Accelerated Learning -more from INEE

Having worked on accelerated learning programmes in Vietnam and Tanzania I know how important it is for marginalised and out of school children to ‘catch up’ and not waste any more years of their schooling.

Accelerated Education – thematic page, new resources, more…
Accelerated Education Working Group (AEWG)

Accelerated Education (AE) is flexible, age-appropriate programming that promotes access to education in an accelerated timeframe for disadvantaged groups.

In 2016, the Accelerated Education Working Group (AEWG)  developed 10 Principles for Effective Practice for Accelerated Education and an accompanying Guide to Accelerated Education Principles. Field testing of these two tools was conducted between mid-2016 and March 2017. Based on the results and recommendations from the field testing, the AEWG revised all of the guidance materials and launched the final tools in October 2017.

The final versions of these tools and other relevant resources can be found on the Accelerated Education thematic webpage on the INEE website – The materials include:


Key takeaways from the 2017/8 GEM Report — World Education Blog

The 2017/8 Global Education Monitoring Report, Accountability in education: Meeting our commitments, fulfils its mandate to follow countries’ progress towards achieving the global education goal but also focuses on the theme of accountability in education. Why did we choose to write about accountability this year? Here are some of the most frequently asked questions surrounding […]

via Key takeaways from the 2017/8 GEM Report — World Education Blog

International Day of the Girl Child 2017

Again we need more than a day -but for raising awareness that leads to action, it is still worth celebrating:

Check out UBONGO kids from Tanzania:

While women currently make up over 50% of the labour force in Africa, they have very little control over the capital and resources on the continent. Moreover, in places like Tanzania, a higher percentage of girls complete primary school education than boys, but less of them graduate from high school and go on to receive a university degree. It is clear that there is a disparity between the capabilities of women and girls, and the opportunities afforded to them by society.

Recently, Ubongo’s research team went out to Lake Nakuru (Kenya), Mwanza and Shinyanga (both in Tanzania), to speak to adolescent girls (aged 10-14) and their parents about their ambitions and challenges in life. We were especially interested in learning about girls’ knowledge and perception of money, in order to deduce what skills they needed to learn to improve their financial literacy and gain better control over their resources. This ongoing project was undertaken in collaboration with SPRING, an organization that works with innovative companies which help transform the lives of adolescent girls living in East Africa and South Asia.

Today, as people across the world celebrate girls and address the key challenges to their development, we’d like to share with you five things we learned from the girls we met in Tanzania and Kenya.

Here are 5 things we learned:

  1. All the girls we spoke to expressed their ambition of achieving professional careers such as being; doctors, lawyers, pilots and that education was the key to achieving these ambitions

  2. Girls identified with female role models such as; their mother, aunt, local politicians and described their role models as hardworking, caring and ambitious

  3. Girls were in agreement that items they “want” rather than “need” should be purchased through their own savings

  4. Girls still desired the involvement of parents in financial decision making and parents cited the need for additional support in educating their daughters about financial literacy

  5. Parents desire girls to learn basic business concepts that involve allocation of capital expenses and reinvesting in diverse business ventures

With this information, we plan to create new episodes of Ubongo Kids that teach kids, and girls in particular, about saving, earning and budgeting. Moreover, we hope to be able to share this content with the millions of girls in emergency and crisis situations through our Ubongo Learn Anywhere Kits.

There is a lot more that we are planning, and we thank you for all the support you’ve shown us and the millions of girls across Africa that we reach through our content.

In the meantime, watch this inspiring song that we created especially for today to celebrate just how amazing girls are!

100 languages


100 languages of children – the Emilio Reggio Approach to teaching and learning.

One of the key principles of the Reggio Emilia approach is the belief and use of 100 hundred languages. The principle refers to communication, the emphasis is on offering children one hundred ways to share their thinking.  Children learn in different ways and the one hundred languages offer different means for learning and expression (e.g. talking, writing, drawing, painting, wire sculpture, clay modeling, dancing, acting, representing with recyclable, manmade materials or natural materials).

100languages Emilio



Young children need to be free to express – later they may not get the chance 🙂

Let teachers teach…..

Today, on World Teachers’ Day, we look at one of the findings in the 2017/8 GEM Report on accountability in education due out later this month. The Report celebrates the undeniably critical role that teachers play in any education system: they hold the primary responsibility for educating the students in their care. In recent years, […]

via Let teachers teach: The dangers of expanding teacher workloads — World Education Blog

LEARNING to realize….

For the first time in forty years, the World Bank’s World Development Report (WDR), released on Tuesday, focuses exclusively on education. We are pleased to see its core messages resonating so well with our past reports, especially the 2013/4 EFA Global Monitoring Report on teaching and learning. The WDR is a welcome addition to the […]

via Learning to realize education’s promise – a look at the 2018 WDR — World Education Blog

International Day of Peace – Losing out on learning

Of course we need at least 365 days of Peace, but let us try and grab what we can.

Without talking about the disgrace of holding arms ‘fairs’ such as those in London recently, perhaps we can look at how to keep refugees educated.

We can get people on to the moon and develop a nuclear weapon, but cannot provide refugee children with some basic technology to keep participating in education , on the move. There are accelerated learning programmes which can be facilitated by local volunteers, but our practical thinking still leaves us without governmental interest in the future human resource of their countries.


By Joseph Nhan-O’Reilly, Head of Education Policy & Advocacy and Sébastien Hine, Education Research Adviser at Save the Children The world is now witnessing the highest levels of displacement on record. According to UNHCR, an unprecedented 65.6 million people around the world have been forced from their homes. Among them are nearly 22.5 million refugees, […]

via Losing out on learning: Action to ensure refugee children get an education — World Education Blog