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                <text>Increased attention has been given to sustainable development issues globally. Similarly, African nations are increasing their effort to achieve the set goals for sustainable development. This is to aid them to improve the standards of living of its citizens. However, in their attempt to implement these goals, several challenges have been encountered as a result of their dependency on foreign aid and grants, among other external forms of financing. This research, therefore, explores the key barriers facing the implementation of SDGs in Africa. This objective is achieved via a review of the literature using dependence theory to unpin the study. The findings suggest that limited control of resources, over-dependence on foreign aid, poverty heightened by income inequality, demographic pressures, poor governance and corruption, environmental degradation, and lack of data and information are key barriers affecting SDGs …</text>
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                <text>&#13;
Eva Rabinowics, SLI, admitted that we do share food to some extent today through food aid, but that is no long term solution. Climate change will lead to crop failure and shortages. The present price spike on food is due to low global stocks. We need to develop systems for both aid and storage capacity. Global sharing of food and/or improved storage capacity would lower the future risk for price spikes. She also suggested that Sida funds should be used for infrastructure development (e.g. for storage). Gity Behravan, Sida, commented that African Union and NEPAD had identi fied the need for infrastructure development and are looking for partners in that process. Sida is one of them. Erik Karltun, SLU, brought three questions into the discussion: How much research will focus on diseases? How resilient are soils? What implications on future research does the need for adaptation to drought have? Anders …</text>
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                <text>Mathematics Education occupies a central position to all disciplines. This study considered age and gender as determinants of academic achievement (CGPA) of Mathematics students. The study used thirty eight (38) females and forty (40) males giving a total sample of seventy eight (78). Scatter-plot, mean and Standard deviation were used for the descriptive statistics while univariate analysis of variance (ANOVA) and multiple regressions were used for the inferential statistics. T-test was used to test the null hypothesis formulated (P&lt; 0.05). Result revealed a linear relationship between, age-CGPA and gender–CGPA. A low positive correlation coefficients was obtained for ages and gender (r= 0.142 and 0.004) which were not significant. The predictor variables jointly accounted for 2.1% of the variance, age was the better predictor. The null hypothesis tested was accepted implying no significant gender difference in academic achievement of the students. It was suggested that some more variables be included so as to determine significant correlation of students’ academic achievement of Mathematics students.</text>
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                <text>This study examined the correlates between age and gender on academic achievement (CGPA) of Mathematics and Science students. The study used three hundred and thirty-two (332) students; two hundred and twenty-three (223) females and one hundred and nine (109) males. Scatter-plot, mean and Standard deviation were used for the descriptive statistics while univariate analysis of variance (ANOVA) and multiple regression were used for the inferential statistics. Z-test was used to test the null hypothesis formulated (P&lt; 0.05). Result revealed a linear relationship between, age-CGPA and gender–CGPA. A low positive correlation coefficients was obtained for ages and gender (r= 0.030 and 0.111) which significant. The predictor variables jointly accounted for 1.3% of the variance, gender was the better predictor. The null hypothesis tested was accepted implying no significant gender difference in academic achievement of the students. It was suggested that some more variables be included so as to determine significant contributory effect of students academic achievement of Mathematics students.</text>
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