In partnership with Education Research in Conflict and Protracted Crises (ERICC), this webinar brought together researchers, policymakers, and education stakeholders to explore promising approaches and practices that improve access, quality, and continuity of education for marginalized learners affected by crisis and conflict.
Blog
[Webinar] Africa teachers webinar series: Accelerated learning programs for children out of school
Date: 20 August 2026.
Time: 3-4 p.m. EAT.
Location: Addis Ababa, Ethiopia, and Online (Zoom).
The webinar series is organized by UNESCO’s International Institute for Capacity Building in Africa: The Africa Teachers Webinar Series continues with its 13th session, launching Unit 5 on Improving Education Opportunities for Vulnerable Groups.
This opening session focuses on innovations in education for refugees and internally displaced persons. Held in recognition of World Refugee Day, the session will explore innovative approaches to enhance foundational literacy and numeracy skills for refugee children, improve gender equality and social inclusion in refugee and internally displaced communities, and strengthen teacher capacity in crisis contexts.
[Report] From statistical invisibility to evidence: The state of inclusive education in Latin America
In recent years, Latin American countries have implemented various policies and programs to strengthen the educational inclusion of people with disabilities. The report “Towards barrier-free education: Advances and challenges in inclusive education evidenced by the SIRIED 2024 results” provides an updated diagnosis of the educational situation of the population with disabilities in Latin America.
The report shows discontinuous and vulnerable educational trajectories, a condition that worsens as students’ progress through school. This situation is reflected in over-age enrollment and dropout rates.
[Blog] What rural headteachers in Ghana and the Philippines teach us about leading for inclusion and equity
This blog draws on comparative research exploring how headteachers in rural public basic schools across Ghana and the Philippines conceptualise and enact leadership to promote equity and inclusion.
Their candid accounts reveal what effective school leadership looks like when policy frameworks meet realities of poverty, infrastructure deficit, and social marginalization, based on a focus group discussion among headteachers in the Gomoa Central District of Ghana and Davao City in the Philippines.
[Blog] When reform meets the classroom: What India’s NEP 2020 reveals about the conditions for educational change
In India, educational success has been defined largely through curriculum coverage, examination performance, procedural compliance and the efficient administration of a large and complex education system. Teachers have been socialised into structures that reward completion, standardisation and measurable outcomes.
A reform, called the New Education Policy 2020, now asks the same system to additionally nurture creativity, agency, critical thinking, collaboration, social-emotional development and holistic learning. While these ambitions are widely welcomed, they often sit alongside older structures that continue to shape incentives, accountability mechanisms, teacher preparation and daily classroom realities.
Teachers frequently navigate the tension between their beliefs about what matters for young people and the systems that ultimately reward them for their work. Policies may encourage student-centred learning, while assessment systems continue to prioritise narrow measures of academic performance. Professional development may advocate for innovative pedagogies, while offering limited opportunities for sustained reflection, experimentation and practice. Schools may be encouraged to cultivate creativity and agency while continuing to operate in cultures shaped by compliance, standardisation and procedural expectations.
[Blog] Beyond access: What ‘reader’ disengagement reveals about inclusive education in Ghana
In Ghana, learners with visual impairment are paired with sighted peers. These peers, often called readers, assist their classmates with visual impairment by describing visual materials, explaining classroom demonstrations, reading notes aloud and helping with other learning activities.
However, as the author of this blog notes, the “readers” are learners themselves not teaching assistants, they might not understand what is being taught and have their own learning needs.
“Inclusion should not be simply understood as access to classrooms, but as access to equitable opportunities for meaningful participation. Teachers require practical preparation and support to make STEM content accessible, particularly when teaching concepts heavily involve visual representations. This includes developing skills in verbal description, adapting learning materials and designing lessons that minimise visual barriers.”
[Blog] When straight ahead is not straightforward: Rethinking assumptions in inclusive research
Research with persons with disabilities can expose unconscious assumptions we often do not know we carry. While conducting PhD research in Ghana, the author had an experience that challenged deeply-embedded assumptions they were not aware they held. This blog shares that experience.
“This encounter serves as a reminder that inclusion is not always about grand intentions and patronising rhetoric, but paying attention to the small, often unnoticed details in everyday interactions with differently abled people. Inclusive research demands more than methodological adaptation – it requires critical awareness and ongoing reflection on the assumptions embedded in our everyday practices.”
[Conference] British Association for International and Comparative Education Conference 2026
Date: 3-5 September 2026.
Location: School of Education, University of Glasgow, Glasgow, UK.
The School of Education, University of Glasgow, will host the next BAICE Conference from Thursday 3rd to Saturday 5th September 2026, under the theme “Constructive encounters: divergent voices, dialogues, and shared futures in CIE”.
At a time of mounting global uncertainty and deepening divides in academia, the conference will make explicit efforts to provide space for diverse voices, including civil society organisations, schools and youth groups in Scotland, to join academic debates on global citizenship, development, academic freedom, and decolonisation and their specific relevance to the field of comparative and international education.
Panels and plenaries will be intentionally designed to centre and support diverse perspectives, challenging the conventional formats of academic conferences.
[Webinar] From Evidence to Action: Pathways for Disability-Inclusive ECD
Date: 22 July 2026.
Time: 15:00 (Amsterdam time).
Location: online (Zoom).
This webinar will unpack effective multisectoral approaches to ECD for children with disabilities and the caregivers who support them, highlight initiatives and resources from partners in the field, and present scalable solutions to implementing partners and governments. Early childhood is a critical period of development for all children, and it is particularly important for those with disabilities. Yet many children with disabilities still lack access to the support and services they need and are entitled to as a fundamental human right.
[Blog] On Indonesia’s Morotai Island, Umian brings literacy and numeracy to life
How can simple, low-cost materials transform learning? On Indonesia’s Morotai Island, one teacher is helping children build literacy and numeracy skills through creative, hands-on activities. Umian is a Grade 2 teacher who participated in a literacy and numeracy club mentor training. Umian uses simple objects such as bottle caps, stones, marble and straws, allowing children to practice by touching and counting objects. Through these simple activities, Umian has noticed clear changes in her students. They are more active in class, more confident trying new things and more enthusiastic about learning.