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Many schools in Ethiopia lack the hygiene facilities and infrastructure to control COVID-19 effectively, as they reopen for the first time after months of disrupted learning, new research indicates.

Development projects that target the education of the world’s very poorest girls also significantly improve other young people’s attainment, according to new research that suggests such initiatives should become a priority for international aid.

An award-winning team from Cambridge, Botswana, Mozambique and Namibia has been bolstering entrepreneurship in Southern Africa and supporting some exciting new ventures along the way.

Antiretroviral therapy (ART) failure and drug resistance are extremely common in patients living with HIV who are admitted to hospital in Malawi, according to new research published in Lancet HIV.

Cambridge researchers are supporting a project to 3D-print face shields and face masks in Malawi. ̽��ֱ��work is helping them create a 'blueprint' for using digital fabrication technologies in future emergencies.

Walking at ‘botanist pace’ on Mount Terror in South Africa, Dr Ángela Cano likes to stop and smell the succulents. She then measures, photographs, presses specimens and gathers seeds. Her work is helping to safeguard some of the rarest plants on Earth.

A cost-effective phone-based system developed by a Cambridge researcher and her Ugandan colleagues to support HIV patients has been rapidly adapted by the team to help the Ugandan Ministry of Health monitor those in quarantine during the coronavirus pandemic.

How Cambridge researcher Dr Ebele Mogo helped tackle a coronavirus public health language gap across Africa in four weeks and 18 languages with 30 crowdsourced volunteers.

Millions of the world’s poorest children are leaving school without mastering even basic levels of reading or maths because of an overlooked pattern of widespread, wealth-based inequalities in their countries’ education systems, new research suggests.

‘First-generation learners’ – a substantial number of pupils around the world who represent the first generation in their families to receive an education – are also significantly more likely to leave school without basic literacy or numeracy skills, a study suggests.