The Government of Ghana, recognizing the importance of small and medium-sized enterprises (SMEs) in addressing youth unemployment and advancing economic and social policy goals, established the National Entrepreneurship and Innovation Programme (NEIP) in 2017.
In sub-Saharan Africa, despite various interventions to promote women’s participation in the fields of science, technology, engineering, and mathematics (STEM), there are still very few women in leadership positions.
This project is part of a cohort of seven projects, selected through a competitive call for proposals as part of the Gender in STEM Research Initiative (GIST). These projects all aim to increase the contribution of science to gender equality.
This project will seek to improve how artificial intelligence (AI) research as a field can measurably address social problems faced by women and marginalized communities, and to correct for historic exclusion and bias that currently exists in AI systems.
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.
Current data compilation, processing, and reporting practices, as part of education management information systems, provide snapshots that are used by decision-makers to consider overall needs for the improvement of education systems.
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.