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How do we stop language screwing up learning?

Language of instruction can be frustrating. The evidence says children learn based on what’s familiar to them. This ideally means teaching in children’s mother tongue, and at worst teaching in a language frequently used in children’s lives. Poor rural children, exposed mainly to local language, need to be taught through local language. However, an estimated […]

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How long does a policy take?

One of my tasks this week was writing a review of further education and training in South Africa as one of the many background papers for the Presidency’s forthcoming twenty year review of progress achieved and challenges ahead. This sparked off a process of reflection about time and policy, not least because I performed the […]

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The potential of conflict sensitivity rests on understanding conflict

At the beginning of April, INEE and UNESCO IIEP hosted a High-Level Event on Conflict Sensitive Education at UNESCO Paris. The event was attended by a number of UNESCO country representatives and Ministers of Education from many conflict-affected countries together with practitioners and researchers from the education and conflict/emergencies community (EiE). We all stood to […]

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Education goals: third time’s the charm?

There’s been much buzz in the global education world of late, with recent events being billed as a kind of ‘final sprint to 2015’. Last week was the high-level Learning for All Ministerial Meeting, focused on accelerating progress among eight developing countries that are home to nearly half the world’s 61 million out-of-school children. Linked […]

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Discussion of Hidden Exclusion in Education

Save the Children published a report entitled Ending the Hidden Exclusion: Learning and equity in education post-2015. Below, excerpt of a post on the Education for All blog which discusses aspects of the report. Additional thoughts and questions are offered at the bottom of this post for further discussion with the UKFIET Community of Practice. […]

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