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Relevant bibliographies by topics / Dance education in Ghana

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Academic literature on the topic 'Dance education in Ghana'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Dance education in Ghana"

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Adinku, Ofotsu. "Cultural Education in Ghana: A Case Study of Dance Development in the University System." Dance Chronicle 27, no. 1 (December 26, 2004): 49–66. http://dx.doi.org/10.1081/dnc-120029926.

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Ntim, Stephanie B., and Katherine J. Johnson. "The art of malaria education: an arts-based malaria education model, Pepease-Kwahu, Ghana." International Journal Of Community Medicine And Public Health 6, no. 12 (November 27, 2019): 5042. http://dx.doi.org/10.18203/2394-6040.ijcmph20195443.

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Background: Malaria is a major health concern in Ghana as well as other countries in West Africa, where it is estimated that more than 300 million people are at risk of malaria infection. While prior research has highlighted promising school-based interventions often facilitated through textbook information or teacher-based lectures to promote awareness about the disease, less is known as to how well such interventions are able to actively involve and engage students in learning about malaria in their schools.Methods: This research examines the role of the performing arts as a heuristic for student-centered teaching and learning about malaria. Using a convergent parallel mixed-methods study design, an arts-based malaria education model was deployed in a junior high school in Pepease-Kwahu, Ghana.Results: The proposed product included a peer-peer education model through which students (n=77) demonstrated their learning of malaria through their own creation and participation in poetry, song, dance, and drama performances. Pre- and post- paper-based surveys, coupled with focus groups with student participants (n=10) were used to examine the impact of this program.Conclusions: Research findings currently show that the arts-based malaria education program can be beneficial to students, by requiring them to use the performing arts to engage with information about malaria transmission, prevention, and treatment. Students correctly identified that the malarial parasite is transmitted by a mosquito bite, and they correctly identified symptoms of malaria, although students were reluctant to say that they will regularly use insecticide-treated bed nets as a preventive measure for malaria.

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O.A., Emmanuel, and Isaac K.M. "The Nature of Ghanaian Music and Dance Syllabus and the Challenges of Teaching its Contents in Tamale International School." British Journal of Contemporary Education 1, no. 1 (May 19, 2021): 40–51. http://dx.doi.org/10.52589/bjce-iiwhzrrt.

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This paper examined the nature of the Junior High School (JHS) music and dance syllabus in the context of growing cultural education and current socio-cultural transitions in Ghana. It also sought to highlight the challenges of teaching the syllabus in the schools. The design used was a case study while archival document analysis and interview incorporated the data collection instruments to collect the appropriate data to answer the research questions. The content of the syllabus was analyzed while two main participants of the study were also interviewed. The study reveals a mismatch in the relationship between the content of the music and dance taught in the classroom and what actually exists in the syllabus to be taught. It is recommended that music teachers properly align their instructional content to the syllabus since it contains enough African music content that can prepare the pupils to appreciate their musical culture.

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Smith, Justen O., and Robert N. Pate. "Cultures Around the World: A Unique Approach to Youth Cultural Diversity Education." Journal of Youth Development 2, no. 2 (September 1, 2007): 174–79. http://dx.doi.org/10.5195/jyd.2007.354.

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Increasingly diverse cultural trends have significant implications for the educational needs of American youth. Learning about and valuing diverse cultures will help prepare youth to become better citizens in an ever-changing society. Cultures Around the World was developed to meet the educational needs of youth in the area of cultural diversity. The Cultures Around the World program brings to life exciting cultures and customs from countries all over the world. Countries are presented in a unique format by teaching youth (ages 10 to 18) a specific country’s history, culture, food, music, dance, language, religion, and current issues. The Cultures Around the World program can be used by any youth educator. The program comes in a ready to use CD containing presentations, handicraft instructions, language guides, and resource guides for nine different countries (Armenia, Australia, Ecuador, Egypt, England, France, Ghana, Slovakia and Mexico).

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Pentz, Julie L. "Global dance education connecting communities in Accra, Ghana and Kuwait City, Kuwait: tap(ing) to togetherness through a community collaborative program." Arts Education Policy Review 121, no. 3 (August 30, 2019): 115–18. http://dx.doi.org/10.1080/10632913.2019.1660747.

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Friedler, Sharon. "Dance Research in Ghana." Dance Research Journal 29, no. 2 (1997): 126. http://dx.doi.org/10.2307/1478747.

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Cone, Theresa Purcell, and Stephen L. Cone. "Dance Education." Journal of Physical Education, Recreation & Dance 78, no. 1 (January 2007): 6–13. http://dx.doi.org/10.1080/07303084.2007.10597948.

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Pickard, Angela, and Doug Risner. "Dance futures: Research in Dance Education." Research in Dance Education 17, no. 3 (May 23, 2016): 268–69. http://dx.doi.org/10.1080/14647893.2016.1183293.

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ADINKU, W. OFOTSU. "The Early Years of the Ghana Dance Ensemble." Matatu 21-22, no. 1 (April 26, 2000): 131–34. http://dx.doi.org/10.1163/18757421-90000312.

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Hanna, Judith Lynne. "Dance Education Workshop." Research in Dance Education 3, no. 1 (April 2002): 47–55. http://dx.doi.org/10.1080/14647890220129113.

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Dissertations / Theses on the topic "Dance education in Ghana"

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Petrie, Jennifer L. "Music and Dance Education in Senior High Schools in Ghana: A Multiple Case Study." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1440065860.

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Adinku, William Ofotsu. "Towards the National Theatre concept : a model for the development of dance education within the Ghanian university system." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/848393/.

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During the period under colonial rule Ghanaian traditional life styles were largely destroyed and foreign value systems imposed. Following independence in 1957 the concept of National Consciousness, which seeks to encourage models of traditional forms in all new developments, was proposed. This thesis addresses the need to introduce traditional dance into the Ghanaian University system in response to the concept of National Consciousness. The thesis is divided into two parts. Part One is a survey of traditional dance models and their significance for new developments, while Part Two examines these models as applied activities in dance eduction and theatre work. In Part One traditional dances and related arts are treated in Chapters 1 and 2 while the developments of concepts for national integration through the dances are treated in Chapters 3 and 4. In Part Two concepts of dance in education are examined in Chapter 5; the roles of dance in education as well as models in subject programming in Chapter 6 and curriculum development for first degree courses in Chapter 7. Chapter 8 looks at the contributions of the various Chapters to the development of an African orientated dance programme for education and theatre practice in emergent African societies. The study is limited to the Country of Ghana though the findings may have implication for other African countries.

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Bergseth, Heather A. "Music of Ghana and Tanzania: A Brief Comparison and Description of Various African Music Schools." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1312917493.

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Badu, Zelma C. M. "Ewe culture as expressed in Ghana West Africa through Adzogbo dance ceremony : a foundation for the development of interactive multimedia educational materials." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82826.

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This dissertation project is a preparation for development of a method for teaching traditional Ewe culture to people of Western or non-Ewe background, using dance ethnology as an approach to conducting research, and digital video recording as a means for documentation. The study focuses on one of the Ewe's oldest and most powerful religious dance and music ceremonies, Adzogbo, as it is performed by the Mawuli Kpli Mi Adzogbo Group from the village of Aflao in Ghana, West Africa.
Adzogbo, originally from Dahomey (now Benin), was brought to Ghana in the late 19th Century, and was formally performed for the Dahomeyan war gods to transmit pertinent information to warriors preparing for battle. It is still considered one of the most complex dance and music systems, having intricate polyrhythmic texture and specific relationship between the master drummer and the vigorous and articulated movements of the dancers, which are emphasized by their elaborate costume.
Presently, the dance functions as a recreational ceremony and is performed during specific special occasions. It is used to display mental, physical and spiritual power and still carries some of its original war dance characteristics.
This project consists of a written thesis document and one hour digital video documentary of the Adzogbo Dance Ceremony, outlining its background and importance, form and structure, and a comparative analyses of the organization and structure of both the dance and music. The text provides information on Ewe culture, including their historical, social, and geographical background, their dance, music and related activities and an exploration of Interactive multimedia technologies to in future develop electronic educational material.

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Greco, Mitchell J. "THE EMIC AND ETIC TEACHING PERSPECTIVES OF TRADITIONAL GHANAIAN DANCE-DRUMMING: A COMPARATIVE STUDY OF GHANAIAN AND AMERICAN MUSIC COGNITION AND THE TRANSMISSION PROCESS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398073851.

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Kerfoot, Janice. "Babylon boys don't dance : music, meaning, and young men in Accra." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99727.

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This thesis explores the landscape of popular music culture in Accra as it is experienced by a loosely interactive group of young self-identified rastafarians. The global pop-culture idiom born of the Jamaican socio-religious movement of rastafari allows these young Accrans to articulate self-concepts vis-a-vis very current trends in local and foreign youth cultures (such as hiphop), with reference to an ostensibly ageless collective identity. Questions of authenticity are made complex by the movement's weighty historical and political roots, its nuanced symbolic bonds with "local African culture", and the semiotic plasticity of its identifying practices. Ethnographic portions of this thesis are based on three months of fieldwork in Accra, during the summer of 2004. Key theoretical points are gleaned from a critical examination of early British Cultural Studies and its theoretical progeny, including the body of recent work tentatively dubbed "post-subcultural studies".

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Sanders, Lorna. "Dance education renewed." Thesis, University of Surrey, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435193.

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Moffett, Ann Thomas 1980. "Dance as Inquiry: Critical Thinking in Dance Education." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10691.

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x, 78 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
My research identifies critical thinking as an essential component of dance training for students of all ages and abilities, particularly students K-12. This project strategizes ways in which the studio dance teacher can create opportunities for critical thinking in the classroom and reveals ways in which learning dance can enhance critical thinking. Special consideration is placed on how critical thinking, as a skill, relates to the unique curiosities and objectives of the discipline. Within the qualitative and experiential research design, theoretical questions are proposed and practical pedagogical applications are developed. Insights from interviews with experts in the field of dance education are interwoven with practical applications from teaching two summer dance programs for distinct youth populations, a college-preparatory program for "talented and gifted" students and an open class for homeless youth living in ShelterCare housing communities.
Committee in Charge: Dr. Jenifer Craig, Chair; Rita Honka; Walter Kennedy

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Awusabo-Asare, K. "Education and fertility in Ghana." Thesis, University of Liverpool, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233449.

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Cole, Anne. "Partnerships : dance artists in education." Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/804777/.

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Books on the topic "Dance education in Ghana"

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African dance education in Ghana: Curriculum and instructional materials for a model Bachelor of Arts (Hons.) Dance in Society. Accra: Ghana Universities Press, 1994.

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Education inequality in Ghana. Accra]: Center for Policy Analysis, 2003.

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Department of Education and Science. Arts education: Dance. Dublin: Stationery Office, 2000.

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Australia. National Office of Overseas Skills Recognition. Ghana: A comparative study. Canberra: Australian Government Publishing Service, 1993.

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Education, Child. Dance. Leamington Spa: Scholastic, 1999.

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Wilkinson, Helen. Perspectives on dance education. Melbourne: Curriculum Programs, Education Dept., 1985.

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Gilbert, Anne Green. Brain-compatible dance education. Reston, Va: National Dance Association, 2006.

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Gilbert, Anne Green. Brain-compatible dance education. Reston, Va: National Dance Association, 2006.

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European League of Institutes of the Arts. (Conference) Dance Section. Dance education in Europe: Spotlight on higher dance education in Germany. Amsterdam: ELIA, 1993.

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Education, Child. Let's dance. Leamington Spa: Scholastic, 1993.

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Book chapters on the topic "Dance education in Ghana"

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Tagoe, Michael. "Ghana." In International Perspectives on Older Adult Education, 145–55. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_13.

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Barber, Lerverne. "Dance." In Physical Education for Young People with Disabilities, 39–65. First edition. | Abingdin, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003082804-3.

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Pickard, Angela, and Patricia Maude. "Developing Dance." In Teaching Physical Education Creatively, 54–75. 2nd ed. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Learning to teach in the primary school: Routledge, 2021. http://dx.doi.org/10.4324/9781003090885-4.

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Pickard, Angela, and Patricia Maude. "Introducing Dance." In Teaching Physical Education Creatively, 33–53. 2nd ed. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Learning to teach in the primary school: Routledge, 2021. http://dx.doi.org/10.4324/9781003090885-3.

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Huq, Mozammel, and Michael Tribe. "Education and Health." In The Economy of Ghana, 321–32. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-60243-5_16.

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Mc Lean, Judith, and Sally Chance. "The Dance of Life." In Education and Theatres, 301–14. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22223-9_20.

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Winther, Helle. "Dance in nursing education." In Dancing Across Borders, 183–86. Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781003008569-30.

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Chankethya, Chey. "Dance Education in Cambodia." In The Routledge Companion to Dance in Asia and the Pacific, 28–37. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003160007-7.

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Jebuni, Tigwe Salifu. "Muslims and Traditional Dance Performance in Dagboŋ, Northern Ghana." In The Palgrave Handbook of Islam in Africa, 387–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45759-4_20.

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Frichtel, Monica Jordan Cameron. "Discovering Freedom in Dance Education." In Dance and the Quality of Life, 347–64. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95699-2_20.

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Conference papers on the topic "Dance education in Ghana"

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Uribe, Lisbeth, and Amy Eguchi. "RoboTeam dance." In 2015 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2015. http://dx.doi.org/10.1109/isecon.2015.7119914.

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Kuswarsantyo. "Hyperreality in Dance Education and Challenges in Teaching Dance Education at Schools." In 4th International Conference on Arts and Arts Education (ICAAE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210602.002.

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Ni Nyoman, Wahyuni, Ni Nyoman Seriati, and Trie Wahyuni. "Reinterpretation of Traditional Dance through Contemporary Dance." In Proceedings of the International Conference on Art and Arts Education (ICAAE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icaae-18.2019.45.

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Ananda, Widya Rizky, Sutiyono, and Magfirah Z. Fawziah. "The Balai Terbang Dance: From Healing to Dance Movements." In 3rd International Conference on Arts and Arts Education (ICAAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200703.054.

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"The Relationship between Dance Music Structure and Dance Performance." In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29132.

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"Innovative Training Based on Dance Consciousness in College Dance Teaching." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.016.

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"Innovative Training Based on Dance Consciousness in College Dance Teaching." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.24.

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Zeng, Li, and Huabing Zhou. "The Dance Morphological Characteristics of Wuyuan Nuo Dance." In Proceedings of the 3rd International Conference on Art Studies: Science, Experience, Education (ICASSEE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icassee-19.2019.21.

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Yuan, Rulin. "The Innovation of Dance Art Communication in TV Dance Program." In 7th International Conference on Arts, Design and Contemporary Education (ICADCE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210813.048.

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Xiang, Yanhua. "Innovative Training Based on Dance Consciousness in College Dance Teaching." In 2018 4th International Conference on Education Technology, Management and Humanities Science (ETMHS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/etmhs-18.2018.32.

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Reports on the topic "Dance education in Ghana"

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Berry, James, Dean Karlan, and Menno Pradhan. The Impact of Financial Education for Youth in Ghana. Cambridge, MA: National Bureau of Economic Research, April 2015. http://dx.doi.org/10.3386/w21068.

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Duflo, Esther, Pascaline Dupas, and Michael Kremer. The Impact of Free Secondary Education: Experimental Evidence from Ghana. Cambridge, MA: National Bureau of Economic Research, June 2021. http://dx.doi.org/10.3386/w28937.

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Research Institute (IFPRI), International Food Policy. Mothers’ non-farm entrepreneurship and child secondary education in rural Ghana. Washington, DC: International Food Policy Research Institute, 2018. http://dx.doi.org/10.2499/1024320660.

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Dupas, Pascaline, Esther `. Duflo, and Michael Kremer. Estimating the impact and cost-effectiveness of expanding secondary education in Ghana. International Initiative for Impact Evaluation, September 2016. http://dx.doi.org/10.23846/ow1038.

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LaChance, Nancy, and Terence Adda-Balinia. Strengthening school-based sexual and reproductive health education and services in Accra, Ghana. Population Council, 2017. http://dx.doi.org/10.31899/rh4.1006.

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Taddese, A. EdTech in Ghana: A Rapid Scan. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0030.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Ghana. This report is based primarily on desk research, with quality assurance provided by a country expert.

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van den Boogaard, Vanessa, Wilson Prichard, Rachel Beach, and Fariya Mohiuddin. Strengthening Tax-Accountability Links: Fiscal Transparency and Taxpayer Engagement in Ghana and Sierra Leone. Institute of Development Studies, November 2020. http://dx.doi.org/10.19088/ictd.2020.002.

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There is increasingly strong evidence that taxation can contribute to expanded government responsiveness and accountability. However, such positive connections are not guaranteed. Rather, they are shaped by the political and economic context and specific policies adopted by governments and civil society actors. Without an environment that enables tax bargaining, there is a risk that taxation will amount to little more than forceful extraction. We consider how such enabling environments may be fostered through two mixed methods case studies of tax transparency and taxpayer engagement in Sierra Leone and Ghana. We highlight two key sets of findings. First, tax transparency is only meaningful if it is accessible and easily understood by taxpayers and relates to their everyday experiences and priorities. In particular, we find that taxpayers do not just want basic information about tax obligations or aggregate revenue collected, but information about how much revenue should have been collected and how revenues were spent. At the same time, taxpayers do not want information to be shared with them through a one-way form of communication, but rather want to have spaces for dialogue and interaction with tax and government officials, including through public meetings and radio call-in programmes. Second, strategies to encourage taxpayer engagement are more likely to be effective where forums for engagement are perceived by taxpayers to be safe, secure, and sincere means through which to engage with government officials. This has been most successful where governments have visibly demonstrated responsiveness to citizen concerns, even on a small scale, while partnering with civil society to foster trust, dialogue and expanded knowledge. These findings have significant implications for how governments design taxpayer education and engagement programmes and how civil society actors and development partners can support more equitable and accountable tax systems. Our findings provide concrete lessons for how governments can ensure that information shared with taxpayers is meaningful and accessible. Moreover, we show that civil society actors can play important roles as translators of tax information, enablers of public forums and dialogues around tax issues, and trainers of taxpayers, supporting greater tax literacy and sustained citizen engagement.

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Yeboah, Thomas, and Irene Egyir. Forms, Prevalence and Drivers of Children’s Work and Children’s Harmful Work in Shallot Production on the Keta Peninsula, South-Eastern Ghana. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/acha.2020.002.

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This paper synthesises the available literature on the forms, prevalence and drivers of children’s work, and evidence of harm associated with children’s work in shallot production on the Keta Peninsula, Ghana. What emerges is that children have historically played, and continue to play, a key role in this horticultural system and their work contribution is structured by both age and gender. Desires to support parents and earn income drive children’s involvement, and children’s work has potential negative effects on their education.

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.

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