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.
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.
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.
Exposure to pre-primary education not only prepares young children to succeed in school and in life, but it also improves the efficiency and effectiveness of education systems, enables the participation of caregivers in the labour force, and contributes to the country’s economic development.
The Global Partnership for Education (GPE) and IDRC launched the Knowledge and Innovation Exchange (KIX) to improve policies and practices that will strengthen national education systems within GPE partner countries.
In recent times, the Government of Tanzania has shown a willingness to implement fiscal and policy interventions, such as taxation of Sugar Sweetened Beverages (SSBs), for prevention of diet-related non-communicable diseases (NCDs).