The partnership for evidence and equity in responsive social systems (PEERSS) aims to advance evidence-informed policymaking, primarily in low- and middle-income countries (LMICs), to address social challenges, with a focus on the UN Sustainable Development Goals.
Across sub-Saharan Africa, adolescent girls from the poorest socioeconomic strata are vulnerable to early unintended pregnancy, child and forced marriage, female genital mutilation, gender-based violence, and related negative health outcomes.
In response to the need for intersectoral approaches to address global challenges faced by health and food systems, the Australian Centre for International Agricultural Research (ACIAR) has requested IDRC’s partnership on a new program, the ACIAR-IDRC Research Program on One Health (AIRPOH).
In March 2020, the World Health Organization declared a pandemic due to the emergence of SARS-CoV2, which causes COVID-19, a potentially lethal respiratory infection. To date, apart from the novel Molnupiravir and Ritonavir, there are no orally or nasally administered antiviral agents to prevent or treat SARS-CoV2 infections.
With funding from IDRC, a research team from the Prospective Urban Rural Epidemiology (PURE) study, a large international population research effort coordinated by McMaster University’s Population Health Research Institute (PHRI), is studying why some people get COVID-19 and others do not.
Civil registration (of such events as births, deaths, and marriages) provides legal identity to individuals, enabling them to fulfill their rights and obligations, and access a whole array of benefits.
This project, known as the "Multisectoral and Transformative Approaches to Rites and Initiations for Maternal, Sexual and Reproductive Health Rights of Adolescent Girls", is an innovative response to promote gender equality and protect young girls from early pregnancy in Togo.
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.