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We hope you enjoyed reading Issue 13 of Enabling Education Review, focusing on climate change and inclusive education. It is the last edition of Enabling Education Review in this format.

EENET has published an annual collection of inclusive education articles since 1997. It was originally called ‘Enabling Education’ and renamed ‘Enabling Education Review’ in 2012.

We printed and distributed hard copies for 26 years. The last printed edition was in 2022. After that, the cost of printing and mailing became unaffordable.

Now that we are no longer printing, we have an exciting opportunity to rethink the format of Enabling Education Review. Our funding is also very limited, so we need to streamline our workload and publishing costs.

Please fill in our short survey to give us some feedback on your preferences.

This survey is anonymous, but if you want to contact us to discuss your feedback and ideas, please email: ingridlewis@eenet.org.uk.

To refresh your memory, check out all editions of Enabling Education Review on our website.

Thank you for your time and insights!

Tupiza, in Bolivia, is a municipality with a small population concentrated in its capital city and scattered rural communities; families are engaged in trade, mining, and traditional agricultural production. During 2024, student government representatives from Tupiza reported an increase in cases of bullying, verbal abuse, and exclusion among students in the municipality’s schools.

To find solutions to the bullying, student-led training workshops took place. These workshops not only strengthened students’ knowledge but also created a powerful sense of responsibility and leadership as agents of change in education in the students. In a municipality where school bullying profoundly affects the learning and lives of thousands of students, adolescents and young people have pointed the way toward effective responses by public institutions and social organizations, demanding commitment from the adults who lead them.

Read the blog.

Improving girls’ education outcomes is a national priority for the government of Somalia. To ensure an evidence-based approach for promoting girls’ education that’s grounded in regional best practices, GPE supported a visit between Somalia’s gender and inclusion officials to Rwanda.

During the visit, Somali officials learned about Rwanda’s processes for gender-responsive planning, budgeting and results tracking and how they translate into improved school environments for every child regardless of gender. The learning exchange focussed on increasing female participation in teaching, gender-sensitive and inclusive pedagogy in both in-service and pre-service teacher training, and gender-responsive budgeting and accountability.

Read the blog.

In an earlier news post, we shared about Nepal selecting three priority areas to transform its education system: early education, gender equality and inclusion, and quality teaching.

The Global Partnership for Education has now published a video about this transformation.

View the video.

Preparing teachers for conflict-affected classrooms is a global urgency that receives too little attention. Most teachers enter their classrooms unprepared to deal with conflict-related tensions, sociopsychological well-being and trauma. In the DRC, several Teacher Training Institutes have developed and implemented a teacher training module on conflict resolution, education in emergencies and trauma-sensitive pedagogy. Teachers stressed that they need practical strategies to address conflict in their classrooms and the everyday violence they witness among students.

Read the blog.

This network sets out to encourage international conversations between researchers, policy makers and practitioners as to how inclusion and equity can become a reality. It involves a series of one-hour online discussions, each focused on developments in one country. It was inspired by discussions about inclusive education between UK and Australian teachers and practitioners.

Find out more about the network.

During a Side Event at the United Nations, two Lumos Youth Advocates, Yevhenii and Sofiia, talked about education in armed conflict.

Yevhenii said: “What I realise is that education system are often designed for stability but crisis test whether they are truly inclusive. Children with disabilities face additional barriers. Children without parental care face additional risks… Inclusive education is not only a policy, it’s a cooperation.”

Sofiia said: “Inclusive education is not only about access. It is about understanding different realities.”

To watch the videos:

https://www.youtube.com/watch?v=u7a7DxZaKVE

https://www.youtube.com/watch?v=OaY9HOSocYk

The GPE’s Sally Gear and Michelle Djong Hui Ing reflect on the lessons learned from GPE 2025:

“Compared with earlier approaches, an independent rapid review found that policy dialogue in partner countries increasingly drew on gender analysis to identify system barriers and in many contexts, discussions moved beyond enrollment gaps to consider issues such as school-related gender-based violence, gender norms, teacher deployment and leadership, and the availability of gender-responsive data systems.”

The authors give the example of Ethiopia where intersectionality mattered for disabled girls’ education.

“Building on lessons from GPE 2025, GPE’s latest strategic plan GPE 2030 introduces a more explicit focus on intersectionality. Education systems will be supported to better address how gender intersects with disability, refugee status, geography, poverty and climate vulnerability—factors that together shape who is excluded from education and why.”

Read the blog.

The latest edition of International Review of Education, Journal of Lifelong Learning has been published. Many of its articles focus, like EENET’s latest EER, on the environment and sustainability.

Two articles investigate the role of educators as potential change agents for sustainability and climate action, while another examines the lifelong learning potential of sustainability-led initiatives. A fourth article considers the contribution of lifelong learning to country-level efforts to promote sustainable fishing. The last three articles explore, respectively, mobile learning, the inclusion of Indigenous students, and postsecondary access to education for working adults.

Access the journal.

In Lesotho, students raised concerns not just about being excluded from school decisions, but also about pressing issues such as disability inclusion, menstrual hygiene, access to sexual and reproductive health rights, the persistence of corporal punishment, poor infrastructure, and the absence of their voices in curriculum design. The results were pupils leaving schools early, especially in rural communities.

This changed in 2024 with creating tools for youth engagement like democratically elected student councils and committees, peace clubs and mediation groups. The creation of platforms where students could be heard was a key factor. Through the formation of student-led clubs, leadership development programs, and school-wide dialogues, learners gained the confidence and tools to advocate for their needs.

Read the blog.