History and power in global organisations’ digital development projects with COVID
COVID has been portrayed as a disruptive crisis event leading to the inevitable transition to the digitalisation of society. Digital technologies employed during school closures have been promoted as solutions to educational problems and to education reforms for the future. Global organisations including UNESCO, the OECD, and the World Bank…
‘Emancipated Learning’: Indonesia’s education reforms and INOVASI
This brief article explores how Innovation for Indonesia’s School Children (INOVASI) used a problem-driven iterative adaptation (PDIA) approach to address learning loss and to support education reform in Indonesia.
Seeking sustainable solutions in refugee education: who pays?
Inclusion of refugees in national education systems is seen by UNHCR, and many others, as the most sustainable solution for protecting refugees’ right to education. But when a low-income country is faced with a sudden influx of hundreds of thousands of refugees, accommodating them in national schools can be a…
Mapping Early Childhood Development Research for Local Knowledge and Global Development: Evidence from Sub-Saharan African-based Researchers
The duality of Global North and South in the academic space is now a contrast of valued knowledge and undervalued knowledge. As a result of colonialism and systemic bias, knowledge produced from the Global South is often treated with disregard, a core tracer of "epistemic injustice".
Retelling Education in Emergencies Through the Black Radical Tradition: Building a Critical Praxis
Over a year, I spoke with 60 young people and 26 practitioners to explore educational experiences using Digital Storytelling Action Research (DSAR). Rooted in critical pedagogies and action research, DSAR created spaces for new knowledge forms to emerge, emphasising that individuals are not mere objects of inquiry but active participants.
What is implementation research and why is it useful in international education?
How education programmes are implemented can determine whether an intervention is effective or ineffective. Often, programmes are piloted at a small scale under certain conditions – for example, with sufficient budget to allocate resources per student and easy oversight over processes and staffing.
Sharing early years education learning: Bringing Ghana’s story to the international UKFIET conference
This blog was written by Robert Quansah, Senior ECE Technical Manager at Sabre Education. Robert is currently studying for a Masters in Early Years Education at University College London. He represented Sabre Education on the revision of the Kindergarten classroom curriculum and the development of the B.ED early grade curriculum…
Building Climate-Smart and Resilient Education Systems: Ways to Navigating Tomorrow’s Challenges
In this blog, we undertake a multidimensional analysis, discussing the definitional nuances of climate-smart education, assessing its role in fostering climate literacy and resilience, and scrutinising the challenges plaguing the current educational landscape.
Decolonisation, politics, knowledge and power: Highlights from UKFIET 2023 conference sub-theme
The inauguration of the sub-theme at the UKFIET conference brought together an amazing diversity of researchers and practitioners with multiple concerns and interests in the ‘hot topics’ of decolonisation, knowledge, power and politics.