The analysis of economic challenges in developing countries reveals several flaws and dysfunctions including (i) high rates of unemployment; (ii) rising inequality; (iii) disruption of major economic activities due to the pandemic; and (iv) low productity due to poor human capital development (UNICEF, 2021). To address some of these challenges, development efforts, including the Global Partnership for Education, the Malala Fund, and others, have been devoted to the implementation of education reforms to improve quality (Bruns, Macdonald, & Schneider, 2019; Ditlev-Simonsen, 2021). The emphasis on education quality emanates from the reality that it equips students with the necessary skills to enhance national competitiveness, reduce inequality within a country, and eventually foster economic growth (Callender & Dougherty, 2018; Ramirez, 2014).

A resilient region is seen as one that continues to prosper and maintain economic stability in the face of inevitable shocks and disruptions that occur over time (Christopherson et al., 2010, p. 134). The ability to adapt to changing circumstances and seize new opportunities, leading to increased innovation and competitive advantage, make such regions more attractive to businesses and investors by providing a stable environment in which to invest and grow. And, particularly, innovation systems at different levels (Rose & Krausmann, 2013) such as scientific communities of national academies of sciences are seen as key to developing regional resilience.