Insights by Helen West and Rachael Fitzpatrick, members of the EDT research team are credited in the Foreign, Commonwealth & Development Office’s recent policy paper, ‘Addressing the climate, environment, and biodiversity crises in and through girls’ education’.
This strong piece places the climate emergency at the heart of decision-making relating to girls’ education, with a plea for the climate, environment and biodiversity crises to be considered throughout education programmes. It sets out the stark need for more funding and attention on the role of education in this area.
These EDT colleagues actively supported the development of this paper, producing the background papers for FCDO’s Wilton Park conference on the climate emergency and bringing their expertise to the conference with key players from global multilaterals and ministries of education. Along with other experts from across the climate and education sector, EDT reviewed early drafts of the policy paper and colleagues were invited by FCDO to attend its launch in London.
Speakers at the event included Selina Nkoile, Global Partnership for Education’s climate youth advocate, Dr Shireen Chaya, who is Director of Programs at Dubai Cares, and Dr Ehtasham Anwar, Secretary of Education for South Punjab.
FCDO’s thinking aligns closely with EDT’s own public research portfolio on climate change and education. Ongoing projects include:
To find out more about any of the above research projects, please contact email@example.com.
Click here for more insights and research into girls’ education.
Click here to read the policy paper 'Addressing the climate, environment, and biodiversity crises in and through girls’ education’.
The Foreign, Commonwealth and Development Office (FCDO) has given Building Learning Foundations (BLF) a rating of A+ in its 2023 review. It is the second time BLF has achieved this excellent rating since starting in 2017.
In recent years, huge strides have been made in girls’ education. In many countries, girls are now just as likely to attend primary school as boys. More girls than ever before are finishing primary school and transitioning to secondary education, and in many countries, female university graduates easily outnumber their male counterparts. So why do we still need to talk about girls’ education? In this article, we explore the systemic challenges which continue to prevent many girls from accessing and completing high-quality education, and the implications of these inequalities for millions of girls and their communities worldwide.
Implemented for 10 years and supported by UKAid, the Girls Education Challenge (GEC) programme reached over 160,000 girls in eight counties across Kenya.
Difficulty transitioning from school to higher education or work remains one of the key barriers facing girls in disadvantaged contexts, with far-reaching implications for their futures and wellbeing. In this report, the first in a three-year research project on girls’ transitions into higher education or work, we seek to understand the challenges facing these girls and highlight promising interventions to support their transitions – including in challenging contexts where marginalisation persists.