Opportunities for bilateral cooperation in Education sector
The scholarship offers 900 slots per year for the African students in under graduate, post graduate and doctoral degrees. The scholarship is generally announced in the month of December for the next academic year. The slots available for the accredited countries are as follows:
The A2A Portal (), inter-ilea, provides information about the scholarships scheme, list of universities, how to fill up the applications, guidelines before filling up the form, financial terms of ICCR, physical fitness certificate, information about various participating universities and also information about Indian cities where universities are located.
As to eligibility criteria, the applicants should follow the criteria as laid down by various universities for each course and ensure that they submit all relevant documentation, in addition to the basic certificates mentioned in the application form (copies of all mark sheets, certified copies of translation of documents which are not in English, Certificate of Physical Fitness and Copy of passport).
The applicant should be between the age of 18 to 30 years for all other course except for Ph D courses for which the age limit is 45 years.
The medium of instructions in the Indians universities is English. The candidates will have to undergo an English language test.
Successful candidates would be intimated in due course and their logistics including air tickets and visa would be given at Embassy of India in Dakar. Further details may be seen at:
The Government of India, under the Third India-Africa Summit commitments, announced 15,000 scholarships for students and professionals in Africa to pursue courses offered by premier Indian institutions in emerging areas. The initiative, announced as the e-VidyaBharti network project, will span over the next five years and offer certifications, diplomas, undergraduate, and postgraduate degree courses.
Reputed public and private universities offer short-term, undergraduate and postgraduate courses on the iLearn portal. Under the project, scholarships cover the tuition fees of eligible students to study at the Indian university for undergraduate and postgraduate courses. Similarly, for short-term courses, the examination fee to obtain a certificate of completion is waived for eligible students. Learning centers will be set up in partner countries, to enable the facilitation of academic learning and to conduct examinations locally.
A student must register on the iLearn portal and enroll in the short-term, certificate, or MOOC (massive open online course) of their choice. The certificate will only be issued when the student appears for the examination in the country of their nationality. It is the responsibility of the student to apply for exemption of the examination fee. Further details may be seen at
ITEC is the flagship programme of the Indian Government's capacity building effort, not only because of its magnitude and wide geographical coverage but also for innovative forms of technical cooperation. The ITEC Programme is essentially bilateral in nature. The ITEC Programme, fully funded by the Government of India, has evolved and grown over the years.
Training or capacity building is one of the major activities under ITEC. The professionals and people from developing countries are offered unique training courses, both civilian and defence, in different centres of excellence in India which empower them with not just professional skills, but prepare them for an increasingly globalized world.
(a) Civilian Training Programme: For Civilian Training Programme, around 12000 scholarships are being offered to ITEC partner countries to attend the various training courses in India. The premiere institutions of India offers more than 300 short-term, medium-term and long-term courses during the year. The training programme is demand-driven and subjects selected are of interest to developing countries for their working professionals. The wide and diverse spectrum of skills and disciplines offered ranges from IT to rural development, parliamentary practices to entrepreneurship, marine to aeronautical engineering and so on. An encouraging trend of senior level participants from within and outside Government joining ITEC courses has been noticed which indicates the efficacy of the courses for capacity building, empowerment and upgrading of skills. At the specific request of partner countries, special courses on specific topics are also organized under the ITEC.
(b) Defence Training: This covers training of personnel belonging to all the three wings of Defence Services, viz., Army, Air Force and Navy nominated by the ITEC partner countries in prestigious institutions like National Defence College, Defence Services Staff College, etc. The facility is also extended and availed of by some select developed countries on self-financing basis. The training field covers Security and Strategic Studies, Defence Management, Marine and Aeronautical Engineering, Logistics and Management, etc.
Indian experts are deputed to friendly countries on their request to assist in developmental activities. The experts study the problems and suggest solutions without disturbing the local socio-economic and cultural environment. Some of the fields covered in recent years have been creative arts, pest management, military training, IT, audit, medicine, English teaching, telecommunications, agricultural research, etc. Indian experiences and expertise in the fields of small and medium scale industries, agriculture and financial management have been found to be particularly relevant to the developing countries.
e-ITEC is a modality of ITEC programme wherein training is imparted in partner countries by Indian Institutes online in real time. Under e-ITEC, the classrooms are shifted to our partner countries and tailor made courses are delivered by Indian faculties online/ through video conferencing. The facilities in the classroom required are desired internet bandwidth, telecommunication links and a focal person to coordinate. The partner countries approach our missions with a proposal for training under above modalities including details regarding desired area of training , minimum number of participants and classroom facilities etc. The nominated participants by the partner countries apply through ITEC portal and physically join in classes on the given date and time.
ITEC Executive is an exclusive programme for senior level functionary of partner countries which covers trainings, workshops, study/ exposure visits etc. Visit of a delegation from partner country to develop an understanding of existing practices/system in India are covered under ITEC-Executive. For this module, the partner countries submit their proposal through our missions and the ITEC-Executive programme is anchored by a premier institute of India.
Further details on Embassy’s webisite:
India's system of higher education is the third largest in the world. Details may be seen at:
Senegal has two separate ministries to deal with the education - The Ministry of National Education and a Ministry of Higher Education, Research and Innovation.
The higher education in Senegal is organized according to the LMD (Bachelor, Master, Doctorate). Its main objective is, according to the Directorate General for Higher Education, to allow higher education establishments to innovate by organizing new training courses and to place the students at the center of their training. Another target is to harmonize degrees for better international mobility. Bachelor is referred to 3 years course completed in the university after schooling. In practice, this reform above all makes it possible to facilitate student mobility by providing a certain number of credits for each course. Thus, obtaining a university degree is done by the validation of these credits (in general: 180 credits for the Bachelor, 300 for the Master and 480 for the Doctorate) and no longer by the methods known as traditionally used in most faculties of universities in Senegal (average of cumulative marks). At each of these levels, private education intervenes with an increasing qualitative and quantitative impact even if public education remains the dominant player in the education sector in Senegal. The Higher Education has also an important body named ANAQ-SUP (National Authority for Quality Insurance in Higher Education) that is responsible for the supervision, assessment of trainings in Public or Private Universities as well as Business Schools.
The Gambia is an English speaking country. Prior to 1999, The Gambia had no university. The students intending for higher education were compelled to go overseas with very few returning back to Gambia. As a result of this shortfall, the University of The Gambia was established in 1999 to train and retain skills in the country. Since 2005 the institution has been assisted by the Norwegian Education Trust Fund to put together a plan of action to identify possible areas of expansion to meet the needs of the labour force.
Under the higher education plan, the University of The Gambia establishes relationships with other tertiary institutions in the country to strengthen its infrastructure and develop the nucleus for an enduring and sustainable higher education system.
The Gambia is also aiming to integrate and consolidate higher education institutions and structures, in an effort to use available resources more efficiently and effectively and to develop a robust sector that is more responsive to student and labour market needs.
The government of the Gambia and institutions also organisea - in partnership with international higher education institutions - training programmes to provide staff development and operational assistance, and to strengthen higher education governance structures, policy formulation, strategic planning, and administrative and management systems.
The main challenges for higher education in The Gambia are largely to do with the lack of home-grown scientists as well as limited options for Gambian scientists to find work in local learning institutions, which forces them to either leave the country or not return home after carrying out PhD studies abroad.
Guinea Bissau is a Portuguese speaking country and having limited options of higher education in the country. After schooling, the country has limited option of 5 Colleges offering Graduation courses. There are no university offering post graduate degrees, for which they go to Senegal, Morocco, Algeria, Portugal, England, and some of them to France. Some students also opt for Cuba, Brazil and Venezuela.
In 1982, with the need to solve the lack of technical staff in public and private administration, the Administrative Training Center (CENFA) was created through the Technical and Professional Training Institute (INAFOR). Currently, by government decision, it has been replaced by the National School of Administration (ENA), offering technical and higher courses in Accounting and Administration. In 1986, through cooperation with Cuba, the Faculty of Medicine was opened, with the objective of providing the country with public health staff. However, because of its financial decadence it was integrated in 2004 to the Amilcar Cabral University. Also in 1986, the National School of Physical Education and Sports (ENEFD) was created to train physical education and sports teachers. In 1990, through Portuguese cooperation, the Bissau Faculty of Law (FDB) was opened, offering a law degree course. It is recalled that, in 1979, the government created the Law School that offered a technical course in the legal areas that later gave rise to the FDB, in 1990. In 2003, the first public university in the country was opened, the Amilcar Cabral University, (UAC). In 2007, however, the government, alleging the impossibility of sustaining this university, signed a contract of assignment to the Lusophone University of Portugal, thus creating the Lusophone University of Guinea (ULG). It offers the following courses: Economics, Business Administration and Management, Sociology, Organizational Communication and Journalism, Pedagogy and Educational Sciences, Computer Engineering, Architecture, Nursing and Medical Sciences. Also, in 2003, the first private university in the country was created by a group of Guinean intellectuals, Colinas de Boé University, (UCB), which gives the following courses: Public Administration and Family Economics, Management and Accounting, Communication Social and Marketing, Computer Engineer, Engineer in Civil Construction and Electronic Engineer.
In 2007, the Catholic University of Africa was opened Western (UCAO) offering a course in Administration at the capital Bissau. In 2008, the Bissau Higher Institute of Management (ISGB) was created, offering courses in Management, Tourism, Accounting, Economics and Commerce. One year later, in 2009, there was the creation of Sup Management (higher education institution in Bissau), which offers courses in Management and Informatics. In 2010, the Jean Piaget University was created, which is offering courses in Health and Environmental Sciences, Technologies, Political Science, Education and Behavior, as well as a unit of Economic and Business Science. Therefore, from the creation of university institutions in the country, it can be inferred that the number of training institutions has grown, both public and private. It is noted that Guinea-Bissau started the implementation of higher education late, either because of its late independence in 1974, or because the colonizing country never showed interest in offering education beyond the basic level.
From the data mentioned, it can be affirmed that the country has, until the year 2013, 15 institutions among those of technical and higher education.
The country provides access to higher education in order to avoid the burden of public funding. Cabo Verde has the tools to manage the expansion of enrollment in the universities of a prudent manner. These important policy tools are: (i) the scholarship programs of study that support more than half of all higher education students, and (ii) the access to higher education administered at Uni-CV. Cabo Verde has an impressive range of resources to ensure equality of access to higher education for financially disadvantaged students. Almost one in two higher education students receives financial aid from public or private source.
Most professionals on the Cabo Verde Islands are college graduates with degrees from American and European universities. The local ones are the Jean Piaget University of Cape Verde (shown here) and the University of Cape Verde. There are also several Institutes for engineering and maritime technology, and also nursing and teaching training.