Project profile — University Partnerships in Cooperation and Development (UPCD)

• Kenya (2.20%)
• Rwanda (5.00%)
• Honduras (2.20%)
• Ghana (4.40%)
• Mozambique (2.20%)
• Costa Rica (2.20%)
• Morocco (2.20%)
• Uruguay (2.20%)
• Brazil (4.00%)
• Ethiopia (2.20%)
• Benin (2.20%)
• Grenada (2.20%)
• Mali (2.20%)
• South Africa (2.20%)
• Malawi (2.20%)
• Chile (2.00%)
• Congo, Democratic Republic (2.20%)
• Tanzania (4.40%)
• Madagascar (5.00%)
• Laos (2.20%)
• Dominican Republic (2.20%)
• Burkina Faso (2.20%)
• Bolivia (5.00%)
• Vietnam (5.00%)
• Cuba (7.00%)
• Gambia (2.20%)
• Haiti (2.20%)
• Bangladesh (2.20%)
• China (2.20%)
• Mongolia (2.20%)
• Nigeria (5.00%)
• Uganda (7.00%)

• Post-Secondary Education: Higher education (11420) (100.00%)

• Gender equality (not targeted)
• Environmental sustainability (cross-cutting) (not targeted)
• Participatory development and good governance (not targeted)
• Trade development (not targeted)
• Biodiversity (not targeted)
• Climate change mitigation (not targeted)
• Climate Change Adaptation (not targeted)
• Urban issues (not targeted)
• Desertification (not targeted)
• Children's issues (not targeted)
• Youth Issues (not targeted)
• Indigenous Issues (not targeted)
• Disability (not targeted)
• ICT as a tool for development (not targeted)

The University Partnerships in Cooperation and Development (UPCD) Program supports partnerships between Canadian universities and higher education organizations in Latin America, Africa, Asia, the Middle East and Eastern Europe. The purpose of this program is to strengthen the capacities of higher education institutions in developing countries in a wide range of areas contributing to poverty reduction. The Association of Universities and Colleges of Canada (AUCC) administers university projects under the UPCD through an umbrella agreement.

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Results achieved as of June 2013 include: supporting 118 university partnership projects in 61 countries, which have, on average (i) provided direct training to 930 learners who go on to train others (using a train-the-trainer approach); (ii) strengthened six institutions that provide leadership in the targeted sectors; and (iii) created or strengthened 30 capacity building educational programs in various sectors. To increase food security, or improve access to safe, nutritious, and sufficient food, projects in 24 countries are: (i) improving inputs such as seeds and seedlings; (ii) increasing people’s skills in more efficient technologies such as drip irrigation; (iii) supporting micro-credit initiatives; (iv) improving post-harvest storage of sorted and processed foods; and (v) improving use of market information and access to target markets. To secure the future for children and youth mostly through health-related projects, project in 38 countries are: (i)strengthening midwifery and paediatric nursing programs; (ii) training health workers on traditional child-feeding practices; (iii) distributing medical equipment for health centres; and (iv) providing education on sanitation, hygiene and malaria prevention. To increase sustainable economic growth that benefits the poorest citizens, project in 27 countries are: (i) building expertise to sustainably manage natural resources; (ii) strengthening support for small- and medium-sized businesses, including those owned by women; (iii) increasing access to demand-driven skills training (including literacy and numeracy); and (iv) supporting learning initiatives leading to business growth, market expansion and increased productivity. In addition, governance was improved in 36 countries; gender equality was strengthened in 19 countries and environmental sustainability was strengthened in 35 countries. Bilingual profiles describing each of the 118 projects and their results in 61 developing countries are organized by country on the website of the Association of Universities and Colleges of Canada.

• Proactive disclosure