The Conversation – USA – Page 100 – MIL Submissions Engine

July 5, 2025

Vaccines: why these young Africans are hesitant about them and what might change their minds

Source: – By Oluwaseyi Dolapo Somefun, Research associate, University of the Western Cape

Vaccines have proved to be one of the most effective tools in fighting infectious diseases, but convincing people to get vaccinated can be tough. Especially young people.

During the global COVID-19 pandemic, declared by the World Health Organization on 11 March 2020, many countries reported high levels of vaccine hesitancy among younger population groups. Negative healthcare experiences and general distrust of government have cultivated vaccine hesitancy across Africa. Misleading information about vaccine side-effects on social media adds to this challenge.

This hesitancy continues today. A 2024 study on adolescents and young adults (aged 10 to 35) in sub-Saharan Africa found a vaccine acceptance rate of just 38.7%.

These concerns were echoed in a recent study we carried out among 165 young adults in Nigeria, South Africa and Zambia, looking at attitudes towards the COVID-19 vaccine. We wanted to know what could be done to help improve future vaccine acceptance, inform campaigns and prepare for future public health responses.

Participants were hesitant to be vaccinated, for various reasons, and suggested what policymakers could do to improve vaccine uptake.

Understanding young people’s perspectives on vaccine hesitancy and what can be done to address this is crucial for improving vaccine acceptance in the future.

What young adults told us

Our research gathered data through focus groups and interviews.

The participants described a fear of injections, uncertainty about side effects, distrust in healthcare systems and rude healthcare workers.

Some participants were worried about the safety of the COVID-19 vaccine, particularly how it might affect those with pre-existing health conditions.

Many believed that the vaccine was developed too quickly without sufficient testing and a lack of accessible information.

Many expressed a strong fear of needles. A young South African woman aged 19 commented:

I am afraid of injections, so for me, it would be better if there was something that could be taken orally, something you can drink.

Getting over the hurdle

We found young people often felt left out of vaccine conversations. They wanted to be part of the solution and make informed choices but needed the right tools and support to do so.

Participants suggested practical ideas to help boost vaccine acceptance among their peers.

Several highlighted the importance of assessing individual health status before administering vaccines, to avoid adverse interactions with existing medical conditions and treatments. They believed that situations where vaccines were mistakenly blamed for pre-existing illnesses or ongoing treatments could be avoided.

Participants suggested innovative strategies to make vaccines more accessibile. Mobile vaccination sites and community-based outreach programmes were some of the suggestions.

They must introduce mobile clinics, so that people don’t find themselves having to travel long distances to vaccinate. – 18-year-old male, South Africa

Young people also suggested household visits to people who were immobile because of age, illness or disability.

Many advocated for non-injectable vaccine options, such as oral medications or microneedle patches, which could improve accessibility and reduce anxiety.

The oral polio vaccine, which has been widely used in global polio eradication efforts, is an example of a non-injectable vaccine.

COVID-19 microneedle patch prototypes are being explored for clinical testing.

The youth urged public figures, including politicians, celebrities and influencers, to publicly endorse the vaccine.

It would be nice if the president could be shown on television receiving a vaccine so that we can see for ourselves whether he is given the same thing that everyone else receives. – 20-year-old male, South Africa

More engaging videos, interactive interviews and testimonials from vaccinated individuals could be shared across social media platforms.

The young people also emphasised the importance of comprehensive training for healthcare providers. They highlighted the need for healthcare professionals to provide respectful and empathetic care. They suggested that, by fostering respectful communication, healthcare providers could create a more welcoming and comfortable environment for their clients.

In addition, providing vaccine education in schools could educate pupils so that they could make decisions on their own.

Way forward

Engaging young people as active participants in shaping public health strategies can help increase vaccine acceptance and ensure a healthier future for all.

We believe that our findings can be applied in two ways.

First, to inform the design of tailored interventions that better resonate with young people’s desires and needs, paving the way for increased vaccine uptake and acceptability.

Second, to highlight areas where young people may need further information and engagement, to better understand some of the broader issues and why some of their recommendations might not be feasible in the short or longer term.

The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

– ref. Vaccines: why these young Africans are hesitant about them and what might change their minds – https://theconversation.com/vaccines-why-these-young-africans-are-hesitant-about-them-and-what-might-change-their-minds-249629

July 5, 2025

Small towns are growing fast across Ghana – but environmental planning isn’t keeping up

Source: The Conversation – USA – By Seth Asare Okyere, Visiting lecturer, University of Pittsburg and Adjunct Associate Professor, Osaka University, University of Pittsburgh

Africa’s urban future will be shaped not only by large cities and capitals but also by its many small and medium-sized towns.

Large capital cities are no longer the hotspots of rapid urban growth. According to the United Nations Human Settlements Programme (UN Habitat), small and medium-sized towns are growing faster than large cities. These smaller towns often start as rural settlements.

Despite their rapid growth, many small towns lack infrastructure and planning capacity, leaving them vulnerable to environmental risks.

Ghana offers a telling example. While the spotlight is often on the rapid growth of the two major cities, Accra or Kumasi, dozens of smaller towns across the country are booming. At the same time, they are struggling with environmental problems such as decline in green spaces, flooding and pollution, usually associated with much larger cities.

Our research examined this issue, arguing that overlooking small towns has put them on an unsustainable path. In Ghana, small towns often “rest in the shadows” of bigger cities when it comes to resource distribution and development priorities. They receive less funding, fewer services, and scant regulatory oversight compared to major urban centres.

We conducted research in Somanya, Ghana. It lies in the eastern region, about 70km from Accra, the national capital. Our aim was to establish whether emerging sites of urbanisation like Somanya were developing in ways that made them sustainable, or replicating environmental problems seen in large cities.

To identify the drivers of environmental risks in the town, we used geographic information data and interviewed residents, institutional representatives and local assembly members.

We found that the urban growth of Somanya was linked with a decline in vegetation cover and loss of biodiversity. The main factors at play were: pollution from mining, political neglect, and lack of infrastructure facilities and services.

We concluded that current realities pointed towards unsustainable futures where environmental problems will become pronounced and the impacts on everyday life will be destructive. Based on our findings we recommend that Ghana’s national urban sustainable development policies and international development programmes must not fixate solely on big cities. Small towns require attention and investment commensurate with their growth.

Environmental risks in a rapidly growing small town

Somanya’s population grew from 88,000 people in 2010 to over 122,000 by 2021. The proportion of the municipality’s population living in urban areas jumped from 31% to 47% in that period.

Local leaders and officials we interviewed painted a worrying picture of a town rapidly growing without proactive environmental planning, grappling with multiple hazards at once.

Declining ecological resources: Rapid expansion has led to the loss of green spaces and forests around Somanya. Hillsides that used to be covered with vegetation have been cleared for large mango plantations or speculative estate development. This situation has made the area more prone to erosion and flash floods. One community elder observed:

The trees on the hills are almost all gone now. Without those natural buffers, flooding has become more frequent and severe, threatening homes built in low-lying areas.

Pollution and toxicity from industry: Somanya’s growth has attracted extractive industries, notably stone quarries and small-scale mining. These bring jobs, but also environmental hazards. Residents described clouds of dust hanging over communities near a quarry. There are also reports of chemical runoff polluting local streams and soil. Heavy dust and particulate pollution have become part of daily life, and people worry about the health effects. One resident said:

The dusty conditions are not only an infrastructure problem, but also an environmental risk for us, especially if you have underlying health conditions.

Strained and inadequate infrastructure: Basic environmental infrastructure in Somanya has not kept pace with its growth. The town’s drains and gutters are few and often clogged, so even moderate rainstorms result in street flooding. Proper sewage and waste treatment facilities are non-existent. Piles of uncollected refuse are commonly seen, sometimes burnt in the open, posing health risks. One community leader remarked that:

It is only when there’s a major flood or disaster outbreak that they pay us attention.

These infrastructure deficits mean that as the town grows, so do the environmental health risks – from water-borne diseases to flooding and pollution.

Governance lapses and political indifference: Underlying many of these problems is a sense of neglect and weak institutional capacity. Local authorities in Somanya operate with limited funding and fragmented responsibilities, and higher-level support from the central government is minimal. As an Assembly member put it:

We live in a constant state of perpetual waiting for the crumbs after big cities have taken their lion’s share of available funding. If you are not connected to the ruling party, it’s hard to get the support you need.

All these factors put small towns on a path to unsustainable futures.

Steering towards sustainable urban futures

Our research highlights the need to adopt a cross-sector, integrated approach to environmental planning at the local level. In practice, that means urban planners, environmental agencies, and community leaders all working together on development plans. For example, in Koa Hill settlement, Solomon Islands, a community-led development team with support from local groups and university experts led to the successful pilot of nature-inspired disaster risk reduction programmes.

Therefore, communities should be involved in co-designing solutions, from problem identification to experimenting strategies and evaluating outcomes. After all, residents know the local risks and resources best.

– ref. Small towns are growing fast across Ghana – but environmental planning isn’t keeping up – https://theconversation.com/small-towns-are-growing-fast-across-ghana-but-environmental-planning-isnt-keeping-up-257766

July 5, 2025

Urban food gardens produce more than vegetables, they create bonds for young Capetonians – study

Source: The Conversation – USA – By Tinashe P. Kanosvamhira, Post-doctoral researcher, African Centre for Cities, University of Cape Town

Urban farms like this one in Nouakchott, Mauritania, have many benefits. John Wessels/AFP via Getty Images)

Urban agriculture takes many forms, among them community, school or rooftop gardens, commercial urban farms, and hydroponic or aquaponic systems. These activities have been shown to promote sustainable cities in a number of ways. They enhance local food security and foster economic opportunities through small-scale farming initiatives. They also strengthen social cohesion by creating shared spaces for collaboration and learning.

However, evidence from some African countries (and other parts of the world) shows that very few young people are getting involved in agriculture, whether in urban, peri-urban or rural areas. Studies from Kenya, Tanzania, Ethiopia and Nigeria show that people aged between 15 and 34 have very little interest in agriculture, whether as an educational pathway or career. They perceive farming as physically demanding, low-paying and lacking in prestige. Systemic barriers like limited access to land, capital and skills also hold young people back.

South Africa has a higher rate of young people engaging in farming (24%) than elsewhere in sub-Saharan Africa. However, this number could be higher if young people better understood the benefits of a career in farming and if they had more support.

In a recent study I explored youth-driven urban agriculture in Khayelitsha, a large urban area outside Cape Town whose residents are mostly Black, low-income earners.

The young urban farmers I interviewed are using community gardens to grow more than vegetables. They’re also nurturing social connections, creating economic and business opportunities, and promoting environmental conservation. My findings highlight the transformative potential of youth-driven urban agriculture and how it can be a multifaceted response to urban challenges. It’s crucial that policy makers recognise the value of youth-led urban agriculture and support those doing the work.

The research

Khayelitsha is vibrant and bustling. But its approximately 400,000 residents have limited resources and often struggle to make a living.

I interviewed members of two youth-led gardens. One has just two members; the other has six. All my interviewees were aged between 22 and 27. The relatively low number of interviewees is typical of qualitative research, where the emphasis is placed on depth rather than breadth. This approach allows researchers to obtain detailed, context-rich data from a small, focused group of participants.

The first garden was founded in January 2020, just a few months before the pandemic struck. The founders wanted to tackle unemployment and food insecurity in their community. They hoped to create jobs for themselves and others, and to provide nutritional support, particularly for vulnerable groups like children with special needs.

The second garden was established in 2014 by three childhood friends. They were inspired by one founder’s grandmother, who loved gardening. They also wanted to promote organic farming, teach people healthy eating habits, and create a self-reliant community.

All of my interviewees were activists for food justice. This refers to efforts aimed at addressing systemic inequities in food production, distribution, and access, particularly for marginalised communities. It advocates for equitable access to nutritious, culturally appropriate food.

One of the gardens, for instance, operates about 30 beds. It cultivates a variety of produce: beetroot, carrots, spinach, pumpkins, potatoes, radishes, peas, lettuce and herbs. 30% of its produce is donated to local community centres each month (they were unable to say how many people benefited from this arrangement). The rest is sold to support the garden financially. Its paying clients include local restaurants and chefs, and members of the community. The garden also partners with schools, hospitals and other organisations to promote healthy eating and sustainable practices.

The second garden, which is on land belonging to a local early childhood development centre, also focuses on feeding the community, as well as engaging in food justice activism.

Skills, resilience and connections

The gardens also help members to develop skills. Members gain practical knowledge about sustainable agriculture, marketing and entrepreneurship, all while managing operations and planning for growth.

This hands-on experience instils a sense of responsibility and gives participants valuable skills they can apply in future careers or ventures. The founder of the first garden told me his skills empowered him to seek help from his own community rather than waiting for government intervention. He approached the management of an early childhood development centre in the community to request space on their land, and this was granted.

Social connections have been essential to the gardens’ success. Bonding capital (close ties within their networks) and bridging capital (connections beyond their immediate community) has allowed them to strengthen relationships between themselves and civil society organisations. They’ve also been able to mobilise resources, as in the case of the first garden accessing community land.

Additionally, the gardens foster community resilience. Members host workshops and events to educate residents about healthy eating, sustainable farming and environmental stewardship.

By donating produce to local early childhood centres, they provide direct benefits to those most in need. These efforts have transformed the gardens into safe spaces for the community.

Broader collaboration has also been key to the gardens’ success. For instance, the second garden has worked with global organisations and networks, like the Slow Food Youth Network, to share and gain knowledge about sustainable farming practices.

Room for growth

My findings highlight the need for targeted support for youth-driven urban agriculture initiatives. Policy and financial backing can enable these young gardeners to expand their efforts. This in turn will allow them to provide more food to their communities, create additional jobs, and empower more young people.

At a policy level, the government could prioritise land access for urban agriculture projects, especially in under-served communities. Cities can foster an environment for youth initiatives to thrive by allocating spaces within their planning for urban farming.

There’s also a need for educational programmes that emphasise the value of sustainable urban agriculture, and workshops and training on entrepreneurship and sustainable farming techniques. Community organising could further empower young farmers. Finally, continued collaboration with national and international food networks would help strengthen such initiatives.

Tinashe P. Kanosvamhira does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. Urban food gardens produce more than vegetables, they create bonds for young Capetonians – study – https://theconversation.com/urban-food-gardens-produce-more-than-vegetables-they-create-bonds-for-young-capetonians-study-243500

July 5, 2025

Southern Africa’s rangelands do many jobs, from feeding cattle to storing carbon: a review of 60 years of research

Source: The Conversation – USA – By Kevin Kirkman, Professor of Grassland Science, University of KwaZulu-Natal

South Africa’s rangelands have always had great value for the country. These areas offer more than just grazing for livestock. They provide services like purifying water, storing carbon and conserving biodiversity.

The grassland biome (28%), along with the savanna (32.5%) and the Nama-Karoo (19.5%), are collectively referred to as rangelands. They make up almost 80% of the land area of South Africa.

Their ecological services haven’t always been fully appreciated. Research into rangelands has evolved in response to environmental changes, human needs and scientific discoveries.

Commercial livestock production was the main concern when academics, researchers and practitioners met for the first congress of the Grassland Society of Southern Africa in 1966. Less than 15% of South Africa’s land surface area is arable. The only agricultural production possible on the balance of the land is livestock production from natural rangeland. Livestock production is thus a cornerstone of agriculture and food production in South Africa.

Six decades on, the Grassland Society has reflected – through a special issue of its journal, the African Journal of Range and Forage Science – on how it has tackled research challenges and adapted to shifting perceptions of rangelands.

Research has explored aspects of global change, bush encroachment and other changes in rangeland composition and function. Land transformation is another research area. Peri-urban sprawl, open-cast mining, timber plantations and other developments reduce and fragment rangeland. The result is increased pressure on the remaining, intact rangelands.

Widening scope

A review of research over the 60 years shows that early efforts focused mainly on forage production to support livestock industries. Research topics included rotational grazing and burning, as well as reinforcing rangelands by adding nutrients, forage grasses and legumes.

By the 1980s, it became clear that rangelands offered more than just grazing – they were vital ecosystems.

In the early 1990s, around the onset of democracy in South Africa, local researchers became part of global conversations around rangeland ecology. In doing so, they started to use the international terminology, instead of the old Dutch-derived word “veld”.

This shift was not just about geography, but about scope. Rangelands were increasingly seen as multifaceted ecosystems critical in the fight against climate change. Increasing temperatures, increasing atmospheric carbon dioxide levels and changing rainfall patterns pose a threat to all ecosystems. Understanding the response of rangelands is increasingly important in devising management strategies to adapt to these changes.

Scientists expanded their attention to preserving soil health, restoring degraded landscapes, and maintaining biodiversity. Issues like overgrazing, soil erosion and invasive species gained recognition in southern Africa. Degradation of rangelands in South Africa was first highlighted in the mid 1700s, and became a “mainstream” issue in the 1930s. Replacing a diverse group of wild animals with a single species of grazer, such as cattle, is the reason generally given for degradation. Fire has also been linked to it (often unfairly).

The Grassland Society responded by promoting ideas like adaptive grazing management (making decisions in response to conditions, rather than following a recipe approach). It also encouraged integrating indigenous knowledge with scientific research to create more sustainable and resilient land-use systems. This has helped shape land management practices across the region.

Many southern African rangelands face the challenge of balancing grazing with biodiversity conservation. Research on conservation agriculture and integrating livestock and wildlife systems is helping farmers and conservationists to find common ground. Wildlife, both in the conservation and the game production contexts, plays a critical role in South Africa’s economy. Tourism is one of the major contributors.

Land management is particularly important in the Mediterranean-climate regions of South Africa, where poor crop farming practices have damaged soil health. The research is guiding the development of more sustainable farming systems focused on soil regeneration and biodiversity.

A key indicator of ecosystem degradation is a decline in grassland forbs (herbaceous plants that are not grasses). They are highly sensitive to grazing pressure. So the role of wildflowers in ecosystem health and animal wellbeing has also become an important research area.

Climate change, fire suppression and overgrazing drive woody plant encroachment, where grasslands are turning into shrublands. This calls for integrated management approaches that consider fire, grazing and even controlled rewilding.

Fire is a natural element in many grassland ecosystems, and research has helped advance understanding of how it can be monitored and controlled to reduce risks while promoting healthy rangelands.

People and grasslands

Rangeland management has important social dimensions. Research is addressing issues such as land tenure, governance, community management systems on communal rangelands and indigenous knowledge in management decisions. These topics are essential for creating sustainable solutions that account for people’s livelihoods and needs.

In addition to these ecological, social and management advances, the Grassland Society of Southern Africa has worked to develop the next generation of rangeland scientists and practitioners. Through its congresses, workshops and journal publications, the society continues to foster dialogue across disciplines and communities. Its 60th congress will be held in July 2025.

Kevin Kirkman receives funding from the National Research Foundation.

Helga van der Merwe receives funding from the National Research Foundation.

Craig Morris does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. Southern Africa’s rangelands do many jobs, from feeding cattle to storing carbon: a review of 60 years of research – https://theconversation.com/southern-africas-rangelands-do-many-jobs-from-feeding-cattle-to-storing-carbon-a-review-of-60-years-of-research-254736

July 5, 2025

Do you live near a dam holding mine waste? 6 questions to ask

Source: The Conversation – USA – By Charles MacRobert, Associate Professor, Stellenbosch University

Mining is essential to modern lifestyles. Copper, iron and other mined products are vital to the products many people take for granted, like electronic devices. Being able to buy these goods quite easily may give a person a false sense of how difficult it is to extract the elements they’re made of.

Mining involves the removal of mineral-rich rock from the ground and processing it to extract the high-value minerals. Depending on the mineral, this quantity can be as low as a few grams in a tonne of rock.

For example, removing a tiny quantity of platinum from rock requires finely grinding the rock. The fine material that remains once the platinum is removed is known as tailings.

Every mining operation produces tailings. This can be coarse, like instant coffee granules, or fine, like cocoa powder. Tailings are typically mixed with water to form a liquid slurry that can be pumped and transported easily.

Slurry is kept in specially designed tailings dams. The designs are unique and depend on what is being mined and the local area.

Unfortunately, the history of mining is stained with examples of poorly managed dams that collapse, spilling the slurry, which is sometimes toxic. This can cause serious environmental, social and economic damage.

One such mine disaster happened in February 2025 in Zambia at the Sino-Metals Leach Zambia copper mine. Over 50 million litres of toxic waste flowed over the dam’s wall into the Mwambashi River. From there it flowed into one of the largest and longest Zambian rivers, the Kafue.

The pollution travelled further than 100km from the dam, contaminating the river, and killing fish and livestock on nearby farms. The Zambian government had to shut down municipal water to the city of Kitwe to protect residents from consuming the polluted water.

This should not have happened, because steps have been taken to ensure proactive management of dams. In 2020, the Global Industry Standard on Tailings Management introduced a new set of safety measures and standards.

Many mines are proactively embracing these standards. This enhances community trust in tailings dams. But other mines are not engaging with communities that might be affected by dams. Or communities may feel unsure what to ask the mines.

We are geotechnical engineers who have studied tailings dam collapses. Here, we outline six questions people living near mines should ask mine management to ensure they understand the key hazards and risks in their communities.

1. How far will the slurry flow?

Each tailings dam has a zone of influence. This is determined by analysing what would happen if the slurry breached the dam walls and started to flow out. It is an estimate of the area which would be swamped by tailings if the dam failed.

Generally, tailings disasters have caused significant damage up to a distance of 5km from the dam. If the tailings slurry gets into a river, it can flow hundreds of kilometres downstream.

Zones of influence are often determined for extreme events, like once in a lifetime storms or large earthquakes. But zones of influence could also include places affected by dust or water pollution from the mine.

If you can see a tailings dam from where you live or work you should consider yourself within the zone of influence.

2. Who is responsible for the dam?

Clearly defined roles and responsibilities for day-to-day operation should be in place in every mine. There should be suitably qualified engineers appointed to carry out monitoring and maintenance of the dam. There need to be enough qualified people to cope with the size of the dam.

The management structure should set out how day-to-day issues related to the tailings dam are discussed between workers on the ground in mines and top management, and how solutions are found. Mines should also keep audit and inspection reports on their tailings dams, and records should be kept over the long term (because tailings dams are often operational for several decades).

3. What about the environment?

Mines should have plans to reduce the impact that tailings dams have on the environment. These would have been informed by public participation. The plans must state what monitoring is in place to measure the impacts of dust and water (groundwater and surface water).

The true extent of impacts only becomes apparent once the mine starts operating. So, the public should hold mines accountable for commitments made. Mines should satisfy communities that monitoring is continuing to identify and track the dam’s environmental impacts.

Closure plans should also be continuously communicated to mining-affected communities. This will assure the community that when the miners leave, they won’t be left with a dangerous dam near their homes, with no one to look after it.

4. Will the tailings dam be safe when it rains?

A common way that tailings dams fail is when water or slurry washes over the dam sidewalls. This washes away the support. It is known as overtopping, and can happen in storms or if too much tailing is pumped into the dam.

Overtopping is best managed by keeping the water a certain distance below the dam wall. Mine management must measure this regularly and control how much tailing they pump to the dam. Their task is to make sure that even in a severe storm the level will stay well below the top of the dam wall.

5. Has the dam always behaved as expected?

Small failure incidents such as sloughs, slides and bulges where dam walls move but no slurry is released can occur. Mines should investigate and report these, detailing likely causes and mitigation measures implemented.

Publicly available satellite imagery can easily show where mine tailings dams are becoming unstable. Mines should be transparent and provide explanations for these to avoid any speculation over whether the dam is stable or not.

6. What alterations have been made?

Sometimes dams must be changed to accommodate changes in mining or the extraction process. These changes could include how fast the dam is being built, moving the position of the dam wall, or placing material at the base of the wall to stabilise it.

The unexpected consequences of alterations to a tailings dam could be water seeping out and creating damp spots, leading to dam walls sagging or cracking. If left unchecked this can lead to structural failure.

When substantial changes are made to a dam’s design, mines need to demonstrate that sufficient consideration has gone into making these changes.

– ref. Do you live near a dam holding mine waste? 6 questions to ask – https://theconversation.com/do-you-live-near-a-dam-holding-mine-waste-6-questions-to-ask-256517

July 5, 2025

African women entrepreneurs are a smart bet for climate change investment: research shows why

Source: The Conversation – USA – By Kate Gannon, Assistant Professor, London School of Economics and Political Science

Women in Africa are often framed as especially vulnerable to climate change. Our earlier research suggested that women entrepreneurs often face a “triple differential vulnerability” to climate risk compared to men.

What we mean is that there are three possible reasons for their additional vulnerability. First, their livelihoods are often in climate sensitive sectors. Second, they face additional barriers to accessing resources for adaptation in the business environment – such as finance, new adaptation technologies and markets for climate smart goods and services. Last, they also hold primary responsibility for managing climate risk at the household level.

However, our new research also suggests a parallel, more overlooked reality. Women entrepreneurs may also be leading the way in action on climate resilience in Africa.

Through the Women Entrepreneurs in Climate Change Adaptation (WECCA) project we are researching this role of women as strategic actors in inclusive adaptation action.

Women’s entrepreneurship is key to development outcomes in Africa. This is because their businesses make wide ranging contributions to economic activity. They are active in critical agriculture and food processing value chains, which boosts export earnings. And through cooperatives, and savings groups, at the local level, women create access points to finance and markets for others in underserved regions. Studies also suggest women are more likely to use their profits to address the most critical household needs.

Small businesses form the backbone of most African economies. They generate most employment opportunities and provide essential goods and services.

Yet, these businesses are on the frontline of climate impacts. Floods, droughts, and concurrent disruption to power, water and transport networks threaten supply chains, disrupt markets, interrupt livelihood activities and damage business assets.

Businesses must adapt to survive. But how they adapt can make the difference between building long-term resilience and deepening vulnerability.

Results from our study of small businesses in climate vulnerable regions of Kenya and Senegal suggest that businesses with women leaders take a more sustainable approach to adaptation than those with only male leaders. This safeguards long-term business resilience. Our results also found adaptation assistance has a stronger impact on helping women-led small businesses adjust to climate change, compared to those led only by men.

These results suggest that supporting adaptation for women entrepreneurs isn’t just about fairness. It’s also a smart strategy for scaling up climate resilient economies. Building an inclusive business environment for adaptation may deliver bigger returns on investments for governments and donors.

Women entrepreneurs as strategic actors

Our study analysed survey data of small businesses in semi-arid regions of Senegal and Kenya. The aim was to consider how having female owners and managers shaped a business’s adaptation to extreme events.

Our dataset covered the Senegalese regions of Louga, Saint Louis and Kaolack. In Kenya, it covered the county of Laikipia. The regions experience extreme drought and flooding that is expected to increase in the coming decades. Entrepreneurship in these regions is particularly concentrated in agricultural sectors. These are highly exposed to the impacts of these extremes.

We investigated how a business having female leaders impacted the number of sustainable and unsustainable adaptation strategies that they adopted.

Following earlier literature, we classified adaptation strategies as:

“sustainable” when they maintain business operations at existing levels
“unsustainable” if they help businesses “cope” in the short term but result in a temporary (or sometimes permanent) reduction in business activity. This could reduce the resources that they have to cope with future climate impacts.

We found that businesses which include women within their management and ownership teams adopted fewer unsustainable adaptation measures than those led solely by men. Unsustainable adaptation actions are typically reactive coping strategies that can help businesses address immediate needs to minimise the negative impacts of climate shocks in the short term. These might include selling off business assets or cutting staff.

But these actions often come at a cost. They reduce business activity, undermine future growth, and may limit a business’s ability to recover from subsequent climate impacts.

In contrast, we found that businesses with female leaders were more likely to adopt sustainable adaptation measures that protected the long-term health of the business. These included:

diversifying income sources
switching to different crops
taking out loans or insurance.

Such strategies can help to reduce vulnerability to future climate shocks, and support income stability and recovery during periods of climate stress.

These findings are striking given the additional barriers that women face when trying to adapt.

It is well documented, for example, that women entrepreneurs in Africa face deeper constraints than men in accessing adaptation resources. This includes finance, training and technologies.

Similarly, gendered expectations around domestic responsibilities can limit women’s time and mobility, restricting their ability to attend training sessions or participate in external markets.

Social norms may also limit their decision-making power within households or businesses. This can make it harder to act independently on adaptation investments.

Given these constraints, the use of more sustainable adaptation strategies by women-led businesses deserves careful interpretation. Many of the sustainable measures we analysed – such as switching crops or diversifying income streams – can require less upfront capital than the unsustainable ones. Actions like selling assets or scaling back staff, meanwhile, are only possible if the business owns significant physical or financial resources to begin with.

The lower use of unsustainable strategies by women-led businesses may therefore reflect more limited coping capacity: they may simply have fewer assets to draw on when a shock hits.

Yet this makes the findings even more important. Sustainable strategies can still be highly effective. Our research suggests that women business leaders are often finding ways to adapt that are both practical and forward-looking, even when working with limited capital. In this sense, women entrepreneurs are not just more vulnerable – they are also strategic actors driving adaptation innovation, often with fewer resources.

What’s needed

These findings highlight not only the constraints women entrepreneurs continue to face, but also their untapped potential in adaptation.

What’s more, our study suggests that this potential can be especially powerful when the right support is in place. We found that when adaptation assistance (whether financial or technical) is made available, women-led businesses didn’t just catch up with their male-led counterparts. They often outperformed them.

This points to a highly strategic opportunity: that investing in adaptation for women entrepreneurs could deliver outsized benefits for climate resilience. For their businesses as well as the communities and economies they support.

This finding points to the need for governments to develop a business-enabling environment for adaptation that targets women entrepreneurs. This means designing policies, programmes, and support that address persistent gaps in access to tailored finance, technologies, and adaptation goods and services.

Better data is also needed. Our study used the best available data. But it was based on a relatively small sample from specific regions in Kenya and Senegal and should not be overgeneralised.

To test the strength of our findings, there is an urgent need for additional high-quality, gender-disaggregated datasets on business level adaptation behaviour.

The World Bank Enterprise Surveys could play a vital role, as one of the most extensive sources of data on small and medium-sized enterprises globally.

Kate Gannon receives funding from the UK Government’s Foreign, Commonwealth & Development Office (FCDO) and the International Development Research Centre (IDRC), Ottawa, Canada. She is also supported by funding from the Grantham Foundation for the Protection of the Environment. Kate Gannon is also an Associate of the Walker Institute at the University of Reading.

Shaikh Eskander received funding from IDRC.

– ref. African women entrepreneurs are a smart bet for climate change investment: research shows why – https://theconversation.com/african-women-entrepreneurs-are-a-smart-bet-for-climate-change-investment-research-shows-why-252821

July 5, 2025

Can academics use AI to write journal papers? What the guidelines say

Source: The Conversation – USA – By Sumaya Laher, Professor, University of the Witwatersrand

Artificial intelligence (AI) refers to “intelligent machines and algorithms that can reason and adapt based on sets of rules and environments which mimic human intelligence”. This field is evolving rapidly and the education sector, for one, is abuzz with discussion on AI use for writing.

This matters not just for academics, but for anyone relying on trustworthy information, from journalists and policymakers to educators and the public. Ensuring transparency in how AI is used protects the credibility of all published knowledge.

In education and research, AI can generate text, improve writing style, and even analyse data. It saves time and resources by allowing quick summarising of work, language editing and reference checking. It also holds potential for enhancing scholarly work and even inspiring new ideas.

Equally AI is able to generate entire pieces of work. Sometimes it’s difficult to distinguish original work written by an individual and work generated by AI.

This is a serious concern in the academic world – for universities, researchers, lecturers and students. Some uses of AI are seen as acceptable and others are not (or not yet).

As editor and editorial board member of several journals, and in my capacity as a researcher and professor of psychology, I have grappled with what counts as acceptable use of AI in academic writing. I looked to various published guidelines:

the Committee on Publication Ethics (COPE), a UK nonprofit organisation which provides expert guidance, education and training in academic publishing
Sage Publishing, a US academic publishing company
the American Psychological Association, an organisation representing psychology academics, professionals and students
the Academy of Science of South Africa, through its South African Journal of Science platform.

The guidelines are unanimous that AI tools cannot be listed as co-authors or take responsibility for the content. Authors remain fully responsible for verifying the accuracy, ethical use and integrity of all AI-influenced content. Routine assistance does not need citation, but any substantive AI-generated content must be clearly referenced.

Let’s unpack this a bit more.

Assisted versus generated content

In understanding AI use in academic writing, it’s important to distinguish between AI-assisted content and AI-generated content.

AI-assisted content refers to work that is predominantly written by an individual but has been improved with the aid of AI tools. For example, an author might use AI to assist with grammar checks, enhance sentence clarity, or provide style suggestions. The author remains in control, and the AI merely acts as a tool to polish the final product.

This kind of assistance is generally accepted by most publishers as well as the Committee on Publication Ethics, without the need for formal disclosure. That’s as long as the work remains original and the integrity of the research is upheld.

AI-generated content is produced by the AI itself. This could mean that the AI tool generates significant portions of text, or even entire sections, based on detailed instructions (prompts) provided by the author.

This raises ethical concerns, especially regarding originality, accuracy and authorship. Generative AI draws its content from various sources such as web scraping, public datasets, code repositories and user-generated content – basically any content that it is able to access. You can never be sure about the authenticity of the work. AI “hallucinations” are common. Generative AI might be plagiarising someone else’s work or infringing on copyright and you won’t know.

Thus, for AI-generated content, authors are required to make clear and explicit disclosures. In many cases, this type of content may face restrictions. Publishers may even reject it outright, as outlined in the Committee on Publication Ethics guidelines.

What’s allowed and what’s not

Based on my readings of the guidelines, I offer some practical tips for using AI in academic writing. These are fairly simple and could be applicable across disciplines.

The guidelines all say AI tools can be used for routine tasks like improving grammar, revising sentence structure, or assisting with literature searches. These applications do not require specific acknowledgement.
Across the guidelines reviewed, AI generated content is not allowed unless there are clear reasons why this was necessary for the research and the content is clearly marked and referenced as such. Thus, depending on how AI is used, it must be referenced in the manuscript. This could be in the literature review, or in the methods or results section.
Sage and the Committee on Publication Ethics emphasise that authors must disclose when AI-generated content is used by citing this appropriately. There are different conventions for citing AI use but all seem to agree that the name of the generative tool used, the date accessed and the prompt used should be cited. This level of transparency is necessary to uphold the credibility of academic work.
Other aspects linked to AI assistance like correcting code, generating tables or figures, reducing word count or checking on analyses cannot be referenced directly in the body of the manuscript. In line with current best practice recommendations, this should be indicated at the end of the manuscript.
Authors are responsible for checking the accuracy of any AI content, whether AI assisted or AI generated, ensuring it’s free from bias, plagiarism, and potential copyright infringements.

The final word (for now)

AI tools can undoubtedly enhance the academic writing process, but their use must be approached with transparency, caution, and respect for ethical standards.

Authors must remain vigilant in maintaining academic integrity, particularly when AI is involved. Authors should verify the accuracy and appropriateness of AI-generated content, ensuring that it doesn’t compromise the originality or validity of their work.

There have been excellent suggestions as to when the declaration of AI should be mandatory, optional and unnecessary. If unsure, the best advice would be to include the use of any form of AI (assisted or generated) in the acknowledgement.

It is very likely that these recommendations will be revised in due course as AI continues to evolve. But it is equally important that we start somewhere. AI tools are here to stay. Let’s deal with it constructively and collaboratively.

Sumaya Laher does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. Can academics use AI to write journal papers? What the guidelines say – https://theconversation.com/can-academics-use-ai-to-write-journal-papers-what-the-guidelines-say-258824

July 5, 2025

We set out to improve literacy among struggling readers in Kenya – what we learnt

Source: The Conversation – USA – By Fridah Gatwiri Kiambati, Post Doctoral research scientist, African Population and Health Research Center

Literacy – being able to read, write and understand written or spoken language – is a cornerstone of educational achievement. Yet, for millions of children worldwide, acquiring basic literacy skills is a significant challenge.

This is a result of systemic inequalities, poverty, conflict, displacement and gender disparities. A Unicef report on global literacy levels in 2023 found that 89% of 10-year-olds in sub-Saharan Africa were unable to read or comprehend a basic story.

In Kenya, the gap in foundational literacy is stark. A nationwide evaluation of over 44,000 children across 1,973 primary schools in 2023 found that three in 10 grade 6 learners aged 11 struggled to read grade 3-level (age 8) texts.

These numbers highlight the critical need to address reading difficulties in early grades to ensure that learners do not fall behind irretrievably.

When learners aren’t able to read, they are likely to fall behind in literacy and other learning areas. This is because foundational learning skills – which include literacy (reading) and numeracy (basic maths) – are the building blocks for learning in later years of schooling and for lifelong learning.

I am an inclusive education researcher. I was involved in the Developing Readers Study. It set out to design and pilot an intervention to improve literacy skills among grade 2 and 3 learners who are furthest behind in reading.

The study, implemented by the African Population and Health Research Center, was aimed at providing policy-relevant evidence on how support for struggling readers can be formally and systematically incorporated into school timetables and education systems.

In 13 weeks, more than a third of the learners had become fluent readers.

The study

The Developing Readers Study was implemented in 15 schools in Kiambu County, which neighbours the Kenyan capital Nairobi. This was strategic to design, test and refine the intervention before scaling up.

The intervention started with the preparation of instruction materials. These included a teachers’ guide and assessment booklet, as well as homework packets for the learners. Teachers were trained on how to deliver the structured intervention while accommodating individual learner needs.

Learners were assessed to identify those with reading difficulties. Out of 2,805 learners from 15 schools screened, 920 (33%) learners had reading difficulties.

They were then categorised into three groups as per their reading levels at baseline:

module 1 for non-readers, who numbered 410 (45%)
module 2 for beginning readers, who could read 1-9 correct words per minute (212 learners, or 23%)
module 3 for intermediate readers who could read 10-16 correct words per minute (298 learners, or 32%).

The learners were then taken through remedial lessons for English and Kiswahili for 13 weeks. Each lesson lasted 30 minutes. During the intervention period, teachers received support from curriculum support officers, and quality assurance and standards officers in Kiambu County.

In addition, these officers observed the lessons to identify the support needed. Cluster meetings were held to gather teacher feedback on the implementation process.

Parents were also engaged through homework packets. This encouraged a supportive home environment for learning.

The results

The study led to significant improvements in literacy outcomes among participating learners over the 13 weeks.

The proportion of non-readers who couldn’t read any correct word per minute reduced from 43.3% (following a few dropouts) to 18.9% at endline. This improvement highlights the power of targeted instruction to transform learning outcomes for struggling readers.
Both boys and girls benefited from the programme. However, girls consistently outperformed boys in tasks like syllable and oral passage reading. These insights highlight the importance of designing interventions that address gender-specific learning needs.
The programme equipped teachers with practical tools and strategies to give learners individual attention according to their needs. By the endline assessment, 92% of teachers were closely following the structured lesson guides, demonstrating increased confidence and competence.
Parents played a pivotal role in the programme’s success. Weekly homework packets provided opportunities for learners to practise reading at home.
Over a third of the learners (37%) advanced to emergent and fluent reading levels, meaning they no longer required remedial support. This progression was particularly notable among younger learners in grade 2, underscoring the value of early intervention.

The developing readers intervention stands out because it goes beyond addressing literacy challenges at the classroom level. It also brought in education officials, rigorous teacher training and contextualised learning materials.

Its findings demonstrate that structured, targeted interventions can effectively address foundational literacy gaps. This same model can be used elsewhere.

What next

The study provides a roadmap for addressing Kenya’s literacy crisis. Its positive outcomes demonstrate that early, targeted interventions can put struggling readers on the path to success.

Scaling up this programme offers an opportunity to ensure no child is left behind in acquiring foundational literacy skills.

To achieve this, policymakers must make sure remedial interventions take place at schools. They must also provide resources for teacher training and promote home-school collaboration.

With sustained investment and a commitment to evidence-based strategies, Kenya can bridge its literacy gap and pave the way for a brighter future for its learners.

Fridah Gatwiri Kiambati works for the African Population and Health Research Center. The Developing Readers Study, which this article is based was funded by the Gates foundation.

– ref. We set out to improve literacy among struggling readers in Kenya – what we learnt – https://theconversation.com/we-set-out-to-improve-literacy-among-struggling-readers-in-kenya-what-we-learnt-253252

July 5, 2025

AI can be a danger to students – 3 things universities must do

Source: The Conversation – USA – By Sioux McKenna, Professor of Higher Education, Rhodes University, South Africa, Rhodes University

Generative artificial intelligence (AI) is trained on enormous bodies of text, video and images to identify patterns. It then creates new texts, videos and images on the basis of this pattern identification. Thanks to machine learning, it improves its ability to do so every time it is used.

As AI becomes embedded in academic life, a troubling reality has emerged: students are extremely vulnerable to its use. They don’t know enough about what AI is to be alert to its shortcomings. And they don’t know enough about their subject content to make judgements on this anyway. Most importantly, they don’t know what they don’t know.

As two academics involved in higher education teaching, we argue that there are four key dangers facing students in today’s world of AI. They are:

blind trust in its abilities
using it to side-step actual learning
not knowing how it works
perpetuating the gap between expertise and uncritical yet confident noise.

Given our experiences as academics who have developed curricula for students and who research generative AI, we think there are three things universities can do. They should teach critical AI literacy, emphasise why developing knowledge is important, and teach students why being an expert matters if they’re going to engage meaningfully with AI.

The four dangers

Blind trust in AI’s false confidence. A recent Microsoft report showed that those who know the least about a topic are the most likely to accept AI outputs as correct. Generative AI programs like ChatGPT and Claude produce text with remarkable confidence. Students lacking domain expertise can’t identify when these systems are completely wrong.

Headlines already demonstrate the consequences of this in the workplace: lawyers submitting fabricated case citations generated by AI, and hospitals using AI transcription tools that invent statements never actually made.

Generative AI can get it wrong because it doesn’t understand anything in the human sense of the word. But it can identify and replicate patterns with remarkable sophistication. These patterns include not only words and ideas but also tone and style.

Missing the power of education. A core purpose of higher education is to give students a new way of understanding the world and their place in it. When students use AI in ways that sidestep intellectual challenges, they miss this essential transformation.

When students simply outsource their thinking to AI, they’re getting credentials without competence. They might graduate with degrees but without knowledge and expertise.

The false confidence trap. Even students who develop critical awareness about AI’s limitations face what Punya Mishra, a learning engineer professor at Arizona State University, calls “the false confidence trap”. They might recognise that AI can produce errors but lack sufficient subject knowledge to correct those errors.

As Mishra puts it:

It’s like having a generic BS detector but no way to separate truth from fiction.

This creates a dangerous half-measure where students recognise AI isn’t perfect but can’t effectively evaluate its outputs.

Perpetuating the knowledge gap. As AI becomes ubiquitous in workplaces, the gap between those with genuine expertise and those relying solely on AI will widen. Students who haven’t developed their own knowledge foundations will be increasingly marginalised in a world that paradoxically values human expertise more, not less, as AI advances.

Answers

There are three steps universities can take.

Integrate critical AI literacy. Students need to understand how generative AI works – how AI is trained on massive databases of human-created texts and images to identify patterns by which to craft new outputs.

It’s not enough to have an “Intro to AI” course. Every discipline needs to show students how AI intersects with their field and, most significantly, empower them to reflect on the ethical implications of its use. This includes engaging in questions around the use of copyrighted materials for the training of generative AI, the biases inherent in AI generated texts and images, and the enormous environmental cost of AI use.

Emphasise knowledge development. Higher education institutions must actively counter the view that university is merely about the provision of credentials. We need to help students see the value of acquiring domain expertise. This is not always self-evident to those students who understand higher education only as a means to a job, which encourages them to engage with knowledge in an instrumentalist way – and thus to use AI in ways that prevent engagement with complex ideas. It is a personal relationship with knowledge that will prepare them for a future where AI is everywhere. Advocating for the power of knowledge needs to be a central part of every academic’s job description.

Model dual expertise. Academics should model what Mishra calls “the dual expertise challenge” — combining domain knowledge with critical AI literacy. This means demonstrating to students how experts engage with AI: analysing its outputs against established knowledge, identifying biases or gaps, and using AI as a tool to enhance human expertise rather than replace it.

As AI becomes increasingly sophisticated, the value of human expertise only grows. Universities that prepare students to critically engage with AI while developing deep domain knowledge will graduate the experts that society needs in this rapidly evolving technological landscape.

We have our work cut out for us, but expertise remains highly valued.

– ref. AI can be a danger to students – 3 things universities must do – https://theconversation.com/ai-can-be-a-danger-to-students-3-things-universities-must-do-255652

July 5, 2025

10 years ago Kenya set out to fix gender gaps in education – what’s working and what still needs to be done

Source: The Conversation – USA – By Benta A. Abuya, Research Scientist, African Population and Health Research Center

The Kenyan government launched a big attempt in 2015 to promote gender equality in and through the education sector. This was guided by principles of equal participation and inclusion of women and men, and girls and boys in national development.

The Education and Training Sector Gender Policy aligned with national, regional and global commitments. This included the constitution, and Sustainable Development Goals 4 on quality education and 5 on gender equality.

Years later, however, it became clear that the government wasn’t achieving some policy’s objectives. Gaps remained in reducing gender inequalities in access, participation and achievement at all levels of education.

The government decided to review the causes of these challenges and what could be done differently.

This led to a two-year joint study in partnership with the African Population and Health Research Center. The study began in 2022. Its overall objective was to provide evidence for action on mainstreaming gender issues in basic education in Kenya. Gender mainstreaming generally refers to being sensitive to gender when developing policies and curricula, governing schools, teaching and using learning materials.

The study specifically aimed to:

examine how the teacher-training curriculum prepares teachers to implement gender mainstreaming strategies within the basic education sector
examine how gender mainstreaming is practised in classrooms during teaching and learning
assess the relationship between teaching practices and students’ attendance, choice of subjects and academic performance
evaluate the availability of institutional policies, practices and guidelines to mainstream gender issues and the extent to which they influence gender mainstreaming in education.

I’m a gender and education researcher and was part of the team from the African Population and Health Research Center that collected data for the policy review. This data came from 10 counties with high child poverty rates and urban informal settlements. These indicators highlight an inability to access one or more basic needs or services.

The study involved teacher trainers and trainees. We also spoke to education officials, and learners in primary and secondary schools. We carried out classroom observations, knowledge and attitude surveys, questionnaires, key informant interviews and focus group discussions.

The data showed gaps in teacher training, as well as institutional and teaching practices at the basic education level. Policy wasn’t being carried through in practice.

The gaps

Our study found that Kenya needs to review its teacher education curriculum to make it more gender responsive.

Teachers also need more training to follow practices that are gender responsive. These practices include extending positive reinforcement to girls and boys, maintaining eye contact and allowing learners to speak without interruption.

Deliberate steps should be taken to ensure that schools and teacher training colleges are gender inclusive in their practices, guidelines and programmes.

More specifically, our study found:

Teacher trainees had a relatively good understanding of gender-equitable teaching and learning practices. But there was a need to place greater importance on this in lesson planning and in supporting girls in science, technology, engineering and mathematics (STEM).
Gender mainstreaming is not built into the teacher training curriculum. It isn’t taught as a standalone unit. Teacher trainees learnt about it mainly from general courses, such as child development and psychology, or private training. And teacher trainees were unaware that they were being tested on this.
There were no significant gender differences in how teachers in pre-primary and primary school taught boys and girls. At the secondary level, however, teachers engaged boys more than girls during during literacy and STEM lessons.
At both primary and secondary levels, gender-equitable practices positively influenced learning outcomes in English and STEM subjects. These practices improved academic performances in English at the primary level. They led to improvements in biology, English, mathematics and physics at the secondary level.
The odds of school attendance increased if teachers treated boys and girls in equitable ways.
The odds of boys selecting chemistry and physics at the secondary level increased if the teacher of the subject was approachable and if the subject was considered applicable to future careers.
More than 40% of primary and secondary schools didn’t have guidelines on sexual harassment and gender-based violence for teachers and students. And most of the schools that said they had these guidelines couldn’t provide them to the research team. These guidelines help mainstream gender issues in schools and communities.

What next

To advance gender equality, Kenya must move beyond policy awareness. It must be more responsive to gender in teacher training, classroom practices and institutional leadership.

Our study recommends:

creating a positive and inclusive learning environment where both boys and girls feel valued, capable, and motivated to learn
teaching gender mainstreaming as a standalone unit, or integrating it into the teaching methodology
coaching, mentorship and modelling of best practices to trainee teachers
financial support for gender mainstreaming in all areas of teacher education
encouraging girls to pursue STEM subjects and careers at an early age through formal mentorship programmes
encouraging and empowering women teachers and parents to take up leadership positions in schools to provide role models for students.

Our findings offer a critical evidence base for the education ministry and other stakeholders. They should put accountability mechanisms in place.

Only through sustained, data-driven action can Kenya achieve a truly inclusive and equitable education system.

Benta A. Abuya does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. 10 years ago Kenya set out to fix gender gaps in education – what’s working and what still needs to be done – https://theconversation.com/10-years-ago-kenya-set-out-to-fix-gender-gaps-in-education-whats-working-and-what-still-needs-to-be-done-255400