Blog

In this podcast episode from the Resource and Support Hub, Andrea Watkins, technical director of the Safeguarding Resource and Support Hub talks with Nicolo Di Marzo, Ethiopia country director, and Bethelhem Sileshi, safeguarding, gender and social inclusion officer at Link Education International.

Listen to the podcast. 

Through a US$10 million GPE grant for 2023–2025, targeted schools have become safer, more inclusive and better equipped to withstand crisis in South Sudan. The grant supported interventions such as building flood-resilient classrooms and gender-sensitive sanitation facilities; along with providing remedial classes and school supplies for learners whose education was disrupted by flooding.

The blog introduces the reader to Kau, a 19-year-old student in primary school. Kau attends Malakia Boys Primary School and is not only learning the curriculum, but also taking part in a school club focused on environmental education.

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“See what young people have to say about equal access to education in the Asia-Pacific region.”

The five takeaways on gender and education are from five inspiring young women.

“Education was my way out. It’s the reason I can speak to you here eloquently in English. It’s why I am standing with you here today.” (Ain Husniza, Malaysian activist and found er of Pocket of Pink, a feminist initiative combining art, advocacy, and education to empower youth)

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This blog provides information about the situation of education in Pakistan. The Annual Status of Education Report (ASER) research team at Idara-e-Taleem-o-Aagahi (ITA) launched a five-year longitudinal study to assess the delivery of foundational learning and political accountability across eight diverse constituencies in Punjab, Sindh, Khyber Pakhtunkhwa, and Balochistan.

“Infrastructure assessments revealed that while most schools had access to electricity, many lacked digital learning facilities such as computer labs and internet connectivity. Inclusive infrastructure—such as ramps and accessible toilets—was limited, highlighting an area for focused attention on understanding of inclusion/disability and support in schools. Teacher attendance and qualifications also varied, underscoring the importance of continuous professional development and administrative support. School governance bodies, where functional, were active in select areas, suggesting the potential for strengthening community engagement in school management.”

Read the blog and find out more about the results from the study. 

27 June 2025 was the first international day of Deafblindness. Children with deafblindness are among the most marginalized within the disability community, facing profound barriers to education, participation, and social inclusion.

Across all countries, the data for the children affected shows, among other things, poorer health, contextual problems from birth, and severe exclusion from education. Across all age groups surveyed, only 14% are even part of their respective education systems – an enormous 86% are not.

This blog introduces the Deafblindness Global Education Campaign “LET ME IN”.

Read about the campaign.

World Bank’s Bob Hawkins speaks with three EdTech leaders working to deliver quality education in some of the world’s most challenging environments. Luke Stannard (Can’t Wait to Learn – War Child Alliance), Claire Mongeau (M-Shule), and Kate Radford (EdTech Hub) share how their organisations are using innovation and collaboration to support refugee learners and out-of-school children.

The conversation highlights practical lessons on cost-effective scaling, hybrid learning in emergencies, human-centred design, and the power of co-creation with local communities, with insights from Ukraine, East Africa, and beyond.

Listen to the podcast.

Pakistan’s children are losing weeks of education each year to school closures caused by climate change-linked extreme weather, prompting calls for a radical rethink of learning schedules. Searing heat, toxic smog and unusual cold snaps have all caused closures that are meant to spare children the health risks of learning in classrooms that are often overcrowded and lack basic cooling, heating or ventilation systems. Teachers, parents and education experts want a rethink of school hours, exam timetables and vacations, with schools able to offer Saturday classes or split the school day to avoid the midday heat.

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To better understand how environmental issues are integrated into teaching and learning, five civil society coalitions – CN EPT Burkina Faso, Coalition Éducation France, CONAMEPT Madagascar, COSYDEP Sénégal, and CN EPT Togo – came together to explore the concerns and initiatives led by teachers, civil society, and institutional partners in these countries. The study revealed that the challenges and findings regarding environmental education and education for sustainable development are strikingly similar across the countries surveyed.

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The Ministry of Education in the Central African Republic (CAR) showcased its work to counterparts from neighbouring Chad, as part of a south-south cooperation to find solutions to get millions more children in education and learning. The flagship community engagement initiative in CAR uses the ‘Kundukwa’ platforms. What began as a pilot in 20 villages is now being scaled up to 250 villages after showing strong results. The community engagement approach has facilitated awareness-raising on the right to education for all children, including children with disabilities. It has also led to increased enrolment and retention of children in school, especially girls and vulnerable children, and has positioned communities as the protagonists of their own development.

Read the article “Community Engagement Platforms for Education in the Central African Republic Provide an Inspiring Model for a South-South Cooperation with a Government Delegation from Chad”.