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EDUCATION IN METEOROLOGY AND

CLIMATE IN WEST AFRICA

bySylvester Danuor

Kwame Nkrumah University of Science and Technology(KNUST), Kumasi, Ghana

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1.

INTRODUCTION2. METEOROLOGY AND CLIMATE

EDUCATION: IMPORTANCE AND

CHALLENGES3. INITIATIVES UNDERTAKEN BY

AMMA

4. SUGGESTIONS FOR THE WAYFORWARD

5. CONCLUSION

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Africa has been identified in 2007 by the IPCC as oneof the most vulnerable regions of the world to theimpacts of climate change but with the least existingcapacity to respond.

There is therefore the need to support Africanuniversities, research institutions and scientists todevelop the scientific skills and technical capacity bytraining meteorologists and climate scientists to better

understand, assess and monitor the potential impacts ofclimate change, hence establishing sound scientificbasis for developing effective adaptation or mitigationmeasures at political level in the continent.

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In West African countries in particular, meteorologists

and climate scientists are needed in vital areas of theeconomies such as agriculture, water resourcesmanagement, weather forecasting, fisheries, aviation,transport, energy, disaster management among others.

Though meteorology and climate science educationprogrammes are well established in some West Africancountries, others are just beginners. Even with theestablished ones, the resources to sustain them havebeen dwindling. This sometimes results in studentsleaving to study abroad, a situation which leads to braindrain.

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Importance:

1. It is a known fact that the economies of West African

countries are dominated by the primary sector and build

on the natural resources available in the region.However, this part of the industry is strongly dependent

on climatic conditions (e.g. agriculture, fisheries,

forestry, health, water resources, etc.) or has a strongimpact on the environment (e.g. mining and quarrying).

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2. In order to develop these economic natural resources in asustainable way and under changing climatic conditions,

new and innovative approaches are needed to reduce the

growth of greenhouse gases in the atmosphere. Thisrequires an intellectual potential which will drive

research, devise new industrial strategies, develop

environmental monitoring capacities, conceive adaptation

strategies for the society and elaborate regulations and

policies.

Importance:

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3. The West African universities and research

institutions in collaboration with national weather

services and related government agencies need to

provide the training and education to equip thescientists with the knowledge and skills to play

effectively their role as the main drivers of the

above actions.

Importance:

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Challenges:

1. Though some West African countries have well

established meteorology and climate education

programmes, others are just beginning to introduce

these programmes.2. One notable observation is that the dwindling financial

support from West African governments for higher

education especially at the Masters and PhD levels setsa constraint on the training of the needed skills and

expertise to manage meteorology and climate related

environmental problems.

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3. The lack of resources, fellowships and grants at theWest African universities sometimes compel students toleave for further studies in these disciplines abroad.Once graduated, the young Master/PhD student willhave lost the contact with the home country and willthus be tempted by job offerings in the country in whichhe/she graduated. This leads to a serious brain drain and

therefore fails to address capacity building at the localhigher educational institutions and industry.

Challenges:

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3.1. The AMMA Doctoral School Network (AMMA-DSN)

in Environmental Sciences and Climate Change

The AMMA programme of development of higher

education in West Africa includes the following:

Co-supervision of thesis

Summer Schools

Sharing of Teaching MaterialsVisiting Lecturer Programme

Preparing PhD Students for the job market

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3.1.1. Summer Schools Summer Schools form part of the AMMA programme

in Training and Capacity building

Open to scientists, young researchers, masters and PhD

students working in the AMMA thematic areas

Fora/platforms for masters and PhD students to discussand share ideas on their research work with experienced

scientists

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The 1stEwiem Nimdie International Summer School on

Tropical Meteorology and Climate;20th July 1st August, 2009, KNUST

Funded by DfES/British Council, U.K. and AMMA

Main Objective:

To bring together students, researchers and forecasters

from Africa and around the world to participate in

lectures on Tropical Meteorology and Climate, with

focus on what pertains in the West African Region.

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Themes:

Tropical meteorologyObservation & measurements

Surface hydrology

Underground water

Hydrological modellingClimate change and agriculture

Climate change and health

Integrated management of water resources

ii. UCAD WINTER SCHOOL, DAKAR, 2009

Climate Change and Water Resources

9th 20th November, 2009

Universite Cheikh Anta Diop, Dakar, SenegalFunded by AMMA

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i. The KNUST Summer School web site

All activities and lecture materials of the KNUSTSummer School have been put on the web site:

http://www.ewiem-nimdie.org/

ii. The AMMA bilingual web site

The web site is linked to the AMMA web site and is

accessible to other users. Lecture materials,publications and materials from Summer Schools (in

English or French) are to be uploaded unto the site.

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Identify and develop international Masters and PhD

programmes in Atmospheric Physics, Meteorologyand Climate Sciences at West African Universities

Develop links and partnerships with European

universities Seek funding to provide fellowships and grants for

short study and research visits for students;

fellowships for lecturers to deliver lectures and co-supervise students

Summer Schools to be sustained

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