Global inclusive education updates from EENET and other organisations.
[Blog] With 2030 approaching, racism remains a major obstacle to equal educationThe UN will soon launch the 2026 Global Education Monitoring Report (GEMR) and once again there is a glaring omission in its approach to SDG4 – the global education goal. Despite ‘access and equity’ being named as the core theme for the 2026 GEMR, UNESCO’s recently published concept note remains silent on the structural conditions … Continue reading [Blog] With 2030 approaching, racism remains a major obstacle to equal education [Blog] Unlearning gender: Rethinking social and emotional learning in education
Social and Emotional Learning (SEL) is widely recognised as essential for promoting wellbeing, cooperation and young people’s meaningful participation in their communities. SEL frameworks often assume that emotional development unfolds similarly for all learners, regardless of gender, culture or identity. Yet emotional expression and regulation are deeply shaped by social norms that define which feelings … Continue reading [Blog] Unlearning gender: Rethinking social and emotional learning in education [Blog] Rebalancing power: Disability-inclusive education beyond 2030
This blog was written by Sakina Jafri, doctoral student at the Faculty of Education, University of Cambridge. It focuses on the recent UKFIET event held on 4 February 2026: Leaving No Learner Behind: Disability-Inclusive Education and the Post-2030 Agenda. Jafri argues: “For learners with disabilities, exclusion is rarely accidental. It reflects how power operates through … Continue reading [Blog] Rebalancing power: Disability-inclusive education beyond 2030 [Blog] Chalk, courage, and climate change: How educators in eastern and southern Africa are transforming challenges into action
This blog is grounded in the insights and experiences of teachers at the frontline of climate disruption, drawn from research carried out in schools across Zimbabwe, Malawi, South Africa, Kenya, and Rwanda. With limited textbooks, unreliable internet, or a complete lack of projectors, teachers are relying on what they do have: their voices, imagination, and … Continue reading [Blog] Chalk, courage, and climate change: How educators in eastern and southern Africa are transforming challenges into action [Blog] Zimbabwe: How rural youth champions are working to end period poverty
Period poverty remains a significant barrier to girls’ education in Zimbabwe. Estimates from Forum for Women Educationalists Zimbabwe Chapter (FAWEZI) and UNICEF suggest that as many as 62% of rural girls miss school during menstruation, losing up to 20% of the academic year. This blog introduces the reader to Viola Flo-Jo Mutambudzi, a teacher, who … Continue reading [Blog] Zimbabwe: How rural youth champions are working to end period poverty