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.
A new video showcases learning about the collaborative research process co-led by CAMFED and government partners in Tanzania, Zambia and Zimbabwe being used to examine how the in-school youth-led mentorship program (Learner Guides) can benefit all students through integration into national school systems.
In the video, government and other participants describe essential elements contributing to the effectiveness of the process which include:
co-creation from design stages
engagement of diverse ministries, ministry departments and other stakeholders
experiential learning gained from participatory on-site research and regional exchange meetings.
The blog introduces the reader to Qurban, a child in Chak 13, and how his life changed due to the TALEEM programme.
“Chak 13 -A village is home to nearly 1,500 people but doesn’t have a single school. Most men work as laborers in the fields, while many women work as house-help in the nearby city. As poverty is rampant, children are frequently compelled to work to support their families. Qurban, the eldest among his siblings and the only son, had been working at a relative’s barbershop in the village since the age of 10.”
“Qurban vividly recalls the day when he came back from work to find Sunaina and a community worker talking to his parents.” ““My father kissed my forehead and told me that I would now need to wake up early every morning because I would be going to school,” shares Qurban with a smile.”
This blog talks about the benefits of Accelerated Education Programmes:
“Every child out of school in Ghana and West Africa has the potential to unlock the nation’s potential, achieve foundational literacy, and create opportunities for themselves and their communities. The partnership between CEA, as a state implementer, and AFC, as a research think tank, in addressing Out-of-School children and Youth challenges in West Africa exemplifies how collaboration between governments, researchers, civil society, and development partners like GPE KIX can address the barriers to education and highlight alternative pathways to basic education based on evidence.”
