Multi-disciplinary archaeological survey at the site of Oued Beht, Morocco, reveals a previously unknown 3400–2900 BC farming society, shedding new light on North Africa’s role in Mediterranean prehistory.
The 2024 Mastercard Foundation Scholars Program at the University of Cambridge Entrepreneurship Prize Competition recognises innovative ideas in agriculture, women’s health and digital technology.
The charitable foundation awards £10.3 million for the continuation of 2 Cambridge projects mapping endangered archaeological heritage in South Asia and sub-Saharan Africa.
A UK-funded programme to support out-of-school girls in low-income countries has significantly enhanced their learning, confidence, opportunities and prospects, a new report says. However, sustained, strategic and targeted investment will be needed to preserve these gains.
Investment in ‘hydromet systems’ using technologies from AI to SMS would provide a nine-to-one ROI in saved lives and assets across African nations.
The tale of two charismatic species cooperating for mutual benefit has captivated naturalists for centuries – but evidence has been patchy. Researchers have now carried out the first large-scale search for evidence.
Two interlinked studies, involving 8,000 primary pupils altogether, indicate children lost at least a third of a year in learning during lockdown.
Children in West Africa with cognitive difficulties are going undiagnosed because the tests used to assess their mental health are based on Western norms. Kwabena Kusi-Mensah is working with communities in Nigeria and Ghana to develop assessments that are culturally appropriate.
Scientists have released the first real-world data from Africa on the effectiveness of two doses of AstraZeneca/ChaAd0x-1 COVID-19 vaccination, showing that while protective against SARS-CoV-2, immunity against the Delta and Omicron variants was lower, even in the context of prior infection or infection after vaccination.
Analysis of a results-based-financing programme for education aid in Ethiopia finds that multiple aspects of the arrangement were unfit for purpose from the start and could undermine education reforms.
© 2024 University of Cambridge