Blog

F. van Cappelle and C. Cobo look at two initiatives that aimed to help underprivileged children to access technology, the lessons learned, and what this means for future projects around educational technology and AI. They end with:

“Like past tech, AI has potential to help but could widen the gap between students. Policies that promote AI fluency need to provide guidance and support. AI policies should prioritize accessibility for marginalized learners, low-cost devices, and offline use. Careful planning, teacher training, and expert supervision are crucial. Not all educators will adopt these changes with equal enthusiasm. System changes won’t happen overnight. However, working collaboratively and with a focus on inclusivity, we can harness the potential of technology, and AI to create a more equitable educational landscape for all learners.”

Read the blog.

A fact-finding study in Malawi by Strengthening Teacher Education and Practice (STEP) Activity has recently been conducted. Key findings revealed a significant gap in inclusive education training. Of the 22 mainstream Teacher Training Institutions in Malawi, only two offer certified programmes in this critical area. The study highlighted a pressing need for more comprehensive training on support strategies for diverse learners.

Read the blog and find out more about the study.

The University of Cambridge, CLS and UNRWA have published a report. This report presents evidence-based analyses of the immediate and enduring effects of educational disruption, drawing from existing data and interviews with children, young people, teachers, counsellors and experienced officials on the ground. It offers a series of recommendations for all actors, including UN agencies, international community and donors and the Occupied Palestinian Territory authorities, to support efforts at resuming equitable and quality teaching and learning in Gaza.

Read the report.

US$5 Million Grant in Response to ‘Super El Niño’ Floods in Somalia, including the creation of an anticipatory action framework to protect school children from future climate hazards.

Education Cannot Wait announced the latest grant for Somalia which “will provide life-saving access to education for girls and boys impacted by massive floods, enhance preparedness to respond to sudden onset emergencies and create anticipatory action framework to protect schoolchildren from future climate hazards”.

“By re-enrolling or enrolling flood- and displacement-affected learners in formal or non-formal education programmes, we aim to deliver tailored solutions that safeguard the rights and dignity of children and enhance preparedness against future climate shocks,” said Mohamed Abdi, Country Director of the Norwegian Refugee Council.

Read the press release.

The RefugEAP Network published a post by Ibrahim Aldalis, a civil engineer from Gaza. He writes about an online course offered by RefugEAP:

“Despite the turmoil surrounding me, the pre-sessional English for Academic Purposes (EAP) online course at the University of Birmingham, offered through the RefugEAP Network initiative, has given me something invaluable: hope. This course was more than just an educational opportunity; it became a lifeline to a future that, until recently, felt distant and unreachable.”

Read the full blog.

The German Society for Disability and Development has published video recordings on their 2023 / 2024 webinars and lecture series. Three videos are on inclusive education. Examples are discussed by Dr. Sewalem Tsega (Addis Ababa University, Ethiopia) & Prof. Dr. Jana Zehle (Hochschule Hannover – University of Applied Science). The webinars are in English with interpretation in international sign language.

Watch the webinars (scroll down to the second set of webinars).