Category Archives: Early childhood care and education

Nigeria: Why pupils learning in English and mother tongue are not mutually exclusive

This blog by Kieran Cooke from the Universal Learning Solutions, explains how a synthetic phonics approach can be taken to literacy education that can mean governments don’t have to choose between either instruction in English, or in their local language; … Continue reading

Posted in Early childhood care and education, Ethnicity, Language, Learning, Literacy, Marginalization, Primary school, Quality of education | 5 Comments

Pakistan: Children in primary schools should be taught in their mother tongue

By Bushra Rahim, PhD student. “If we start speaking other languages and forget our own, we would not be we, we would be clones of an alien people; we would be aliens to ourselves” (UNESCO, The Use of Vernacular Languages … Continue reading

Posted in Basic education, Early childhood care and education, Language, Learning, Literacy, Primary school, Teachers | Tagged , , , , , , , , , , , , | 8 Comments

Malawi: Why it’s important children learn to read in their mother-tongue

By Helen Abadzi, Radhika Iyengar, Alia Karim and Florie Chagwira – education specialists from the Center on Globalization and Sustainable Development at Columbia University. Throughout sub-Saharan Africa, reading levels of students are far below grade level, and Malawi is no exception. … Continue reading

Posted in Africa, Basic education, Early childhood care and education, Learning, Literacy, Quality of education, Teachers, Training | 9 Comments

New: Advocacy Toolkit for Teachers

Today is World Teachers Day. It is a day for teachers to speak their minds and describe the challenges and joys of their daily experiences in the classroom. It is also a day for policy makers to listen carefully to … Continue reading

Posted in Basic education, Developed countries, Developing countries, Early childhood care and education, Literacy, Out-of-school children, Post-2015 development framework, Post-secondary education, Pre-primary education, Primary school, Sustainable development, Teachers | Tagged , , , , , , , , , , | 2 Comments

Giving young children the best chance – and measuring their progress

In the first of our series of guest blogs on the five proposed outcome-oriented post-2015 global education targets, Abbie Raikes, programme specialist at UNESCO, looks at the challenges of measuring early childhood development and learning. We now know that early … Continue reading

Posted in Basic education, Early childhood care and education, Post-2015 development framework, Pre-primary education, Primary school, Quality of education, Uncategorized | 11 Comments

Australia: Rich countries are also failing to ensure that the marginalized can learn

Russell is the eighth teacher to participate in our Teacher Tuesday campaign. He works in a school in Inverell, a New South Wales country town in Australia. Of the 680 students in his school, 125 are Aboriginal. Four of the 30 … Continue reading

Posted in Developed countries, Early childhood care and education, Ethnicity, Language, Rural areas, Secondary school, Teachers | 1 Comment

Syrian refugees make the best of temporary schools

Mohammed, a teacher from Syria who lives in Zaatari refugee camp in Jordan, is the fourth participant in our 10-week #TeacherTuesday campaign. His daily struggle to help Syrian refugee children underlines the need to support teachers in difficult situations – … Continue reading

Posted in Aid, Arab States, Basic education, Conflict, Disaster preparedness, Donors, Early childhood care and education, Equality, Equity, Governance, Marginalization, Millennium Development Goals, Out-of-school children, Post-2015 development framework, Poverty, Pre-primary education, Primary school, Quality of education, Refugees and displaced people, Teachers | Tagged , , , , , , , | 2 Comments