Blog

The Van Leer Foundation has published its latest edition of Early Childhood Matters (ECM) on the theme of ‘What parents need for a good start’.

They write: “The needs of parents and caregivers of young children often go unseen and unheard in public life and policy. They face growing pressure, are overworked, and their support systems are strained or disappearing. So what can we do to better support them?”

To read about ECM and access social media resources. 

Read the edition of ECM.

A new UNICEF analysis reveals that at least 242 million students in 85 countries or territories had their schooling disrupted by extreme climate events including heatwaves, tropical cyclones, storms, floods and droughts in 2024, exacerbating an existing learning crisis.

It states that: “Education is one of the most frequently disrupted services due to climate-related events, yet it is often overlooked in policy discussions, despite its crucial role in climate change mitigation and adaptation.”

Read the article and download the analysis.

“Education in prison is not merely a tool for social rehabilitation but a fundamental human right. At the Montreal International Conference on Education in Prison, this central message resonated as speakers emphasized the necessity of recognizing incarcerated people as rightful holders of this right. Access to education in the prison environment, often characterized by exclusion, must be re-examined through this human-rights lens.” writes Daniel Baril.

“The conference also explored varied teaching methods. Restorative justice, artistic approaches and critical pedagogies emerged as crucial tools for moving beyond purely functional views of prison education. Workshops demonstrated how art, reading and learning foster intellectual, emotional and social change. These activities enable inmates to communicate, reclaim their past and construct positive self-images, even in restrictive environments.”

Read the blog.

UNESCO Institute for Lifelong Learning recently published the December 2024 issue of the International Review of Education. Unfortunately, the articles are behind a paywall unless you are subscribed via an institution.

Topics include the impact of conflict and other extreme situations on education and learning (in Kashmir and Ukraine), the role of non-governmental organizations in education advocacy in the European Union, higher education participation among older adults in rural Australia, the impact of social reproduction on the professional lives of young fishers in Senegal, the implementation of education for sustainable development in a high school in Morocco, and the role of culture in teaching and learning in the United States, with a special focus on Indigenous approaches.

If you are lucky enough to have access, read the journal here.

This study examines the critical roles and innovative practices of refugee teachers in the borderland of Thailand and Myanmar amidst protracted refugee situations. Using qualitative methods, the research explores how these teachers navigate spatial and temporal liminality, characterized by dislocation and indefinite waiting periods, respectively, inherent in their environment. Despite these adversities, refugee teachers demonstrate remarkable resilience and entrepreneurship by engaging in income-generating activities, securing internal recognition, and integrating cultural identity into their teaching, thereby fostering a strong sense of community and hope. By highlighting the efforts of refugee teachers, this study critiques the market-oriented shift from humanitarian to developmental approaches that emphasize ‘self-reliance’, revealing the necessity of addressing the complex realities of refugee life.

Read the full article.

The International Journal of Educational Development has published an article on a case study in Papua New Guinea. This case study examines education provision for students with disabilities and additional learning needs (DALN) in a ‘model’ inclusive primary school in Papua New Guinea. It is based on classroom observation and semi-structured interviews with selected teachers. It analyses the pedagogical practices of the teachers, their inclusivity, and the variables shaping them. It was found the teachers struggled to meet the needs of students with DALN, particularly deaf learners, due to multi-level constraints. In the light of the findings, strategies for promoting inclusive education within the country are discussed.

Read the full article.