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El Salvador has become the first GPE partner country to access the Girls’ Education Accelerator (GEA). The country will use the $15 million grant to tackle gender norms from an early age and support gender-equitable learning assessment from early childhood to secondary school.

The grant furthers the girls’ education component of the national Crecer Juntos (Growing Together) early childhood education policy which is part of the World Bank programme “Growing Up and Learning Together: Comprehensive Early Childhood Development”.

More information is available in the following languages:

Spanish.

French.

Arabic.

Russian.

Chinese.

STiR has recently completed a research study with Microsoft Research India. This study aimed to understand the applicability and experiences of lifelong learning, as understood through teacher metacognitive capacities, motivation, the ability of teachers to mitigate prevailing Covid-19-related challenges, and teachers’ beliefs and outlook for their futures.

The study is one of the largest surveys ever conducted on teacher motivation and metacognition with a participation of 5,110 teachers from Delhi and 4,729 teachers from Karnataka. The study lasted eight months from October 2021 to May 2022.

The highlights of this study are given below:

1. Survey results as well as in-depth interviews with teachers in Delhi indicate that all teachers perceive themselves as motivated and fundamentally adaptive (metacognitive) teachers.
2. All teachers associate themselves with being lifelong learners.
3. All teachers have pointed out the importance of two factors in their professional development, motivation and learning.
4. Results suggests no overlap between teachers’ feelings of burnout and their ability to think or act metacognitively. 

Imagine a world where students can easily move around and cross borders to pursue their studies. With the imminent entry into force of the Global Convention in 2023, this goal will be closer than ever.

On 5 December 2022, the Global Convention on the Recognition of Qualifications concerning Higher Education welcomed its 19^th and 20^th ratifications when two Member States, Iceland and Andorra, deposited their instruments of ratification. With a total number of 20 ratifications, UNESCO and its Member States mark a decisive turning point on the road to more inclusive and equitable higher education for all when the Global Convention enters into force and becomes legally binding for its States Parties in the early months of the new year 2023.

A new policy brief published by INEE this month advocates for and highlights the benefits of disability-inclusive early childhood development in emergencies (ECDiE). It includes examples of good practice in disability-inclusive ECDiE programming from around the world; in addition, it provides recommendations for governments, donors, and programmers for a more inclusive ECDiE.

This policy brief was written by Juliette Myers (a friend of ENEET!). It presents the current state of disability inclusive Early Childhood Development in Emergencies programming, and was commissioned by the Inter-agency Network for Education in Emergencies (INEE) under the auspices of the INEE Early Childhood Development Working Group.

SuperBetter Children for Health is a curriculum for young adolescents that can be integrated into a school’s curriculum or taught as an extracurricular activity. The curriculum has been co-created by Children for Health and Kelvin Nsekwila, a teacher and the founder of the Tusekwile Imiti Ikula Foundation (TIIF) in Zambia. TIIF provides educational services for the most vulnerable and marginalised children in the district.

Thousands of children in Kenya live and work on the streets – often because they are having problems at home.   In Vihiga County, trained Violence Prevention Activists (VPAs) go out and find children who have run away from home, offer support and help them stay in school.

The VPAs work with parents where appropriate to build honest and open relationships, improving the lives and education of children by addressing the underlying causes that lead to them running away to a life on the streets.   This case study, published in November 2022, hears from one of the VPAs in the field. 

Read more about these home-based interventions on the webpage.  They are part of the LEAP (Learning, Educating And Protecting) Together project, which is run by Chance for Childhood and supported by Theirworld.

As the world changes all around us, achieving universal access to family planning takes on new urgency.  The availability and use of family planning services influences the family planning situation of households and through this the educational participation of young children.

UNFPA recognizes the scale of the challenge – the need, opportunity and responsibility to expand choices and ensure rights amid this evolving landscape.  The ‘UNFPA Strategy for Family Planning, 2022-2030: Expanding Choices – Ensuring Rights in a Diverse and Changing World’, launched on 14 November 2022, reframes UNFPA’s approach towards meeting family planning needs.

Despite important progress in recent decades, the right to education is still far from being a reality for many girls and women.  UNESCO’s interactive tool, Her Atlas, allows users to explore the educational rights of girls and women around the world. With a color-coded scoring system that tracks legal indicators such as constitutions and legislation, the maps make it possible to visually monitor the legal progress toward securing the right to education for women in all countries.

Her Atlas measures the status of national legal frameworks related to girls’ and women’s right to education using 12 indicators. For each country, Her Atlas provides information in a visual and easily understood format.

Based on the information collected and feedback received from States, Her Atlas will be further developed and updated periodically in the lead up to 2030 – the deadline set for the achievement of Sustainable Development Goal 4.

Read the new status report presenting the findings of Her Atlas so far.