Arthur Waser Program Equips Students to Build Practical Engineering Solutions

Over eight weeks, eight student teams from the Arthur Waser Solar & Mechatronic Innovation Program progressed from early concepts and prototypes to user-informed engineering solutions. Supported by the Arthur Waser Foundation, the program is an applied engineering initiative designed to help students test and improve early-stage solar and mechatronics projects beyond the classroom.

Delivered through the Ashesi Center for Entrepreneurship, engineering faculty advisors and industry practitioners worked closely with teams across the Idea → Project stages of development. Students were challenged to interrogate assumptions, make informed technical and design trade-offs, and test their ideas against real users and operating constraints. This approach encouraged careful technical work and practical decision-making, leading to more refined and viable designs.

Project Snapshots

AutoCut
Emmanuel Gyan ’25 developed AutoCut, an automated fabric-cutting machine designed to improve productivity and minimize fabric waste for fashion businesses in Africa. The project entered the program at the prototype stage and has progressed through improvements in system design, along with a clearer definition of its target users and value proposition. “Through mentorship and seed funding, I improved precision and energy efficiency and developed a full-service model,” Emmanuel shared. He is now working toward a more robust, commercial-grade iteration suited to Ghana’s fashion manufacturing.

TillMate
Led by Kofi Amosah ’24, TillMate is a compact, autonomous tilling machine designed to make land preparation more affordable and accessible for smallholder farmers. As the project advances, TillMate is moving toward a field-ready version focused on reliability, ease of use, and sustainable deployment in smallholder farming contexts.

Study Abroad Applications Open for 2026/2027

Study abroad opportunities are now open for applications. The International Programs and Campus Cohesion Office invites eligible students to apply for the 2026/2027 academic year and take advantage of life-changing international learning experiences.

In this application cycle, students may apply to:

  • Sciences Po, Paris, France

  • University of Dayton, USA

Additional partner institutions will be announced in the coming weeks.

Important Dates

  • Application deadline: February 9, 2026

  • Study Abroad Information Session: February 5, 2026

Students are encouraged to begin early by identifying and reaching out to both academic and non-academic recommenders. Applicants should also confirm that required Ashesi courses are offered at their chosen host institution for the intended semester.

Eligibility

Applicants must:

  • Have completed two full years at Ashesi at the time of application

  • Be in good academic standing (CGPA 3.0 or higher)

  • Have no record of academic or social misconduct

Apply here: 2026/2027 Study Abroad Application Form

For questions or clarification, contact rkotei@ashesi.edu.gh.

Orà duku: Amplifying African Creative Stories

Growing up in Elmina, twins Bernice and Belinda Arthur ’26 were exposed to African storytelling through music, textiles, and local histories. As they deepened their understanding of their Ghanaian heritage, they felt a responsibility to preserve and celebrate these stories. That commitment became the foundation for Orà duku, a project designed to support African artists and designers by connecting their creative work to meaningful economic opportunity.

Orà duku is an emerging platform that blends storytelling, media, and commerce to give visual artists greater visibility and a stronger market presence. The Arthurs observed that many creators struggle to communicate the stories behind their work, which limits their ability to build audiences, gain recognition, and earn sustainable incomes. Their solution pairs each artwork or fashion piece with a narrative context, helping audiences understand the inspiration, identity, and cultural meaning embedded in each creation.

“Each step is teaching us about venture development, including risk management, resource allocation, and strategic planning,” Belinda Arthur explained. To deepen their learning, the twins piloted the Orà duku Circle, a gathering where creators shared their work, tested ideas, and exchanged feedback. Insights from the event continue to shape the platform’s design.

Looking ahead, the team plans to formalize operations, refine the platform, host curated showcases, and expand the community of artists it serves. “Stories carry identity and value,” Bernice Arthur shared. “When creatives can tell their stories, they create opportunities for themselves and others.”

Innocent Chikwanda (’25, M’27), Named 2026 Oxford University Rhodes Scholar

Innocent Farai Chikwanda ’25, ‘M27 has been named among the Rhodes Scholar Class of 2026, the world’s oldest and one of the most competitive academic honors. Chikwanda is among 108 Scholars selected this year and will pursue two postgraduate degrees at Oxford: an MSc in Advanced Computer Science, followed by a Master of Business Administration (MBA). He is one of three Scholars from Zimbabwe.

Established in 1903 and based at the University of Oxford, the scholarship recognizes young people who combine academic excellence with character, leadership, and a commitment to addressing society’s most pressing challenges. “I want to deepen my technical expertise and complement it with a strong understanding of the business world, because there is still so much to be built for Africa,” he shared, reflecting on his choice of study.

Raised in Ruwa, Zimbabwe, Chikwanda traces his journey to his parents’ strong belief in education. That foundation led him to Ashesi University through the Mastercard Foundation Scholars Program, where he joined the Computer Science Class of 2025 and later progressed into the Master’s in Intelligent Computing Systems Class of 2027.

At Ashesi, Chikwanda began translating his learning into practical problem-solving, leveraging the university’s entrepreneurship ecosystem. In his first year, he co-founded Chariot Africa, a social enterprise focused on expanding digital access in rural communities. With funding and ideation support from the Ashesi Center for Entrepreneurship’s Design Lab, the initiative operated a mobile digital lab equipped with Wi-Fi and computers to introduce foundational IT skills to basic school students in Berekuso.

AJC Ruling on Alleged Theft Case

On Tuesday, December 2nd, 2025, the Ashesi Judicial Committee (AJC) heard and deliberated on the case of theft that happened in the hostels by a student from the Class of 2028.

Background to the case:

The complainant invited the accused to their room after class. Later that evening, the complainant reported their phone missing and contacted the accused, who assisted in searching for it. The accused later accompanied the complainant to the hostel lobby to report the issue and subsequently reported the matter to the SLE team the following day. The accused initially denied any knowledge of the phone’s whereabouts but later admitted to taking it as a prank. The accused returned the phone by claiming to have “found” it before finally confessing to the complainant.

The case was referred to the AJC, where the students involved and all relevant witnesses were invited to a formal hearing.

At the hearing:

The committee discovered the following:

  1. The student took the phone during their visit to the complainant’s room.
  2. The student accessed the device using the complainant’s PIN, switched it to airplane mode, and later turned it off to prevent incoming calls.
  3. The student claimed the act was intended as a prank, although there is no history of pranks or similar interactions between the student and the complainant.

The AJC deliberated on the following infractions of policies in the Student Handbook:

  • Theft is a crime under the Criminal Code of Ghana and is abhorrent to the Ashesi community as it erodes the trust among community members. Students who are found to have stolen property (or attempted to) from members of the University community are subject to an AJC hearing which could lead to dismissal. (Section 9.4)
  • A student should not knowingly provide false information or make misrepresentation to any University office. (Section 9.2)
  • Ashesi University, its students, and its professional associations will not in any way condone cheating, lying, or any other misrepresentations. Moreover, anyone who willingly conceals these activities will be considered accomplices and equally culpable. (Section 7.5)

Verdict & Recommendations

After carefully reviewing all the facts of the case, the AJC concluded that the student is guilty of theft and lying and therefore should be suspended for one semester. The Committee further advises that:

  • Lying to Ashesi officials is strictly prohibited and will continue to be treated with utmost seriousness.
  • Students must safeguard their personal security by refraining from sharing their PINs, passwords, or access details with others.
  • Students are strongly cautioned against taking items that do not belong to them and later describing the act as a prank.
  • Students must learn from past infractions regarding academic integrity, to understand the seriousness with which cases are treated.

This case provides a lot of learning for the entire community, and the hope is that it is reflected on as such. Our code of ethics is central to our mission: to train a new generation of ethical and entrepreneurial leaders in Africa; to cultivate within our students the critical thinking skills, concern for others, and the courage it will take to transform a continent. This code applies to all, no matter the circumstance.

Using Technology to Strengthen Child Welfare Systems in Ghana

Many adoption agencies still rely on paper-based systems, making it challenging to track a child’s journey, monitor donations, or maintain consistent adoption records. Inspired by these challenges, Elizabeth Avevor ’26 and Phiwayinkhosi Precious Lukhele ’26 are building Adoptify, a digital platform designed to bring organization, transparency, and security to child welfare processes.

Adoptify integrates secure databases for child records, workflow tools for welfare officers, and selective blockchain features for transparent donation tracking. This ensures that sensitive information remains protected while accessible to authorized users. The platform aims to strengthen trust, improve coordination across institutions, and support better outcomes for children and families. “While we haven’t lived in orphanages ourselves, we can understand the sense of uncertainty and vulnerability it can create,” Avevor shared. “It is from that place of empathy that this work began.”

Human-centered research has guided the team’s approach. They have mapped Ghana’s social welfare system, engaged key stakeholders, analyzed operational gaps, and translated these insights into system requirements grounded in real-world needs. The team is now designing the platform’s architecture and preparing for prototype testing, with a strong focus on usability and data protection. A pivotal insight emerged during the process. Adoptify’s impact extends beyond orphanages. The platform could support a broader ecosystem of welfare agencies, social workers, and nonprofits that rely on accurate records and secure communication to serve vulnerable populations effectively.

Looking ahead, Avevor ’26 and Lukhele ’26 hope Adoptify will help pave the way for safer, more efficient child welfare systems nationwide. Their work demonstrates how technology can protect vulnerable children and strengthen the institutions meant to serve them.

Anthonio ’26 and Amoah ’26 Apply Machine Learning to Detect Illegal Mining in Ghana

Illegal mining continues to damage Ghana’s farmlands, forests, and rivers, leaving long-term environmental and economic consequences. As they researched this national challenge, Computer Science majors Vera Anthonio ’26 and McNobert Amoah ’26 uncovered a critical gap: most detection methods still rely on manual reporting. In many cases, by the time an incident is documented, the environmental harm is already substantial. This delay made it clear that earlier, technology-driven detection could meaningfully support intervention efforts.

Motivated by this insight, the team began exploring how to combine satellite imagery, computer vision, and machine learning to identify patterns associated with illegal mining. Their project focuses on building a system capable of analysing satellite data, flagging high-risk areas, and generating geolocated reports that can guide environmental agencies to quicker, more informed responses. “What excites me most is seeing how powerful technology becomes when it’s applied to real-world problems,” Anthonio shared.

Tracey Lartey ’26 Is Building a Better Way for Founders to Do Market Research

When Tracey Lartey ’26 began validating her own startup idea, she was surprised by how difficult it was to find reliable information in one place. What should have been a seamless process quickly became overwhelming: multiple research platforms, inconsistent data sources, scattered academic papers, expensive subscriptions, and AI tools that offered surface-level insights without context. Speaking with other young founders confirmed the same frustration; early-stage market validation is often one of the biggest bottlenecks in the venture journey, marked by fragmented workflows, slow processes, and high costs.

This insight became the seed for ArcheLab, a platform Lartey is building to give early-stage founders a clearer, more structured pathway for understanding their markets. ArcheLab aims to centralise essential research tools and provide tailored insights on market size, competition, customer needs, and funding pathways. “It will generate research-backed insights and connect users with the most relevant grants, accelerators, and support opportunities, whether they are in the initial idea, prototype development, or scaling phase,” Lartey explains.

Her current work focuses on analysing existing tools, studying contextual gaps in early-stage research workflows, and designing the system architecture that will allow ArcheLab to synthesise information effectively. Guided by her supervisor, Mr. Dennis Asamoah Owusu, she is refining the concept into a platform that helps founders answer critical early questions: Is this idea viable? Who is the customer? What should I do next?

Lartey notes that a tool like this could significantly reduce the time, guesswork, and cost associated with early-stage validation. She is now deep in the research and design phase, mapping user journeys, reviewing global best practices, and testing ways to integrate automated analysis with evidence-based insights. 

Once developed, ArcheLab has the potential to offer entrepreneurs across Ashesi and the broader ecosystem a reliable, affordable resource for navigating the earliest, and often most challenging, stages of venture development.

Ashesi Alumna Sasha Ofori ’20 Selected as Schwarzman Scholar

Ashesi alumna Sasha Ofori ’20 has been selected as a Schwarzman Scholar, a highly competitive, fully funded global leadership program based at Schwarzman College, Tsinghua University in Beijing, China. She joined Cohort 10, comprising 145 leaders from 45 countries, who undertake a rigorous academic and leadership program that combines core coursework, electives, leadership development, and experiential learning focused on global affairs and China’s role in the world. 

Ofori studied Computer Science at Ashesi, where she served as a Peer Counselor with the Coaching, Counseling, Advising, and Peer Support (CCAPS) unit, supporting student well-being. She was also part of Tech Era, helping teach Information and Communication Technology (ICT) skills to students at the Akropong School for the Blind. After graduating, Ofori returned to Ashesi as a Faculty Intern in the Computer Science and Information Systems Department, supporting teaching and learning. 

Alongside her professional work, Ofori founded the Abakan-Dikan Foundation, an organization that supports firstborn children and young caregivers of children with special needs. The foundation provides scholarships, family counseling, therapy support, and career guidance, addressing a critical gap in support for caregivers whose emotional, educational, and economic needs are often overlooked. She also co-founded Next Step Inclusive Hub, an initiative that provides inclusive vocational skills training for neurodivergent individuals and people with disabilities, creating pathways to employment and independent living. 

Isaac Bekoe Reflects on His First Week at Ashesi

There is a special feeling that comes with arriving at a place you could only dream of. When I first got to Ashesi, I had many thoughts on my mind, fears of the unknown, and the joy that comes with moving into a new institution. I wasn’t sure what to expect, so I found myself asking questions like, “Will I find my way around campus?” Will I manage the workload? And how soon is too soon to get lost?

Ashesi is a dream school for many students because of its unique approach to teaching and learning. Still, I was worried about adjusting to new learning methods that are very different from what I was used to in high school. But from the moment I arrived, I felt welcomed. There are so many support systems in place to help students settle in. The resident assistants are always available, school leaders keep their doors open, and students relate to one another warmly, regardless of background, culture, or nationality.

Essikpe’s Journey to Finding His Confidence and Voice

“Though unplanned, stumbling into public speaking is one of the best things to happen to me,” Elim Essikpe’29 shared.

While in high school, Elim Essikpe’ 29 arrived late to class one day just as his teacher was speaking about an upcoming public speaking competition and encouraging the class to apply. As he walked in, his classmates mentioned his name as a good candidate for the competition. Shy at the time, he couldn’t understand why they had nominated him.

Right there, his teacher gave him a topic and asked him to deliver a 30-second speech. Convinced by the performance, the teacher encouraged Essikpe to sign up for the competition, assuring him that training would follow. Weeks later, he represented Sonrise Christian High School at The Orators, organized by Media General, and placed first. He represented his school the following year and emerged as a finalist.

His involvement in the Drama and Debaters’ Club further sharpened this skill. Through impromptu speeches delivered to large audiences, poetry recitals, and stage performances, he learned to organize his thoughts quickly and communicate clearly.

Around the same time, Essikpe also started learning sign language in his first year of high school. What began as a “confusing and boring” requirement soon became another way for him to connect with others. Just as public speaking helped him express himself to large audiences, sign language opened his eyes to the importance of inclusion and accessibility. He eventually became fluent enough to sign at school events, including his graduation ceremony.

Now reading Computer Engineering at Ashesi, he is eager to learn from his peers and build meaningful relationships. Essikpe looks forward with anticipation to what lies ahead in his Ashesi journey.

“I identify with Ashesi’s honor code because of my personal values, and it’s one of my reasons for being here,” he shared.

Teaching, Learning, and Aspiring: Azangina’s Story

Glancing through examination scripts that her mother, a basic school teacher, had marked, Ahalam Maliboto Azangina’29 noticed that many of the students struggled to express themselves clearly in written English. It dawned on her that maybe these junior high school pupils might not be reading adequately or simply lacked interest in reading. “Perhaps, growing up, they never had anyone ignite their interest in reading or provide the necessary support,” she presumed.

Believing that getting students interested in reading at an earlier stage could help solve this problem, she volunteered with Northern Voices Ghana Project Read. A non-governmental organization, Northern Voices Ghana Project Read, focuses on teaching primary school students in Tamale how to read fluently. Azangina explains, “The initiative targets primary school pupils so that by the time they reach junior high school, they would have a better command of the English language when expressing themselves through writing.”

Her role as a volunteer involved teaching phonetics and leading group reading for the pupils. The pupils’ enthusiasm nudged her on. “I often found fulfillment in listening to the pupils read confidently and answer questions correctly after the session. That was proof that progress for me,” she shared.

Today, Azangina is pursuing Mechanical Engineering at Ashesi University as part of the Class of 2029 Cohort B. She was drawn to Ashesi because of its liberal arts curriculum and focus on entrepreneurship, which is an area she is already familiar with through her own footwear import and sales business. She looks forward to developing her public speaking skills while at Ashesi