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The programme covers the Mathematics Department of the University of Dar es Salaam in Tanzania,

the School of Mathematics of University of Nairobi in Kenya and the Mathematics Department of

Makerere University in Uganda. The aim is that once the programme has made reasonable progress

than other universities in the region will be taken on board.

The expected results of this programme include:


a) Improved Mathematics publications profile in the region.

b) Increased number of Mathematics PhD holders in the region.

c) Improved human and non human resources of participating institutions.

d) Introduction of new Mathematics areas in the curriculum of participating institutions.

e) The network will train a critical mass of researchers and aim to be self reliance.




(i) Currently training 13 PhD candidates in Mathematics under the sandwich program (2 PhD candidates have just graduated).

(ii) At least 12 M.Sc. candidates under the sponsorship of EAUMP have graduated locally and some of them have joined the staff development program in their respective universities. These students were enrolled in two groups in 2003 and 2005, respectively.

(iii) Organized a very successful conference on ‘Strengthening Inter-Universities Cooperation in Mathematics in East Africa and Sweden’ at the University of Nairobi in March 2003. This conference marked the beginning of joint postgraduate training and collaborating research.

(iv) Has organized at least 10 successful summer schools covering various areas of Pure Mathematics and participants earn credits from the courses offered. These schools have been organized in Nairobi, Mombasa, Dar es Salaam, and Kampala.

(v) Increased Mathematics publications profile in the region.

(vi) Increased human resource and equipment for participating institutions.

(vii) Has recorded a number of staff exchanges between East Africa, Sweden and other countries in Europe.



(i) Poor state of Mathematics in this region. There were a number of topics in Pure Mathematics which

were not being covered although they were in the syllabus.

(ii) Lack of equipments, books and journals.

(iii) Non-existence of well established collaboration among Mathematicians within the region.

(iv) Postgraduate training (at both M.Sc. and Ph.D.) was less coordinated.

(V) Never had well organized schools and workshops in Mathematics on a regular basis.