Rethinking literacy: Mobilising local knowledge to bridge the gap in adult literacy programmes in Afghanistan
What if literacy programmes started with the literacy practices that adults already use every day?
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Category: featured
Trained teachers are not enough: Why refugee classrooms in Kenya need walls, books and a policy fix before pedagogy can work
Imagine sending a teacher through months of professional training in play-based, learner-centred instruction – and then placing her in a classroom with no walls, no textbooks and no visual materials of any kind.
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The cheapest fix nobody is using: What refugee classrooms in Kenya reveal about the power of formative assessment
In a Grade 3 classroom in Kakuma, a teacher pauses mid-lesson. She asks learners to show thumbs up or thumbs down – do you understand, or not? Some hands go up slowly, uncertainly. She notices, and she changes course before moving on. It costs nothing. It takes seconds. It may…
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How can we make the shift from junior to senior secondary school smoother in Kenya?
After curriculum changes in Kenya, in January 2026, the first cohort of senior secondary students transitioned from junior secondary. As with many nascent initiatives, the process was confusing for teachers, parents and students alike, leading to calls from education stakeholders for better preparedness to ensure a 100% transition.
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