This tool from Together for Girls to access data on violence against children in 24 countries. You can build, download and share custom tables, graphs and maps using data on key indicators from the Violence Against Children and Youth Surveys (VACS) and other trusted sources.
The data dashboard allows for a search on one or several categories and one or several countries.
Child labour is one of the biggest barriers to educational attendance and completion. The International Labour Organization and UNICEF have published the latest data on Child Labour.
“Child labour still affects nearly 138 million children worldwide; 54 million of these children are in hazardous work. Over the last four years, the world has returned to a path of progress to end child labour, but despite recent gains, the fight against child labour will continue for decades into the future without rapidly accelerating progress.”
The Global Alliance – Cities4Children has published “Children, climate change, and slums: Risks, realities, and resilience in Action”.
Save the Children has published “Born into the Climate Crisis 2: An unprecedented life: Protecting children’s rights in a changing climate”.
EENET has been using a series of social media posts to draw attention to Education under Apartheid.
The posts compare the experiences of learners under apartheid in South Africa with the experiences of Palestinian learners living under Israeli apartheid.
The set of six messages can be found on LinkedIn:
Segregation and inequality in education.
The recordings for this webinar, which took place on 27 February 2025, are now online. The recordings are available in several languages. The site includes links to the organisations and projects in Kyrgyzstan, Moldova and Tajikistan that were discussed during the webinar.
A webinar on “Supporting Teachers of Children with Dyslexia” was held on 17 June 2025. The recording of the webinar and slides are now online. Speakers highlighted the importance of recognizing dyslexia as a language-based learning difference, noting that learning to read is not natural and must be explicitly taught especially in multilingual and multicultural contexts, like those in Africa.
UNESCO have published a progress report focusing on out-of-school rates for children. The period they look at covers the years from 2015 to 2025 and it doesn’t look too great.
Numbers for out-of-school children have increased. There are other targets that don’t look like they’ll be met:
“Countries are furthest behind from their 2025 national targets in training teachers (off track by 7 percentage points in pre‑primary education), expanding early childhood education participation (off track by 9 percentage points, a likely impact of COVID‑19) and achieving minimum proficiency in reading by the end of primary (off track by 11 percentage points and hampered by a lack of data). Countries are moving backwards in terms of public education spending; levels were further away from the twin thresholds of 4% of gross domestic product and 15% of total public expenditure in 2023 than they were in 2015.”
GPE have published further analysis of the report and out-of-school data in a blog.
The UK’s Activity Alliance has published a comprehensive guide offering solutions to create welcoming and accessible sport environments for everyone. The guide is for UK facilities, but offers ideas and solutions that can be adapted elsewhere. The resource is divided into sections, so it can be read as a full guide or only the relevant sections can be downloaded.
Consistent attendance of learners is considered a necessary, though not sufficient, condition for improved learning outcomes. This necessary condition is often not met in LMIC contexts with absenteeism ranging from 5% in Morocco to 56% in Mozambique. Attendance data is often only available in school registers that are not digitised and is only accessible to school teachers and headteachers on a day-to-day basis.
However, SMS can be used to develop a near-real-time student attendance monitoring system. Drawing from Street Child’s experience in Sierra Leone and South Sudan, the author of this blog has explored the use of no-cost and low-cost alternatives to develop a near-real-time student attendance monitoring system. It also uses SMS as a medium to provide tailored attendance information at school, class and learner level to headteachers, teachers and guardians.
To celebrate the International Day of the African Child, meet girls and boys from Burundi, Chad, the Central African Republic, Cameroon, Malawi, Rwanda, Somalia and Zanzibar and read about their love of learning.
By 2050, nearly 40% of the world’s population under 18 will live on the African continent. This growing youth population can be a transformative force if given the knowledge and skills to match their potential. This blog from GPE shares portraits of children and youth who express their hopes and aspirations and tell us why learning is important to them.
