The development of efficient, affordable solar cells for clean energy production is a major global challenge and in this proposal we are seeking to achieve a breakthrough in the fabrication of novel quantum dot materials capable of substantially improving the performance of III-V solar cells based on GaAs. We propose a close collaborative project with Nelson Mandela Metropolitan University in South Africa, who have complementary expertise in photovoltaic cells, to develop and characterize hitherto unexplored GaSbN/GaNAs type-II quantum dot materials. These strain-compensated, dilute-nitride quantum dots will be implemented within the active region of prototype GaAs based solar cells to significantly extend the spectral response and improve the efficiency. This would lead to a new generation of solar cells for clean electricity generation. Feedback from device studies will provide valuable insight into the photovoltaic properties of these unique nanostructures, further aiding material optimization. The quantum dot materials that we shall develop here could either be used to increase efficiency in single junction cells, or could be incorporated into existing multi-junction cells to replace expensive Ge substrates, reduce cost and significantly increase performance. There are clear opportunities for uptake of the technology both within South Africa and the UK.

Due to the globalisation of the maritime industry it is evident that training and education of students is less isolated to particular regions. As a result many students who begin study in one region often end up working in another region. This complicates matters when further studies are required. Students need to return to their original institution of study due to recognition and possible language restrictions. Therefore the NMU and SAMK after a number of meetings and visits decided to begin a partnership to develop the maritime qualifications and staff and student exchange. SAMK identified the Erasmus+ programme as an opportunity to incorporate other leading institutions in the maritime training sector from Europe and South Africa. All the EURO-ZA partners have a long history in maritime education with some European partners over 100 years. Therefore this is an opportunity to conduct a detailed analysis of the curriculums and facilities to truly evaluate any similarities, differences and opportunity for improvement for both the South African and European partners. It is noted that the NMU is only starting maritime education but has been involved in Engineering (Mechanical, Electrical, Industrial, Civil and Mechatronics) for decades. This programme will conduct an extensive evaluation of all six maritime curriculla. Comparison of these curriculla will lead to an understanding of similarities and differences. Out of this a comprehensive understanding can be established as to what the strengths and weaknesses are in each institution's curriculum. Included in the study a detailed evaluation will also be conducted on the different pedagogical processes as well as facilities.The result will enable a possible alignment of qualifications allowing knowledge sharing, student, staff and research exchange ultimately recognising a global standard and an improved product to industry.

Forestry is critically important in South Africa for two reasons: the production and processing of forestry resources has untapped potential for development in addressing the job creation crises and on the other hand forestry is a key leverage point for the global climate change challenge. In particular, entrepreneurs can develop next-generation opportunities to address these challenges in novel way. However, South African forestry graduates lack the 21st century key competences needed to think systematically, act entrepreneurially and to be experts of climate-smart forestry. Problem-based-learning (PBL) is a powerful research-based methodology that Aalto and HAMK have extensively used in international development efforts. PBL integrates the complexity of real-world problems into curricula implementation, and this helps students to create problem solving and critical thinking skills upon which the entrepreneur decision making rests. FOREST21 will capacitate HEIs in student-centered learning, in network-based learning ecosystem building and in practices of climate-smart forestry. FOREST21 undertakes PBL- and climate-smart forestry trainings and the methodology is piloted for contextualization through students’ field works. Each HEI will take a specific role: Aalto, INN and HAMK facilitate methodology, climate-smart forestry and institutional capacity building and INN leads the quality process. All South African forestry HEIs participate FOREST21 with their expertise and defined objectives and together develop PBL-FOREST21 Teacher Manual and establish PBL-FOREST21 Network for peer support and further development of the curricula and methods. All HEIs participate in the student field challenges. The results are disseminated throughout South Africa with facilitation of Associate Partners.

With the advent of Industry 4.0 has come challenges and opportunities in the manufacturing sector as well as manufacturing education. Smart Manufacturing Engineering Education for Knowledge Economy (SME2KE) develops postgraduate manufacturing curricula (with emphasis on laser-based manufacturing (LbM) technologies) and pedagogical approaches to strengthen future manufacturing engineers’ competences for transforming their national economies to knowledge-based society as they improve profitability of businesses. SME2KE aims at (i) training the knowledge, competencies and performance of students and academic instructors, (ii) updating the existing master’s curriculum by incorporating taught modules including elements of LbM applications, big data science (BDS), machine learning (ML) and artificial intelligence (AI) towards empowering graduates with skills to fabricate products sustainably without defects and wastes; (iii) developing a unique African e-platform to support education and training related to LbM technology at Masters level. SME2KE enables partner HEIs to demonstrate relevance in developing responsive activities which promote socio-economic recovery, growth, and prosperity by developing innovative curricula which are linked to manufacturing business activities. It contributes to the Sustainable Development Goals (SDGs) and the Green Deal, digital transformation and data technologies, alliances for sustainable growth and jobs by supporting a successful green and sustainable global economic recovery in the partner countries. SME2KE reforms postgraduate manufacturing education by imparting graduates with problem-solving and entrepreneurial skills via problem-based learning (PBL) methods, students-centred teaching, and and real-life manufacturing challenges. SME2KE establishes sustainable manufacturing education pedagogies in the local context via collaboration among the LbM research establishment, manufacturing industries, and academic institutions.

mHealth4Afrika is a collaborative research project that addresses maternal and newborn healthcare delivery, a key requirement of end-user communities in developing countries, and priority area in both the 2015 Millennium Development Goals and Post-2015 Sustainable Development Goals. Aligned with Horizon 2020 Societal Challenges, mHealth4Afrika will research and evaluate the potential impact of co-designing an open source, multilingual mHealth platform on the quality of community based maternal and newborn healthcare delivery in Southern Africa (Malawi, South Africa), East Africa (Kenya) and Horn of Africa (Ethiopia). Research and innovation actors from three European and four African countries will engage with local end-user communities (i.e. representatives of parents and local community leaders, Ministry of Health, healthcare professionals and volunteers, health oriented NGOs). Based on this User-centred Design, Living Labs, Collaborative Open Innovation based approach, the consortium will integrate and adapt · Multilingual electronic health records to store patient history, associated tests and test results; · Sensors to capture the results of a range of standardised tests for expectant and lactating mothers, unborn babies and infants; · Analytical and visualisation tools to facilitate the interpretation and monitoring of the patient results; and · Multi-lingual and multimodal mobile interfaces leveraging visualisation and speech synthesis to address literacy deficits and digitise data gathering through electronic forms. By focusing on accessibility, usability and integrated training, this will facilitate urban, rural and deep rural healthcare workers to adopt and use a comprehensive system that integrates quality community based healthcare delivery with telemedicine. The expected outcome is a multi-region proof of concept that can make a significant contribution in accelerating exploitation of mHealth across Africa.