Tag: sub-saharan Africa

The right to education for pregnant girls and adolescent mothers: Breaking barriers and biases

by Nisha Thomas | Jan 22, 2025 | Girls' Education

Teenage pregnancy and adolescent motherhood are considered as major social problems which impact negatively on the educational access, participation and outcomes of girls. Teenage pregnancy and early childbearing are leading causes of girls dropping out of schools, and often result in increased health risks, social stigma and adverse economic impacts… Read More

Scalability of educational innovations in West Africa: The role of civil society organisations

by Leslie Casely-Hayford, Ricardo Sabates, Dr Adedeji and Fatu Yumkella | Jan 9, 2025 | Social Progress

Civil society and non-governmental organisations (NGOs) have been central in supporting education for some of the most disadvantaged children in Sub-Saharan Africa. Read More

Early Childhood Development outputs by researchers in sub-Saharan Africa: Focus, funding and collaboration

by Daniel Hawkins Iddrisu and Eunice Mueni Williams | Sep 30, 2024 | Early Childhood

Early childhood development (ECD) is important for ensuring that children aged 0-3 can achieve their full potential, and this is widely recognised in advocacy, policies, and research. Read More

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

Why language of instruction is a policy priority for girls’ education in sub-Saharan Africa

by Lizzi O. Milligan and Laela Adamson | Jun 20, 2022 | Girls' Education, Learning

Globally, millions of primary and secondary school children learn all subjects in a language that they do not fully understand. In Sub-Saharan Africa, the World Bank have estimated that as many as 80% of learners do not have access to learning in languages they know best. Decades of evidence, mainly… Read More

Listening to African Researchers: Making sure evidence informs education policy and practice

by Samuel Asare, Pauline Essah, Izel Kipruto, Pauline Rose and Sandra Baxter | Oct 27, 2021 | Policymaking

This blog was written by Samuel Asare, Pauline Essah and Izel Kipruto from Education Sub Saharan Africa (ESSA); and Pauline Rose and Sandra Baxter from the Research for Equitable...

Don’t forget about those who were not in school before the pandemic

by Andrew Christensen, Carla Pezzulo, Andy Tatem and Omar Bakari | Apr 12, 2021 | Learning

This article was written by Andrew Christensen, Dr Carla Pezzulo, Professor Andy Tatem, Dr Victor Alegana and Omar Bakari, academics and practitioners working in education...

Remote teaching and learning during the COVID-19 disruption: experiences of ministries of education, teachers and teacher educators

by Tim Phillips | Aug 5, 2020 | COVID-19, Learning, Teachers

This blog was written by Tim Phillips, Head, Teacher Development, based in Manchester, in the English in Education Systems team of the British Council. He worked as a teacher,...

School, interrupted: 4 options for distance education to continue teaching during COVID-19

by Mary Burns | Apr 24, 2020 | COVID-19, Learning

This blog is written by Mary Burns, Education Development Center. She takes a look at the four most common distance technology for contractors, donors and educators who find...

How can secondary education support young people in sub-Saharan Africa to acquire the skills needed to find a job?

by Dimitri Stoelinga | Nov 5, 2019 | 2019 UKFIET Conference

This blog was written by Dimitri Stoelinga, Managing Partner at Laterite, to share his reflections on the September 2019 UKFIET conference on inclusive education systems. This...

Getting every child ready to learn

by Elizabeth Spier, Hirokazu Yoshikawa and Paul Oburu | Jul 20, 2018 | Early Childhood

By Dr Elizabeth Spier (American Institutes for Research), Hirokazu Yoshikawa (New York University) and Paul Oburu (New York University and Maseno University, Kenya). This blog...