research grants for african phd students

Ph.D Scholarships for African Students 2024-2025

Below is a list of Ph.D Scholarships opportunities for African Students 2024-2025 to study abroad and in Africa

PTDF 2024 Scholarship Scheme for Undergraduate & Postgraduate Scholars in Nigeria Federal Universities

The Petroleum Technology Development Fund (PTDF) is a Federal Government agency with the mandate of developing indigenous human capacity to meet the needs of the oil and gas industry. The Fund hereby invites applications from interested and qualified Nigerians to apply for the 2024 Undergraduate,

Published: 15 May 2024 Type: PhD Study in: Nigeria Value: N700,000/Yr Deadline: 24 Jun 2024

Call For Applications: CAPSI Ph.D. Fellowship in the Non-Profit Sector’s Contribution to African Economies 2024

The Centre on African Philanthropy and Social Investment (CAPSI) at the Wits Business School, with the support of the Mastercard Foundation, invites applications for Doctoral Fellowship on the Non-Profit Sector and its Contribution to African Economies project. The aim of the PhD

Published: 10 May 2024 Type: PhD Value: $30,000 Deadline: 24 May 2024

AERC PhD Fellowships for African Students 2024

The African Economic Research Consortium (AERC) was established in 1988 as a public not-for-profit organization devoted to the advancement of economic policy research and training in Africa. The Consortium’s mandate and strategic intent is built on the basis that sustained development in sub-S

Published: 17 Apr 2024 Type: PhD Deadline: 31 Aug 2024

NNPC/TotalEnergies MIT-Empowering the Teachers Program (MIT-ETT) 2024

The MIT-Empowering the Teachers (MIT-ETT) program provides an intense, semester long teaching-focused engagement for selected cohorts of faculty members (ETT Fellows) from African universities. By introducing the ETT Fellows to cutting edge student-focused teaching methodologies the ETT strives to f

Published: 04 Apr 2024 Type: PhD Study in: Nigeria Deadline: 27 Sep 2024

University of Sussex Peter Carpenter Africa Climate Scholarship for African PhD Students 2024

This prestigious fully-funded PhD Peter Carpenter Climate Change scholarship is awarded to African citizens with top level academic qualifications. The PhD programme is hosted within the Climate Science and Society Research (CSSR) group in the Department of Geography, where there is a v

Published: 28 Mar 2024 Type: PhD Deadline: 15 Apr 2024

ETH4D Doctoral Mentorship Grants 2024

ETH4D provides grants for mentoring doctoral candidates from low- and lower-middle-income countries. The mentorship is a one-year appointment and comprises the following components: Mentorship from one ETH professor, senior scientist or postdoc over a period of one year of the mentee’s d

Published: 27 Feb 2024 Type: PhD Study in: Switzerland Deadline: 30 Mar 2024

King’s College CMCI London African Music PhD Scholarship 2024

The researcher will be based in the Department of Culture, Media and Creative Industries (CMCI),  King’s College London and co-supervised by Professor Roberta Comunian (Professor of Creative Economies in the Department of Culture, Media & Creative Industries) and Dr Eka

Published: 15 Feb 2024 Type: PhD Study in: United Kingdom Deadline: 19 Mar 2024

King’s College London Afro Beats And Afro Bytes: PhD Studentship for African Students 2024

Published: 13 Feb 2024 Type: PhD Study in: United Kingdom Deadline: 19 Mar 2024

Coimbra Group Scholarship Programme for Young Researchers from Sub-Saharan Africa 2024

Universities of the Coimbra Group offer short-term visits (generally 1 to maximum 3 months) to young African researchers from higher education institutions from Sub-Saharan Africa. The main aim of this scholarship programme is to enable scholars to undertake research in which they are engaged in the

Published: 12 Feb 2024 Type: PhD Deadline: 05 Apr 2024

TWAS-Fayzah M. Al-Kharafi Award for Developing and Developed Countries 2024

TWAS is inviting nominations for the 2024 Award from all its members as well as science academies, national research councils, universities and scientific institutions in developing and developed countries.

Published: 09 Feb 2024 Type: PhD Deadline: 10 May 2024

Stanford African Scholars in Global Health (SASH) Scholarship for African Physicians 2024

Applications are now open for the first two cohorts of the Stanford African Scholars in Global Health (SASH) Program! Learn more on this page and scroll down to apply. This three-year program supports 24 mid-career physicians from African countries to travel to Stanford for a six-week period of t

Published: 07 Feb 2024 Type: PhD Study in: United States Value: $50,000 Deadline: 25 Feb 2024

Nordic Africa Institute’s African Scholarship Programme for Early Career Researchers in Africa 2024

An opportunity for early career researchers in Africa to pursue their own research projects in the fields of Social Sciences and Humanities. The scholarship offers access to the Institute’s library and other resources that provide for a stimulating research environment. The purpose of the A

Published: 05 Feb 2024 Type: PhD Deadline: 10 Apr 2024

University of Bristol Black Heritage PhD Scholarships 2024

We welcome applications for full scholarships to postgraduate research programmes starting in 2024. As part of our commitment to the Black community, the University of Bristol has launched a number of postgraduate research scholarships exclusively for students of Black heritage for 2024/25 entry.

Published: 02 Feb 2024 Type: PhD Study in: United Kingdom Value: £18,622 Deadline: 27 Feb 2024

ANSO-CAS-TWAS/UNESCO PhD Scholarship for Developing Countries 2024

According to an agreement between the Alliance of International Science Organizations (ANSO), the Chinese Academy of Sciences (CAS) and The World Academy of Sciences (TWAS/UNESCO) for the advancement of science in developing countries, up to 40 students/scholars from developing countries will be spo

Published: 22 Jan 2024 Type: PhD Study in: China Deadline: 15 Feb 2024

KEMRI-Wellcome Trust PhD Studentship for African Students 2024

At KEMRI-Wellcome, we are keen to build health research capacity in Kenya, East Africa and Africa. We are aware that good PhD training is the foundation for a successful professional career. As such, our PhD scheme is aimed at providing students with an opportunity to carry out their training in a h

Published: 18 Jan 2024 Type: PhD Study in: Kenya Deadline: 26 Jan 2023

Cambridge Trust Africa Changemakers Scholarship 2024

The Cambridge Africa Changemakers Scholarship is a programme of full-cost scholarships for PhD students in any subject, open to candidates from any country in Africa. It is tenable at any college. It aims to provide support to talented students who require financial assistance to take up their pl

Published: 16 Jan 2024 Type: PhD Study in: United Kingdom Deadline: Not Specified

Mastercard Cambridge Trust Africa Changemakers Scholarship for PhD Students 2024

Published: 15 Jan 2024 Type: PhD Study in: United Kingdom Deadline: Not Specified

ICGEB Arturo Falaschi Postdoctoral Fellowships 2024

ICGEB offers competitive Postdoctoral Fellowships in Life Sciences to highly motivated scientists wishing to pursue postdoctoral research in a world-class scientific environment. The Fellowships comprise a very competitive package including stipend, health insurance and additional benefits. The most

Published: 10 Jan 2024 Type: PhD Study in: India , Italy , South Africa Deadline: 31 Mar 2024

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PhD Scholarships- Fourth Call for applications

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Status: Closed

Description

The Partnership for skills in Applied Sciences, Engineering and Technology (PASET) is an African-led initiative with the goal of strengthening skills in the Applied Sciences, Engineering and Technology to further socio-economic transformation in sub-Saharan Africa (SSA). The Regional Scholarship and Innovation Fund (RSIF) is the flagship program of PASET. RSIF focuses on transformative technologies that have a far-reaching positive impact on society. It is funded by African governments, the European Commission, the World Bank and the Government of Korea and facilitated by the International Centre of Insect Physiology and Ecology ( icipe ) in Nairobi, Kenya.

RSIF aims to train quality PhD students and post-doctoral researchers at selected African universities (‘African Host Universities’) to address the human resource gap of highly qualified specialists in the fields of applied sciences, engineering, and technology (ASET) and to contribute to improving research and innovation capacities in those fields in SSA. RSIF supports training, research and innovation in five PASET Priority Thematic Areas: (1) ICT including big data and artificial intelligence, (2) Food security and agri-business, (3) Minerals, mining and materials engineering, (4) Energy including renewables and (5) Climate change.

Eligibility ( Further information and application guidelines available on the RSIF website ).

To be eligible for a RSIF PhD Scholarship, applicants must:

• Have a relevant master’s degree in one of the fields of study.
• Meet the specific admission requirements of the RSIF African Host University where they would like to pursue a PhD (see Link to the AHU PhD programs)
• Be a citizen of a sub-Saharan Africa country.
• Preference will be given to applicants who are 35 years of age and below.
• Be willing to enroll full-time in a PhD program at an RSIF African Host University in the 2021-2022 academic year.
• Should not be holding another PhD scholarship, or currently be enrolled in any PhD Program when applying to the RSIF PhD scholarship.
• Be willing to spend 6-24 months in a ‘sandwich’ research placement at an international partner institute.
• Demonstrate that their research goals are well aligned to the Priority Thematic Areas and contribute to Africa’s development.

Benefits: The RSIF PhD Scholarship covers university tuition and related fees, competitive stipend to cover living expenses, travel, medical insurance, and research costs. Graduates will have access to RSIF competitive research grants upon completion of their PhD.

Applications: Applications are accepted through this online application platform : Applications submitted by email or in hardcopy will not be accepted.

Deadline for submission has been extended to 7th October 2021 at 5:00 pm (East Africa Time; UTC+3)

Please address any questions to : [email protected]

For more information on RSIF please visit: www.rsif-paset.org

See the call in French | Portuguese   | English

Reference Documents

Rsif fourth call phd scholarships 2021:.

ENGLISH RSIF Fourth Call Guidelines

FRENCH RSIF Fourth Call Guidelines

PORTUGUESE RSIF Fourth Call Guidelines

Application Link

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Scholarships and Grants for Africans – Compiled by the AAU (2nd Edition)

• Opportunities

Invitation to participate in the Africa Education Jobs Board’s Enhancing Human Capital Webinar Series – 3rd Edition

Press Release – Africa Higher Education Centers of Excellence and Partners Meet in Washington D.C. to Showcase Project Milestones

The Association of African Universities (AAU) has compiled the latest scholarships, grants, fellowships and other opportunities available to African higher education stakeholders, in this second edition of the ‘ Scholarships and Grants for Africans – Compiled by the AAU’ .  The maiden edition of this publication is accessible here for background information on the introduction of this exciting initiative.

Current Opportunities:

• UK African Research Leader Scheme 2023 for Early-career African Leaders

The UK Medical Research Council and the UK Department for International Development announce a further call for proposals for the prestigious African Research Leader awards.

Application Deadline: 1st December 2022 16:00 GMT+1

Eligibility: The African candidate will:

• have completed a PhD
• be well-qualified for academic research having spent at least the last three years in active research (post-PhD)
• be building a track record of independence in their selected field and demonstrating promise as a future research leader.

Outstanding candidates who do not have a PhD but who are educated to master’s level and have substantial research experience, as evidenced by their publication record, may also be considered in exceptional circumstances.

Applications from women are encouraged. Candidates wishing to combine their research with domestic responsibilities may seek the award on a part-time basis. The terms and conditions of the award make allowances for maternity or paternity leave. Allowance will also be made to those researchers whose career has been affected, either by a late start or by interruption, for personal or family reasons.

Eligible Countries: African countries

Number of Awards: Not specified

Value & Duration of Award: Awards will provide support for up to 5 years and the MRC Contribution should not exceed £750k in total.

Please refer to the scheme specific guidance in preparing your case for support.

Kindly click on the link below to apply:

https://beta.ukri.org/opportunity/african-research-leaders/

2. ETH4D Doctoral Mentorship Programme 2023 for Developing countries

Application Deadline – 31st October 2022

About Award:

ETH4D provides grants for mentoring doctoral candidates from low- and lower-middle-income countries. The mentorship is a one-year appointment and comprises the following components:

• Mentorship from one ETH professor, senior scientist, or postdoc over a period of one year of the mentee’s doctoral studies. We suggest monthly meetings and clearly defined goals of the project, e.g., presentation at a conference, joint publication. ETH mentors are free to serve on the doctoral committee of the ETH4D mentee, but this is not a requirement.
• Research stay at the mentor’s research group (ETH Zurich, Switzerland) for 1-3 months during the mentorship period.
• Financial support for attending a conference and/or research material

Type of Award – Fellowship

Eligibility –

Eligible are doctoral candidates who are registered at a university or research institute in a least-​ developed, low-​ and lower-​middle-income country according to the OECD/DAC

The application needs to be submitted by the ETH professorship hosting the doctoral candidate. Applications directly submitted by the doctoral candidate will NOT be considered.

Which countries are eligible?- Developing countries

How many positions will be Given? – Not specified

What is the Benefit of Award?

The grant covers expenses up to a maximum of 15k CHF and includes the following:

• Economy roundtrip ticket (max. 2 kCHF) to and from Switzerland for the research stay
• Travel allowance to attend an academic conference
• Research material (e.g. lab equipment) (max 6 kCHF in total).
• Fees for health insurance
• Local transportation
• Accommodation
• Living allowance for the duration of the research stay at ETH Zurich

https://eth4d.ethz.ch/funding-opportunities/ETH4D-exchange-grants/ETH4D-doctoral-mentorship-programme.html

3. Quebec Government Postdoctoral Training Scholarships 2023/2024 for International Researchers

Application Deadline – 6th October 2022 at 16:00 (EST)

About the Award:

The scholarships granted by the Fonds de recherche du Québec aim to:

• natural sciences, mathematics sciences and engineering (FRQNT)
• human health (FRQS)
• humanities, social sciences, art and literature (FRQSC)
• spark the interest of new generations of students in research
• support research excellence by providing financial assistance to the best students as they undertake or pursue a master’s research program.

This particular program is designed to help citizens of other countries who hold a doctorate (Ph.D.) to further their training and broaden their interests. It is also intended to encourage these researchers to learn about new scientific environments, new research methodologies, research project management and student leadership skills, and communication skills. The FRQS expects the internship supervisor to act as a mentor in the development of the candidate’s future academic career.

Type of Award –  Fellowship

Eligibility

• This program is intended for candidates who wish to undertake or pursue a post-doctoral research training program in one of the fields  covered by the Health Fund.
• To be eligible for this postdoctoral scholarship, applicants must be citizens of countries other than Canada who seek to pursue their postdoctoral training in Québec.
• Applicants must have  completed a doctorate less than two (2) years prior to the competition deadline  or intend to submit their doctoral thesis before March 1, 2024 (except for renewal applications).
• Applicants who apply to the FRQS are eligible to receive scholarship payments for a period of six (6) semesters or until the end of the program for which the scholarship is sought, whichever comes first.

Which Countries are Eligible? – International

How Many Positions will be Given? – Not specified

What is the Benefit of Award? –  The postdoctoral scholarship is valued at  $45,000/year .

The maximum amount is six (6) payments totalling  $90,000 .

Awardees who carry out their postdoctoral studies outside Québec will receive a supplemental amount of  $10,000  per year.

Fellows may apply for a renewal in the same competition for a subsequent year if they wish to extend their postdoctoral fellowship award by one year. An additional year’s award of  $45,000  may be granted following the evaluation. See the following section “Renewal” for more details.

How to Apply for Program?

The  2023–2024 application e-form  (see pdf for information) will be available on the respective websites of the Fonds at least one month prior to the competition deadline. The form must be submitted electronically by the competition deadline, as determined by the Fonds.

https://frq.gouv.qc.ca/en/program/postdoctoral-training-scholarships-citizens-of-other-countries-2023-2024/#eligibility

4. Study in Canada: Lester B. Pearson Scholarship Program 2023/2024 for International Students at University of Toronto

The Lester B Pearson Scholarship is a fully-funded scholarship at the University of Toronto.

Application Deadline: 30th November 2022

Eligible Countries: International

To Be Taken At (Country): University of Toronto. Canada

About the Award : The Lester B. Pearson International Scholarship Program at the University of Toronto intends to provide opportunities for excellent international students who display special academic success and creativity as well as who are notable in the school as leaders. Equally, the students must prove the special impact they have had on the life of their school and community, and their future potential to contribute positively to the global community.

Given yearly, the scholarships aim to recognize outstanding students from all over the world. Included are international students studying at Canadian high schools.

Scholarship type: Undergraduate

Value of the Award : The Lester B Pearson International Scholarship will cover the tuition, books, incidental fees as well as full residence support for the duration of the program, which is four years.

Eligibility:  An international student nominated by their school will be invited to submit an application to the Lester B Pearson International Scholarship program. Here, an eligible candidate is:

• an international student (i.e. a non-Canadian requiring a study permit)
• an original and creative thinker
• committed to school and community
• a high achiever in academic and creative pursuits
• have demonstrated strong leadership skills
• enthusiastic about learning and intellectual exploration
• currently in their final year of secondary school or have graduated no earlier than June 2021
• intending to begin university in the upcoming academic year (students already attending post-secondary studies cannot be considered; students starting their studies in January 2021 at another post-secondary institution cannot be considered)

Number of Awards: Up to 37

Value of Award: The Lester B. Pearson International Scholarships will cover tuition, books, incidental fees, and full residence support.

Duration of Program: Four years.

https://future.utoronto.ca/pearson/about/

5.  Amelia Earhart Fellowship 2023 for Women in Aerospace/Mechanical Engineering

The Zonta International offers Amelia Earhart PhD Research fellowship for women of any nationality in Aerospace-related Sciences and Aerospace-related Engineering at any University or College offering Accredited Degrees.

Application deadline: 15th November 2022

Eligible Countries: Women from Any Country

To be taken at (country): Any University or College offering Accredited Degrees in any country.

Subject Areas: PhD/Doctoral degrees in Aerospace-related Sciences and Aerospace-related Engineering

• Women of any nationality pursuing a Ph.D./doctoral degree who demonstrate a superior academic record in the field of aerospace-applied sciences or aerospace-applied engineering are eligible.
• Students must be registered in a full-time Ph.D./doctoral program and completed at least one year of that program or have received a master’s degree in an aerospace-applied field at the time the application is submitted.
• Applicants must not graduate from their Ph.D. or doctoral program before April 2023.
• Please note that post-doctoral research programs are not eligible for the Fellowship.
• Members and employees of Zonta International or the Zonta International Foundation are also not eligible to apply for the Fellowship.
• Note that previous Amelia Earhart Fellows are not eligible to apply to renew the Fellowship for a second year.

Benefits of Fellowship:

• Fellowship of US$10,000 is awarded annually
• The Fellowship enables these women to invest in state-of-the-art computers to conduct their research, purchase expensive books and resource materials, and participate in specialized studies around the globe.
• Amelia Earhart Fellows have gone on to become astronauts, aerospace engineers, astronomers, professors, geologists, business owners, heads of companies, even Secretary of the US Air Force.

Duration of Fellowship: One year (current fellows can reapply to renew the fellowship each year)

https://zontainternational.awardspring.com/

6. CIFAR Azrieli Global Scholars Programme 2023/2025 for International Researchers (Fully-funded)

The CIFAR Azrieli Global Scholars program provides funding and support to help scholars build their research network and develop essential skills to become leaders. Global Scholars are researchers within five years of their first academic appointment from anywhere in the world.

Application Deadline:  25th October 2022 11:59 PM Pacific Time Zone (UTC -8)

Eligible Countries:  All

To be taken at (country):  Canada

About the Award: The Canadian Institute for Advanced Research (CIFAR), a Canadian-based global organization, brings together more than 400 researchers from 16 countries who are pursuing answers to some of the most difficult challenges facing the world. The CIFAR Azrieli Global Scholars program provides funding and support to help early career researchers build networks and essential skills to position them as leaders and agents of change within academia and beyond.

Fields of Research:  The following CIFAR research programs are recruiting early-career research leaders:

Boundaries, Membership & Belonging : Fields including, but not limited to:

• Political Science
• Anthropology

Brain, Mind & Consciousness : Fields including, but not limited to:

• Cognitive Neuroscience
• Philosophy of Mind
• Developmental Psychology

Earth 4D: Subsurface Science & Exploration : Fields including, but not limited to:

• Geochemistry
• Earth & Planetary Science

Fungal Kingdom: Threats & Opportunities : Fields including, but not limited to:

• Microbiology
• Molecular Genetics

Humans & the Microbiomes : Fields including, but not limited to:

Innovation, Equity & the Future of Prosperity : Fields including, but not limited to:

• Social Policy
• Engineering

Type: Research, Fellowship

Eligibility: 

• Applicants can be from anywhere in the world, but must hold a PhD (or equivalent) and be within five years of their first full-time academic appointment.
• Scholars’ research interests must be aligned with the themes of an eligible CIFAR research program.
• Be available to attend a two-day in-person interview* on March 22-24, 2021 in Toronto, Canada. Travel costs will be covered by CIFAR.

Number of Awardees:  Not specified

Value of Program:  Each CIFAR Azrieli Global Scholar receives:

• A two-year term in a CIFAR research program, a global, interdisciplinary network of top-tier research leaders.
• $100,000 CAD in unrestricted research support
• Mentorship from a senior researcher within a CIFAR research program
• Opportunities to network, collaborate and form a community with peers from diverse disciplines across CIFAR’s research programs
• Specialized leadership and communication skills training, and support to put their skills into action, through participation in two cross-cohort annual meetings.

Duration of Program:  2 years

How to Apply: A pplications are invited from early-career research leaders who can engage with any of the following CIFAR research programs:

Boundaries, Membership & Belonging Brain, Mind & Consciousness Earth 4D: Subsurface Science & Exploration Fungal Kingdom: Threats & Opportunities Innovation, Equity & the Future of Prosperity

https://cifar.ca/next-generation/global-scholars/

Felicia Kuagbedzi

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Fellowships: Innovating new policy solutions

To innovate new policy solutions, researchers need unrestricted funding that gives them the freedom to pursue novel ideas.

Recent research indicates that unrestricted fellowships funding “people, not projects” are more likely to accelerate scientific innovation, relative to restricted research grants. For example, recipients of fellowships awarded by the Howard Hughes Medical Institute, which “tolerates early failure, rewards long-term success, and gives its appointees great freedom to experiment,” are 96 percent more likely to produce breakthrough research, relative to grantees of the National Institutes of Health, who are “subject to short review cycles, predefined deliverables, and renewal policies unforgiving of failure” ( Azoulay et al 2011 ). Observers have called for increased use of unrestricted fellowships to increase “research autonomy and risk taking” in science ( Cowen and Collison 2019 ).

The Social Science Research Council works with funding partners to design and administer fellowship programs that foster the innovation of new policy solutions to meet our most pressing needs.

Arnold Ventures Criminal Justice Innovation Fellowships

All fellowships:, african peacebuilding network fellowships, arts research with communities of color fellowships, just tech fellowships, next generation social sciences in africa fellowships, the inter-american foundation research fellowships.

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TWAS-Samira Omar Innovation for Sustainability Award

Twas-dfg cooperation visits programme - mena, twas-dfg cooperation visits programme - ssa, twas-fayzah m. al-kharafi award, twas-abdool karim award in biological sciences, research and project grants.

TWAS research grants are awarded to both individual scientists and research groups

TWAS research grants fund several programmes that support:

• Researchers in developing countries, allowing them to purchase specialized equipment and consumable supplies, and
• Support Master of Science students.

The calls for 2024 TWAS Research Grants in Basic Sciences—one for  individuals  and one for  groups —closed on 3rd April 2024.

Under this scheme, grants are awarded to promising high-level research projects in biology, chemistry, mathematics and physics carried out by individual scientists in one of the S&T-lagging countries identified by TWAS.

Swedish International Development Cooperation Agency

The Swedish International Development Cooperation Agency ( Sida ) provides essential support to TWAS, OWSD and GenderInSITE. Sida-supported programmes focus on research grants and PhD fellowships in 66 S&T-lagging countries , and support the TWAS Regional Offices and its science diplomacy programme. Sida is a government agency working under the Swedish Foreign Ministry. It administers approximately half of Sweden's budget for development assistance to developing countries.

Under this scheme, grants are awarded to promising high-level research projects in biology, chemistry, mathematics and physics carried out by research units in the S&T-lagging countries identified by TWAS.

Under this scheme, grants are awarded to high-level scientists for interdisciplinary research projects. Each grant supports a collaborative project jointly carried out by two Principal Investigators (PIs) in the S&T-lagging countries identified by TWAS.

Under this scheme, grants are awarded to past grant recipients of the TWAS Research Grant programme who procured equipment through the grant in one of the S&T-lagging countries identified by TWAS.

With the support of the German Federal Ministry of Education and Research (BMBF), UNESCO-TWAS launched a new programme to strengthen the capacity of African countries lagging in science and technology. The programme is aimed at young scientists who are getting established in their country or are about to return home to an academic position. Grants are awarded to promising high-level research projects in Agriculture, Biology, Chemistry, Earth sciences, Engineering, Information Computer Technology, Mathematics, Medical Sciences and Physics carried out in African countries lagging in science and technology identified by TWAS.

German Federal Ministry of Education and Research (BMBF)

The German Federal Ministry of Education and Research (BMBF) promotes education, science and research.

The COVID-19 pandemic is a global crisis, affecting human health as well as economies and societies worldwide. TWAS and the Islamic Development Bank (IsDB) are offering a competitive grant for research collaboration. Technologists and researchers from IsDB Member Countries are invited to submit research and innovation proposals that can help address challenges related to post COVID-19 pandemic.

Islamic Development Bank

The Islamic Development Bank , founded in 1974, works to foster the economic development and social progress of member countries and Muslim communities in accordance with the principles of Islamic Law. It has made significant investments in areas related to science and science capacity, as well as in infrastructure and education. IsDB, based in Jeddah, Saudi Arabia, has 57 member countries. It has regional offices in Rabat, Morocco; Kuala Lumpur, Malaysia; Almaty, Kazakhstan; and Dakar, Senegal. It also has country gateway offices in Ankara, Turkey, and Jakarta, Indonesia, plus field representatives in 14 member countries.

Under this scheme, grants are awarded to teams of 2-5 women for action-based projects which, although scientific in nature, will take them outside the lab to promote practical and tangible change under the umbrella of the “climate action” SDG in their local context. The principal applicant and project leader is a woman scientist, holding a PhD, living and working in a science and technology lagging country (STLC). Co-applicants are either scientists or technical experts in a field relevant to the project, from any developing country.

The Elsevier Foundation

The Elsevier Foundation provides grants to knowledge centered organizations around the world, with a focus on diversity and inclusion in science, technology and health, research in developing countries and global health. Since 2006, the Foundation has awarded more than 100 grants worth over $6 million to non-profit organizations working in these fields. The Elsevier Foundation is a US based, corporate not-for-profit 501(c)(3), funded by Elsevier , a leading scientific, technical and medical information solutions provider.

The DECIMALS fund has been set up to provide grants to small research teams in developing countries, allowing them to analyze the impacts that Solar Radiation Management might have in their regions. It was launched in response to a common concern voiced at SRMGI’s engagement workshops, where local participants often proposed and widely supported the idea that scientists in developing countries should undertake research on the potential local impacts of SRM, noting that there is typically very little funding available to support research in this area.

Solar Radiation Management Governance Initiative

The Solar Radiation Management Governance Initiative is an international, NGO-driven project that seeks to expand the global conversation around  SRM geoengineering  research and its governance. The initiative is neutral on whether SRM should ever be used, and seeks to engage new voices in discussions of the underlying societal and scientific issues. A global pioneer in bringing developing country voices into SRM discussions, SRMGI co-organised the first major SRM discussion meetings in China, Ethiopia, India, Jamaica, Senegal, Brazil, and many other countries of the Global South, always in concert with local partners.

The Organization for Women in Science for the Developing World (OWSD) offers fellowships for women who have completed their PhDs in science, technology, engineering and mathematics subjects and are employed at an academic or scientific research institute in a science and technology lagging country. Early Career fellows will be supported to establish an environment at their institution where they can maintain an international standard of research and attract scholars from all over the world to collaborate.

International Development Research Centre

IDRC supports research in developing countries to create real and lasting change. This knowledge can be used as a tool for addressing pressing global challenges.

Part of Canada’s foreign affairs and development efforts, IDRC invests in knowledge, innovation, and solutions to improve the lives of people in the developing world.

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African doctoral dissertation research fellowship (addrf).

In line with its mission to build sustainable research capacity in sub-Saharan Africa, APHRC in partnership with the International Development Research Centre (IDRC), established the African Doctoral Dissertation Research Fellowships (ADDRF) Program in 2008. The goals of the ADDRF program are to facilitate more rigorous engagement of doctoral students in health systems research, to provide them with an opportunity for timely completion of their doctoral training, and to launch fellows as independent scholars and support them to generate and contribute to health systems and policy evidence. Taken together, these are expected to lead to higher retention of a new generation of highly-skilled and locally-trained African scholars in research and academic positions within the region.

The African Doctoral Dissertation Research Fellowships are awarded to advanced doctoral students who are within two years of completing their doctoral thesis at an African university. The fellowships target candidates whose dissertation topics address health policy or health systems issues.

Funding The Program is currently funded by IDRC, the UK Department for International Development (DFID) through a grant to the London School of Hygiene and Tropical Medicine for the What Works to Prevent Violence against Women and Girls in Conflict and Humanitarian Settings project, Pathfinder International, which aims to support two fellows working in the Population, Health and the Environment (PHE field) and Bill and Melinda Gates Foundation which is funding five fellows working on sanitation management policy and practice, focused on fecal waste management. Previous phases of the ADDRF program have been co-funded by the Ford Foundation, the Bill and Melinda Gates Foundation through a project grant to APHRC, and the UK Department for International Development (DFID) through a grant to the Population Council for the Strengthening Evidence for Programming on Unintended Pregnancy (STEP UP) Research Programme Consortium.

Between 2014 and 2016, the Program awarded 60 dissertation fellowships (16 in 2014, 23 in 2015, and 21 in 2016) that were funded by IDRC (Grant Number 107508-001). In 2014, one additional fellowship supported by the Bill and Melinda Gates Foundation was awarded to a doctoral student conducting research on the governance of the Free Maternal and Child Healthcare Programme in Enugu State, Southeast Nigeria. In 2015, the Program also awarded seven (7) fellowships to support doctoral research on HIV/AIDS Prevention and Vaccine Trials in West Africa. These 7 fellowships are supported by IDRC as part of a separate grant. The goal of these fellowships is to contribute to the creation of sustainable capacity and leadership to conduct HIV/AIDS prevention trials with special focus on innovations in HIV/AIDS prevention technologies, particularly HIV vaccines in the following countries: Benin, Gambia, Guinea Bissau, Nigeria and Senegal. In 2016, two fellowships supported by DFID were awarded to doctoral students working on projects related to the prevention of gender-based violence and violence against women and girls (VAWG).

The Program also continued to support 133 doctoral fellows who were awarded fellowships between 2008 and 2013 with grants from various funders including IDRC, Ford Foundation, Bill and Melinda Gates Foundation, and the Foreign, Commonwealth & Development Office (FCDO) formerly the Department for International Development (DFID).

Project duration Start Date: 2008 End Date: Continuous subject to funding

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Call for Applications: CARTA PhD Fellowships 2025

The Consortium for Advanced Research Training in Africa (CARTA) invites applications for its prestigious PhD Fellowships for the year 2025. CARTA is a collaborative initiative involving eight African universities, four African research institutes, and eight non-African partners. Our mission is to bolster the capacity of African institutions to conduct globally competitive research, with a particular focus on addressing health and development challenges in the region.

CARTA PhD Fellowship

As part of its innovations, CARTA offers a collaborative doctoral training program in public and population health. This program has been developed in response to the great challenges faced by Africa’s institutions of higher education in addressing the training and retention of the next generation of academics in the region. Specifically, CARTA seeks to fund candidates who will be future leaders in their institutions. That is, young, capable, and committed individuals who, in time, will ensure that their universities will be the institutions of choice for future generations of academics and university administrators wishing to make a positive impact on public and population health in Africa.

The multi-disciplinary CARTA PhD fellowship is open to staff members of participating institutions who are interested in conducting their PhD research on topics relevant to the broad fields of public and population health. We welcome applications from any discipline, such as public health, demography, anthropology, communication, and economics, among others, as long as the research question aims to contribute to public and population health issues in Africa. CARTA is committed to gender equity in access to the training programs and governance structure and implements a series of interventions to support the progress of women in academia (see CARTA’s gender position ). Women are therefore particularly encouraged to apply. 

Successful applicants will attend CARTA’s innovative series of Joint Advanced Seminars (JASES) for cohorts of doctoral students admitted and registered in the participating African universities. Both the development and delivery of these courses are jointly led by regional and international experts. The seminars include didactic sessions, discussions, demonstrations, and practice labs. These activities collectively serve to: 

• Expose students to key theories and concepts, seminal readings, and research methods of disciplines relevant to public and population health; 
• Train students in critical research skills; and 
• Build and maintain a network of researchers for scientific collaborations, professional support, and mutually beneficial exchange of scientific resources.

JASes are offered once annually for four years to each cohort and build skills and conceptual depth from year to year. Each JAS runs for 3 to 4 weeks. Specific topics covered in each JAS include the following: 

• JAS-1 (March 2025) builds critical thinking, technical skills, and other core research competencies, and introduces  students to the essential concepts and seminal articles of the disciplines brought together under CARTA 
• JAS-2   (November 2025)  focuses on data management and analysis. Fellows learn to use software packages for qualitative and quantitative data management and analyses. Practice sessions use real research data and current software packages for hands-on training 
• JAS-3   (August 2027)  focuses on data presentation, the doctoral dissertation, and scientific writing and communication skills to facilitate results dissemination and policy engagement 
• JAS-4   (March 2028)  addresses professional development including skills necessary to manage and teach large class sizes, raise and manage research funds, grant writing, and research management.

In 2025, the CARTA program plans to offer up to 15 PhD fellowships and two additional fellowships reserved for staff members of the Somali National University (SNU), Somalia, who will be mentored by one of the CARTA partners, Makerere University, Uganda. The fellowships, which are tenable at the CARTA African universities, include the following benefits:

• The cost of the fellow’s participation in the advanced seminars; 
• A modest monthly stipend; moderate support for research activities; 
• A laptop loaded with relevant software;
• Funds to attend one international conference; and 
• Support to participate in training programs of choice. 

Note : The CARTA fellowships run for a maximum of four years. Fellowships will only cover tuition fees, medical insurance, and travel support for fellows registered at a partner institution different from their own.

Respective African partner institutions need to commit to continue paying fellows’ salaries (or equivalent) as faculty members and to modify their workloads for the fellows, to enable them to fully participate in CARTA-organized activities pertaining to their PhD program and also to concentrate on their PhD studies. The partner institutions will also need to commit to waive the fellows’ fees if they are registered at the institution where they are employed. Fellows are encouraged to seek supplemental funding to cover additional costs of their doctoral program.

Eligible African Institutions

• Makerere University, Uganda
• Moi University, Kenya
• Obafemi Awolowo University, Nigeria
• University of Ibadan, Nigeria
• Kamuzu University of Health Sciences, Malawi and Associates (through Kamuzu)
• University of Nairobi, Kenya
• University of Rwanda, Rwanda
• University of the Witwatersrand, South Africa (Wits can only nominate staff members who are citizens of an African LMIC outside of South Africa)
• Somali National University, Somalia (through collaboration with Makerere University)
• African Population and Health Research Center, Kenya
• Agincourt Health and Population Unit, South Africa
• Ifakara Health Institute, Tanzania

Eligibility

• A Master’s degree in a relevant field.
• Prior admission into a PhD program is not required for application but awards are contingent on such admission being obtained at one of the participating African universities.
• Applicants for this program  must be full-time teaching or research staff at one of the participating African institutions  and should be committed to contributing towards building capacity at their institutions.
• Applicant’s PhD research proposal must be related to public and population health.
• Fellowships are only open to individuals who have not yet registered for a PhD or are in the very early stages (first year) of the PhD program and are yet to define their research proposal. Fellows seeking support to complete a PhD or secure an additional PhD are not eligible to apply.
• Applicants must commit to participation in all four annual residential Joint Advanced Seminars (JASes), and to engage in inter-seminar activities designed to keep fellows actively engaged and in continual communication with peers and mentors.
• Male applicants must be under the age of 40 years and female applicants under the age 45 years.

Application Procedure

• Contact the CARTA focal person at your institution to discuss your interest and obtain application materials. Application forms may also be downloaded below .
• At this point, applicants are expected to submit their application forms and reference letters by April 15, 2024, to the Focal Persons at partner institutions WITH A COPY TO THE SECRETARIAT ( [email protected] ) . You can access the application here.  
• CARTA partner institutions will nominate candidates who will be invited for the full application process. The institutional selection will take place between April 15 and May 15, 2024 . Institutions must submit a completed University CARTA PhD Fellowships Applications Screening Form by May 15, 2024 .
• Only those who are nominated by their institutions will be invited to submit a full application between June 1 and July 15, 2024 . 

a. The full application includes:

• A full research proposal
• Letter of support from their institution committing to modify the workloads for the fellows, to enable them to fully participate in CARTA-organized activities pertaining to their PhD program and to waive the fellows’ fees if they are registered at the institution where they are employed. 
• Critical review of a scientific article
• Numeracy task 
• Critical thinking task 
• Understanding plagiarism course 
• Basic Health Research Ethics course 

b. Applications will be accepted ONLY through the official portal. Nominated candidates need to make sure to receive an official ID to log in and submit within the time stipulated by the system. No late or incomplete application will be considered under any circumstance.

5. Final fellowship decision, which is independent of the university nomination, will be communicated by the CARTA Secretariat by  November 1, 2024 .

Important Dates

• April 15, 2024: Deadline for submission of initial application materials
• June 1 – July 15, 2024: Full application submission period
• November 1, 2024: Announcement of final fellowship decisions
• March 1, 2025: Commencement of fellowship and in-person JAS1 (3 – 4 weeks)

For more information, contact us at [email protected]

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P.O. Box 10787 – 00100 Nairobi, Kenya [email protected] +254 (20) 400 1000, 266 2244, 266 2255

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• Support for Student Research and Internships in Africa

Up to $3,000 grants  toward research projects or internships in or on Africa. ASC is committed to supporting students at all levels and in all fields, regardless of citizenship, to undertake research, internships, or other training activities in or on Africa. Projects may be for any length of time, with a project start date between May 1 in the calendar year the application is submitted and April 30 of the following year. In light of the ongoing Covid-19 pandemic, travel to the continent may or may not be feasible. We welcome alternative approaches such as virtual internships and allow funds to be used for hiring local research assistants, scanning of archival materials, data/plans for internet-based or app-based research, etc.

Applicants for research grants may be at preliminary or more advanced stages of their research; applicants for internships should identify a specific internship venue (governmental agency, business, or non-governmental institution in the region or engaged in Africa-focused work). Grants will not be considered for students graduating in the current Winter Term. Preference will be given to applicants who have not previously received ASC Summer Research and Internship funding.

Deadline: The application deadline is 11:59 pm on February 15.

Applications are to be submitted using the II Student Fellowships (IISF) common application. Applicants are encouraged to visit the  II Student Fellowships Resource Page  prior to beginning the application process.

Requirement & Selection Process

Requirements:

• Completed online Application form
• One recommendation letter
• Statement of Purpose: (single-spaced, 12-pt. font, 3 pages maximum, including any bibliography, citations, project timetable, graphics, etc.)
• Project expense sheet 
• Letter of Invitation or Description of In-country Resources
• Resume or Curriculum Vitae (CV)
• U-M Transcript.

Selection Process:  A selection committee comprised of faculty and staff from across the University will evaluate the applications on the following criteria: feasibility, relevance to degree program, relevance to career goals, record of academic achievement, and overall quality of the application.  Results will be announced in April.

Note:  All travel must follow current guidelines, which are detailed in the International Institute Travel Policy .  Please note that additional travel restrictions are in place because of the ongoing Covid-19 pandemic. Applicants must also meet all of the requirements of the  Institutional Review Board  and provide documentation of IRB approval or exemption should funding be awarded.

A written project report will be required at the conclusion of the grant.

Questions should be directed to  [email protected] .

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PhD Grants for African Students

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Scholarship 2024/25

Language Switcher

Levelling the Playing Field

Science Impact

Increasing equity in science with a focus on gender and academic capacity building in sub-Saharan Africa: Leveling the Playing Field

Empowering scientists capacity building in sub-saharan africa.

To truly achieve global equality and a world with Health for All, Hunger for None, a “one size fits all” solution is not enough. The challenges we face today in terms of health, nutrition & climate are complex: these challenges differ around the globe extensively in a practical sense, but importantly, we must also account for the diverse cultural environments around the world.

We believe the answer is to empower scientists globally to define the most important regional challenges and develop solutions that integrate regional expertise and local cultural needs. We can provide support from the global scientific community, but building scientific capacity around the globe is fundamental if we are to genuinely advance equity in science and provide solutions that really meet the needs of All .   

Bayer Foundation - Alexander von Humboldt Collaboration

In 2021 we launched an exciting new program together with the Alexander von Humboldt Foundation, to provide important funding opportunities for inspiring researchers from sub-Saharan Africa. Through a competitive application process, selected PhD students, post-doctoral researchers & world leading scientists from the region receive generous funding to work on the challenges they define as most important to the region. 

Enabling Young African Scientists to Become Scientific Leaders in Their Community

The Bayer Foundation will extend its existing cooperation with the Alexander von Humboldt Foundation (AvH), now making research grants available in Germany for doctoral students from across sub-Saharan Africa. PhD fellowships and a research hub in sub-Saharan Africa will further enhance the partnership and facilitate the development of the next generation of scientific leaders within their communities.

Preserving nature, promoting new varieties

Interview with Prof. Dr. Romain Glèlè Kakaï, Chairman of the African-German Network of Excellence in Science (AGNES)

For PhD Students: AGNES-Bayer Science Foundation Research Grants for Sustainable Agriculture & Biodiversity Conservation

This program provides opportunity for outstanding young researchers in Africa to undertake research that will significantly enhance the quality and impact of their PhD program.

Grants of up to 7,000 € for field or laboratory studies are available for PhD students from sub-Saharan-Africa in the research area of Sustainable Agriculture & Biodiversity Conservation.

The application process is managed by AGNES and is independent of Bayer Foundation. We expect the next call to be in Q1 2022, and you can read about the 2021 application process & winners here .

For post-doctoral researchers: Humboldt-Bayer Science Foundation Research Fellowships

The funding program is designed to enable the development of independent scientific ideas and research programs in a world leading scientific environment, as well as establishing a global scientific network. In addition to funding of the research stay, these fellowships provide language classes and support for families of successful applicants to relocate as part of the fellowship.

Fellowships are available for outstanding post-doctoral researchers from sub-Saharan Africa to undertake research stays (1-2 years) at leading scientific institutions in Germany. Projects will typically focus on topics relevant to the further development of the region of origin of the applicant.

The application process is managed by the Alexander von Humboldt Foundation and is independent of Bayer Foundation. Applications can be made at any via the Georg Forster Research Fellowship or the Humboldt Research Fellowship . 

Humboldt - Bayer Science Foundation Research Hubs

Following the onset of the global COVID-19 pandemic, the Alexander von Humboldt Foundation established a program to establish five research hubs in sub-Saharan Africa. These hubs allow leading experts across a range of subjects to undertake long-term research projects with relevance to overcoming pandemics.

As part of our collaboration, Bayer Foundation provided funding for a sixth research hub at Ladoke Akintola University of Technology in Nigeria, which is led by Prof. Dr. Daniel Olusola Ojurongbe, an expert in medical molecular biology. The “Center for Emerging and Re-emerging Infectious Diseases” will provide regional rapid testing facilities for infectious diseases, establish local biobanks, as well as undertake research investigating a proposed genetic basis for the apparent low mortality rate for COVID-19 in Africa. 

The hub is established as part of a global collaboration in science with Professor Dr Thirumalaisamy P. Velavan, from the University Hospital Tübingen, Germany, Professor Dr Mohamed Osman, University of Khartoum in Sudan. 

You can read about the set-up and application process for the program here and meet the six awardees here .

From 2021 – 2026, Bayer Foundation will provide funding of 3 million € to support more than 50 scientists from sub-Saharan Africa with comprehensive research grants in the life sciences. Funding is available for PhD students via the African-German Network of Excellence in Science (AGNES), with funding for postdoctoral researchers & world leading academics available directly through the Alexander von Humboldt research programs.

© 2022 Bayer AG

Get in Touch

Do you have any queries or comments, please contact: [email protected]

Ezera Research for African Students

Application Instructions and Forms (link)

ONLY UC BERKELEY PH.D. STUDENTS ARE ELIGIBLE

Emeka Kalu Ezera , Graduate Student Instructor and doctoral candidate in Political Science at the University of California at Berkeley, was killed tragically, July 12, 1990 in an automobile accident while traveling in Nigeria. 

Born on April 30, 1959, Emeka was the first of four sons of Professor Kalu and Mrs.Onuma Ezera, who came from Ohafia, Imo State, Nigeria. He graduated magna cum laude from Harvard University in 1981 and in 1982 earned a Master's degree in International Economic Relations from the London School of Economics. At the University of California at Berkeley he earned a Masters in Political Science in 1985, followed by a Masters in Public Policy in 1987. In 1989, Emeka began work on his doctoral dissertation in Political Science at Berkeley:  An Institutional Approach to the Implementation of Structural Adjustment Policies: The Nigerian Case .

He made a major contribution to many aspects of life on the Berkeley campus. He opened the "town meeting" on the University's divestment from South Africa, founded the Southern Africa Freedom Through Education Project to bring Southern African blacks to the Bay Area for college education; served on the Graduate Assembly's Recruitment Committee; taught and counseled undergraduates in the Political Science and African American Studies Departments, and devoted two intensive years to the committee which spearheaded the passage of an American Cultures requirement, under which over one hundred new courses have been developed to permit all Berkeley students to reach a fuller understanding and appreciation of this country's cultural diversity. Emeka's scholarly work at Harvard, the London School of Economics, and at the University of California at Berkeley earned for him the respect and esteem of scholars in Africa, in England, and in this country. His budding career promised to span the worlds of both academia and public service in an unusual and productive manner. 

An endowment  has been established in memory of Emeka Kalu Ezera to support graduate students from African countries south of the Sahara at the University of California at Berkeley. The funds from the endowment are assigned to the Center for African Studies to aid student scholars at the graduate level concentrating in African Studies. Funds may be requested for maintenance, travel, or research costs, as appropriate to enhance pre-dissertation and dissertation research on Africa. Ezera funds may be used to supplement, but not substitute for, other grants. Students are encouraged to apply to other sources, including the  Rocca grant . Currently, grants from the Ezera fund will be in the $500 to $1000 range.

The Ezera Fellowship gives priority to graduate students from West Africa who show exceptional promise of advancing scholarship in African Studies in the social sciences, humanities, and public policy and who demonstrate strong leadership potential. Students from other African regions are eligible and are encouraged to apply. Students must have been accepted for admission at the University of California at Berkeley when they apply and must be enrolled before funds may be dispersed to them. The fellowship is not available to students who are permanent residents or citizens of the United States. A total of no more than two years of support will be provided to a recipient of this fellowship; applications for the second year of support will be considered de novo along with other applications for that year. See the  application  for details.

For administrative purposes, the Ezera competition is combined with the  Rocca Fellowship   competition. Ezera recipients may also receive funds from the Rocca endowment. Only one application is necessary. If you are applying for the Emeka Kalu Ezera fellowship, indicate which African country you are from in the appropriate space on the application.

Read  The Art of Writing Proposals  (Pzreworski & Saloman) for tips on your application.

Emeka Kalu Ezera Fellows

• 2001/2002,  Khalid Medani  (Sudan), Political Science,  The Political Economy of Informal Markets: The Development of Islamic and Ethnic Politics in Egypt, Sudan and Somalia.  Currently an Associate Professor of Political Science and Islamic studies at McGill University.
• 2003/2004,  Zewdineh Beyene  (Ethiopia), Law/Regional Peace and Security,  The New African Architecture and Capacity for Regional Peace and Security . Currently, co-founder and managing director of EMAHIZEE Global Consulting.
• 2005/2006,  Gathu Charles Kirubi  (Kenya),  Energy & Resource Program ,  Evaluating the Impacts of Modern Energy Services on Microenterprises in Kenya . MA ERG, 2006; PhD May 2009; Lecturer at  Kenyatta University .
• 2007/2008,  Mahad Ibrahim  (Somalia), Information Management and Systems,  An Institutional Eye on ICT4D projects: How do institutional policies and practices reflect and affect utilization of Egyptian IT Clubs?  Continuing in PhD Program.
• 2007/2008 & 2009,  Gathu Charles Kirubi  (Kenya),  Energy & Resource Program ,  As if Institutions Matter: The Case of Rural Electric Mini-grids in Kenya . MA ERG, 2006; PhD May 2009; Lecturer at  Kenyatta University .
• 2010/2011,  Allan Mugishagwe  (Uganda), Music,  The Cultural Work of Music in NGOs: Uganda ; PhD May 2013.
• 2011, Tendro Tondrasoa Ramaharitra (Madagascar), College of Natural Resources (ESPM),  Linking rural household’s decision to land use and land cover change around Makira Protected Area, Madagascar ; PhD May 2012.
• 2015, Selina Makana (Kenya), African Diaspora Studies with Designated Emphasis in Gender and Women's Studies, The War Needed Women: Gender and Militarization in Angola, 1961-2002;  PhD May 2017.
• 2021, Mickey Boakye (Ghana), Environmental Science Policy and Management, Does transportation network architecture predict hydraulic failure in leaves in Tropical African forests?  PhD Candidate.
• 2021, Mikail Aliyu (Nigeria), School of Public Health, Exploring the impact of expanded youth contraception access on economic growth in Nigeria. PhD Candidate.
• 2022, Mango Jane Angar (Kenya), Political Science. Investigating the Accessibility of the Electoral Process for Persons with Disabilities in Kenya.  PhD Candidate.

DAAD University of Abomey-Calavi PhD Scholarship Programme 2024/2025 for sub-Saharan African Students

Ifeoma Chuks

October 25, 2023

DAAD University of Abomey-Calavi PhD Scholarship: DAAD through the “In-Country/In-Region Scholarship Programme” funded by the German Federal Ministry of Economic Cooperation and Development (BMZ), offers scholarships for PhD studies.

Application Deadline: 23rd November 2023

Eligible Countries: Sub-Saharan African countries

To be Taken at (Country): University of Abomey-Calavi, Benin Rep.

Get Up to $100,000 Student Loan for Your Master in US or Canada - See if you are eligible

About the DAAD University of Abomey-Calavi PhD Scholarship: The programme aims at fostering strong, internationally oriented higher education systems in Sub-Saharan Africa with the capacity to contribute to sustainable development. To this end, scholarships are granted for development-related Master or doctoral studies for individuals who plan to pursue a career in teaching and/or research at a higher education institution in Sub-Saharan Africa. By training future academic and professional leaders, the programme contributes to the following long-term impacts: • Qualified professionals’ involvement in the solution of development-related problems in Sub-Saharan Africa • Graduates strengthening education and research in Sub-Saharan Africa • Structural strengthening and regional networking of partner institutions and partner universities

As part of this programme, the Faculty of Agronomic Sciences of the University of Abomey-Calavi offers a Master and a doctoral study programmes in biometrics, an area with strong relevance to national development of Sub-Saharan African countries

Field(s) of Study: The In-Country/In-Region Scholarship Programme supports studies in subject areas with strong relevance to national development. The scholarships at University of Abomey-Calavi, Faculty of Agronomic Sciences are available in the following field: • PhD Agronomy, Major Biometry

Type: Master, PhD

Eligibility for DAAD University of Abomey-Calavi PhD Scholarship: Applicants

• have successfully completed generally a two-year university degree (doctoral candidates)
• with above average results (second class upper division)
• clearly show motivation and strong commitment
• have thorough knowledge of the language of instruction
• have completed their last university degree not more than 6 years ago at the time of application
• must be nationals or permanent resident of a Sub-Saharan African country
• should generally be a) staff member of a public university, b) candidate considered for teaching or research staff recruitment, c) from the public sector

Female applicants and candidates from less privileged regions or groups are especially encouraged to participate in the programme.

Number of Awards: up to 4 In-Country and 6 In-Region scholarships for PhD studies at at University of Abomey-Calavi for the intake 2024. The awarding of scholarships will be subject to the provision of funds

Value of DAAD University of Abomey-Calavi PhD Scholarship: The Scholarship covers

• Tuition fees,
• Study and research allowance
• Printing allowance
• Monthly Scholarship (Accommodation, Food etc.)
• Travel allowance (In-Region only)

DAAD In-Country/In-Region scholarship holders are also encouraged to apply for a research stay in Germany for 3 up to 6 months.

Duration of Award: The duration • of the PhD programme is generally up to three years generally starting in September 2024.

Scholarships are initially granted for one year and can be extended to upon receipt of an application for extension. Scholars must demonstrate satisfactory progress before an extension is granted.

How to Apply for DAAD University of Abomey-Calavi PhD Scholarship:

First step : Applicants must apply for their studies at University of Abomey-Calavi, Faculty of Agronomic Sciences following guidelines (documents and how to apply) below:

 Application file for doctoral candidates includes:

• Cover letter of application to the Director of the doctoral school of agronomic and water sciences
• Motivation letter to the Coordinator of the doctoral training in Biometrics
• Concept note of the research project (not more than 10 pages) from the applicant/candidate
• CV of the applicant including if possible a list of scientific publications
• Copy of official academic transcripts of the applicant, for the Master in Biostatistics/biometrics and for the Bachelor. Please supply the official explanation of the grading system.
• Copy of certificates for the Master in Biostatistics/biometrics and for the Bachelor
• Letter of support from a lecturer-researcher

UAC Deadline:   23rd November 2023 .

Second step : DAAD reserves the right of final selection. Only the pre-selected candidates are asked to log into the DAAD portal, register themselves and submit an DAAD application. 

• It is important to go through all application requirements in the Award Webpage (see Link below) before applying.

Visit Award Webpage for Details

Ifeoma Chuks is a naturally-skilled writer. She has written and contributed to more than 6000 articles all over the internet that have formed solid experiences for particularly aspiring, young people around the globe.

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• Graduate Research Travel Grants

The Center for African Studies offers funding to Harvard graduate students traveling to Africa for thesis or dissertation research or for fieldwork connected to an academic project. Internships, conference travel, or research related to a start-up/business are not eligible for funding. While there is no minimum travel duration requirement, preference is given to applicants who can provide a well-organized itinerary/schedule that demonstrates how their travel is necessary to complete components of their research. Grant awards range from $1,500 to $5,000 and are intended to cover otherwise unfunded costs of round-trip economy travel and modest accommodation. Award amounts will be based on budgets, length of stay, and available funding for the award period. Research travel grants are highly competitive, and we encourage students to apply for multiple funding sources.  

Estimated Funding Ranges Based on Travel Duration  1-3 Weeks: $1,500-$3,000  3-6 Weeks: $3,000-$4,000  6-8+ Weeks: $4,000-$5,000 

Students have two opportunities to apply during the academic year: Round 1 Deadline:  October 15. Grantees may use funding awarded during the October application cycle for travel during winter break, J-Term, or the spring semester. Application opens September 15. Round 2 Deadline :  March 1. Grantees may use funding awarded during the March application cycle during the summer or upcoming fall semester . Application opens December 1. All applicants must be continuing Harvard University students.  

Eligibility:

• Applicant must be a full-time, continuing graduate student at Harvard. 
• Applicant’s purpose of travel must be for academic research. Internships and conference travel are not eligible for funding. Preference will be given to applicants traveling for thesis or dissertation research. 
• Research/work/study must take place in any African country (check Harvard student travel policies and current COVID-19 travel guidance for any restrictions). 
• While there is no minimum stay requirement, preference will be given to applicants who provide a well-organized itinerary that will demonstrate how they plan to accomplish their research goals during their stay. 
• Preference will go to applicants who have completed at least two African Studies courses, have experience in the region, and/or have language experience related to Africa.   

Application:

Deadlines to Apply:   Round 1: October 15, 2023 (For travel during Winter Break, J-Term, or the Spring 2024 Semester) Round 2: March 1st, 2024 (For travel during Summer 2024 or the Fall 2024 Semester. 

• CARAT online application form  
• Current unofficial transcript 
• Current resume/CV 
• 750-word proposal, including a description of the research/project you are planning to work on and whether it is continued research from prior time spent in Africa. 
• Detailed itinerary, including expected flight dates and plans for use of time while in Africa.  
• Detailed budget for all expenses while traveling. CAS will not pay you an hourly rate for time spent conducting research. You cannot list taxation on the grant as an expense. Funding is meant to cover expenses only. If your budget exceeds the $5,000 maximum, please describe how you plan to fund the excess expenses (i.e. Weatherhead Center grant, personal funds, etc.). Be sure to list all other grants to which you have applied and your award status. Please note that grant funds cannot be used to pay research assistants.  
• Two letters of recommendation: Letters of recommendation should be submitted through CARAT by the grant deadline. Simply notifying references through CARAT will allow you to submit your application but will not mark your application as complete. It is your responsibility to ensure all letters are submitted by the deadline. CAS does not follow up with references on your behalf. One letter of recommendation should be from the Harvard faculty member advising your project. If references have difficulty submitting their recommendations via CARAT, they may email their letters directly to Lindsay Moats at [email protected] . Any applicant who may be unable to request a letter from a faculty member for any reason may reach out to Lindsay Moats. Recommendation letter waivers can be granted on a case-by-case basis.  
• Undergraduate Student Funding
• FLAS Summer Grants
• FLAS Academic Year Fellowships
• Student Group Grants
• Faculty Funding

INTERACT-Africa PhD and MSc Scholarships 2024/2025 for Africans.

Application Deadline:   23rd June, 2024 EAT 

INTERACT-Africa is an Intra-Africa Academic mobility project funded by the European Union (EU). The project focuses on Chemistry, Biology and Information Technology, with emphasis on conversion of organic waste to valuable bioproducts for transitioning into environmental sustainable and socially inclusive economies.

INTERACT-Africa  aims at :

• Promoting inclusive learning mobility opportunities by enhancing capacity building of HEIs by focusing on training and education in green Chemistry, Biology and Information Technology aimed at developing a skilled workforce capable of implementing sustainable practices
• Fostering entrepreneurship and support the establishment of green technology businesses in Africa by providing mentorship, access to funding, and technical support to aspiring entrepreneurs and start-ups working in the field of green Chemistry, Biology and Information technology
• Facilitating networking and knowledge sharing among businesses to promote innovation and sustainable economic growth through provision of internships, cooperative education programs, and hands-on learning opportunities.

Scholarship Period

INTERACT-Africa is offering 28 postgraduate scholarships for the degree seeking mobility. 5 scholarships for the PhD and 23 for Masters programmes.

• For PhD students, the maximum duration of a scholarship is 36 months.
• For MSc students, the maximum duration of a scholarship is 24 months.

Eligibility criteria

• The candidate must meet minimum requirement for admission into Masters and PhD programmes as stipulated by the host University Senate/regulating body.
• Provide proof that the candidate is a national of and residence of an eligible country.
• Student beneficiaries must be of African nationality and residing in Africa at the time of application.
• All interested candidates must submit a research concept paper in the intended area of study (1 page, Times New Roman, single spacing).
• Applicants will not be allowed to participate in the mobility without an admission letter from the host university.
• Applicants to declare not to have already benefited from a previous student scholarship under the projects selected in the framework of the Intra-Africa Academic Mobility Scheme 2022-2027.
• Applicants to commit not to benefit from another EU funded scholarship scheme to implement the same activity during their Intra-Africa mobility period.
• Provide motivation letter reflecting innovative technologies in climate change and mitigation.
• Recommendation letters and/ reference letters (two). One from an academic advisor or professor/lecturer.
• Applicant must be willing to study not in his/her country but within the eligible countries
• Provide proof of Special needs where applicable
• Applicants from Non – – English level B2 Common European Framework of Reference (CEFR) or its equivalent is mandatory to study in the institutions that use English as the language of instruction.
• To study at Institut Facultaire Des Sciences Agronomiques De Yangambi (IFA-YANGAMBI), French level B2 or its equivalent is mandatory
• Tuition fees and research costs for the duration of the study.
• Comprehensive health and accident insurance cover
• Monthly stipend/allowance of Euro 1,230 per month for PhD and 890 per month for the Masters.
• PhD students will receive a monthly stipend of 1230 Euros. This also includes (1) travel cost to and from the host institution, (2) Visa costs, and (3) settling allowance.
• MSc students will receive a monthly stipend of 890 Euros. This also includes (1) travel cost to and from the host institution, (2) Visa costs, and (3) settling allowance.

Language of instruction

• The language of instruction varies with the project hosting institution/country i.e., English for Moi University, Mbarara University of Science and Technology, Addis Ababa University and Sokoine University of Agriculture.
• French for Institut Facultaire Des Sciences Agronomiques De Yangambi (IFA-Yangambi) University

How to apply for the scholarship

Eligible candidates interested in these programmes are invited fill the online scholarship application form using the link  https://form.jotform.com/241243838123048 For more information visit  https://interactafrica.mu.ac.ke/ . Note that each applicant is advised to apply concurrently to the host University for admission. The scholarships will only be awarded to candidates with admission letters from the host university.

Application deadline

The programmes are scheduled to start in August/September/October 2024. The deadline for application is  23rd June, 2024 EAT  by  midnight . Motivational letters should be addressed to:  Lead Coordinator, INTERACT-Africa Project,  Moi University, P.O. Box 3900, Eldoret, Kenya,  [email protected]

For More Information:

Visit the Official Webpage of the INTERACT-Africa PhD and MSc Scholarship

Connecting Africans to the latest life changing Opportunities around the Globe. [email protected] | [email protected]

The Association of Commonwealth Universities (ACU) Fellowships 2024 for academic & professional staff of ACU member universities.

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Center for Applied Research and Innovation in Supply Chain – Africa

New phds set to change future of africa’s supply chains.

April 1, 2024

Seventeen newly minted doctors of philosophy in business and management (13 of whom are pictured) celebrated their graduation from KNUST in March thanks to the support of CARISCA scholarships. The group is among the first cohort of students who received funding from CARISCA starting in 2021 to pursue doctoral studies in logistics and supply chain management. 

The 17 CARISCA Scholars made up 68% of all the students who earned a PhD from the KNUST School of Business at the March congregation. It was the largest class of graduates in the business school’s history.

Two additional students from the same cohort expect to complete their degrees this fall.  

“CARISCA played a pivotal role in my educational journey through their funding and nurturing,” says Isaac Apike, one of the recent PhD graduates. “I am deeply thankful for the enlightening seminars led by esteemed professors such as Nat Boso, Goke Oke, Dale Rogers and Thomas Choi.”

In a survey of the 17 graduating CARISCA Scholars following their thesis defense, 14 (82%) said they are currently employed. Twelve are employed full-time, and two have part-time jobs. 

Eight of the graduates hold positions in higher education, three are supply chain management professionals, one is a research policy analyst for the parliament, and another is an entrepreneur. One of the graduates chairs the Kumasi section of the Chartered Institute of Logistics and Transport’s (CILT) Ghana branch.

“Thank you so much to CARISCA, USAID, KNUST and ASU for the invaluable opportunity given us to change the future of Africa’s supply chains through research,” says Jennifer Monny, another March PhD graduate. “This is just the beginning.”

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Working Interinstitutionally to Apprentice Doctoral Students in Mathematics Education Research

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In this editorial, I return to the topic of reproducing capacity for research in mathematics education, given the current challenges in maintaining doctoral programs specific to our field, following the November and January editorials ( Herbst, 2023 , 2024 ). Drawing on the notions of niches and intellectual communities that were discussed in the second conference on doctoral programs in mathematics education ( Hiebert et al., 2008 ; Reys & Dossey, 2008 ), I propose that the reproduction of research capacity in our field could be organized around interinstitutional research niches that cultivate specific practices of mathematics education research.

In Herbst (2023) , I reflected on the looming crisis in how U.S. universities have organized the pursuit of doctoral degrees. I used the expression schooling of the doctorate to refer to how American universities have assimilated the pursuit of doctoral degrees into their formal educational function. Framing doctorates as instructional programs has curricular and financial implications that have contributed to seeing the doctorate as an expensive educational service that universities provide to individuals. This schooling of the doctorate in education specialties is in crisis because maintaining a diversity of doctoral specializations is expensive, and graduates are less likely than before to find faculty jobs in a U.S. university system that is shrinking ( Mathews et al., 2023 ). Programs are thus collapsing specializations into more general doctoral programs or emphasizing individual students’ interests and goals.

Whereas the doctoral degree is indeed a means to recognize individual accomplishment, and the pursuit of the degree is an incredible opportunity for individuals to learn, the framing of the pursuit of the doctorate as an instructional program provided to individuals does not emphasize enough the public value and public responsibility that go along with the resources allocated to doctoral preparation. When I say public value and responsibility, I consider the “public” to refer just as much to the profession and field of knowledge production as to community and nation. In Herbst (2023) , I noted that, beyond recognizing individual accomplishment, doctoral degrees also serve the important functions of certification of socially valued expertise and reproduction 1 of the conditions of production of scholarly knowledge. Because of that, I argued that the doctorate is part of the infrastructure of our research field and that if universities are unable or unwilling to support instructional programs that prepare researchers specialized in our field, we—as stewards of our field—need to seek other ways to accomplish our goals. In Herbst (2024) , I described one way our research field could organize to provide some specialization in the form of interinstitutional courses that help organize past research and frame new inquiries. In this editorial, I contemplate how we could organize our research activities to support doctoral students’ (and probably others’) learning to do research from their involvement in research work while also contributing to the research infrastructure of our field.

• The Value of Research Capacity as a Purpose of Doctoral Preparation

The public-oriented purposes of doctoral preparation—certification of professional expertise and reproduction of research capacity—have varied in their importance across sets of fields and university tiers over time. Fulfilling its function of certification of professional expertise, the doctorate in mathematics education has supported the staffing of college teaching positions (in undergraduate mathematics or in mathematics teacher education programs) and positions in mathematics education leadership in districts and governments or curriculum development for nonprofits and commercial publishers. Fulfilling its function of reproduction of research capacity, the doctorate in mathematics education has enabled substantial growth in mathematics education research over the decades, not only in the number of publications produced but also in foci of research, methodologies, and theories ( Ahl et al., 2023 ; Dubbs, 2021 ; Gökçe & Guner, 2021 ; Inglis & Foster, 2018 ; Julius et al., 2021 ; Yiğ, 2022 ). Often, the same individuals have fulfilled these two public purposes of the doctorate: Graduates of doctoral programs have taken positions at research universities, where they have taught mathematics and teacher education, written curricula and participated in teacher development, and engaged in research. Often, however, holders of doctoral degrees in mathematics education have taken positions that give much more emphasis to only one of those two purposes. Some have been employed as faculty in predominantly teaching institutions, where they have done a lot of teaching and have not been expected to produce more than a minimum amount of research. Yet others have been employed as researchers in districts or government offices, evaluation organizations, and research nonprofits (or as research scientists at universities), where they work on research full time. As we take stock of what the crisis in the schooling of the doctorate means for our research field, we must consider the changing employment landscape.

Unlike 50 years ago, when a serious need existed to prepare more college instructors ( Hartnett & Katz, 1977 ), college teaching can no longer be expected to employ the majority of doctoral recipients (see Larson et al., 2013 ). Simultaneously, the value of research in the larger education sector has increased. Companies, nonprofits, and government agencies increasingly seek individuals who can procure the knowledge needed to inform decision-making. This includes the capacity not only to read and implement published research into policy and practice but also to do research studies that are specific to institutions’ needs. Disciplines may differ regarding how many doctorate-holders who work outside of academia go into research or into other positions (e.g., leadership), but research skills in the social sciences are among those required and valued in nonacademic positions ( Hancock, 2023 ; Kesari et al., 2024 ; see also Henkel & Kogan, 1993 ; Mills, 2009 ; Morrison et al., 2011 ). Furthermore, as the competition for regular faculty positions in universities becomes more intense, research productivity and potential for acquiring research funding will probably matter more ( Peterson et al., 2023 ).

Hence, though the need to fill faculty jobs may not warrant the production of as many doctorates as in prior generations, and this may entail a reduction in the number of individuals eventually admitted to doctoral programs, this does not likewise entail that we can expect a reduction in the need for researchers or in the specialization of the fields of knowledge in which research is done. Like all fields of knowledge, our field is likely to continue to expand the sophistication of its gaze, the reach of its focus, the ambition of its research designs, and so on ( Herbst et al., 2022 , 2023 ). As lifelong education continues to be a lever for economic development across the world, the need to translate basic research in our field into usable knowledge will probably grow. To respond to this need, applied research in mathematics education will continue to be conducted in nonprofit research organizations, school districts, state governments, and for-profit companies (such as publishers and educational software corporations). In all those environments, resident scholars will need to have organized knowledge of the prior research record and working knowledge of the research practices that produce it.

Stewardship of our field of knowledge, therefore, involves reproducing the research capacity to keep the work of our field alive, disciplined, and informed. It requires us to be creative and not accept that a reduction in the number of admissions and in academic employment prospects necessarily requires allowing doctoral preparation to become generic or to focus on individual students’ self-actualization. An interinstitutional effort is needed to support the existence and growth of our field of research, regardless of whether this research will eventually be done in universities or elsewhere.

• Toward Interinstitutional Research Niches

As stewards of our field, we need to figure out how we can maintain and continue to improve research preparation in the face of possible reductions in the number of doctoral students. A report from the second conference on doctoral programs ( Reys & Dossey, 2008 ) used the expression “market niche” 2 ( Middleton & Dougherty, 2008 , p. 141) to refer to sets of signature practices that describe the experiences that different doctoral programs around the U.S. could provide. Though their examples of such niches mentioned research topics (e.g., equity in mathematics education; see Reys et al., 2021 ), the definition of a niche around signature practices suggests that they need not be distinguished topically. I surmise that sets of signature practices might also be defined around clusters of research methods or around paradigmatic distinctions. A related idea, elaborated in more detail by Hiebert et al. (2008) , was that of intellectual community , which they defined as

a collaborative group focused on the exploration and critical examination of ideas.  . . .  An intellectual community consists of at least two faculty members who are expert practitioners in the area plus some number of doctoral students who serve as apprentices. (p. 248)

Though perhaps the clearest example of an intellectual community or niche may be a doctoral program dedicated to a particular area of specialization (e.g., undergraduate mathematics education), more commonly, mathematics education faculty members in a single program do diverse work from one another and instead form intellectual communities with colleagues across institutions who have converging interests. Some such interinstitutional intellectual communities have already formed in our field, particularly with the support of the National Science Foundation (NSF) Centers of Learning and Teaching (such as CEMELA or DiME; Reys et al., 2019 ) or more recently by the scholars gathered around the VM 2 ED project (see https://sites.ced.ncsu.edu/mathedmeasures ).

Though the original proposal of market niches and intellectual communities included aspects of focus beyond research, I want to retrieve those ideas to envision how our field could organize interinstitutionally to reproduce research capacity. Those two ideas are the background of notion of interinstitutional research niche that I describe here.

• Interinstitutional Research Niches as Learning Organizations

Research niches may support the reproduction of research capacity by involving doctoral students in specific research practices. Research is indeed a form of learning. Even the most repetitive research operations (e.g., administering the same instrument to different samples and plotting the variation among scores) support the development of context for new noticings, wonderings, and observations. Research in a university-based environment often involves not only gathering information but also understanding the settings in which that information is collected and developing the arguments that make such information interesting. Participation in the research practices of a research niche could, therefore, expose doctoral students to a range of habits, skills, and techniques characteristic of that niche.

Research and development work in a research niche can be organized to provide learning opportunities for everyone involved. We need to be deliberate about such learning goals and think of learning through research not only as a mechanism for producing knowledge but also as an investment in the reproduction of capacity for producing knowledge. As we look into a future in which doctoral programs in education may not have critical masses of students to justify specializations or specialized courses, the research and development work of research niches will be essential to the reproduction of the conditions of production of knowledge in our field. The preparation of our research cadres will depend more closely on organizing and making available apprenticeships within research niches and enabling informal learning from work.

The schooling of the doctorate and the relative ease with which our doctoral graduates have found academic jobs in the past have allowed us to not be deliberate as a field in organizing for learning through the work of research (though important local efforts have existed). If research in our field is to continue to exist, even as academic jobs and doctoral students become scarcer, we will need our efforts at research preparation to be more effective at producing competent and self-­efficacious individuals. Merely having a doctoral degree may still allow some individuals to find teaching jobs in ­universities, but the scarcer positions in research universities and research organizations will require research training that is not guaranteed by the mere experience of having done a doctoral dissertation. The research practices in which individuals have been involved, and the research skills they have been able to acquire and employ in that context, are more likely to help them distinguish themselves as competent individuals who can continuously learn from work and hence contribute to the research output of universities, nonprofits, companies, and governments. This will require research niches that are organized as learning communities. Can we organize interinstitutionally for such preparation?

Under the schooling of the doctorate, the doctoral curriculum has been delivered through courses and seminars, but the possibility for doctoral students to learn from research work has been less predictable, less equitable, and sometimes also not very productive as a learning opportunity. One hears about doctoral students whose assigned tasks over long periods of time included only pulling and summarizing references, transcribing interviews or lessons, or coding qualitative data. Although all those tasks are important to learn and were probably needed by whomever assigned them, they are not the only ones available to be learned in research work, and merely doing them is not always enough to adequately learn them. Research has, for lack of a better word, a practice-based curriculum that needs to be learned. To figure out how to support its learning will take some thinking and organizing.

The practices of research that need to be learned include tasks at various levels. New researchers need to be able to understand and describe to others the big picture of the research enterprise they are involved in: how their actions contribute to the project, how the project contributes to our field of knowledge, and perhaps also how that contribution supports education practice. New researchers also need to learn specific technical skills: a working understanding of methods, techniques, and use of equipment; how to vet and use the knowledge and advice of experts as well as the outputs of software and other equipment; and how to effectively engage with specialized literature to efficiently form a position about the state of the art. They also need to acquire the tacit elements of craft knowledge and the habits of mind that orient the everyday operations of those in a working community—not because these will be universally applicable, but because they will serve as background for new researchers to adapt to and shape the norms of research work elsewhere. This practice-based knowledge is as much social as it is technical, and it draws from but also specializes everyday knowledge and the knowledge acquired in coursework.

If learning to do research through involvement in research work has been feasible for some doctoral students so far, this may have been largely because of the timely coincidence of a funded research project at the moment when and the place where such doctoral students were enrolled. In such a context, individuals may have been able to learn the research practices associated with what needed to be done at the moment. Though such circumstances are great opportunities to learn, they are constrained by place and time. If larger groups of researchers formed interinstitutional research niches that recurrently engaged in related research practices (e.g., the study of aspects of mathematics teaching knowledge using scenario-based instruments), those constraints may possibly be overcome.

Consider, first, a niche that included, on the one hand, scholars from an institution that can admit many mathematics education doctoral students (say, because they have available teaching assistantships or fellowships to support them) but that does not get many research grants and, on the other hand, scholars from an institution that has more access to research funding and data but where doctoral students are scarcer. In this scenario, doctoral advisees of the scholars of the first institution could feasibly be involved in research projects led by the scholars in the second institution, and all involved, scholars and doctoral students, could then learn from research together.

Consider, second, a niche that included scholars from different institutions who take turns each year in applying for research funding so that, as a result, their niche contains several research projects at different stages of development. The doctoral students of all scholars in the niche could feasibly apprentice doing different things for the different projects, thus having a more comprehensive experience learning from work. The different stages of development of each project (e.g., instrument development in one, analysis in another) could support the employment of apprentices in different tasks simultaneously or within a relatively short time. These experiences could create for novices the opportunity to make the kind of connections that reveal real learning (e.g., anticipating the analysis that will be possible to do with the data to be collected when the instruments are under development) as well as providing diverse experiences to be processed through reflection.

Having several people working on several projects as the context for the training on the job can better support the development of the sociotechnical competencies and resources needed to do research better and to become better researchers. For example, an interinstitutional research niche will probably develop more robust communication with research participants and data management practices to support the research operations than if the work were done only in one place or for a shorter period. As a result, doctoral students could be initiated into existing practices of communication and data management to which they could contribute in order to improve them. The same could be said about other sociotechnical competencies and resources.

These interinstitutional research niches can help build the various kinds of research infrastructure we have written about in the past ( Chazan et al., 2021 ; Herbst et al., 2021 ). In particular, an interinstitutional research niche that succeeded in acquiring research grants over the years is likely to build research corpora that may be usable later on for various secondary analyses. Doctoral students who participate in aspects of one such project might be able to continue to benefit from such access even as they themselves become mentors of novice researchers. 3

Opportunities to learn from the practice of research may be presently available in productive research groups and labs, and doctoral students who are poised to seek that learning currently learn it from work. However, we need to make sure that all doctoral students are aware of the need to seek such learning through work. And senior researchers need to improve the way in which they orchestrate novices’ opportunities to learn from work and help them process their experiences into learning. What are some things we could do to advance in this direction?

Strategies for Organizing Interinstitutionally for Longer-Term Research Training

If we agree that interinstitutional research niches may help reproduce capacity for research in our field as well as empower doctoral graduates to take jobs in places beyond academia, I have four general suggestions to help us make progress toward having research niches that function for those purposes.

• Thinking About the Field and Our Role in It

Before doing anything else, I believe that scholars need to reflect on the practice-based curriculum of the various research practices that animate mathematics education research. Our methodological pluralism and the diversity of foci of our research have resulted in a wide variety of research practices. Some of us do research at the small scale of particular classrooms, where we go every day with sophisticated recording equipment. Others of us do research at a larger scale, using questionnaires and tests that take time and specialized techniques to develop. And similar pluralism applies to how we examine the data we collect. We could use knowing more about each of such sets of practices, not to prescribe that doctoral students should learn them all, but to help us all become more aware of our practices as a step toward more deliberateness in the reproduction of research capacity. Our field could also benefit from sharing norms and procedures that we have found useful and not so useful in managing research groups and labs. Writings like Boaler et al. (2003) and Schoenfeld (1999) stand out as prominent publications that identified specific practices to prepare researchers for, but the topic could use more attention. We could also benefit from sharing what we have learned about mentoring novices from cases of successful and unsuccessful learning from work. I think we could find a place—perhaps in JRME Research Commentaries or perhaps in new doctoral program conferences—for us to share such material.

Above all, we need to think of ourselves as stakeholders of a field of research who work on a collective practice that involves teaching others to do research. We are not only working individually for ourselves or for the eventual users of our research in practice. Likewise, we are not only individual scholars mentoring our doctoral students to become individual scholars. Both our research and our doctoral mentoring contribute to the public enterprise of knowledge creation in mathematics education. We need to cultivate in ourselves and our doctoral advisees a sense of reverence and dedication to those public goals.

• Setting Up and Staffing Research Niches

The next step would be to actually establish interinstitutional research niches. As both doctoral admissions and research funding are becoming more competitive and less predictable, scholars who engage in similar or complementary research practices could consider ways in which they could integrate to form interinstitutional research niches that involve several scholars and their doctoral mentees. As with the case of courses ( Herbst, 2024 ), through the pandemic, many of us learned that engaging remotely in collective work is possible. Though a sizable component of our research work (e.g., data collection in classrooms) requires physical presence, other aspects of our research work can be done by teams of individuals distributed across the country—and some research organizations already function that way. This suggests that research niches could be created by gathering individuals who work across institutions located at considerable distance (though time zones can be a serious constraint). Scholars should consider stewardship of the foci of research, the theories being built, or the methods used as possible rallying points for the formation of interinstitutional research niches and not be limited by geography. 4

Some scholars may already have such connections, but we also need mechanisms for people to share how they work so that they can find one another. Perhaps, in addition to writing Research Commentaries, we could plan encounters at conferences in which we talk to one another about the kind of research we do and how we do it. We can configure sessions in which, say, six researchers describe their research operations and the things they would like to learn and do in the following 5–10 years. An alternative is sessions in which former or current mentees describe what they have learned about the practice of research through the work in which they apprenticed. These sessions could be followed by meetups proposed to discuss common sets of practices that may attract two or more of those researchers as well as others to form a niche. Groups that begin in this way could apply for conference grants to continue conversations and develop better relationships. Niches could then form organically as people who participate in these meetups and conferences develop ideas for interinstitutional research projects that would instantiate the ideas used to bring the niche together.

Once scholars involved in an interinstitutional research niche have created connections among themselves, they will turn to staffing the new niches with apprentices and others. As they evaluate doctoral applicants, scholars need to consider what experiences the applicants have had that may make them good recruits for the niche in which the scholar is involved. Prior experience teaching or mathematical preparation often informs potential topical alignment; prior coursework in research methods during a master’s program might be possible to expect as admissions become more demanding. Yet, other experiences, such as having worked in organizations where high demands of communication and accountability for assets and goals existed, or having worked in research labs where they had experiences with data management and preservation, may be just as important. Admission of students to become part of niches may require more attention to the potential alignment of work demands and work ethic than attention to traditional markers of academic prowess. Among those, for sure, is the prospective student’s capacity to understand the learning value of getting involved in work, even if the immediate output of the work is not personally valuable to them.

We need to be prepared for the eventuality that forming these niches will take work. Interinstitutional research niches would require individuals to work cooperatively, relinquishing individual control to a larger collective for some of the issues at stake in research (e.g., hiring a shared project manager, scheduling the use of shared equipment, allocating the time of shared assistants) while still being individually responsible for seeking funding and attracting individuals to the niche. That is, it will require individuals to work as members of a research organization and accept that some energy will be consumed in the organizing process. This may not be for everybody, and some scholars may prefer to continue working in their present conditions or to commit their efforts to shorter-term enterprises to be able to respond more nimbly to emerging problems and opportunities. Yet, research niches could provide creative ways of supporting projects whose funding is dwindling or incubating projects until funding is available.

• Securing Funding

Though research apprenticeships have often been tied to funded research projects, more important than the funding is the stewardship of clusters of research objectives. And to pursue those, depending on the type of work, an interinstitutional research niche might be able to operate without outside or sizeable funding. Interinstitutional research niches could, for example, rely on institutional support and create apprenticeship opportunities for doctoral students who have fellowships given by a foundation to them as individuals.

But funding would be very helpful in addition to being necessary to enable continuous work. Organizations like the NSF and the Institute of Education Sciences, which have in the past demonstrated interest in the development of research capacity, should see a need and opportunity to support the development of interinstitutional research niches that promote the various research practices that our field makes use of. We could envision a new round of grants similar to the Centers of Learning and Teaching from the early 2000s. These centers should be thought of as umbrellas for three or more existing research projects at different stages of development. They should have collected corpora of data that could be used for secondary analysis, and specific research tasks that can create opportunities to learn for novices across those projects and where the opportunity to learn also includes the administration and organization of research. These centers might offer fellowships for doctoral students who, regardless of what they study for their dissertation, would be working flexibly across the projects supported by the center in order to have the opportunity to learn the research practices that the niche is using.

• Securing Institutional Support

Beyond financial support, research niches will also need the support of the institutions that constitute our field. Professional organizations of researchers in mathematics education could consider incentivizing research mentorship—particularly the mentorship that happens across universities when scholars in one university involve doctoral students from another university in their research activities and related conversations. Awards could be instituted to recognize the work of mentors who best organize research activities to become opportunities to learn. Awards could also be given to exemplary mentees or to niches where exemplary interinstitutional research mentoring happens.

We also need some level of institutional advocacy for research practices and fields of study. The corporatization of universities (where research is sometimes seen merely as revenue generation) and the framing of doctoral programs as educational services to individuals are bringing us to a point at which reproducing capacity for knowledge generation is threatened. This requires us to come together as a field and organize to improve our field’s research capacity. But to avoid the fate of Orwell’s horse in Animal Farm , we could use some institutional advocacy from above. The U.S. federal government and some of its institutions (notably NSF) played a key role in the tremendous growth of the research capacity of universities during the second half of the 20th century ( Geiger, 2019 , p. 98). Can we get the NSF, National Academies, and professional organizations of researchers to do anything to recenter universities’ research focus on knowledge generation and capacity development before fields that produce less revenue disappear? Though one could ask about the proposals herein why universities should care to support interinstitutional research niches, I suggest that universities owe a historical debt for the previous support of the government in the larger public enterprise of knowledge generation. As we look into the rightsizing not only of doctoral programs but also of universities (see Mathews et al., 2023 ), it behooves universities to consider together how to preserve their legacy of knowledge generation in spite of their potential corporate transiency.

Our field needs to worry about the reproduction of our research capacity, which is not guaranteed by the fact that every PhD graduate writes a dissertation on a topic in mathematics education. An important practice-based curriculum is necessary for learning to be a researcher, and this needs to be learned through apprenticeship in a mathematics education research environment. Though no such apprenticeship will be comprehensive of all the practice-based curriculum of our field, doctoral students’ embedding in an interinstitutional research niche in which several mature researchers run several projects at various stages of development can expose novices to many of the specific practices that make up that practice-based curriculum. Participation in the everyday tasks of research, such as figuring out what needs to be done and communicating about it within a working research community, can promote novices’ learning of much of that curriculum. Rather than surrender to the loss of programmatic focus within institutions that comes from the ways universities have framed doctoral programs, stewardship of our research field should impel us to organize to reproduce research capacity in mathematics education in creative new ways. Interinstitutional research niches that gather faculty and doctoral students across diverse institutions around a consistent set of practices may serve to provide such learning opportunities.

Reproduction of the conditions of production of research or reproduction of research capacity, of course, does not necessarily mean the reproduction of the same education practices or even the same research practices that have been used to study them. It alludes to preserving and even increasing the capacity to know more, better, and differently as preconditions to improving research and practice.

The word “niche” has acquired a popular meaning associated with being of little use (see Urban Dictionary, n.d. ). Its use here, however, affirms the ecological and economic meanings, whereby the niche of a biological species or of a product is the set of resources and neighbors that provide context for its existence.

As an example, Ake et al. (2023) reported on research that led to a master’s thesis at the University of Maine that examined a data corpus collected at the University of Michigan, when Bukola Ake’s advisor—Justin Dimmel—was a doctoral student working in my research lab.

The European Union funded networks of excellence for research and doctoral training, such as Project Kaleidoscope, in the early 2000s, which required doctoral students to participate in projects across countries in the E.U. (N. Balacheff, personal communication, January 9, 2024).

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I acknowledge with appreciation comments and suggestions on a prior version from Jessica Bishop, Charalambos Charalambous, Yasemin Copur-Gencturk, Drew Gitomer, Jim Hiebert, Lani Horn, Andrew Iszák, Heather Johnson, Boris Koichu, Vilma Mesa, Robert Reys, and the editorial team.

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9 phd students were named 2024 humanities engage fellows.

Nine PhD students at the University of Pittsburgh have received research funding from the Pitt’s Humanities Engage project, which is committed to broadening and deepening the intellectual and professional development of all PhD candidates.

Six of the recipients pitched their own Summer Immersive Fellowships, which offer the chance to gain experiences with host organizations in collaborative, mission-focused project work drawing on their high-level skills as researchers and writers. They will be co-mentored by the host organization supervisors, a cohort of faculty mentors and the senior director for graduate advising and engagement for the humanities.

This year’s Summer Immersive Fellowship recipients are:

• Juwon Adenuga (Music)
• Monica Daniels (History of Art and Architecture)
• Luis Delgado (Music)
• Frederick Miller (Theatre Arts)
• Senjuti Mukherjee (Film and Media Studies)
• Ernest Owusu-Poku (Music)

The two-term Immersive Dissertation Research Fellowship supports Humanities dissertation projects that involve substantial professional development and will likely result in dissertation formats other than the conventional proto-monograph. The fellowship carries a competitive stipend, a tuition scholarship and professional development funds for its duration.

The Immersive Dissertation Research Fellowship awardees are:

• Rahul Kumar (Film and Media Studies)
• Apala Kundu (English)
• Warner Sabio (Music)

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Grants introduced in the College of Education to encourage, support research

The best things in life may be free, but the work and travel required in graduate-level research rarely are. Pursuing a new line of education research often requires intervention materials, assessments and supplies, while networking with fellow researchers requires travel and conference attendance.

With these costs in mind, the Department of Education and Human Development in the Clemson University College of Education has established the Cultivating Opportunities for Research in Education (CORE) awards.

According to Shanna Hirsch, associate professor in the department and member of its graduate student support committee, the department developed the CORE awards to defray the direct expenses of the recipient’s research and conference presentations.

“Graduate students should be able to take advantage of any opportunity that helps them explore their field of interest and build a strong background and network of peers,” Hirsch said. “These awards are designed to remove some of the financial barriers to research, which for many students makes or breaks that research happening at all.”

The CORE awards fall into two categories: CORE Research Grants and CORE Conference and Travel Awards. Students can use the former award to support any research project, including thesis and dissertation-related studies. Alternatively, students can use the CORE Conference and Travel Award to fund attendance and a presentation at a regional or national conference.

Mya Kelley, a special education doctoral candidate and graduate research assistant, has earned both CORE awards. Kelley used the conference and travel award to attend the American Speech Language Hearing Association Convention in November 2023. At the conference, she presented on collaborating with teachers to improve the implementation of culturally responsive strategies with diverse students.

Kelley used the research grant to help support her dissertation on using mixed reality simulation in special education. In the context of preparing pre-service teachers, mixed reality simulation allows them to enter into a virtual classroom and interact with avatars that human actors control. This virtual classroom allows students to practice specific instructional or behavior management strategies or to conduct meetings, conferences or individualized education program meetings.

Kelley knew collaborating with another university on the project would strengthen her research, but she required funding to cover the cost of their faculty’s use of the mixed reality technology.

“The CORE award allowed me to really ‘seal the deal’ and collaborate with another university and give their faculty and students the opportunity to see mixed reality in action,” Kelley said. “That would not have happened without this funding.”

Kelley said she is grateful for both awards and that the funding was crucial for travel and pushing her research further, but their actual value revealed itself when combined with the faculty support she has experienced throughout her time at Clemson. That includes the application process for the awards and the day-to-day support she has received from Hirsch and others in the department and throughout the College.

She said the faculty’s depth and breadth of experience in special education provide options for what graduate students can concentrate on in the program, which makes it unique. Faculty support and help via awards such as CORE combined with access to cutting-edge technology has provided Kelley with an experience she feels is unparalleled in a doctoral program.

“To even be considered for one of these awards requires an application, which for me meant encouragement and support from faculty,” Kelley said. “Faculty support is crucial and critical in collaboration with the CORE award itself; I have always felt supported in that way since beginning my Ph.D. studies at Clemson.”

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