Blog

Education Above All Foundation (EAA) developed ‘Let Kids Be Kids’ Activity Books, which is a cost-free and open-source bank of 100 activities for 5- to 14-year-olds, packaged into concise and engaging books for teachers.

Teachers can pick and choose activities based on their convenience and deliver them through both in-person and remote modalities, tested in Lebanon.

Access the books in English and Arabic. Access the Facilitator Manual and Briefing Note in the same link.

Access Education Above All’s other resources for all age groups.

This blog tells the story of Aya and how she was able to return to school and learning.

“Aya found a second chance at education at Hai Alarab School for Girls in Kassala State, which operated as a safe learning space while many schools were closed. Safe learning spaces are established in places where it is not safe or feasible to reopen schools. They are child-friendly, inclusive spaces set up using existing community structures where possible or by establishing new spaces as needed.”

“The dedicated teachers and facilitators at the school have received specialized training in child-centered teaching methods and life skills, critical for managing large classes.”

Read the blog.

In Zimbabwe, girls have increasingly higher dropout rates than boys: 8,000 more girls than boys left secondary school in 2021, double the disparity in 2019. With the support of GPE funding, 1,090 young women have trained as peer educators, volunteering at their local secondary school for 18-24 months.

Read more about the project and read from some of the peer educators.

The Chance for Childhood YouTube channel has videos for teaching strategies for children with social interaction difficulties, visual difficulties, reading and writing difficulties, and for children with ADHD and concentration difficulties. Chance for Childhood is a charity working in Africa to support the most vulnerable children.

Access the video resources. 

This opinion piece tells about the situation in the Democratic Republic of Congo and the impact war and conflict have on the children and their education.

“The DRC’s lands are among the richest in the world—abundant with cobalt, coltan, diamonds, and other minerals that power our smartphones, electric vehicles, and global industries. If these resources were harnessed ethically and sustainably for the benefit of the Congolese people rather than fueling cycles of exploitation and war, children would reap the gifts of their motherland instead of being trapped in displacement and dependence on global aid.”

Read the blog. 

Katy Noble, the Head of Education in Emergencies at Teach For All, writes about migration, its issues and education:

“Host countries face significant challenges in integrating migrant students. Schools often serve as the first point of integration for newly arrived children, but they are also ‘ground zero’ for tensions. … We can build education systems that are responsive to the realities of migration and uphold the dignity of all children on the move by developing collective leadership.”

Read the blog. 

This blog introduces the first systematic and long-term social and emotional learning (SEL) program tailored to the needs and realities of Slovak schools—Emocionálny Kompas (Emotional Compass). It shows its journey and success and gives links to further resources, which are freely available (in Slovak).

“Our current work entails developing teacher books and a learning platform with ready-made materials and activities for every grade to support the highest number of teachers possible. Teachers tell us stories about success implementing strategies such as those related to anger management. Others have also reported moving stories of how the program has helped their students with processing difficult feelings like grief and sadness.”

Read the blog. 

The complete season four of INEE’s Educate Us! Podcast is available.

Educate Us! Women and Girls on Learning in Humanitarian Crises is an INEE podcast series about women’s and girls’ education in humanitarian crises. The series features a range of stories and perspectives on women’s and girls’ education in emergencies and explores the gains made in girls’ education and the slip backwards caused by the pandemic.

This series is a broad and intimate invitation for listeners to hear the stories behind the statistics, from the women and girls who live them.

You can listen to the podcast on Spotify, Stitcher, etc. and INEE’s own website. https://inee.org/gender/educate-us-podcast

In Pakistan, the Data and Research in Education – Research Consortium (DARE-RC) is tackling the challenges of the education system’s systemic inequities and vulnerability to shocks.

DARE-RC programme’s focus is to uncover what works, why it works, and how it can be scaled to create an education system that delivers access, quality, continuity, and coherence—especially for Pakistan’s most marginalised children. DARE-RC envisions a future where every child in Pakistan, regardless of gender, location, disability, religion, or socioeconomic background, has access to high-quality education.

By addressing systemic barriers, scaling successful interventions, and leveraging evidence-based practices, DARE-RC is driving systematic change to reshape Pakistan’s education landscape.

Read the blog. 

School closures, attacks on schools, lack of devices and connectivity, displacement and constant stress have led to Ukrainian children experiencing profound learning losses and missing out on opportunities to socialize with their peers. Through a combination of financial support from GPE, implementation support from UNICEF, and financial and in-kind support from Microsoft and Google, Ukraine is opening Digital Learning Centers equipped with computers and an internet connection in places where schools cannot reopen. Students go to Digital Learning Centers to connect to online classes, study in a quiet space or with peers, and participate in catch-up classes with teachers.

Read the blog.