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Defence Education - Strategic Leadership Programme
Ministry of Defence
Strategic Leadership Programme: This is a short course for serving military and civilian personnel, and it seeks to improve leadership skills, and to encourage participants to exercise leadership in a responsible manner that reflects (in particular) the topics of human rights, rule of law, democratic control and civilian oversight. Aspects of the Strategic Leadership Programme course also touch on delivery of humanitarian assistance and disaster relief, anti- corruption and transparency, and international humanitarian law. Relevant aspects of the course are reported as ODA.
Defence Education - Royal College of Defence Studies
Ministry of Defence
The Royal College of Defence Studies (RCDS) is a postgraduate education course for military and civilian personnel, focused on international security and strategic studies. The course contributes to the development of senior leaders and seeks to improve their ability to deal with security challenges in an effective and responsible manner, including by addressing issues such as human rights and rule of law, international humanitarian law, protection of civilians in conflict, anti-corruption and transparency, civilian oversight and democratic control of Armed Forces.
Defence Education - Advanced Command & Staff Course
Ministry of Defence
The Advanced command and Staff Course (ACSC) is a postgraduate education course for military and civilian personnel, and it aims to prepare all defence personnel for senior positions by developing their skills and abilities in order equip them to deal with all manner of security challenges in an effective and responsible manner. It addresses issues such as human rights and rule of law, international humanitarian law, protection of civilians in conflict, anti-corruption and transparency, civilian oversight and democratic control of Armed Forces.
Defence Education - Building Integrity for Senior Leaders
Ministry of Defence
The Building Integrity for Senior Leaders (BISL) Course is focused at the One- and Two-star level (military and civilian officials from the wider defence and security sector) to examine the key aspects of leadership and change management in addressing the risk of corruption within the defence and security sector in: finance, acquisition and procurement, human resource management and on operations.
Defence Education - Working in the maritime Exclusive Economic Zone (EEZ)
Ministry of Defence
This is an MOD course, delivered by the Defence Academy is designed specifically to relate to working and /or serving in the international maritime Exclusive Economic Zone, as defined by the United Nations Convention on the Law of the sea, with a particular focus on the range and use of applications of international law with respect to the scope of conduct of activity in the Exclusive Economic Zone. Working in the maritime Exclusive Economic Zone course also covers aspects of disaster relief preparedness.
Defence Education - Managing Defence in the Wider Security Context
Ministry of Defence
Unlike most other Defence Education courses, Managing Defence in the Wider Secuirity context is 100% ODA eligible.
Defence Education - Initial Officer Training
Ministry of Defence
The Initial Officer Training course has been specifically designed for individuals who have recently joined the military. This is the initial period of training undertaken by officers newly recruited into the Armed Forces, whether it be into the Army, Navy or Air Force. Limited elements of the course, for example relating to protection of civilians in conflict or international humanitarian law, are reported as ODA - approximately 5% of the course is therefore ODA eligible.
Sustainable Cooling and Cold Chain Solutions
Department for Environment, Food, and Rural Affairs
This activity supports a number of different areas of work which aim to accelerate the climate benefits of the Kigali Amendment (KA) to the Montreal Protocol (MP) and encourage uptake of energy efficient and climate friendly solutions. This includes (1) The creation of an African Centre of Excellence for Sustainable Cooling and Cold Chains (ACES) in Rwanda. ACES will accelerate deployment of sustainable (environmental, economic and social) cold-chain solutions throughout Africa. (2) The development and deployment of an HFC outlook model to address information gaps on energy use and energy related CO2 emissions from the refrigeration, air-conditioning and heat pumps (RACHP) market. It will assist in reducing cost of the transition for Article 5 countries to the Montreal Protocol and increase the climate benefit of action under the MP. (3) Increasing countries technical capacity and providing insights on global best practice of EE improvements of cooling products in parallel with HFC phase down, through model regulations and sustainable public procurement in ASEAN and Africa.
Turkey - Research Environment Links
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
Turkey - Research Environment Links is funded through the UK Government’s Department of Business, Energy and Industrial Strategy Newton Fund and delivered on the UK side by the British Council. This activity contributes to the Newton Fund’s work in building research and innovation partnerships with countries in Africa, Asia and Latin America to support economic development and social welfare, tackle global challenges and develop talent and careers.
Reducing land degradation and carbon loss from Ethiopia's soils to strengthen livelihoods and resilience (RALENTIR)
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
Land degradation is a major problem in Ethiopia. Recent estimates put the size of degraded land in Ethiopia at more than one-quarter of the entire country, which affects nearly a third of the population. Land degradation takes many forms and has many different effects, with the most adverse impacts on poor people, who depend heavily on natural resources. Forests, soils, water, biodiversity, and economic and social services derived from the ecosystems are all affected. Climate change and extreme weather events, such as the recent El Niño effect, significantly increase the risk of soil erosion, and losses of soil nutrients. The impact of degradation and measures to restore land are inherently unequally distributed across the population in time and space. Restoring degraded common lands through the establishment of "exclosure" areas where traditional community access is restricted is widely used in Ethiopia. These restrictions particularly affect those without access to other sources of firewood and grazing. Such inequalities and local perceptions of justice need to be taken into account if soil restoration is to be sustainable in the long run. This project aims to improve the design of measures to combat land degradation while considering equity and justice, strengthening risk management and benefits for communities, particularly poor and marginal groups, increasing the capacity of local people to adapt and improve their lives. The project draws on an interdisciplinary approach covering anthropology, agricultural and forestry science, economics, environmental modelling, hydrology, sociology, and soil science. In case study areas within the Southern Nations, Nationalities and Peoples' Region in Ethiopia (SNNPR) covering different agricultural and climatic zones, the project will design interventions with the Ethiopian Bureau of Agriculture to - Train and provide access to exclosures to selected eligible landless youth and women to enable them to undertake new productive activities in 1) beekeeping or 2) livestock management. - Demonstrate and train local farmers in simple measures to address gully formation The research aims to find out the impact of the new interventions on the participants, how the interventions were communicated and promoted within the communities, how they were experienced by different groups, and their impact on preferences and attitudes to natural resource management within the community. The project will collect soil, hydrology and socio-economic data. This will be used with environmental and economic modelling to measure the impacts of the interventions on the direct participants, and preferences for natural resource management in the wider community, and the potential long-term effects on land degradation, thus helping to improve the design local natural resource management. With local and regional practitioners, development agents and representatives of local communities, the project will draw together all the results of the research to develop recommendations for improving frameworks to planning land degradation measures aligned to communities' aspirations, values and notions of justice.
JustEd: Education as and for Environmental, Epistemic and Transitional justice to enable Sustainable Development
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
The proposed project aims to understand how secondary school learners' knowledge and experiences of justice act as drivers for the Sustainable Development Goals. Specifically, it examines three types of justice in education and how they relate to learners' intended actions with respect to SDG 13 (climate action) and SDG 16 (peace, justice and strong institutions): - Environmental justice, which seeks to balance human and environmental rights in order that both might exist sustainably, recognising the unfair distribution of the effects of climate change. - Epistemic justice, which values different knowledges and the peoples who hold them, working against the exclusion of multiple ways of understanding the world; and - Transitional justice, which repairs wrongs of the past, acknowledging the importance of responsibility and reconciliation for possibilities of future peacebuilding. By focusing on these forms of justice and the relationships between them, we extend and challenge traditional conceptions of justice in education, which are mainly rooted in social and distributional understandings of justice. The project will focus on both "education for justice" and "education as justice." The first focus requires an examination of how different forms of justice are taught across educational curricula, while the second looks at how social practice in schools and classrooms reflect and embody (or do not) these different forms of justice. Our study is undertaken in secondary schools in three global contexts where these forms of justice are particularly relevant: Western Nepal, Andean Peru and Northern Uganda. These research contexts all have recent experience with conflict, are directly reliant on the natural environment and subsistence agriculture, and are ethnically diverse societies with multiple linguistic communities. The study involves three phases which combine quantitative and qualitative data collection and analysis. The first phase of the project involves qualitative data collection through ethnographic work in schools, including interviews and participative arts-based focus group discussions in which learners draw images that illustrate their experiences with environmental, epistemic and transitional justice. This phase also includes an analysis of education policy documents, curricula, and related documents such as textbooks and examinations. In the second phase of the project, analysis of qualitative data is used to create a questionnaire that is administered to learners on tablet computers. The questionnaire measures learners' curriculum knowledge relating to these forms of justice and SDG 13 and 16; their experiences of justice at school; their attitudes to towards justice expressed through responses to scenarios presented in short videos and images, and their intended actions and behaviours in relation to SDG 13 and 16. It will result in a quantitative dataset with approximately 6,000 responses, which will be analyzed through structural equation modelling. The third phase of the project consists of a synthesis of these two components and the development of an analytical framework to articulate what transitional, epistemic and environmental justice would look like in a secondary education system. While outcomes will be communicated to academic audiences through conference presentations and peer-reviewed publications, the project will achieve a broader impact on educational policy and practice through a series of targeted policy briefs and stakeholder impact events at both the regional and international level. Working with other GCRF-funded projects in the contexts of study, the project will also engage in knowledge exchange to synthesize findings and increase impact.
Kenya Catalytic Jobs Fund
UK - Foreign, Commonwealth Development Office (FCDO)
The Kenya Catalytic Jobs Fund will test innovations that have the potential for large-scale job creation, unlocking barriers in key productive sectors and/or generating employment for those that are most vulnerable e.g. youth living with disability. The programme will focus particularly on youth and through a flexible fund, it will provide a mix of technical assistance and grant support to innovations with the aim to generatre evidence on what works and what doesn't in creating jobs.
Disability Inclusive Development Programme
UK - Foreign, Commonwealth Development Office (FCDO)
This programme will deliver a set of interventions to support people with disabilities in a number of developing countries. The programme will deliver tangible outcomes for people with disabilities including access to education, jobs, healthcare and reduced stigma and discrimination and encourage global actors to prioritise the issue. The programme will also test innovative approaches to disability inclusion and generate high quality research to fill gaps and discover what works in this under-resourced area. A lack of attention and funding has severely limited evidence of what works to deliver inclusion in international development for approximately 800 million people with disabilities in developing countries. Interventions that work will be scaled up, widening their reach, and new learning and evidence shared across the global development community and national governments.
Productivity for Prosperity (P4P)
UK - Foreign, Commonwealth Development Office (FCDO)
Productivity for Prosperity is a sustainable economic transformation programme that will increase labour productivity and climate-resilience in Tanzania’s job-creating sectors. It will achieve this through private sector development (investment facilitation, trade facilitation and building capabilities of firms) and business environment reform (supporting proportionate and predictable regulation). P4P will dovetail with the UK’s external engagement and influencing activities in Tanzania. P4P will initially prioritise the agroprocessing and horticulture sectors, and will provide flexible support to bolster the UK’s current and future prosperity objectives.
Support to the Palestinian Authority to Deliver Basic Services, Build Stability and Promote Reform in the Occupied Palestinian Territories (SSRP)
UK - Foreign, Commonwealth Development Office (FCDO)
To support the Palestinian Authority (PA) to meet the needs of the Palestinian people. Funding will enable around 25,000 young Palestinians with access to an education, provide up to 3,700 immunisations for children, and 185,000 medical consultations each year. This will help to build and strengthen the capacity of PA institutions through public financial management reform, and build stability in the region by preserving the two state solution.
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