Projects

Tanzania’s Competence Based Curriculum of primary and secondary schools focuses on developing the skills, attitudes and values learners need for the 21st century, including green skills and inclusivity.

Limited access to continuous professional development is one of the key challenges facing teachers across Sub-Saharan Africa.

Across many parts of Africa, large numbers of children face challenges in developing basic numeracy skills. A UNESCO (2017) report found that in Sub-Saharan Africa, 80% of children reach early adolescence without achieving minimum proficiency in numeracy for their grade level in mathematics.

The global learning crisis reveals a critical challenge in many low- and middle-income countries: despite impressive gains in primary school enrolment, educational investment is not converting into student learning.

Low teacher wellbeing and high attrition are major obstacles to education policy goals across Sub-Saharan Africa, and a key driver of the region’s learning crisis.

Teacher shortages and attrition are threatening the future of education across Africa. Sub-Saharan Africa needs 15 million more teachers to achieve universal primary and secondary education by 2030 (UNESCO, 2024).

Comoros, Madagascar, Mauritius and Seychelles produce growing volumes of organic waste, yet the region lacked the research, technology and cooperation needed to turn that waste into a clean energy resource.

Benin, Burkina Faso, Senegal and Togo are home to talented researchers and innovators, but weak national strategies, limited funding and patchy infrastructure meant their discoveries rarely reached the people who needed them, with research and development investment below 1% of GDP.

From March 2021 to February 2025, RERIPA (Strengthening Research and Innovation Ecosystems to Address Climate Challenges in the Pacific) worked across 15 Small Island Developing States (SIDS) in the Pacific to reinforce regional capacity in research and innovation (R&I).