International Development Research Centre: IDRC Digital Library
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Renforcer l'utilisation de données ouvertes en Afrique francophone pour améliorer les politiques, l'engagement des citoyens et stimuler l'innovation : rapport technique final
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Pre extension and large scale demonstration of improved sorghum production technologies : final technical report
No full textIntegrating gender in the implementation of the African continental free trade agreement
Get PDFFrench version available in IDRC Digital Library: Intégration de la dimension de genre dans la mise en œuvre de l’accord établissant la zone de libre-échange continentale Africaine (ZLECAF)The Africa Continental Free Trade Agreement (AfCFTA) is an ambitious trade and integration initiative that seeks to consolidate a single market for trade in goods and services, supported by cross-border flows of investment, payments, and freer movement of persons. It can be a game changer for women and youth entrepreneurs. Within the context of implementing the AfCFTA and efforts to develop a women and youth in trade protocol in the agreement, IDRC and UN Women co-convened a dialogue on April 24, 2023, exploring how to support integration of gender and inclusion into the agreement
Final upskilling technical report
Get PDFThis research project was designed and implemented between 2020 and 2022, as a response to the Covid 19 pandemic, to upskill teachers and create resilient learning systems, based on the prevailing assumption that teachers lacked pedagogical skills for high-quality, equitable, and resilient online learning and assessment. The research design consisted of the upskilling online course for teachers and a training-of-trainers for facilitators. The course was iterated 9 times with a total of 87 participants consisting of 47 public-school English language teachers (n=42) and inspectors (n=5) in Tunisia and 45 public and private-school teachers (n=25) and coaches (n=20) of diverse subjects in Lebanon. The research showed that the upskilling course increased quality, equity, and resilience in both countries. The course impact included enhanced teaching and learning, intrinsic motivation, and increased professional growth, agency, relatedness and well-being for teachers and learners
Women in engineering education and careers in Benin and Ghana (WEEC-BG)
Get PDFThis project sought to build robust evidence from Ghana and Benin on the nature of systemic barriers to the participation of females in engineering education and careers. In both countries, some policies and programmes have contributed to closing the gender gap in STEM education and careers, for example, in the biological sciences. The field of engineering, in both countries, still has low female representation. Thus, the general objective of the project was to contribute to bridging the gender gap in engineering education and careers in Ghana and Benin through primary data collection to make evidence informed policy recommendations. The specific objectives were to: (1) assess the trends in female participation in engineering courses in the higher education contexts of Ghana and Benin and careers over the past three decades, (2) identify the systemic barriers that limit the participation of females in engineering courses and careers, and (3) propose recommendations that can later be developed by the institutions under study into strategies for eliminating the barriers
Understanding the barriers and enablers for postgraduate medical trainees becoming simulation educators : a qualitative study
Get PDFIntroduction: There is increasing evidence that Simulation-based learning (SBL) is an effective teaching method for healthcare professionals. However, SBL requires a large number of faculty to facilitate small group sessions. Like many other African contexts, Mbarara University of Science and Technology (MUST) in Uganda has large numbers of medical students, but limited resources, including limited simulation trained teaching faculty. Postgraduate medical trainees (PGs) are often involved in clinical teaching of undergraduates. To establish sustainable SBL in undergraduate medical education (UME), the support of PGs is crucial, making it critical to understand the enablers and barriers of PGs to become simulation educators. Methods We used purposive sampling and conducted in-depth interviews (IDIs) with the PGs, key informant interviews (KIIs) with university staff, and focus group discussions (FGDs) with the PGs in groups of 5–10 participants. Data collection tools were developed using the Consolidated framework for implementation research (CFIR) tool. Data were analyzed using the rigorous and accelerated data reduction (RADaR) technique. Results We conducted seven IDIs, seven KIIs and four focus group discussions. The barriers identified included: competing time demands, negative attitude towards transferability of simulation learning, inadequacy of medical simulation equipment, and that medical simulation facilitation is not integrated in the PGs curriculum. The enablers included: perceived benefits of medical simulation to medical students plus PGs and in-practice health personnel, favorable departmental attitude, enthusiasm of PGs to be simulation educators, and improved awareness of the duties of a simulation educator. Participants recommended sensitization of key stakeholders to simulation, training and motivation of PG educators, and evaluation of the impact of a medical simulation program that involves PGs as educators. Conclusion In the context of a low resource setting with large undergraduate classes and limited faculty members, SBL can assist in clinical skill acquisition. Training of PGs as simulation educators should address perceived barriers and integration of SBL into UME. Involvement of departmental leadership and obtaining their approval is critical in the involvement of PGs as simulation educators.Laerdal FoundationElma Foundatio
Improving literacy for children through the support of community networks in Ghana, Honduras, and Nicaragua : a cross-country comparison of key learnings related to adaptation and scaling for impact of World Vision’s Unlock Literacy reading camps
Get PDFSpanish version available in IDRC Digital Library : Mejorando la alfabetización infantil mediante el apoyo de las redes comunitarias y escolares en Ghana, Honduras, y Nicaragua : análisis comparativo entre países con relación a las principales lecciones aprendidas en cuanto a la adaptación y escalamiento para un mayor impacto de los campamentos de lectura del programa Unlock Literacy de Visión MundialThis report presents the Research Lead’s cross-county analysis of research findings from the qualitative research studies of World Vision’s Unlock Literacy community-based, play-based reading camps for early school-age children (grades 1-3) conducted in Honduras, Nicaragua, and Ghana as part of the Improving Literacy for Children through the Support of Community Networks project from April 2020 to February 2023. The International Development Research Centre (IDRC) and Global Partnership for Education (GPE) are funding this Knowledge and Innovation Exchange (KIX) project through a global grant. These grants aim to generate knowledge and evidence to support the adaptation of proven innovations to address key education priorities in GPE partner countries and to mobilize research and knowledge to support the scaling of these proven innovations
TPD at scale and innovation in teacher professional development - French
No full textRussian version available in IDRC Digital Library : TPD at scale and innovation in teacher professional development - RussianArabic version available in IDRC Digital Library : TPD at scale and innovation in teacher professional development - Arabi