Civil society urges AU & EU to prioritise inclusive, quality education in their renewed partnership, backed by financing and equity-focused policies.

Khalil A. Hamad, Technical WASH Focal Person with World Vision Iraq, says water, sanitation and hygiene (WASH) cannot be seen as a luxury in schools, but as the building blocks to a healthy and safe learning environment for children in Iraq.

A partnership between the Ministry of Health and the Consortium led by World Vision, the Partnering for Sustainable Education Outcomes (PARES) project conducted a deworming campaign that benefited over 85.000 children in Nampula and Zambezia provinces in northern and central regions of Mozambique.

World Vision’s UNGA panel champions equity in education—transforming systems to reach marginalized children with inclusive, resilient learning.

This article highlights a week-long training workshop held in Kananga, Kasaï Central, where more than 30 itinerant inspectors from the Ministry of Education were trained on World Vision’s Unlock Literacy 2.0 approach. Designed to tackle low reading comprehension rates among primary school pupils, where only 9% of Grade 3 children can read with understanding, the training equipped inspectors with the skills to integrate the method into the national curriculum, support teacher training, and provide ongoing coaching. Participants expressed strong commitment to applying the lessons learned, underscoring the programme’s role in strengthening foundational skills and promoting inclusive, quality education in the DRC.

In western Georgia, two girls named Mariam share a passion for change. Both began as SKYE Club members and are now leaders, inspiring local youth.

The Joint Multi-Sectoral Early Recovery Rapid Needs Assessment was conducted in late August 2025 in response to the Cambodia–Thailand border conflict.

A new generation is tackling global hunger and malnutrition. Discover how the youth-led CHAMP initiative is creating a powerful movement for change by putting young people at the forefront of research and advocacy.

In many rural schools across Zambia, a significant challenge persists: teachers often struggle to teach literacy in lower grades effectively. Despite the critical importance of developing strong reading and writing skills early on, many classrooms are marked by limited resources, inadequate training, and a focus on rote learning rather than holistic literacy development. As a result, many children enter upper primary school with weak foundational skills, hampering their overall academic progress and confidence.