Stronger accountability can help ensure cases of gender-based school violence are reported (part 2) — World Education Blog

As part I of this blog showed, violent behaviour is rife in schools, and sometimes perpetrated by teachers themselves. Addressing the issue requires a multilevel approach, including effective laws and policies, relevant curricula and learning materials, educator training and support, partnerships between education and other sectors, and monitoring and evaluation. Accountability, and particularly accountability of […]

via Stronger accountability can help ensure cases of gender-based school violence are reported (part 2) — World Education Blog


There is still a belief that ‘sparing the rod,spoils the child’ which must be replaced with ‘sparing love and attention spoils the child‘. We must take away, completely, the notion that the power relationships in education allow children,and particularly girls,to be physically and psychologically abused, in ther name of education.


Universal Children’s Day 2017

Working on ECD programmes brings to you the importance of Government investment in children’s beginnings and futures. We can do much more -reduce military and defense spending , for example, and invest in tried and tested interventions which not only save lives but provides the ‘best start in life’ for all children.


United Nations Universal Children’s Day was established in 1954 and is celebrated on November 20th each year to promote international togetherness, awareness among children worldwide, and improving children’s welfare.

November 20th is an important date as it is the date in 1959 when the UN General Assembly adopted the Declaration of the Rights of the Child. It is also the date in 1989 when the UN General assembly adopted the Convention on the Rights of the Child.

Since 1990, Universal Children’s Day also marks the anniversary of the date that the UN General Assembly adopted both the declaration and the convention on children’s rights.

Mothers and fathers, teachers, nurses and doctors, government leaders and civil society activists, religious and community elders, corporate moguls and media professionals as well as young people and children themselves can play an important part in making Universal Children’s Day relevant for their societies, communities and nations.

Universal Children’s Day offers each of us an inspirational entry-point to advocate, promote and celebrate children’s rights, translating into dialogues and actions that will build a better world for Children.

2017: It’s a #KidsTakeOver

To celebrate this year’s Universal Children’s Day, UNICEF has invited children from around the world taking over key roles in media, politics, business, sport and entertainment to voice their support for millions of their peers who are unschooled, unprotected and uprooted on 20th November.

“From Auckland to Amman and from New York to N’Djamena, we want children to campaign in their schools and communities to help save children’s lives, fight for their rights and fulfil their potential,” said Justin Forsyth UNICEF Deputy Executive Director. “World Children’s Day will be a day for children, by children.”

The role of civil society in accountability systems: A human rights perspective — World Education Blog

By Zama Neff, director of Human Rights Watch’s Children’s Rights Division From girls in rural Afghanistan, to children in immigration detention on the US-Mexico border, to grandmothers fleeing war in Sri Lanka, throughout my career working on children’s rights, I’ve heard firsthand the importance that education has for families and their children, even in the […]

via The role of civil society in accountability systems: A human rights perspective — World Education Blog

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 🙂