Watch the full video here

Being recognized for our work in Sub-Saharan Africa — a region often neglected and silenced is a tribute to every female health worker, every young researcher, and every community that comes together to ensure collective well-being. This award is more than a trophy. It is a voice amplified, a story validated, and a cause strengthened.

Through initiatives like ASAE (STEAM Africa Education Alliance), we empower African women leaders in science, technology, engineering, arts, and mathematics connecting these disciplines with public health and the right to education. This women-led network creates opportunities, elevates role models, and fosters youth and community engagement in building sustainable, inclusive health systems.

In the video shared today by Fundación Anesvad, awardees from past editions reflect on what this recognition has meant to them. We invite you to watch, share, and most importantly, join this cause that knows no borders: health is a right, not a privilege.

Thank you, Fundación Anesvad, for believing in us, for looking where others don’t, and for walking alongside those working quietly yet impactfully.

We continue. Stronger. More connected. More united.

Universal healthcare is a right, not a privilege.

For over 50 years, Fundación Anesvad has been working to ensure access to healthcare for people living in impoverished communities around the world. We create opportunities to improve their future through initiatives and projects that transform their reality.

To not forget it — and not forget them — is to remember who we are and what we stand for.

Website: https://www.anesvad.org/es/
Facebook: /anesvad
Instagram: /fundacionanesvad
LinkedIn: /fundacion-anesvad
Twitter: /anesvad

More information: https://www.anesvad.org/nuestra-mision/

Menab, 8, from Ethiopia attends a school without electricity and has never used the internet. His teacher, Bethel, 25, wants to take a mobile-based teacher training course but can’t afford the data. With his teacher’s support, Hendrik, 14, from Estonia accesses and uses state-provided interactive digital learning materials on his device.

Meanwhile, 10-year-old Juanfrom Argentina struggles with reading. His teacher recommended a learning app, but he dropped out after being teased by classmates. Ayden, 38, a digital education coach in a Singapore school district, helps teachers choose, integrate and use technology effectively for learning.

These are just a few stories of the struggles and triumphs of people around the globe as they navigate digital technologies in education and skills development. They reflect the tide of digital change transforming people’s day-to-day lives at an unprecedented speed and scale, for better or for worse.

Amidst a global learning and skills crisis, and rapid digital advancements, existing inequalities and exclusion are being exacerbated by an ever-widening digital divide. This is significantly impacting education systems and student outcomes worldwide, with poor and marginalized groups being the most adversely affected.

Education and skills development systems in a rapidly changing world

Education and skills development systems play a pivotal role to advance labor market outcomes, economic growth across sectors and intergenerational social mobility. According to a 2019 International Labor Organization study based on a review of government policy and legislation from 65 countries in four regions, education and training measures account for 40% to 60% of youth employment policy interventions (see Figure 1). As digital and AI tools bring new and enhanced forms of work, education and training interventions must enable digital transitions of economies across sectors by preparing and supplying skilled human resources in a rapidly changing labor market.
 

Figure 1. Education and training measures as a percentage of all youth employment interventions in 65 countries, by region

Source: Marcelo Cuautle Segovia, Mariana Costa Checa. 2021. Education and training for rapidly evolving labor markets. Is the future ready for youth? Youth employment policies for evolving labor markets, pp.66-84, ILO. Authors’ 2019 review of 478 youth employment policy and legislation documents. 

Simultaneously, education systems need to evolve as digitally-enabled ‘learning organizations’ that can adapt and deliver relevant, equitable and resilient learning opportunities for all students through continuous improvement. Education systems need to be both rapid producers and avid consumers of digital and data competencies at scale, while placing people at the heart of these transitions.

In doing so, it is essential to remind ourselves of the first principles of learning. Decades of established research shows that learning, at its core, occurs through human interactions between learners and teachers, mediated by the learning environment (physical and digital), and other contextual factors (Figure 2). Teachers are and will remain central to how humans learn well. Thus, it is critically important to recognize and support teachers to strengthen and advance their competencies as cultivators, coaches and critical pedagogues.
 

Figure 2. Learning as an outcome of interactions between humans, machines and contextual factors

Source: Adapted from Darling-Hammond et al (2014). Reused with permission.

Three mindset shifts for effecting change

In this context, it is necessary for actors in the education and skills development sector to assimilate three mindset shifts to lead digital transitions proactively, strategically, and with an evidence-based approach. A new World Bank report, Digital Pathways for Education: Enabling Greater Impact for All, highlights three key mindset shifts that are crucial for decision-makers and practitioners in government, industry, academia and civil society to consider to successfully push forward systemic change.

Figure 3. Embrace key mindset shifts for digital transitions in education and skills development

1.      Systemic, fit-for-purpose approach: Shift from short-term, ad hoc digital interventions to more systemic strategies focused on learning and skills development. A systems approach would entail using proactive public policy measures combined with meaningful market and civil society partnerships to enable effective innovations for scale.  This requires strong and robust innovation ecosystems and private markets that are incentivized and supported to deliver contextualized, high-quality, and cost-effective educational products. At the same time, establishing and enforcing a regulatory framework that promotes equitable, high-quality education and skills development and encourages fair and healthy competition is essential.

2.      Integrated digital cores: Move beyond fragmented digital tools (“frills”) and invest in comprehensive and integrated digital systems (“cores”) that improve education administration and management, as well as teaching and learning. When digital solutions are embedded and integrated in a coherent way across strategic governance, data and technology infrastructure, policy design, and implementation, it is likely to ensure inclusion, security, privacy, and high-quality standards for all.

3.      Education-centered approach: Shift from techno-centric views of education to approaches that prioritize learning, skills, and educational outcomes.  The technologies and learning contexts interact with the characteristics of the student and the teacher (Figure 2). Together, these shape the student’s experience, and their outcomes. Hence there is a need for educators, researchers, technologists and app developers to be involved in the evidence-based design, testing and implementation of digitally enabled education products and services.

This is the first blog in a series dedicated to the subject of advancing digital and AI-empowered education systems. In the next blog, we will expand on concrete steps that can be taken to inform digital education strategy, design and implementation, along with tools and examples.

 https://blogs.worldbank.org/en/education/three-mindset-shifts-to-build-digital-and-ai-empowered-education

The 2024 STEM Africa Continental Conference, (26-28 November Addis Ababa, Ethiopia). held at the African Union (AU) headquarters in Addis Ababa, Ethiopia, was a transformative gathering organized by the AU and UNESCO in collaboration with key partners. This impactful event focused on building a sustainable and inclusive ecosystem for Africa’s scientific and technological advancement.

IRDAS (Iniciativa Retorno para el Desarrollo del África Subsahariana), through its flagship project ASAE (Alliance STEM Africa Education), proudly participated in this high-level conference. ASAE’s mission to inspire and empower young women to pursue careers in STEM was at the forefront of discussions. By highlighting the achievements of women in these fields, ASAE continues to break barriers, foster inclusion, and promote equality and excellence in STEM disciplines.

Special gratitude goes to the exceptional individuals who represented ASAE and IRDAS at this prestigious event:

• Tadelech Sisay – ASAE & IRDAS Country Representative for Ethiopia.
• Doreen Irungu – Executive Chairperson of Ustawi Afrika and Africa Coordinator for NAWFAT.
• Herane Wondifraw – Co-Founder and Deputy General Manager of i-Xplore Educational Solutions.

Your dedication and contributions to advancing STEM education, promoting gender equality, and building a brighter future for Africa are truly commendable. Together, we are shaping an innovative and inclusive path for the next generation of African leaders in STEM. Thank you for being champions of change and exemplifying the power of collaboration!

Our colleague, the ASAE Project Manager and National Representative of IRDAS in Ethiopia, recently participated in the prestigious 4th Joint ICTP-IAEA Workshop, which delved into advanced concepts in nuclear energy systems to address future global energy demands.

During the workshop, she presented her groundbreaking research on “Assessing Uranium Demand Under Varying Nuclear Power Sector Scenarios.” Her analysis focused on the implications of emerging technologies and policies on the sustainability of uranium resources, highlighting the importance of aligning resource use with future energy needs.

The event featured cutting-edge discussions on innovative reactor designs, improvements in the nuclear fuel cycle, and the integration of nuclear systems with renewable energy sources. Among the key takeaways were strategies for optimizing uranium utilization, enhancing reactor efficiency, and mitigating environmental impacts through advanced technologies.

Engaging with leading experts from diverse fields provided her with fresh perspectives and fostered opportunities for future collaborations. The knowledge and insights gained from this experience will significantly inform her ongoing studies in nuclear energy systems and reactor technologies, aligning them with global efforts to achieve sustainable energy development.

This participation also empowers her to inspire and sensitize young girls to consider careers in science and technology. By sharing her experiences and showcasing the impact of women in nuclear energy research, she aims to break stereotypes and encourage the next generation to pursue STEM fields as a pathway to innovation and global progress.

Thank you Lucy Mwaniki Project Manager, ASAE | Country Representative, IRDAS

On October 30, 2024, IRDAS (Iniciativa Retorno por el Desarrollo de África Sub-Sahariana) proudly took part in the Bringing the Pact Home civil society consultation held at the UN Office in Nairobi. This key event brought together civil society stakeholders, international organizations, and Kenyan thought leaders to explore ways of adapting the global outcomes of the Summit of the Future to Kenya’s local needs.

Organized by the United Nations Information Service (UNIS) Nairobi and the UN Resident Coordinator’s Office, the event offered a unique platform for organizations like IRDAS and Alliance STEAM Afrika Education to contribute to discussions on sustainable development, equitable education, digital access, and youth empowerment. With the adoption of the Pact for the Future, including its two annexes—the Global Digital Compact and the Declaration on Future Generations—the consultation highlighted the importance of African-led solutions to the continent’s unique challenges.

Throughout the event, speakers and panelists shared insights on localizing the Summit’s goals. For IRDAS, aligning these goals with our mission to promote inclusive development, digital access, and youth empowerment across sub-Saharan Africa resonated strongly. The panel discussion, led by Florence Syevuo of the SDGs Kenya Forum, addressed pressing issues like decentralizing digital resources, financing education, and climate resilience. These are focus areas IRDAS champions through its commitment to regional collaboration and sustainable development.

The event also provided an invaluable networking opportunity for IRDAS. We connected with prominent organizations and advocates who share our vision for an Africa with equitable access to education, digital tools, and the resources necessary for development. The contacts and collaborations we initiated will strengthen IRDAS’s work and enhance our impact across various regions.

As we move forward, IRDAS remains dedicated to fostering regional resilience, especially through educational initiatives like those championed by Alliance STEAM Afrika Education. This event reaffirmed our commitment to supporting Africa’s next generation, bridging digital divides, and building sustainable communities. Through continued collaboration with local and global partners, we are excited to drive actionable change that aligns with the vision of the Pact for the Future while addressing the specific needs of our communities.

Building on the African Union’s 2024 theme, “Educate an African fit for the 21st Century“, UNESCO and the African Union Commission (AUC), and key continental organizations are co-organizing this three-day conference to forge a continent-wide strategic partnership to build a transformative Science, Technology, Engineering, and Mathematics (STEM) ecosystem. This comprehensive approach, coupled with strong collaboration among stakeholders aims to position Africa as an equal player in the future of STEM education, innovation, entrepreneurship, and engineering.

This conference aims to identify the root causes of challenges hindering STEM education, research, innovation, and entrepreneurship in Africa, and to develop effective strategies to overcome them and unlock the continent’s development potential.  

Africa is poised for a transformative leap. By 2030, it will hold the world’s largest youth bulge, with an estimated 500 million people aged 15-24. This demographic dividend presents a tremendous opportunity. However, a significant challenge remains, a critical skills gap exists that threatens to stall progress and that is costly for Africa. Millions of young people on the continent require STEM skills crucial for navigating the demands of the 21st-century workforce. The World Economic Forum, in their Future of Jobs Report 2023, for example states that Africa will need an additional 23 million STEM graduates by 2030 to fill critical positions in engineering, healthcare, and information technology.

The African Union’s Agenda 2063 recognizes the critical role of education, Science, Technology, and Innovation (STI) in achieving its ambitious goals. Its strategies namely CESA-16-25 and STISA-2024 operationalize this vision, with a strong emphasis on STEM education across the continent.

26 November 2024 – 9:00 am – 28 November 2024 – 5:00 pm

Location Addis Ababa, Ethiopia

Rooms : Addis Ababa, Ethiopia

Type : Cat II – Intergovernmental meeting, other than international conference of States

Arrangement type : In-Person

https://www.unesco.org/en/articles/continental-conference-transforming-science-technology-engineering-and-mathematics-africa#:~:text=This%20conference%20aims%20to%20identify%20the%20root%20causes%20of

The future of humanity is inextricably linked to Africa’s future. Yet, established narratives around the future of the continent continue to reflect the long-standing imbalances in knowledge production and in academic research on Africa. Research remains largely dominated by institutions in, or with close links to, the Global North. Reframing the narrative around Africa’s future requires the mobilization of diverse knowledge traditions.  

Transforming knowledge systems is crucial for Africa to overcome the existing barriers and unlock its full potential for sustainable development. The opportunities offered to younger generations for many decades to come will be shaped by how well Africa harnesses knowledge and innovation. There is therefore need for a paradigm shift in how knowledge is generated, shared, and used in Africa, paving the way for a more just, sustainable, and prosperous future. The co-construction of a shared research agenda for the future of Africa must draw from diverse yet complementary forms of knowledge, perspectives, and contexts. It implies interdisciplinary, inter-sectoral, cross-cultural, and forward-looking approaches nourished by diverse ecologies of knowledge, that includes valuing and integrating indigenous knowledge systems.

https://www.unesco.org/en/transforming-knowledge-africas-future#:~:text=The%20UNESCO%20Chairs%20and%20Partners,%2DSouth%2DNorth%20research%20partnerships.

Join us to power progress and co-create a more inclusive, sustainable world.

The World Bank Group Youth Summit is back for its 11^th edition, engaging youth on the most pressing topics facing their generation and bringing together thousands of participants from around the world. This year’s edition will focus on Digital Inclusion, AI, and Sustainable Technology.

The Youth Summit is the largest annual gathering of youth (aged 18-35) hosted by the World Bank Group worldwide. The Summit will take place on May 30-31, 2024, with activities and engagements in different regions and at the World Bank Group headquarters in Washington DC.

The Summit’s mission is to:

1) Empower youth to explore innovative ideas that tackle development challenges;

2) Provide youth with the tools to build and engage in impactful projects; and

3) Promote dialogue between youth, the WBG, and other key stakeholders globally.

https://live.worldbank.org/en/event/2024/world-bank-group-youth-summit-2024-powering-progress-digital-transformation

https://www.worldbank.org/en/events/2024/05/30/youth-summit-2024-powering-progress

Midway to the deadline for the 2030 education targets, the 2024 Gender Report publish on April 25 on Girls in ICT day (25 April) assesses the progress made towards achieving gender parity across all levels of education. While examples of stubborn exclusion remain, the report tells a positive story at the global level for girls’ access and education attainment over the past two decades.

The extent to which girls are encouraged and empowered to build on their mathematics skills in the early years to take them through to science, technology, engineering and mathematics (STEM) studies and ultimately careers is suggested as the key to ensuring that technological design will work for everyone in the future. The report posits that education has a critical role to play in determining whether the future direction that the digital transformation may take us in will be gender-balanced or not.

A companion to the 2023 GEM Report, A tool on whose terms?, this gender edition asks in what circumstances technology is helping with gender equality in education. While in some instances technology can provide a lifeline for girls otherwise altogether excluded from education, there remain gender divides in access to technology and acquisition of digital skills. 

https://www.unesco.org/gem-report/en/2024genderreport

The under-representation of women in scientific fields is an obstacle to reducing pay inequalities between men and women. Numerous research studies have shown that the lack of parity in scientific careers explains a significant proportion of the pay gap observed between men and women with higher education qualifications. Taking an interest in the determinants of girls’ and boys’ career choices is therefore a central issue in public policies aimed at advancing professional equality between women and men.

https://pedagogie.ac-rennes.fr/sites/pedagogie.ac-rennes.fr/IMG/pdf/fg_et_sciences.pdf

Despite optimistic budget projections, many countries will not manage to increase their budgets sufficiently because of low tax revenues. As a result, the annual average financing gap between 2023 and 2030 is estimated to be USD 77 billion or 42% of the total cost of achieving the national targets. The average gap is USD 21 billion (53% of the total cost) in low-income countries and USD 55 billion (39% of the total cost) in lower-middle income countries. This annual financing gap is equivalent to 2.3% of GDP during the period.

African countries represent 56% of the low- and lower-middle-income countries (44 out of 79) but 79% of the financing gap (USD 77 out of USD 97 billion). While the annual average total budget is expected to increase from 3.4% of GDP in 2023 to 4.2% by 2027 and 4.7% by 2030, it remains limited due to the low tax base, which accounts for only 20% to 25% of total government spending, and falls short of meeting growing financing needs. As a share of GDP, the total cost is expected to increase from an average of 5.6% in 2023 to 7.1% in 2027 and 9.2% in 2030 – and 10% if post-secondary education financing needs are also taken into account.
Africa has the highest education exclusion rates, with 19% of primary schol age children and 41% of upper secondary school age youth not in school.

The 2023 model has an annual average cost of USD 183 billion and predicts an increase from 5.6% in 2023 to 9.2% in 2030 (or an average of 7.1% of GDP in 2023–30). The increase is explained by the fact that slow past progress implies a much faster increase in
student and teacher numbers, even though the targets are more modest.

The number of teachers in the model is about equal to the number of students per level of education divided by the pupil/teacher ratios. In total, it is estimated that 50% more teachers will be needed between 2023 and 2030 for low- and lower-middle-income African countries to achieve their targets in pre-primary, primary and secondary education. Pre-primary education will bear the brunt of this increase. Relative

https://unesdoc.unesco.org/ark:/48223/pf0000388523

https://unesdoc.unesco.org/ark:/48223/pf0000388662