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…
The status of education in the Somali Region of Ethiopia and overcoming some of the challenges
Despite all of the known benefits of education, the learning crisis persists across the world. In Ethiopia, lower primary in particular is extremely stunted by poor quality learning systems.
Deficit-oriented teacher beliefs inhibit poor students’ learning and wellbeing
Low learning outcomes, especially among poor and marginalised students, are a pervasive problem in many low- and middle-income countries. Negative teacher beliefs and expectations may contribute to low learning outcomes among the poor, especially if they are reflected in classroom practices and interactions.
The road paved with good intentions: Is social and emotional learning (SEL) safe and effective for all children affected by crises?
Over 222 million school-aged children are affected by armed conflicts and crises globally as of 2022. This number is expected to continue to rise due to ongoing crises and disasters. In the reality of the compounding trauma and protracted crises that so many children are living through, we need sustainable…
‘Out-of-school girls’: do we need to re-think the terminology?
This blog is published ahead of an online webinar on 8 March: Am I a Girl?: Defining the adolescent stage of life, and its impact on educational opportunities. The term ‘out-of-school’ to describe those not engaged with formal education is one-dimensional. It pitches their (non-)enrollment status as the defining issue in…
Rights, equity and inclusion – interview with convenors of UKFIET conference theme
We are excited about learning new ways about what works in our collective effort to achieve quality education for all. We hope to learn about challenges and failures equally to successes and good practices, how to tackle intersectionality, and overcoming barriers - especially those that are often forgotten or considered…
Holistic learning processes and outcomes – interview with convenors of UKFIET conference theme
Interview with theme convenors of one of six 2023 UKFIET conference themes, ‘Holistic learning processes and outcomes’: Jaya Gajparia, Senior Lecturer in Sociology, London South Bank University, and Anita Reilly, education consultant.
Central Square Foundation’s Experience of Working with the RISE Diagnostic Framework in North India
The RISE Education Systems Diagnostic is a tool for identifying strategic priorities for education system reform. In the first blog in this series, we hear from Central Square Foundation, one of the organisations that piloted the Diagnostic in 2022.