Blog

This year’s Education World Forum (EWF) was held in May 2023 in London. The theme was ‘New Beginnings: Nurturing Learning Culture, Building Resilience, Promoting Sustainability. Stronger, Bolder, Better Education by Design’.

EWF 2023 addressed how education has changed and what we have learned from the recent disruption and responses and considered longer term challenges and changes. The event also focused on education’s sustainability, as well as its potential to both aid understanding and contribute to global sustainability.

The event was also used to launch the new 2023 Cost-Effective Approaches to Improve Global Learning – Smart Buys report authored by the Global Education Evidence Advisory Panel (GEEAP).

Check out EWF 2023 event photos and videos.

Video #1 / Video #2 / Video #3 / Video #4 / Video #5.

The monthly eBulletin from the European Agency for Special Needs and Inclusive Education outlines recent Agency activities and resources.

Check out the rest of their website for other news and projects.

What are national SDG 4 benchmarks?

Check out the factsheets:

English / French / Spanish

The 2024/5 Global Education Monitoring (GEM) Report will examine the requirements of good leadership in education and how they vary between countries and over time. It will look at the visions and goals that are driving leadership in education, and will examine the extent and through what practices the exercise of leadership contributes to better education outcomes.

External factors including social, cultural, governance conditions will be looked at to see how they impact on effective leadership, as well as the policy levers that can be used to develop leadership skills in different contexts.

A set of questions will be formulated alongside the report to guide the collection of information and laws and policies related to the selection, preparation and development of school leaders that will be featured in PEER country profiles and will inform the report.

Take a closer look at the concept note for more information. 

This research article considers different approaches to lesson observation and their potential for understanding and evaluating classroom practice in sub-Saharan Africa.

It includes a critical appraisal of Teach, a recent World Bank initiative and reviews evidence from school-based research from the region to identify four salient aspects of conditions for learning: the use of languages; the role of peers; the use of resources to support learning; and differentiated support.

UNICEF have released their report  ‘Children in Crisis – UNICEF emergency response in
Sudan and neighbouring countries’ explaining impact of the conflict on children and their education.

Schools and learning institutions in conflict affected areas remain mostly closed. Nearly 7 million school-age children were already out of school before the conflict, one in three girls and one in four boys. These numbers have increased significantly, especially in Khartoum, with girls less likely to return to school. Out of school children are at greater risk of physical and mental threats, including recruitment into armed groups and GBV.

UNICEF is supporting children’s access to safe schooling and other learning
opportunities by providing supplies to schools, individual learning materials
and establishing safe and child-friendly learning spaces such as 42 E-learning centers
currently operational.

The latest edition of Inclusion Now magazine is now available.

The magazine comes out three times a year and includes articles on inclusive education: personal experiences, opinion pieces, policy updates and research.

In this edition there is a tribute to Joe Whittaker, a visit to Pyrcroft Grange school, the SEND Review,  and an article on the history of the movement.

Text and audio versions are in the articles or you can read it in magazine format on Issuu.

Inclusion Now is produced in collaboration with ALLFIE, World of Inclusion and Inclusive Solutions.