Through its graduate program and public outreach activities, AIMS influences
choices at school and university level, drawing bright young Africans into
mathematical and scientific careers.
Africa's greatest resource is its people. There can be no more effective investment
in Africa's future than in education which empowers talented young people to
contribute to their countries' development.
1.2 AIMS-SA PROGRAMS
The African Institute for Mathematical Sciences (AIMS-SA), in Cape Town, South Africa is
an innovative post-graduate centre for education, research and outreach which has
achieved global recognition since opening in 2003 (See Figure 1). AIMS-SA offers a number
of educational programs highlighted by its ten-month postgraduate Diploma in
Mathematical Sciences, which provides an intensive and broad education to approximately
fifty top African students each year, preparing them for leadership careers in academia,
governance and industry.
EXTERNAL EVALUATION
1.1 WHY AIMS?
FIGURE 1. AIMS-SA PROGRAMS
AIMS -SA
Academic
Postgraduate Diploma
Research
Collaborative Honours
Degree
AIMSSEC
Mathematical Thinking,
Problem Solving and
Technology in Teaching
and Learning
Advanced Certificate in
Education
1.2.1 ACADEMIC PROGRAMS
Postgraduate Diploma Program
AIMS-SA offers an intensive postgraduate course over 10 months leading to a
postgraduate Diploma in the Mathematical Sciences, formally accredited by the
Universities of Cape Town, Stellenbosch, and the Western Cape.
Collaborative Honours Degree Program
In 2009, Stellenbosch University introduced an Honours course in Mathematics with focus
in Biomathematics. This course is offered in partnership with AIMS-SA.
1.2.2 AIMSSEC - SCHOOLS ENRICHMENT CENTRE
Mathematical Thinking, Problem Solving and Technology in Teaching and Learning
Mathematics
This is an intensive 10 day residential course where participants receive classroom
materials designed for the South African curriculum and engage in a three month
assignment to apply their new skills.
Advanced Certificate in Education
The Advance Certificate Education (ACE) program leads to a National Qualification
Framework (NQF) level 6 qualifications offered by AIMSSEC in partnership with Fort Hare
and Stellenbosch Universities and accredited by these universities. The program extends
knowledge and understanding of mathematics and educational issues and develops skills
to support evaluation and enquiry into areas of professional practice.
EXTERNAL EVALUATION
AIMSSEC was established in 2003 with the following objectives: (i) extension of
educational opportunities for disadvantaged communities in South Africa, (ii) the
introduction of new skills to the teaching of mathematics, and (iii) raising standards of
mathematics education in disadvantaged communities. These objectives are achieved
through the following interventions:
4
1.2.3 RESEARCH CENTRE
The mission of the Research Centre at AIMS-SA is to conduct and foster outstanding
research and learning in the mathematical sciences, thus contributing to the next
generation of Pan-African leaders in many spheres and the advancement of African science
and academia within a multicultural environment.
The AIMS-SA research center focuses in the following key areas: Bio-mathematics,
Financial mathematics, Cosmology and astrophysics, and mathematical foundations and
scientific computation.
FOCUS ON ALUMNI

Since 2003 -2011, 360 students from 31 African countries have graduated
from AIMS-SA

Thirty per cent (30%) of graduates have been women (Figure 2).

Over ninety-five per cent (95%) have gone on to Master’s or PhD degrees at
universities in Africa and abroad (Figure 3).

Over 75 per cent (75%) currently remain in Africa. There is evidence of AIMS
South Africa graduates contributing in strengthening African universities,
research centres, government and industry across Africa.

AIMS-NEI has developed a database to track the alumni, with current
information based on geographic location, academic progress and current
employment. Currently, 262 students have completed or are completing
Masters Degrees and 153 students have completed or are completing PhD
degrees. 8% of AIMS South Africa graduates are pursuing careers in the
private or social sectors.
60
50
40
Females
30
Males
20
10
0
2003
2004
2005
2006
2007
2008
2009
2010
*Data source: AIMS South Africa Annual access database INCLUDES ALUMNI DATA AS OF NOV, 2011
EXTERNAL EVALUATION
FIGURE 2 YEAR OF ADMISSION BY GENDER
FIGURE 3: WHERE ARE THE AIMS ALUMNI? (AS OF NOVEMBER 2011)
14%
5%
5%
48%
Masters
PhD
PostDoc/Reseacher
Teacher/Lecturer
28%
Industry
*Data source: AIMS South Africa access database INCLUDES ALUMNI DATA AS OF NOVEMBER 2011
2011
2.0 EVALUATION - SCOPE AND METHODOLOGY
Furthermore, this evaluation builds on previous evaluation3 work done at AIMS-SA and
will contribute in establishing the relevance, efficiency, effectiveness, sustainability and
impact of AIMS-SA on the continuum towards attaining its goal to respond to the
development challenges of Africa through Mathematical Sciences.
This evaluation was undertaken between December 1st, 2011 and January 31st, 2012
using a mixed methods approach and worked with both quantitative and qualitative data.
In the absence of an existing theory of change, the evaluation team in consultation with
AIMS-SA agreed on a presumed theory of change and program logic (Annex 1) which
allowed for the incorporation of a theory- lens to this evaluation. The data collection
Stufflebeam, D. L. (1983). The CIPP model for program evaluation. In G. F. Madaus, M. Scriven, & D. L.
Stufflebeam (Eds.), Evaluation models (Chapter 7, pp. 117-141). Boston: Kluwer-Nijhoff.
3 AIMS-SA Self Evaluation report, 2003-2010 (focus 2008 – 2010)
Review of AIMS and Research Centre – International review panel report (July, 31, 2011)
2
EXTERNAL EVALUATION
AIMS-SA opened its doors in 2003 and is currently in its ninth year of operations. As the
AIMS-SA model moves to the next phase - replication across Africa through the AIMS Next
Einstein Initiative (AIMS-NEI), it is both timely and responsible for an independent
evaluation to be undertaken. This evaluation, adopted the CIPP (Context, Input, Process,
Product) Integrated Evaluation Model (Stufflebeam, 1983)2, which provides a systematic
way of looking at multiple points of the AIMS-SA model along its continuum of change.
This multidimensional and multifaceted approach emphasized different aspects of the
evaluation, and provided ‘richer’ evaluation data that will inform a wide range of
constituencies. The evaluation covers the period between September 2003 – June 2011
inclusive.
6
methods used were essential to gain the necessary level of detail, and to enable
triangulation across methods, within-methods and across a time period. The different
types of data collection included:



Review of AIMS project documents,
Focus groups and semi-structured interviews, and
Alumni survey
Data was analyzed using appropriate qualitative approaches (segments of data were
grouped into codes that reflect the evaluation’s goals, theoretical orientation and the two
key evaluation questions) and quantitative approaches (descriptive analysis of survey
responses, using SPSS, Version 18.0). Multiple team data analysis sessions facilitated the
identification of patterns, recurring relationships and enhanced well-reasoned,
conceptually congruent interpretations.
2.1 KEY OUTCOME EVALUATION QUESTIONS
What is the correlation between the AIMS-SA experience and what the alumni or
researcher or teacher in the outreach component is doing today or what he / she is
planning to do?
1. Do the alumni relate / make the link about what they are doing as an opportunity
to contribute towards Africa’s development?
2. Do the researchers make the link between their areas of focus and research
outputs to the needs of mathematical sciences and development challenges of
Africa?
3. Did the alumni’s passage through AIMS-SA contribute in creating the thinking or
platform that has driven them to pursue advance knowledge to be able to
contribute to Africa’s development challenges?
4. Do the alumni know and understand Africa’s development challenges and do they
see their possible role in contributing to the solutions?
5. Are the teachers in the outreach program making the link between the work they
do, AIMS-SA and the importance of mathematics for children in Africa?
EXTERNAL EVALUATION
Is the AIMS model a relevant and critical point on the change continuum towards
addressing the development challenges of Africa?
1. Do the students understand the role of mathematical sciences in everyday solutions
and innovations?
2. Is there coherence between the alumni’s expectation of AIMS and the mandate of
AIMS?
3. If yes, where are the current alumni on the change pathway towards attaining this
goal?
4. If no, why and what needs to be done to correct or enhance this trajectory?
5. Are the research and outreach components of AIMS-SA independent, interdependent, complementary or mutually exclusive to the expected results / outcome
of the PGD component?
6. What is the role of outreach and research in helping AIMS-SA progress along this
continuum of change?
6. Is AIMS-SA making a link and demonstrating the synergy in results due to the
complementarity between the academic, outreach and research components of the
institutions?
The evaluation assessed the following:
1. Overall AIMS model design and implementation;
2. Individual components of the AIMS-SA model – PGD, Research and Outreach
(AIMSSEC); and
3. AIMS-SA Alumni outcome in relation to immediate next steps (academia, industry,)
and overall progress post AIMS-SA towards addressing Africa’s development
challenges.
In doing so, the evaluation exercise was guided by five core evaluative areas addressing:
a) The RELEVANCE of AIMS-SA in addressing the development challenges in Africa
identified in the business plan;
b) The EFFICIENCY of the model measured both in terms of administrative costs and
timeliness of execution; including basic cost benefit analysis beyond the individual
output at the student level, but incorporating the greater benefit to the individual
student and those immediately around them.
c) The EFFECTIVENESS of AIMS-SA as a whole, with particular attention devoted to
outcomes at the medium and long term levels.
d) The SUSTAINABILITY of results and the contribution of AIMS-SA to the
development of individual students, specific sector(s) and addressing the
development challenges of Africa.
e) The IMPACT of AIMS-SA in changing the attitudes of key stakeholders, locally and
internationally towards mathematical sciences.
3. EVALUATION METHODOLOGY
In order to cross check information and findings, this evaluation was conducted using a
mixed methods approach. The different data collection methods were essential to gain the
necessary level of detail, and to enable triangulation across methods, within-methods and
across a time period. “Triangulation is generally considered to be one of the best ways to
enhance validity and reliability in qualitative research methods.” Babbie and Mouton
(2001:275). The different types of data collection are described below (Figure 4).
EXTERNAL EVALUATION
2.2.1 DATA COLLECTION METHODS
8
FIGURE 4. EVALUATION DATA COLLEC TION STREAMS
Evaluation
AIMS–SA has evolved since 2003 and presents a wide range of documents, in terms of the
nature, detail and scope. Secondary data collection and analysis was undertaken with
care and diligence and provided the evaluation team with a cost effective way of obtaining
a broad understanding of the evaluation questions. This data also contributed in the
design of the primary data collection tools and served as a baseline for comparing and
triangulating the findings from the two other data sources. A detailed definition of the
purpose for the secondary data was established and data sources within this category
grouped to facilitate trend analysis and cross tabulations with other data sources. Specific
types of secondary data that were included in this evaluation include, but are not limited
to the documents described in Figure 4 and are described in greater detail in Annex 5.
The purpose of the secondary data analysis was to highlight important aspects of the
evolution of AIMS-SA (since 2003) that were relevant in providing evidence of AIMS–SA’s
contribution towards Africa’s’ challenges and any impact it has had, at the level of the
Alumni. Best practices, key lessons, details around the model of delivery were drawn and
served as complementary evidence during the triangulation process with primary data.
Key Informant Semi-structured Interviews and Focus Group Discussions
Purposive sampling was utilized for the semi structured interviews following a
comprehensive stakeholder mapping. This ensured that key informants were selected from
each main category based on their knowledge and relationship to AIMS-SA. This allowed
EXTERNAL EVALUATION
Review of Secondary data - AIMS-SA Project Documents
for the provision of in-depth specialized information whilst maintaining a greater scope for
discussion and learning about the AIMS-SA, opinions and views of the respondents. Data
in this category was collected through face to face meetings, telephone interviews and
electronic e-mail responses.
Focus group discussions were carried out with two groups of AIMSSEC beneficiaries, AIMS
PGD tutors and researchers. This allowed for immediate crosschecking and obtaining
information from multiple respondents. The various semi-structured interviews and focus
groups with selected respondents were from the categories of stakeholders identified in
Figure 4. A more complete list of interviewees and focus group participants can be found
in Annex 4.
Alumni Survey
An online survey (Annex 6) to collect information about the Postgraduate Diploma
Program was developed by the evaluation team, in consultation with AIMS-SA and AIMSNEI staff. The survey was distributed to 360 AIMS-SA Alumni by email. The questions
were divided into three major areas – pre AIMS-SA, experience while attending AIMS-SA
and Post AIMS-SA. The questions targeted: motivation to attend AIMS, knowledge change
about mathematical science and Africa’s development challenges, and increased
understanding, impression of mathematics and science impact on Africa’s development
challenge. The questionnaire incorporated a quantitative component in most of the
questions (in the form categorized and likert scale responses) as well as allowing for
qualitative responses (comments and open ended questions). The survey was administered
over a four week period from December 2012 to January 2013. Two BlackBerries, donated
by Research In Motion, were offered as prizes, one for a male and one for a female, in order
to increase the response rate.
EXTERNAL EVALUATION
The response rate to the online survey was acceptable, given the short time frame. 204
out of the 360 (56.4%) alumni completed the questionnaire. As shown in Table 1 and
Figures 5, 6 and 7, below, almost three quarters (72%) of the respondents were males
between the age of 25-34 years (80%); half (52.0%) graduated in or before to 2007 and
28% of respondents were female. Approximately half of the respondents (52%) graduated
between 2003 and 2007 (referred to as early graduates).
10
TABLE 1. DESCRIPTIVE CHARACTERISTICS OF ALUMNI SURVEY RESPONDENTS
Variable
Males
Females
Age
18 -24
25 – 34
35 – 44
Total
n (%)
9
(4)
117 (57)
21 (10)
147 (72)
n (%)
7 (3)
47 (23)
3 (2)
57 (28)
Gender
Male
Female
Total
-
-
Early Grads
(2003 2007)
n (%)
0 (0)
87 (43)
19 (9)
106 (52)
Late Grads
(2008PRESENT)
n (%)
16 (8)
77 (38)
5 (3)
98 (48)
n (%)
84 (41.2)
22 (10.8)
106 (52.0)
n (%)
63 (30.9)
35 (17.2)
98 (48.0)
Total
N (%)
16 (7)
164 (80)
24 (12)
204 (100)
N
147 (72)
57
(28)
204 (100.0)
FIGURE 6. CURRENT AGE OF
ALUMNI RESPONDENTS BY GENDER
FIGURE 5. GENDER
OF ALUMNI
RESPONDENTS
200
150
28%
Females
100
Males
72%
Male
50
0
Female
18 -24
25 - 34
35 - 44
50
45
40
35
30
25
20
15
10
5
0
Female
Male
2003
2004
2005
2006
2007
2008
2009
2010
EXTERNAL EVALUATION
FIGURE 7. ALUMNI RESPONDENTS YEAR OF
STUDY BY GENDER
Figures 8 and Figure 9 below, show the country of origin for each alumni respondent and
where they are currently residing, studying or employed.
FIGURE 8. ALUMNI RESPONDENT’S COUNTRY OF ORIGIN
# of alumni
1 to 5
6 to 10
11 to 15
16 to 20
20 plus
# of alumni
1 to 5
6 to 10
11 to 15
16 to 20
20 plus
EXTERNAL EVALUATION
FIGURE 9. ALUMNI RESPONDENT’S CURRENT COUNTRY OF RESIDENCE/
STUDY/EMPLOYMENT
12
2.2.2 DATA ANALYSIS
Analysis of the qualitative data involved grouping data into codes that reflect the
evaluation’s goals, theoretical orientation and the two main evaluation questions. The
alumni survey data were cleaned and coded appropriately. Descriptive analysis of survey
responses were conducted using SPSS Version 18.0. Multiple team data analysis sessions
facilitated the identification of patterns, recurring relationships and enhanced wellreasoned, conceptually congruent interpretations.
The analyses were guided by the Independent External Evaluation Terms of Reference
(Annex 8) and data under each evaluation area analyzed and triangulated per analysis
framework below.
FIGURE 9.1. AIMS-SA INDEPENDENT EXTERNAL EVALUATION FRAMEWORK
Insider’s point of
view
- Alumni
- AIMS Staff
- AIMS Board
- Advisory Committee
- Academic Partners
Understanding
Convergence
Outsider’s point of
view
Scientists, Private
sector, employers,
university’s admitting,
similar institutions in
Africa and around the
world, NEPAD
Analysis to assess change, relevance, reach, outcome,
sustainability and possible impact.
Incorporated into the triangulation4 process, was a judgement criterion for each evaluation
area (Relevance, Effectiveness, Efficiency, Impact and Sustainability) in analyzing the
findings to avoid subjectivity. Each judgement criteria, informed the nature of the
questions asked, how data was collected and ultimately how the analysis was done.
2.2.3 LIMITATIONS OF THE EVALUATION METHODOLOGY
1. Many criticisms have been made of attempts to assess the effectiveness of
education programs, the most common being that the real impact can only be
assessed by in-classroom observation of the teacher and longitudinal studies of
the graduates5. This evaluation relied heavily on secondary data review in lieu of
direct in classroom observation. For the AIMSSEC program, evaluators had the
4
Triangulation was done for the data, between evaluators and across methods used for data collection ( secondary
data review, alumni survey, semi-structured interviews and focus group discussions)
5
http://www.oecd.org/dataoecd/55/30/38006910.pdf Quality Assurance in Tertiary Education: current practices in
OECD countries and a literature review on potential effects
EXTERNAL EVALUATION
The AIMS-SA Evaluation Matrix can be found in Annex 3.
opportunity to attend a training / workshop event for teachers. However, with
time constraints, limited resources and other feasibility issues, it was neither
possible, nor practical to extend the data collection design into the classroom or
to follow the graduates longitudinally, as this study has not yet been set. As
such, this evaluation relied heavily on existing documentation and interviews to
draw conclusions on relevance, effectiveness (outcomes), efficiency,
sustainability and impact.
2. Due to time constraints, following the alumni survey and some semi structured
interviews, some key questions arising from the responses were not further
explored through focus group discussions or in-depth interviews.
3. It was also not possible to assess or comment on the quality of the internal selfevaluation of AIMS-SA, nor the independent assessment of the AIMS-SA
academic program, but rather a synthesis of relevant sections of these reports
were incorporated in the interpretation of this evaluation’s findings. To that
end, interpretations of the present evaluation are limited (or strengthened) by
the methods of the existing evaluations.
4. The wide range of documents reviewed presented a significant level of
inconsistencies with respect to definitions, interpretations, and use of key
results terminologies. This posed a challenge in creating adequate groups for
review of some key documents.
5. One quarter (25%) of the interviews were conducted via telephone or email. An
in-person interview may have permitted the evaluator more latitude to probe
more deeply and/ or more accurately interpret the information provided.
7. In seeking to establish proof of impact, this evaluation was limited. The AIMSSA program was not set up with a control group in place, nor was there
possibility to identify a control group. However, and even though limited, the
option of the counterfactual case for all students who have attended AIMS-SA,
was explored in the Alumni survey with the question: ‘If you did not come to
AIMS-SA or have the opportunity, what would have been your next action’?
EXTERNAL EVALUATION
6. With respect to the alumni survey, there would have been value to further
exploration of the responses obtained through focus groups (in person or
online).
14
3.0 EVALUATION FINDINGS
3.2 RELEVANCE
From the secondary data review and semi-structured interviews across all three AIMS-SA
programs (the postgraduate Diploma, the Research Centre and AIMSSEC) evidence was
consistently obtained that demonstrated the strong relevance of AIMS-SA in responding to
a felt and identified need in Africa’s tertiary education system and to the target population
- Africa. Key findings to substantiate this are:
i.
AIMS-SA has contributed in the development of African researchers who are
currently contributing to Africa’s development. Alumni in the academic field are
transferring knowledge and skills to younger generations through university and
high school classrooms.
ii.
The outreach component of AIMS-SA is addressing and meeting an identified
gap in the South African education system - strengthening the capacity of
teachers in under privileged areas of the Western and Eastern Cape Provinces in
South Africa.
iii.
AIMS-SA has developed the skills of Africans in mathematical sciences allowing
them to see the realm of possibilities with respect to their ability to contribute to
Africa’s development. This was supported by the alumni survey responses, in
which 89% of respondents reported that AIMS-SA increased their awareness
about how to use mathematical science skills to address and seek solutions for
development challenges.
Further to the above, the relevance of
AIMS was described in relation to the
“AIMS is an inspiring environment filled with hope,
interdisciplinary nature of the AIMS- enthusiasm, and eagerness to take up opportunities, to
SA PGD program. The content of the network with other mathematicians internationally and
program addresses a very specific gap
in Africa, and to become part of the international
for the students.
Specifically, the scientific community. AIMS students enjoy an enriching,
rewarding and refreshing experience…”
structure of the program creates an
opportunity for the students to gain a
good perspective on a range of
advanced topics before deciding on an area of specialisation. This is in line with the panel
of academic experts who concluded in the 2011 review of AIMS-SA academic and research
programmes: “The academic programme consists of modules based on relevant
material, which are of scientific depth on topical themes”.
EXTERNAL EVALUATION
1. Does AIMS-SA answer and/or respond to the needs of the target population?
2. Relevance within the South African and African university systems?
3. Is the model design appropriate to the specific context in Africa?
4. Are the mechanisms and approaches used in coherence with the priorities of
Africa as defined by Africa’s New Partnership for Development (NEPAD?)
5. Are the mechanisms and approaches of AIMS-SA in accordance with
standards set by the UNESCO’s World Declaration for Higher Education in
the 21st Century?
FOCUS ON ALUMNI - RELEVANCE
Figure 11 shows the role and purpose of AIMS-SA as identified by the alumni before arriving,
after graduation and currently. It is notable that alumni’s views of the role of AIMS-SA as
building capacity for Africa increased throughout their studies, but that alumni felt that it
could still be higher after they graduated.
Understanding student’s motivation to attend AIMS-SA paints a picture of the perceptions of
AIMS-SA in the broader academic community.





Main reasons for attending: scholarship, programs & international opportunities (Fig
10).
Most AIMS-SA Alumni began the programme with an Honours or general degree
(n=158, 77%). Twenty percent (n=42) already had a Master’s degree (Fig. 11).
Early graduates heard about AIMS from a professor; more recent graduates heard
about AIMS from alumni (Fig. 12).
77% of alumni (n = 157) were in other studies at the time of applying to AIMS.
The major focus of study of alumni at the time of applying to AIMS was math (n=136,
64%) and physics (n=66, 32%)
FIGURE 10. HOW IMPORTANT WERE THE FOLLOWING FACTORS IN YOUR DECISION
TO STUDY AT AIMS-SA?
180
140
120
Somewhat
Important
100
80
Neutral
60
40
Important
20
0
Very
Important
EXTERNAL EVALUATION
NUMBER OF ALUMNI
160
Not at all
Important
16
FIGURE 11. ACADEMIC QUALIFICATIONS
AT TIME OF ADMISSION
Honors Degree
88 (43%)
Undergraduate Degree 70 (34%)
Master’s Degree
42 (20%)
Post Graduate Diploma
4 (2%)
FIGURE 12. HOW DID YOU
HEAR ABOUT AIMS-SA?
Colleague
Friends/Family
Ads
Alumni
Internet
Professor
0
20
40
Percentage of Alumni
Late Grads (2008-2011)
Early Grads (2003-2007)
80
70
60
50
40
30
20
10
0
Before arriving
When you graduated
What should it be
Among the 103 (49%) alumni who applied to other institutions at the time of applying to
AIMS, the following were the top five listed:
 International Centre for Theoretical Physics, ITALY
 University College, London, UK,
 African University of Science and Technology, NIGERIA
 Makerere University, UGANDA and
 University of Twente. NETHERLANDS
EXTERNAL EVALUATION
Percentage
FIGURE 13. ROLE AND PURPOSE OF AIMS AS IDENTIFIED BY THE ALUMNI,
BEFORE ARRIVING, IMMEDIATELY AFTER GRADUATION AND CURRENTLY
FOCUS ON ALUMNI - RELEVANCE
Alumni were asked “How do you think mathematics can be applied to solving
Africa’s developmental challenges?” (See Annex 4 for full survey). The responses
were varied, but indicate the perception of relevance from the alumni’s point of
view, and innovative thoughts from the Alumni on how they plan to use their skills,
talents and training.
“We need to take as example how other countries in Europe and America have developed
through teaching their people mathematical and science skills. All of everyday life is about
mathematics and science, which are powerful ingredients for any developmental process.”
“Health: To this, I will say that Africa needs more health research centres where modelling
of the spread of diseases such as malaria, tuberculosis, cancer, HIV-AIDS etc. will be
performed, monitored as well as provide solutions to the disease spreads and the cure
itself. Education: He who is educated is not given a fish but is rather taught how to fish.
Mathematics, which I will say, is the basis of creation must be well introduced especially at
the basic level of education. Since at AIMS, students are exposed to the teachings of well
renowned lecturers who are on top in their research fields, I believe establishing more AIMS
centres will pave the way for students as well as teachers to be introduced to different
methodologies and approaches to mathematical sciences so they can improve upon their
education as well passing on that which they have received to other students.”
“I see Mathematics as a foundation to many other areas and aspects of life and with the indepth concepts of computing AIMS exposes its students to interdisciplinary fields are
readily accessible to persons who major in Mathematics. Hence modelling of major setbacks
in Africa like: HIV/ Aids and exposing our leaders to practical and simulated records of
what is happening in Africa will go a long way to bring about sustainable approaches to
handling matters.”
EXTERNAL EVALUATION
“My main arguments concern the challenge of Education: learning or teaching Mathematics
doesn't require big facilities compare to other sciences. So it can be a good starting point.
Also, people with a background in Mathematics are likely to be able to adapt to almost
every scientific area. Poverty and the insecurity may not be directly linked to Mathematics;
but still an educated population [whatsoever the field is] may contribute in solving its
challenges.”
18
An additional and very specific area of the outputs of AIMS-SA, for which relevance was
sought, is its outreach program (AIMSSEC). Review of documents, interviews with the
AIMSSEC staff, and focus group discussions with AIMSSEC alumni and current teachers,
all yielded significant evidence to confirm the relevance of AIMSSEC:
1. AIMSSEC is addressing the critical need for maths education within the South
African education system at the most basic levels. This program is already
producing evidence6 that shows learners in classrooms whose teachers are part of
the AIMSSEC program, have stronger skills in maths and science thus increasing
their chances of getting to the gates of Maths and science education at the tertiary
level.
2. Respondents reported the value add of the ACE course and the Mathematical
Thinking (MT) course. Both courses form all three data sources acknowledged
AIMSSEC provided teachers with knowledge and tools that are immediately
applicable
.
“AIMS intends to foster quality education and research in the
mathematical sciences within Africa, by Africans and for the benefit
of Africans, it must make sure the build interest and knowledge at
the most basic level – AIMSSEC is helping us as teachers to contribute
to the future of Africa.”
AIMS-SA’s focus on setting high level standards for education – elements such as
providing opportunities for higher learning; to educate highly qualified graduates; to
advance, create and disseminate knowledge through research, to support and expand the
understanding of different cultures; and particularly to contribute to the development of
education through the training of teachers were in line with the mandates and objectives
of UNESCO and NEPAD.
The interviews, alumni survey and focus group discussions, all confirmed the relevance of
AIMS-SA as meeting an identified gap in Africa’s tertiary education system; the role of
mathematical sciences in addressing some of Africa’s challenges through the areas of
work, research and involvement by AIMS-SA graduates and an outreach program, which
6
University of Fort Hare African Institute for Mathematical Sciences Schools Enrichment Centre (AIMSSEC)
Advanced Certificate in Education (ACE) Programme Evaluation. Kelello Consulting (in collaboration with Jill
Adler and colleagues) July 2011
EXTERNAL EVALUATION
At the continental and global levels, documents reviewed and interviews with key
informants in the academic sphere (within and outside of the AIMS network), all reported
alignment and relevance of AIMS-SA with respect to UNESCO’s declaration for higher
education and vision for the 20th century and NEPAD’s Africa’s Science and Technology
Consolidated Plan of Action through AIMS-SA’s affiliation with the African Observatory for
Science, Technology and Innovation (AOSTI).
despite being limited in scope (two provinces) is very relevant to the teachers, learners and
the mathematical sciences community in South Africa.
3.3 EFFICIENCY
1. Can the results achieved be considered adequate for the budget spent?
2. Was the allocation of resources among different aspects of the AIMS SA
model (training, equipment provision, awareness raising, tool development,
human resources etc.) appropriate to achieve results?
3. Is the design of the AIMS-SA model appropriate given its objectives?
4. How clear and consistent is the causal chain? How well do the different
components of the AIMS model link with the overall goal?
5. To what extent is AIMS-SA innovative? Does it leverage the most interaction
and synergy with other related areas of work and other areas where AIMS
plays a role (e.g. AMI-NET)?
6. Is the management structure efficient for the achievement of expected
outcomes?
7. Is the provision of administrative support via a third party (Stellenbosch
University) cost effective and efficient?
The findings in this evaluation area derived from a review of all AIMS-SA’s annual audited
financial statements7. Each year’s financial statements showed that the income obtained
was almost spent entirely, which demonstrate no “savings” or “back-up” funds and no
“profit” is being made. This is efficient in terms of the purpose of AIMS-SA especially in
light of its income being mostly derived from funders/donors who expect only funds
needed have been requested. The main cost drivers in the AIMS-SA budget from inception
to date have consistently been staff salaries, cost associated with the delivery of the
program
and
provision
of
full
scholarships
(travel
expenses,
building
maintenance/refurbishments, and catering) to the students whilst they are at AIMS,
bursaries, post AIMS-SA.
Whilst a value or return on investment could be assigned to some cost drivers, it is much
more complex to do so for the scholarships especially with 86 % of alumni respondents
stating (Figure 10) the main reason for attending AIMS-SA was the availability of a full
7
Source: AIMS-SA annual reports (2003 – 2010)
EXTERNAL EVALUATION
Cost-Effectiveness Analysis (CEA) for this evaluation involved the calculation of the ratio
of cost to a non- monetary benefit or outcome, in this case cost per student/graduate.
This was due to the inability to monetize all benefits of an AIMS education for students
and to allow for the combination of appropriate measures of outcomes with costs , such
that similar programs within the same domain can be compared in the future for
effectiveness and results. Additionally, the CEA offered an opportunity to side-step the
uncertainties related to valuing different aspects of the benefits of a tertiary education
program by looking at the ratio of benefits to costs without reducing them to only
monetary units.
20
scholarship – contributed significantly towards access. Finally, a review of the audited
financial statements noted the auditors’ conclusions ‘no inefficiencies where found’.
A three pronged cost benefit analysis of the AIMS-SA program was undertaken as a key
element in defining its efficiency. This was done using data available from respondents
and secondary data reviewed for this evaluation from the AIMS-SA finance manager. The
costs per student figures were assessed retrospectively based on the cost structure as
outlined in the current AIMS-SA budget.
1. Gross (Actual) costs per student:
Used the variable applicable cost derived from the annual reports. This cost does
not include indirect and capital costs. Cost per student in this domain was derived
by dividing the total number of students over 8 years.
2. An adjusted8 analysis (Adjusted cost per student) used costs as outlined in the
annual report audited financials (Direct instructional and administrative program
and indirect personnel costs only), excluding: facilities, equipment, supplies, and
telecommunications expenses.
3. Normative (Effective) costs per student
An innovative way of calculating costs per student based the calculation on
normative costs 9 . Under this approach, optimal staff/student ratios and other
standardized efficiency measures were used to calculate what costs per student
ought to be, rather than what they are on an actual or adjusted basis. It also took
into account key assumptions related to immediate social return on education and
the complex multidimensional aspects10 of an individual’s education that are hard
to quantify. This analysis was done, based on the assumption each student within
the African context on the average, is part of a household of six to ten (six being
the lower and conservative estimate for a medium sized African household) 11 and
in this analysis, the evaluation considered the effective cost by using a social
benefit factor “N” multiplying effect of training one graduate (Effective cost per
student)
2010
annual budget.
year 2004
_______________________
# of students
year 2004
N= number immediate direct beneficiaries per student (Immediate social
return)
Alicia C. Dowd Laura M. Ventimiglia: A Cost Estimate of Standards-Based Remediation in a Community
College Developmental Education Program
9 Jamil Salmi and Arthur M. Hauptman: Innovations in Tertiary Education Financing: A Comparative
Evaluation of Allocation Mechanisms. The World Bank – September 2006
10World Bank: Can Cost-Benefit Analysis Guide Education Policy in Developing Countries? Emmanuel
Jimenez Harry Anthony Patrinos
11Ayaga A. Bawah, University of Pennsylvania, Population Studies Center, 3718 Locust Walk,
Philadelphia, PA 19104 Living standards, Household size and Childhood Survival in Africa
8
EXTERNAL EVALUATION
2010
Within this normative approach, no benchmarking against similar institutions (in
and/or out of Africa) was undertaken during this evaluation. This was due to the
difficulty and time required to obtain financial data and appropriate breakdown of
direct and indirect costs from similar institutions.
A review of the trend in the number of students graduating annually from AIMS-SA
appears low at the macro analytical level12 , considering a total (applicable costs)
budget in 2010 of R 8.3 million (See Figure 14). However, considering an adjusted
calculation and furthermore an effective (normative) cost benefit calculation,
demonstrates the effectiveness of the AIMS-SA PGD program and the return on
investment much greater than represented by a gross analysis only.
Estimated Cost per student
1. Gross average cost per student:
2. Adjusted average cost per student:
3. Effective (Normative) cost per student:
Estimated Average:
R125, 730
R88,010
R20,955
R78, 232
Table 2. PGD Financials vs. Outputs (#of students graduated)
TOTAL BUDGET OF
AIMS
(variable applicable
costs)
2003
29
R 1,534,899.11
2004
2005
2006
2007
2008
2009
2010
35
40
44
50
47
48
53
Total
346
Gross Cost
per Student
Adjusted
Cost per
Student
Normative
(Effective)
Cost per
Student
R 4,258,132.55
R 5,293,302.48
R 4,800,272.46
R 6,181,625.00
R 6,666,049.92
R 6,465,980.62
R 8,302,302.05
R 105,855.11
R 121,660.93
R 132,332.56
R 109,097.10
R 123,632.50
R 141,830.85
R 134,707.93
R 156,647.21
R 74,098.58
R 85,162.65
R 92,632.79
R 76,367.97
R 86,542.75
R 99,281.59
R 94,295.55
R 109,653.05
R 17,642.52
R 20,276.82
R 22,055.43
R 18,182.85
R 20,605.42
R 23,638.47
R 22,451.32
R 26,107.87
R 43,502,564.19
R 125,729.95
R 20,954.99
R 88,010.97
Cost effectiveness analysis: Comparison of the relative costs of achieving a given result or output by
different means (employed where benefits are difficult to determine or benefits occur much later and after
the intervention has taken place).
12
EXTERNAL EVALUATION
No. of
YEAR PGD
students
22
Following below, are tabulated findings for the costs against outputs for the
Research Centre and AIMSSEC components of AIMS-SA.
Table 3. Research Centre Financials vs. Outputs
Not
Not
Not
Not
Gross Budget
available
available
available
available
2007
2008
Not available
R 3 600 000
2009
R 5 830 262
2010
R 6 604 273
OUTPUTS
2 visiting Researchers, 8 fellows, 2 Masters
students
2 visiting researchers, 1 Masters student
6 visiting academics, 1 summer school &
research workshop of 72 participants, & 5
researchers on short term visits
3 post doc fellows, 1 researcher, 1 honorary
research fellow appointed for 2 years to assist
Director, 3 Masters students, 9 research fellows,
various public lectures, seminars and workshops,
1 x summer school of 64 delegates
2 resident researchers appointed on 3 year
contracts, part-time senior researcher appointed,
2 part-time researchers appointed, Honorary
research fellow appointed (50% funded), 15
visiting researchers (mostly African), 7 Masters &
1 Doctoral student, 5 post-doc fellows, 14
publications listed (not clear if they are all from
the research centre??)
EXTERNAL EVALUATION
YEAR
2003
2004
2005
2006
Table 4. AIMSSEC Financials vs. Outputs
YEAR
2003
2004
2005
2006
Gross Budget
Not available
Not available
R 124 581
R 145 863
2007
2008
R382 748
R 223 531
2009
R 167 689
2010
R 308 897
OUTPUTS
Not available
147 teachers attended courses, 15 teachers
attended programme in UK, 2000 school books
distributed
285 teachers & subject advisors on courses,
2 residential course, nr of students not provided
in annual report
560 maths teachers in total in last 6 years
(quoted from annual report – stats for 2009 not
provided)
682 teachers in total attended the Mathematical
Thinking course to date (since 2005)l ACE course
45 first year, 33 second year students (teachers),
1 special workshop; contract signed with Eastern
Cape government to train 276 teachers over next
4 years (funding agreed)
Overall and across all areas, the evaluation found the results achieved are adequate
for the financial investments. The AIMSSEC logic model is well defined and
documented.
The Research Center and the PGD components did not have
documented logic models, but there was evidence of a clear logic in the process and
actions of both the PGD program and the Research Centre.
As part of the review of secondary data, a comparative analysis of the AIMS-SA program
against other similar African learning institutions was undertaken. It allowed for some
comparison of efficiency and effectiveness. The teaching and learning approach and
methodology applied by AIMS-SA is different to that of a typical/traditional University
program in Africa. With the comparative advantage analysis, the evaluation was not able
to compare financial figures directly, as organizations contacted did not have publicly
available audited financials and were not ready to share their financial information. None
of the institutions compared against AIMS-SA had the same three components as AIMS-SA
(academic, research and outreach). Based on the data that was available an inconclusive
but broad statement can be made classifying AIMS-SA as effective in the delivery of a
student centred, problem solving model in line with innovative teaching methods key for
outcome based tertiary education13.
See Annex 7 for a detailed comparative analysis of AIMS-SA against other similar
institutions in Africa
http://www.che.ac.za/documents/d000173/submissions/24_Fester_12-May06.pdf
Academic Freedom under outcome based Education and Training in South African higher education
institutions
13
EXTERNAL EVALUATION
Whilst the mandate of this evaluation was not to directly review the financial component of
AIMS SA, in reviewing the model for efficiency, it was necessary to undertake a basic cost
effectiveness analysis:
Total program costs / Total units of (output) outcome
achieved.
24
Triangulation analysis of the evaluation questions with respect to efficiency, data collected
and methodology applied to test for efficiency, all indicated AIMS-SA is an efficient model.
AIMS SA as represented in the organogram (Annex 2) is adequately staffed to successfully
achieve its mission. Of important note, was the absence of AIMSSEC within the official
organizational structure of AIMS-SA. Efficiency could be greater and enhanced through
increased integration of all components of AIMS-SA at the structural, operational and
programmatic levels.
3.4 EFFECTIVENESS
The document review and respondents interviewed provided evidence of effectiveness of the
current operational model of AIMS-SA. AIMS-SA is achieving its objectives and expected
outcomes to admit and train talented African men and young men in mathematical
sciences, problem solving and thinking skills. However, this evaluation also noted the
effectiveness of AIMS-SA was mainly reported as the PGD program and did not include the
research outputs or the achievements of the AIMSSEC program under a consolidated
report of overall effectiveness.
1. AIMS-SA was reported as being effective in capacity building of young African
men and women at the personal and individual level by alumni.
2. AIMS-SA was reported as being effective in contributing towards Africa’s
capacity in human capital that can address its development challenges using
mathematical sciences by a cross section of respondents including alumni.
3. AIMS-SA was reported as being effective in enabling students to successfully
build on their AIMS education by pursuing further qualification in a wide range
of academic areas.
4. The AIMS-SA PDG has a positive impact on the Master’s and PhD programs in
SA Universities, increasing the number of graduate students, and contributing
to the research culture, a skill that was identified across the board by all
EXTERNAL EVALUATION
1. Which outcomes (intended and none intended) can be identified?
2. To what extent did AIMS-SA contribute to achieve the expected results?
3. To what extent did the AIMS-SA team implement all initially planned
activities?
4. How did the AIMS-SA team adjust the project and its methodology to the
constraints faced during its implementation, if necessary to achieve
expected results?
5. Were the methodologies, curriculum and tools appropriate to meet the
model’s objective?
6. Does AIMS-SA collect and document necessary data and information to
assess progress against project document?
7. Is AIMS -SA addressing the needs of all target groups?
8. How well has AIMS-SA addressed and achieved any cross cutting themes e.g.
gender (to what extent has gender equality has been mainstreamed in the
AIMS SA model?)
9. How well has AIMS-SA contributed to Africa’s development challenges?
respondents as greatly needed in Africa in a wide range of areas beyond the
academic field.
Further evidence attesting to the effectiveness of AIMS-SA in achieving a learning process
and learning environment that is integrated and inclusive for the African context is
represented by the following key statements from respondents and information from
documents that were reviewed:
1. 90% of Alumni understand and value of scientific knowledge and its importance
for the development of Africa,
2. The annual reports specifically referred to a “strong record of achievement” and
provide details of number of students graduated, number of graduates moving
on to Master’s and Doctoral programs.
3. Research outputs (publications) and the growth of the Research Centre14 is a
clear and tangible demonstration of effectiveness.
4. AIMSSEC is described as “comprehensive and inclusive.”
5. AIMSSEC provided evidence of teachers leading school learners through maths
curriculum without having had formal studies in maths. This is especially
important given the need for teachers in more rural areas of the country. The
school learners do not find maths interesting, tend not to study well for the
exams and most fail or pass with very weak scores. This affects the learner’s
ability to study further after school, gain access to tertiary level education in
maths
and
sciences, as well
“Often one hears these young scientists at AIMS say that this is
the first time they can easily and simply approach a professor, as their ability
find
and discuss science and anything else with him/ her as equals.” to
employment.
FOCUS ON ALUMNI – EFFECTIVENESS (outcome)

Sixty three (30%) of alumni indicated that their career focus changed during their
studies at AIMS-SA. For the most part, these changes were in areas of specialization
in a particular field (e.g. analytical physics to experimental physics) (Table 5).

Most (n= 186, 91%) reported that their AIMS-SA experience influenced their current
career choice, in a variety of ways. Increasing their knowledge about mathematical
sciences was ranked the highest (Figure 15).

Alumni were asked to rate, on a scale from not at all valuable to very valuable, a
variety of features of the AIMS-SA program. As shown in Table 6, safety,
mathematical science skills, problem solving skills and relationships with other
students were most likely to be reported as ‘very valuable.’
 AIMS-SA
The alumni
were
also
asked(AIMS-SA
to rateInternal
the features
that were most challenging.
Research
Centre
Strategy
Documents)
Developing math science skills and problem solving skills were rated as the most
difficult. That being said, most alumni reported that they did not find any of the
features challenging. This suggests that the program is delivered very effectively
(Table 7).
14
EXTERNAL EVALUATION
“I am playing a very important role as a young African scientist and I have
much to do about our challenges. I have to use all the math sciences to address
Africa’s challenges.” AIMS-SA GRADUATE, CLASS OF 2008
26
TABLE 5. ALUMNI’S CAREER FOCUS
BEFORE AND AFTER ATTENDING AIMS-SA
FOCUS OF
STUDY
Academia
Further
Studies
Math
Before
n (%)
51 (25.0)
After
n (%)
48 (23.5)
43 (21.1)
37 (18.1)
33 (16.2)
28 (13.7)
Applied Math
26 (12.7)
26 (12.7)
19 (9.3)
25 (12.3)
Computers
8 (3.9)
10 (4.9)
Teaching
Applied
Physics
Physics
8 (3.9)
5 (2.5)
6 (2.9)
11 (5.4)
6 (2.9)
8 (3.9)
Epidemiology
3 (1.5)
5 (2.5)
Unknown
1 (0.5)
1 (0.5)
Research
FIGURE 15. HOW AIMS-SA INFLUENCED CURRENT CAREER/ EDUCATION
(Alumni)
0
0
88
120
131
134
139
167
20
40
60
80
100 120 140 160 180
WHAT ARE THE TOP THREE THINGS AIMS-SA COULD DO TO CONTRIBUTE TO ALUMNI
CAREERS?
1. Employment
o Offer internships
o Link curriculum with employment opportunities
o Focus on career development for employment
2. Offer a Master’s level program
3. Alumni
o Link students with alumni during their year of study
o Offer and/or assist in finding scholarships for post AIMS-SA graduates
o Host alumni meetings and stay connected with alumni
o Host conferences on applying mathematics to Africa’s development challenges
EXTERNAL EVALUATION
Entrepreneurship
Assist in getting into graduate programs…
Funding for further education
Networking
New areas of specializatoin
Assist in getting into graduate programs in…
Knoweldge
TABLE 7. HOW CHALLENGING OR DIFFICULT WERE THE FOLLOWING FEATURES OF
THE AIMS-SA PROGRAM TO THE ALUMNI?
Item
Not at
Somewhat
Very
all
Neutral
Difficult
Difficult
Difficult
Difficult
Learning English
53%
14%
22%
9%
1%
Curriculum
14%
30%
43%
12%
1%
Teaching Methods
34%
25%
36%
4%
0%
Math/ Science Skills
32%
31%
23%
12%
2%
Problem Solving Skills
26%
35%
22%
16%
1%
Accommodation/ Facilities
57%
12%
21%
8%
2%
Safety
86%
3%
10%
1%
0%
Networking w/ other students
76%
9%
11%
3%
0%
Relationships w/ lecturers
80%
8%
10%
2%
0%
and tutors
Funding
61%
16%
18%
3%
2%
Admin Support
83%
4%
12%
1%
0%
While AIMS-SA does not intentionally address Africa’s development challenges in any of
the modules taught, its effectiveness in this area is demonstrated by cases of alumni who
have moved unto careers and study areas with the potential of having a significant
contribution towards Africa’s challenges. (Figure 16).
EXTERNAL EVALUATION
TABLE 6. HOW VALUABLE WERE THE FOLLOWING FEATURES OF THE AIMS-SA
PROGRAM TO THE ALUMNI?
Not at all
Somewhat
Very
Neutral
Valuable
Valuable
Valuable
Valuable
Learning English
2%
5%
7%
12%
22%
Curriculum
0%
1%
5%
21%
22%
Teaching Methodology
1%
1%
4%
15%
29%
Learning Style
1%
0%
3%
18%
27%
Stipend
1%
4%
10%
19%
16%
Administration Support
0%
0%
3%
14%
31%
Accommodation /
1%
0%
5%
16%
26%
Facilities
Safety
1%
0%
0%
8%
40%
Networking w/
0%
2%
4%
16%
26%
Professionals
Relationships w/ other
0%
0%
3%
13%
32%
students
Relationships w/
1%
0%
4%
16%
28%
lecturers and tutors
Mathematical Science
1%
0%
2%
13%
33%
Skills
Problem Solving Skills
0%
1%
2%
15%
31%
Communication Skills
1%
1%
3%
17%
27%
Career Counseling
2%
2%
15%
16%
13%
Mentorship
2%
2%
11%
20%
14%
28
Evidence of effectiveness from Alumni
Furthermore, the relationship or connection between AIMS Alumni, the Outputs of the
Research Centre and the outcome of outreach activities are not currently tracked with
common indicators or in their relationship and ability to contribute towards Africa’s
development challenges. The alumni survey confirmed most alumni were aware that
addressing Africa’s developmental challenges was a key component of AIMS-SA’s mandate,
most were pursuing applied research careers post-AIMS-SA and hoped to return if the
infrastructure was in place for them to use their knowledge and expertise. 80% of
respondents in the alumni survey reported they hoped to contribute to Africa, if not right
away, at a later date.
There was no documented focus in the curriculum or activities that directly addressed
Africa’s development challenges. None the less, AIMS-SA is achieving excellent outcomes
in this area of increasing awareness on Africa’s development amongst its students. With
additional focus and strategic incorporation of this component into the AIMS-SA program,
the potential for higher results would be greatly increased.
FIGURE 16. CASE STUDIES OF AIMS-SA ALUMNI
Angelina M Lutambi received her B.Sc. at the University of Dar es
Salaam. She further pursued a postgraduate diploma in mathematical
Sciences at the African Institute for mathematical Sciences in South
Africa, and there after received her M.Sc. in at the University of
Stellenbosch in South Africa. She is currently pursuing her PhD in
epidemiology at the Swiss Tropical and Public Health Institute,
university of Basel in Switzerland and working as a scientist at the
Ifakara Health Institute in Tanzania.
She is currently developing and simulating mathematical models to
investigate the role of mosquito dispersal on malaria transmission and
vector control.
Tendai Mugwagwa graduated with her PhD in March 2010 in the field
of theoretical immunology. Her research focuses on mathematical
modelling of data analysis of T lymphocyte dynamics. She is
interested in developing mathematical models to interpret experimental
data as well as quantify turnover rates of different cell subsets. In her
PhD studies at Utrecht University she worked on understanding the
mechanisms of T cell homeostasis and trying to answer the simple
question: "How long does a T cell live?" Understanding these basic
concepts provide a clearer picture of the dynamics of T cells during
lymphopenia driven, for example, by HIV infection and T cell dynamics
during reconstitution.
EXTERNAL EVALUATION
Her research combines the use of mathematical models, simulation
techniques, and statistical methods to understand the transmission
dynamics, control of a range of infectious diseases, and population
dynamics. The focus of her research is applied, developing models to
explore the impact of interventions to help guide policy. In the past she
has worked on a wide range of infectious diseases models, including
HIV/AIDS, and Malaria.
Evidence of effectiveness of the AIMS-SA model:
An alternative perspective that provided evidence of AIMS-SA’s effectiveness, described the
uniqueness of the AIMS model or operations below:
“The course provided at AIMS-SA would not be possible at high profile
international universities, such as Cambridge as the AIMS PGD provides courses
from a combination of faculties (cross-departmental). This supported AIMS SA in its
uniqueness, innovation and highly effective vehicle for the delivery of these broad
skills in mathematical sciences.”
The AIMS-SA academic program caters well for a range of standards.




Academics involved with AIMS-SA and interviewed during the evaluation, indicated
the courses at AIMS-SA are of about the same standard as those in the Oxford MSc
by coursework in Computer Science.
The essay is of lower standard than the thesis part of an Oxford MSc, presumably
because much less time is allocated to it. This has also contributed to weaker
training in research for students at AIMS-SA. AIMS-SA effectiveness compared
favourably to international academic standards.
Another feature of the AIMS-SA PGD is the strength of group interactions. However,
respondents 15 also raised concerns linked to the assessment of group work. A
further “caution” that was provided by various international respondents from the
academic arena focused on the large dependency on group work and strongly
recommend an assessment / review in this area.
With respect to the short courses that are provided at AIMS-SA, respondents
confirmed they are of very high quality (international benchmark) and they provide
the students with the opportunity to move directly into areas of specialisation that
would otherwise have taken years to approach.
AIMS-SA has much greater autonomy as a stand-alone institute (compared to being
part of a University). Respondents from all three evaluation steams validated the
importance and value of this flexibility and rapid adaption to changes and their
environment, making it a highly effective institution.
“The goal at AIMS is to create the world’s most innovative postgraduate program
and we need to be certain, it is in Africa. Africa is the ideal place in which
advance knowledge should be taught. The need is great and the students are very
motivated. At AIMS you see all of Africa in one classroom.”
15
Same group of respondents indicated this was no different at other comparative universities in which
instance s of controversy about the assessment of group work, would result in exclusion from the course.
EXTERNAL EVALUATION

30
Effectiveness related to geographic location
Being situated in Africa was significant for all categories of respondents. Lecturers
interviewed reported finding their experience at AIMS-SA very rewarding. They associated
this sense of value for AIMS-SA to be due to the discussions, meaning/mandate of AIMSSA, history, applicability to the future. Teaching from a diverse range of cross cultural
backgrounds increases the richness of the program, an experience more than half of the
respondents confirmed contributes to the effectiveness of AIMS-SA and its ability to deliver
on its results and goal
This contributes to AIMS-SA’s effectiveness as the interest in the international academic
sphere continues to be very high, providing significant and strategic international goodwill
for AIMS. Respondents reported the ease of recruiting international lecturers, with a data
base of over 500 who have volunteered to teach at AIMS-SA over the years.
Alumni reported gaining an increased sense and association with Africa through AIMS.
Whilst 60% of alumni respondents were currently studying or just recently graduated from
AIMS-SA, their response to the open ended questions in the alumni survey indicated their
desire and wiliness to serve and contribute in Africa given the right opportunities.
Effectiveness of AIMSSEC
1. Accurate program design for the target population of learners (maths teachers)
which show a well-developed understanding of their needs and current reality when
back at work.
2. A phenomenal toolkit to support teachers after the training component is completed
(assessment is still continuing) which enables the teachers to immediately and
effectively apply what they have learnt.
3. The results of the school learners which improve almost immediately after the
teacher changes his/her teaching methods and tools (this is being tracked
currently by another independent evaluation team, commissioned by Zenex 16
currently a major funder for this outreach program).
Triangulation analysis done for effectiveness yielded the strongest congruence between
questions, data and methodology. In its full combination – PGD, Outreach and Research,
AIMS-SA came out as a very effective institution.
University of Fort Hare African Institute for Mathematical Sciences Schools Enrichment Centre
(AIMSSEC) Advanced Certificate in Education (ACE) Programme Evaluation. PART ONE REPORT:
EXECUTIVE SUMMARY Kelello Consulting (in collaboration with Jill Adler and colleagues)
July 2011Title of preliminary evaluation report
16
EXTERNAL EVALUATION
At the level of outreach and AIMSSEC, evidence of effectiveness was reported by teachers
in the program and respondents from AIMSSEC staff. Despite being limited in scope to
two provinces. AIMSSEC is utilizing ICT and other web based and community based
approaches to increase its reach in a very efficient and cost effective manner. Through the
focus groups and interviews directly related to AIMSSEC, the evidence that was provided
attested to:
3.5 SUSTAINABILITY
1. Is the AIMS-SA model culturally / contextually appropriate for Africa?
2. Is the provision of administrative support by Stellenbosch University
sustainable for AIMS-SA and replicable in AIMS centers in other
countries?
3. Are the results achieved in the short, medium and long term sustainable?
Do the results have positive influence a) on the lives of students, b) on
AIMS-SA c) towards the other stakeholders in the sector, national and
international level?
4. Are the teaching styles and support to students at AIMS-SA expected to be
maintained long term for all batches of students as long as AIMS-SA
exists?
5. Are the lectures, curriculum, tools and communication materials
developed by AIMS-SA likely to be used for future cohorts of students?
Students in other AIMS centers outside of South Africa?
6. How well is AIMS-SA networked with other potential centers and is it
fully functional as part of the broader community of practice for
mathematical sciences in Africa?
7. Does AIMS-SA have a partnership strategy/ policy/ Guidelines? If yes, to
what extent is it contributing towards its sustainability?
8. How active and what is the value added of AIMS-SA‘s current partners?
9. To what extent can the AIMS-SA model be replicated by other countries in
Africa?
The dimensions of sustainability are multiple and for educational programs even more
complex. Knowing sustainability – social, economic, environmental, educational and
others - are key success factors for any educational program, the ability of AIMS-SA to
demonstrate sustainability at multiple levels was a critical evaluation area reviewed during
this exercise. Reviewing what is contributing towards the sustainability of AIMS-SA’s
program to date, respondents highlighted the following:
Sustainability of the curriculum




Greater than 90% of alumni reported a high degree of appreciation and value for
their AIMS-SA education.
Greater than 80% of respondents attributed their knowledge and career paths in
mathematical sciences to AIMS-SA.
Lecturers reported a strong and positive dedication of students and their ability to
continually seek to learn was very motivating for lecturers who see themselves
supporting AIMS-SA for as long as they are needed ( trying to give these students
“le meilleur d’eux mêmes”).
Respondents lauded the diversity of each class and the trans-African nature of the
students. This diversity and integration opportunities, approach and methodology
on teaching were reported by key informants and alumni as critical for the
sustainability of the AIMS-SA model.
EXTERNAL EVALUATION
What makes the success and sustainability of the AIMS-SA education is foremost the
dedication of all its students and lecturers, as well as its staff of course.
32
Sustainability of the institution
Data collected and analyzed from all three streams of this evaluation demonstrates and
provided strong evidence of AIMS-SA being a culturally and contextually appropriate
model for Africa.
 AIMS-SA being located in Africa was highly valued by all respondents
 Networking with other potential centres and the broader academic community,
teaching style and student support are sustainable and continue to drive the
sustainability of this model
“What is important is that all is to be done to make sure that AIMS Alumni will
return one day to their home country once they have gained research experience
through a PhD and postdoctoral research. This requires better environments for
scientific activities and networking on the African continent than what exists
today. “


However, about 15% of respondents reported not all AIMS-SA students excelled
post AIMS and classified the students as needy and continuing to require
assistance after leaving AIMS-SA
Also important was the finding from analysis of responses from about 30% of semi
interview key informants, that indicated their concern with respect to alumni
inability to return to Africa after further education post AIMS due to poor or absent
science or industry infrastructure to absorb them.
Sustainability of funding
AIMS-SA has a wide range of funders both national and international. It has consistently
built and diversified its funding base over the past seven years, a good indication of
addressing one component of sustainability – through reducing the risk of dependency on
any single funder.
AIMS-SA needs a sustainable funding model to maintain the model, the ability to
attract high quality lecturers and top students from Africa and grow.”
Sustainability of partnerships and networks
i.
AIMS-SA has several partnerships, both operational and strategic. In its
creation, it is in partnership with six Universities. This University partnerships
allows the AIMS-SA PGD to be issued by the three Universities in the Cape
Town
EXTERNAL EVALUATION
This evaluation also found 72% (34/45) of respondents in the semi – structured interview
category, both at AIMS-SA and from the international community consider the current
funding model for the PGD program as not sustainable in the long term.
ii.
iii.
iv.
v.
The University of Stellenbosch in addition to the academic partnership that
exists between AIMS-SA and the three Cape Town Universities, provides
additional operational support to AIMS-SA as outlined below:
 Manage all AIMS-SA finances, as in-kind contributions
 Stellenbosch University formally employs all staff at AIMS-SA
 Manage all visas for students
Most of the AIMS-SA graduates continue at Stellenbosch University and AIMSSA is viewed and valued for its provision of quality graduate African scholars for
Stellenbosch University, very clearly a mutually beneficial relationship.
One partnership relationship for which no information could be obtained was
AMI-Net
There were no partnerships documented with similar institutions across Africa
Replication of the AIMS-SA model
i.
ii.
iii.
In terms of roll out to other African countries, internal AIMS-SA respondents did
not provide any significant insights into how this might be able to be modelled
or created.
What is notable from various respondents that commented on the sustainability
of the support relationship with Stellenbosch University, respondents internal to
AIMS-SA said it was feasible while 80% of respondents outside of the AIMS
network did not think replication without taking into account the context in
each country was possible.
As of December 2011 when this evaluation was being implemented, a second
AIMS Centre had already been opened in Senegal, following the AIMS-SA model
with relevant areas adapted for the Senegal context
Triangulations of the findings from this data received under sustainability of AIMS-SA as a
model and for sustainability of the individual components of AIMS-SA, pointed to ongoing
progress towards sustainability. AIMS-SA should continue working in this area by clearly
defining the relationship with other University partners. Alumni stated the availability of a
full scholarship was the most important reason they attended AIMS – as such ensuring
sustainability of the scholarship program will be key to the sustainability of the overall
model.
1. To what extent is AIMS-SA improving the access and quality of education
in mathematical sciences for African graduates in general and more
specific for those pursuing post AIMS opportunities that directly address
clearly identified problems in Africa?
2. To what extent does the AIMS-SA course having an impact on the
students, lecturers and associated academic personnel?
3. How does the set up (operations / facilities) and governance structure
contribute to improved access and quality of mathematical sciences for
students at AIMS-SA, undergraduate students, high school students and
AIMS-SA graduates?
4. To what extent are Alumni pursuing post AIMS-SA opportunities directly
related towards addressing Africa’s development Challenges?
5. To what extent are the outreach efforts of AIMS-SA contributing to an
increased application of Mathematical sciences at the high school level,
undergraduate level and post AIMS-SA?
EXTERNAL EVALUATION
3.7 IMPACT
34
6. To what extent is awareness raising changing the attitudes of key
stakeholders, locally and internationally towards mathematical
sciences?
7. How has AIMS-SA contributed in strengthening higher education
specifically in South Africa and Africa in general?
8. Has there been/is there a high likelihood (trend towards) of an impact in
as a result of AIMS-SA?
9. Is AIMS-SA having any negative effects or is likely to have in the future?
With the creation of a plausible theory of change linked to the evaluation logic model
(Annex 1) for AIMS-SA during this evaluation inception field trip, the evaluation was able
to translate responses from a cross section of the respondents, especially alumni into
contributions towards impact. The evaluation logic model, helped define the cause-effect
– chain which connected the AIMS-SA intervention on one hand and the effected of what it
had created being evaluated on the other. As such the outcomes and impact that have
been reported will be classified as contribution towards impact based on a contribution
analyses
It is important to note, the interpretation of the word ‘impact’ varied widely across the
different groups of stake holders. All respondents those outside of the AIMS-SA network,
especially funders, interpreted impact as defined by the Organization for Economic
Cooperation and Development (OECD).
90% of respondents, internal to AIMS-SA
(excluding alumni), referred to traditional outputs as impact in most instances.
This evaluation did not have a control group nor was a full counterfactual scenario
examined. The counterfactual scenario was explored with the alumni using the survey
question: What would you have done if you did obtain the opportunity to attend AIMS-SA?





“Given the dearth of similar opportunities across the continent, I would see AIMS as
having a significant impact, measured by the numbers of AIMS-SA graduates, the
numbers who go on to complete master’s and doctoral degrees, the numbers who
remain in or return to Africa, and the kinds of positions they assume.”
“AIMS is making a significant contribution to promoting Mathematical Sciences within
South Africa and Africa, training and empowering talented young people to contribute
to the development of their home countries, and building research capacity for the
benefit of higher education and technology.”
“Bringing all these young African scientists together also fosters future networking
throughout the continent through what is, as a matter of fact, the large AIMS family.”
“There is an acute shortage of mathematicians in Africa and AIMS has great
potential to impact positively in the human capacity building in mathematical
sciences in Africa to meeting several socio-economic challenges facing Africa. Since its
establishment in 2003, AIMS has provided mathematicians who are contributing to
the development of Africa. Several of AIMS graduates are teaching on the Universities
and research institutions in Africa.”
“AIMS has given many highly talented students a new opportunity for developing into
successful scientists who work in academia, industry and government in Africa. It
EXTERNAL EVALUATION
Despite the above discordance with respect to the interpretation of what impact
represents, once clarified (OECD definition) respondents across all three evaluation
streams (including those internal to AIMS-SA) provided the following range of data on what
they perceived as contribution towards impact. Specific quotes that illustrate respondents’
perception of this contribution include:
has helped them to look beyond national borders and to realize that many problems
they encounter are shared by their colleagues throughout Africa. It has encouraged
them not to despair but to look for opportunities and to take on leadership in various
directions. AIMS has a database of its Alumni and individual cases of success can
been traced there.”
“Most of the new staff members start their higher qualifications at AIMS. I think
the impact will be very clear in the future. The staff members who have been to
AIMS can handle any kind of scientific problems and solve it using the skills
developed at AIMS. For instance, in the field of physics, they only lean the basics
at the university level., at AIMS they get introduced to the current research as well
as the technique, and this is the reason I think AIMS is the best place to start with
when doing postgraduate studies and moving towards a career in academia.”
Employer

A comment from an AIMS funder illustrates their expectation for impact: “Our
expectations for AIMS are very high. We hope that they will be cited with training and
supporting the best minds in Africa and will have a broad-reaching impact on the
prevalence and quality of math and science education in the region”
Sustainability of the PGD
When asked about AIMS-SA’s contribution to date, the top areas that came across from all
three streams of this evaluation are:
1. Promoting visibility of young Africans in Science e.g. at the World
Mathematical Biology conference in Germany 2011, the only black
woman was an AIMS-SA Alumnus;
2. AIMS-SA is able to connect top scientist to a vibrant small centre in
Africa which creates a global presence and enables the students to
become visible;
3. Students from many different field are coming through AIMS SA. This
diversity and the integration of this diversity is an important
contribution. There are many tensions within the different regions of
Africa and AIMS-SA’s multinational classroom may have an unintended
effect of increased understanding.
4. AIMS-SA serves as the prep ground for future Maters and PhD students.
EXTERNAL EVALUATION
AIMS-SA was described by 90% of respondents as a ‘vehicle’, through which students pass
and it allows them to later on acquire the knowledge and competencies needed to be more
effective in their contributions towards Africa’s challenges.
36
TABLE 7. HOW CHALLENGING OR DIFFICULT WERE THE FOLLOWING FEATURES OF THE
AIMS-SA PROGRAM TO THE ALUMNI?
To a
Not at
Very
Somewh
Neutral
great
all
little
at
extent
Apply knowledge and principles
0 (0%)
3 (1%)
35 (17%)
73 (36%)
89 (44%)
of mathematical sciences
AIMS-SA raised awareness of
3 (1%)
14 (7%)
26 (13%)
54 (26%)
102 (50%)
developmental challenges
AIMS-SA raised alumni’s
understanding of their
2 (1%)
5 (2%)
20 (10%)
99 (49%)
73 (36%)
influence on developmental
challenges
Raise awareness that
0 (0%)
5(2%)
10 (5%)
69 (34%)
115 (56%)
mathematical science solve
developmental challenges
Raise awareness about how to
use mathematical science skills
1 (0%)
3 (1%)
14 (7%)
79 (39%)
102 (50%)
to solve developmental
challenges
FIGURE 17. CAREER GOAL PRIOR TO ATTENDING AIMS-SA
2%
5%
6%
Teaching at High School
22%
Teaching at University
Employment
28%
Own business
Community/ volunteer work
Other
FIGURE 18. CAREER IMMEDIATELY AFTER COMPLETING
AIMS-SA
8%
Continue as full time student
24%
26%
Employed outside of
research
86%
Employed as researchers
Unemployed
EXTERNAL EVALUATION
37%
TABLE 8. HOW MUCH AIMS-SA INFLUENCED MAJOR CAREER CHOICES, POST - AIMS?
Career choice
Did not
Pursue
this
option
Further Post
graduate
studies
Independent
research
University or
College
Teaching
Entrepreneur
(self
employed
Other
Employment
AIMS-SA Influence
Not at all
Somewhat
Neutral
Important
Important
Important
Very
Important
5 (2%)
4 (2%)
9 (4%)
9 (4%)
24 (12%)
151 (74%)
74 (36%)
11 (5%)
5 (2%)
26 (13%)
21 ( 10%)
65 (32%)
79 (39%)
13 (6%)
9 (4%)
38 (19%)
24 (12%)
39 (19%)
105 (51%)
29 (14%)
5 (2%)
47 (23%)
7 (3%)
9 (4%)
103 (50%)
23 (11%)
8 (4%)
43 (21%)
12 (6%)
13 (6%)
AIMSSEC
With respect to AIMSSEC, contribution towards impact at the individual, student and
mathematics level was reported.
 Focus group respondents (AIMSSEC alumni and current tutors) provided descriptive
evidence of the impact of AIMSSEC’s intervention being real and immediate.
Respondents attributed the teaching methodology used by AIMSSEC, makes a
significant difference to how they are able to learn and apply mathematical tools which
previously were not understood.
 Respondents also attributed the provision of ongoing support and the toolkits provided
by AIMSSEC as being responsible for their success back in the classroom
 Multiple reported reasons (communication, e-mails, events, workshops etc.) AIMSSEC
alumni felt a great sense of community
AIMSSEC, similar to the PGD reported a significant number of outcomes which in the long
term (major external factors accounted for), would lead towards the impact the program
seeks to achieve ie stronger mathematical sciences students at the elementary and
secondary levels, who would eventually constitute the pool at the tertiary level seeking to
apply mathematical science skills and knowledge to contributing to Africa’s development
challenges through their involvement in a wide range of sectors.
Following a detailed triangulation analysis (to eliminate opinions and value judgements),
data collected in relation to AIMS-SA’s contribution towards impact on the challenges in
Africa, respondent stated AIMS-SA has not yet had direct or immediate impact on Africa’s
development challenges. Additionally, in the absence of a control group or a full
counterfactual scenario against which to compare, it is not possible for this evaluation to
provide conclusive impact statements at the African level with respect to the contributions
AIMS-SA has made
EXTERNAL EVALUATION
“We expect AIMSSEC’s interventions to improve the standard of maths teaching in the
Eastern Cape. As a result of the improved quality of teaching, we expect to see an
improvement in the results achieved in Maths in secondary schools in the Eastern Cape.
Yes, continued intervention will definitely have an impact, albeit small.”
38
4.0 EVALUATION CONCLUSIONS
The conclusions for this evaluation have been drawn based on the findings from the
individual sections of this report. It has taken in to consideration the following:
In order to mitigate bias, the evaluation team did not rely upon a single question, but
undertook multiple triangulation analysis of the questions which enabled the evaluators to
assess, reduce bias and be able to state the following conclusions based on the findings
from the data analysed.
Alumni statements and statements from those closely linked to the AIMS network were
classified as ‘gross effects’ and the evaluations concluding statements represent the ‘net
effect’ following correction for bias through the triangulation analysis process, that
distilled the net effects of the information collected from the gross.
1. AIMS-SA, in less than ten years, has been very effective in contributing towards the
development of higher education and production of students who have proceeded to
obtain higher academic qualifications. This has contributed in increasing the
number of African men and women with research skills needed in all areas
(academia, public sector, civil society and the private sector) to support Africa’s
development with respect to human capital. The research competencies that AIMS
alumni have acquired and are acquiring as reflected in the number of PhDs,
competencies to undertake research. Research in this case refers not only to
scientific research (quantitative and qualitative), but includes applied and
translational research
3. There is evidence of the contribution of AIMS-SA to the outcome alumni are
experiencing. Alumni career paths and research focus are highly attributed to
AIMS-SA by the alumni. AIMS-SA has contributed in improving the access and
quality of education for African graduates and supports students to pursue further
post-graduate studies.
4. AIMS-SA is an efficient institution and has the resources (Financial and human
capital) to achieve the broad goals that is has set for itself. Furthermore, the ability
of any educational institution to calculate the effective costs for its program is
highly complex and this is no different for AIMS-SA. The variance in cost per
student between the three calculations utilized for this evaluation demonstrates the
need for ongoing work to assess and determine the best model that is applicable
and relevant in the African context within which AIMS-SA is operating
5. AIMS-SA, through the activities of AIMSSEC, contributes significantly to improved
access and quality of education for teachers and improved outcome in mathematics
for high school students in two provinces of South Africa.
EXTERNAL EVALUATION
2. AIMS-SA has been able to position itself - through the content of its program, its
alumni and outreach - at the national and continental level, as a relevant and
effective player to demonstrate the relevance and application opportunities of
mathematical sciences as a tool for addressing the challenges facing Africa. Alumni
areas of study and work and the research centre’s focus in the areas of
biomathematics and, theoretical physics, cosmology and financial maths all attest
to this.
6. While AIMSSEC has demonstrated significant evidence of results at the outcome
level through empowering teachers who have contributed in changing the outcome
in mathematics skills for their learners, same can be said of AIMS-SA’s PGD on the
effect it has had on alumni. The outputs from the research center have been
strong, but outcome from the research centre less evident compared to the PGD
and the outreach programs.
7. There is a significant, direct correlation between the current experience and
outcome for the Alumni and their passage through AIMS-SA. This was reported in
all areas of the alumni survey and confirmed in the triangulation process through
interviews with current employers and educational institutions that currently have
AIMS-SA graduates enrolled in a range of Masters and PhD programs.
8. AIMS-SA has not clearly documented its objectives and targets per year. No clear
tracking system is in place that integrates data and no reporting is evident against
specific objectives. Reporting is done according to funder requirements and
academic requirements.
9. There is a strong desire for the PGD to be converted to a full Master’s program (from
analysis of data received from Alumni, and semi structured interviews especially
within the subgroup of those involved in the academic and research areas).
10. The three components of AIMS-SA are working independently and description,
documentation and reference to AIMS-SA is 90% of the time focused on the PGD
program only. This has resulted in a decrease value or appreciation of the synergy
that could be produce by the full congruence of the three areas of AIMS-SA
11. Funders interviewed were cautiously optimistic about the sustainability of AIMS-SA
but all believed in the mandate of AIMS-SA, which was the main reason for their
ongoing support. They expressed the need for AIMS-SA to provide evidence of its
results (outcome and impact)
13. There is a need to strategically seek ways of increasing the number of South African
students attending AIMS-SA. This will increase the degree of relevance for South
Africa as well as contribute in increasing the efficiency metrics for AIMS–SA, a
program which already demonstrates high levels of efficiency.
14. AIMS-SA’s contribution towards impact on Africa’s development challenges is still
being analysed and it is beyond the scope of this evaluation to clearly report any
such impact. In the absence of a control group or the opportunity to have a true
counterfactual scenario, reporting on the impact of AIMS-SA at this time is
premature and this evaluation has found evidence of strong outcomes and their
ability to contribute towards impact.
EXTERNAL EVALUATION
12. Whilst there is evidence of sustainability in the outputs and outcomes of AIMS-SA’s
interventions, AIMS-SA has to further strengthen its operational sustainability.
Currently the government of South Africa contributes about 60% of the overall
budget and this a great indicator of AIMS-SA’s ability to become sustainable at the
operations level, in the long term
40
15. The return on investment for tertiary education in most cases is long term and this
evaluation has reported on individual findings and their contribution, whilst
allowing room for a future, detailed impact assessment to be undertaken that will
focus heavily on outcomes beyond the intervention.
Sub Conclusions under each specific evaluation area.
1. Relevance
i.
While there is some evidence of awareness of AIMS-SA’s role in addressing
Africa’s development challenges, there is no strategic plan or framework that
clarifies how the AIMS-SA model is specifically working to do so.
As a model design, AIMS-SA is reliant on unique key relationships that have
over time created partnerships between various academic institutions,
government role players, funders and associated academics. As such, the
model may not be easily replicable throughout Africa.
iii.
NEPAD and the UNESCO’s Declaration focus on setting high level standards
in education. Without a strategic plan or formal framework, AIMS’ alignment
does not demonstrate purposefulness.
iv.
AIMS-SA is highly regarded, and thus in a position of influence within the
South African and African university systems.
Efficiency
i.
In the absence of a structural and tactical integration between the PGD
program, the outreach and research programs, AIMS-SA is yet to fully
leverage the opportunity to build on the complementarity offered by the trio
and the increased efficiencies this could yield.
Continued work and
partnerships to increase the efficiency of AIMS-SA, would invariably
contribute towards its overall effectiveness. “Each time I have visited there
has been some event integrating the PGD program with AIMSSEC. On the
other hand integration of the research program with the PGD program, which
one might expect to be easier and more natural, appears to be slow to develop.
ii.
iii.
3.
The need to attract (more) South African students to the PGD program.
Specifically quoted: “The "cut-and-paste" approach of a second annual
intake consisting of South Africans is not nearly enough. The SA taxpayer is
partially funding this course and course enrolments should be 80%
minimum SA students”;
Securing sustainable funding is a an ongoing challenge. The AIMS model is
heavily based on external funding as it charges no fees to the students.
There is no formally established cost recovery model for any of the
components of AIMS-SA at this time.
Effectiveness
i.
The AIMS-SA PGD program has a positive outcome on the Master’s and PhD
programs at SA universities. Multiple documents refer to a “strong record of
achievement” and provide details of number of students graduated, number
of graduates moving on to Master’s and Doctoral programs.
EXTERNAL EVALUATION
2.
ii.
Research outputs (publications) and the growth of the research centre
demonstrates evidence of effectiveness.
iii.
AIMSSEC is providing evidence of results which indicates school learners are
improving almost immediately after the teacher change his/her teaching
methods and tools.
iv.
AIMS-SA has not clearly documented its objectives and targets per year at
the overarching institutional level, but is beginning to do so at the individual
unit and department areas. The tracking system in place is yet to integrate
data from the three components of AIMS-SA. Reporting is currently done
according to funder and academic requirements.
v.
Funders noted specifically the importance for AIMS-SA to track and support
alumni that are working in Africa as well as create platforms and
infrastructure that will encourage graduates to return to Africa. This is
aligned with the alumni’s responses to the question, “What are the top three
things AIMS-SA could do to contribute to the careers and/ or improve
relationships and involvement with alumni moving forward?”
Alumni
overwhelmingly would like to get into the workforce in Africa if possible.
This issue would benefit from further analysis and exploration to help built
new opportunities or sub initiatives within the AIMS-SA model, which would
respond to this identified need.
Sustainability
i.
AIMS-SA is a culturally and contextually appropriate model for Africa. The
diversity and integration opportunities, approach and methodology on
teaching are evidence of these. The sustainability in terms of the
administrative support received from Stellenbosch University is a valuable
component of the AIMS model. This relationship is unique in its set up,
cost model and processes.
ii.
Networking with potential centres and the broader academic community,
teaching style and student support are sustainable.
iii.
Africa's development challenges require robust State funding. There is a
need for a strategy for improving the skills base in a country where there is
infrastructure and funding at a reasonable level. Without internal strategic
partnerships, "AIMS centres" in Africa may not be successful in assisting the
development of Africa.
 Some interviewees felt strongly AIMS-SA graduates’ still need
assistance post AIMS as they seek to study for higher degrees.
After achieving these, they look for structures within Africa in
which they can work. Many of the countries lack adequate science
infrastructure to support qualified AIMS-SA graduates.
 The AIMS-SA alumni need support to create transition from
school to work. This was also reflected in the alumni survey, in
which about 50% stated job connections and linkages and one of
the top three things AIMS-SA could add into the program for
improvement.
EXTERNAL EVALUATION
4.
ii.
42
5.
Impact
i.
ii.
AIMS-SA contributes to improving the access and quality of education for
African graduates and supports students to pursue further post-graduate
studies. However, there is no evidence of a strategy for students post AIMSSA
AIMS-SA, through the activities of AIMSSEC, contributes significantly to
improved access and quality of education for teachers and high school
students in the Eastern and Western Cape Provinces of South Africa.
5.0 KEY RECOMMENDATIONS
Based on the findings presented in this report, and the conclusions arrived at based on a
detailed triangulation analysis of the findings, the evaluation team recommends the
following:
RECOMMENDATIONS
1. Fully integrate the three programs: AIMSSEC, Academic (PGD) and Research (Fig
19). This should be considered at a structural, programmatic and results level.
The complementarity of the three areas would increase the effectiveness, efficiency
and overall synergy of results delivered.
FIGURE 19. INTEGREATED PROGRAMS AT AIMS-SA
RESEARCH
CENTRE
AIMS PGD
AIMS-SA
2. Develop a strategic and operational plan for AIMS-SA with a logic model based on a
clear theory of change. This will enhance the ability of AIM-SA to articulate the
impact it seeks to achieve, demonstrated how progress is being made towards
attaining the overall goal and enhance its ability to incorporate into its learning and
knowledge management cycles clear and deliberate inputs derived from the overall
logic and Theory of Change. This process would also contribute to the generation of
sound evidence for future reporting on AIMS-SA’s contribution towards impact.
3. Build on the findings of this evaluation to develop a Theory of Change for AIMS-SA
that will feed into a broader level Theory of Change for AIMS-NEI. A Theory of
Change will serve in defining the key assumptions made by AIMS-SA with respect
results expected as well as offer the framework on which to build a strong but
EXTERNAL EVALUATION
AIMSSEC
effective M&E system internally which would serve as the basis for future evaluative
exercises.
4. Develop an on-going evaluation and monitoring framework that is tied to a strategic
plan and an internally developed logic model. Additionally and as part of the overall
monitoring and evaluation, leverage and incorporate Information Communication
Technology (ICT) for data collection and analysis for increased efficiency in data and
information management.
5. Expand and strengthen outreach. Outreach is fundamental and the lynchpin for
any successful tertiary level education program in mathematical sciences in the
medium and long term. Broaden current outreach at the community, sector and
policy levels.
Involve Alumni strategically and purposefully to contribute in
building a strong community of practice for mathematical sciences in Africa. As
learners and their families at the grassroots level understand and see the value of
mathematical science ie the difference it is making at higher levels, there would be
increased support at the basic family level for more children to take up studies in
fields like mathematical sciences that have not been traditionally valued by many
African parents
6. Leverage Alumni interest in outreach and develop a strong participatory plan for
their involvement in this component.
7. Alumni identified the need for employment post AIMS and recommend AIMS-SA
creates linkages with other sectors other than academia to facilitate transition from
AIMS-SA into relevant employment where mathematical science skills and
knowledge would be value added.
8. Strengthen and enhance the student selection and admission criteria, with a
gender equity model. Within this model, AIMS-SA should consider applying
internal good practices with respect to gender in order to guarantee the same
opportunities of access to and success in the AIMS-SA program for men and
women.
10. Increase purposeful collaboration and strengthen partnerships with similar
institutions across Africa to increase reach and impact. Explore the possibility for
existing similar institutions adopting the AIMS-SA Model and also use the
opportunity to learn what other institutions are doing that may be value added to
the AIMS-SA model
11. Consider developing and incorporating in the curriculum some modules that
highlight and engage students in Africa’s development issues.
12. Consider undertaking a detailed assessment of what it will take to convert the
current PGD program into a full master’s program. This will increase AIMS–SA’s
relevance at multiple levels, its effectiveness and efficiency, and increased ability for
its graduates to contribute towards impact at the African level.
EXTERNAL EVALUATION
9. Strategically involve African lecturers and scientists to build capacity in Africa and
increase the sustainability and replicability of the AIMS model across Africa.
Review and expand the current co lecturer model which is highly valued as reported
by all stakeholders interviewed.
44
13. Seek options of improving cost-effectiveness by increasing its reach to as many
students as possible with the allocated funds. A focus on increasing the number of
South African Students at AIMS-SA, should not compromise on academic quality,
but aim for the highest standard while maintaining the involvement of international
expertise.
14. The research center should be fully integrated with the possibility of it managing
macro level research topics that would require the involvement of the academic and
outreach programs. As suggested by a respondent, a research topic that calls for
involvement across all arms of the centre could create the ideal tangible
environment to work and bring all round integration at this centre to life. E.G
‘Mathematical Modelling in a Multi-Disciplinary Context'
6.0 KEY LESSONS LEARNED
Emerging from this evaluation are some key lessons learned.
under three key headings:
These are discussed below
2. Reporting of results and achievement of AIMS-SA
i.
Reporting on the results, outcome and impact of any educational program is a
very complex process.
The multi-dimensional changes that happen at an
individual level would need to be taken into consideration and it is not as simple
as taking the financial cost of a program and dividing it by the denominator, in
this case the number of graduates.
ii.
In speaking with the wide range of stake holders during this evaluation process,
it was evident such a simplistic approach or interpretation of the value of any
education, is not a fair, relevant or contextually appropriate approach.
iii.
In the absence of control groups or counterfactual scenarios, only the existence
of information collected as longitudinal and repeated cross sectional data, would
eventually contribute in establishing some of the evidence required on the value
and results of a program like AIMS-SA.
EXTERNAL EVALUATION
1. The design of the AIMS-SA model
i.
The AIMS–SA model is a composite of three key areas. AIMS-SA started with
the PGD, followed by the outreach program and later on the Research
centre. By being the first center, the lesson learned here is the need to
coordinate and implement all three components whenever possible from the
outset of the creation of a new center. This will enable communication,
planning and the reporting of results to be integrated as early as possible in
the process.
ii.
Incorporation of gender once AIMS-SA has in place its gender equity model,
should be done at the planning stages to facilitate gender integration within
AIMS-SA and throughout the implementation of activities in all three areas.
3. The evaluation
i.
Harmonizing the definition of terms and interpretations of key words and
phrases used prior to the commencement of data collection, would have been
useful and reduce the amount of time spent post data collection to standardize
these definitions and interpretations prior to undertaking the data analysis.
ii.
Building in more time to have focus group discussions that derive from a need
to unpack some of the responses from the alumni survey, would have been
beneficial and enriched the quality of the data utilised in the analysis of the
findings for this evaluation.
7.0 GENERAL CONCLUSION
1. AIMS-SA is a multi-donor tertiary education facility located in Muizenberg, South
Africa which has succeed in addressing a felt need in the African tertiary
education system, elevating the value and need for mathematical sciences and
positioning mathematical sciences to demonstrate its relevance and value in
addressing some of the development challenges in Africa.
2. AIMS-SA is achieving its goal of building the capacity of Africans in mathematical
sciences and doing so in manner that is unique and empowering for the young
Africans who have gone through AIMS-SA. As a result of the outputs from the
graduates, outreach activities and early outputs from the research center, AIMS-SA
continues to position itself in South Africa and across the African continent as a
leader in student centered, problem solving and critical thinking environment for
students and academics in Africa.
4. There remains, however, important challenges AIMS-SA needs to address related to:
a. How it constitutes and reports on its results and contribution towards
impact
b. Sustaining the AIMS-SA model in the absence of external (International)
support in the long term.
c. Recognizing and working with others (broader partnerships with civil society,
private and public sectors) in addressing the brain exchange vs brain drain
challenge. This is a major external factor that will affect AIMS-SA’s ability to
attain its overall goal and vision if not addresses and wrestled with alongside
others on the continent facing similar challenges.
.
From a respondent
“The development community has failed to realise the role and importance of
skilled people - even the Millennium Development Goals do not mention this. This
is a major failure in the development community who did not realise the
importance of tertiary education and skills and programs like AIMS-SA hope to
make that difference by demonstrating the contribution tertiary education can
make and is making – education in mathematical sciences for development….”
EXTERNAL EVALUATION
3. The relevance of AIMS-SA is clear and strong; it is a highly efficient institution and
has produced outputs within the last seven years that speak strongly to its
effectiveness.
46
References and Sources:
a. The AIMS-SA 2011 review of the Academic and Research programmes.
Commissioned by the South African national Research Foundation and the
AIMS-SA Council. The International Review Panel members:
i. Prof David Bekolle, University of Yaoundé 1, Cameroon
ii. Prof Gerhard Frey, University Duisburg-Essen, Germany
iii. Prof David Gross, Kavli Institute for Theoretical Physics (2004 Nobel
Prize in Physics),USA
iv. Prof Sunil Maharaj, University of KwaZulu-Natal (Convenor), South
Africa.
b. OECD/DAC. “Glossary of Key Terms in Evaluation and Results Based
Management”, The DAC Working Party on Aid Evaluation, 2002. Available
online at http://www.oecd.org
c. The United Nations Development Group (UNDG). “Results Based
Management Terminology”, June 2003, Available online at
http://www.undg.org
d. Scriven, Michael. “Evaluation Thesaurus – Fourth Edition”, Sage
Publications, 1991.
The World Bank. “Measuring Efficiency and Equity Terms”. Available
online at http://www.worldbank.org
EXTERNAL EVALUATION
e.
ANNEXES
Annex
Description
Annex 1
Constituted Program Logic Model and Theory of Change
Annex 2
AIMS-SA Organizational Chart
Annex 3
Evaluation Matrix
Annex 4
List of Key Informants (Semi structured interviews) and FGD Categories
Annex 5
List of Documents Reviewed
Annex 6
Alumni Survey
Annex 7
AIMS-SA Comparative Analysis (against four similar institutions in Africa)
Annex 8
Evaluation Terms of Reference
Annex 9
Evaluation Team - Biodata
i
ANNEX 1.0 - Constituted Program logic model
and Theory of Change
PREAMBLE:
In the absence of an existing documented overall logic model and theory of change
for AIMS-SA, the evaluation team in consultation with AIMNS-SA staff (Inception
mission), came up with a presumed theory of change and logic model which will be
used to guide the evaluation process.
Proposed Theory of Change: (Domains of Change: Knowledge and skills(innovative
academic model); Behavior change communication (Outreach & enabling
environment); and Applied /translational research(to make a difference)
Behavior Change
Communication
(Outreach)
AIMSSEC
KNOWLEDGE &
SKILLS
ACADEMIC
STUDEBNT CENTRED,
PROBLLEM SOLVING
AND CRITICAL
THINKING PGD
AIMS-South Africa
Increased
# Of Graduates,
researchers and
employees;
Community
awareness
Research addressing
Africa’s dev. needs
RESEARCH CENTRE
(Biomaths, Financial
math; pure maths;
Cosmology)
Africa in which
mathematical
sciences is
recognized, has
skilled graduates
and plays a key
role in addressing
the development
challenges on the
continent
This Theory factors in the key assumptions as outlined in the evaluation logic.. Fior each
domain of change is a detailed change pathway with identified breakthrough points towards the
achievement of impact. For the purpose of this evaluation the evaluation team and AIMS-Staff
ii
have not gone through a detailed process to fully unpack the theory of change and this would
be a key recommendation from this evaluation to AIMS-SA
This evaluation is formative, summative and theory based. It is, predicated on the
assumption of causality, that results follow from actions in a manner that can
usually be predicted and it also recognizes and takes into account side-effects –
both intended and unintended. Thus this evaluation is also strongly results based.
Assessing impact for any educational program (primary, secondary or tertiary) by
measuring changes in the lives of the direct and indirect beneficiaries is a
challenging task with several levels of complexity. The nature of the change at the
individual level, which is measurable, is it is a more complex and difficult concept to
measure beyond the individual. At the level of the individual, other confounding
factors that may be responsible for the change need to be recognized and only then
would we be able to define the contribution and / or attribution of AIMS-SA towards
the outcome outlined in the logic model. Quantitative and qualitative indicators
used in the evaluation matrix would need to be reviewed and refined on an ongoing
basis and measured by continuous variables over a long period to increase their
analytical value. Indicators for societal return on investing in tertiary education
and the individual empowerment that result from increased education and
qualification are not easy to measure o r t o d e f i n e o bjectively verifiable
indicators. In sum, measurement may depend on the extent to which indicators
can be quantified and are available for independent inspection, or whether such data
can only be accessed through the memory of respondents.
Assessing the magnitude of change is also challenging. Measurements before and
after the AIMS-SA intervention are desirable. In the absence of this data for AIMSSA, this evaluation will use the best memory recollection afterwards from the
alumni. Typically knowledge of before AIMS-SA (or other without AIMS-SA) may be
scanty making estimates of the counter-factual uncertain. Other factors may have
contributed significantly towards outcome for AIMS -SA graduates
(confounding factors) and these would be taken into consideration for all
analysis and cross tabulations that will be done for this evaluation . The
formal comprehensive measurement of impact is judged to be beyond the scope of
this evaluation, partly for reasons of resources, but more importantly because of the
measurement and methodological obstacles noted above. Instead, wide ranging and
triangulated evaluative evidence plus evidence from prior evaluations will be used to
reach judgments about the likelihood or otherwise progress towards positive impact
on the development challenges of Africa.
iii
Situation
Outreach to
build the
interest and
understanding
around math's
sciences in
communities
Empowering
Curriculum
Social and
assertiveness
skill building
Decision
Making
Problem
solving
Meaningful
Transformativ
e operational
set up
Priorities
















Lecturers
Tutors
Researchers
Staff
(Academic,
outreach and
research)
Facilities
Scholarships
Post AIMS
bursaries
Teacher
training
Students
Alumni
Researchers
Univ of
Stellenbosch
Partners
Time
Technology
Learning
environment
What we invest
Inputs
AIMS-SA – Logic Model (IEE)
African
students do
not have the
skills and
knowledge to
take their
undergraduat
e education
to the next
level
The extent
and role of
mathematical
sciences in
Africa's
development
not
leveraged to
its full
potential
Research:
building
individual
research skills
and focusing
research in
areas relevant
to Africa’s
dev.
challenges
Activities
What we do






Capacity
building
Training
Research
Outreach
Relevant,
Engaging
and
Challenging
Educational
Model
Exposure to
masters,
research
and Career
Options







Students
Researchers
Local
teachers
Lecturers
Researchers
Mathematical
science
communities
in South
Africa, Africa
and around
the globe
African
leaders and
decision
makers at
NEPAD
Participation
Who we reach
Outputs
Key Assumptions
The government of South Africa continues to priorities Math’s and science
African countries have the infrastructure and opportunities for Math’s
Science grads
Continued funding form a variety of sources for scholarships and
outreach and research activities
Rate of return of the AIMS-SA overtime will contribute towards impact

Students
capacity built
for problem
solving,
critical
thinking and
basic
research
1-3 yrs

Teachers in
the E. & W.
Cape trained;
skills
enhanced
and
motivation
increased
Short

Multiple
research
outputs
delivered in
key focus
areas
iv
Improved socio,
economic
indicators in Africa
for which the
contribution of
mathematical
sciences can be
demonstrated
African men and
women capable of
contributing to
Africa’s
development
challenges using
mathematical
sciences through
their involvement
in a wide range of
sectors.
7-10 yrs and
beyond
Long
Template source : Univ. of Wisconsin Extension dept.
Outcomes
4-6 yrs
Medium
Stronger
mathematical
sciences
graduates in
Africa with PDG,
Maters and PhDs
Increased relevant
research capacity
and opportunities
in Africa
Increased African
girls and boys
doing well,
enjoying math and
sciences with their
families and
communities
valuing the
possibilities and
contribution
mathematical
sciences can
make in Africa
Key External Factors
The global economic situation will continue to improve
The enabling environment for mathematical sciences and polices in Africa will
stay strong
African mathematical sciences graduates studying abroad will be motivated to
return and work in Africa
Evaluation – Is AIMS-SA achieving its set out objectives? Can the objectives be directly linked to impact (societal and
environmental change) How far along the change continuum is AIMS-SA?
ANNEX 2.O - AIMS-SA Organizational Chart
AIMS SA ORG CHART
Source: AIMS-SA January 2012
v
Key Evaluation Questions
1. Does AIMS South Africa answer and/or
respond to the needs of the target
population?
2. Relevance within the South African and
African university systems?
3. Is the model design appropriate to the
specific context in Africa?
Indicators
Relevance
# of respondents who identify
and specify the gap AIMS-SA is
filling.
# of university affiliated
respondents who report a
positive correlation
Level of value that respondents
attribute to the knowledge and
skills of AIMS graduates
Perception of key stakeholders
and representatives of NEPAD
with respect to the alignment of
AIMS goal with specific objectives
of NEPAD
Existence of a direct linkage
between AIMS-SA goal and
outcomes in relation to the
strategic pillars of the UNESCO
declaration (Articles 4 & 5)
African policy makers
Alumni
Source of
information
Methodology comment
Semi-structured interviews
Project documents
UNESCO
AIMS Academic
council
Review of documents
Review of secondary data
Document review
Semi structured interviews
Document review
Semi structured interview
Project documents
Current funders
Members of AMS-SA
council
Employers
Other institutions
similar to AIMS-SA
NEPAD
Academic council
members
Doc review
Semi structured interviews
Alumni survey
Semi structured interviews
Review of secondary data
ANNEX 3.0 - Evaluation Matrix
4. Are the mechanisms and approaches used
in coherence with the priorities of Africa as
defined by Africa’s New Partnership for
Development (NEPAD?)
5. Are the mechanisms and approaches of
AIMS SA in accordance with standards set
by the UNESCO’s World Declaration for
Higher Education in the 21st Century?
6. Is the design of the project appropriate given
its objectives?
7. How clear and consistent is the causal
chain? How well do the different
components of the AIMS model link with the
overall goal?
Efficiency
Quality of the existing project
logic model
Degree to which the description
with respect to how change has
occurred as a results of AIMS SA
intervention is clearly articulated
Degree to which log frames well
used?
Level of attention is given to
M&E?
vi
8. To what extent is AIMS SA innovative? Does
it leverage the most interaction and synergy
with other related areas of work and other
areas where AIMS plays a role (e.g. AMINET)?
9. Can the results achieved be considered
adequate for the budget spent?
Document Review
Evidence of a flexible and
participatory is project design?
Review of documents
Alumni survey
Semi structured interviews
Focus group discussions
Project documents
Document review
Semi structured key
informant interviews
Project documents
Alumni
AIMS SA staff
Secondary data review
Cost effectiveness analysis
Alumni survey
Review of MoU
between AIMS-SA and
the Univ. of
Stellenbosch
Semi structured interviews
Document review
Document review
Project documents
AIMS-SA staff
AIMS-SA academic
council
Semis structured
interviews with relevant key
informants
Alumni survey
Project budgets
Activity reports
Annual report
Alumni
Audited financials for
AIMS-SA academic
program, Outreach
and Research
Degree to which current
management structure is set up
and aligned for AIMS SA to
achieve its goal
Adequacy and alignment of
structure with respect to
Degree of value add of the
relationship with Stellenbosch
University
Alumni
Stakeholders outside
of AIMS-SA
Employers
Analysis of results (direct and
indirect) as a return against
financial and human capital
invested
Cost breakdown per component
of AIMS SA (academic, outreach
and Research)
12. Is the provision of administrative support
via a third party (Stellenbosch University)
cost effective and efficient?
13. Effectiveness
Degree to which planned actives
were achieved against targets
sets
10. Was the allocation of resources among
different aspects of the AIMS SA model
(training, equipment provision, awareness
raising, tool development, human resources
etc …) appropriate to achieve results?
11. Is the management structure efficient for the
achievement of expected outcomes?
14. To what extent did the AIMS -South Africa
team implement all initially planned
activities?
15. To what extent did AIMS -South Africa
contribute to achieve the expected results?
Level of contribution or
attribution for change that AIMSSA can take credit /
responsibility for. (Academic,
research and outreach)
vii
16. How did the AIMS -SA team adjust the
project and its methodology to the
constraints faced during its implementation,
if necessary to achieve expected results?
Kind and quality of M & E system
in place.
Degree of flexibility demonstrated
by the AIMS-SA to ensure
responsiveness and relevance
towards needs (Students,
teachers, mathematical science
sector, Africa’s development
challenges)
18. Does AIMS -SA collect and document
necessary data and information to assess
progress against project document?
17. Were the methodologies, curriculum and
tools appropriate to meet the model’s
objective?
19. Is AIMS -SA addressing the needs of all
target groups?
Quality and effectiveness of
AIMS-SA gender equity model
Level of needs assessment
incorporated in the project
design(Academic, research and
outreach)
20. How well has AIMS -SA addressed and
achieved any cross cutting themes e.g.
gender (to what extent has gender equality
has been mainstreamed in the AIMS SA
model?)
Sustainability
Level of acceptance of the fully
funded scholarship model
21. How well has AIMS -SA contributed to
Africa’s development challenges?
Is the AIMS-SA model culturally / contextually
appropriate for Africa?
Monetized value of support
Degree to which gender has been
mainstreamed into AIMS-SA
activities
Degree to which change in Africa
(Sector, issue) can be directly
related to the AIMS-SA
intervention
Is the provision of administrative support by
Academic faculty
Outreach program
staff
Alumni
Teachers reached
through outreach
Semi structured interviews
Alumni survey
Focus group discussions
with teachers in the
outreach program
Document review
Semi structured interviews
Review and the AIMS
SA independent
academic program
review (2011)
AIMS-SA staff
AIMS staff
Alumni
Teachers in the
outreach program
Researchers
AIMS-SA gender
framework and policy
Alumni
Semi structured interviews
with stakeholders outside
of AIMS
Case studies
Document review
Semi structured interviews
with key informants
directly involved with
AIMS-SA
Semi-structured interviews
Focus group discussions
NEPAD strategic
initiatives
Gov’t of SA Science
and technology
strategy
Document review
Semi structured interviews
Alumni survey
Stakeholders out of the
AIMS network
Alumni
AIMS-SA staff
viii
Stellenbosch University sustainable for AIMSSA and replicable in AIMS centers in other
countries?
Are the results achieved in the short, medium
and long term sustainable? Do the results have
positive influence a) on the lives of students, b)
on AIMS-SA c) towards the other stakeholders
in the sector, national and international level?
Are the teaching styles and support to students
at AIMS-SA expected to be maintained long
term for all batches of students as long as
AIMS-SA exists?
How well is AIMS-SA networked with other
potential centers and is it fully functional as
part of the broader community of practice for
mathematical sciences in Africa?
Does AIMS-SA have a partnership strategy/
policy/ Guidelines? If yes, to what extent is it
contributing towards its sustainability?
Is the AIMS-SA outreach model sustainable
Are the outputs from the research centre
sustainable?
To what extent can the AIMS-SA model be
replicated by other countries in Africa?
To what extent is AIMS South Africa improving
the access and quality of education in
mathematical sciences for African graduates in
provided by the University of
Stellenbosch
# of students who go on to
undertake maters and PhD
programs
# and quality of research outputs
that contribute towards Africa’s
development challenges
# of primary and secondary
school teachers reached by the
outreach program
Value of teaching style as a
success factor of AIMS reported
by Alumni
# of partnerships with similar or
complementary institutions that
fosters the greater good for
mathematical sciences in Africa
Partnership strategy and
guidelines
Degree to which change reported
by teachers can be continued
after intervention form AIMSSEC
ends
# and quality of research centre
outputs
# and quality of research outputs
by AIMS alumni
# of AIMS-Centres in operation or
in planning being modeled after
the AIMS-SA model
Impact
# of students reached though the
AIMS SA program
University of
Stellenbosch staff
Alumni
Teachers in the
Eastern and Western
Cape
Researchers at AIMSSA
Alumni
Teachers
Outreach program
funders
Policies
Guidelines
MoUs
Alumni
Semi structured interviews
Document review
Alumni survey
Focus group discussion
Focus group discussions
Semi structured interviews
Document review
Document review
Semi structured interviews
Alumni survey
Semis structured
interviews
Alumni survey
Semi structured interviews
Focus group discussions
AIMS-NEI
Staff
AIMS-NEI documents
Alumni survey
Stakeholders out of the
AIMS network
Student application
and admission
database
ix
general and more specific for those pursuing
post AIMS opportunities that directly address
clearly identified problems in Africa?
To what extent does the AIMS SA course have
an impact on the students, lecturers and
associated academic personnel?
How does the set up (operations / facilities)
and governance structure contribute to
improved access and quality of mathematical
sciences for students at AIMS SA,
undergraduate students, high school students
and AIMS SA graduates?
Is there a plan / strategy for the students post
AIMS? If yes, to what extent is this being
achieved?
To what extent are Alumni pursuing post AIMS
opportunities directly related towards
addressing Africa’s development Challenges?
To what extent are the outreach efforts of AIMSSA contributing to an increased application of
Mathematical sciences at the high school level,
undergraduate level and post AIMS?
Has there been/is there a high likelihood (trend
towards) of an impact in as a result of AIMS
SA?
Is AIMS SA having any negative effects or is
likely to have in the future?
% of students whose future
course of study is impacted by
passage through AIMS-SA and
which has pointed then to the
need to address Africa’s
development challenges
Level of change reported by
students , lecturers and alumni
from involvement with AIMS-SA
Level to which the change
experienced at AIMS-SA is
attributed to the facilities and
structure and governance
# of post AIMS plan/ strategies in
place
# of alumni in fields and research
areas directly related to Africa’s
development challenges
Improved grades for high school
grades in math’s and science in
Eastern and Western Cape rural
areas
Increased application and
interest in Math’s and sciences at
the undergraduate level
Percentage of alumni ,
researchers and teachers who
report AIMS-SA as being a strong
factor in their current outcome
TBD
Alumni
Alumni
Plan
AIMS-SA staff
Alumni
Lecturers
Tutors
Alumni
Tutors
Lecturers
Semi structured interviews
Alumni survey
Document review
Semi structured interviews
Alumni survey
Semi structured interviews
Focus group discussions
Alumni survey
Semi structured interviews
Focus group discussions
Researchers
Department of
Education
Alumni
Researchers
Teachers
TBD
Alumni survey
Focus group discussions
University
undergraduate
admission offices
TBD
x
xi
Neil Turok (Founder)
Fritz Hahne
Neil Turok, Perimeter Institute (Chair)
Daya Reddy, University of Cape Town
Keith Moffatt, University of Cambridge
Barry Green, AIMS, Institute Director
Ingrid Rewitzky, Stellenbosch University
Respondents
Barry Green, Director, AIMS
ANNEX 4.0 – KEY INFORMANT INTERVIEWS AND FGDS
Sample Group
1. AIMS executive
team
2. AIMS Trust
Contact details
AIMS Main Building office 107
Cell: 082 557 1335
[email protected]
Professor of Mathematics
Executive
Head:
Department
of
Mathematical Sciences
Vice-Dean (Teaching): Faculty of
Science University of Stellenbosch
Private Bag X1 Matieland 7602 South
Africa Telephone: +27-21-8083289
Fax: +27-21-8083828
AIMS Main Building office 107
Cell: 082 557 1335
[email protected]
[email protected]
University of Cambridge
Professor BD Reddy
Centre for Research in Computational
and Applied Mechanics Department of
Mathematics & Applied Mathematics
University of Cape Town, South Africa
tel + 27 21 650 3787
fax + 27 21 685 2281
Executive Director, Perimeter Institute
31 Caroline St. N. Waterloo Ontario,
Canada N2L 2Y5
Tel: (519) 569-7600
As above
Previous AIMS director
021 808 2583
083 407 9919
[email protected]
xii
3. AIMS Advisory
Board
4. AIMS Staff
5. AIMSEC
Daya Reddy
Keith Moffat
Kathy Driver, University of Cape Town
Edward Lungu, University of Botswana
Lynne Teixeira
Deborah Wilsnagh
Liezel Jones
Jan Groenewaldt
Frances Aron
Barrie Barnard
group: Alumni & teaching assistants
Edith Ramafalo
Nokwana (Squash)Mbusi
Joseph Basui
Mpumi Kolisile
Mavoyo Mbusi
Carol Hendricks
Nokuzola Fini
Chris (teaching assistant)
Toni Beardon
Focus







As above
As above
[email protected]
Professor at UCT
Prof Edward Lungu
Department
of
Mathematics,
University of Botswana, Private Bag
0022, Gaborone, Botswana
[email protected]/lunguliz@g
mail.com
++267 355 2132
Villa 2 Administrative and Research
Manager
073
500
8163
[email protected]
Villa
1
Financial
Administrator
[email protected]
1 Administrative Officer 074 148 7096
[email protected]
Main Building 110 and
111 IT Manager 072 127 1974
[email protected]
Main Building 104 PGD English
teacher
076
478
5178
[email protected]
Villa 4 Academic Manager (AIMSSEC)
082 348 5816 [email protected]
Villa 4
Villa 4 AIMSSEC founder 072 308
8186 [email protected]
At Stellenbosch High School (on site)
during ACE course delivery
xiii
6. AIMS Associate
Faculty
7. AIMS Masters
& Doctoral
students
8. AIMS Tutors
9. AIMS other
partners
(as above)
(as above)
Senior Professor of Mathematics
School of Mathematical Sciences
University of KwaZulu-Natal
P Bag X01, Scottsville 3209,
Pietermaritzburg, SOUTH AFRICA
Phone (W): +27 33 260 5649, Phone
(H): +27 33 3473 265
Fax: +27 33 260 5648, Cell:
0828725674 Email:
[email protected]
(as above)
Daya Reddy, University of Cape Town, South Africa
Jamshid Moori, University of KwaZulu-Natal, South Africa
Centre for Cosmology, Particle Physics
and Phenomenology (CP3)
Institute of Research in Mathematics
and Physics
Catholic University of Louvain
Louvain-la-Neuve, Belgium
[email protected]
Neil Turok, Perimeter Institute for Theoretical Physics,
Canada
Barry Green, University of Stellenbosch, South Africa
Jan Govaerts, Catholic University of Louvain, Belgium
UNU-IIST, China
[email protected]
AIMs main building
No response
AIMS Research centre
Jeff Sanders, UNU-IIST, China
Alan Clarke - Masters student
Eli Kasai – Masters student
Yabebal Fantaye - 2 month visiting PhD student
Petja Salmi – Post doc student
Emma, Jai, Fadoua, Neina (4 tutors)
The South African Centre for Epidemiological Modelling
(SACEMA)
Dr Alex Welte
xiv
10. AIMS Research
centre
11. 6 University
partners
12. SA Maths
Society
13. Other SA
Universities
14. AIMS Funders
15. AIMSEC
funders
16. Similar
organizations
to AIMS
RMB
Stellenbosch University
Neil Turok
Datatec education & technology trust
RIM (Research In Motion)
Google Inc. Charitable Giving Fund of Tides Foundation
WITS University
Cambridge
Stellenbosch
University of Cape Town
SA Mathematical Society
Prof Edward Lungu as above
Mr Edwim Madisha - RMB
[email protected]
Prof Ingrid Rewzitsky as above
As above
Ms Wilna de Villiers - Datatec
[email protected]
Research In Motion (RIM), Adele
Newton, Snr Relations Manager
Jay Boren (Google)
Position and contact details:
Charitable Giving Programs, 650-2142188 [email protected]
No response
Senior Researcher
Hall 6
084 9011 011
[email protected]
Prof Keith Moffat as above
Prof Ingrid Rewzitsky as above
Prof Kathy Driver as above
No response
No response
AMMSI http://www.ammsi.org/admin
No response
African University of Science and Technology in Abuja (AUSTAbuja)
Director of academic programs, Prof. Charles Chidume
[email protected] +2348032587376
Bruce Bassett, Senior Researcher
Nelson Mandela African Institute of Science and Technology,
Tanzania http://www.nm-aist.ac.tz/index.html
xv
17. Post AIMS
employers
African Network of Science and technological institutions
http://www.ansti.org/ Prof. George Albert Magoha
Chairman ANSTI Governing Council
Fields Institute
Pacific Institute of Mathematical Sciences
African University of Science and Technology (AUST) Nigeria
University of Khartoum
No response
Fields Institute for Mathematical
Sciences
http://www.fields.utoronto.ca/
Edward Bierstone, Director
[email protected]
Alison Conway, Manager of Scientific
Programs
[email protected]
The Fields Institute for Research in
Mathematical Sciences
222 College Street, Second Floor
Toronto, Ontario M5T 3J1
Canada
Telephone: (416) 348-9710
Business Fax: (416) 348-9714
Members' Fax: (416) 348-9385
Pacific Institute for Mathematical
Sciences http://www.pims.math.ca/
Assistant Director: Dr. Mark J. Gotay
PIMS - UBC Site Office
University of British Columbia
200 - 1933 West Mall
Vancouver, BC, V6T 1Z2
Canada
tel: (604) 822-3922
fax: (604) 822-0883
email: [email protected]
Prof Edward Lungu (as above)
Prof Faris Mohammed
[email protected]
xvi
18. Pan African
AIMS contact
persons
19. AIMS
Distinguished
Research
Fellows
20. NEPAD
Benin: Prof Jean-Pierre Ezin, IMSP, B.P. 613, Porto-Novo,
Benin. Prof Norbert Hounkonnou, International Chair in
Mathematical Physics and Applications, 072 BP 50, Cotonou,
Benin
Botswana: Prof Edward Lungu,
Ghana: Prof Francis Allotey, Director: Institute of
Mathematical Sciences, P O Box LG 197, Legon-Accra, Ghana
233 21 501380 and 233 21 276178
Sudan: Manar El Sheikh Abdel-Rahman, Dean of Faculty of
Mathematical Sciences, University of Khartoum, Sudan
mobile: +2499 12415646
Doron Lubinsky
Georgia Institute of Technology, USA
Philippe Kuhutama Mawoko
Coordinator African Science, Technology & Innovation
Indicators (ASTII) Initiative NEPAD Agency
Professor M. N. Hounkonnou,
International Chair in Mathematical
Physics and Applications
(ICMPA-UNESCO Chair)
072 BP 50 Cotonou, Republic of
BENIN
Tel:(+229) 21 38 61 28
Fax:(+229) 21 31 31 38
GSM: (+229) 95 06 26 89 or (+229) 93
46 12 31
[email protected]
(as above)
Director: Institute of Mathematical
Sciences, P O Box LG 197, LegonAccra, Ghana 233 21 501380 and 233
21 276178
[email protected]
Prof Faris Mohammed
(as above)
[email protected]
No response
xvii
ANNEX 5.0 - DOCUMENTS REVIEWED
Documents
1. All AIMS SA annual reports from 2003 - 2010
2. All MoUs between AIMS and all funders
3. All MoUs between Aims and any other funders
4. All MoUs between AIMS and six founding
University partners
5. All audited financial statements 2003 - 2010
6. AIMS-SA Research overview
7. AIMS – SA Research Centre Strategy
8. AIMS-SA PGD overview
9. All student assessments / evaluations done 2003
- 2010
10. Alumni data base
11. Lecturer data base – names address and contact
information
12. Tutor data base – name address and contact
information
13. Research data base – list of all researchers –
contact information, their work, outputs and
identification if AIMS graduate
14. List, contact details and MoUs with all partners
other than academic with AIMS
15. AIMS Staff contact list
16. AIMS Board bios and contact list
17. AIMS Advisory council bios and contact list
18. AIMS Executive contact list
19. All MoUs between AIMSSEC and funders
20. All reports from AIMSEC to all its funders
21. All reports from AIMS academic program to
funders
22. List with contact information of all partners and
stakeholders of AIMSSEC who are not funders
23. All application forms for 311 Alumni
24. AIMS-SA 2011 Internal review
25. AIMS-SA 2011 expert panel review
26. AIMS –SA 2003 Evaluation
27. TED videos Neil T
28. TED video Daphne (Alumni)
29. AIMS SA Org chart
30. AIMS NEI Business plan
31. AIMS NEI business plan annex
32. Review of AIMS-SA board and council minutes
Location
AIMS-SA website
AIMS-SA records (LT)
Same as above
Same as above
AIMS-SA (LT and DW)
AIMS-SA (LT)
AIMS-SA IT department (JG)
AIMS-NEI (TC)
AIMS – SA (LT)
AIMS –SA (LT)
AIMS-SA (LT)
AIMS-SA (LT)
AIMS-SA (DW)
AIMS-SA (LT)
AIMS-SA (LT)
AIMS-Sa (LT)
AIMSSEC (LT and BB)
AIMSSEC (LT and BB)
AIMS-SA (LT)
AIMSSEC (LT and BB)
AIMS-SA (JG)
website
website
AIMS-SA (BG)
You tube
You tube
AIMS-SA (DW)
AIMS-NEI Secretariat (AS)
AIMS-NEI Secretariat (AS)
AIMS-SA Director (BG)
xviii
LT
BG
BB
JG
TC
AS
DW
Lynne Teixeira
Barry Green
Barrie Barnard
Jan Groenewald
Trust Chibawara
Arun Sharma
Deborah Wilsnagh
xix
ANNEX 6.O AIMS-SA ALUMNI SURVEY
Shaping the Future - AIMS SA Alumni Survey
Filled Wednesday, December 07, 2011 - http://app.fluidsurveys.com/s/AIMSSA/b7451b45c6e4ee7c994743f0e332e7557cdc6dbe/
xx
Welcome to the African Institute for Mathematical Sciences - South Africa (AIMS SA)
Independent Evaluation Alumni Survey!
We would like your help shaping the future of AIMS. This is an opportunity for you to tell
us about the value of AIMS in your career, challenges you faced, and lessons you learned.
Your responses will provide valuable information to guide the direction of the program as
we move forward to an exciting new stage – replication across Africa. Thank you, in
advance, for completing this survey.
This survey is open from December 8th – 20th, 2011 and WILL ONLY TAKE ABOUT 20
MINUTES OF YOUR TIME. Your responses are very important! All alumni who complete
this survey will be entered into a draw to win one of two BlackBerrys, donated by Research
in Motion. The winners will be announced on December 23rd 2011 via e-mail.
This survey and the overall evaluation is being undertaken by an independent external
consultant. Your responses will be completely anonymous. No names will be used in
reporting and analysis. For more information or technical suppot, please contact Dr.
Helen Scott at [email protected]
About AIMS SA Alumni
In which country do you currently reside?
What is your country of birth?
What is your gender?
How old are you?
Do you have a physical or learning disability?
About Choosing AIMS SA
How did you hear about AIMS SA?
Did you have undergraduate colleagues who were also interested in applying to AIMS SA?
Prior to attending AIMS SA, what were you doing?
Check all that apply.
xxi
Prior to attending AIMS SA, what was your area of academic focus?
Prior to attending AIMS SA, what was your highest academic qualification?
Prior to applying to AIMS SA, were you aware of other universities within the
region/continent that provide the same/similar curriculum and learning experience as
AIMS SA?
Please list the top three universities that provide the same/similar curriculum and
learning experience as AIMS SA.
Variable
Response
Please list the top three universities that provide
the same/similar curriculum and learning
experience as AIMS SA. |
Please list the top three universities that provide
the same/similar curriculum and learning
experience as AIMS SA. |
Please list the top three universities that provide
the same/similar curriculum and learning
experience as AIMS SA. |
How important were the following factors when you decided to apply to AIMS SA?
Variable
Response
How important were the following factors when you
decided to apply to AIMS SA? | Location
How important were the following factors when you
decided to apply to AIMS SA? | Cost
How important were the following factors when you
decided to apply to AIMS SA? | Scholarship option
How important were the following factors when you
decided to apply to AIMS SA? | Courses/programs
offered
How important were the following factors when you
decided to apply to AIMS SA? | Institutional reputation
What would have been your next educational or career option if you had not attended
AIMS SA?
When applying to AIMS SA, did you also apply to other institutions?
Please list the top three other institutions where you applied:
Variable
Response
| Institution
| Institution
xxii
| Institution
Variable
Response
| Program (Focus)
| Program (Focus)
| Program (Focus)
What was your motivation for accepting the AIMS SA opportunity?
Check all that apply
About Being at AIMS SA
What year did you start attending AIMS SA?
When you first began your studies at AIMS SA, what was your main career goal (what
career did you plan to pursue)?
Did this career focus shift during your time at AIMS?
Please state the career focus which AIMS SA has led you to:
How did your experience at AIMS SA influence your current career choice?
Check all that apply.
What did you understand the role and purpose of AIMS SA to be ...
... before arriving at AIMS SA?
... when you graduated?
... what do you think it should be?
To what extent do you think AIMS SA has fulfilled its mandate?
How valuable (important) were the following experiences at AIMS SA?
Variable
Response
How valuable (important) were the following
experiences at AIMS SA? | Learning English
How valuable (important) were the following
experiences at AIMS SA? | Curriculum
How valuable (important) were the following
experiences at AIMS SA? | Teaching methodology
How valuable (important) were the following
experiences at AIMS SA? | Learning style
xxiii
How valuable (important) were the following
experiences at AIMS SA? | Stipend
How valuable (important) were the following
experiences at AIMS SA? | Administrative support
How valuable (important) were the following
experiences at AIMS SA? | Accommodation and
facilities (meals, laundry)
How valuable (important) were the following
experiences at AIMS SA? | Safety
xxiv
How valuable (important) were the following experiences at AIMS SA, with respect to your
current career/studies?
Variable
Response
How valuable (important) were the following
experiences at AIMS SA, with respect to your current
career/studies? | Networking with professionals
How valuable (important) were the following
experiences at AIMS SA, with respect to your current
career/studies? | Networking with other students
How valuable (important) were the following
experiences at AIMS SA, with respect to your current
career/studies? | Relationship with lecturers and
tutors
How valuable (important) were the following
experiences at AIMS SA, with respect to your current
career/studies? | Mathematical science skills
How valuable (important) were the following
experiences at AIMS SA, with respect to your current
career/studies? | Problem solving skills
How valuable (important) were the following
experiences at AIMS SA, with respect to your current
career/studies? | Communication skills
How valuable (important) were the following
experiences at AIMS SA, with respect to your current
career/studies? | Career counselling
How valuable (important) were the following
experiences at AIMS SA, with respect to your current
career/studies? | Mentorship
xxv
How difficult (challenging) were the following experiences at AIMS SA?
Variable
Response
How difficult (challenging) were the following
experiences at AIMS SA? | Learning English
How difficult (challenging) were the following
experiences at AIMS SA? | Overall curriculum
How difficult (challenging) were the following
experiences at AIMS SA? | Teaching methodology
How difficult (challenging) were the following
experiences at AIMS SA? | Learning mathematical
science skills
How difficult (challenging) were the following
experiences at AIMS SA? | Learning problem
solving skills
How difficult (challenging) were the following factors at AIMS SA?
Variable
Response
How difficult (challenging) were the following factors
at AIMS SA? | Accommodation and facilities (meals,
laundry)
How difficult (challenging) were the following factors
at AIMS SA? | Safety
How difficult (challenging) were the following factors
at AIMS SA? | Networking with other students
How difficult (challenging) were the following factors
at AIMS SA? | Relationship with lecturers and tutors
How difficult (challenging) were the following factors
at AIMS SA? | Funding
How difficult (challenging) were the following factors
at AIMS SA? | Administrative support
xxvi
What else could have been included in the AIMS program that would be beneficial to you
in your current career/ studies?
While you were attending AIMS SA, were you aware of the AIMS SEC (School Enrichment)
outreach program?
How important is the AIMS SA Outreach Program in terms of improving the mathematical
science capability of the African continent?
While you were attending AIMS SA, were you aware of the AIMS Research Center?
How important is the AIMS SA Research Center in terms of improving the mathematical
science capability of the African continent?
After AIMS SA
Immediately after you completed AIMS SA, what did you do?
Check all that apply.
How many years were you in school after completing AIMS SA?
Did your experience at AIMS SA directly influence your decision about what you did
immediately after completing AIMS SA?
Think about your major career choices since leaving AIMS SA. Please indicate how
influential AIMS SA was on your career/academic choices.
Variable
Response
Think about your major career choices since leaving
AIMS SA. Please indicate how influential AIMS SA
was on your career/academic choices. | Futher Post
Gradute Studies
Think about your major career choices since leaving
AIMS SA. Please indicate how influential AIMS SA
was on your career/academic choices. | Employment
(University or college - research)
Think about your major career choices since leaving
AIMS SA. Please indicate how influential AIMS SA
was on your career/academic choices. | Employment
(University or college - teaching)
Think about your major career choices since leaving
AIMS SA. Please indicate how influential AIMS SA
was on your career/academic choices. | Self
Employment
Think about your major career choices since leaving
AIMS SA. Please indicate how influential AIMS SA
was on your career/academic choices. | Other
Employment
xxvii
What is your current career/occupation?
Check all that apply.
To what extent do you apply the knowledge and principles of mathematical sciences that
you learned at AIMS SA in your current position?
The Link between Mathematical Science and Africa's Developmental Challenges
In your opinion, what are Africa's top three development challenges?
Variable
Response
In your opinion, what are Africa's top three
development challenges? |
In your opinion, what are Africa's top three
development challenges? |
In your opinion, what are Africa's top three
development challenges? |
To what extent ...
Variable
Response
To what extent ... | ... did AIMS SA make you
aware of the developmental challenges in Africa?
To what extent ... | ... can you influence
developmental challenges in Africa?
To what extent ... | ... can mathematical sciences
solve these developmental challenges in Africa?
To what extent ... | ... can you use your
mathematical science skills to address
developmental challenges in Africa?
Please explain or provide examples of how mathematical sciences can be applied to solve
these developmental challenges.
What role do you see yourself playing, now or in the future, in applying mathematical
sciences to address development challenges in Africa?
Reflections on the AIMS SA Program
Only a few more questions!
What differentiates the AIMS SA curriculum and learning environment/experience from
other similar programs in Africa?
xxviii
Knowing what you know now, would you have paid for your AIMS SA qualification
yourself?
If you had to start over on your education journey, would you still make the same decision
to attend AIMS SA?
What are the top three things AIMS SA could do to contribute to the careers and/ or
improve relationships and involvement with alumni moving forward?
Variable
Response
What are the top three things AIMS SA could do
to contribute to the careers and/ or improve
relationships and involvement with alumni
moving forward? | 1.
What are the top three things AIMS SA could do
to contribute to the careers and/ or improve
relationships and involvement with alumni
moving forward? | 2.
What are the top three things AIMS SA could do
to contribute to the careers and/ or improve
relationships and involvement with alumni
moving forward? | 3.
Would you recommend AIMS SA to other young African men and women?
Variable
Response
Would you recommend AIMS SA to other
young African men and women? |
Would you recommend AIMS SA to other
young African men and women? | Comments:
Any additional comments/ recommendations to improve the quality of the AIMS SA
education?
Thank you for completely this survey! Your name will be entered into a draw to win one of
two BlackBerrys, donated by Research In Motion. Please enter your name and contact
information below. This personal information will only be used for the purpose of the draw
and will not be connected to the responses given in the survey. Thanks!
Variable
Response
| Name:
| Phone Number:
| Email:
| Confirm Email:
xxix
xxx
ANNEX 7.0 – AIMS-SA Comparative Advantage Analysis
COMPARATIVE ANALYSIS BETEWWN AIMS-SA AND OTHER SIMILLAR INSTITUTIONS IN AFRICA
AIMS-South Africa
Institutional mandate:
The African Mathematics
Millennium Science
Initiative (AMMSI) is a
distributed network of
mathematics research,
training and promotion
throughout sub-Saharan
Africa. It has five
Regional Offices located
in Botswana, Cameroon,
Kenya, Nigeria and
Senegal. It is a project
established by the
Millennium Science
Initiative (MSI) and
administered by the
Science Initiative Group
(SIG). The primary goal of
the MSI, established in
1999, is to create and
AMMSI
Institutional mandate:
The Nelson Mandela
African Institute of
Science and Technology
in Arusha (NM AISTArusha) is one in a
network of Pan-African
Institutes of Science and
Technology located
across the continent.
These institutes, which
are the proud brainchild
of Nelson Mandela,
envision to train and
develop the next
generation of African
scientists and engineers
with a view to impacting
profoundly on the
continent’s development
through the application
NM-AIST
Institutional mandate:
The African Network of
Scientific and
Technological
Institutions (ANSTI) is
an organ of cooperation
that embraces African
institutions engaged in
university-level training
and research in the
fields of science and
technology. The
ultimate development
objective of ANSTI is to
strengthen the region’s
capacity for training
and research and for
establishing services for
intensive and
purposeful utilization of
science, engineering
ANSTI
Institutional mandate:
The African University of
Science and Technology
(AUST) is the first of the
Nelson Mandela
Institutions (NMIs). It
was established in Abuja,
Nigeria, in 2007, as a
centre of excellence in
science and technology
with a focus on African
development. Since its
inception, the AUST has
graduated three batches
of PGD and MSc
students in five
disciplines (computer
science and engineering,
pure and applied
mathematics, theoretical
physics, petroleum
AUST - Nigeria
Institutional mandate:
A comparative analysis of AIMS-South Africa to four institutions providing similar qualifications was undertaken as part
of the AIMS South Africa independent external evaluation and that can be included as part of the Appraisal Case. The
institutions were the African Mathematics Millennium Science Initiative (AMMSI), the Nelson Mandela African Institute
of Science and Technology (NM-AIST), the African Network of Scientific and Technological Institutions (ANSTI) and the
African University of Science and Technology (AUST).
The African Institute for
Mathematical Sciences
(AIMS) is a centre for
education and research
in Cape Town, South
Africa. AIMS-SA was
established in 2003 as a
partnership project of the
following 6 universities:
Cambridge, Cape Town,
Oxford, Paris Sud XI,
Stellenbosch, and
Western Cape. The goals
of AIMS are: to promote
mathematics and science
in Africa; to recruit and
train talented students
and teachers; to build
capacity for African
initiatives in education,
xxxi
research, and technology
Admission criteria:
The course is open to
students of African
nationality. A limited
number of places (fee
paying) are available for
students from other
parts of the world.
Applicants should hold,
or anticipate completing
by the start date of the
nurture world-class
science and scientific
talent in the developing
world by strengthening
S&T capacity through
integrated programmes
of research and training,
planned and driven by
local scientists.
Admission criteria:
A student has to be
already accepted at a
university to then apply
for the fellowships &
scholarships provided
through AMMSI. Criteria
for each scholarship are
related to academic
performance and area of
study. Most
of science, engineering
and technology (SET).
The NM AIST-Arusha,
which is accredited by
Tanzania Commission for
Universities (TCU) is
being developed into a
world class research
intensive institution for
postgraduate and postdocs studies and
research in SET. The
training in SET, however,
incorporates appreciable
doses of relevant
humanities and business
studies ingredients. Life
sciences and bioengineering are being
developed to become one
of the niche areas of the
NM AIST-Arusha, taking
advantage of the
immense bio-diversity in
the region.
Admission criteria:
NM-AIST admits qualified
students primarily from
Eastern Africa and SSA
generally. The minimum
qualifications for one to
be eligible for admission
to Master’s and PhD
degree programmes are
as follows:
1. Master’s Degree
Admission criteria:
Participants in the
programme must be
from ANSTI member
institutions and may
not exceed the age limit
of 36 years by date of
nomination. Applicants
may not apply for
studies in their home
countries.
and technology for
development. The
specific objective is to
support the process of
human resource
capacity building in
relevant areas of
science and technology.
Capacity building
requires training and
collaboration in
research activities.
Thus the Network has
several activities aimed
at providing training
and additional
experience outside the
scholars’ home
institution.
Admission criteria:
The 1st year AUST
courses are taught at the
Advanced Undergraduate
and Graduate Level. This
means that for students
to be able to follow and
benefit from the courses,
they should have
adequate preparation in
Mathematics and the
engineering, and
materials science and
engineering). The AUST
is governed by the
Boards of the NMI and
AUST and advised by an
interdisciplinary team of
scientists and engineers
that are members of the
African Scientific
Committee (ASC) and the
International Scientific
Advisory Board (ISAB).
xxxii
AIMS course, a 4-year
scholarships have their
university degree in
own specific criteria (e.g.
mathematics or any
for women).
science or engineering
subject with a significant
mathematics component.
An applicant's record
should demonstrate
strong aptitude in
mathematics. We advise
students with insufficient
knowledge of English to
follow an English course
in their home country
before coming to AIMSSouth Africa.
One of the goals of AIMS
is to recruit a student
body representative of
Africa's diversity. Each
applicant's dossier will
be evaluated in the light
of the prior educational
opportunities available to
her or him. The
application process is
highly competitive and
potential applicants must
be able to demonstrate
both a high degree of
motivation and the
preparation and ability
required to complete the
course successfully.
Admission decisions will
be made separately from
programmes: Candidates must be holders
of relevant and
good Bachelor’s
degree with GPA of at
least 3.5/5.0 or the
equivalent, from
recognized
institutions.
2. PhD Degree
Programmes: Candidates must
possess relevant
and good Master’s
degree awards of at
least the equivalent of
B+ from recognized
Institutions.
Candidates for whom
English was not their
study language at
undergraduate level will
be required to prove their
English proficiency using
internationally accepted
criteria, e.g., TOEFL
Fellowships, which
cover fees, subsistence
and international travel,
are awarded to staff of
ANSTI member
institutions for
postgraduate studies
(M.Sc. or Ph.D.) at
African universities for
staff development
Fellowships are
awarded to subSaharan African
nationals for studies
outside the applicants'
home countries.
The initial award of the
fellowships covers one
year. Extension is
possible up to two years
for Master’s courses or
more for Ph.D. studies
upon successful
completion of previous
year.
Applicants must also
meet the following
criteria:
Applicants must hold a
good Bachelor’s degree
(at least 2nd class
upper division).
Applicants must obtain
official admission to the
host university prior to
his/her application for
Basic Engineering
Sciences prior to starting
this programme.
Requirements for
admission are as follows:
An honours B.Sc., degree
in Mathematics,
Computational Sciences,
Engineering or Science
from a recognized
university with a
minimum of Second
Class Upper or a GPA of
at least 3.5. Candidates
from francophone
countries should have a
“Maitrise” degree
mention B and be
proficient in English.
xxxiii
scholarship decisions
and without regard to
whether or not an
applicant has applied for
financial aid.
Cost to attend:
There will be no course
fee for African students.
Applicants who are
selected may apply for
bursaries covering
tuition and
accommodation costs.
AIMS strongly
encourages those
selected to secure
support for their airfare
from their families,
governments or from
charitable institutions
Nr students &
nationalities:
360 students from 32
African countries have
graduated from the
Postgraduate Diploma
programme. AIMS
receives many more
applications for the
programme than the
number of places
available. For the
September 2010 intake,
306 applications were
received; 53 students
(including 15 women)
Cost to attend:
N/A – support provided
to study elsewhere
Nr students &
nationalities:
Botswana, Cameroon,
Kenya, Nigeria and
Senegal are the dominant
nationalities attending as
this is where their
regional offices are –
there are however a
handful of students from
other African countries
who do obtain support to
study in one of these
countries.
No specific numbers
available.
Cost to attend:
Not available
Nr students &
nationalities:
Not available from
website or programme
admin office
Cost to attend:
$11,700
Tuition
$
Shared
accommodati $
on
Meals
$
Library Fees $
Sporting
$
Facilities
Cleaning
$
Service
Total
$
the fellowship.
Cost to attend:
N/A – support provided
to study elsewhere
Nr students &
nationalities:
Not available from
website or programme
admin office
11,700
500
200
3,500
200
2,300
5,000
Nr students &
nationalities:
Not available from
website or programme
admin office
xxxiv
from 21 countries were
selected.
Cost per student:
Full scholarship
Duration of programme:
PGD - 10 months
Master’s – max 2 years
PhD – max 5 years
In addition various short
courses, conferences and
teacher training
opportunities are also
listed
Qualification issued:
AIMS-SA does not issue
any qualification directly
– all qualifications are
through partner
universities. The
dominant qualification at
AIMS is an intensive
graduate-level course
Cost per student:
N/A – scholarships are
all funded and
dependant on cost of
local university where
student is registered
Cost per student:
Not available
Cost per student:
N/A – scholarships are
all funded and
dependant on cost of
local university where
learner is studying.
Duration of
programme:
Master’s - max 2 years
PhD – max 3 years
Qualification issued:
No qualifications issued
by ANSTI but by host
universities where
students registered –
Master’s and PhD
programmes
Duration of programme: Duration of programme:
Dependant on what
Master’s – max 2 years
learner is registered for.
PhD – max 3 years
Majority are Master’s
students – 2 years.
Qualification issued:
No qualification issued
by AMMSI – most
learners supported
through them obtain
postgraduate
qualifications
Qualification issued:
Master’s and PhD
Specifically:
 Master’s and PhD in
Life Sciences and
Bioengineering (LSBE)
 Master’s and PhD in
Mathematics and
Cost per student:
Not available
Full and partial
scholarships are
available to qualified
applicants. Full
scholarship covers only
tuition, room and board.
The university does not
provide monthly
monetary stipends in
addition to scholarships.
Students are expected to
cover their
transportation to the
AUST campus in Abuja
Duration of programme:
Master’s - max 2 years
PhD – Max 3 years
Qualification issued:
MSc in Pure and Applied
Mathematics
MSc in Computer
Science
MSc in Theoretical
Physics
MSc in Materials Science
and Engineering
xxxv
over 10 months leading
to a master's-level
Postgraduate Diploma
(PGD) in Mathematical
Sciences.
AIMS also provides
access to the following
qualifications through
partnering Universities:
Hons in Mathematical
Biology
Hons in Mathematical
Finance
PhD in Mathematical
Science
Current interpretation
of impact:
Nr of students applied
Nr of students selected
Geographical spread in
Africa of selected
students
Nr of students completed
Nr of students
continuing to further
postgraduate studies
Theory of change:
Providing opportunity for
African students to study
further in Mathematical
Sciences – this will create
more knowledge, skills
and expertise for Africa
in mathematical sciences
– this will enable more
people, communities and
Current interpretation
of impact:
Nr of learners applied
Nr of learners supported
Nr of learners
successfully completing
qualification
Theory of change:
Provide financial support
to learners in S&T at
various institutions to
build research capacity
and knowledge base of
S&T in Africa.

Computational
Science and
Engineering (MCSE)
Master’s and PhD in
Information and
Communication
Science and
Engineering (ICSE)
Current interpretation
of impact:
No clarity at this point on
how the impact in Africa
will be assessed. Interim
measures are nr of
students registered vs.
completed with
qualification. No postqualification measures in
place.
Theory of change:
Change theory relates to
stimulating, catalysing
and promoting economic
growth and sustainable
development in Africa
through the delivery of
qualified scientists in
various areas of
specialisation
Current interpretation
of impact:
No info available –
apparent from website
that impact is
determined by the
funding institutions
that request info related
to nr of students in
different degree
programmes
Theory of change:
Change theory relates
to the provision of
financial support to
African students in
specific fields of study
related to Science and
Technology – by having
more qualified
engineers and scientist
MSc in Petroleum
Engineering
PhDs in all of the above
specialisation areas are
also available
Current interpretation
of impact:
No definitive answer to
this question – suggested
progress in this area
relates to tracking
students post
qualification through
alumni network
Theory of change:
Change theory relates to
increasing the number of
African students who
qualify in the field of
Science and Technology
at postgraduate levels so
that more capacity is
available in Africa to help
solve and alleviate
xxxvi
countries to deal more
effectively with Africa’s
development challenges.
they presume to have a
significant impact on
Africa’s development
challenges
Africa’s development
challenges
xxxvii
Conclusions:

AIMS South Africa is the only institute that has attempted to measure its
impact through tracking alumni progress post-AIMS. Although this is not an
absolute measure of impact, it does provide useful evidence to demonstrate
the potential of AIMS graduates and the enabling environment of an AIMS
education. Interestingly all the institutes have similar descriptions of their
desired impact but AIMS is the only one which uses evidence to document its
impact. The monitoring and evaluation system that is being put into place
will measure impact well beyond this initial quantitative data.

AIMS South Africa is the only institute that provides full scholarships to all
African students accepted. None of the other institutions provide such
comprehensive support and, crucially, none provide guaranteed support to
all admitted students.

AIMS South Africa is the only institute that states clearly in its admission
criteria that it will consider the geographic spread of the applicants in
conjunction with their academic record & language proficiency in making its
selection decisions, leading to AIMS South Africa cohorts being truly panAfrican and diverse. The other institutions only refer to academic record and
language proficiency.

In all cases the theory of change is not clearly documented – assumptions are
made in all the cases that increasing the number of graduates in
mathematical sciences will lead to Africa being better equipped to deal with
its developmental challenges – none indicate how the qualification will
eventually lead to this impact. It is consistently stated as an assumption.
AIMS South Africa is however the only one to acknowledge the assumption
and make comments around why this impact is not easily measurable at this
stage.

AIMS South Africa is the only institution that specifically runs programmes
to target mathematical teacher development (through AIMSSEC) – this is also
a qualification (fully accredited in SA). In this case, the impact on Africa’s
educational development challenges is measured and observable (more
tangible) than any of the other degree programmes at AIMS or the other
institutions.

Although all the institutes claim to have international status and academic
acclaim, AIMS South Africa is the only one that is directly linked through
formal partnerships that generate qualifications, to other Universities. AIMS
South Africa also has a higher profile in terms of the sheer number of
international academics and experts involved in its delivery. The competitive
advantage that this provides is the direct access of the students to future
post-graduate study and bursary opportunities. This network for the AIMS
students to the international academic arena is notable. AIMS’ network is
more established and larger than any of the other institutions.
xxxviii

Note: The Carnegie Mellon Institute will be opening a campus in Rwanda in
the fall of 2012, offering a Master of Science in Information Technology. At
the time of writing, however, only limited information was available on the
programme, beyond stating tuition in the range of $35,000-$40,000 Usd.
While the quality of the programme is likely to be of high standard, and the
international connections will be similar to the AIMS model, the high tuition
cost will prohibit access to the majority of potential students across the
continent.
xxxix
xl
Annex 8.0 Independent External Evaluation
Terms of Reference
TERMS OF REFERENCE
Independent evaluation
AIMS South Africa
I. Background: The African context, Mathematical Sciences and AIMS
Mathematical science is foundational to modern technology and its diverse applications. From the internet and
communication to financial systems, epidemiology, materials science and the management of energy, water and
other natural resources, mathematics and mathematical modeling form the invisible backbone of modern society.
Africa urgently needs its own capacity in mathematical science, if it is to successfully develop and thrive.
Africa faces some of the world’s toughest development challenges, in improving public health and education, in
stimulating economic growth and in establishing good governance. An essential ingredient in developing solutions in
Africa is the building of local expertise. Precisely because mathematical science is so foundational to modern
science, technology and innovation and because it imparts independent and logical thinking skills of wide
applicability, developing a strong mathematical science community is one of the highest-impact, yet lowest-cost
investments that can be made in the future of a society.
Africa’s greatest resource is its people. There can be no more effective investment in Africa’s future than in education
which empowers talented young people to contribute to their country’s and continent’s development.
The African Institute for Mathematical Sciences (AIMS), in Cape Town, South Africa is an innovative post-graduate
centre for education, research and outreach which has achieved global recognition since opening in 2003. AIMS
offers a number of educational programs highlighted by its ten-month postgraduate Diploma in Mathematical
Sciences, which provides an intensive and broad education to over 50 top African students each year, and prepares
them for leadership careers in academia, governance and industry. AIMS was established in partnership as a
partnership project of the following six universities: Cambridge, Cape Town, Oxford, Paris Sud XI, Stellenbosch, and
Western Cape. The goals of AIMS are
 To promote mathematics and science in Africa
 To recruit and train talented students and teachers
 To build capacity for African initiatives in education, research, and technology
AIMS South Africa offers an intensive graduate-level course over 10 months leading to a master's-level Postgraduate
Diploma (PGD) in the Mathematical Sciences. The course provides both a broad overview of cutting-edge sciences
and strong mathematical and computing research skills. The course is unique, offering student’s exposure to a range
of topics, thereby allowing them to make an informed choice as to their future specialization. There is a strong
grounding in end-to-end skills, from problem formulation, estimation, prioritization, and generally applicable
mathematical and computing methods, through to clear and concise scientific report writing. Faculties from African
Universities have been intimately involved in developing the AIMS course, ensuring it is well integrated with local
undergraduate and master’s courses, and with local postgraduate research opportunities. World-leading scientists
and educators have volunteered to teach at AIMS centres. Their participation ensures an education of the highest
international quality. Tutors (often including PGD alumni) provide teaching and administrative assistance, assistance
to foreign language speakers, and continuity across the visiting lecturers..
xli
Research is an integral part of the AIMS program and was launched at AIMS South Africa in 2008
AIMS-South Africa opened its research centre in 2008 and it is staffed with a vibrant mix of full-time researchers,
visiting researchers, graduate students and invited speakers. These researchers also mix closely with local
academics and lecturers visiting for the PGD program.
II. Summary AIMS South Africa
Title
Duration
Location
Why AIMS?
Partners and
stakeholders
African Institute for Mathematical Sciences South Africa (AIMS SA)
(AIMS SA is a centre for postgraduate study in Cape Town, South Africa. Since opening
in September 2003, AIMS SA has rapidly gained international recognition as a centre of
excellence, which prepares students for research and teaching careers in the
quantitative sciences.
2003 – Date
Scope of this Evaluation: 2003 - 2010
Muizenberg (Cape Town) South Africa
 Science and technology are powerful forces for progress in global society and the
global economy. For Africa to benefit fully from these forces it must build a strong
indigenous capacity in both.
 Mathematics underpins most of modern life - information and communication
technology, genetics, medicine, finance, demographics and planning. Without
mathematical training Africans will be unable to access the full power of new
technologies to solve their countries' problems.
 Through its graduate program and public outreach activities, AIMS influences
choices at school and university level, drawing bright young Africans into
mathematical and scientific careers.
 Africa's greatest resource is its people. There can be no more effective
investment in Africa's future than in education which empowers talented young
people to contribute to their countries' development.
AIMS SA is a partnership project of the following six universities
 University of Cambridge
 University of Cape Town
 University of Oxford
 Universite de Paris Sud XI
 Stellenbosch University
 University of the Western Cape
AIMS SA has also worked collaboratively with the following organizations (among
others)
 The South African Centre for Epidemiological Modeling (SACEMA)
 The South African Astronomical Observatory (SAAO)
 The Centre for High Performance Computing (CHPC)
 The Institute of Mathematical Sciences (IMS), Ghana
 The Institut de Mathématiques et de Sciences Physiques (IMSP), and the UNESCO
International Chair in Mathematical Physics and Applications (CIMPA-UNESCO),
xlii






Components of
the AIMS SA
program
Goal
Objectives
Cotonou, Benin
African University of Science and Technology in Abuja (AUST-Abuja)
Centre for Discrete Mathematics and Theoretical Computer Science (DIMACS)
Council for Scientific and Industrial Research (CSIR)
Cambridge University Press (CUP)
Universite de Montreal
University of Rome "Tor Vergata"
1. AIMS Post Graduate Diploma
2. AIMS short courses and workshops in various mathematical fields. Courses have
been held in the following fields: Epidemiological modeling, Electronic Structure
Methods, Financial Mathematics and Biomathematics.
3. AIMS Library Series
4. Research: The AIMS Research Centre hosts resident and visiting researchers,
postdoctoral fellows, Master's and PhD students.
5. Post AIMS opportunities – scholarships, Teaching assistantship, employment etc
6. AIMSSEC: The AIMS Schools Enrichment Centre provides professional
development courses for South African teachers of Mathematics. (Teacher Training
& Outreach)
7. Partnerships
8. Honors Program – AIMS SA offers courses toward the Bsc Honors in Mathematics
with focus in Biomathematics (Stellenbosch University) and a Bsc in Mathematical
Finance in partnership with the University of Stellenbosch and the University of
Cape Town (UCT)
9. Governance - unique governance and accountability model
10. AMI-NET
The goal1 of AIMS SA is to develop well-rounded scientists, equipped with tools to build
their, confidence, excellent problem-solving competencies, decision making, and policy
analysis, capable of creative thinking and genuine innovation.
General objectives
Establish a Pan-African center for post-graduate training and research providing
advanced, broadly applicable mathematical skills to talented students recruited from all
over Africa
 To promote mathematics and science in Africa
 To recruit and train talented students and teachers
 To build capacity for African initiatives in education, research, and
technology
Specific Objectives
1. The Postgraduate Diploma in the Mathematical Sciences is a 10-month program
commencing mid-August each year. The curriculum runs over three semesters
described below. There is an oral defense of the research project in mid-June, and the
year culminates in graduation at the end of June. This course if broken down into the
following key areas:
1
Synthesis of information from AIMS SA website
xliii
i.
Skills courses: Designed to provide introductory and foundational material
to the students, and are structured to achieve pre-defined outcomes, with
little flexibility in their content. All courses are compulsory.
ii.
Review courses: Fundamentally different in that they include a wide
range of topical issues and are more flexibly designed. Review courses are
taught from November through March. Students are required to complete
two out of the three available review courses in each time slot, a total of 12.
The three choices in each time slot will be balanced with respect to focus on
mathematics, physics and interdisciplinary topics such as computer science,
biomathematics, financial mathematics, and more. The ongoing
communication skills and computing classes are compulsory.
iii.
Essay Phase: During the seven-week-long Essay phase, students work on
a research topic with a supervisor, usually from a local university. Students
are not expected to do original work to achieve a passing grade. The
criterion for an outstanding essay is broadly that it could constitute the early
part of a Master’s thesis. E.g. it could be publishable in a journal, or form
an outstanding introduction to the field that could be used by other students
entering the area. During this phase targeted communication skills and
computing classes may continue, at the lecturers' discretion. The purpose of
a PGD essay is:
 to give students the opportunity to work with an expert supervisor
on a non-trivial project;
 to go through the process of independently reviewing,
understanding and explaining scientific or mathematical material;
 to optionally (usually) do experiments — on a computer or
otherwise — and report the results; to write a scientific report
2. AIMS SA short courses and workshops in various mathematical fields. Courses
have been held in the following fields: Epidemiological modeling, Electronic Structure
Methods, Financial Mathematics and Biomathematics.
3. AIMS Library Series
Launched in 2009, the AIMS Library Series, a collaborative effort with Cambridge
University Press, is a series of compact, up-to-date self-study guides on fundamental
topics in the contemporary application of mathematics. The texts are designed for
those who want to learn powerful ideas and techniques in subjects that promise longterm development and applications, and where students and young researchers can
hope to make an impact. Prerequisites are kept to a minimum, and each book contains
systematic, straightforward examples, and exercises with some solutions. Titles have
been specially priced to ensure that they are accessible to students in Sub-Saharan
Africa. The series seeks to address the shortage of affordable mathematics textbooks in
Africa and is edited by Prof. Alan Beardon. The first three books in the AIMS Library
Series have been published.
xliv
4. Research: The AIMS Research Centre hosts resident and visiting researchers,
postdoctoral fellows, Master's and PhD students.
The main features of an AIMS Research Centre are:
 A strong focus on cutting-edge topics which are most relevant to African
development, especially in fields where scientists in Africa have a competitive
advantage and can do world-leading research
 Close involvement with local universities and other research institutions thus
widening the pool of available expertise and serving to initiate long-term research
programs in the local academic community
 Collaboration with institutions all over Africa to ensure strong pan-African
participation in all the Research Centre's programs, stimulating the growth of panAfrican research networks and partnerships
 Participation of top international researchers and institutions keen to work with
African academics and students on cutting edge projects
 Close ties with industry by running program associated with particular industrial
needs, assisting in capacity building and collaboration on innovative projects
 The careful selection of cost-effective, high impact, interdisciplinary research
program in which a small fast-moving Centre can break new ground more effectively
than is possible in larger, less flexible institutions
5. Post AIMS
Post-AIMS bursaries, (half-bursaries for study in Africa), are provided contingent on
matching funding from the host institutions. About 15 of these are given out annually.
Other scholarship schemes available are the DAAD scholarships. Specific scholarship
funding also exists and flexible to chose - mainly academic. Research opportunities
post AIMS (Master’s and PhD studies) are strategically chosen with a focus in areas
specifically relevant to South Africa - Bio Maths (HIV, epidemiology Modeling), Financial
mathematics and Astrophysics and cosmology.
Teaching Assistantship - Of the three South African University partners – (UWC, UCT
and Stellenbosch), UWC offers TA positions to AIMS SA graduates
6. Teacher Training (Outreach): The AIMS School Enrichment Center (AIMSSEC) has
been operating in South Africa since 2004. AIMSSEC is the African Institute for
Mathematical Sciences Schools Enrichment Program, offering free learning resources
for learners of all ages from 5 to 18+ years together with professional development
courses for teachers. Specifically, this program consists of:
 Professional development courses for teachers (Mathematical Thinking Course and
ACE Subject Leader Training Program). Advanced Certificate in Education (ACE)
course - an innovative two year professional development program involving both
residential and distance learning components. The program uses the Internet,
Interactive TV and Cell phone technologies to link teachers in rural areas of South
Africa. Mathematical Thinking, Problem Solving and Technology in teaching and
learning mathematics - a 10-day residential program followed by a 3 month distance
learning program. Over 14 sessions, over 682 teachers have completed training
through this program
 the AIMING HIGH Teacher Network to support teachers in continuing professional
xlv





development
'Science Out Loud' public lecture series run in collaboration with the Cape Town
Science Centre
Dr. Math - a mobile-based mathematics tutoring program developed by the South
African Council for Scientific and Industrial Research, some past and current AIMS
SA postgraduate students volunteer their time to answer pupils’ questions. This
opportunity provides AIMS students with valuable teaching experience as well as
introduce them to an innovative use of technology for educational purposes
enrichment classes for local schools
free learning resources for learners of all ages from 5 to 18+ years,
and videoconference lessons linking schools around the world.
7. Partnerships
AIMS SA’s main partnership is between the six universities and additional partnerships
on individual project bases. Workshops constitute a key area where partnerships
express themselves often. Local universities and research centers are strong and active
whilst international Universities have mainly participated at set up with the exception of
‘One for Many’ partner Universities , RIM, UBC, University of Ottawa and Cambridge
University Press through the production of low cost books to make them affordable and
increase access for students in Africa.. The partnership with Cambridge University
press is key for the establishment of the AIMS Library series (written by lectures and
costs about $5/ piece to increase affordability)
http://www.cambridge.org/za/knowledge/series/series_display/item3936782/
8. Honors Program - AIMS SA offers two honors courses for students in two partner
universities in Cape Town towards the acquisition of their degrees.
The Honors in Mathematical Biology is an annual course run in conjunction with
Stellenbosch University. The course commences in January each year. It aims to meet
the growing demand from molecular biology, systems biology, bioinformatics, ecology,
and biomedical science for students and researchers with solid mathematical skills. The
course aims to train mathematicians to formulate and analyze precise models for
experimental data arising from real-life research problems within the fields of biology and
medicine — from predicting the influence of HIV, Aids, malaria, and tuberculosis to the
effects of climate change on South Africa.
Honors Degree in Mathematical Finance - This honors degree program is run jointly
by the University of Cape Town (UCT), Stellenbosch University (SU), and the African
Institute for Mathematical Sciences (AIMS). It is designed to provide students with the
skills necessary for solving realistic problems in finance. It includes:
 An understanding of financial instruments, portfolio management, and financial
risk management as used by financial institutions today.
 An understanding of the theoretical foundations of mathematical finance, based
on stochastic analysis.
 Facility with the sophisticated modern models and methods used to price and
hedge exotic options, interest rate derivatives and credit derivatives.
 Competence in programming and numerical problem solving, including Monte
Carlo methods, Fourier methods and PDE solvers.
xlvi
9. Governance and Accountability
AIMS SA is a charitable trust registered in South Africa. The AIMS SA Trust has six
members
AIMS SA is governed by a Council which includes representatives of each of the six
partner universities. The Advisory Board advises on all aspects of the AIMS program,
especially its integration with existing courses and research projects in South African
and other African universities. The Executive Team, chaired by the Institute's Director,
oversees the detailed management and day to day running of the AIMS SA centre.
AIMS SA incorporates an innovative governance model combining local and
international partners with network-wide guidance, evaluation and support provided by
the AIMS-NEI organization. As part of the network of AIMS centres , AIMS SA functions
as an independent pan-African centre of excellence.
10. AMI-Net
The African Mathematical Institutes Network (AMI-Net) is a proposed network of
mathematical sciences centres building capacity in research and teaching across Africa.
AMI-Net is governed by a Council of representatives from each African region, with
representation from African and international partner organizations. AMI-Net is the
founding element of the Mathematical Sciences Platform of the NEPAD Science and
Technology Combined Plan of Action. The African Institute for Mathematical Sciences
(AIMS) in Cape Town, South Africa, serves as the Secretariat of AMI-Net. AMI-Net
focuses on those areas of mathematical science of greatest relevance to African
development, in the broadest sense. It serves both to train postgraduate students
continuing to applied research in other NEPAD S&T Platforms and to build a critical
mass of African researchers in the mathematical sciences. AMI-Net also works to
connect these researchers with the global science community, encouraging international
exchange and collaborations
Expected Results
Current and past
donors
ER1: Not Available
ER2: Not Available
ER3: Not Available
ER4: Not Available
ER5: Not Available
ER6: Not Available
ER 7: Not Available
ER 8: Not Available
ER 9: Not Available
ER 10: Not Available
See Annex 1
III. Previous evaluations completed
Operating since 2003, AIMS-South Africa has had previous external evaluations, most recently in April 2011. This
evaluation report focused on the 2008-2010 period and took the form of a self-evaluation and then review by an
external panel. The following aspects were areas of focus:
xlvii
a.
b.
c.
d.
academic programmes
research activities (in consultation with the NRF terms of reference),
service activities of and community interaction by AIMS,
functioning of AIMS as an organisational unit (including the governance, management, efficiency,
cost effectiveness, and infrastructure),
e. infrastructure and facilities.
This report is available online (http://www.aims.ac.za/assets/files/AIMS/News/FinalAIMSReport.pdf) and the general
overview was extremely positive. The reviewers said
“AIMS has made substantial progress in various activities in the short period since
its formation. This is reflected in the number of graduating Diploma students, the
production of research publications and the growth in educational outreach activities.
The core functions are contained in the AIMS Diploma programme, the AIMS
Research Centre and the AIMSSEC school enrichment activity. There is substantial
evidence that the associated activities with the core functions are having a strong
and meaningful impact and we therefore recommend that they continue to be fully
supported, adequately resourced and properly funded into the future.”
IV. Purpose, scope and audience of the evaluation:
The evaluation will examine the AIMS model through a comprehensive assessment of AIMS SA, with the aim of
drawing conclusions and make specific recommendations. The evaluation will also seek to identify wider lessons
learned to be considered in the design and implementation of future AIMS Centers and to add to the body of
evidence available to the AIMS-NEI in its goal to respond to the development challenges of Africa through
Mathematical Sciences. This evaluation will build on previous evaluation work done at AIMS-South Africa and
extend it such that the report will provide a wide range of stakeholders (AIMS South Africa, AIMS – NEI, Google,
IDRC, Gov’t of South Africa, University of Ottawa…) with sufficient information regarding the relevance, the
effectiveness, the efficiency, the impact and the sustainability of the AIMS model. Furthermore, this evaluation will
provide AIMS South Africa and AIMS-NEI with practical recommendations for improving existing methodology, tools
and approach for the next phase of the AIMS-NEI. The evaluation will cover all aspects of the AIMS model
implementation and will include desk-based, online surveys and in-country review / meetings as determined relevant.
Specifically, the evaluation will assess the following:
I.
Overall AIMS model design and implementation;
II.
Individual components of the AIMS model – Course, research, teacher training, outreach, , short
courses and conferences, workshops; and
III.
AIMS SA Alumni outcome in relation to immediate next steps (academia, industry,) and overall
progress post AIMS towards addressing Africa’s development challenges
In doing so, the evaluation exercise will be guided by four core evaluative areas addressing:
a) The relevance of AIMS SA in addressing the development challenges in Africa identified in the business
plan;
b) The efficiency of the model measured both in terms of administrative costs and timeliness of execution;
including an analysis of the value for money of this model
c) The effectiveness of AIMS SA as a whole, with particular attention devoted to outcomes, medium and long
term
d) The sustainability of results and the contribution of AIMS SA to the development of individual students,
specific sector(s) and addressing the development challenges of Africa.
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The principal audiences for this evaluation are, AIMS SA, AIMS NEI management, AIMS Donors and supporters,
AIMS students past, present and future. Other stakeholders include relevant ministries and agencies in Africa,
NEPAD, AU, UNESCO and Universities across Africa
The evaluation process will be participatory. The Secretariat and other parties involved in the AIMS network, would
use, as appropriate, the evaluation findings and lessons learnt.
V. Methodology
The evaluation will involve three stages and levels of analysis.
Phase I:
 Desk-based portfolio reviews will analyze the AIMS model and other documentation, using the indicators
and key evaluative questions to compare and assess developments and performance over time for the main
outcomes.
 An initial mission to Cape Town to gather input from key management stakeholders, gauge evaluability of
the model, and confirm proposed coverage and methodology for the study.
 Prepare questionnaires for all stakeholder groups
 Set up online survey
Phase II:
 Two page summary of the evaluation to inform and prepare all stake holders
 Online survey - AIMS Alumni and other relevant key stake holders
 Face to face key informant interviews where relevant and feasible
 Country missions to South Africa will enable detailed interviews of key international and national
constituents, development partners and implementing partners. AIMS SA staff working on the project will be
consulted. Where necessary and depending on language requirements national consultants will be hired to
assist the evaluator.
 Data collection
 Data analysis
Phase III
 Immediate post evaluation Presentation to AIMS SA and AIMS NEI
 Report production and finalization
 Support to operationalize any major recommendations
VI. Key Evaluation Questions:
In particular, the consultant will assess the following dimensions (please note the list of questions is indicative):
Relevance:
a. Does AIMS South Africa answer / respond to the needs of the target population? (2003 – 2010)
b. Is the model design appropriate to the specific context in Africa?
c. Are the mechanisms and approaches used in coherence with the priorities of Africa as defined by Africa’s
New Partnership for Development (NEPAD?)
d. Are the mechanisms and approaches of AIMS SA in accordance with standards set by the UNESCO’s
World Declaration for Higher Education in the 21st Century?2
e. Can we identify any African countries for which AIMS is a direct or indirect response to a felt need and
capacity gap?
f. Relevance within the South African and African university systems?
Efficiency:
a. Can the results achieved be considered adequate for the budget spent?
b. Was the allocation of resources among different aspects of the AIMS model (training, equipment provision,
2
http://www.unesco.org/education/educprog/wche/declaration_eng.htm
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awareness raising, tool development, human resources etc …) appropriate to achieve results?
c. Is the design of the project appropriate given its objectives?
d. How clear and consistent is the causal chain? How well do the different components of the AIMS model link
with the overall goal?
e. To what extent is AIMS SA innovative? Does it leverage the most interaction and synergy with other related
areas of work and other areas where AIMS plays a role (e.g. AMI-NET)?
f. Adequacy and efficiency of resource use: How well does AIMS SA manage its financial and human
resources?
g. Is the management structure efficient for the achievement of expected outcomes?
h. Is the provision of administrative support via a third party (Stellenbosch University ) cost effective and
efficient?
Effectiveness:
a. Which outcomes (intended and none intended) can be identified?
b. To what extent did AIMS South Africa contribute to achieve the expected results?
c. To what extent did the AIMS South Africa team implement all initially planned activities?
d. How did the AIMS SA team adjust the project and its methodology to the constraints faced during its
implementation, if necessary to achieve expected results?
e. Were the methodologies, curriculum and tools appropriate to meet the Model’s objective?
f. Does AIMS SA collect and document necessary data and information to assess progress against project
document?
g. Is AIMS South Africa addressing the needs of all target groups?
h. How well has AIMS SA addressed and achieved any cross cutting themes e.g. gender (to what extent has
gender equality has been mainstreamed in the AIMS SA model?)
i. How well has AIMS SA contributed to Africa’s development challenges?
Impact of AIMS South Africa:
a. To what extent is AIMS South Africa improving the access and quality of education in mathematical
sciences for African graduates in general and more specific for those pursuing post AIMS opportunities that
directly address clearly identified problems in Africa?
b. To what extent does the AIMS SA course having an impact on the students, lecturers and associated
academic personnel?
c. How does the set up (operations / facilities) and governance structure contribute to improved access and
quality of mathematical sciences for students at AIMS SA, undergraduate students, high school students
and AIMS SA graduates?
d. Is there a plan / strategy for the students post AIMS? If yes, to what extent is this being achieved?
e. To what extent are Alumni pursuing post AIMS opportunities directly related towards addressing Africa’s
development Challenges?
f. To what extent are the outreach efforts of AIMS contributing to an increased application of Mathematical
sciences at the high school level, undergraduate level and post AIMS?
g. To what extent is awareness raising changing the attitudes of key stakeholders, locally and internationally
towards mathematical sciences?
h. How has AIMS SA contributed in strengthening higher education specifically in South Africa and Africa in
general?
i. Has there been/is there a high likelihood (trend towards) of an impact in as a result of AIMS SA?
j. Is AIMS SA having any negative effects or is likely to have in the future?
Sustainability of AIMS SA
a. Is the AIMS SA model culturally / contextually appropriate for Africa?
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b. Is the provision of administrative support by Stellenbosch University sustainable for AIMS SA and replicable
in AIMS centers in other countries?
c. Are the results achieved in the short, medium and long term sustainable? Do the results have positive
influence a) on the lives of students, b) on AIMS SA c) towards the other stakeholders in the sector, national
and international level?
d. Are the teaching styles and support to students at AIMS SA expected to be maintained long term for all
batches of students as long as AIMS SA exists?
e. Are the lectures, curriculum, tools and communication materials developed by AIMS SA likely to be used for
future cohorts of students? Students in other AIMS centers outside of South Africa?
f. How well is AIMS SA networked with other potential centers and is it fully functional as part of the broader
community of practice for mathematical sciences in Africa?
g. Does AIMS SA have a partnership strategy/ policy/ Guidelines? If yes, to what extent is it
contributing towards its sustainability?
h. How active and what is the value added of AIMS SA‘s current partners?
To what extent are the following current donors / funders committed to AIMS SA? :
 The Department of Education, South Africa
 Department of Science and Technology, South Africa
 Government of Canada (through AIMS-NEI)
 Google Inc. Charitable Giving Fund of Tides Foundation
 RIM (Research In Motion)
 Paul G Allen Family Foundation
 The Avery-Tsui Foundation
 National Research Foundation
 Fondation Philanthropia
 Cambridge University Press
 Vodacom Foundation, South Africa
 Canon Collins Educational Trust for Southern Africa
 The Victor Rothschild Memorial Fund
 Peter Kellner
 Cynthia and George Mitchell Foundation
 The London Mathematical Society
 DAAD
 The Muizenberg Millenium Education Trust
 Stellenbosch University
 Neil Turok
j. Does AIMS SA have a fundraising strategy? If yes, are existing donor acquisition tools viable and
financially sustainable?
k. To what extent can the AIMS SA model be replicated by other countries in Africa?
l. Can AIMS SA be promoted to a higher level within the academic framework of South Africa, and if so which
components in particular?
i.
VII. Expected Results of the Evaluation
The evaluation will provide a comprehensive assessment of AIMS SA results and approach and taking into accounts
the context, business plan whilst building on all previous evaluation reports (most recently in April 2011) and existing
monitoring and evaluation tools and reports already in place
Practical recommendations will be formulated regarding the AIMS model that will
1. Contribute towards change in Africa via mathematical Sciences,
2. increase the capacity of AIMS SA and students capacities;
3. Identify strengths and weakness of the AIMS SA model and analyze these to improve the implementation of
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the 2nd and subsequent phases of the AIMS model and it’s replication across the African continent.
Expected Outputs
The following deliverables are expected from the evaluator:
a. Inception report outlining evaluation method to be used by the evaluator and a final work plan;
b. Draft final evaluation report submitted to AIMS-NEI and AIMS SA;
c. Final evaluation report submitted to AIMS-NEI and AIMS SA within one week after receiving
synthesized comments on the draft.
The final version of the report will follow the draft format below and will be no more than 30 pages in length,
excluding executive summary and annexes:
1. Title page
2. Table of contents
3. E x e c u t i v e s u m m a r y
4. Acronyms
5. Background and project description
6. Purpose of evaluation
7. Evaluation methodology
8. AIMS SA achievements
9. Findings, conclusions and recommendations. This section’s content should be organized around
the ToR questions, and include the findings, conclusions and recommendations for each of the
subject areas to be evaluated.
10. Annexes: ToRs, list of meetings and interviews, questionnaires used, and any other relevant
documents.
The evaluation will take approximately 35 working days over the course of 12-16 weeks.
Upon completion of the report, the evaluator will provide a debriefing to AIMS SA and AIMS NEI on the evaluation
process, findings, conclusions and recommendations. .
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Annex 1:
Current donors
1. The Department of Education, South Africa
2. Department of Science and Technology, South Africa
3. Government of Canada (though AIMS-NEI)
4. Google Inc. Charitable Giving Fund of Tides Foundation
5. RIM (Research In Motion)
6. Paul G Allen Family Foundation
7. The Avery-Tsui Foundation
8. National Research Foundation
9. Fondation Philanthropia
10. Cambridge University Press
11. Vodacom Foundation, South Africa
12. Canon Collins Educational Trust for Southern Africa
13. The Victor Rothschild Memorial Fund
14. Peter Kellner
15. Cynthia and George Mitchell Foundation
16. The London Mathematical Society
17. DAAD
18. The Muizenberg Millenium Education Trust
19. Stellenbosch University
20. Neil Turok
Previous donors
1. Jussi Westergren
2. Anglo American Chairman's Funds
3. Arcadia
4. Barclays
5. The Vodafone Group Foundation, UK
6. The Ford Foundation
7. Africa Science Program, Institut des Hautes Etudes Scientifiques, France
8. The Andrew W. Mellon Foundation
9. The Gatsby Charitable Foundation, UK
10. Trinity College, Cambridge
11. PetroSA, South Africa
12. Nokia
13. Isle of Man Overseas Aid Committee
14. Scribblers' Club — Borderless Media Strategies
15. Sheridan Lorenz
16. New Star Asset Management
17. The David and Elaine Potter Charitable Foundation
18. The International Council of Scientific Unions (ICSU), with UNESCO and the US State Department
19. ICIAM
20. Institute of Physics
21. The International Union of Theoretical and Applied Mechanics (IUTAM)
22. Seardel Investment Corporation Limited, South Africa
23. Cheryl Grunbock and Martin King
24. The University of Cambridge Local Examinations Syndicate
25. The Daniel Iagolnitzer Foundation (Fondation De France)
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26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
The Go Open Source Campaign
SUN Microsystems
Hyper-Interactive Teaching Technology
The Ellison Medical Foundation
Fred Turok
Hand Drum Rhythms, Victoria BC
Gagan Garg
Prof Jonathan Webb, University of Cape Town (book donation)
Prof Brian Abrahamson, Flinders University, Australia (book donation)
AIMS Lecturers: Paul Hewson, Jane Hutton, Sergei Pond,Prasenjit Saha
Stella Innes, for the donation of the remarkable mathematical research library of her late husband, Evan
Innes
British Airways, South Africa Office
Chicago State University
European Mathematical Society Committee for Developing Countries
Jonathan Leake, Sunday Times
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ANNEX 9.0 – Evaluation Team Biodata
Team Member
Expertise and Experience
1. Dr. Dorothy Nyambi ,
MD, MPH (Team Leader)
Senior International Development practioner with standout
record of contribution in leading multi sectoral
transformative development efforts in 10+ countries
worldwide. Over 20 years experience in project planning,
design, implementation, monitoring and evaluation.
Experience working with evaluations, results and
accountability frameworks. Skilled evaluator and applied
researcher with experience determining effectiveness and
critical gaps of development interventions. Seasoned
collaborator within complex intra-organizational
relationships involving government, private and public
sectors. Significant experience and leadership acquiring and
managing funding from USAID, CIDA, the World Bank
(International Financial Corporation), UN agencies, ECHO,
EU, NORAD, SDC, DFID, foundations, and the private sector.
Strong cross-cultural competencies and skills with a high
degree of effectiveness working with diverse teams. Work
experience in many countries with the majority of her work
focusing on evaluation, capacity development, and project /
proposal development. Member of AEA, CES, IDEA and
AfREA
Epidemiologist / Biostatistician – Assistant Professor,
University of Toronto. Specialist in advance research
methodology and survey methods. Skilled in qualitative and
quantitative data analysis of survey data, cost-effectiveness
analysis, curriculum, assessment and program development,
assisting in preparation of grant applications and
publications. Statistical analysis software (SPSS, NVIVO,
SAS, HLM, AMOS) Microsoft Office, including Word, Excel,
PowerPoint. Video editing programming, including Avid and
Adobe Premier. Database programs, including FileMaker Pro
and Microsoft Access. Post doctoral fellow and Associate
Member, School of Graduate Studies, University of Toronto
2. Dr. Helen Scott , PhD
3. Dr. Belinda Ketel , PhD
Experienced management consultant, trainer, facilitator and
coach with Doctoral qualifications in Management
Development and Organisational Science, and a strong
background in all aspects of strategic and business
management, monitoring & evaluation, people development,
diversity management, performance management,
competency assessment, organisational transformation and
design. Dr. Ketel is a member of the Institute of Personnel
Management (South Africa), the South African Monitoring &
Evaluation Association (SAMEA), DEVEX Global and the
Pentascope International Academy. Specialist in Monitoring
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and Evaluation, alignment of organisational strategy to M&E
policy, indicator design and framework development, as well
as various evaluation research projects and processes.
Designed numerous accredited courses in the M&E areas of
specialisation including a 5-day Introduction to M&E course,
a 5-day advanced M&E course, M&E report writing &
presentation course, Indicator design and Research
methodology for M&E practitioners.
4. Ms Rolene Guiland,
MPA, MA
Business development and management specialist with
significant experience and expertise in planning, designing
and managing programs. Over ten years of experience
providing applied research, monitoring and evaluation,
strategic planning and policy development services for
governments, non-profits and international development
agencies. Excellent technical competencies in managing
evaluation exercises involving multiple stakeholders and
complex systems; managing evaluation budgets, consultants
and in-country experts specific to the execution of evaluation
exercises; developing strategic plans for non-profit agencies,
Foundations, corporations and Governments in Canada, USA
and the Caribbean; preparing comprehensive project
proposals to Government funding agencies including CIDA,
USAID and NORAD; developing monitoring and evaluation
systems; providing capacity building workshop; conducting
research to inform policy planning for governments.
Competent qualitative and quantitative research skills; and
is proficient in data analysis. Works with SPSS. NVIVO,
SATA and SAS. Member of the EEA, AEA, CES and AfrEA
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AIMS
NEI
African Institute for
Mathematical Sciences
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