Author:

Stories for Inclusion is a new website developed by the Niketan Foundation and Biblionef Netherlands.

This website promotes diversity, empathy, and inclusion through children’s books, featuring children with disabilities. It is designed with accessibility in mind, featuring a dyslexia-friendly font and adjustable text size. The website offers tools and resources for educators, organizations, and anyone passionate about inclusive education. There is an Inclusive Education module to bring inclusion into classrooms and communities.

Visit the Stories for Inclusion website.

“When we talk about the stigma, isolation and doubt that comes with disability, and the personal and systemic neglect faced by teachers and children with disabilities, can we tap into what it means for a child to read or listen to a story and see themselves reflected; their troubles affirmed?”

The author asks why children’s literature is often given little space in discussions around inclusion and equity. Access to children’s literature is limited in the Global South. In India, for example, there is only 1 book for 11 children in rural areas. The author claims: “If inclusion in education is to move beyond infrastructure and enrolment, then libraries and literature must take their rightful place within these conversations.”

Read the blog.

To celebrate their RISE project, Link Education International have published three stories of young learners from Rwanda, Malawi, and Zambia. As Link Education International say:

“These stories remind us that change is possible. Confident teachers and school leaders with the skills and knowledge to enable children with disabilities to engage in their learning and thrive socially with their peers. More children with disabilities happily attending, staying and thriving in schools which are safe, accessible and welcoming.”

Read the Rwanda story.

Read the Malawi story.

Read the Zambia story.

This blog introduces the TRIO approach from India: Three learners from the same class, each with different strengths, who live near one another work as a team. They study, support and motivate one another to stay in school and keep progressing.

The approach helps with overcrowded classrooms, shifts teaching from control to trust, and has shown improvements in attendance and better academic performance. A delegation from Malawi will visit India to learn from this approach.

The author claims: “The future of education depends not only on innovation, but on solidarity — the willingness to learn from one another, to adapt and to build systems that can endure.”

Read the blog.

This blog shares reflections from the a book by the authors, called ‘Reconceptualising the learning crisis in Africa: Multi-dimensional pedagogies of Accelerated Learning Programmes’.

The blog introduces the Ubuntu concept, reframing “learners and teachers as knowledge-holders whose identities, languages and community ties are assets, not obstacles.” It introduces successful teaching projects based on the Ubuntu concept. The blog also focuses on the importance of teaching in the children’s native language.

“When learners hear and use their own languages in school, comprehension rises, participation increases and self-worth grows. Language becomes a bridge to belonging – and belonging is the soil in which learning takes root.”

Read the blog.

This blog summarises a symposium organised by ODI Global at the 2025 UKFIET conference.

“A well organised, funded and disciplined global movement has a clear and long-term strategy to reinforce or reinstate a conservative, patriarchal vision of gender relations by smearing gender equality in education in the name of cultural or national interests, often in service of authoritarian agendas.”

However, the authors also state: “For every challenge that the education sector faces, there are tried and tested solutions.”

The authors give examples and summarise their findings into eight actions to tackle resistance to gender equality.

Read the blog.

The advances that Malawi made in promoting girl’s education are celebrated in this blog. These were gained through an advocacy campaign: “At the heart of the efforts in advocating for the government to prioritize education at systems level, was a call for better infrastructure, improved learning environments and, crucially, the need to accommodate the specific needs of girls.”

One of the main learnings was the importance of adequate washrooms for girls, especially girls once they reach puberty.

“The result is a more supportive and inclusive education environment, particularly for girls in rural areas who previously had limited access to school facilities and resources.”

Read the blog.