Why we need to fund African research and education researchers
African researchers are often unable to provide data and evidence to inform global education debates and decision-making due to the immense financial challenges they face. Evidence shows that expertise from the African continent tends to be neglected and undervalued in favour of research and researchers elsewhere.
Localising power and responsibility for education through community-based structures
NGOs have long understood that meaningful community engagement makes education projects more relevant, successful, and sustainable. But the COVID-19 pandemic, which brought sudden school closures and disrupted INGOs’ and national NGOs’ work, catapulted communities into leading roles.
Launch of the global report on boys’ disengagement from education
On 7th April 2022, UNESCO organised a webinar in partnership with Promundo and The Commonwealth Secretariat to launch the new report: ‘Leave no child behind: Global report on boys’ disengagement from education’. This report shows that, in many countries, boys are at greater risk than girls of repeating grades, failing…
Making all schools into academies in the UK is wrong
England’s school system has undergone a radical transformation since 2010 with thousands of schools transferred into the control of private organisations called academy trusts. These are hybrid organisations – not-for-profit private trusts subject to company law which receive state funding but operate via a contract with central government, rather than…
How looming drought is devastating education in the Somali region of Ethiopia
Looming drought is decimating the fragile lives and livelihoods of pastoral and agro-pastoral communities across the Somali region of Ethiopia, causing crop failure, livestock death, food insecurity, loss of family livelihoods and human tragedy leading to loss of life. It is also having devastating effects on education.
Teacher absenteeism and children’s learning – the elephant in the classroom
Prior to COVID-19, 6 out of 10 children globally and 9 out of 10 children in Sub-Saharan Africa, were not learning. With the significant learning losses during the pandemic, even more children are at risk of learning poverty and lifelong poverty. COVID-19 school closures highlighted further the issues around learning…
It’s Time to Update the Narrative on Educational Technology Research
If you’ve spent any time in the technology in education world, particularly in developing country donor-funded work, you probably know the general lament about the many deficiencies of educational technology research: its paucity, its poverty and lack of purity.
Additive not subtractive transitions: perspectives, policies and practices for multilingual education
A recent World Bank report estimates that 370 million learners in low- and middle-income countries complete all or part of their basic education using an international/European/former colonial language as the official language of learning and teaching.