[Blog] Why are we silent? 9 out of 10 children in Sub-Saharan Africa are not learning, and the elephant in the classroom is still being ignored
“Three years ago, in March 2022, UKFIET published a blog I wrote on what I considered the most critical issue for poor children’s learning outcomes: teacher absenteeism… Three years on from the blog’s publication, I still cannot understand the silence surrounding this crisis. In 19 countries across Eastern and Southern Africa, teacher absenteeism rates range … Continue reading [Blog] Why are we silent? 9 out of 10 children in Sub-Saharan Africa are not learning, and the elephant in the classroom is still being ignored [Blog] Disability inclusive education is a right, not a funding choice
This blog was written by Chris Elliott, Head of Monitoring, Evaluation and Learning at Inclusive Futures and co-author of a new article in the IDS Bulletin, reflecting on learning on Inclusive Education from the Inclusive Futures programme. In early 2025, the Inclusive Futures programme published three learning reports drawing on inclusive education projects across Bangladesh, … Continue reading [Blog] Disability inclusive education is a right, not a funding choice [Blog] With 2030 approaching, racism remains a major obstacle to equal education
The UN will soon launch the 2026 Global Education Monitoring Report (GEMR) and once again there is a glaring omission in its approach to SDG4 – the global education goal. Despite ‘access and equity’ being named as the core theme for the 2026 GEMR, UNESCO’s recently published concept note remains silent on the structural conditions … Continue reading [Blog] With 2030 approaching, racism remains a major obstacle to equal education [Blog] Unlearning gender: Rethinking social and emotional learning in education
Social and Emotional Learning (SEL) is widely recognised as essential for promoting wellbeing, cooperation and young people’s meaningful participation in their communities. SEL frameworks often assume that emotional development unfolds similarly for all learners, regardless of gender, culture or identity. Yet emotional expression and regulation are deeply shaped by social norms that define which feelings … Continue reading [Blog] Unlearning gender: Rethinking social and emotional learning in education [Blog] Rebalancing power: Disability-inclusive education beyond 2030
This blog was written by Sakina Jafri, doctoral student at the Faculty of Education, University of Cambridge. It focuses on the recent UKFIET event held on 4 February 2026: Leaving No Learner Behind: Disability-Inclusive Education and the Post-2030 Agenda. Jafri argues: “For learners with disabilities, exclusion is rarely accidental. It reflects how power operates through … Continue reading [Blog] Rebalancing power: Disability-inclusive education beyond 2030Newer Posts Older Posts
“Three years ago, in March 2022, UKFIET published a blog I wrote on what I considered the most critical issue for poor children’s learning outcomes: teacher absenteeism… Three years on from the blog’s publication, I still cannot understand the silence surrounding this crisis. In 19 countries across Eastern and Southern Africa, teacher absenteeism rates range … Continue reading [Blog] Why are we silent? 9 out of 10 children in Sub-Saharan Africa are not learning, and the elephant in the classroom is still being ignored [Blog] Disability inclusive education is a right, not a funding choice
This blog was written by Chris Elliott, Head of Monitoring, Evaluation and Learning at Inclusive Futures and co-author of a new article in the IDS Bulletin, reflecting on learning on Inclusive Education from the Inclusive Futures programme. In early 2025, the Inclusive Futures programme published three learning reports drawing on inclusive education projects across Bangladesh, … Continue reading [Blog] Disability inclusive education is a right, not a funding choice [Blog] With 2030 approaching, racism remains a major obstacle to equal education
The UN will soon launch the 2026 Global Education Monitoring Report (GEMR) and once again there is a glaring omission in its approach to SDG4 – the global education goal. Despite ‘access and equity’ being named as the core theme for the 2026 GEMR, UNESCO’s recently published concept note remains silent on the structural conditions … Continue reading [Blog] With 2030 approaching, racism remains a major obstacle to equal education [Blog] Unlearning gender: Rethinking social and emotional learning in education
Social and Emotional Learning (SEL) is widely recognised as essential for promoting wellbeing, cooperation and young people’s meaningful participation in their communities. SEL frameworks often assume that emotional development unfolds similarly for all learners, regardless of gender, culture or identity. Yet emotional expression and regulation are deeply shaped by social norms that define which feelings … Continue reading [Blog] Unlearning gender: Rethinking social and emotional learning in education [Blog] Rebalancing power: Disability-inclusive education beyond 2030
This blog was written by Sakina Jafri, doctoral student at the Faculty of Education, University of Cambridge. It focuses on the recent UKFIET event held on 4 February 2026: Leaving No Learner Behind: Disability-Inclusive Education and the Post-2030 Agenda. Jafri argues: “For learners with disabilities, exclusion is rarely accidental. It reflects how power operates through … Continue reading [Blog] Rebalancing power: Disability-inclusive education beyond 2030Newer Posts Older Posts