Over the past two decades, Kenya has made significant strides in strengthening its legal and policy framework to address School-Related Gender-Based Violence (SRGBV). What was once addressed primarily through child protection and criminal justice laws has evolved into a more comprehensive education-sector response, supported by school safety standards, teacher codes of conduct, re-entry guidelines for adolescent mothers and broader learner protection policies. Collectively, these measures establish schools as duty bearers responsible for creating safe and inclusive learning environments. Some schools have made important strides by adopting whole-school approaches that embed SRGBV prevention into teaching and learning, school leadership, learner participation and community engagement. However, many others, particularly those in under-resourced, rural or marginalised settings, continue to face significant challenges in translating policy into day-to-day practice. Schools in rural areas, informal settlements and crisis-affected contexts frequently operate with fewer trained teachers, limited access to counselling and psychosocial support services, and weak referral and child protection systems. As a result, the learners most at risk of violence are often those with the least access to effective prevention and response mechanisms. The blog lists strategies that help overcome these difficulties.
[Blog] How Côte d’Ivoire is advancing girls’ education and women’s leadership
With support from GPE and UNESCO, Côte d’Ivoire is empowering communities to support girls’ education while equipping more women to take on school leadership and system administration roles. It is mothers who advocate for the education of their daughters. One mother, Patricia Ouattara, describes how attitudes in her village have begun to change.
“This is a Muslim village. For many parents, school is for boys, not girls. The school director came to see me to say that we need to form a group to raise awareness among families, and now they’ve accepted the idea. The girls are going to school.”
Without this advocacy for girls’ education, these girls would still be at risk of dropping out of school and have limited opportunities for a prosperous future.
[Webinar] Evidence Dialogue: Understanding and supporting community-based education systems in Sudan
Date: 19 August 2026.
Time: 12pm UTC.
Location: Online (Zoom).
To mark World Humanitarian Day, the Inter-agency Network for Education in Emergencies (INEE) and Education Research in Conflict and Protracted Crisis (ERICC) is holding a virtual evidence dialogue on understanding and supporting community-based education systems in Sudan.
The event will explore how community actors in Sudan are keeping education alive amid one of the world’s most severe humanitarian crises.
Since conflict escalated in 2023, Sudan’s education system has faced widespread disruption, with schools, teachers, and communities working to sustain learning despite displacement, financial pressures, and insecurity.
Against this backdrop, the ERICC Consortium has produced a rapid evidence review examining how community-driven education initiatives mobilise resources and deliver education during conflict, and what these approaches mean for education access, quality, and continuity. The review also considers how governments and external actors can better support these efforts, particularly for children excluded from the formal education system.
INEE and the ERICC Consortium host this virtual panel discussion to unpack the review’s key findings with researchers, practitioners, and policy experts. Together, they will explore what Sudan’s community-driven education initiatives can teach us about sustaining learning during conflict and how these lessons can inform more effective support for education in emergencies.
[Webinar] From Commitment to Action: Financing Inclusive Education for Every Child
Date: 10 September 2026.
Time: 2:00-3:30 PM GMT.
Format: Online (with French and Spanish interpretation, CART and International Sign Language).
A conversation ahead of the GPE and ECW Replenishments
Despite global commitments to education for all, millions of children and youth remain excluded from learning, including many persons with disabilities who continue to face significant barriers to accessing quality education. As governments and donors prepare for the upcoming replenishments of the Global Partnership for Education (GPE) and Education Cannot Wait (ECW), there is a critical opportunity to ensure that education financing reaches everyone and reduces inequalities.
The webinar will feature representatives from multilateral agencies, donor governments, civil society organisations, Organisations of Persons with Disabilities, and country programmes, sharing evidence, experiences, and recommendations for strengthening disability-inclusive education financing.
Participants will explore progress made on disability-inclusive education, examine persistent financing and accountability gaps, and identify practical solutions to ensure that funding translates into meaningful outcomes for persons with disabilities.
The webinar is convened by the International Disability Alliance and the International Disability and Development Consortium, with critical contributions from their members Humanity & Inclusion, Sightsavers, Inclusion International, Light for the World, and partners.
[Article] Meet the seven winners of Theirworld latest Education Innovation Awards
Theirworld will work with seven non-profits across three continents to help them take their bold learning initiatives for marginalised children to the next level. The organisations from Africa, Asia and Latin America have been named as the fifth cohort of Theirworld’s Education Innovation Awards. The winners were chosen in late 2025 and each will receive support to grow their already impressive impact.
The winners include:
A Ciegas Teatro por la Integración Asociación Civil (Argentina)
The programme uses immersive, sensory experiences in complete darkness to improve emotional and cognitive learning in school children aged four to 17, inspiring empathy, inclusion and creativity.
Chance for Childhood (Ghana, Rwanda, Uganda, DRC, Kenya)
The organisation launched the Disability Detect App – a digital screening tool designed to help teachers more easily and accurately identify signs of disability, communication disorders or special educational needs in children aged three to eight.
[Blog] Building education system resilience in a poly-crisis: Regional perspectives
In the context of a growing poly-crisis, complex challenges such as climate change, forced migration, conflict and economic shocks increasingly intersect and compound one another.
While resilience sometimes risks becoming another buzzword, it has important implications for how education systems are understood, governed and supported. Yet there is still no clear consensus on what education system resilience means in theory or practice.
Through the Observatory on Education System Resilience initiative, implemented under the Global Partnership for Education (GPE) Knowledge and Innovation Exchange (KIX), six regional observatories are helping fill this gap. Although the term “resilience” is not always explicitly used, countries have developed a wide range of practices that align closely with resilience, shaped by lived realities and the dominant risks they face. Most of these practices focus on system strengthening, planning and responding to shocks and disruptions.
[Webinar recording] Promoting inclusive education in crisis and conflict: Lessons from GPE KIX and ERICC
In partnership with Education Research in Conflict and Protracted Crises (ERICC), this webinar brought together researchers, policymakers, and education stakeholders to explore promising approaches and practices that improve access, quality, and continuity of education for marginalized learners affected by crisis and conflict.
[Webinar] Africa teachers webinar series: Accelerated learning programs for children out of school
Date: 20 August 2026.
Time: 3-4 p.m. EAT.
Location: Addis Ababa, Ethiopia, and Online (Zoom).
The webinar series is organized by UNESCO’s International Institute for Capacity Building in Africa: The Africa Teachers Webinar Series continues with its 13th session, launching Unit 5 on Improving Education Opportunities for Vulnerable Groups.
This opening session focuses on innovations in education for refugees and internally displaced persons. Held in recognition of World Refugee Day, the session will explore innovative approaches to enhance foundational literacy and numeracy skills for refugee children, improve gender equality and social inclusion in refugee and internally displaced communities, and strengthen teacher capacity in crisis contexts.
[Report] From statistical invisibility to evidence: The state of inclusive education in Latin America
In recent years, Latin American countries have implemented various policies and programs to strengthen the educational inclusion of people with disabilities. The report “Towards barrier-free education: Advances and challenges in inclusive education evidenced by the SIRIED 2024 results” provides an updated diagnosis of the educational situation of the population with disabilities in Latin America.
The report shows discontinuous and vulnerable educational trajectories, a condition that worsens as students’ progress through school. This situation is reflected in over-age enrollment and dropout rates.
[Blog] What rural headteachers in Ghana and the Philippines teach us about leading for inclusion and equity
This blog draws on comparative research exploring how headteachers in rural public basic schools across Ghana and the Philippines conceptualise and enact leadership to promote equity and inclusion.
Their candid accounts reveal what effective school leadership looks like when policy frameworks meet realities of poverty, infrastructure deficit, and social marginalization, based on a focus group discussion among headteachers in the Gomoa Central District of Ghana and Davao City in the Philippines.