Category: featured

Education in emergencies: Exploring the possibilities and challenges of using Temporary Learning Centres as an alternate learning model

by Tooba Noor and Ali Nawab | Feb 23, 2026 | 2025 UKFIET Conference, Conflict, Crisis and Emergency

Education remains to be the most impacted area during emergencies, as educational systems lack mechanisms to resist and successfully encounter the recurring crises. This also exacerbates the prevailing marginalisation in educational contexts during and after crises. Read More

Enabling educational development in a post-aid world

by Mike Douse | Feb 19, 2026 | Aid and Finance

Not only has the USA diminished and downgraded USAID, other donor countries have – less stridently – significantly reduced their contributions to international aid. Loans are replacing grants while private investment and borrowing disfavour low-income and poorly-run countries. Read More

Beyond diagnosis: The emotional burden of parenting a child with autism in Kenya

by Fridah Kiambati and Davis Muli Musyoki, | Feb 17, 2026 | Education and Disabilities

When a child is diagnosed with Autism Spectrum Disorder (ASD), the moment often brings both clarity and uncertainty. For many parents in Kenya, it explains their child’s behaviours and developmental delays—but it also opens the door to a long, emotionally-demanding journey. Diagnosis is not the destination; it is just the… Read More

A conflict-sensitive perspective on teacher retention in violent contexts: understanding the social anchoring of teachers

by Cyril Brandt, Gauthier Marchais, Carolina Holland-Szyp, Wezi Mvalo, Samuel Matabishi, Joachim Kasereka Nguhyo, Benjamin Agishecubben and Christian Mtutlani Bijavu | Feb 16, 2026 | Teachers

Teacher retention is a global educational policy goal. Based on the assumption that stable staffing improves student-teacher relationships and learning outcomes, the policy consensus has coalesced around maximising retention through an array of primarily technical interventions. Read More