GPE KIX has published three KIX research briefs that summarise key findings from their studies. These briefs are available in English, Spanish, and French.
Read the brief on supporting children’s education in emergency contexts.
Read the brief on gender equality and social inclusion in education.
“Teaching in a low-income government school in Bangladesh, I see how climate change is pushing the most vulnerable students even further behind in their access to quality education,” writes Md. Redwan Jakir, Teach for Bangladesh Fellow and GPE youth leader.
Despite the urgency of the crisis, Bangladesh’s curriculum still lacks meaningful climate education. The author describes how he teaches about the climate crisis and the results these teachings have.
“When my students explored local waste management patterns […] and then identified the impact of the pollutants and organized awareness campaigns, they did not just become learners. They became leaders for their communities. They started understanding that they had agency to tackle the climate crisis.”
The blog features also learnings from Nigeria.
We have added an article to EENET’s library about a Tanzanian organisation called Potential Limitless:
“In the town of Moshi, nestled at the foot of Mount Kilimanjaro in Tanzania, the dreams of many children are at risk of fading. Some are street children forced to fend for themselves, others are children with disabilities who remain unseen and unheard in formal education systems. This is where Potential Limitless steps in. Since we began our journey, we have been working closely with children who are homeless, living with disabilities, or facing extreme poverty, to support their return to school and ensure they have the tools to succeed.”
For almost 30 years, EENET has made a commitment to provide free printed inclusive education materials to readers with limited or no access to the internet.
While the spread of mobile technology has increased exponentially since EENET started, there have remained significant access gaps. That’s why we have tried to maintain our free hard-copy distribution option as long as possible.
However, various factors mean we can no longer continue this service:
Sadly, therefore, our shop of free printed materials has now been removed from the website.
We still have some stock of printed materials, such as posters and editions of Enabling Education Review. If you would like any – and can pay the postage or courier costs – please get in touch to discuss.
You can, of course, still access – free of charge – about 1000 inclusive education documents and videos on our website.
Zimbabwe has taken several significant steps toward gender parity in education. In this blog, the author explains the meaning and history of gender-responsive pedagogy (GRP) in Zimbabwe. However, she writes:
“While GRP holds significant promise for addressing gender barriers in schools in Zimbabwe, we still lack a clear understanding of how it is being understood by teachers and practiced in real classroom settings and to what extent it is supporting learners to learn better and realize their full potential, especially girls”.
In this blog, the authors describe the move from a traditional, “factory model” of education to a new, active playful learning model.
“The science of learning demonstrates that students learn best through experiences that are active rather than passive, engaging without being distracting, and meaningful by connecting to prior knowledge or real-world contexts. Learning is also deepened when it is socially interactive, encouraging collaboration with peers and teachers; iterative, allowing space for experimentation and revision; and joyful, fostering a positive emotional connection to learning.”
This blogs explains the approach of Glasswing International’s community schools, which are a comprehensive strategy to transform schools into inclusive, safe and supportive environments across Latin America.
“Teachers participating in the program receive training in active learning methodologies and restorative practices, integrating these approaches into both classroom teaching and extracurricular activities. Community school model components include: after-school clubs, academic tutoring, leadership opportunities, mental health promotion and community-based initiatives—all supported by trained volunteers from the local community or partner organizations and in collaboration with teachers.”
Education Cannot Wait has published an interview with Dr Faiza Hassan, Director of the Inter-Agency Network for Education in Emergencies. The interview touches on the shrinking budgets for international aid, education in crisis, girls’ education and localisation.
Dr Hassan says: “In a time of shrinking aid budgets, protecting and expanding investment in education is not optional; it is the most strategic and cost-effective investment we can make. If we want to solve the world’s greatest challenges, from climate change and public health to economic inequality, we must stand behind communities to invest in education.”
This blogs talks about research in Sierra Leone where participatory mapping, focus group discussions and photographic methods helped create maps that reflected the children’s perceptions and experiences of safety at their schools. This research was also discussed at the UKFIET conference in September 2025.
The government of Benin places a strong emphasis on education. It allocates one of the highest portions of its budget to the education sector in West and Central Africa, and has placed a greater focus on the quality of learning. This has led to a significant improvement in learning outcomes and made the education system more inclusive. For example:
“The education ministry collaborated with the Department for People with Disabilities and the Elderly and the Ministry of Social Affairs and Microfinance to identify children with disabilities, consult with their families about each child’s needs, provide assistive devices such as crutches or hearing aids, pay their school fees and provide school supplies and textbooks, and cover home tutoring costs.”
