This blog was written by Sightsavers and published on the Sightsavers website in December 2020. In Sierra Leone, children with disabilities are often left behind and considered not worth educating. For girls, the discrimination can be two-fold. Girls with disabilities often struggle to get to schools that are far from their homes. At school, they...
This blog was written by Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, who are working together as learning partners on the Mastercard Foundation’s Leaders in Teachers initiative in Rwanda. On 14 March 2020, the Government of Rwanda announced the closure of all schools in the country due...
This blog was written by Jason Silberstein, Yue-Yi Hwa and Michelle Kaffenberger. It was published on the RISE website on 5 November 2020. What makes the difference between programmes that succeed in cultivating children’s learning and the many others that fail? Research from the RISE Programme shows that successful programmes are coherent with...
This article was written by Khadijah Fancy, Senior Education Adviser, Cambridge Education. It was published on the Mott MacDonald website on 16 December 2020. COVID-19 continues to have a devastating effect on children’s education in the world’s least developed countries, with girls being disproportionately impacted. Gender-inclusive response and...
This blog was written by Anita Reilly, Girls’ Education Challenge. It was published on the Girls’ Education Challenge website on 15 December 2020. The Foreign, Commonwealth and Development Office’s Education Policy makes good teaching a top priority, recognising that teaching quality is the most important factor affecting learning in...
