Category: featured

Beyond policy: Turning commitments into safer schools for every child

by Mchungwani Rashid, Lucy Wakiaga and Alvin Kimani | Jul 15, 2026 | Learning

No child should have to choose between getting an education and feeling safe. Yet millions make that choice every day. An estimated 246 million children experience violence in and around schools each year, continuing to undermine not only children’s wellbeing, but also their ability to learn and thrive. Read More

When straight ahead is not straightforward: Rethinking assumptions in inclusive research

by Laud Ebenezer Freeman | Jul 13, 2026 | Education and Disabilities

Research with persons with disabilities can expose unconscious assumptions we often do not know we carry. While conducting fieldwork in Ghana as part of my PhD research, I encountered such a moment that has stayed with me. Its lasting impact on me is not because it was dramatic, but because… Read More

Educating under strain: teachers as shock-absorbers in an era of aid contraction

by Teddy Mutoni, Carolina Holland-Szyp, Martin Ariapa, John Muhangyi, Dinah Patience Akurut, Eduard Francois Beukman, Philip Talemwa, Gauthier Marchais and Cyril Brandt | Jul 9, 2026 | Teachers

As humanitarian funding tightens alongside advancing localisation efforts, responsibility for sustaining education systems in crisis‑affected contexts is increasingly borne by teachers. Read More

When funding cuts undermine teacher wellbeing, learning suffers: Voices from refugee and host-community schools in Kenya

by Lydia Namatende-Sakwa | Jul 8, 2026 | Teachers

In Kenya’s refugee camps and surrounding host communities, teacher wellbeing is increasingly shaped by the slow erosion of the systems that once sustained schools. Funding cuts, delayed capitation and the withdrawal of donor-supported programmes have become daily stressors for teachers working in some of the country’s most fragile education contexts. Read More