Building Future Generations of Genome Editing Scientists

POLICY BRIEF 4

Building Future Generations of Genome Editing Scientists

Target Audience: Universities and Higher Education Institutions
 

Universities and higher education institutions hold the key to Africa’s long-term success in genome editing (GEd). By embedding GEd in academic programmes, investing in faculty capacity, and fostering a culture of innovation, they can equip the next generation of African scientists to lead in this transformative field.

GEd refers to a suite of precision techniques that enable targeted changes to an organism’s DNA. It is rapidly reshaping fields such as agriculture, public health, and environmental science. To harness its full potential, Africa must build a strong pipeline of local expertise—starting within its universities.

The AUDA-NEPAD Gene Editing Landscape Study, covering 16 African countries, revealed that universities are unevenly involved in GEd-related education and research. In many cases, the absence of formal curricula, dedicated training pathways, and links with industry or research institutions limits both student exposure and faculty engagement.

Key Findings from the Landscape Study

• Limited Curricular Integration: Most bioscience programmes do not include dedicated modules or practical training in gene editing, leaving students underexposed to emerging technologies.
• Insufficient Postgraduate Opportunities: MSc and PhD students face persistent challenges in securing funding, supervision, and access to laboratory infrastructure for GEd-related research.
• Infrastructure Disparities: Access to key laboratory equipment for genome editing varies widely across countries and institutions (Figure 1).

Figure 1: Mean score of the key equipment used in laboratories for biotechnology and GEd activities across different countries in Africa.

• Faculty Capacity Gaps: Many academic staff lack exposure to current developments in genome editing, as well as the tools and teaching resources needed to train students effectively.
• Limited Industry and Policy Linkages: University-led GEd education and research are rarely connected to national development strategies, innovation ecosystems, or policy frameworks.
• Persistent Gender Imbalances: Female participation in advanced biosciences training, including GEd fields, remains disproportionately low across institutions.

Opportunities for Academic Leadership

Universities and higher education institutions can play a catalytic role in advancing Africa’s genome editing agenda. By equipping students and faculty with relevant skills and knowledge, they help lay the foundation for long-term scientific leadership and innovation. Strategic opportunities include:

• Integrating gene editing into undergraduate and postgraduate curricula across molecular biology, genetics, biotechnology, and related disciplines.
• Establishing dedicated research tracks and innovation labs that provide hands-on exposure to GEd tools, methods, and applications.
• Investing in faculty development, including training, mentorship, and exchange programmes with leading gene editing centres and networks.
• Building multi-sectoral partnerships with government, research institutions, and industry to align academic programmes with national innovation and workforce needs.
• Advancing gender equity and inclusive access to postgraduate training and research opportunities in biosciences and genome editing.

Policy Recommendations

1. Review and revise bioscience curricula to integrate core gene editing concepts and techniques at both undergraduate and postgraduate levels.
2. Support thesis research and student fellowships in GEd-related fields, in partnership with national and regional science funding mechanisms.
3. Invest in faculty and technical staff training through short courses, online platforms, and South–South exchange programmes focused on gene editing.
4. Establish multidisciplinary student innovation hubs that bridge molecular biology with ethics, policy, entrepreneurship, and applied problem-solving.
5. Promote equity and inclusion in programme design, with targeted support for female students and underrepresented institutions or regions.

Call to Action

African universities must lead in preparing the scientists, regulators, and innovators of tomorrow. The time to act is now—by equipping students and faculty with the knowledge, tools, and exposure needed to advance gene editing solutions that are locally grounded and globally relevant.

AUDA-NEPAD and its partners encourage universities to align academic programmes with national innovation strategies, collaborate across regions, and invest in the infrastructure needed to sustain genome editing research and training.

Contact: AUDA-NEPAD [insert email/contact point]