article / October 6, 2025
From the Margins to the Center: Transforming Education Where It Matters Most
World Vision’s UNGA panel champions equity in education—transforming systems to reach marginalized children with inclusive, resilient learning.
article / September 10, 2025
DR Congo: 30 Inspectors Trained on the Unlock Literacy 2.0 Approach to Transform Reading in Schools
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.
publication / October 4, 2025
World Vision Senegal Annual Report 2024
The 2024 Annual Report presents World Vision Senegal's main achievements.
More than 4.7 million children have been impacted by World Vision's interventions.
article / September 23, 2025
Climate resilience: Breathing life into the desert
Ma’an’s scorching heat and high unemployment didn’t stop Jameel and Hania from joining our climate resilience project to make communities more sustainable.
article / September 17, 2025
Hope Grows with Water: 13-year-old Esther gains Agricultural Skills
In many rural parts of Zambia, schools struggle just to get enough water. This causes big problems like poor sanitation, hygiene issues, and limited chances for farming or other activities that could help students and their communities. That is how things used to be at Kasamba Secondary School in Zambia.
article / July 26, 2025
Bridging the Literacy Gap: Unlock Literacy Improves Jemimah's Teaching Methods
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.