The ONEPlanET project aims to develop a common nexus modelling framework to simulate and evaluate pathways to define a more sustainable future in Africa through the deployment of renewable energy infrastructure. In this way, it will be possible to stimulate a green energy transition in the continent as well as a decarbonization of existing energy plants. The ONEPlanET model will be tailored to the needs of different stakeholders and end-users (public and private actors, policy and decision-makers, experts, and citizens) and will be totally open source to stimulate its future upgrades. The model will include information on Water, Energy, Food (WEF) and interlinkages with other sectors as Economy, Ecosystems, Society, Climate and Land for delivering a multi-sectoral assessment consistent with socio-economic and climate scenarios. The ONEPlanET modelling approach will integrate Earth Observation data (e.g., Copernicus, ESA or GEOSS), statistical data and information from basins to national and regional, via three representative case studies in the Songwe (Malawi/Tanzania), Inkomati-Usuthu (South Africa) and Niger (Nigeria) river basins, which show different types of basins and socio-ecological systems. ONEPlanET will help to better understand the interactions between Nexus sectors to deliver sound technical and policy recommendations towards the implementation of energy infrastructure to build a more climate neutral and resilient society.

The Higher Education sector in South Africa is going through a fundamental transformation process, addressing several challenges such as inequality of representation amongst existing staff, high student : staff ratios, low throughput rates, limited qualifications of existing staff and an inadequate postgraduate pipeline. Therefore, the government aims to identify and nurture academic talent, support newly recruited academics to acquire Doctoral and Master’s degrees, and develop their research skills. Also, the roles of professionals in Higher Education operating in the ‘third space’ are increasingly important as universities seek to differentiate themselves in how they create a valuable student experience; ensure student outcomes; and positively impact their local, regional, and global communities and economies through research and engagement. The project will address these aspects with a focus on strengthening postgraduate environments, reinforcing academic cultures at public universities in South Africa. This will contribute to transforming public universities, creating more conducive environments for postgraduate studies and sustainable supervisory capacity. The project intends to support universities to develop supervision capacity, nurture academic talent, assist them in training newly recruited academics to acquire Doctoral and Master’s degrees and develop research skills of academic staff.At individual level, participants will be coached to design a tailor-made programme to develop postgraduate supervision, while taking into account the historical background, nature of the concerned institute, its ethos, its vision and mission and available resources. At institutional level, the extended tailor-made programme designed by the participants will be presented to their research office, faculty and university leadership, anticipating approval and implementation of (essential elements of) the proposed programme to enhance their postgraduate environment.

<< Objectives >>The DECART project proposes a framework and tools to guide STEM & Management educational leaders in innovative curriculum design and programme transformations according to unpredictable VUCA contexts. As such the project aims to identify and share innovative curricula between project partners and international associated partners, to propose models and processes for curriculum change and transformations, as to assess and improve interoperability and resilience of curricula.<< Implementation >>DECART implements and operates 3 collaborative Intensive programmes for higher education programme leaders from the partnership, conducts quantitative and/or qualitative analysis, and reflects on original curriculum structures and properties. For external communication and dissemination, both onsite and online multiplier events are organized to share the methodological results and tools, so as to confront and promote innovative curricula design thinking and transformations.<< Results >>DECART delivers several reports which include shared understanding of curriculum structures in partner countries, VUCA scenarii to assess agility and resilience, as guidelines for curriculum design and transformations. A common Body of Knowledge is delivered, including change & transformation processes to inspire programme leaders. Learning materials with guidelines are produced (co-design and leadership workshops, crisis serious games), aside publications, brochure, and videos.