Blog – Page 3

[Blog] Transforming Pakistan’s Education Future Through Evidence-Based Research

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.

[Blog] Ukraine: Making education accessible when schools are closed

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.

[Webinar] Book launch: ‘Intergenerational Literacy and Learning – International Perspectives’

Date: 2 April 2025.

Time: 14-15:30h CEST.

Location: online (Zoom).

On 2 April 2025, the UNESCO Institute for Lifelong Learning (UIL), together with the Goodling Institute for Research in Family Literacy at Penn State College of Education (USA), will launch the new book, Family and Intergenerational Literacy and Learning: An International and Comparative Perspective, edited by Ms. Esther Prins (Penn State’s Goodling Institute) and Ms. Rakhat Zholdoshalieva (UIL) through a webinar.

Often, it is argued that family and intergenerational literacy and learning programmes benefit both children and adults — boosting their literacy, numeracy, self-esteem, social connections, and lifelong learning opportunities. While this argument is still included, the new book primarily aims at centering the perspectives and practices of marginalized and disadvantaged communities and groups to challenge existing narratives and offer alternative insights into informal learning, digital and oral literacies, and culturally embedded educational and learning practices worldwide.

[Webinar] Global Alliance for Literacy: ‘Her literacy, her power: Bridging the gender gap in literacy’

Date: 9 April 2025.

Time: 1 p.m. to 2.30 p.m CEST.

Location: online.

This event, organized in collaboration by Global Alliance for Literacy (GAL) with the Forum for African Women Educationalists (FAWE) will provide a platform for literacy stakeholders from GAL countries to exchange insights on policies, programs, and research dedicated to advancing women’s literacy. The webinar aims to:

Share gender-responsive literacy policies in GAL countries, highlighting key enablers and barriers to women’s literacy.
Present promising literacy programs that have enriched learning opportunities and empowerment for women.
Highlight recent research and insights on trends, challenges, and innovations in women’s literacy.

[Conference] Education in Emergencies: A lifeline for the future

Date: 20 to 21 May 2025.

Location: University of Helsinki, Helsinki, Finland.

Education in Emergencies: A Lifeline for the Future: this two-day international conference, hosted by Finn Church Aid and the University of Helsinki, is an opportunity to connect with leading experts, educators, academia and policymakers shaping the future of education in emergencies and protracted crises.

[Webinar] PlayMatters: Learning through Play in Emergencies Package, Global Launch

Date: 31 March 2025.

Time: 1:00pm – 2:00pm (UTC).

Location: online (Zoom).

The PlayMatters project team is hosting a Global Launch of the PlayMatters Learning to Play in Emergencies (LtPiE) Package. This open-access, evidence-based package is designed to integrate Learning through Play (LtP) into acute emergency response with adaptable resources for both formal and nonformal learning spaces.

Built on lessons from PlayMatters’ crisis-response pivots in Ethiopia, Tanzania, and Uganda, these materials have already been adapted for use in South Sudan, the DRC, and Northwest Syria. The webinar is organised by International Rescue Committee, Plan International and the War Child Alliance.

[EENET webinar] Inclusive Education: A quick-start guide (Middle East and North Africa focus)

EENET is pleased to invite you to our latest webinar.

We will run this webinar twice:

English version: 7 April 2025, 12:00 – 14:30 UTC.
Arabic version: 22 April 2025, 12:00 – 14:30 UTC.

To register, click the link below for your preferred language:

About this webinar

Confused about the difference between integrated and inclusive education?
Not sure what universal design or reasonable accommodation mean?

This webinar is for you!

It’s a ‘beginners’ webinar, for anyone who wants to start an inclusive education journey. It introduces important principles and concepts that are useful to know before you start exploring inclusive education strategies in more detail.

If you already know about these foundations, share this invitation with a colleague, manager or friend who is interested in learning.

The webinar is primarily for our Middle East and North Africa network.

If you have any questions about the webinar, contact Ayman at aymanqwaider@eenet.org.uk.

Consultancy: Develop the UNESCO Education in Emergencies Strategy for the Arab Region (2025-2030)

Location: remote (duty station: Beirut, Lebanon).

Duration: 7 to 11 months.

Application deadline: 9 March 2025.

Under the overall guidance of Director of UNESCO Beirut Office and the direct supervision of the Education Programme Specialist, the consultant shall (amongst other tasks):

Conducting a thorough assessment
Reviewing relevant policy documents and information on education in emergencies, including but not limited to:
Preparing a presentation (with PowerPoint slides and/or other documents) of the strategy to be presented to UNESCO, ministries, partners, and relevant stakeholders.
Organizing a strategy launch event to present the finalized EiE strategy and engage key partners in its implementation.

[Blog] How to incorporate mother tongue and community languages to improve learning

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.

Read the blog.

[Blog] Can Distance Education be Truly Inclusive?

“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!”

Read the blog.

About this webinar

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