Research Covid-19 and the non-state education sector The non-state sector provides the only meaningful option for children’s learning in many parts of the world – particularly in low-income countries where government-run systems are often overwhelmed and unable to keep up with the demand for education – but it receives little attention in policy and research. Commentary Gender-responsive pedagogy: good-quality pedagogy for learning and equity Our approach to improving outcomes for girls through better quality pedagogy is based on a rigorous and holistic understanding of what it takes to change the behaviour of all actors in schools and across local and national systems. This includes leaders, teachers and learners – we call it ‘Good quality pedagogy for learning and equity.’ In this commentary, we discuss the key aspects of our approach to this critical issue for improving learning for all girls and boys across the world. Case study A girls’ education and gender lens on our Building Learning Foundations programme Our Building Learning Foundations (BLF) programme is taking a system-wide approach to improving girls’ and boys’ learning in Rwanda, tackling inequality through teacher development, school leadership, system strengthening, inclusive education and safeguarding. This also involves addressing gendered inequalities within the education system. In this case study, we focus on the elements of the BLF programme that specifically aim to improve gender equity in learning and enhance female leadership for learning. Commentary Spotlight on teachers in refugee settings: why they must be included in plans to ‘build back better' Over the last 18 months, Covid-19 has affected education systems around the world, but in refugee settings, the effects of the pandemic on education have been particularly acute. Already in crowded classrooms and often without the necessary educational resources, children and teachers in such settings have generally not had the luxury of turning to online learning. In the calls for teachers to be at the centre of education recovery, it is essential that teachers in refugee settings are not forgotten in plans to ‘build back better’. Research Teacher management in refugee settings: Jordan Globally, there are 70.8 million forcibly displaced persons. Among these are 25.9 million refugees, over half of whom are children. Effective teacher management is key to ensuring inclusive, equitable, quality education for these young people, and teachers constitute the most important factor affecting student learning. In crisis and displacement situations, the role of teachers is particularly significant: they are sometimes the only resource available to students. This report investigates teacher management in refugee contexts in Jordan, and is the second in a series of country reports. It contributes to a burgeoning body of evidence about teachers in refugee contexts and aims to provide policy guidance to support ministries of education. Commentary Teachers as agents of change: improving girls’ education and gender equity in Nigeria Teachers are among the most critical actors in ensuring meaningful change in education systems around the world and ensuring their buy-in to gender-responsive pedagogy and the importance of educating girls will be crucial to achieving gender equity in education. In this commentary, we draw on our recent research project with the British Council to explore teachers’ and school leaders’ attitudes to girls’ education in Nigeria, as well as examples of promising practice. Page Our corporate strategy As a purpose-led organisation, we are guided by our values and strategic priorities, which we have articulated for the 2021-2024 period in our Corporate Strategy. Page A fresh new set of NPQs for teachers and leaders is launched this autumn Page An introduction to the new NPQs Commentary The power of girls' reading camps for remote learning in Kenya What have Covid-19 school closures meant for some of the world’s most vulnerable learners, urban slums and arid and semi-arid regions in Kenya? Our recent report for the EdTech Hub highlights how community co-operation – more than technology – can improve educational outcomes for marginalised girls. 1 2 3 4 ...