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UEW Lecturer Prof. Delali Kwasi Dake Selected for Prestigious 2026 Africa AI Policy Fellowship

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University of Education, Winneba lecturer Prof. Delali Kwasi Dake has been selected for the highly competitive 2026 Africa Artificial Intelligence Policy Fellowship, joining a select group of African leaders shaping AI governance and digital policy on the continent.

UEW Academic Earns Continental Recognition in Artificial Intelligence Policy

A lecturer at the University of Education, Winneba (UEW), Professor Delali Kwasi Dake, has been selected to participate in the prestigious 2026 Africa Artificial Intelligence Policy Fellowship, a highly competitive programme organised by Lawyers Hub and the AI Policy Lab.

The fellowship, scheduled to run from May to August 2026, brings together outstanding researchers, policymakers, technology professionals, academics, and emerging leaders from across Africa to explore the future of Artificial Intelligence (AI) governance and regulation on the continent.

Advancing Africa’s AI Policy Agenda

The Africa Artificial Intelligence Policy Fellowship is designed to equip participants with the knowledge, networks, and practical skills needed to contribute meaningfully to policy discussions surrounding AI development and deployment in Africa.

Throughout the programme, fellows engage in high-level discussions and collaborative learning activities focused on:

  • Artificial Intelligence governance
  • Digital policy and innovation
  • Ethical and responsible AI development
  • Emerging technology regulation
  • Data governance and privacy
  • AI’s impact on society, education, and economic development

The fellowship seeks to strengthen Africa’s capacity to develop inclusive and context-specific AI policies that support innovation while safeguarding public interests.

Recognition for UEW and Ghana

Prof. Dake’s selection reflects the growing contribution of Ghanaian scholars to global conversations on technology, innovation, and digital transformation.

His participation is expected to enhance research and policy engagement in the areas of Artificial Intelligence, digital governance, and educational technology while strengthening the visibility of the University of Education, Winneba within international policy and research networks.

The achievement also highlights the increasing role of Ghanaian academics in shaping discussions on responsible AI adoption and regulation across Africa.

Growing Importance of AI Policy in Africa

As Artificial Intelligence continues to transform education, healthcare, governance, agriculture, and industry, African countries are increasingly seeking experts who can help develop regulatory frameworks that balance innovation with ethical considerations.

Fellowships such as the Africa AI Policy Fellowship play a critical role in building a new generation of African leaders capable of guiding policy decisions on emerging technologies.

Prof. Dake joins a distinguished cohort of fellows committed to ensuring that Africa remains actively involved in shaping the future of Artificial Intelligence on the global stage.

About Prof. Delali Kwasi Dake

Prof. Delali Kwasi Dake is a lecturer at the University of Education, Winneba and has contributed significantly to academic research, innovation, and higher education development. His selection for the fellowship further underscores his expertise and growing influence in technology-related policy discussions.

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FERDINAND ELLIS
Ferdinand Ells is a Ghana-based education blogger, curriculum specialist, and researcher with a strong commitment to improving teaching and learning through clear communication and evidence-informed practice. He has professional experience in classroom teaching at the basic education level, particularly in science education, and has contributed to the implementation of curriculum reforms within Ghana’s standards-based education system. His work focuses on interpreting education policies and translating them into practical guidance for teachers, students, and education stakeholders. As a researcher, Ferdinand Ells engages in both qualitative and quantitative studies, with research interests in classroom interaction, teacher professional development, instructional strategies, and curriculum implementation. His work reflects a balance between academic inquiry and practical application within real classroom contexts. He is widely recognised for his contributions to education-focused digital media, where he publishes structured updates on examinations, teacher recruitment, policy reforms, and institutional developments across Ghana. Educational Background MPhil in Curriculum and Pedagogic Studies – University of Education, Winneba Bachelor of Education (Accounting) – University of Cape Coast Diploma in Basic Education – Accra College of Education West African Senior School Certificate Examination (WASSCE) – St. Paul’s Senior High School (SPACO) Institutional Affiliation Ferdinand Ells is engaged in education practice and research within Ghana, with contributions linked to classroom teaching, curriculum implementation, and independent education analysis. Research and Publications His research and writing focus on: Curriculum implementation and classroom practice Teacher training and Supported Teaching in Schools (STS) programmes Classroom interaction and learner participation Education policy analysis in Ghana His work is disseminated through academic writing and digital education platforms. Professional Interests Curriculum development and implementation Teacher education and professional learning Education policy and reform analysis Academic research and writing Educational communication Platforms and Publications Ferdinand Ells contributes to: EducationGhana.org – Education news, policy updates, and academic resources Other education and public interest platforms focused on national development

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