mathematics and the developing countries: mathematics in africa

Roundtable@5ECM, AmsterdamRoundtable@5ECM, Amsterdam 11Roundtable@5ECM, AmsterdamRoundtable@5ECM, Amsterdam 11

Mathematics and the Developing Mathematics and the Developing Countries:Countries:

Mathematics in AfricaMathematics in Africa

Andreas Griewank Gareth WittenHumboldt Universität Berlin, CDC@IMU Humboldt Universität Berlin, CDC@IMU University of Cape TownUniversity of Cape Town , SA , SA

Laure Pauline Fotso Mohamed Jaoua University of Yaoundé I, Cameroon University of Yaoundé I, Cameroon Nice/Tunisia Nice/Tunisia

Wandera Ogana Bernard Philippe University of Nairobi, KenyaUniversity of Nairobi, Kenya INRIA RennesINRIA Rennes

Leif Abrahamsson TSOU Sheung Tsun Uppsala University , SwedenUppsala University , Sweden Oxford University, CDC@ EMSOxford University, CDC@ EMS

Roundtable@5ECM, AmsterdamRoundtable@5ECM, Amsterdam 22

Challenges with the development of advanced Centres of Excellence

Gareth Witten, University of Cape Town , SA

• Mathematics and science are key priorities

• Research Chairs - 21 scientists in different fields. The aim is to create 56 research chairs by 2008, and 210 by 2010.

• Several Centres of Excellence - increase in the applications of mathematics

• Increase in graduates from mathematics departments due to new postgraduate courses in “modern” applied mathematics programmes, e.g. mathematical finance, mathematical biology.

Roundtable@5ECM, AmsterdamRoundtable@5ECM, Amsterdam 33

Challenges with the development of advanced Centres of Excellence

Gareth Witten, University of Cape Town , SA

• A Student's perspective - Lack of career path- Affirmative action- Economics - Outdated curricula

• Institutional Perspective - lack of collaboration and healthy competition - lack of motivation due to poor remuneration

• Remedies- Mutual support network- Improved T&L in institutions- Establish link between industry and ed. Institutions- improve standards of ed. through peer-review process

- Encourage involvement of the African Diaspora

FS, University of Yaoundé I Email: [email protected]

4Laure Pauline Fotso FS, University of Yaoundé I Email: [email protected]

4

5ECM 14 - 18 July 2008

Amsterdam RAI, The Netherlands

Mathematics and Developing Countries Round Table:Case of

Mathematics in Cameroon



5

Plan

• Introduction

• Status Quo of mathematics in statistical terms

• Challenges with the Development of advanced centres of Excellences – Barriers – Remedies



6

Introduction• Focus on the two topics : • Status Quo of mathematics in statistical terms and

Challenges with the Development of advanced centres of Excellences.

• With regard topic 1– Information on FS of UYI where is the mother Department of

Mathematics in Cameroon. – Projection on Department of Mathematics– Statistics on departments of mathematics of Cameroonian

universities.• Concerning topics 2

– barriers (political, economical and cultural) – remedies

• Twining of departments • Strategies to persuade African governments to support the

development of mathematics



7

Status Quo in statistical terms : Facts on FS of UYI

• Human resources : – Ratio teacher/students = 1/53 in 2007. – 240 teachers (28 full Prof., 38 Ass. Prof. 139 Lecturers, 35

assistant lecturers)

• Infrastructures and equipment: – classrooms capacity= 3200 seats, – one main University library capacity= 200 seats, – 80 computers (60 for students and 20 for teachers)

• Teaching load: – to cover 80% of the program, 102491 hours are needed with

17% for lectures, 44% for tutorials 39% for practical lessons. – Only 37% of these hours can be covered on normal duty need

of 63% of over time from teachers



8


• The teaching overload heavily and negatively affects the quality of:– Teaching;– Thesis supervision or direction and– Research.

• Teaching conditions: Use of old teaching techniques:– ˂ 15% teachers have electronic lectures notes; – ˂ 20% of courses have lectures notes manuals; – 0 online lectures.

• Success rate: – 30% at from level 1 to 2– meantime for bachelor degree is 5 instead of 3 years – from 3 students enrolled at level 1: 1 passes to 2, 1 repeats,

1drops out



9


Student population

1999 2000 2001 2002 2003 2004 2005 2006 2007

Level 1 4123 3602 4277 2930 4030 3870 5296 5302 7 064

Level 2 1188 1467 1519 1752 1760 1386 1860 2179 2 511

Level 3 814 1275 1604 1622 1967 2150 2271 2233 2 552

Level 4 313 685 877 1182 943 1452 1601 1505 1 456

Level 5 96 208 429 476 358 514 435 280 264

Total6534 7237 8706 7962 9058 9372 11463 11499 13847



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Student population

0

2000

4000

6000

8000

10000

12000

14000

16000

1999

2000

2001

2002

2003

2004

2005

2006

2007

Level 1

Level 2

Level 3

Level 4

Level 5

Total



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Status Quo in statistical terms : FS UYI (Department of Mathematics)

• Human resources :26 teachers with: 4 full Prof., 2 Ass. Prof.,16 lecturers, 4 assistant lecturers.

• Infrastructures and Equipment : 09 office rooms (average 2 seats per room), 0 computer for undergraduate students,05 computers for 26 teachers

• Teaching load– Average teaching load per teacher =323 hours. – Average number of different subjects taught by a teacher = 3.8.– only 33.2% of hours can be covered on normal time. – Up to 67.7 % must be covered on overtime by permanent

teachers. • Student population in 2007/2008 up to level 5

Level 1 Level 2 Level 3 Level 4 Level 5 Total

988 410 596 240 26 2260



12

Status Quo in statistical terms :

Departments of Mathematics of CameroonStudent population in 2006/2007

U. Buea U. Douala U. Dschang

U. Yaoundé I Total

ENSET FS ENS FS

Level 1 2765(279) 312(24) 1779(244) 1250(239) 675(120) 5302(863)

20509(3132)

Level 2 235(21) 802(99) 395(80) 627(111) 2179(291)

Level 3 365(34) 459(82) 496(81) 635(108) 2233(456)

Bachelor level

912(79) 3040(425) 2141(400) 1937(339) 9714(1610)

Level 4 137(7) 212(14) 277(31) 82(13) 772(65) 1505(177) 2848(300)

Level 5 215(14) 9(0) 23(4) x(x) 534(27) x(x)

Total 2924(286) 1339(107) 3328(456)

2252(417) x(x) 11924(1818)



13

Status Quo in statistical terms :

Departments of Mathematics of CameroonTeacher population in 2006/2007

U. Buea U. Douala U. Dschang

U. Yaoundé I Total

ENSET FS ENS FS

Full Professor 6(0) 1(0) 1(0) 4(0) 8(1) 26(4) 46(5)Associate Professor 7(2) 1(0) 2(0) 7(1) 32(1) 48(2) 97(3)Lecturer 65(4) 30(x) 65(x) 66(x) 92(x) 133(16) 451(x)Assistant Lecturer 67(x) 22(x) 25(x) 31(x) 22(x) 10(4) 177(x)Teaching Assistant (held by PhD students)

0(0) 5(x) 9(x) 0(0) 0(0) 30(4) 44(x)Total 145(x) 59(x) 102(x) 108(x) 154(x) 247(30) 815(x)



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Challenges with advanced centres of Excellences: Barriers

• Political – No policy of investment in research in general;– No restriction at the entrance of the first level of the university:

with the exception of the University of Buea “massicification problem” teachers at all levels heavily overloaded with teaching hours no time left to build and strengthen quality research centres.

– Research carried out by African mathematicians is not perceived by political power as appropriate for the local development of the country

– Most African mathematicians continue to work on research topics dealt with in their doctorate studies in Europe or North America.

– Few African mathematicians hold key decision making or taking position.

– National Mathematical Society not functioning in some African countries like Cameroon



15

Challenges with advanced centres of Excellences: Barriers

• Economical– Low salary condition teachers invest themselves in parallel

activities low quality research stagnation of carrier advancement. Example: only 6 teachers at the magisterial level out of the 26 teachers of Math Dept of FS of UYI, ˃ 72% stagnated as lecturers and usually remain to retirement.

– Insufficient research grants for PhD students. only 4 teaching assistantships for more than 20 PhD students.

– Low seating capacity of classrooms impossibility of scheduling all the courses hours insufficient coverage of the full programme

– insufficient computers equipment for teachers as well as for students

– Best PhD graduates immigrate to European or North American universities for better leaving and teaching conditions.

– Poorly furnished library and no access to online publications



16

Challenges with advanced centres of Excellences :Barriers

• Cultural– Mathematicians are believed to be too squared to adjust in

society. – Mathematicians do not know how to compromise in a world full

of compromises– Classical logic is not in accordance with the African culture

where fuzzy reasoning and chaos reign. In African culture for example, the concept of time and distance is irrelevant



17

Challenges with advanced centres of Excellences: Remedies

• Twining of departments– Co direction of Master and PhD thesis with mobility of

students and teachers will boost the quality of the thesis.– Visiting professors from the North – Joint project proposal redaction addressing key development

areas of Africa such as management of natural resources, food security, health and corruption.

– Departments from the developed countries can share with their twins from developing countries:

• access right to online scientific documentation • Access right to online lectures notes • Lectures notes manuals• software licences



18

Challenges with advanced centres of Excellences: Remedies

• Strategies to persuade African governments to support the development of mathematics

– Creation of lobby groups– More mathematicians should develop interest in politics and do

politics to seat at the decision making and decision taking tables– African mathematicians should carry out more applied researches for

the development of Africa– Existing applied research results should be made visible– Good applied research projects for development should be proposed

to the government for funding.– African mathematicians should actively be involved in using their

knowledge in solving African daily problems – Sensitisation workshops on the use of mathematics for development

with concrete examples will help– Large diffusion through different type of media (written press, radio,

television, Internet, etc.) of concrete (visible in the country) examples of the use of mathematics in solving African development problems

THANK YOU

Is Mathematical research an issue for a developing country ?

Mohamed JAOUA

Université de Nice Sophia Antipolis & UNESCO Chair, Tunis

21Amsterdam 2008 Mohamed Jaoua

Problems a DC scientist has to face

Legitimacy Doesn’t research compete education ?

Concentration vs dissemination Specialization vs diversity And the conflict on time and priorities …

Are our researchers credible ? They didn’t invent anything we use or need We just don’t know how efficient they are : no evaluation system

Do we really need it now ? And are we willing to pay the price ? Scientists, politicians, and people

Scarcity : Material means … though Maths and even Applied Maths don’t need much But what about human resources ?

They are scarce ... And above all diverted to the single field providing recognition : politics

As for Applied Mathematics Weak industry => no problems to solve Weak technical management => no people to talk with Aren’t applications too much « high tech », isn’t all this stuff beyond what’s

needed ?


Applied Mathematics are crucial for DC

Needed to « produce » engineers A crucial point for any industrial

development Development : new paradigms

have upsurged from The digital revolution

Mathematical and numerical modelling are the heart of every industrial process

Targets are rapidly moving from high tech applications to every day ones

Computer costs are dropping The industrial globalization

Industrial processes are no longer local Technology needs to be proceeded in any

place at its current level A new deal, with real opportunities

for those who master Mathematics and IT


A tunisian experience

1983-2008 : The LAMSIN A « built from scratch » Applied Math laboratory

Relying on a serious mathematical background 80 researchers (30 PhD and 12 Professors) 3 research teams associated to INRIA, 2000 … Good publication activity in international journals Master and Doctoral School in Applied Maths

A regional role, and an international recognition Networks : TamTam (Maghreb), Sarima (Africa), … UNESCO Chair « Maths and development » - awarded 2003 AUF regional Excellence Pole (2003 …)

An indeed international place Collaborative research on mutual interest topics Co-advised PhD theses Conferences (TAM-TAM, PICOF, CARI), workshops, ...


Elements of strategy

Gather together the research force A single national lab for research … but Its researchers teach in several Universities

Push away the borders Regional groupments

Maghreb, Africa, EuroMediterranean Maximal international opening, bringing

Expertise, structure, legitimacy North/South complementarities

Jealously save the scientific independence However, a global policy is crucial 1996 has been the turning point in Tunisia

Better have a lot of luck …


Main concerns How to deal with thematic transferts ?

Focus on methods acquisition Relevance to local applications would come later IT boom, and methods migration, have helped much

Can brain drain be opposed in an open world ? Make your place a nice one to work and live in Produce more than they can take Make globalization a chance to that respect (cf India)

North and South are finally on the same boat Much can be done on the spot

Governance is a crucial issue for the future Relevant decisions regarding science need scientists Building capacities is a long run task, needing broad

vision politicians, and a social control


Thank you for your attention … www.lamsin.rnu.tn

27

Promoting mathematics in Africa through the

African Mathematics Millennium Science Initiative (AMMSI)

by

Wandera OganaAMMSI PROGRAMME DIRECTOR

School of Mathematics, University of Nairobi, P.O. Box 30197, GPO 00100, Nairobi, Kenya

E-mail: [email protected]

Presented at the Round Table on Mathematics and the Developing World. 5th European Congress of Mathematics, 17 th July 2008, Amsterdam, The

Netherlands

mailto:[email protected]

28

1. BRIEF HISTORY

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1.1 Millennium Science Initiative (MSI)

Formulated and fostered by the World Bank in late 1990’s

Main Goal: Promote S&T spearheaded by scientists in the Developing countries

Administered by Science Initiative Group (SIG)

Activities in South America and Asia: Brazil, Chile, Mexico, Vietnam etc

30

1.2 World Bank/SIG Initiative for Africa

Meetings organised through the African Academy of Sciences (AAS) and the Thirld World Academy of Sciences (TWAS), during 2000 – 2002, led to establishment of initial stage of African MSI in:

Instrumentation & Information Technology Biotechnology Mathematics

Meetings of writing group on Mathematics held during 2003 – 2004

African Mathematics Millennium Science Initiative established in 2005

Seed money by The Mellon Foundation and the International Mathematical Union in 2005

31

2. OBJECTIVES1) To strengthen the teaching and

learning of university mathematics and its applications.

2) To support research in mathematics and mathematics education

3) To enhance capacity through linkages and networks

4) To undertake outreach and public education in mathematics

5) To enhance the use of ICT in mathematics teaching and learning

3 ADMINISTRATIVE STRUCTURE

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3.1 Distributed Network

Five Regional Offices each run by a Regional Coordinator Central Africa: Yaounde, Cameroon (Prof. Bitjong

Ndombol) Eastern Africa: Nairobi, Kenya (Prof. Wandera Ogana) Southern Africa: Gabarone, Botswana (Prof. Edward

Lungu) Western Africa, Zone 1: Ibadan, Nigeria (Prof. Samwel

Ilori) Western Africa, Zone 2: Ouagadougou, Burkina Faso

(Prof. Hamidou Toure)

Programme Office located in Nairobi, Kenya

34

3.2 AMMSI Programme Committee

Members: AMMSI Regional Coordinators

Main Functions: To Write project proposals for funding To Formulate and design programmes To Implement activities To Liaise with collaborating institutions

35

3.3 Selection and Evaluation Committee

Members: Prof Bernt Øksendal, University of Oslo,

Norway (Facilitator) Prof Augustin Banyaga, Pennsylvania State

University, USA 3rd Member to be appointed from Central

Africa

Main Functions: To select Fellowship candidates To select and evaluate research projects To evaluate the operations of AMMSI

36

4. ACTIVITIES TO DATE

37

4.1 Research/Visiting Scientist Fellowships

To enable staff conduct research and postgraduate teaching at host universities in sub-Saharan African for periods ranging from a few weeks to one year

15 Fellowships awarded during 2005 – 2007

Fellowship amounts increased from $ 3,000 in 2006 to $ 5,000 in 2007

Impact of fellowships on collaboration, linkages, research and publications

38

4.2 Postgraduate Scholarships

For Ph.D, M.Sc or Postgraduate Diploma studies in universities in sub-Saharan Africa

Awarded 170 partial scholarships during 2005 – 2007

Amounts in the range US $ 300 – 1,000

Impact of scholarships on postgraduate education, research, publications and staff development

39

4.3 Support of Scientific Meetings

Conference on Representation Theory in Geometry and Physics, Porto Novo, Benin (2005)

Conference and Mathematical Biology Workshop, Nairobi, Kenya (2006)

SAMSA Conference in Windhoek, Namibia (2007)

In 2008 to support conference in Central Africa

Support by The London Mathematical Society to enable postgraduate students attend conferences

40

4.4 Mentoring African Research in Mathematics

(MARM)4.4.1 Main ObjectivesPromote mentoring relationships

between mathematicians in other continents and sub-Saharan African colleagues, together with their students.

Create joint research projects and cultivate longer-term partnerships between institutions in Africa and those elsewhere

41

4.4.2 Collaborating and Funding Organisations

Collaborating Organisations:International Mathematical Union (IMU)

The London Mathematical Society (LMS)

AMMSI Funding Organisations:

The Nuffield Foundation (from 2005)The Leverhulme Trust (from 2006)

42

4.4.3 Participation

The following universities in Africa are currently participating:

Addis Ababa University, EthiopiaUniversity of Buea, CameroonKwame Nkurumah University of Science &

Technology, Ghana Six other universities have been selected to

join Mentors (and prospective mentors) are

distinguished mathematicians interested in colaborative links with African universities

43

5 WHAT WE HAVE LEARNT

44

5.1 Positive

Making a difference to professional careers through Fellowships

Making a difference to academic future through Scholarships

Enabling publications by staff and postgraduate students

Enabling staff and institutions in different continents to collaborate through MARM

45

5.2 Room for Improvement

Limited funds, hence small scholarship and fellowship awards

Lack of diversification of activities No funding of research activities No funding to support conference

attendance by African mathematicians despite the wide interest expressed

Looking for partners and support to continue and extend activities

46

6. SUPPORTING ORGANISATIONS

47

6.1 Financial Support

Mellon Foundation Nuffield Foundation Leverhulme Trust International Mathematical Union London Mathematical Society US National Committee on

Mathematics

48

6.2 Facilities and Administrative Support

Universite Gaston Berger, Senegal University of Botswana, Botswana University of Ibadan, Nigeria University of Nairobi, Kenya University of Ngaoundere, Cameroon University of Yaounde I, Cameroon University of Ouagadougou, Burkina

Faso Science Initiative Group (SIG) African Academy of Sciences (AAS)

website :

http://www.ammsi.org

5050

Partnership of INRIA with African research teams: experience and

evolution.Bernard Philippe (INRIA)

•CARI & SARIMA experiences

•Principles of the sought partnership

•Some encountered difficulties and associated questions

5151

Two questionsTwo questions

• For co-advised PhD students, how to For co-advised PhD students, how to obtain a definition of their teaching obtain a definition of their teaching duties compatible with their PhD duties compatible with their PhD registration?registration?

• Some African master programmes only Some African master programmes only exist because of the participation of exist because of the participation of European lecturers. Is this acceptable to European lecturers. Is this acceptable to continue the support of these continue the support of these programmes? programmes?

52

International Science ProgrammeUppsala University

Mathematics in Sub-Saharan Africa – an overview of Swedish cooperation,by

Leif Abrahamsson ([email protected])

International Science Programme (ISP), at Uppsala University.

Focus:

To strengthen research and postgraduate education in basic sciences in developing countries• International Programme in Physical Science (IPPS) 1961• International Programme in Chemical Sciences (IPICS) 1970• International Programme Mathematical Sciences (IPMS) 2001

Funded by SAREC (the Swedish Agency for Research Cooperation, about 2.5 MEuro 2008) and Uppsala University (about 200 kEuro 2008).

53


ISP – university based organisation

base for collegial co-operation

recognition among foreign universities

as direct co-operation as possible

Based on scientific criteria

Flexibility

Programmes headed by senior scientists

From left to right: P. Weke, J. Owino (Nairobi), J. Mango (Makerere) and I. Mahara (NUR).EAUMP-meeting in Kigali, March 2008.

54


55


ISP Supported Activites 2007

Activity Number

PhD students 181

MSc/Mphil students 332

Scholarships within Sweden 52 (251) (months)

Sholarships within rest of Europe 15 (60) (months)

Scholarships within the Regions 55 (227) (months)

PhD theses 12

MSc/Mphil theses 141

Publications in international Journals 140

Publications in regional/local Journals 56

Conference and Workshop contributions 256

Math students at UEM in Maputo.

56


AFRICA

Low Income Countries

LD Burkina Faso 300

Cameroon 640

LD Ethiopia 90

Ghana 320

Kenya 390

LD Malawi 170

LD Mali 290

LD Mauritania 430

Nigeria 320

LD Senegal 550

LD Tanzania 290

LD Uganda 240

LD Zambia 380

Zimbabwe 480

ASIALow Income CountriesLD Bangladesh 400LD Cambodia 310LD Lao PDR 320

Lower Middle Income CountriesSri Lanka 930

LATIN AMERICALower Middle Income Countries

Ecuador 1,790Peru 2,150

SWEDEN 28,840

WHERE? Current ISP-supported groups and networksGNI per Capita USD 2003; World Bank Report 2005 LD as defined in ”The Least Developed Countries 2002; UNCTAD/LDS/2002

Category-1 countriesAFRICABurkina FasoEthiopiaKenyaMaliMocambiqueRwandaTanzaniaUgandaZambiaASIABangladeshCambodiaLATIN AMERICABolivia(”bilateral countries” in red)

57


• IPMS• IPMS started in 2001. Total budget 2008: about 500 kEuro.

• EAUMP (network between UoN, UDSM and Makerere; cooperation since 2002), support 2008: about 110 kEuro:

• - 6 PhD-students started sandwich programme in 2003 (graduates in 2008/09) and 7 more in 2007. • - A number of MSc-students have graduated (about 2 each year); regional MSc-courses.• - Regional courses and workshops in cooperation with ICTP, and maybe with CIMPA in the future.- National University of Rwanda is to become member of the network.

• PDE, Modeling and Control (network between the universities in Ouagadougou, Nouakchott and Saint-Louis; cooperation since 2003), support 2008: about 73 kEuro.

- 3 PhD-students started in 2007, and 3 more will start this year.- A number of MSc- and local PhD-students have already graduated.- The network runs the West African Training School (WATS) in cooperation with ICTP, with participating

students from many West African countries.

- Ghana and Cameroon to be phased out this year, or next. Ethiopia is to be incorporated in the bilateral Programme from 2009.

58


ISP in the future.

- Support to research groups/departments only in so-called Category-1 countries.- No new collaboration, even in Category-1 countries.- Networks are not affected by these new rules, if Category-1 countries benefit from them.- Probably more involvement in bilateral programmes in basic science.

Bilateral programmes via SAREC:- Total annual budget slightly less than 100 MEuro.- 20% for basic science(?).- At the moment only two programmes that involves mathematics: one at Universidad Eduardo Mondlane in Maputo, Mocambique (Swedish coordinator at ISP), and one at the National University of Rwanda in Butare, Rwanda (Swedish coordinator at Linköping University).

SAREC will be replaced by a new unit within Sida/Asdi from October 1, 2008.

(More) problems for mathematics:- The content, etc of a bilateral programme is decided by the receiving university, and mathematics is (usually) not a prioritised subject. Bilateral funds are not earmarked for certain activities (principle of ownership), which could affect mathematics negatively.

5959

Tsou Sheung Tsun, Oxford UniversityTsou Sheung Tsun, Oxford University

ZentralblattZentralblatt

6262

Twinned institutions as of July Twinned institutions as of July 20082008

6363

Individual ActionIndividual Action • Individual donationsIndividual donations

- Book donationBook donation- Donation through national society subscriptionDonation through national society subscription- Honorarium donationHonorarium donation

• Short CoursesShort Courses- Intensive coursesIntensive courses- „„Cameos“Cameos“

• Collaboration at Institute levelCollaboration at Institute level- Pay subscriptionPay subscription- Conference attendanceConference attendance- More ...More ...

• Stepping stone approachStepping stone approach- Brazil, China, India, Vietnam, ...Brazil, China, India, Vietnam, ...

Roundtable@5ECM, AmsterdamRoundtable@5ECM, Amsterdam 6464Roundtable@5ECM, AmsterdamRoundtable@5ECM, Amsterdam 6464

Some relevant contactsSome relevant contacts

• ICTP, Trieste, (Le Dung Trang)ICTP, Trieste, (Le Dung Trang)• SIU/NUFU, Bergen, (Ragni Piene, Oslo)SIU/NUFU, Bergen, (Ragni Piene, Oslo)• ISP, Uppsala, ( Leif Abrahamsson)ISP, Uppsala, ( Leif Abrahamsson)• CIMPA, Nice, (Michel Jambu)CIMPA, Nice, (Michel Jambu)• SIAM/NSF, (Barbara Keyfitz, Tony Chan)SIAM/NSF, (Barbara Keyfitz, Tony Chan)• DAAD, Bonn, Nairobi, Dehli, Johannesburg ... (German Gov.)DAAD, Bonn, Nairobi, Dehli, Johannesburg ... (German Gov.)• SARIMA Rennes (Phillipe Bernard )SARIMA Rennes (Phillipe Bernard )• London Mathematical Society, (John Ball)London Mathematical Society, (John Ball)• CIMO, Helsinki (Matti Heiliö, Lappeenranta)• NRF, Pretoria (www.nrf.ac.za)

• ICMI, Paris (Michelle Artigue)ICMI, Paris (Michelle Artigue)• MSI, www.msi-sig.orgMSI, www.msi-sig.org• ANSTI, UNESCO, ( J.G.M. Massaquoi)ANSTI, UNESCO, ( J.G.M. Massaquoi)• TWAS, Nairobi (H.A. Hassan)TWAS, Nairobi (H.A. Hassan)

• ICIAM (Alain Damlamian)ICIAM (Alain Damlamian)• CDC@IMU (Herb Clemens)CDC@IMU (Herb Clemens)• CDC@EMS (TSOU Sheung Tsun)CDC@EMS (TSOU Sheung Tsun)

• Thanks for the financial and organisational support of the last two.Thanks for the financial and organisational support of the last two.

mathematics and the developing countries: mathematics in africa

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