The fifth International Day of Education will be celebrated on 24 January 2023 under the theme “to invest in people, prioritise education”. Building on the global momentum generated by the UN Transforming Education Summit in September 2022, and in the lead up to the September 2023 UKFIET Conference, the education community calls for strong political mobilisation and the translation of commitments and global initiatives into action.

Education must be prioritised to accelerate progress towards all SDGs against the backdrop of learning losses following COVID-19 school closures, a global recession, growing inequalities and the climate crisis. The following is a small selection of articles from UKFIET members showcasing how they are prioritising education and highlighting how commitments must translate into action. There are many more inspiring articles across the UKFIET website:

Slipping through the education net: let’s build on global commitments at a critical time to support vulnerable girls and young women to stay in school
by Catherine Porter, Alula Pankhurst, Kath Ford and Julia Tilford

Realising the “Transforming Education” agenda – what role can the non-state education sector play?
by Aashti Zaidi Hai and Laura Savage

Transforming education: how we’re doing our homework too
by Liesbeth Roolvink

To Transform Education, We Will Need to Do a Lot of Unlearning
by Wendy Kopp

Building momentum on girls’ education
by Sharon Tao

To Tackle the Climate Crisis, We Need Climate Education and Collective Leadership
by Lennart Kuntze

How the UK Government can support the learning of our 222 million friends in crisis
by Oliver Mawhinney

We can all be leaders of change in transforming education
by Leonardo Garnier and Anna Molero

Just and Ambitious: The Future of Education for Global Climate Justice

UNESCO is dedicating this year’s International Day to girls and women in Afghanistan who have been deprived of their human right to education. A few recent articles published on the UKFIET website highlighted progress being made in education in Afghanistan, prior to the Taliban banning girls from accessing any learning opportunities:

Adapting interventions to strengthen teaching quality during the COVID-19 pandemic: Experience of the Girls’ Education Challenge in Afghanistan, Ghana and Sierra Leone
by Monazza Aslam, Phoebe Downing, Romanishi Gupta, Shenila Rawal, Pauline Rose and Katie Stewart

Building Back Better: Analysis of the paper-based self-learning modules developed in Afghanistan as part of COVID-19 response
by Vijay Siddharth Pillai

Coronavirus and Education in Afghanistan: Responses, Challenges, and the Threats of Educational Divide
by Yahia Baiza

Synthesising impact: Three reports presenting lessons for policy and practice from across the ESRC/FCDO Raising Learning Outcomes programme
by Monazza Aslam, Leanne Cameron, Shenila Rawal and David Childress