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High quality statistics that improve lives globally
Office for National Statistics
High quality statistics and data are essential to enable evidence-based decision-making at local, national, and global levels. This ONS project supports its partners – national statistics offices (NSOs) in low- and middle-income countries – to strengthen their technical and organisational capacity, using its world leading expertise in statistical production and NSO management. Through a range of in-person and remote assistance, the project supports the production of higher quality, valuable and trustworthy statistics for the global good.
UK financial support to Eastern and Southern Africa Anti-Money Laundering Group (ESAAMLG)
HM Treasury
UK financial support through HM Treasury to support the strengthening of anti-money laundering/counter-terrorism financing (AML/CTF) systems in developing countries, in line with the Eastern and Southern Africa Anti-Money Laundering Group's (ESAAMLG) Mission Statement and Strategic Plan. The support will contribute to regional efforts to combat money laundering and terrorism financing through effective implementation of anti-money laundering / counter terrorism financing (AML/CTF) standards in all ESAAMLG member countries covering: Angola, Botswana, Ethiopia, Kenya, Lesotho, Madagascar, Malawi, Mauritius, Mozambique, Namibia, Rwanda, Seychelles, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe.
Fleming Fund - Commonwealth Partnerships for Antimicrobial Stewardship Scheme
UK - Department of Health and Social Care (DHSC)
A partnership programme to improve antimicrobial stewardship across Zambia, Tanzania, Ghana, Uganda, Sierra Leone, Kenya, Malawi and Nigeria. The partnerships leverage the expertise of UK health institutions and technical experts to strengthen the capacity of the national health workforce and institutions to address predefined antimicrobial resistance (AMR) challenges. The project aims to 1. Develop partnerships between NHS Trusts (hospitals) and clinics/hospitals in low- and middle-income commonwealth countries. 2. Share UK expertise abroad as well as bring skills and knowledge back to NHS Trusts. 3. Create focused partnerships on the theme of AMR, that includes activity on; Antimicrobial stewardship, including surveillance (AMS); Infection prevention control and Antimicrobial pharmacy expertise and capacity; and 4. More generally improve the knowledge, skills and empowerment of healthcare professionals and pharmacists in partner institutions. Improving the healthcare workforce to ultimately contribute to a strengthened health system. Projects funded through the Fleming Fund will benefit people in low- and middle-income countries, where the burden of drug resistant infection is greater
British Council - South Africa Programmes -International Science Partnerships Fund
DEPARTMENT FOR SCIENCE, INNOVATION AND TECHNOLOGY
The South Africa Research Initiative (SARChi) has previously launched significant programs, such as the Bilateral and Trilateral Research Chairs and the South Africa (SA). University Staff Doctoral Programme, aimed at increasing the number of black and female academics with PhDs in South Africa, thereby driving systemic reforms. This initiative now encompasses two new activities: the Sub-Sahara African Analysis Centre (SASAC) Programme, which promotes regional research collaborations and capacity building for students, scholars, and academics from South Africa and Least Developed Countries (LDCs) in Sub-Saharan Africa, and the Research Commercialisation Capacity Strengthening Programme, designed in collaboration with Universities South Africa, to facilitate the transfer of academic research into practical products and services that benefit society and the economy. The SARChI chair themes focus on critical areas such as marine ecosystems, food security, gender inclusivity, and clean energy, and these chairs are established in partnership with UK universities. The programme supports the enhancement of research practices and policies, expands research impact in the region, and strengthens research capacities, particularly in Least Developed Countries (LDCs). The initiative is ODA eligible as its primary objective is to promote the economic development and welfare of developing countries, ensuring the benefits are specifically directed towards enhancing academic and research capacities in these regions.
Royal Academy of Engineering - Higher Education Partnerships in Sub-Saharan Africa -International Science Partnerships Fund
DEPARTMENT FOR SCIENCE, INNOVATION AND TECHNOLOGY
The Higher Education Partnerships in Sub-Saharan Africa (HEP SSA) addresses the urgent engineering skills gap in sub-Saharan Africa by aligning higher education with industry requirements. Through grants to universities for projects spanning six months to two years, the program enhances academia-industry relationships, producing engineers with the skills and knowledge to meet local challenges and industry demands. Utilizing a hub and spoke model, HEP SSA maximizes impact through bilateral secondments with local industry partners and spreads knowledge to regional universities via workshops, reports, and other collaborative activities. Partnering with UK universities, HEP SSA not only strengthens engineering education but also highlights engineering's role in economic development. This initiative supports the International Science Partnerships Fund's (ISPF) mission to empower institutions in Low and Middle Income Countries (LMICs) to address global challenges with a well-trained workforce focused on locally relevant research and innovation. By building the capacity of universities in ODA-eligible countries to produce employable engineering graduates, the program ensures these graduates contribute to sustainable community and national development. This positions the UK as a preferred partner in achieving the primary goal of Official Development Assistance (ODA) purposes: fostering sustainable development and improving the quality of life in developing countries.
Royal Academy of Engineering - Africa Catalyst -International Science Partnerships Fund
DEPARTMENT FOR SCIENCE, INNOVATION AND TECHNOLOGY
Africa Catalyst aims to strengthen professional engineering bodies in sub-Saharan Africa, ensuring these institutions can effectively promote the engineering profession, share best practices, and enhance local engineering capacity to drive development. This initiative awards grants to professional engineering bodies in ODA eligible sub-Saharan African countries for projects lasting between six months and three years. The primary objective of this ODA-eligible program is to catalyze and bolster these professional bodies, ensuring they become robust institutions capable of leading the profession locally, with strong Continuing Professional Development (CPD), accreditation systems, and governmental linkages. By partnering with UK counterparts who have advanced further in institutional development, African bodies can learn and share best practices tailored to their local contexts. This program is designed to support sustainable development by enhancing the professional capabilities of engineers who, in turn, contribute to the development of their communities and countries. The focus on building capacity in ODA eligible countries aligns with the overarching goals of ODA to promote economic development and welfare, ensuring the program's alignment with international aid objectives.
Decolonising Peace Education In Africa
DEPARTMENT FOR SCIENCE, INNOVATION AND TECHNOLOGY
Looking to expand peace education curricula in the context of everyday settings in rural areas facing conflict. Benefits education sector, practitioners, local communities, NGOs in Nigeria, South Africa, Uganda and Zimbabwe. SDGs:4,16,17
The Political Economy of Education Research (PEER) Network
DEPARTMENT FOR SCIENCE, INNOVATION AND TECHNOLOGY
Almost half of all children who are out of school live in conflict affected countries (at least 27 million children in 24 countries). Children in these countries are twice as likely to die before their fifth birthday and countries with conflict have some of the lowest literacy levels in the world and the largest inequalities between girls and boys, rich and poor. Good quality education can protect children in the midst of violence and provide life-saving messages concerning health and safety, as well as the knowledge, skills and attitudes to survive, recover and rebuild their society after conflict. Yet, education is often given a low priority in situations of conflict. We know that modern conflicts can last more than 20 years and often involve multiple armed groups competing for control of government institutions [such as schools], natural resources and territory. This also means that provision of education can be highly politicised in situations of conflict and this can prevent much needed assistance reaching those who need it most - it is usually the poorest or most marginalised who suffer the worst consequences of violent conflict. Education is usually considered 'a good thing', but we know that in certain circumstances education may actually be 'part of the problem' as well as 'part of the solution'. For example, unequal access to education and distribution of education resources may fuel grievances between groups in society, particularly if they are already in conflict. Exclusion of minority voices from decision-making will cause resentment. Insensitive or politically biased education policies in terms of the language of instruction or content of the curriculum may create mistrust between different ethnic, religious or cultural groups by fuelling stereotypes, xenophobia and other antagonisms. We therefore need to better understand the underlying political, economic and social reasons why education may sometimes aggravate conflict. This is known as Political Economy Analysis (PEA) and is highly relevant to the provision of education in conflict affected countries. However, there are problems with current approaches. There is a reliance on international consultants to undertake 'one-off' assessments that lack sensitivity to local history, politics, culture and knowledge of power-relations that are better conveyed in local languages. There is also a tendency to ignore the impact that international agencies have on national policies and practices, and the different political circumstances that operate in different parts of a country. There is often a reluctance to raise critical questions about education provision because they are too sensitive or may challenge vested interests. These severely limit the potential of analysis to improve the planning and development of socially just education systems. The PEER Network is a three-year initiative led by four universities (Ulster, Cape Town, Nazarbayev and Sussex) aimed at improving the quality of PEA in partnership with academics, policymakers and practitioners in conflict affected countries. By the end of the project we aim to have made an impact by: - Establishing two regional hubs of PEA expertise across conflict affected countries in Central Asia and Sub-Saharan Africa - Bringing together 40 policymakers, practitioners and academics to develop PEA tools, knowledge and expertise - Commissioning at least 20 research studies worth £800,000 to create locally owned knowledge bases - Making all the tools and resources freely available online to students, researchers and practitioners - Supporting a new generation to undertake political economy analysis of education systems in their own contexts - Influencing change in global practice in PEA for the benefit of children and young people in conflict affected countries
Decolonising Peace Education In Africa
DEPARTMENT FOR SCIENCE, INNOVATION AND TECHNOLOGY
Looking to expand peace education curricula in the context of everyday settings in rural areas facing conflict. Benefits education sector, practitioners, local communities, NGOs in Nigeria, South Africa, Uganda and Zimbabwe. SDGs:4,16,17
The Political Economy of Education Research (PEER) Network
DEPARTMENT FOR SCIENCE, INNOVATION AND TECHNOLOGY
Almost half of all children who are out of school live in conflict affected countries (at least 27 million children in 24 countries). Children in these countries are twice as likely to die before their fifth birthday and countries with conflict have some of the lowest literacy levels in the world and the largest inequalities between girls and boys, rich and poor. Good quality education can protect children in the midst of violence and provide life-saving messages concerning health and safety, as well as the knowledge, skills and attitudes to survive, recover and rebuild their society after conflict. Yet, education is often given a low priority in situations of conflict. We know that modern conflicts can last more than 20 years and often involve multiple armed groups competing for control of government institutions [such as schools], natural resources and territory. This also means that provision of education can be highly politicised in situations of conflict and this can prevent much needed assistance reaching those who need it most - it is usually the poorest or most marginalised who suffer the worst consequences of violent conflict. Education is usually considered 'a good thing', but we know that in certain circumstances education may actually be 'part of the problem' as well as 'part of the solution'. For example, unequal access to education and distribution of education resources may fuel grievances between groups in society, particularly if they are already in conflict. Exclusion of minority voices from decision-making will cause resentment. Insensitive or politically biased education policies in terms of the language of instruction or content of the curriculum may create mistrust between different ethnic, religious or cultural groups by fuelling stereotypes, xenophobia and other antagonisms. We therefore need to better understand the underlying political, economic and social reasons why education may sometimes aggravate conflict. This is known as Political Economy Analysis (PEA) and is highly relevant to the provision of education in conflict affected countries. However, there are problems with current approaches. There is a reliance on international consultants to undertake 'one-off' assessments that lack sensitivity to local history, politics, culture and knowledge of power-relations that are better conveyed in local languages. There is also a tendency to ignore the impact that international agencies have on national policies and practices, and the different political circumstances that operate in different parts of a country. There is often a reluctance to raise critical questions about education provision because they are too sensitive or may challenge vested interests. These severely limit the potential of analysis to improve the planning and development of socially just education systems. The PEER Network is a three-year initiative led by four universities (Ulster, Cape Town, Nazarbayev and Sussex) aimed at improving the quality of PEA in partnership with academics, policymakers and practitioners in conflict affected countries. By the end of the project we aim to have made an impact by: - Establishing two regional hubs of PEA expertise across conflict affected countries in Central Asia and Sub-Saharan Africa - Bringing together 40 policymakers, practitioners and academics to develop PEA tools, knowledge and expertise - Commissioning at least 20 research studies worth £800,000 to create locally owned knowledge bases - Making all the tools and resources freely available online to students, researchers and practitioners - Supporting a new generation to undertake political economy analysis of education systems in their own contexts - Influencing change in global practice in PEA for the benefit of children and young people in conflict affected countries
The Political Economy of Education Research (PEER) Network
DEPARTMENT FOR SCIENCE, INNOVATION AND TECHNOLOGY
Almost half of all children who are out of school live in conflict affected countries (at least 27 million children in 24 countries). Children in these countries are twice as likely to die before their fifth birthday and countries with conflict have some of the lowest literacy levels in the world and the largest inequalities between girls and boys, rich and poor. Good quality education can protect children in the midst of violence and provide life-saving messages concerning health and safety, as well as the knowledge, skills and attitudes to survive, recover and rebuild their society after conflict. Yet, education is often given a low priority in situations of conflict. We know that modern conflicts can last more than 20 years and often involve multiple armed groups competing for control of government institutions [such as schools], natural resources and territory. This also means that provision of education can be highly politicised in situations of conflict and this can prevent much needed assistance reaching those who need it most - it is usually the poorest or most marginalised who suffer the worst consequences of violent conflict. Education is usually considered 'a good thing', but we know that in certain circumstances education may actually be 'part of the problem' as well as 'part of the solution'. For example, unequal access to education and distribution of education resources may fuel grievances between groups in society, particularly if they are already in conflict. Exclusion of minority voices from decision-making will cause resentment. Insensitive or politically biased education policies in terms of the language of instruction or content of the curriculum may create mistrust between different ethnic, religious or cultural groups by fuelling stereotypes, xenophobia and other antagonisms. We therefore need to better understand the underlying political, economic and social reasons why education may sometimes aggravate conflict. This is known as Political Economy Analysis (PEA) and is highly relevant to the provision of education in conflict affected countries. However, there are problems with current approaches. There is a reliance on international consultants to undertake 'one-off' assessments that lack sensitivity to local history, politics, culture and knowledge of power-relations that are better conveyed in local languages. There is also a tendency to ignore the impact that international agencies have on national policies and practices, and the different political circumstances that operate in different parts of a country. There is often a reluctance to raise critical questions about education provision because they are too sensitive or may challenge vested interests. These severely limit the potential of analysis to improve the planning and development of socially just education systems. The PEER Network is a three-year initiative led by four universities (Ulster, Cape Town, Nazarbayev and Sussex) aimed at improving the quality of PEA in partnership with academics, policymakers and practitioners in conflict affected countries. By the end of the project we aim to have made an impact by: - Establishing two regional hubs of PEA expertise across conflict affected countries in Central Asia and Sub-Saharan Africa - Bringing together 40 policymakers, practitioners and academics to develop PEA tools, knowledge and expertise - Commissioning at least 20 research studies worth £800,000 to create locally owned knowledge bases - Making all the tools and resources freely available online to students, researchers and practitioners - Supporting a new generation to undertake political economy analysis of education systems in their own contexts - Influencing change in global practice in PEA for the benefit of children and young people in conflict affected countries
Decolonising Peace Education In Africa
DEPARTMENT FOR SCIENCE, INNOVATION AND TECHNOLOGY
Looking to expand peace education curricula in the context of everyday settings in rural areas facing conflict. Benefits education sector, practitioners, local communities, NGOs in Nigeria, South Africa, Uganda and Zimbabwe. SDGs:4,16,17
Funding to build capacity and support cross-border action on the conservation of wildlife within countries in the Kavango Zambezi Transfrontier Conservation Area (KAZA TFCA)
Department for Environment, Food, and Rural Affairs
The funding will be used to support KAZA countries to develop African-led trans-frontier approaches to support conservation of wildlife, including iconic species such as elephants through efforts in integrated land-use planning, human-wildlife conflict mitigation, community livelihoods and illegal wildlife trade. This funding will be used to provide technical assistance and build capacity within the KAZA countries to address areas for immediate action, provide a foundation for future work programmes and support access to wider funding options.
Establishing and enhancing veterinary surveillance of antimicrobial resistance (AMR) and use in low- and middle-income countries (LMICs)
Department for Environment, Food, and Rural Affairs
This project aims to help establish effective surveillance for longer term capacity building for AMR in the terrestrial and aquatic veterinary sectors in selected LMICs, and to enhance veterinary medicines regulatory training.
Learning and Evidence for New Strategies in the Sahel (LENS)
UK - Foreign, Commonwealth Development Office (FCDO)
The Learning and Evidence for New Strategies in the Sahel programme (LENS) will provide £4 million over 5 years (2021-22 to 2025-26) to generate, and facilitate timely use of, context-relevant research, analysis and evidence products that inform UK engagements and influence those of others. It will provide a mechanism to commission, strategically disseminate, and support the effective use of research and evidence products with target stakeholders at critical decision-making points.
Support to Trademark East Africa Rwanda (TMEA) Rwanda Country Programme - Strategy II
UK - Foreign, Commonwealth Development Office (FCDO)
The UK will provide up to £25m (2017 – 2023) to support TMEA's Strategy 2 (S2) which aims to remove trade-related barriers to inclusive growth in Rwanda and the East African Community (EAC).
Somaliland Development Fund (SDF) Phase II Programme
UK - Foreign, Commonwealth Development Office (FCDO)
To improve governance, accountability and public service delivery by the Government of Somaliland. This will promote long-term stability in the region and improve the lives of poor Somalilanders. This programme contributes to our SDGs by delivering public services, and building core government capacity and functions and will result in improved planning and delivery for development priorities by 2022.
Education in Emergencies and Protracted Crises EiEPC - 2019-2023
UK - Foreign, Commonwealth Development Office (FCDO)
To transform both the availability and quality of education provision in countries affected by natural and man-made emergencies and prolonged crises. 5. This programme will prioritise education for children in so-called ‘forgotten’ crises and emergencies, especially in Africa. It aims to reach around 250,000 vulnerable children, reducing the time they spend out of school by providing a range of formal and non-formal learning opportunities, including ‘catch-up’ classes. It will focus both on access and improving the quality of education, including much needed-psychosocial support. It will also help teachers to support children who are learning in a new language.
Building Resilience and an Effective Emergency Refugee Response (BRAER)
UK - Foreign, Commonwealth Development Office (FCDO)
The programme will provide emergency life-saving assistance to the large influxes of refugees arriving in Uganda, build resilience among refugees and their host communities to reduce Uganda’s humanitarian burden, and deliver on UK Humanitarian Reform priorities. It will support the UK in its leadership role to develop new approaches to protracted crises and in delivering on the New York Declaration’s Comprehensive Refugee Response Framework, with regional and global impact.
Strengthening public financial management and revenue collection in Rwanda.
UK - Foreign, Commonwealth Development Office (FCDO)
To improve Local Government Public Financial Management, audit and domestic revenue generation in Rwanda. Stronger public financial management will directly support poverty reduction by increasing economy, efficiency and effectiveness of the use of public resources. Increased domestic revenue collection will reduce Rwanda's dependence on aid and will support sustainable growth.