Promoting quality education for all.


Bedrock of Inclusion: Lessons and Recommendations Learned

Shruti Nallappa & Tom Sabella, GCE-US, 
Bedrock of Inclusion: Lessons and Recommendations Learned

On Monday, October 5 -- World Teacher’s Day -- ActionAid, Education International, Light for the World, and others facilitated a discussion regarding a joint study that looks at the current state of  inclusive education, and the realistic requirements for investing in an education workforce that can support disability inclusive education systems in Ethiopia, Malawi, Mozambique, Nigeria and Tanzania.

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Improving Literacy Instruction in Rural Schools

Katie Kerr, Impact Network, 
Improving Literacy Instruction in Rural Schools

Impact Network works in the Eastern Province of Zambia to implement a wide-range of educational and technological interventions to improve the quality of education in rural communities. We serve over 6,000 students across 43 schools, covering early childhood through seventh grade. We have spent the last 3 years testing and refining our teaching of literacy.   

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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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Event Summary: Education as the Great Equalizer

Anissa Molloy, 

On Tuesday, September 24, 2019, Oxfam International and GCE-US co-hosted an event on Education as the Great Equalizer during the United Nations General Assembly in New York.

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Little Ripples in Tanzania

iACT, 

Little Ripples is an early childhood education program that empowers refugees and communities affected by humanitarian crises to deliver child-centered, quality, and comprehensive pre-primary education that supports the social-emotional, cognitive, and physical development of children ages three to five. Little Ripples is designed to be refugee- and community-led in order to build long-term capacity and address the unique needs of children and communities affected by trauma, violence, displacement, and uncertainty.

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What We Measure Matters

Amanda Welsh, 
What We Measure Matters

The global indicator for SDG 4.2.1, the goal focused on early childhood, is the “percentage of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being.”The most recent SDG 4 Data Digest from UNESCO evaluates progress against creating the right measures for this and clearly identifies that we “need a definition of developmentally on track.”

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Satisfying girls’ right to education in Tanzania: Re-entry for pregnant girls and young mothers

RESULTS, 

HakiElimu, a Tanzanian CSO working since 2001 to see an open, just, and democratic Tanzania, where all people enjoy the right to education that promotes equity, creativity, and critical thinking, is directing research-based advocacy to support girls’ education. Through the Right to Education Index (RTEI) (www.rtei.org), HakiElimu found that girls’ expulsion from school because of pregnancy is not only legal but also commonplace in Tanzania. 

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