This project builds on the work that led to the United Nations University Institute for Natural Resources in Africa’s flagship report on Africa’s Development in the Age of Stranded Assets, which was supported by IDRC.
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.
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.
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.
Inequalities in Honduras and Nicaragua’s education systems are linked with poor teacher professional development and the need for school principals, headmasters, and school leaders to be better equipped to promote and implement innovative approaches at school.
The Science Granting Councils Initiative in sub-Saharan Africa (SGCI) is a multi-donor initiative supported by the Swedish International Development Cooperation Agency, the United Kingdom’s Foreign, Commonwealth and Development Office, IDRC, South Africa’s National Research Foundation, and the German Research Foundation.
In Latin America, the increased release of open government data aims to strengthen the transparency and accountability of governments, build new business opportunities, and improve services for citizens.
The Science Granting Councils Initiative in sub-Saharan Africa (SGCI) is a multi-donor initiative supported by the Swedish International Development Cooperation Agency, the United Kingdom’s Department for International Development, IDRC, South Africa’s National Research Foundation, and the German Research Foundation.
This project will help improve literacy instruction and reading supports in primary schools in Ghana, Honduras, and Nicaragua by adapting and scaling the Unlock Literacy Learning Network approach, which has been successfully piloted in over 30 countries.
Launched in April 2015, the Science Granting Councils Initiative in sub-Saharan Africa (SGCI) has been strengthening the capacities of science granting councils (SGCs) as key intermediary actors within national science, technology, and innovation systems.
The Global Partnership for Education (GPE) and IDRC launched the Knowledge and Innovation Exchange (KIX) to improve policies and practices that will strengthen national education systems within GPE partner countries.
Countries in Central America who are members of the Sistema de la Integracion Centroamericana (SICA) continue to experience significant challenges in developing and implementing policies for science, technology, and innovation (STI), in addition to coordinating efforts in this sector to address issues of national and regional importance.
This project aims to strengthen the knowledge and skills of young men in Kenya and Zambia in order to embrace positive masculinity attitudes and behaviours that support gender equality and the protection of women’s access to sexual and reproductive health and rights (SRHR).
While there is a growing body of information available about child marriage globally, relatively little comparative work has been done to examine its different manifestations, experiences and impacts in different settings.