The Increased Access to Inclusive Education Project, implemented by LM International Ethiopia from February 2022 to December 2024, worked to expand equitable access to quality education for children facing barriers to learning (CFBL) in Adama, Asela, Bishoftu, Modjo, and Batu in Oromia Region. The project focused on reducing stigma and gender-related barriers, strengthening inclusive and special needs education systems, and ensuring that children with disabilities can participate meaningfully in school and community life.

Through partnerships with government institutions, civil society organizations, schools, families, and communities, the project combined teacher training, advocacy, awareness creation, child support services, accessible infrastructure, parent empowerment, and community networks. Five Inclusive Education Networks and 19 family networks were established, while IE/SNE clubs were created in 14 targeted schools to promote peer support, participation, and disability inclusion.

The project trained 317 teachers in Braille and Sign Language, supported 445 children facing barriers to learning, established two Special Needs Education resource centers, constructed three disability-friendly toilets and renovated another, and trained 360 candidate teachers through collaboration with Asela College of Teacher Education. It also supported parents through income-generating activities, reaching 79 parents with 1,275,500 birr in startup capital.

Overall, the project strengthened local capacity, improved awareness of disability rights, expanded support for inclusive learning, and contributed to more accessible and supportive school environments. Its participatory approach emphasized local ownership and sustainability, while lessons from the project highlighted the importance of parent-led networks, economic empowerment, accessible infrastructure, and continued advocacy to overcome persistent attitudinal barriers.

A CHANCE for All is a child protection and empowerment initiative working to prevent and counter child labour and exploitation in Addis Ababa. The project supports vulnerable children by helping them move into safe living environments, access healthcare and psychosocial support, obtain legal identity documentation, reunite with families or access alternative care, and participate in education and vocational training.

The project also focuses on inclusive education for children with disabilities, strengthening families and communities, and improving the capacity of teachers, social services and other local actors. At a broader level, it brings together civil society, government and community stakeholders to raise awareness, build networks and strengthen collective action against child labour, exploitation and social exclusion.

The four main areas of focus

1. Safe and protective environments
   Withdrawing children from child labour, supporting family reunification, foster care and independent living, and helping children obtain identity and legal documentation.
2. Health and wellbeing
   Providing food, clothing, shelter, healthcare, psychosocial support, life-skills training and specialised support for children with disabilities.
3. Education and skills development
   Supporting children to access formal, informal and alternative education, inclusive schooling and vocational training, with particular attention to children with disabilities.
4. Partnership and awareness
   Bringing together government, civil society and community actors through networking, dialogue, workshops and awareness initiatives to prevent and counter child labour and exploitation.

The project takes a holistic approach to child labour, addressing not only the immediate removal of children from exploitative situations, but also the underlying needs that enable them to live safely, recover, return to education, develop skills and build more secure futures.

https://open.spotify.com/episode/4whz1y8F19wuwhMKEcKGYu?go=1&sp_cid=5f8310eabf41d78a223035d9e48e385c

1. Protecting Education in Times of Crisis in Africa

The report brings together community voices, school-level realities, and policy analysis to show that education in emergencies remains underfunded, policies are weakly implemented, and marginalised groups such as girls, displaced learners, and children with disabilities face compounded barriers. It highlights locally led strategies – flexible and alternative learning models, community-built classrooms, informal assessment, and grassroots protection and psychosocial support. It sets out the core advocacy priorities of investing in and supporting teachers, resourcing crisis-resilient and inclusive public education systems, strengthening community participation and localisation, expanding flexible learning pathways, improving school safety and crisis-sensitive data systems, and securing multi-year, equitable financing for Education in Emergencies (EiE).

How Education Organizations Can Promote Gender Equity is a practical Gender Diagnostic Toolkit designed to help education organizations identify gender-related gaps, understand systemic barriers, and strengthen gender integration. It provides clear guidance on conducting gender diagnostics through a five-step process preparing, conducting, sensemaking, planning, and reporting while offering practical tools, methodologies, and templates to translate findings into meaningful and sustainable organizational change.

A concise policy brief for Zimbabwe's Ministry of Primary and Secondary Education summarising the evidence base for IE investment and recommending five priority actions for 2025.

This evidence brief was prepared for the Zimbabwe Ministry of Primary and Secondary Education ahead of the 2025 national education budget cycle. It synthesises findings from three years of IE Hub programme implementation in Zimbabwe, combined with international evidence on cost-effective inclusive education interventions. The brief makes five targeted recommendations: mandatory IE modules in all teacher training colleges, a national AT procurement framework, a dedicated IE budget line at provincial level, community-based early identification programmes, and a revised data collection system capturing disability-disaggregated enrolment and completion data. Each recommendation includes a cost estimate and implementation timeline.

Significant progress has been made in the expansion and evolution of an education in emergencies (EiE) data and evidence ecosystem since the EiE field first began to coalesce in the mid-1990s, and with the founding in 2000 of the Inter-agency Network for Education in Emergencies (INEE).

This JEiE Special Issue on Mobilizing an Effective, Equitable, and Just Data and Evidence Ecosystem for Education in Crisis and Conflict Contexts prompts EiE researchers, practitioners, and policymakers to consider what it may take to address the limitations of the current data and evidence systems and ensure that these systems are accountable— not only to donors and institutions but to learners, families, educators, and crisis-affected communities.

Climate-Responsive TVET provides a strategic policy approach that integrates climate resilience, education, skills development, labour market demand, and economic inclusion. It encompasses skills for employment in low-carbon and environmentally sustainable sectors; capacities that strengthen the resilience of existing livelihoods, occupations, enterprises, and value chains; and climate and disaster risk literacy that enables young people and communities to anticipate, prepare for, adapt to, and respond effectively to climate-related challenges.

By integrating green skills, digital competencies, sustainability principles, flexible learning pathways, and innovative climate financing mechanisms that strengthen climate-resilient education and TVET systems—including measures to address climate-related loss and damage affecting education infrastructure—Climate-Responsive TVET can enable refugees and displaced youth not only to adapt to climate and economic transformations but also to contribute as active participants, innovators, and leaders in sustainable development, resilient communities, and inclusive green economies.

Developed under the Regional Teachers’ Initiative for Africa (RTIA), the Gender Responsive Pedagogy framework provides guidance on strengthening teacher capacity to promote inclusive, equitable, and gender-responsive learning environments in Africa.