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.
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.
The Science Granting Councils Initiative in sub-Saharan Africa (SGCI) is a multi-donor initiative supported by the Swedish International Development Cooperation Agency (Sida), the United Kingdom’s Foreign, Commonwealth and Development Office (FCDO), IDRC, South Africa’s National Research Foundation (NRF), and the German Research Foundation (DFG).
Every day, Africa’s burgeoning community of data scientists, machine learning specialists, and researchers is exploring how artificial intelligence (AI) can contribute to tackling local challenges south of the Sahara.