UNICEF and Department of Basic Education launch 'Early Grade Reading Programme'

Did you know that in Africa, most trainings on Gender-Responsive Pedagogy (GRP) are scattered, short-term and not fully embedded in teacher education systems? Teachers need more than one-off sessions to be properly equipped; they need sustained, progressive learning experiences that allow for skill development and reflection over time, allowing them to make tangible impact in classrooms 📌. Want to learn more about this? Read our Evidence Review Report, https://lnkd.in/dqMJXSpd, to see why teacher training on gender-responsive pedagogy must involve teachers in its design, and why ongoing, phased #ProfessionalDevelopment is essential for lasting change in teacher education systems. #SDG4QualityEducationForAll #SDG5GenderEquality #SupportingEducators #RTIA #TransformingEducation #InspiringFutures #GlobalGateway #TeamEurope #PartnersOfChange #TheAfricaWeWant #DecadeOfEducation VVOB | VVOB in South Africa | Expertise France | Opetushallitus | Utbildningsstyrelsen | Finnish National Agency for Education | Enabel | APEFE | European Union | European Commission | African Union | FAWE RS | FAWE Africa | Kenya Institute of Curriculum Development (KICD) | Ministry Of Education, Kenya (MOE)

Last week at the Pan African Conference on Teacher Education #PACTED2025, we shared insights on effective implementation of Gender-Responsive Pedagogy (GRP) and the role of school leadership in promoting inclusive classrooms 📌. Drawing from the evidence review on Teacher Professional Development for Gender-Responsive Pedagogy in Sub-Saharan Africa, presented by our colleague Everlyne Nyongesa, we emphasised that teachers’ professional wellbeing matters, but that GRP is most effective when also embedded in school culture, curriculum, classroom practices and community engagement. One promising finding suggested that teachers with strong understanding of gender-responsive pedagogy can still implement inclusive teaching practices despite educational systems and curricula that contain gender biases. Want to learn more about this? Explore the full report https://lnkd.in/dqMJXSpd to discover how effective implementation of gender-responsive pedagogy not only improves learning outcomes for all learners but also promotes #GenderEquity, #Equality and overall social transformation. #SDG4QualityEducationForAll #SDG5GenderEquality #SupportingEducators #RTIA #InspiringFutures #TeacherProfessionalDevelopment #GlobalGateway #TeamEurope #PartnersOfChange #TheAfricaWeWant #DecadeOfEducation VVOB | VVOB in South Africa | Expertise France | Opetushallitus | Utbildningsstyrelsen | Finnish National Agency for Education | Enabel | APEFE | European Union | European Commission | African Union | FAWE RS | FAWE Africa | Ministry Of Education, Kenya (MOE)

2025 Ethiopian High School Exam Results: A National Wake-Up Call In a staggering revelation, Ethiopia’s 2025 Grade 12 national exam results have exposed a deep fracture in the country’s education system. A country wide, only 8.4% secured the required university admission threshold. This very low pass rate sends shockwaves across the nation and alarming an urgent reform. The sector community have raised concerns about some mismatching delimma between the learning class and the exam classes, especially in under-resourced schools. The rigid, test-centric model fails to account for contextual learning, local languages, and practical knowledge. Without curriculum reform, the exam risks are becoming a tool of exclusion rather than empowerment. To their advocacy, we add these remedial focus points; _ Equitable resource distribution across urban and rural schools (Currently, Same exam but different facility & learning styles) - Curriculum reform that otherwise reflects local realities and diverse learning styles - Community-led solutions that empower students, parents, and teachers.

In 2018, the British Council published a report called Teaching for All. It was meant to be a roadmap for inclusive education in South Africa, and to its credit, it was a good one. The problem? Most of the signposts pointed towards ideals, not instructions. The report painted a clear picture of classrooms full of complexity. Teachers wanted to support every learner, but the tools, training and guidance they needed were often missing. Many educators were left to figure things out on their own, juggling large classes, diverse learning needs and limited resources. Seven years later, not much has changed. Classrooms remain crowded, learners arrive with varying abilities and experiences and teachers are still expected to “do it all.” There is a persistent gap between the policies on paper and the realities of daily teaching. Awareness alone isn’t enough. Teachers need practical strategies to make inclusion happen. That’s where EOTL Academy comes in. Our two-day training is designed to bridge that gap. We equip teachers with evidence-based, classroom-ready techniques that help them recognise hidden learning needs, adapt lessons on the spot and engage every child meaningfully. Ultimately, change starts with teachers who are confident, prepared and supported to meet learners where they are. When teachers are empowered, classrooms shift and learning becomes accessible for all. www.eotlacademy.com #InclusiveEducation #TeacherTraining #EOTLAcademy #EducationForAll #SouthAfricaEducation

In Pakistan, there are 29 education boards and 273 curriculum patterns, yet there is no harmony among them. Instead of making excuses, there should be one standard. Students may be prepared up to the intermediate level, but when they apply for admission internationally, many of them struggle to perform well, and sometimes they cannot even achieve a passing grade. The real issue is not the syllabus but the mindset of the policymakers. This is why a “One Nation, One Curriculum” system is necessary, so that all students can move forward on the same standard. Another major problem is the high fees of private schools, which most parents cannot afford. Therefore, government schools should be promoted, and a proper check and balance must be placed on the fee structure of private institutions. Most importantly, the curriculum should be the same for both public and private schools, ensuring equal educational opportunities for all children. As a nation, we must take serious and united steps for the better future of education in Pakistan

ICYMI: The latest issue of Literacy Today magazine is out now! Inside, you will find topics that explore the complexities—and challenges—of literacy coaching. Topics include: ✏️ Today's educator preparation programs setting the standard ✏️ Systemic challenges in Colombian literacy education ✏️ Literacy as a structured methodology in bilingual classrooms ✏️ Coaching for biliteracy in international schools ✏️ Training early career translators using literacy coaching Read the full issue: https://buff.ly/zYBZIN0

This week is National Adult Education and Family Literacy Week. It's the perfect time to spotlight a partnership that's making real impact. We work with community colleges nationwide through English Advance to bring English training directly to worksites. We're reaching workers who might never step foot in a traditional classroom. Take our partnership with the San Diego College of Continuing Education. Leaders like Dr. Tina King and Corine Doughty aren't just educators - they're champions for immigrant and refugee workers across industries. The results speak volumes: → 86% show measurable language gains → 97% feel more confident using English at work → 99% improved their industry vocabulary → 94% better understand safety guidelines → 96% gained digital skills and tech confidence #AEFLWeek

📖 Grade 9 Learners at a Critical Crossroads: Literacy Matters October marks a pivotal moment for Grade 9 learners 🎓. The subjects they choose now can define their future opportunities. Yet, South Africa faces a literacy crisis: 81% of Grade 4 learners cannot read for meaning 📊 (PIRLS 2021). Without a strong foundation, academic success becomes uncertain. 🤝 Collaboration is Key: Tutors, parents, and schools must unite to provide strategic guidance. Evidence-based support must outweigh populist or political pressures ⚠️. ⚽ Our Vision – Premier League of Pedagogy: 🏅 Recognize tutors and teachers for excellence in mentorship 📈 Hold schools and principals accountable with KPIs and measurable outcomes 🤝 Co-create pathways to success with parents, tutors, and learners 💡 Call to Action: Every learner deserves foundational literacy skills. By fostering collaboration, accountability, and a commitment to excellence, we can bridge the literacy gap and empower learners to achieve their full potential 🌍. #EducationLeadership #LiteracyMatters #PedagogyExcellence #GreatThinkersAcademy #LearnerSuccess #AccountabilityInEducation #PremierLeagueOfPedagogy

🇺🇿🇬🇧 Professors from Pedagogical Universities will undertake Professional Development course at Cambridge University 🇺🇿 In accordance with Decree No. 73 signed by the President of the Republic of Uzbekistan on April 28, 2025, aimed at improving the pedagogical education system and enhancing the quality of teacher education, faculty members from Uzbekistan National Pedagogical University and 12 other pedagogical higher education institutions will participate in an intensive professional development program organized in cooperation with Cambridge University Press & Assessment from October 12 to 24. ✅ The initiative focuses on advancing the professional skills of educators in modern teaching methodologies, assessment standards, recent educational developments, and international best practices. This will support the introduction of innovative approaches in teaching and learning, and improve the teaching quality. ✅ Throughout the program, participants will engage in various academic sessions at the university’s Faculty of Education and visit local schools to observe classroom practices firsthand. National Pedagogical University of Uzbekistan Ministry of preschool and school education of Uzbekistan #cooperation #professional_development #npuu #education #Transformation

Some of the education issues on the forefront during a government shutdown: - Loss of knowledge and workforce, especially in ED - Lack of personnel to move forward the reviews on valuable research - Discontinuation of support for educators and their professional development - Lack of oversight for civil rights, especially for multilingual learners of English - Change in support for international education in attracting global talent Not to mention the ongoing threat to education funding for public and adult education, for teacher training, for civil rights. These and more topics on the agenda in the coming weeks for some engagements with our colleagues and affiliates: CATESOL 17 and 18 October, in-person ITBE Illinois TESOL & Bilingual Education 18 October, virtually Dakota TESOL 21 October, virtually EnglishUSA 23 November, in-person For November: TexTESOL 2 San Antonio, Sunshine State TESOL Florida, and Virginia TESOL (VATESOL)