Cultural heritage is an inherent element of the urban landscape that evolves along with the cities. It is widely recognized that a solid coordination in the management of cultural heritage and urban transformation contributes to more effective planning interventions. However, a big gap between both fields still persists. In the Central Business District (CBD) of Dar es Salaam, Tanzania, the lack of coordination is evident. In recent years, historical buildings have been demolished and high-rise buildings are being constructed, whereas initiatives for protecting the built heritage have emerged and successfully restored emblematic buildings. The present paper, based on a morphological analysis and in-depth interviews, discusses how the interventions for the transformation of the CBD of Dar es Salaam are being implemented and the role that cultural heritage plays in the process. This paper also suggests ways in which cultural heritage can contribute to the urban regeneration of the area, highlighting the relevance of intangible cultural heritage as a fundamental aspect that determines the life and identity of the communities and that has to be carefully considered in order to achieve inclusive and holistic urban regeneration processes.

1. During the 20th and the early decades of the new millennium, cities across the Global South experienced rapid urbanisation. This process was particularly pronounced in Latin America, where more ...

Open science is pivotal in advancing climate services in Africa by fostering collaboration, transparency, and innovation. However, significant barriers, such as coordinated research infrastructures, restricted data access and the absence of standardized protocols, impede the development and full utilization of climate services across the continent. The policy cooperation component of the KADI project underscores the critical role of translating science into policy for African climate science. Rapid urbanization and high vulnerability to climate change across all landscapes and sectors demand actionable, locally relevant insights. Science-driven policies empower decision-makers to address cross-sectoral resilience, and adaptation, ensuring sustainable growth while protecting communities from climate risks. We will highlight ways to overcome these challenges by integrating open science,locally driven research and capacity-building into climate services. This allows vulnerable communities to define their needs and participate in developing solutions.Community-driven approaches such as "citizen sensors" illustrate the transformative potential of leveraging Africa’s digitally skilled youth. For example, participatory air quality campaigns in Cape Town and community mapping projects led by university students in Dar es Salaam highlight how low-cost tools and public engagement can generate robust, critically needed data while promoting local ownership. To replicate and scale such initiatives, standardized data formats, open-access principles, and supportive policy frameworks are essential. Knowledge exchange and training are foundational to achieve these goals. Initiatives like the African Group on Earth Observations provide the potential for cross-regional collaboration and skill development. Enhanced exchange programs for scientists, policymakers, and researchers can bridge gaps in expertise and resources, fostering innovative solutions tailored to African contexts. Investments in technical training and mentorship programs for multiple stakeholders such as meteorologists and climatologists will further empower African professionals to lead these climate service projects. Policy integration is crucial for embedding climate services into governance frameworks. African policymakers require robust, localized scientific evidence to design effective policies and strengthen their role in international negotiations. Timely, comprehensive, and actionable data must inform decision-making at all levels, addressing the unique needs of rapidly growing cities and diverse stakeholder groups. Long-term funding and sustainability are critical challenges that must be addressed through integrated funding mechanisms, public-private partnerships, and south-south collaborations. Successful examples like the Resilience Academy piloted in the KADI project demonstrate the importance of connecting existing networks, providing technical training, and maintaining research infrastructure to ensure continuity. Finally, the long-term success of observational networks in Africa requires multi-actor engagement. Collaborative efforts involving youth, civil society, local authorities, and private sector actors can foster inclusive, context-sensitive solutions. By connecting existing resources, scaling proven initiatives, and prioritizing transdisciplinary approaches, Africa can strengthen its leadership and ownership in designing a climate observation network that addresses its unique challenges. This vision aligns with commitments outlined in the AU-EU partnership and highlights the importance of equitable funding, open data access, and data-supported decision-making in building resilience to climate change and advancing sustainable development in Africa.

Inclusive education (IE) for learners with autism spectrum disorder (ASD) has become a major policy priority. However, its meaning in everyday school and community contexts remains unevenly understood among different stakeholders. This participatory qualitative study examined how teachers, parents/caregivers, and neighbors conceptualized IE for learners with ASD in three urban public primary schools in Dar es Salaam, Tanzania. Data were collected from 30 participants using participant-generated photographs, photo-elicitation discussions, and follow-up unstructured interviews. Photographs and participants’ narratives were analyzed together as a single photovoice dataset using reflexive thematic analysis. Findings indicated that participants generally supported IE in principle but negotiated its implementation through conditions related to learner ability, school capacity, safety, educational expectations, and responsibility for support. Participants prioritized practical outcomes over academic success; they valued togetherness, physical presence, and teacher-led responsibility while giving comparatively less attention to broader rights-based dimensions of IE. Parents and neighbors emphasized belonging and acceptance, whereas teachers emphasized feasibility, specialist support, and practical implementation constraints. The study introduces the concept of conditional inclusion to describe a form of support that extends beyond placement decisions by showing how inclusion is negotiated through local assumptions about learner ability, school capacity, safety, educational expectations, and responsibility for support. These findings suggest that locally grounded community engagement is essential for adapting IE policies and practices for learners with ASD in comparable low-resource urban contexts.