By Obiageri Bridget Azubuike – PhD in Advanced Quantitative Methods. School of Education. University of Bristol.
As part of my PhD, I embarked on an overseas visit sponsored by the SWDTP. My aim was to engage with a research organisation called TEP Centre whose work in education partnership, research, design, implementation, and evaluation of education programmes in Nigeria aligns closely with my research.
Among the planned activities during the visit, we organized a webinar where I had the privilege to present my preliminary research findings and moderate a panel discussion featuring three distinguished speakers. The panel discussion revolved around the topic of inequalities in post-primary education in Nigeria. (more…)
Several years ago in Turkey, an archaeologist invited me to descend into a pit where one of the first urban settlements was being unearthed. There was a hearth, holes for holding pots and the remains of plaster on the walls, still bearing traces of decoration.
The layers of development exposed by this excavation revealed a continuous period of innovation since around 6000BC. Over its lifetime – around 1,200 years – the site hosted the first “urbanites”, who had left their nomadic, hunter-gatherer lifestyle behind and begun a journey of creativity and invention. Among their ideas were novel building techniques, cooking methods, and ways to create and use pottery. (more…)
Post written by Victoria Bowen, PhD Researcher in Education, University of Bristol.
On 12th March 2020, the World Health Organisation declared the coronavirus disease 2019 (COVID-19) outbreak to be a pandemic. What followed this announcement was to become the largest global disruption to education in history. 1.6 billion learners in 190 countries were affected, as nations implemented regional lockdowns and school closures to curtail the spread of COVID-19 (UN, 2020). Since then, as the virus circulated widely in society across the globe, school closures have been implemented nationally, regionally, locally, and reactively based on infection rates. This article follows on from my presentation on ‘COVID-19, school closures and inequality’ at the TLC roundtable event (March 2021). It summarises the immediate education policy response relating to COVID-19 in English schools. (more…)
Blog by Leanne Cameron, School of Education. Originally published by Alliance for Child Protection in Humanitarian Action Inter-agency Network for Education in Emergencies (INEE)
In April 2020, at the height of the COVID-19 pandemic lockdowns, UNESCO estimated that more than 1.5 billion children and youth – nearly 90% of students worldwide – were out of school, disrupting the academic progress and social and emotional development that education provides. For nearly a year now, with schools closed across the world in response to the pandemic, many children and young people have traded classroom desks for kitchen tables.
For many millions, however, the reality of COVID-19 related school closures has been far less comfortable, leaving them unable to continue their education and exposing them to increased risk of exploitation and abuse. For children and young people in crisis-affected, post-crisis, and refugee hosting countries, school closures compound the risks and harm they already face from the effects of the crisis around them. (more…)