The third offering of CERM-ESA’s Capacity Building Programme for Lecturers and Supervisors (CABLES) has kicked-off successfully in Accra this morning. A group of 25 participants representing the
– West African-German Centre of Excellence for Governance for Sustainable and Integrative Local Development
– West African-German Centre of Excellence for Sustainable Rural Transformation
– Congolese-German Centre of Excellence for Microfinance
– Ghanaian-German Centre of Excellence for Development Studies and the
– Namibian-German Centre of Excellence for Logistics
are engaging in questions of postgraduate supervision, curriculum development and interpersonal competencies for excellent teaching. The week-long professional development programme is the last in a row of three international and cross-disciplinary CABLES offerings that DAAD has sponsored for those lecturers, researchers and supervisors, who contribute to the success of the Centres of African Excellence.

Participants and facilitators of the CABLES@WA2019 Programme from 14-19 October in Accra

If you are interested in the programme, please click here: CABLES-WA2019_brochure_A5-V01-1.

After two successful offerings of CERM-ESA’S ‘Capacity Building Programme for Lecturers and Supervsiors’ (CABLES) in Port Elizabeth and Zanzibar, a third CABLES programme is taking place at Moi University in the week of the 3rd to the 8th of June 2019.
100 lecturers and supervisors of all 14 Schools of Moi University participate in the training programme which is designed to support lecturers and supervisors to sharpen their skills in supervision, teaching strategies and research coherence. Excellent facilitation is guaranteed by Prof Michael Samuel, Dr Noluthando Toni and Prof Naydene de Lange. The next step will be a ‘train-the-trainer’ programme to extend the pool of facilitators for the CABLES programme and enable more offerings under the umbrella of CERM-ESA in future.


The CERM-ESA family is proud of our second doctoral scholarship holder graduating in February 2019! Janeth Chemeli did her PhD through CERM-ESA at Moi University and worked on the ‘Utilization of Formative Assessment Strategies in Mathematics Instruction and their Impacts on Learner Achievement in Secondary Schools in Kenya’. After her successful defense she was overwhelmed and expressed her gratitude to CERM-ESA and DAAD for all the support and mentoring she had received during her three yeears of scholarship.

Congratulations, Janeth! Well done!


6 Masters Scholarships for our Master of Education in Research Programme,
funded by the German Academic Exchange Service (DAAD) starting from the 1st of September 2019

Please read the full text here: Announcement for scholarships in Masters in Education Research at Moi University

and up to

2 PhD Scholarships in Sociology of Education funded by the German Academic Exchange Service (DAAD) starting from the 1st of September, 2019

Please read the full text here: Announcement for PhD scholarships in Sociology of Education at Moi University

David Ssekamatte with his supervisors Prof Karsten Speck (left) and Prof Bernd Siebenhüner (right)

CERM-ESA’s first PhD scholarship holder graduates from Oldenburg University

CERM-ESA is proud to announce that David Ssekamatte from Uganda Management Institute successfully defended his dissertation titled: The Opportunities and Challenges for Climate Change Education at Universities in the African Context: A Comparative Case Study of Makerere University (Uganda) and University of Dar es Salaam (Tanzania).

After the defense on Friday, the 7th of September 2018, David said: “I am extremely happy to complete my doctoral journey that started in January 2016. I have had the best experience here at the University of Oldenburg with exceptional doctoral support from my supervisors and the CERMESA family. I am so grateful. I now look forward to adding value to my country and Uganda Management Institute in particular through quality research and supervision support for the students and advancing sustainability education research in African contexts to higher levels.”

David, who is leaving for Uganda later this week, will mentor the two new CERM-ESA PhD scholarship holders at UMI who will take up their work in January 2019.

Congratulations on this marvelous success, David!!!

If you are interested in what David found out, you find his presentation here: Ssekamatte_PhD_presentation_06.09.18

The evening of June 21, 2018 was a particularly special one for CERM-ESA Master’s student Sarah Jemutai, her supervisors as well as for her family and friends. Sarah, who graduated cum laude, was selected as the recipient of the Nelson Mandela University Council’s best Master’s Degree by Dissertation in the Humanities Award, which she received during the Academic Awards Dinner held at Port Elizabeth’s Feather Market Hall. The dinner is an annual event to acknowledge academic excellence, both in undergraduate and postgraduate studies across all of the faculties at Nelson Mandela University. Excellence is one of the university’s six values and is believed to be central to the institution’s striving for a sustainable future.

Sarah completed her Master’s degree by dissertation, an academic journey which requires commitment, sustained hard work and diligence. Her dissertation is entitled ‘The effect of using a six-brick Duplo block guided play approach on pre-school learners’ visual perceptual abilities’. The study situates itself within the pre-existing body of knowledge around the development of children’s visual and spatial abilities, which belies reading, writing and mathematics. However, through her research, Sarah identified that pre-existing studies have focused on older children who are already literate and who are being educated within a Western context. In light of this gap, the focus and dimensions of Sarah’s study are particularly topical. In focusing on the use of a six brick Duplo block intervention in one South African and one Kenyan school, Sarah argues that children’s development is accelerated through teachers’ facilitation of guided play using the six brick Duplo block approach. In turn, these findings have implications for curriculum developers, early childhood advisors and teachers when designing instructional materials that promote the development of reading, writing and numeracy skills in pre-literate children.

Not only does her study attest to the ever-evolving ways in which we conceive of educational methodologies and innovation, but her outstanding academic achievement demonstrates the potential of committed hard work, which sets an inspiring example for CERM-ESA students to follow.