Category: Teachers
“It’s later than you think… but never too late”: Reflections from the RTIA Creative Workshop at UKFIET 2025
As part of the Regional Teachers Initiative for Africa (RTIA) Facility, the Enabel Innovation Hub had the privilege of hosting a creative workshop at the UKFIET Conference 2025 focused on one of the most urgent challenges in education today: How do we scale teacher-focused innovations across diverse contexts, without compromising…
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Refugee teachers deserve more than policy promises
In Kenya’s refugee-hosting counties, such as Turkana and Garissa, education is not just a right — it is a lifeline. For thousands of children who have fled conflict and disaster, school offers stability, protection and the only real hope for a better future.
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A conflict-sensitive perspective on teacher retention in violent contexts: understanding the social anchoring of teachers
Teacher retention is a global educational policy goal. Based on the assumption that stable staffing improves student-teacher relationships and learning outcomes, the policy consensus has coalesced around maximising retention through an array of primarily technical interventions.
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Ethical education scaling in times of crisis: Example of a leading INGO closure during a scaling process
Between 2018 and 2025, Save the Children International in Georgia led a national education and child wellbeing scaling strategy with partners. This strategy aimed to train every teacher, and integrate every pre-school and primary school classroom, with the HEART programme.
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Emancipatory teaching in social studies: Lessons from Paulo Freire
Social studies, as a field of education, carries the responsibility of preparing young learners to understand their societies and to participate meaningfully as active citizens. However, in many classrooms, social studies is limited to the memorisation of facts, dates and state-approved narratives that give preference to obedience to rote learning…
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Staying that extra minute or so: presence, reality and inheritance in international education
As an educator, I have learned that my time is rarely my own. Instead, it weaves around students and their moments of uncertainty.
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Scaling against the odds: Teacher training for peace in Eastern DRC
Preparing teachers for conflict-affected classrooms is a global urgency that receives too little attention. Most teachers enter their classrooms unprepared to deal with conflict-related tensions, socio-psychological wellbeing and trauma.
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The teacher as AI manager – across all levels of education
A recent OECD survey of some 280,000 lower secondary teachers in 17,000 schools across 55 education systems, indicated that three in four of them feel that they lack the knowledge or skills to teach using Artificial Intelligence (AI); this proportion is likely to be far higher at primary and pre-primary…
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Centring unheard voices: South Asian heritage teachers in London’s primary schools
Nearly one in five people in London identify as having South Asian heritage, yet there remains a striking absence of research focusing on South Asian heritage teachers, particularly in primary schools.
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Power, partnerships and progress: Scaling teacher development partnerships in South Asia
In South Asia, education systems are vast, layered and deeply hierarchical. Across a range of academic disciplines, the structures for Teacher Professional Development (TPD) can be framed as micro (individual), meso (institutional) and macro (national). Â
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Teacher agency in action: Insights from the UKFIET Forum
Teachers are the heart of our education systems, yet their voices are often missing from the conversations shaping policies and reforms that affect their daily work. Following World Teachers’ Day, we reflect on insights from a UKFIET (the Education for Development Forum) symposium convened by Save the Children UK with…
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Bringing indigenous knowledges from Peruvian rural teachers to the UKFIET conference
The UKFIET 2025 conference was my first education conference after completing my PhD in Education at the University of Bristol in June 2025. I came to Oxford with the aim not only of disseminating the findings of my thesis, but also of connecting with non-academic actors interested in social justice…
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