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.
Le projet « Approches multisectorielles et transformatrices des rites et initiations pour les droits en santé maternelle, sexuelle et de la reproduction des adolescentes » est une réponse innovante de promotion de l’égalité des genres et de protection des jeunes filles contre les grossesses précoces au Togo.
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.
There is an urgent need to address gaps in the professional development of teacher educators and teachers in Afghanistan, Maldives, and Nepal, particularly in response to the requirements of the evolving educational reforms.
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.
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.