What does ethical solidarity look like for academic professional bodies in times of unfolding genocide?
As academics, we see it as our responsibility to educate and advocate for justice.
Author: Pauline Rose
Scaling up an education initiative that supports marginalised girls in Tanzania, Zambia, and Zimbabwe
Despite positive shifts in access to education in sub-Saharan Africa, many marginalised children are still not learning the basics. This challenge has deepened as a result of the disruption of COVID-19 with particular effects on girls.
Combining monitoring and advocacy for a 10 per cent spending target on pre-primary education
The first five years of a child’s life are among the most critical for their long-term development. This has now become recognised in the introduction of the Sustainable Development Goals, which includes an explicit focus on ensuring that ‘all girls and boys have access to quality early childhood development, care…
Lessons from Ethiopia for the global education community on large-scale education reforms with equity
In recent years, primary school enrolment has expanded rapidly in Ethiopia. However, even before the effects of the COVID-19 pandemic, some of the most disadvantaged still face challenges in completing primary school and learning levels have remained low and even appear to have stalled. The Research for Improving Systems of…
It’s not girls versus boys, it’s ALL children against gender inequality
The new report published by UNESCO: ‘Leave no child behind: Global report on boys’ disengagement from education’ makes the case that we need to focus more attention on Abdul because he is at risk of not continuing to secondary school and the world has not paid enough attention to this…
Honoured to partner on evidence to promote girls’ education internationally
This article was written by Professor Pauline Rose, Director of the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, in response to being awarded an...
Adopting a holistic approach to examining learning loss as a result of school closures in Ethiopia: including socio-emotional learning
This blog was written by Stephen Bayley, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. It was originally published on the RISE Programme website...
A ‘revolution in data’ is needed to create an equitable future through education
This blog was written by Professor Pauline Rose, Director of the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge. It was originally published on the...