Driving Nationwide Literacy Gains with Data in Sierra Leone

We’ve released the Evaluation of the Early Childhood Development Programme (2016–2022) in Sierra Leone. The findings highlight stronger teacher capacity, improved school readiness, and expanded access to quality pre-primary education — especially in rural and low-income communities. The report also underscores the need for sustained investment and stronger cross-sectoral integration. Investing in early childhood development is investing in Sierra Leone’s future. 🔗 Read the full report: https://lnkd.in/eGtur8mr #ForEveryChild, early learning. #ECD #SierraLeone #Education

I’ve been reading the State of the Nation Address closely over the past few years, particularly what is said about education. What is striking me is not that the priorities are wrong. Early childhood development, literacy, skills for employment - all these are exactly the right levers. What is so striking is how little the education section has changed from 2019 to 2026. The fact that the same commitments have been repeated year after year, the question for me is no longer what needs to be done, but whether we are seeing system-wide progress, especially for learners in poorer schools. Education failure in South Africa is not neutral. Middle-class families are able to adapt better to the failures. Poor children cannot. That’s how inequality is reproduced. One thing I keep coming back to: if the SoNA reported a small, consistent set of education indicators every year (for example reading for meaning, teacher attendance, infrastructure backlogs, post-school transitions) our national conversations would look very different. What would change if the government stopped announcing intentions and started sharing and publishing outcomes - clearly, annually, and publicly? A short education scorecard would do more for clarity and direction than another restated commitment. I’ve been thinking about developing a piece on the link between education delivery and inequality. Keen to hear how others are experiencing this repetition, and what evidence you think matters most. #Education #SoNA #Inequality 

Education systems built on a one-size-fits-all model continue to exclude some of the most vulnerable learners, particularly refugee and displaced children whose education has been disrupted by crisis, migration, and systemic barriers. When learners are placed in classrooms solely based on age or grade level without consideration for their actual learning abilities, many are left behind, widening existing inequities and limiting their long-term opportunities. At AREAi, we advocate for evidence-based, inclusive, and adaptive education strategies that prioritize foundational learning as a critical pathway to equitable access and sustainable development. Through our FastTrack Programme, implemented using three proven methodologies including the Teaching at the Right Level (TaRL) approach, we are addressing learning poverty by using oral tests to sort children into distinctive groups that match their learning levels, and providing targeted, structured, and activity-based support to strengthen literacy and numeracy outcomes. Investing in teaching methodologies like TaRL supports national and global commitments to inclusive, equitable, and quality education, ensuring that displaced and marginalized children are not left behind but are empowered to actively participate in their communities and future economies. At AREAi, we remain committed to advancing policies, partnerships, and programmes that remove learning barriers and create sustainable pathways for every child to succeed. #AREAi #AREAi4Africa #TARL #LearningWithoutBarriers #FLN #FastTrack

What does it mean when schooling expands — but learning, equity, and opportunity collapse? In this new NORRAG blog, Tebeje Molla examines the deepening crisis of Ethiopia’s education system, revealing how persistently low exam pass rates, entrenched inequality, conflict, and chronic underinvestment are converging to exclude millions of young people from meaningful educational futures. Despite decades of expanded access, over 90% of students failed Ethiopia’s Grade 12 national examination in 2025. Behind this headline lies a systemic crisis: stark disparities between school types, widening gender gaps, widespread school closures due to conflict, and millions of children pushed out of education altogether. The consequences extend far beyond individual students — threatening long-term social cohesion, economic development, and national stability. This blog argues that meaningful reform requires political will: ending violence, prioritising education financing, strengthening teacher development, and addressing deep inequalities in access and quality. 🔗 https://lnkd.in/diFvBadT

I am grateful for the invitation to provide a keynote presentation on Early Childhood Development in Crisis, during the seminar hosted today by the Université de Namur of Namur (SMIDE), co-organized with Université catholique de Louvain. The discussion, based on the findings of a consultancy project led by Moving Minds Alliance, reinforced the critical role of academia in advancing a stronger research agenda on Early Childhood Development in Crisis. Evidence generation, interdisciplinary research, and closer links between research and policy are essential to improving outcomes for young children affected by conflict, displacement, and climate-related emergencies. A very enriching dialogue on a topic that demands greater visibility, stronger evidence, and sustained investment. Many thanks to Romain Houssa for the excellent organization, and to Soma Bhattacharjee for chairing the session. #early childhood #early childhood development #early childhood development in crisis #early childhood financing

Systemic failures are embedded in the structure: underfunded schools, unequal resource distribution, limited early childhood access, under-qualified staff, and language support gaps. These early gaps cascade into poor academic performance, lost opportunities, and the perpetuation of inequality. According to a UNESCO study, “Approximately 30% of children worldwide are not developmentally on track, with those from poorer households and rural areas facing significant challenges. In contrast, 78% of children in wealthier households are developmentally on track compared to only 55% in the poorest ones. These children often lack access to early stimulation and educational resources, with only a fraction having books or playthings at home.” We all share responsibility for demanding structural change, enforcing policy, supporting early literacy at home, and engaging our local communities. Understanding these failures is the first step toward real change. #iThembalabentungwaFoundation #equaleducation #ruraleducation #literacy #southafrica #reading #stories #youthempowerment #ithembalabentungwa #alfreddumamunicipality #ladysmith #matiwaneskop

📢 New Study on Media Literacy among Older Adults in Slovenia! As part of the Infrastructure Programme Media Literacy, funded by the Slovenian Research, Innovation and Development Agency (ARIS) and run at the Faculty of Applied Social Studies (SASS), we are conducting a study in 2026 on the media habits and media literacy of older adults in Slovenia. The results of the study will provide an overview of trends and the current situation in this field and will serve as a valuable resource for policymakers in developing improvements and guidelines for media and digital literacy for older adults. 👥 We invite all individuals aged 65 and over to participate in the study and share their experiences with media – your opinion is extremely important to us! 💌 Please share this post with your family and friends to help us reach as many participants as possible. 📲 Access the online questionnaire here: https://lnkd.in/dvCTkFmv 📊 Follow our channels to stay updated on the main findings of the study! #MediaLiteracy #DigitalLiteracy #OlderAdults #Slovenia #Research #FUDŠ #ARIS

Leading with youth is not the same as consulting youth. Across education systems, young people are often invited to share views. Far fewer see those views reflected in final decisions. Participation is common, influence is not. Leading with youth means a shift toward collaboration, co-design and shared responsibility. Without clear roles, real resources and decision-making authority, engagement remains symbolic. This issue is at the heart of the 2026 Youth Report #LeadWithYouth, by the #GEMReport and the United Nations Youth Office. The report introduces the first global indicator measuring youth and student participation in education legislation and policymaking, offering comparable evidence across countries. Education systems that fail to integrate youth voices meaningfully weaken their capacity for reform, resilience and long-term relevance. ➡️ Explore the report: https://lnkd.in/erg_VuQv #EducationDay