Blog

In solidarity with INEE members in Sudan, INEE has put together a crisis spotlight on education in Sudan. The spotlight page includes:

• A brief overview of the crisis
• A call to action developed in collaboration with Sudanese civil society organizations
• An advocacy webinar amplifying the voices of teachers, learners, practitioners, and policy makers in Sudan
• An social media toolkit to support your advocacy efforts
• A series of blogs sharing good practice and lessons learned from education interventions in Sudan
• A list of relevant tools and resources for education actors working in Sudan and with the Sudanese diaspora

This blog looks at projects from eKitabu in Rwanda and Malawi. In Rwanda, teacher training enhanced the abilities of teachers and deaf teacher assistants, who also shared personal stories, such as the experience of a deaf student facing significant challenges like gender-based violence, emphasising the urgent need for supportive systems.

In Malawi, the Research Sign Language Assessment Tools were piloted. Teachers practised new strategies, built relationships with learners, and explored inclusive assessment methods—laying a foundation for improved early learning outcomes.

Read the blog.

This blog features insights from Gabriela Arrunátegui and Tamara Montalvo R on the Gender inclusive pedagogy for community-level early childhood education in Guatemala and Honduras project.

It introduces and explains the Inclusive Pedagogy Model and Dialogic Learning. The Inclusive Pedagogy Model has been adapted in eight South American countries. Dialogic Learning is a comprehensive approach that combines curriculum development, the implementation of age-appropriate methodologies, ongoing teacher training, and active engagement of educational communities.

Read the blog.

“Dyslexia affects millions of children across Africa, yet for too long, it has remained invisible in our education policies, classrooms, and conversations,” writes Veronicah Wangui.

In June 2025, UNICEF Eastern and Southern Africa Regional Office, collaborating with the Africa Dyslexia Organization (ADO) brought this issue into focus during a regional webinar.

“In many classrooms, children with dyslexia are mislabeled as slow learners or simply ignored. Teachers often lack training, tools, or awareness to identify and support them. The consequences are severe, including high dropout rates, low self-esteem, and missed potential, especially for girls, who face the double burden of gender-based expectations and stigma.”

The Africa Dyslexia Organization gave innovative solutions during the webinar for teachers. But “Supporting a child with dyslexia is not the job of teachers alone. It requires a team.”

Read the blog.

In Nigeria’s Federal College of Education Special, Oyo, the Pre-Service Teachers’ Education Project was implemented. Although Pre-STEP is being implemented across six Colleges of Education (CoE) in Nigeria, in Oyo inclusion was the primary focus.

Over 13 weeks, pre-service teachers at FCE-Special, Oyo, including those with special needs, those training to teach special needs students, and those on the conventional track, participated in hands-on learning experiences with two goals: to significantly improve classroom delivery and to build the confidence and adaptability of pre-service teachers using a teaching model, called “4 in 1”.

Delivery of the 4-in-1 model was a profound departure from conventional, teacher-centered pedagogy. Curiosity quickly shifted to active engagement as the facilitator introduced collaborative learning methods. Student reflections revealed the transformative impact of active learning.

Read the blog.

Theirworld’s Small Grants Programme gives grants of up to £10,000 to registered charities and non-profits helping disadvantaged and overlooked young people in the UK and around the world.

Application deadline 16 February 2026.

Read more information about eligibility, the application process and sign-up to briefing webinars.

The poster highlights practical, easy-to-implement steps for building inclusive teaching and learning environments, giving educators, school leaders and communities clear, straightforward actions to make classrooms more welcoming, safe and empowering for every learner.

Download the poster.

In the lead up to International Day of Education, Special Olympics Global Center for Inclusive Education issued its third annual letter on the Global State of Inclusion in Education. It focuses on the importance of investing in teachers’ recruitment, training and ongoing support.

Read: The Global State of Inclusion in Education. The Year of the Teacher: Teaching Inclusion in a Divided World

“What is the point of encouraging greater youth voice in education if you’re not willing to facilitate and to protect these youth, to have a platform to speak out about colonisation, greed and genocide?”

To mark the 2026 International Day of Education (24 January) with its theme of “the power of youth in co-creating education”, EENET released a short podcast episode that explores the question:

Are we supporting learners to meaningfully engage so they can challenge their education system and the economic and political systems that control (and often destroy) their education? Or are we just “fiddling around the edges of the problem”?

Whether you agree or disagree with the points raised in their conversation, we’d love to hear your thoughts.

Youth Voice in Education: Delivering discomfort to those in power

Listen on Spotify.

Listen on SoundCloud.

Read the transcript.

“Localization has become a defining principle of education in emergencies (EiE)”, writes Lila Raouf.

Across the sector, agencies and donors emphasize shifting resources “closer to communities to increase efficiency, relevance, and sustainability. Yet in practice, localization often narrows to questions of who implements projects and manages grants.”

Raouf’s research with Sudanese refugee-led education initiatives in Egypt showed that localization cannot be reduced to funding pipelines or administrative decentralization, it also needs to address power relationships.

Localization succeeds only when refugee educators are recognized as legitimate knowledge holders and represented as co-governors of education systems—not just as beneficiaries or subcontractors.”

Read the blog.