Cooperation with Africa

Mozambique is one of the strongest examples of long-term cooperation.

In Mozambique, cooperation has approached digital transformation as an institutional process involving governance, research, capacity development, and stakeholder participation.

At Universidade Eduardo Mondlane, cooperation has focused on Roadmapping the Digital Transformation of Universidade Eduardo Mondlane. This work is supporting the development of a vision for a digitally transformed university and a roadmap for digital transformation. The roadmap is being co-developed in a real institutional setting and provides a practical and methodological foundation for further cooperation.

Cooperation with the Informatics Center of Universidade Eduardo Mondlane has also included Capacity Building in Digital Participatory Design. This work has focused on improving how development projects are shaped through participatory approaches and digital tools that are responsive to local realities.

Cooperation with Universidade Metodista Unida de Moçambique has included Curriculum Development in Informatics. This work supported the development and deployment of Bachelor’s and Master’s programmes in Informatics and the training of academic staff. These programmes have been offered both face-to-face and online.

At Universidade Eduardo Mondlane, cooperation has also included curriculum-related work, research collaboration, and joint work toward the establishment of a doctoral programme.

The digital transformation roadmap work at Universidade Eduardo Mondlane has been supported by the World Bank.
 

Cooperation in Ghana has focused on digital education, online and blended learning, and institutional development.

The GOT project “Building Capacity for Online Tuition in Ghana” supported the development of research-based and evidence-based digital education at the University of Education, Winneba and the University of Cape Coast. The project focused on digital delivery systems, professional development, innovation in digital learning environments, and institutional strategies for sustainable transformation.

Institutional cooperation with the University of Ghana under a memorandum of understanding has also supported ongoing work related to the development of the Centre of Excellence in Digital Technologies in Educational Innovation (DiTEI). This cooperation has focused on digital education, academic collaboration, and longer-term institutional partnership-building.

In Kenya, cooperation has included both teacher education and talent development.

The Digital Pedagogy Development Programme for Teacher Educators in Kenya has supported the professional development of teacher educators and the meaningful integration of educational technology in teaching. The project has been carried out with Riara University and the Education Deans’ Forum–Kenya.

Digital Explorers 2.0 has been a talent cooperation programme supported by the European Union and coordinated by Osmos and EstDev. It has connected young ICT professionals from partner countries with Estonia’s digital sector through training, internships, mentoring, and collaboration with Tallinn University, Strathmore University, and various Estonian IT companies and startup ecosystem partners.

In Uganda, cooperation has brought together Kyambogo University, the Ministry of Education and Sports, and NGO Mondo around Digital Transformation in Technical and Vocational Education and Training (TVET).

The project focused on digital maturity assessment, institutional digital agendas, professional teaching, digital literacy, and the use of technologies in pedagogy. The cooperation has been grounded in national and institutional priorities and has supported long-term development of digital capacity in the TVET system.

In Cabo Verde, cooperation has included higher education, public sector, and participatory design dimensions.

Tallinn University has had cooperation with the University of Cabo Verde, NOSi, and FARI. One of the current lines of work has focused on Participatory Design for Child and Adolescent Protection, applying user-centred and participatory approaches to the development of digital tools and systems.

Cooperation with NOSi is intended to focus on digital transformation, technological innovation, training and capacity building, research and development activities, project preparation, and the development of ICT-related initiatives.

In Nigeria, cooperation has included research on the development of a digital ecosystem for the textile industry together with Obafemi Awolowo University.

This work explored the digitalisation of the textile and fashion sector, including models connecting producers, designers, and consumers, and broader issues related to digital transformation and sustainability.
 

Tallinn University has also been engaged in AfriCHI – the Africa Human-Computer Interaction Conference.

AfriCHI is a biennial conference that brings together researchers, practitioners, and students working in human-computer interaction, user experience, interaction design, human-centred artificial intelligence, and related fields. Tallinn University has participated since 2016, co-organised several editions, including the 2021 conference in Maputo, Mozambique, and contributed to workshops and academic exchange through this platform.

We work with universities and research institutions across Africa through long-term, structured cooperation. Our focus is on digital education, institutional strengthening, and the co-creation of innovative teaching and learning approaches.

Our cooperation includes several interconnected formats.

TTallinn University’s School of Digital Technologies welcomes students and researchers from Africa to explore opportunities for study, training, and collaboration.

We focus on creating meaningful academic pathways that promote digital skills, educational innovation, and cross-cultural knowledge exchange. Our school offers international degree programmes, short-term initiatives, and support for visiting learners.