Supporting young women to become teachers and role models in Sierra Leone
The Girls’ Access to Education – Girls’ Education Challenge (GATE-GEC) project was a four-year UK Aid-funded project. It was led by Plan International UK and implemented by Plan International Sierra Leone, alongside consortium partners Action Aid, Humanity and Inclusion and the Open University (OU).
Breaking the textbook gender bias: Inspiring girls and young women through providing role models they can identify with
For many girls and young women in the world, and particularly those in the most fragile states, access to education is underpinned by pervasive gender inequality and discussion of their aspirations, their futures, and potential pathways into imagined futures remains limited.
We must counter barriers to female leadership in universities and colleges
The 2022 International Women’s Day campaign theme #BreaktheBias calls for urgent action to counter bias in social, economic, cultural, and political spheres of life, but importantly to overcome barriers to female leadership in higher education.
International Women’s Day 2022 – Collection of UKFIET blogs on how to #BreakTheBias
The theme for International Women’s Day (IWD) 2022 is to imagine a gender equal world and #BreakTheBias. Imagine a world free of bias, stereotypes and discrimination; a world that is diverse, equitable, and inclusive; a world where difference is valued and celebrated. Together we can forge women's equality.
‘Mining their lands and taking education out of their hands’ – Case of Freeport in West Papua
There are few mines that can claim to be as destructive as the Freeport-operated Grasberg/Nemangkawi mine in Indonesian-occupied West Papua. Freeport-McMoran and its Indonesian subsidiary PT Freeport Indonesia have brought immeasurable suffering to the local Amungme and Kamoro communities since a Contract of Work was signed with the Indonesian government…
Limits to growth for non-state actors in education: Reflections on the Global Education Monitoring Report 2021/22
The latest 2021/22 Global Education Monitoring (GEM) Report is a must-read for those with an interest in sustainable education and development. It brings together in one place a thoughtful, comprehensive and critical collection of insights into how education systems have been evolving with respect to Non-State Providers (NSPs).
Storytelling research in international education and development: a resistance to, or reproduction of coloniality?
This blog was written by Alison Buckler, Senior Research Fellow, The Open University; Jennifer Agbaire, Research Associate, The Open University; Joanna Wheeler, Director, TransformativeStory; Faith Mkwananzi, Researcher, University of the Free State, South Africa; and Yusra Price, independent anthropologist, educator, researcher and facilitator. The blog was originally published on the…
‘My Teachers Didn’t Notice’: Nurturing the Well-being of Internally Displaced Children through Trauma-informed Education
Child labourer Jamlo Makdam was only twelve when fatigue and dehydration caused her to collapse. She had been walking for approximately 93 miles for three days, attempting to reach her home village. Although she did not know it, she was only an hour away from home when she died.
Reconceptualising ‘rigour’ and rebalancing power dynamics in assessment – PODCAST
Following on from last year’s UKFIET Symposium, the Schools2030 team came back together to reflect on what they had learned for this podcast, hosted by Schools2030’s Global Assessment Partner, Oxford MeasurEd. This blog was written by Fergal Turner, Senior Consultant at Oxford MeasurEd and originally published on the Schools2030 website…
Non-state education: Less familiar facts From Accra, Ghana
Over the last two decades, non-state actors have been actively involved in education provision for disadvantaged children in low-income countries. We also know too well that the non-state markets have their ups and downs, so the main findings from the 2021/22 Global Education Monitoring (GEM) Report are perhaps nothing out…