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When learners cannot access education in a language they already understand, whether their mother tongue or one from their community, it can make it harder for them to learn, hindering their access to and progression through education. When taught in their mother tongue, proficiency in their mother tongue improves, and so does the acquisition of foundational language skills that can be used across languages—the building blocks of reading—as well as foundational numeracy skills. This blog gives two examples from Viet Nam and Cameroon.

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“When thinking more deeply about inclusion and exchanging experiences among practitioners about how to operationalize distance learning opportunities for children affected by crises, a key question arises: can distance education be truly inclusive, especially when delivered amid emergencies and crises?”

This is the question asked in this blog. It also invites you to share your insights:

“Together, we can strengthen equitable access to inclusive education for the most vulnerable children and families living in and impacted by extreme circumstances. Your input can make a real difference – Join the conversation!”

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CBM has published a report on their investigation into the state of Official Development Assistance relating to disability-inclusive education.

The report outlines the persistent under-funding of disability-inclusive education and makes recommendations.

Read a summary blog and download the full report.

(Note: This report was completed before the Trump regime stopped all aid funding from USA. However, USA’s funding was excluded from CBM’s analysis, because the USA was already not using the OECD-DAC disability-marker in more than 50% of its programmes.)

Tis blog from UNESCO features inclusive education in Moldova, Estonia and Armenia. These countries have implemented inclusive education for several years. The blog describes the progress and gives links to further resources.

Tiina Keskula, a parent of students in school grades 6 and 9 in Estonia said about inclusive education: “This means children accept variation and are truly tolerant of people who differ from them. It makes everyone more empathetic, understanding and tolerant. We’re all different and yet we’re all the same. Some are in a wheelchair. Well so what?”

Read the blog. 

In November 2024 UNICEF published its latest State of the World’s Children Report. It examines the forces and trends shaping our world today and reflects on how they might shape the future. The report explores three megatrends that will profoundly impact children’s lives between now and the 2050s:

• demographic shifts;
• the climate and environmental crises;
• frontier technologies.

The report considers future scenarios.

Read an article and download the report.

While some education institutions in Moldova are equipped with teaching materials and assistive devices for children with sensory disabilities, many lack such materials due to a shortage of financial resources. Moldova is working to change this.

The new assistive devices are part of the Digital Innovation of Moldovan Education System Program, designed to enhance inclusivity in education.

“Access to assistive technology is about more than inclusion—it’s about transformation. The classroom of today mirrors the society of tomorrow, and by equipping children with disabilities with the tools they need to thrive, we are laying the foundation for a more inclusive, innovative, and equitable world.” (Maha Damaj)

Read the blog.

“With youth activism, it feels like you make a lot of progress and then some hurdles come along. It can feel tough sometimes, but I have a strong community of young people to tackle these challenges”, writes Anna Bella Sabilah, a GPE youth leader from Indonesia.

She continues: “To raise awareness and popularize the idea that tuition-free school is a basic need for all Indonesian children, we’ve put on a discussion series on how education policies work, advocacy mechanisms, promoting a gender and socially inclusive framework as well as an intersectional analysis on education issues. The most recent update on our advocacy efforts shows we still have a long way to go, but there’s progress.”

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For International Childhood Cancer Awareness Day, the organisation World Child Cancer wrote about the importance of education for children with cancer:

“Beyond medical care, learning provides children with a sense of normalcy, hope, and purpose during their treatment journey.”

The blog focusses on Hospital-Based Learning, specifically the Hospital-Based Schools in Malawi. These schools are a lifeline for young cancer patients, ensuring they stay on track academically even while undergoing treatment. The teachers employ a learner-centered approach, creating an engaging and inclusive learning environment where children can thrive despite their illness. Their passion for education extends beyond textbooks; they instill a love of learning that gives these children hope and a sense of belonging.

Read the blog.