This chapter of the Human Rights Based Approach (HRBA) Development Toolkit — a document that aims to help address the role of human rights in development — looks at the full spectrum of the rights invoked by HRBA in relation to development, and fleshes out their concrete implications on the work that development planners undertake.

It also examines how human rights-based approaches to development planning operate in regional and national settings, and maps the multiple factors that affect the implementation of HRBA in development.

It includes diagrams that illustrate the pathway of each particular human right within the developmental infrastructure, with a view to revealing the deep social impacts found at each step of the pathway. The chapter illustrates how rights are not simply abstract principles, but normative mechanisms with profound effects on the way that development is practised on the ground.

This booklet, published by the Academy of Science of South Africa (ASSAf), aims to inform policymakers about how Inquiry-Based Science Education (IBSE) — an educational tool that uses learners' experiences for practical teaching — can encourage girls to participate in science and mathematics. It addresses current misconceptions about girls' aptitude for science, and ineffective teaching methods at primary schools in Sub-Saharan Africa.

The report provides an overview of girls' education in Sub-Saharan Africa and describes IBSE, its features, and where it has been implemented. It suggests that integrating IBSE into the school curricula can help to increase girls' participation in science and mathematics. The Academy urges policymakers to endorse IBSE and offers guidance on how they can support pilot projects to implement it in primary schools.

This training manual aims to help science educators, career advisers and school staff to encourage more girls to pursue science and technology (S&T) careers in Africa. Specific objectives include promoting a positive image of women in science, making educators aware of gender stereotypes related to science careers, improving girls' access to science education and ensuring that teachers have the tools they need.

The manual is divided into six main units, each targeting a different audience. For each unit, the manual describes the purpose, target groups, learning outcomes and course content, together with suggested workshop activities for each topic. The workshops enable educators to explore gender issues around science and technology in depth. This manual is available in English, French and Portuguese.