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How do teachers and school leaders protect and preserve teacher professional development when disruption hits, as in the Covid-19 pandemic? In case studies from Kenya and Rwanda, where ‘communities of practice’ were already in place to support teacher training and learning, we explore how collaborative learning and elements of technology mitigated some of the challenges facing educators during periods of school closure and remote education.

Learning at Work Week (15-21 May 2023) celebrates the value of lifelong learning and creating learning cultures in the workplace. Its theme, ‘Create the Future’, highlights the year-round job of employers to support, encourage and direct their employees to develop the skills needed to meet business goals. Skills are (the most important) part of what makes the business a success. Here we look at some of the work that is taking place in the UK to inform this understanding.

This programme supports early years practitioners who work with children in pre-Reception settings, improving their practice as well as children’s outcomes.

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.

Investing in early career teachers (ECTs) has never been more important. Following Initial Teacher Training, our Early Career Professional Development Programme (ECPDP) offers the essential specialist support needed to improve practice, build confidence and resilience, leading to better job satisfaction and retention.

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.

When peer review does away with the ‘assessment’ approach and puts schools in charge of their skills growth, that’s where the power of the Schools Partnership Programme lies.

Following research into climate change and education in Kenya, Education Development Trust (EDT) are undertaking research to better understand the relationship between climate and environmental change and education in Rwanda. This working paper outlines emerging findings from a survey with school leaders across the country.