Although critically important for determining optimal strategies to reduce transmission and limit the impact of SARS-CoV-2 (COVID-19), factors such as the frequency of household transmission, the proportion of asymptomatic infection, and the natural history of the infection are poorly understood.
The rapid global emergence and spread of COVID-19 is having extensive effects on the health of populations and health systems worldwide and is threatening fragile health systems in many resource-poor countries.
This project will respond to the need for COVID-19 prevention among urban refugee youth who experience poverty, overcrowded living conditions, and poor sanitation that increase COVID-19 risks while limiting their ability to practice mitigation strategies such as frequent hand washing and physical distancing.
Through four case studies in Lebanon, Jordan, Kenya, and Ethiopia, the project will demonstrate the value of local knowledge ecosystems in promoting a more nuanced and localized understanding of how refugees, host communities, states, and development actors in the Global South can deal more effectively with the challenge of forced displacement.
Refugee and displaced populations, and the vulnerable communities with whom they share space, are at high risk for acquiring COVID-19 because their living conditions make it impossible to practice physical distancing and isolation or to access quality healthcare.
This project is part of an initiative that will provide evidence and strengthen capacity for bridging the knowledge gap in responding to the growing COVID-19 health crisis in the short-term and longer term.
The overall objective of this project is to promote the uptake of research findings from the cohort of projects “Combatting sexual and gender-based violence and improving adolescent sexual and reproductive health and rights in West Africa”.
In Africa, as globally, women academics are concentrated in disciplines other than the natural, physical, and applied sciences (horizontal segregation) as well as in junior ranks (vertical stratification).
High quality postgraduate training in science, technology, engineering and mathematics (STEM) related disciplines in sub-Saharan Africa is an important element for effective science systems that can contribute to the Sustainable Development Goals.
Despite government initiatives to reduce gender disparities in higher education in Zimbabwe, persistent gaps remain, particularly in science, technology, engineering and mathematics (STEM)-related fields.