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The report describes a 'narrowing funnel' in sub-Saharan African education, where high initial primary enrolment is offset by significant 'leaks' at each subsequent level, leading to very low tertiary graduation rates. It contrasts these outcomes with North Africa and global benchmarks, noting that sub-Saharan Africa is forecast to miss several 2030 Sustainable Development Goal (SDG) targets. The analysis highlights a growing intergenerational education gap and predicts that the attainment gap between sub-Saharan Africa and other developing regions will widen by 2030.

The report examines education spending in Africa, noting that while many countries exceed the African Union's 20% budget allocation target, funding remains inadequate due to inefficiencies and declining international aid. It highlights significant regional disparities in per-student spending and a critical disconnect between high expenditure and educational performance, largely because budgets are dominated by recurrent costs like salaries rather than capital investments.

The report forecasts that COVID-19 will significantly hinder Africa's progress toward the 2030 Sustainable Development Goals, particularly in eliminating extreme poverty. Depending on the recovery scenario (V, U, or L), the number of Africans living in extreme poverty by 2030 is projected to increase to between 607 million and 640 million. The analysis highlights a severe short-term shock in 2020, with an additional 14 million people falling below the US$1.90 poverty threshold. Economic consequences include an expected increase in debt by 5 to 9 percentage points of GDP and a heightened dependence on international aid due to domestic economic contraction. The most negatively affected countries are identified as Nigeria, the DR Congo, Ethiopia, Niger, and Tanzania. Other SDG targets, including undernutrition, infant mortality, and education completion rates, are also expected to deteriorate or miss targets further.

The report highlights severe education deficits in the Horn of Africa, where conflict, gender inequality, and poor infrastructure hinder progress. It projects that by 2040, average years of education for adults will remain significantly lower than both the African and global averages, with primary school enrolment acting as a critical bottleneck for most countries except Ethiopia.

The document argues that SADC must transition from reactive to anticipatory skills governance to address critical gaps in access, relevance, and applicability. It advocates for the integration of 'skills foresight' and 'systemic innovation' to prepare the region's workforce for green and digital economies, emphasizing the need for regional accreditation systems and updated curricula that include systems and futures literacy.

The report analyzes the 'Dubaization' of North Cyprus, a process where the economy has shifted toward rent-generating sectors like speculative real estate, mass higher education, and casino-led tourism. This model, operating within a politically unrecognized state, has led to a fragmented labor market, significant infrastructural decay, and a 'war of numbers' regarding the de facto population. The author argues that these dynamics, combined with state-led naturalization of Turkish nationals, are altering the region's durable demography and increasing its structural subordination to Turkey, which complicates future peace negotiations.

The DRC's education system is a hybrid of public and religious schools, showing improvements in adult literacy and gender parity, particularly in primary education. However, the system suffers from low completion rates, poor educational quality, and significant underfunding, with government spending at 2.5% of GDP in 2019. While the 2019 implementation of free primary education has increased access for 2.5 million children, concerns remain regarding the government's capacity to fund the estimated US$1 billion annual cost. The World Bank has provided US$1 billion in loans and grants to support education and health, specifically targeting the poorest provinces.

Tunisia has achieved high adult literacy and education levels, ranking ninth in Africa for average years of education. However, the system faces significant bottlenecks in upper secondary completion due to language policies requiring French for science subjects. Quality is declining, evidenced by falling PISA scores and a drop in baccalaureate pass rates from 52% in 2016 to 41% in 2018. There are also stark geographical disparities, with resources concentrated in Greater Tunis and coastal areas, leaving rural regions like Kairouan underserved. The report argues that the curriculum is disconnected from job market needs, contributing to economic instability and the historical drivers of the Freedom and Dignity Revolution.

The text examines the crisis in UK higher education, highlighting industrial disputes led by the University and College Union (UCU) over pay, pensions, and precarious working conditions. It critiques the 'academic capitalism' model, where students are treated as customers and universities as businesses, noting that this system undermines the critical thinking needed to address climate change. The author advocates for the abolition of student fees, the democratisation of university governance, and a shift in mission toward leading radical transformations for a just and sustainable future.

The document argues that the 24 June 2020 Supplementary Budget reneges on the promised R500 billion COVID-19 rescue package by providing only a net increase of R36 billion in non-interest spending. The authors contend that the budget relies on reprioritising existing funds, leading to dangerous cuts in basic education, higher education, transport, and energy, while failing to provide adequate support for social security, job creation, and health. They recommend the budget's rejection in favour of counter-cyclical measures financed through solidarity taxation, increased borrowing, and reserve bank action.

The report argues that a settlement of the Cyprus problem would significantly boost the island's economy by creating economies of scale and opening access to the EU and Turkish markets. Using sectoral and total factor productivity (TFP) forecasting, the authors estimate that a solution could increase overall GDP by €11 billion to €17.4 billion over 20 years and raise GDP per capita by €6,800 to €11,000. Key growth sectors include wholesale and retail trade, tourism, construction, and professional services. The report also provides a framework for financing property compensation and emphasizes that closing the gender gap and establishing inclusive institutions are critical for maximizing the peace dividend.

The report argues that a solution to the Cyprus problem would significantly boost the island's economy by expanding market access, increasing productivity, and attracting investment. Using sectoral and total factor productivity (TFP) methodologies, the authors project that a settlement could increase the total GDP by between €11 billion and €17.4 billion over 20 years compared to the status quo. Key growth drivers include tourism, construction, shipping, and professional services. The report also emphasizes that maximizing this dividend requires strong inclusive institutions, technical transition periods, and a concerted effort to close the gender gap in the workforce, particularly in the Turkish Cypriot community. Additionally, it assesses the financial viability of property restitution, suggesting that a significant portion of compensation costs could be covered by the increased state revenues generated by the peace dividend.

The report argues that a political solution to the Cyprus problem would significantly boost the island's economy by creating a unified market, improving productivity, and opening access to the EU and Turkish markets. Using sectoral and Total Factor Productivity (TFP) methodologies, the authors estimate that a solution could increase the total GDP by between 11 billion and 17.4 billion Euros by 2040 compared to the status quo. Key growth drivers include tourism, construction, shipping, and professional services, with wholesale and retail trade expected to benefit most from chain effects. The report also emphasizes that maximizing this dividend requires strong institutions, gender equality, and a sustainable financing model for property compensation.

The document examines the IkamvaYouth programme in Atlantis, South Africa, which provides tutoring, mentoring, and career guidance to Grade 8-12 learners. It highlights the link between low education levels and high unemployment, noting that over 50% of unemployed people in 2018 had less than a matric qualification. The programme aims to create a skills pipeline for the Atlantis Special Economic Zone (ASEZ), a greentech manufacturing hub. In 2017, 94% of IkamvaYouth students in Atlantis passed their matric exams, compared to lower rates at feeder schools. However, the programme faces significant local challenges, including gang violence and poor internet connectivity, which hinder tutor recruitment and learner retention.

The report examines the systemic lack of cooperation between higher education institutions in the divided north and south of Cyprus. It identifies the 'recognition' issue—specifically the Republic of Cyprus's refusal to recognize universities in the north—as the primary structural barrier to institutional collaboration. While some individual academics and NGOs like the Cyprus Academic Dialogue (CAD) have fostered ties, official exchange remains nearly non-existent. The document proposes a series of policy recommendations, including the creation of a shared academic database, financial grants for bi-communal research, and the establishment of a technical committee for higher education to signal political support for cooperation.

The report identifies a critical lack of institutional and individual capacity for climate compatible development (CCD) in Angola, particularly within universities, which are largely disconnected from national climate research. While the government has established policy frameworks and some international projects (such as those by UNDP and GEF) employ transdisciplinary approaches, university-level research and curriculum integration are nearly non-existent. The report highlights urgent needs for meteorological data, skilled researchers in hydrology and agro-meteorology, and the development of CCD materials in Portuguese. Potential pathways for improvement include the newly established Centre of Excellence for Sciences Applied to Sustainability (CESSAF) and the Climate Change and Tropical Ecology Research Centre at José Eduardo dos Santos University.

The report identifies Tanzania's high vulnerability to climate change, particularly in agriculture and coastal zones, and assesses the capacity of its universities to support climate compatible development (CCD). It highlights significant gaps in baseline data, specialized technical skills, and institutional coordination, while noting the potential for interdisciplinary research and the need for curriculum innovation to integrate CCD into higher education.

The report assesses Zimbabwe's capacity for climate compatible development (CCD), identifying significant research and institutional gaps despite a strong tradition of academic publishing. It highlights the need for interdisciplinary research, curriculum innovation, and better integration of indigenous knowledge to address vulnerabilities in agriculture, water, and health.

The report identifies Botswana as highly vulnerable to climate change, particularly regarding water shortages and agricultural yields. It finds that while universities like the University of Botswana and Botswana College of Agriculture possess significant individual expertise, there is a critical lack of overarching national CCD policy and institutional coordination. The document argues for a shift toward transdisciplinary research and the integration of indigenous knowledge systems to build climate resilience.

The report identifies a significant gap between Malawi's high vulnerability to climate change and its institutional capacity to respond. While universities are increasingly integrating CCD into curricula and research—particularly in agriculture, water, and forestry—these efforts are heavily dependent on donor funding and often remain fragmented. The document calls for a national research strategy, increased budgetary allocations, and a shift toward transdisciplinary knowledge co-production involving government, academia, and the private sector.