MIL Africa Engine

Source: The Conversation – Africa – 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.

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Read more: Burst mining dam in South Africa: what must be done to prevent another disaster

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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.

– 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

Source: The Conversation – Africa – 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.

– 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

Source: The Conversation – Africa – By Stephen Appiah Takyi, Senior Lecturer, Department of Planning, Kwame Nkrumah University of Science and Technology (KNUST)

Urban flooding is a major problem in the global south. In west and central Africa, more than 4 million people were affected by flooding in 2024. In Ghana, cities suffer damage from flooding every year.

Ghana’s president, John Dramani Mahama, has established a task force to find ways of improving flood resilience in the country. This is partly driven by an increase in flooding incidents in cities such as Accra and Kumasi in the last decade.

We are urban planning and sustainability scholars. In a recent paper we analysed whether flooding in Accra, Ghana’s capital, was caused by climate change or poor land use planning.

We conclude from our analysis that flooding is caused by poor and uncoordinated land use planning rather than climate change. We recommend that the physical planning department and other regulatory agencies are equipped to ensure the effective enforcement the relevant land use regulations.

Mixed push factors

The Accra metropolitan area is one of the 29 administrative units of Ghana’s Greater Accra region. It is the most populous region in Ghana, with over five million residents, according to the 2021 Housing and Population Census.

We interviewed 100 households living in areas such as Kaneshie, Adabraka and Kwame Nkrumah Circle. These areas experience a high incidence of floods. Representatives of agencies such as the Physical Planning Department of the Accra Metropolitan Assembly, the National Disaster Management Organisation and the Environmental Protection Agency were interviewed too, about:

• the nature and areas most prone to flooding in the study area

• the frequency of flooding

• land use planning and regulations and their influence on flooding.

About 40% of the people we interviewed attributed flooding to both weak enforcement of land use regulation and changes in rainfall patterns. Most of the households (52%) said floods in Accra were the result of weak enforcement of land use regulations, while 8% blamed changes in land use regulations.

We also analysed recorded data on flood incidence and rainfall. We found no correlation between increased rainfall and flooding. For example in 2017 there was a decrease in rainfall, but an increase in flooding.

This finding points to the fact that rainfall isn’t the only factor contributing to flooding in the city.

The agencies and city residents reported that between 2008 and 2018, they could see that more people were encroaching on the city’s wetlands by building homes and commercial infrastructure. This has changed the natural flow of water bodies. The Greater Accra Metropolitan and its environs has major wetlands such as Densu Delta, Sakumo Lagoon and Songor Lagoon.

Interview respondents noted that the siting of unauthorised buildings and the encroachment on buffer zones of water bodies in the city could have been averted. They blamed political interference in the enforcement of land use regulation. The government makes the situation worse in two ways, they said:

• planning standards and regulations are neglected in the development process. The processes involved in acquiring development permits are cumbersome and expensive, so people go ahead and develop without permits.

• regulatory institutions and authorities are ineffective. This is clear from the fact that planning happens chaotically. No attention is given to the ecological infrastructure that’s needed.

The way forward

We conclude that land use malpractices remain the dominant causes of flooding in Accra. They include:

• poor disposal of solid waste, which eventually blocks drains and results in water overflow during heavy rains

• building on wetlands as a result of non-compliance or non-enforcement of land use regulations.

There is an urgent need for Ghana’s cities to adopt best practices in waste management. These include recycling of plastic waste and composting for urban agriculture. An environmental excise tax was introduced in 2011 to fund plastic waste recycling and support waste management agencies.

The increasing encroachment on wetlands should be addressed through the strict enforcement of buffer regulations. Planning authorities and the judiciary can collaborate on this. The city must also encourage green infrastructure, like rain gardens, green roofs, permeable pavement, street trees and rain harvesting systems. Research has shown these to be environmentally sustainable and cost-effective approaches to managing storm water.

Another suggested approach is the introduction of the polluter pays principle in city management. This is a system where city residents who are involved in the pollution of the environment are made to pay for the cost of mitigating the impact. Residents who dispose of waste indiscriminately and encroach on wetlands would be made to pay for the cost of the environmental degradation. Cities such as Barcelona and Helsinki have applied this principle in the management of their industrial discharge and contaminated waste.

Finally, there should be incentives for city residents to promote environmental sustainability. For example, a deposit refund system has been introduced in several states in the US and Australia. In this system, consumers are made to pay a deposit after purchasing items that can be recycled, such as plastic bottles, and the deposit is reimbursed to the consumer after the return of the empty bottles to a retail store.

– Flooding incidents in Ghana’s capital are on the rise. Researchers chase the cause
– https://theconversation.com/flooding-incidents-in-ghanas-capital-are-on-the-rise-researchers-chase-the-cause-254000

Source: The Conversation – Africa – By Gode Bola, Lecturer in Hydrology, University of Kinshasa

The April 2025 flooding disaster in Kinshasa, the capital of the Democratic Republic of Congo, wasn’t just about intense rainfall. It was a symptom of recent land use change which has occurred rapidly in the city, turning it into a sprawling urban settlement without the necessary drainage infrastructure.

Local rains combined with runoff from torrential rains coming from neighbouring Congo Central Province quickly overwhelmed the city’s small urban tributaries. The Ndjili River and its tributary (Lukaya), which run through the city, overflowed and flooded homes on either side.

This led to the deaths of at least 70 people, 150 injured and the temporary displacement of more than 21,000 people. Floods affected the running of 73 healthcare facilities. Access to water and transport services were disrupted in large parts of the city. People could only move around by dugout canoe or by swimming in flooded avenues.

Floods have become recurrent in the DRC. The last quarter of 2023 and the beginning of 2024 saw the most devastating floods there and in neighbouring countries since the 1960s.

According to UN World Urbanisation Prospects (2025), the reason the floods have become this devastating is the growth of Kinshasa. The city is the most densely populated city in the DRC, the most populous city and third-largest metropolitan area in Africa.

Kinshasa’s 2025 population is estimated at 17,778,500. Back in 1950, it was 201,905. In the past year alone, the city’s population has grown by 746,200, a 4.38% annual change. At least 2% of the population live in areas prone to flooding. Urban infrastructure, especially flood-related, is non-existent or inadequate. Where it exists, drainage systems are blocked by solid waste, itself another sign of the city whose public services such as waste collection have become dysfunctional.

We have been studying the characteristics of flooding and the prediction of risk linked to it in the Congo Basin for five years as part of our work at the Congo Basin Water Resources Research Center in Kinshasa. We study the movement of water in natural and modified environments and its interactions with infrastructure over a range of geographical scales. We argue in this article that understanding why Kinshasa floods means recognising two very different water systems at play – and how urban growth has made the city more vulnerable to both.

Kinshasa faces two distinct flood hazards: first, flooding from the Congo River, which typically peaks around December and January; and, second, urban flood events driven by local rainfall and runoff from the hills south of the city around April and December.

Most of Kinshasa’s flood disasters have come from the second type. And as Kinshasa has urbanised, expanding into the floodplains, but without the necessary urban infrastructure, the impact of urban flood events has become worse.

With more sealed surfaces – because of more urban settlements – and less natural water absorption, more rainwater runs off, and faster. This overwhelms the city’s small urban tributaries and the Ndjili river.

Growth of Kinshasa and flood

As the city has expanded, so has its flood exposure. The city’s tributaries drain steep, densely populated urban slopes and are highly responsive to rainfall.

Of Kinshasa’s two flood risks, the impact of Congo River flooding can be observed in large cities located along major rivers, and typically peaks around January. These are seasonal floods driven by rainfall across the whole Congo Basin.

Research at Congo Basin Water Resources Research Center shows that while Congo River high water levels can cause “backwater effects” – the upstream rise in water level caused by reduced flow downstream – most damaging floods result from intense local rainfall overwhelming the city’s small river catchments. The flood risk analysis indicates that 38 territories are the hotspot of flooding in the Congo basin. Kinshasa is a hotspot due to its double risk sources and extensive urbanisation.

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Read more: Kenya’s devastating floods expose decades of poor urban planning and bad land management

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The urban flood events are more challenging. They can happen with less rainfall and cause major destruction. They are driven by local rainfall and rapid growth of informal settlements.

Other cities face similar risks. In 2024, Nairobi suffered deadly floods after prolonged rain overwhelmed informal neighbourhoods and infrastructure.

Across Africa, cities are growing faster than their infrastructure can keep up with. Kinshasa has unique exposure, but also strong local research capacity.

The Congo River’s seasonal peaks are relatively well understood and monitored. But urban tributaries are harder to predict.

DRC’s meteorological agency Mettelsat and its partners are building capacity for real-time monitoring. But the April 2025 floods showed that community-level warning systems did not work.

Climate change is expected to intensify extreme rainfall in central Africa. While annual totals may not increase, short, intense storms could become more frequent.

This increases pressure on cities already struggling with today’s rains. In Kinshasa, the case for climate-resilient planning and infrastructure is urgent.

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Read more: Local knowledge adds value to mapping flood risk in South Africa’s informal settlements

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What needs to change?

Forecasting rainfall is not enough. Government agencies in collaboration with universities must also forecast flood impact – and ensure people can act on the warnings. There is a need to put in place systems to achieve this under a catchment integrated flood management plan.

The main elements of such a plan include:

• Improved early warning systems: Use advanced technologies (such as satellites) to gather real-time data on environmental conditions.

• Upgraded drainage infrastructure: Identify weaknesses and areas prone to flooding, to manage storm water better.

• Enforcement of land use planning: Establish clear regulations that define flood-prone areas; outline permissible land uses.

• Define safety perimeters around areas at risk of flooding: Use historical data, flood maps, and hydrological studies to pinpoint areas that are at risk. Regulate development and activities there.

• Local engagement in flood preparedness: Educate residents about flood risks, preparedness measures, and emergency response.

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Read more: Nigeria and Ghana are prone to devastating floods – they could achieve a lot by working together

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Institutions such as the Congo Basin Water Resources Research Center play a critical role, not just in research but in turning knowledge into action. Rainfall may trigger the flood, but urban systems decide whether it becomes a disaster. And those systems can change.

– Why Kinshasa keeps flooding – and why it’s not just about the rain
– https://theconversation.com/why-kinshasa-keeps-flooding-and-why-its-not-just-about-the-rain-254411

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

Humans are walking beings. Walking is intrinsically linked to our physical development from childhood and enables our connections with people and places. We can say it is essential to our physical and mental well-being.

Walking can also help create inclusive and sustainable cities. Most western cities incorporate this need in their spatial planning.

In African countries like Ghana, however, the fact that most people walk doesn’t always mean they prefer to. They need to walk because it’s cheaper than using motor vehicles. But many African cities are not friendly to pedestrians.

More than 70% of the urban population in Africa walk daily for various purposes. To deal with the challenges pedestrians encounter, some African cities have incorporated policies and strategies for walking into their motorised transport policies. For instance, in Nigeria, the Lagos Metropolitan Area Transport Authority has developed a policy that aims to create a safe and pleasant network of footpaths, greenways and other facilities that serve everyone in the city.

In Addis Ababa (Ethiopia), a similar policy was developed. Its objective is to increase the number of people who walk by investing in walking facilities and improving connectivity to public transport.

The strategies in these documents are commendable, but they have met practical challenges like funding, public perception and technical capacity.

Ghana also has several transport and local development planning policies. Yet most urban areas in Ghana don’t have walking infrastructure and a safe walking environment.

As scholars interested in sustainable urban development planning and policy, we reviewed some of these policies to explore how they treat walking as a way of getting around. The research also assessed institutional perspectives and residents’ everyday lived experiences of walkability in Accra, the capital city. We found that both policies and urban plans paid little attention to making the walking experience enjoyable.

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Read more: City streets: why South Africa should design more people-friendly spaces

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The study

The Ghana Transport Survey Report indicates that over three-quarters (75.3%) of the country’s population make up to ten daily trips on foot, and most urban areas lack walking infrastructure. Pedestrians account for about 42% of road deaths in Ghana.

We chose two study sites in Accra, the capital, where many come to find work. The sites represented inner-city and suburban areas. The research used in-depth and semi-structured interviews with 80 people to capture the perspectives of institutional representatives and community residents. We explored walking experiences in terms of accessibility, safety and enjoyment.

Findings

Accessibility: The national transport policy seeks to provide dedicated, safe, reliable and appropriate facilities for users across all transport modes. What we found, however, was an absence of infrastructure to enhance pedestrian access to facilities and services.

One resident commented:

The roads are not only in poor condition but they have no sidewalks. It is not hard to assume that these were built for car owners, not pedestrians’ everyday use.

Safety: The research revealed a chasm between policy ambitions for walking and realities at the community level. Municipal development plans don’t say how they will address the frequent crashes that result from commuters, vendors and motorists competing for space. The most at risk are pedestrians, who represent 42% of transport-related fatalities. This is because of noncompliance with bylaws that regulate activities on the roads and pedestrian pathways.

One municipal official said:

Look at the streets: Motorists, street vendors, school children on the same street space. There is encroachment, reckless driving, illegally parked cars on road shoulders. School children and the disabled face constant risks. But the plan aims to make the neighborhoods walkable. Just words as always.

Enjoyment: Enjoyment was the least considered aspect of walkability in both national policy and municipal development plans. The absence of facilities and infrastructure that offer comfort, aesthetics and other pleasures for pedestrians provides a clear indication of this.

A community leader complained:

Flooding and poor sanitation create an unpleasant walking environment. Clogged waste, poor drains, and rubbish along streets and alleyways are a problem. There is nothing pleasant about walking: the smell, the dust, the noise and the heat. You walk because you have no choice.

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Read more: New forms of urban planning are emerging in Africa

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Towards cities that are walkable

The deep gulf between what the policies say and everyday experiences in our study calls for new ways of thinking and implementation within the urban transport in Ghana’s development planning regime.

We suggest that there is a need for transport planners, urban and development planners, and policymakers to consider coproduction strategies in identifying, framing, developing, and implementing interventions. This will help harness the potential for walking as a social equaliser and its contribution to healthy, safe, equitable cities and communities.

Here, action-oriented collaborative strategies like workshops that consider communities as partners can transition African urban residents from captive walkers to walkers who enjoy it.

– Accra is a tough city to walk in: how city planners can fix the problem
– https://theconversation.com/accra-is-a-tough-city-to-walk-in-how-city-planners-can-fix-the-problem-253636

Source: The Conversation – Africa – By Rachel Silver, Assistant Professor, York University, Canada

Coverage of the impact of the COVID-19 pandemic shutdowns on girls in Malawi emphasised the risks they faced as a result of not attending school. In particular, concerns about pregnancy garnered significant media attention.

The United Nations Children’s Fund, for example, published an article in March 2021 entitled “Schoolgirl shakes off COVID-19 regret: Lucy’s return to school”. Under a glossy photograph of a smiling girl, readers learn about 16-year-old Lucy, one of 13,000 Malawian students who became pregnant during COVID-19 school closures. The story went on to detail the dire consequences of sexual activity to Lucy’s well-being, and the redemptive power of an eventual return to school.

The Unicef piece echoed thousands of similar publications circulated after March 2020 that analysed COVID-19’s unique risk for girls in the global south and lamented lost returns to girls’ education.

In response to COVID-19 surges, Malawian schools closed for over seven months, during which the percentage of pregnancies to young women aged 10-19 did increase from 29% to 35% of total pregnancies.

Yet, our research has demonstrated that international development organisations and media outlets focused mostly on narrow, sexualised framings of risk to African girls and women rather than on the many intersecting and ongoing barriers to their well-being and school retention. These challenges both predate and extend beyond COVID-19.

As scholars of international development education who have conducted research in Malawi for over a decade, we decided to join Malawian educational activist and collaborator Stella Makhuva to research how girls themselves narrated their experiences of the COVID-19 years. What did they consider a risk to their schooling?

Together, we designed a longitudinal study from 2020 to 2023 that included multiple rounds of interviews and participatory journalling methods with 22 upper primary and secondary school girls in southern Malawi.

We found that for girls in our study, COVID-19 was less a rupture – an unusual event that threatened their education in unprecedented ways – than an added variable in the already complex calculations girls and their families made about whether and how to remain in school.

We argue that it was not pregnancy itself, but escalating resource constraints, that kept girls from school. And that interventions must do something about the real problem: inequitable systems.

The stories told by the girls illustrate this. (All the names are pseudonyms.)

Their stories

When Faith joined our study in 2020, she was attending a peri-urban primary school near her home. She lived in a mud and grass-thatched house with her parents, both subsistence farmers who supported Faith’s and her siblings’ education. During school closures, she studied with friends to keep up with academic content when she was not helping with her parents’ farm.

Yet school costs threatened Faith’s return to school upon reopening. Despite primary school being officially “free” by government mandate, students at her school were required to contribute 800 Malawi kwacha (close to US$1 at the time) per term to a school fund for infrastructure projects and upkeep. Not paying into the fund resulted in exclusion from classes.

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Read more: Does free schooling give girls a better chance in life? Burundi study shows the poorest benefited most

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When Faith eventually passed the Primary School Leaving Certificate Exam and enrolled in secondary school, the costs to schooling rose from 5,000 kwacha (about US$6.50 in early 2021) to 20,000 kwacha (about US$19 in late 2022). Faith worried about whether her parents, whose maize and tomato yields suffered from poor rains, would be able to pay.

On top of this, Faith paid other costs, from exam fees and bicycle rental fees to supplemental lessons in which she learned material never covered during school hours. She said she and her family often sacrificed eating sufficiently to save money.

Still, Faith was repeatedly pushed out of school until her fee balance was met. Before, during, and after COVID-19 school closures, girls like her were pushed out of school for a lack of regular fee payments.

Faith’s school-going was also threatened by warming temperatures and new rain patterns that left her family with diminished food and income. Added to this were volatility in government agricultural subsidies to small farmers, inflated school fees, and the increasing privatisation of public education in Malawi.

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Read more: Malawi faces a food crisis: why plans to avert hunger aren’t realistic and what can be done

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Like Faith, all of the girls in our study worked to supplement their schooling with part time lessons, holiday classes, or by repeating grades given educational quality concerns. Based in under-resourced schools with low exam pass rates, girls knew that they were provided an incomplete education.

According to Brightness,

We do not learn fully what we are supposed to cover, and some teachers tend to be absent during their lessons. This makes us lag behind … As a result during exams they ask some questions which some of us … did not learn.

Empirical evidence has shown how teacher engagement has long been influenced by the region’s high disease burden, especially due to HIV/Aids. This has left teachers both ill and caring for ill relatives.

While teacher disengagement, therefore, reflected factors such as competing care responsibilities, professional dissatisfaction and stress, girls were deeply frustrated by what felt like abandonment.

Rethinking pregnancy and parenting

Mainstream discourses that missed key barriers to girls’ school retention and performance, such as privatisation and food insecurity, misrepresented student pregnancy as an emergent “crisis”.

Prior to the pandemic, sexuality and school-going already overlapped for many girls in Malawi, where adolescent pregnancy rates were threefold the global average. Still, girls in our study countered the idea that schooling and sex were incompatible. They also challenged the idea that school was inherently safe and that it was pregnancy that kept them from school.

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Read more: Education and gender equality: focus on girls isn’t fair and isn’t enough — global study

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Many of the girls’ stories emphasised continuity with what came before the pandemic.

We have found this in past research. Schooling and sexuality are not necessarily opposed; but parents and teachers try to protect girls from sexuality; and parenting and non-parenting girls alike face significant resource-related barriers to schooling.

Conclusion

If girls’ choices, particularly around sexuality, do not represent the greatest or only source of risk for girls’ schooling, interventions must respond to this reality. They should support well-being and address the broader conditions in which girls live and learn. The problem is inequity, not pregnant girls.

– What keeps girls from school in Malawi? We asked them and it’s not just pregnancy
– https://theconversation.com/what-keeps-girls-from-school-in-malawi-we-asked-them-and-its-not-just-pregnancy-258401

Source: The Conversation – Africa – 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:

1. examine how the teacher-training curriculum prepares teachers to implement gender mainstreaming strategies within the basic education sector

2. examine how gender mainstreaming is practised in classrooms during teaching and learning

3. assess the relationship between teaching practices and students’ attendance, choice of subjects and academic performance

4. 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.

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Read more: 6 priorities to get Kenya’s curriculum back on track – or risk excluding many children from education

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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.

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Read more: Kenya’s decision to make maths optional in high school is a bad idea – what should happen instead

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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.

– 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

Source: The Conversation – Africa – 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.

– 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

Source: The Conversation – Africa – 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.

1. 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.

2. 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.

3. 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.

4. Parents played a pivotal role in the programme’s success. Weekly homework packets provided opportunities for learners to practise reading at home.

5. 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.

– 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

Source: The Conversation – Africa – By Frederik Wild, Postdoctoral Researcher, University of Heidelberg

Teenage pregnancy rates remain high across many parts of the developing world: In Africa, on average, about one in ten girls between the ages of 15 and 19 has already given birth. These early pregnancies often come with serious consequences for young mothers and their children. They are linked to lower education levels, poorer health outcomes, and reduced economic opportunities.

Scientists, development agencies and NGOs have long heralded education as a powerful tool to reduce early childbearing. Education may directly influence women’s reproductive behaviour, but it can also improve their employment and income-generating opportunities, leading them to postpone pregnancy.

But does access to basic education for young girls result in such successes uniformly across population groups?

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Read more: Ghana’s free high school policy is getting more girls to complete secondary education – study

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We are economists who conducted a study to explore the effect of primary school education on fertility and its related outcomes in Burundi. A bold education reform took place in that country in 2005: the government abolished formal school fees for primary education. As a result, many children who had been excluded from school by cost were able to get a basic education.

The free primary education policy displays a natural experiment for researchers interested in the effects of education. Because the reform applied only to children young enough to be in school, we could compare girls who were eligible for free schooling with those who were just too old to be eligible (but similar in other ways). This allowed us to track the policy’s direct and causal effects.

Indeed, we see that Burundi’s free primary education policy increased educational attainment of women by 1.22 years on average. Our findings also provide new, robust evidence that education can reduce downstream effects, as we see teenage childbearing reducing by as much as 6.9 percentage points. In other words, while about 37% of teenage women who did not benefit from free primary education had given birth before the age of 20, only 30% of those eligible for free primary education had done so.

Importantly, and new in our findings, education conferred the greatest benefit to girls from the poorest segment of society. Our study thereby underscores an important lesson for policymakers: education policies can be highly effective, but not necessarily for everyone in the same way.

A natural experiment in Burundi

We used nationally representative data from Burundi’s Demographic and Health Surveys to establish the effects of education. We compared women born between 1987 and 1991 to those born between 1992 and 1996 – aged 14-18 and 9-13 respectively when the free school policy took effect. We applied modern econometric techniques to identify the increase in years of schooling induced by the policy. We then examined the effect of this increase in schooling on girls’ outcomes, including teenage pregnancy, literacy, and the likelihood of working for cash income, among other outcomes.

The results were striking. Girls who had been young enough to benefit from free schooling gained, on average, 1.22 more years of education thanks to the programme. That corresponds to a 34% increase in the years of education compared to similar women who missed out on the policy. Crucially, this increase occurred across the board – both poor and wealthier women gained more education.

But there was a twist: only young women from poor backgrounds seemed to reap broader benefits from that extra schooling.

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Read more: Burundi at 60 is the poorest country on the planet: a look at what went wrong

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For girls from very low-income households, one additional year of schooling reduced the likelihood of becoming a teenage mother by nearly 7 percentage points.

It also decreased their desired number of children and boosted their literacy and chances of working for a cash income outside their own home. These are all powerful indicators of women gaining autonomy and making more informed reproductive choices.

While girls from wealthier households experienced an increase in education too, this additional schooling showed no measurable effect on fertility, literacy, or employment outcomes for them. Thus, we did not find any statistically significant impact of increased schooling for these girls.

In other words, the free primary education programme in Burundi increased the number of years of education for girls in general but the downstream effects of that education appear to have materialised only for the very poor.

Why does household wealth matter?

Why would women from the relatively wealthier families not benefit equally from more education?

One reason could be that somewhat wealthier households had already ensured higher levels of education for their daughters, even before school fees were abolished in Burundi. The education reform thus made less of a difference in their lives. Very poor families, on the other hand, were far more likely to be constrained by the costs of primary education. When that barrier was removed, their daughters could finally access schooling, and this had transformative effects also for sexual and reproductive health.

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Read more: Girls thrive with women teachers: a study in Francophone Africa

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For the most disadvantaged, education is more likely to open up new economic opportunities. We found that policy-induced education increased their likelihood of working outside of their own household for a cash income, which raises the opportunity cost of early childbearing. The classic economic theory by Nobel prize laureate Gary Becker and Jacob Mincer suggests that when women have better employment prospects, they are more likely to postpone childbirth. And they invest more in their children but tend to have fewer of them. This is precisely what we observed in our data.

Education also seems to empower women by increasing their knowledge and capacity to access information. We found that literacy rates among poor women rose significantly with each added year of schooling. Another prominent theory in the literature on education is that educated women are more likely to understand and use contraception, make informed reproductive decisions, and challenge traditional gender norms.

Rethinking one-size-fits-all policies

Our study underscores an important lesson for policymakers: education policies can be highly effective, but not necessarily for everyone in the same way.

When evaluating the success of reforms like free primary education, we must go beyond average effects. Aggregated data can mask substantial differences between population groups. If we had only looked at average outcomes, we might have concluded that free schooling had little effect on teenage childbearing. But by disaggregating our data by household wealth, we see a different and far more hopeful picture. Free schooling has powerful effects – if we know where to look.

– Does free schooling give girls a better chance in life? Burundi study shows the poorest benefited most
– https://theconversation.com/does-free-schooling-give-girls-a-better-chance-in-life-burundi-study-shows-the-poorest-benefited-most-253634