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.
Climate change, armed conflict, environmental fragility, and weak governance – and the impact these have on natural resource-based livelihoods – are among the key drivers of both crisis and poverty for communities in some of the world’s most vulnerable and conflict-affected countries.
This project aims to strength individual and institutional capacities in selected African countries to analyze and transform food systems to deliver food security, nutrition, food safety, and human and environmental health in a gender-equitable manner.
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.
African food systems face growing threats associated with the degradation of natural resources, increasing inequalities, and rising levels of food insecurity and malnutrition, all of which have been worsened during the past two years as result of the COVID-19 pandemic.
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).
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.