Universities are the main source of Africa’s engineers and the main site of engineering research. AAE looks not at the number of courses, but at whether curricula are relevant to local problems, whether laboratory and design work are adequate, and whether graduates can carry out engineering tasks independently.
A large share of Africa’s infrastructure and industrial jobs does not require research engineers; it requires well-trained technicians, craftspeople and site engineers. AAE works with TVET institutions and industry to improve engineering-related vocational education.
AAE’s education and skills work is aligned with the African Union’s Agenda 2063 and its supporting frameworks, including the Science, Technology and Innovation Strategy for Africa (STISA), the Continental Education Strategy for Africa (CESA) and the Continental TVET Strategy. Within these frameworks, engineering is regarded as a key capability for African industrialisation, infrastructure connectivity and […]
Digitization, artificial intelligence, automation and the green transition are changing how engineers work. AAE follows these changes without chasing the latest label. The question we ask is practical: given unreliable power supplies and limited digital infrastructure, how should engineering education in Africa adapt?
The future pipeline of engineers is decided at secondary school. AAE encourages Fellows and members to work in schools, through open days, competitions, lectures and practical workshops, so that students can see what engineers actually do before they choose a career.