Category: featured

Prioritising early learning research in sub-Saharan Africa for equitable learning outcomes

by Samuel Asare, Priscilla Bretuo, Ronald Omuthe and Basirat Razaq-Shuaib | Jul 24, 2024 | Early Childhood, Learning

This blog builds on a previous analysis highlighting limited research addressing early years in sub-Saharan Africa, and continues to draw attention to the need to prioritise early learning for equitable learning outcomes. Read More

A ray of hope: Resilience programme for crisis-affected children in the Somali Region of Ethiopia

by Abdirazak Haybe | Jul 22, 2024 | Conflict, Crisis and Emergency

The absence of learning spaces, shortages of gender-sensitive WASH facilities, non-availability of school feeding, and shortage of basic education materials were the principal barriers that prevented emergency-affected children from attending educational services. Read More

Addressing the neglected area of language(s) in assessment and evaluation

by Rhona Brown, Lina Adinolfi, Maen Al Awes, Lizzi O. Milligan, Alicia Mills, Samantha Ross and John Simpson | Jul 16, 2024 | Assessment

The language(s) used in assessments and evaluations are central to these questions and to crucial wider issues of equity and social justice. Just as in Languages of Instruction (LoI), dominant languages are used in evaluation and assessment, but these are often not familiar languages to the participants. Read More

Partnership is key for evidence to translate into impact: Lessons from RISE Ethiopia

by Dawit Tibebu Tiruneh, Mesele Araya, Pauline Rose, Ricardo Sabates and Tassew Woldehanna | Jul 11, 2024 | Learning

This blog highlights the impact achieved from the FCDO-funded RISE Ethiopia programme. RISE was a predecessor to the What Works Hub for Global Education, seeking to understand how national education systems could overcome the learning crisis. Read More