How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures
This blog was written by Gwang-Chol Chang and Satoko Yano, UNESCO’s Section of Education Policy. It was originally published on the Global Education Monitoring (GEM) Report website on 24 March 2020. Close to 80% of the world’s student population – 1.3 billion children and youth – is affected by school closures in 138 countries. Taken […]
Opinion: Education in the time of COVID-19
This blog was written by Justin w. van Fleet, Ph.D., president at Theirworld and executive director at the Global Business Coalition for Education. It was originally published on the Devex website on 16 March 2020. While countries around the world are racing to understand and limit the spread of the new coronavirus, and as headlines […]
Four ways to support neurodiversity in the classroom
This blog was written by Sparx, an education technology company reimagining the way maths is taught and learnt in schools. The Sparx programme has proven to help children improve their numeracy skills, increase their attainment in maths and nurture their confidence. Neurodiversity describes the inherent differences in the way our brains function and process information. […]
Creating an inclusive school environment: displaced populations
This blog was based on the introduction by Psyche Kennett to the new British Council book ‘Creating an Inclusive School Environment’. The blog was written by Deborah Bullock, Freelance ELT consultant, writer and editor, and highlights some key activities taking place around the world to address inclusion when working with displaced populations. Why a focus […]
On the politics of teacher payment reform in a protracted crisis
This blog was written by Cyril Brandt, a postdoctoral student, and Tom de Herdt, professor of development and Chair of the Institute of Development Policy, University of Antwerp. They have recently published an article together – reference and highlights of the research are detailed here. It is well-known that teachers in many low income, conflict-affected […]