The International Monetary Fund projects that by 2035, more young Africans will be entering the workforce each year compared to the rest of the world, emphasizing the need for students to learn not only basic reading and arithmetic skills, but also skills that will empower them to face a world that is continually changing.
As many countries in sub-Saharan Africa grapple with acute shortages of qualified teachers for their rapidly expanding basic education sectors, the potential significance of continuous professional development is gaining wider recognition.
In South Asia, one of the significant challenges to achieving inclusive and equitable quality education for all (Sustainable Development Goal 4) is the large number of children who are out of school or at risk of dropping out.
Substantial improvements in access to education in sub-Saharan Africa have not yet translated into improved learning and life outcomes for marginalized children, especially girls, in underserved communities.
With support from the African Development Bank, the Ugandan government has launched a flagship initiative — the Markets and Agricultural Trade Improvement Programme (MATIP) — aimed at establishing organized markets with registered vendors to enhance trading opportunities between rural and urban markets, including value addition.
Unpaid care work, which is disproportionately carried out by women because of unequal gender and social norms, is often invisible and undervalued in policy and economic contexts despite its fundamental importance to the functioning of society.