Commentary Giving the developing world the evidence that it deserves As the first Coronavirus vaccines roll out across the globe and we witness the ‘joy of the jab’ as a recent BBC commentator put it, it is hard not to stop and pause for a moment to reflect again on the state of evidence in education. Commentary Adaptive management for learning continuity: lessons from our work in Kenya In the face of ongoing disruption from the Covid-19 pandemic, many education programmes and systems must continue to adapt in order to ensure education continuity for all learners – especially the most vulnerable. In our Wasichana Wetu Wafulu (WWW) programme in Kenya, we have pivoted the roles of community health volunteers to support learning continuity for the vulnerable girls we work with. Here, we share our thinking on the key factors that enabled the success of this initiative, and the lessons which may be applicable to other programmes seeking to adapt in the face of crises. Commentary Helping young people to navigate the COVID-19 job market There is no doubt that the challenge the Government faces in rebuilding the UK’s economy is vast. The economic climate that the Chancellor outlined at his most recent Spending Review was sobering: 2.6 million people are expected to be unemployed by the middle of next year and the UK economy will not return to its pre-crisis size until the end of 2022. Commentary Key lessons on effective leadership during COVID-19 and beyond Leadership at every level – from school leaders to district offices to ministries of education – is a critical part of education systems, and never more so than in the current context of the global Covid-19 pandemic. The waves of school closures and reopenings around the world have clearly demonstrated how important good leadership is to learning in all forms. Education leaders in these times cannot simply go about business as usual: leading in disruptive times and beyond means being able to navigate new pathways. Given the significance of leadership and the inevitability of change, we must consider how to best equip leaders to respond to the current crisis and create more equitable and resilient education systems beyond it. Commentary Teachers learning together: insights on leadership and collaborative learning in Kenya and Rwanda Teacher collaborative learning, such as in communities of practice, is a highly promising approach to teacher professional development, but there has been a lack of evidence on how these communities can work best in low-income settings – or at scale. In a new study, we examine communities of practice in our programmes in Rwanda and Kenya to gain important insights into the connections between facilitation quality, leadership, and the impact of these interventions. Commentary Virtual employer encounters: making work experience work in the context of Covid-19 Work experience has long been recognised as an important element of skills development and school-to-work transitions for young people, but the Covid-19 pandemic has created unprecedented barriers to accessing placements. Here, we explore the value of virtual employer encounters and work placements for careers practitioners helping young people to build their employability skills and progress their career journeys in the midst of the ongoing pandemic.