Promoting quality education for all.


Investing in our Future in a COVID Complex World

Megan Testen, Fellow at GCE-US, 
Investing in our Future in a COVID Complex World

43% of children under 5 years of age in low-income and middle-income countries are at risk of not reaching their full developmental potential. This is set to increase as a result of socio-economic, physical and mental health consequences related to the COVID-19 pandemic. On September 29, 2020, Investing in our Future: Nurturing Human Capital in a COVID Complex World at the 2020 IMF/World Bank Group Annual Meetings, Civil Society Policy Forum examined the impact of major disruptions in services for the nurturing care and development of all young children as a result of COVID-19, presented a new Cost of Inaction for Young Children tool, and identified pathways to increase investments for young children.

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Race, a Key Determinant of Unequal Opportunities in Education

Shruti Nallappa, Fellow at GCE-US, 

The COVID-19 pandemic continues to be a global issue and has highlighed the ongoing racial discrimination against communities of color, specificically the Black community in the United States. Learn how racial discrimination in education negatively impacts students of color and what you can do to help. #BlackLivesMatter

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Peace Education in the Early Years

Danielle De La Fuente, 
Peace Education in the Early Years

Children can be powerful agents of change when given the chance to succeed. However, protracted crises and natural disasters have denied an estimated 50 million children their childhood and the opportunity to reach their full potential. Children’s vulnerabilities are amplified in emergency settings, where children are often exposed to repeated traumatic events. They are at a higher risk of being exploited, sexually abused, trafficked, and recruited into extremist groups. Adverse experiences during early childhood development can have repercussions on physical, cognitive, and emotional development, negatively impacting future well-being and functioning.

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World Health Organization Releases the Improving Early Childhood Development: WHO Guideline

Megan Testen, Fellow at GCE-US, 

The World Health Organization (WHO) has released the Improving Early Childhood Development: WHO Guideline, which provides evidence-informed recommendations on improving Early Childhood Development (ECD). The purpose of the guideline is to identify specific ECD interventions and practical approaches that will improve developmental outcomes for children. The guideline focuses on the needs of both caregivers and young children, and identifies that the foundation for lifelong health, productivity, and well being is built in the early years starting from pregnancy.

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Their Full Potential: Transforming systems to achieve gender equality in and through education

Shruti Nallappa, Fellow at GCE-US, 
Their Full Potential: Transforming systems to achieve gender equality in and through education

Global Partnership for Education and the Center for Universal Education at Brookings held an event at the World Bank Headquarters in Washington, DC to discuss the progress made towards achieving gender transformation in education systems.

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Ensuring All Children THRIVE: Early Childhood Development in Conflict and Crisis Settings

Anissa Molloy, 
Ensuring All Children THRIVE: Early Childhood Development in Conflict and Crisis Settings

The Ensuring All Children THRIVE: Early Childhood Development in Conflict and Crisis Settings took place on November 19, 2019 on Capitol Hill in Washington, D.C. 

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Leave No Child Behind: Invest in the Early Years

Anissa Molloy, 
Leave No Child Behind: Invest in the Early Years

Leave No Child Behind: Invest in the Early Years Report Summary by Light for the World, Open Society Foundations, International Disability and Development Consortium, Early Childhood Development Action Network, Global Campaign for Education, and Global Campaign for Education-US.

The report begins by highlighting the Sustainable Development Goals where inclusive early childhood education is at the root. Key findings and policy recommendations reflected on funding are discussed globally and with a specific focus on Burkina Faso, Mozambique, Zambia and Zimbabwe.

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Quality Education Requires More than Math and Reading

Heidi Gibson, Director of Global Schools First, CEI, 
Quality Education Requires More than Math and Reading

For years, childhood education professionals have advocated for early access to early childhood development (ECD) programs as a means of leveling the playing field between better-resourced, more affluent students and more marginalized and vulnerable students. Focusing on early literacy and numeracy skills during the pre-primary and primary years can be a useful way to address achievement gaps. However, ECD programs often feel pressured to spend the bulk of their time on specific literacy and numeracy competencies, ignoring some of the “soft skills” that are critical to development in the early years. These skills, including social-emotional learning and global citizenship competencies, not only increase students’ success in school, but also help prepare them for their future as adults.

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