Time to Teach

This is a translated executive summary of the first report on Women in Learning Leadership in Chad, originally produced in French. The full report in French is available here. Effective school leaders are indispensable for driving school and student learning improvements. Inspired by emerging literature highlighting a positive correlation between female school leaders and learning outcomes and the underrepresentation of women in school leadership, the Women in Learning Leadership project in Chad adopts a gender lens to examine school leadership in the country. This research highlights the significant underrepresentation of women in the education sector in Chad. Only one out of five teachers (20 per cent) and 1 out of 20 school leaders – a mere 5 per cent – are women. The report (in French, with an English Executive Summary) presents the granular and sub-national distribution of women leaders and the multifaceted reasons for their underrepresentation in the Chadian education ecosystem. It also explores the differential education outcomes in schools led by female and male school leaders. The findings demonstrate that Chad remains a profoundly unequal society, and several barriers at different levels of the education system prevent women from rising into leadership positions. Recommendations targeting the identified barriers are highlighted to enhance female representation at the leadership levels.

The climate crisis portends catastrophic disruption to lives and livelihoods. However, many of the measures needed to address the crisis present important opportunity for economic development and the creation of new kinds of ethical and decent livelihoods. If young people are to participate in and benefit from these opportunities, they need the skills for the new jobs in a green economy. To prepare young people, urgent action is needed from government, development partners and the private sector. Accelerating ‘Green’ School-to-Work Transitions emphasizes the importance of working fast to establish ‘green’ school-to-work transitions and examines some of the most promising approaches to supporting young people as they pursue green livelihoods. It also explores the key challenges to creating better ‘green’ school-to-work transitions. The report provides: • A new framework for understanding ‘green’ school-to-work transitions • A holistic overview of what policymakers can do to accelerate green livelihood opportunities for young people • A step-by-step toolkit that describes ‘green’ school-to-work transitions • Recommendations for policymakers and others in the field

Des directeurs et directrices d'école efficaces sont indispensables pour améliorer l'apprentissage des élèves et la qualité de l'enseignement. Inspiré par une littérature émergente soulignant une corrélation positive entre les femmes directrices d'école et les résultats d'apprentissage et la sous-représentation des femmes dans la direction des écoles, le projet "Women in Learning Leadership" au Tchad adopte une perspective de genre pour examiner la direction des écoles dans le pays. Cette recherche met en évidence la sous-représentation significative des femmes dans le secteur de l'éducation au Tchad. Seul un enseignant sur cinq (20 %) et un chef d'établissement sur vingt (à peine 5 %) sont des femmes. Le rapport (en français, avec un résumé en anglais) présente la distribution détaillée et sous-nationale des femmes leaders et les raisons multiples de leur sous-représentation dans l'écosystème éducatif tchadien. Il explore également les différences de résultats scolaires dans les écoles dirigées par des femmes et des hommes. Les résultats démontrent que le Tchad reste une société profondément inégalitaire et que plusieurs obstacles à différents niveaux du système éducatif empêchent les femmes d'accéder à des postes de direction. Des recommandations ciblant les barrières identifiées sont formulées afin d'améliorer la représentation des femmes aux niveaux de direction. Effective school leaders are indispensable for driving school and student learning improvements. Inspired by emerging literature highlighting a positive correlation between female school leaders and learning outcomes and the underrepresentation of women in school leadership, the Women in Learning Leadership project in Chad adopts a gender lens to examine school leadership in the country. This research highlights the significant underrepresentation of women in the education sector in Chad. Only one out of five teachers (20 per cent) and 1 out of 20 school leaders – a mere 5 per cent – are women. The report (in French, with an English Executive Summary) presents the granular and sub-national distribution of women leaders and the multifaceted reasons for their underrepresentation in the Chadian education ecosystem. It also explores the differential education outcomes in schools led by female and male school leaders. The findings demonstrate that Chad remains a profoundly unequal society, and several barriers at different levels of the education system prevent women from rising into leadership positions. Recommendations targeting the identified barriers are highlighted to enhance female representation at the leadership levels.

Including Refugee Learners in National Education Systems identifies key factors that underpin effective inclusion of refugee learners in national education systems and outlines barriers to achieving this goal. Based on an in-depth review of global evidence and literature and interviews with key stakeholders in refugee education, the report highlights key findings, including the importance of: • Government leadership and coordination efforts • Effective international cooperation • Awareness of policies and guidance with education systems • Capacity to support refugee inclusion. The report presents in-depth country case studies from Ecuador and Rwanda, providing information on diverse regional and country frameworks relating to educational inclusion. The Rwanda case study suggests that refugee inclusion in education can be achieved with a broad orientation towards inclusion and non-discrimination, even in the absence of specific policies and strategies focused on refugees. The Ecuador case study emphasizes that positive policies do not always filter down to those with responsibility to implement them and highlights the importance of efforts to ensure that teachers, school administrators and district-level staff are aware of new policies and have the capacity to enact them.