This safety guide, published by the International Atomic Energy Agency (IAEA), is designed to help countries prepare plans to improve their capacity to respond to nuclear or radiological emergencies whether as a result of an accident or malicious use of nuclear material. The guide can also be used to meet IAEA's safety requirements.

It outlines generic and operational criteria, according to specific radiation doses, to help policymakers decide between different courses of action to protect the public, emergency workers and the environment. It includes guidelines for assessing food and water contamination, and subsequent remediation measures, as well as on how to set safety perimeters around an incident depending on initial observations at the scene. The guide also outlines lessons learned from past experiences.

This guide, published by the International Atomic Energy Agency, offers practical advice for policymakers, managers and advisers in countries that are setting up their first nuclear power plant, or those restarting an inactive nuclear programme. It provides information about the activities, responsibilities and desired attributes of those running nuclear plants, whether private companies or the state. It also describes the experience of countries that have built and operated nuclear power plants, and outlines how the owner and operator should interact with national authorities, nuclear and environmental regulatory bodies, the national grid, waste management, and emergency planning and response organisations. The report also provides examples of contracts that can be used in the process of setting up a power plant.

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.