Two new projects are joining an existing research initiative to advance gender equality in the world of work. Implemented in Ethiopia and Tanzania, the projects will study childcare models that work for resource-poor working mothers and the use of government procurement programs to boost women’s economic prospects.
Over the next three years, 12 new research projects supported by IDRC will address the gender barriers that hinder women’s access to economic opportunities, while supporting sustainable climate-resilient recovery.
This project focuses on diversifying smallholder farming systems by scaling up the production and marketing of high-value food trees (improved fruits and macadamias) to address structural conditions and inequalities in rural Malawi.
This project aims to promote the empowerment of women in the horticultural value chain in Senegal and Guinea, two countries with great potential in solar energy and in small-scale irrigation development.
This project takes a private-sector-led approach to addressing the dual challenge of making food security climate-smart and mainstreaming gender considerations while transitioning to a low-carbon economy at scale.
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.
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.
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.