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

Too many South African children enter Grade 1 already behind, without the literacy foundation they need to succeed. Just over half of early learning programmes in South Africa (also known as ECDs) have storybooks that meet children’s developmental needs. The rest, mostly in the poorest areas, do not. With more than 40% of households having no books at all, many children are not read to in their earliest years — both at early learning programmes and, more importantly, at home. Research shows that children who lack early literacy skills are far more likely to fall behind and face long-term educational challenges. On International Literacy Day, we’re reminded of the consequences: about 80% of children in South Africa cannot read for meaning by Grade 4. Putting books in children’s hands from the earliest years can change this. Every child deserves the chance to read, learn and thrive. Image credit: Rogan Ward #InternationalLiteracyDay #Books #ReadingForMeaning #ECD #EarlyChildhoodDevelopment

📚✨ Happy World Literacy Day! ✨📚 Did you know that in South Africa, nearly 78% of Grade 4 learners cannot read for meaning? This shows just how important it is to nurture literacy from an early age. Even small daily literacy exercises can dramatically improve a child’s reading skills and build their confidence. Reading is more than just a school skill, it’s the foundation for confidence, learning and opportunity throughout life. Let’s continue working together to build a culture of reading, one page at a time. 🌍❤ #LiteracyDay #InternationalLiteracyDay #LiteracyMatters #LiteracyForAll #LiteracyLearningSpaces

Introducing the Leading Associations for the September 2025 edition of Education Australia Funding Guide. These organisations are more than just names in education, they’re changemakers. Their work is shaping how young Australians learn, grow, and thrive. Learn more on how these associations are contributing to the Education Sector. Read the complete article below: 💛 Association of School Business Administrators (ASBA): https://lnkd.in/gZ8NMX6d 💛 Australian Association for the Education of the Gifted and Talented LTD- AAEGT: https://lnkd.in/g2fpJmJE 💛 Queensland Child Protection Week: https://lnkd.in/gHJ8q2gs 💛 Primary English Teaching Association Australia (PETAA): https://lnkd.in/g8uR5Vb7 💛 Australian Schools Plus: https://lnkd.in/gFB4yasG

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.

The Federal Government has released the authentic and approved subject offerings for Nigeria’s newly revised Basic and Senior Secondary Education Curriculum, warning stakeholders against fake versions in circulation. https://lnkd.in/dy-DKNYh

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

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

As we celebrate this month the International Day of Literacy, we are extremely happy to announce our partnership once again with Development Action Witout Border – Nabaa on our EQIE 2 project (Enhancing Quality and Inclusive Education). The Enhancing Quality and Inclusive Education (EQIE 2.0) project supports Palestinian children in grades 1-4 living in Palestinian camps and gatherings in Lebanon by enhancing their literacy and social-emotional skills. Through Naba’a’s centers, children engage in play-based learning that makes reading fun, meaningful, and motivating. By investing in teachers and creating safe, engaging classrooms, EQIE not only helps children learn to read but also enhances their confidence, motivation, and love for learning, paving brighter paths for their future. #literacy #powerofreading #powerofplay

📘 #PDMonday Pick This week we’re featuring Literacy Foundations for English Learners by Dr. Elsa Cárdenas-Hagan. This evidence-based guide provides educators with #practicalstrategies for delivering explicit, systematic instruction in language and literacy—ensuring English learners have the tools they need to succeed. An essential resource for teachers, literacy coaches, and school leaders committed to equity and excellence in education. #BNClasswork #ProfessionalDevelopment #LiteracyInstruction #ELL #EducationLeadership

As part of the Network for Open Teacher Education in Sub-Saharan Africa (NOTES) project of the Commonwealth of Learning, we held a fruitful workshop on open education resources (OER) and practices (OEP) at the Eleventh Pan-Commonwealth Forum on Open Learning in Gaborone, Botswana. Different countries shared their work on developing OER and OEP to expand equitable access to quality education while reducing costs. This video shares an example of how the co-development of an OER can be approached, and also how it can empower teachers and students. The OER can be accessed here https://lnkd.in/dMNuHCsH Also, the publication explaining the co-development process can be accessed here: Van den Berg, G., Mudau, P. K., Maphosa, C., Amponsah, S., Manditereza, B., van der Merwe, J., & Mongwe, S. (2023). Critical Reflection by Mature Students as Co-Developers of an Open Educational Resource in Foregrounding Their Learning. Journal of Learning for Development, 10(3): 316–332. https://lnkd.in/dUCgWVFt #pcf11bw #https://lnkd.in/dYApW8gq