Category Archives: Ethnicity

Parents and communities need to be engaged in migrant children’s education

Posted on 3 July 2019 by

by Anna d’Addio, Senior Policy Analyst at the GEM Report “We were blind, now our eyes have been opened … the educated children help us see. (Zahra, mother)” (Changezi and Biseth, 2011) Family and community involvement is key to overcome … Continue reading →

Posted in Developing countries, Disaster preparedness, Equality, Equity, Ethnicity, fragile states, immigrant, immigration, Inclusion, Inclussion, Marginalization, migrant, migration, peace, refugees, Refugees and displaced people, right to education, Uncategorized | Tagged , , , , , , | 2 Comments

Immigrants and refugees are at high risk of segregation into different schools and slower school tracks in European countries

Posted on 22 November 2018 by

On Tuesday, we launched the 2019 Global Education Monitoring (GEM) Report on migration and displacement. Looking at everyone on the move, different issues and challenges appear for different regions. Today will look at a key challenge for immigrants’ education in … Continue reading →

Posted in Developing countries, Equity, Ethnicity, immigrant, integrated development, Marginalization, migrant, migration, Uncategorized | Tagged , , , , , | Leave a comment

A racist education

Posted on 21 March 2017 by

By Kassiani Lythrangomitis I was born in a racist country, with a racist president, and racist laws. My neighbour was a racist. I went to a racist school that did not allow black children to learn in the same space … Continue reading →

Posted in Conflict, curriculum, Democracy, Ethnicity, Human rights, Uncategorized | Tagged , , , , | Leave a comment

Education needs to fundamentally change if we are to reach our global development goals

Posted on 6 September 2016 by

The new Global Education Monitoring (GEM) Report by UNESCO, released this morning, shows the vast potential for education to propel progress towards all global goals outlined in the new Sustainable Development Agenda (SDGs). But, if education is to fulfill that … Continue reading →

Posted in accountability, Adult education, Arab States, Asia, Basic education, child marriage, Citizenship, Climate change, Conflict, curriculum, data, Developed countries, Equity, Ethnicity, Gender, Governance, Human rights, ICT, immigration, integrated development, Language, Latin America, Learning, Legislation, Literacy, Marginalization, pedagogy, Post-2015 development framework, Post-secondary education, Poverty, Pre-primary education, Primary school, private schools, private sector, Production, Rural areas, Sexual violence, SRGBV, Sustainable development, Uncategorized, united nations | Tagged , | 6 Comments

Language and learning photo blog: classroom challenges

Posted on 23 February 2016 by

This gallery contains 12 photos.

In order to celebrate International Mother Language Day, we have collated a photo blog of teachers and students talking about the challenges that language education policies can have on teaching and learning. From Iraq to Vietnam, Honduras and Pakistan, the … Continue reading →

Gallery | Tagged , | 4 Comments

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

Posted on 22 October 2014 by

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 | 24 Comments

Achieving equity through finance: helping Indigenous populations in Brazil

Posted on 8 August 2014 by

On the International Day of the World’s Indigenous People, this blog outlines successful policies in Latin America that have helped redistribute funds to help bring about equity in education, and benefit its indigenous populations. To achieve Education for All, it … Continue reading →

Posted in Equality, Ethnicity, Language, Latin America, Marginalization, Rural areas, Teachers | 1 Comment

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

Posted on 15 April 2014 by

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

Honduras: Teachers need support to teach in multilingual classrooms

Posted on 4 March 2014 by

Natelee, from the Bay Islands in Honduras is the second participating teacher in our ten-week #TeacherTuesday campaign. She describes the challenges teaching in a multilingual environment, and the barriers to learning for children who do not benefit from a bilingual … Continue reading →

Posted in Basic education, Equality, Ethnicity, Language, Learning, Marginalization, Primary school, Quality of education, Teachers, Training | Tagged , , , | 1 Comment

Holding business to account for learning outcomes – what are the risks?

Posted on 22 November 2013 by

With quality of education becoming recognized as a vital component of post-2015 development goals, measuring how much children are learning is high on the global agenda. The Learning Metrics Task Force recently brought together education experts to discuss how to … Continue reading →

Posted in Basic education, Donors, Equity, Ethnicity, Finance, Innovative financing, Language, Learning, Out-of-school children, Post-2015 development framework, Quality of education | 16 Comments