One in every 10 children has a disability. These 240 million children, like all others, have hopes and dreams. Yet they also face unique challenges and barriers shaped by ableism and stigma. This report documents UNICEF and its partners' disability evidence generation from 2018 to 2022. It underscores the organization's deep-rooted commitment to…

This dissertation explores the allocation patterns of the official development assistance (ODA) by the World Bank (WB) and the United States Agency for International Development (USAID) in eighteen developing countries of Middle East and North Africa (MENA) and South Asia (SA) for the time-period, 1990-2015. Differing perspectives have been…

This article critically evaluates the most important data set on teacher absence in sub-Saharan Africa, namely the World Bank's national education service delivery indicator school surveys which have been conducted in 10 countries during the last decade. The three main conclusions of this review are (1) the very high levels of teacher absenteeism…

A learning crisis across Arabic-speaking countries is leading to human capital deficits, undermining efforts to reduce poverty and putting achievement of the Sustainable Development Goals at risk. The World Bank has introduced the concept of learning poverty to highlight this crisis -- measured as the percentage of 10- year-old children who are…

The article is structured into five parts. The first part explains the concept of education in emergencies (EiE) and highlights the challenge of applying it in countries with a fragile education system, particularly in Africa. The second part emphasizes the humanitarian foundation of EiE and recognizes the efforts of international organizations…

Early childhood education helps build a strong foundation for learning. GPE works with partner country governments to improve the quality and availability of early education for all, through cross-country exchange of best practices, increased financing and investments and the promotion of laws, policies and advocacy campaigns dedicated to…

Regional Intergovernmental Organizations (RIGOs) play unclear roles in education policy making and transfer. Much comparative education scholarship on the topic focuses on exploring the interplay between global and local/national actors in education policy, overlooking regional dimensions. To deepen our understanding, we analyzed the strategic…

This article critically reviews the World Bank's latest high-profile report on skills development in Sub-Saharan Africa. While the Report's prescriptions and recommendations are broadly in line with those of national skills development strategies elsewhere in both the developed and developing world, its overall analysis is quite limited and…

While there are innumerable studies about global international organizations (IOs) in education, the role of regional organizations seems overshadowed by more powerful actors in the field, the United Nations Education, Science and Culture Organization (UNESCO), the World Bank, and the Organization for Economic Cooperation and Development (OECD).…

Cambridge Assessment International Education (CAIE), founded in Britain in 1858, is the world's largest provider of international education programmes and qualifications. Currently, the organisation is affiliated with over 10,000 schools across more than 160 countries. This essay shows that of the approximately 956 CAIE schools in Africa, 888 are…

This is the second of two articles on World Bank support for technical and vocational education and training in sub-Saharan Africa. The first article reviewed the World Bank's latest policy document on TVET in SSA. This article takes a broader historical perspective by examining the evolution of World Bank policy and practice in this key area of…

This article explores the management of multilingual mobile communicators at the International Committee of the Red Cross (ICRC) according to institutional requirements and the consequences on Arabic-speaking communicators' careers. Based on interviews complemented by institutional documents, I analyse the impact of "multiple languages",…

We examine how organizational actors use global legal, humanitarian, and development discourses in their work supporting educational services for refugees to better understand how the transfer of ideas and norms emanating within global organizations affects educational programming for refugees. We ask: (1) To what extent do organizations reference…

This paper provides an overview of virtue development in the training of Catholic Sisters in Africa and showcases how virtue attainment positions them to be exceptional leaders that promote advances in the state of education in Africa. Additionally, the authors briefly discuss the role of the African Sisters Education Collaborative (ASEC), an…

Significant progress has been made to close gender gaps in education over the last 25 years. Nevertheless, gender inequalities persist and education remains elusive for many girls. The United Nations Educational, Scientific, and Cultural Organization (UNESCO) estimates that 11.2 million girls and young women may drop out or not have access to…