Category: Learning
Gender equality – a thematically restricted concept?
The IIEP-UNESCO Gender at the Centre Initiative banner under which we presented our approach and current applied research strands was conceived of against a backdrop of widespread gender inequalities in education, and of girls’ and women’s right to education too often being unfulfilled and de-prioritised.
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How inclusive education can create a more equal and sustainable future
In a rapidly changing world, education systems must adapt and transform to ensure they are fit for purpose.
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Addressing all learners’ needs through gender-responsive pedagogy: The case of Cambodia
In the realm of education, the perpetuation of gender norms and stereotypes has long been a concerning issue: classrooms can be unequal places where genders are treated unequally and only some are provided with opportunities to learn and lead.
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Day-to-day interactions: Contextualising the barest minimum for foundational learning for young refugees and asylum seekers in the UK
At the UKFIET conference, I presented my paper “My Foundation Starts Here: What Foundational Learning Means for Young Refugees and Asylum Seekers”, It was an opportunity to reflect on what foundational learning means for young people who have fled war or persecution and found themselves in the UK.
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In pursuit of lasting impact at scale, how to ensure that programs are sustainable
The current education landscape is full of examples of promising projects that start strong but don’t grow big or stick around.
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My Perfect Partner: Creative Methods in Relationship Education
Gender based violence (GBV) is a global issue which affects people of all ages. Education is key to preventing GBV, and school-based interventions can be an important way to raise awareness and prevent dating and relationship violence and GBV amongst young people.
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Assessment: the forgotten component in large scale teacher professional development?
Much attention has been given to the assessment of learning at school and university. Reflecting this increased focus on this area, Teacher Professional Development (TPD) programmes include considerable support to teachers to improve how they use assessment , but how much thought is given to the design and evaluation of…
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Mapping research on Foundational Literacy and Numeracy in sub-Saharan Africa contexts – where are the publications?
Ensuring the quality of learning is paramount for every child’s development and success. Yet, in Africa, one in five children of primary-school age is not enrolled in formal school, and only one in five children reaches the minimum level of proficiency by the end of primary education.
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Quality and Equity in Education: Lessons from the Data-Driven School Improvement Project
Emerging findings reveal a range of desirable and undesirable effects of scaling such an innovation across educational ecosystems within regions including Pakistan and Nepal. This blog discusses the findings from the project discussed via the perspective of the theme of the UKFIET conference held in Oxford, UK in 2023.
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Disrupting Power Dynamics in Collaborative Educational Research: Dialogue-based Research on Family, School, and Community Engagement
This study is part of a larger transnational research collaborative that is developing a methodology for understanding families’, educators’, and students' beliefs and experiences in education, and strategies for how to create deeper partnerships. In this research collaboration, educators are leading research with schools in their communities.
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Preparing tactile geography learning aids for sustainable education
This blog explores the transformation of geography education for visually-impaired learners. Geography learning is about understanding differences, recognising similarities, and celebrating diversity in class or out of school. Geography is a discipline that needs to be observed, visualised, and perceived to interact through concrete experiences. The visually-impaired learners who are…
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Tackling Learning Poverty in Pakistan: A Tale of Transformation
Pakistan had 75% learning poverty even before the pandemic and other emergencies, implying a very high percentage of 10-year-old children who had difficulty reading and understanding a simple age-appropriate text.
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