Global Conversation 2 – Chile explores how Chile's education system is responding to diversity, inequality, and inclusion. Drawing on insights from Chilean educators Romina Madrid and Carmen Montecinos, the discussion examines the tensions between equity-focused reforms and market-driven accountability, the realities of educational segregation, and what it will take to ensure every learner can thrive. Part of the Every Learner Matters Global Conversation series.

More information on the ELM project can be found here. You can also sign up at this link to future conversations: https://thestaffcollege.uk/every-learner-matters/

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How can a new qualification open doors for refugees and displaced young people, whose education has been disrupted by conflict, displacement, and crisis?

I spoke with Jane Mann, Managing Director for the Partnership for Education at Cambridge University Press and Assessment, and Education Director for International Education at Cambridge, about the new partnership between Cambridge and Alsama Project to develop and scale the G12++ qualification - a recognised pathway designed to help displaced learners access university, vocational training, and employment. Jane discusses why traditional education pathways can leave talented young people behind, how the G12++ seeks to recognise capability and potential rather than simply test curriculum knowledge, and the challenge of creating a rigorous global qualification that remains relevant to learners from diverse backgrounds.

If this exciting project is of interest, please email: g12@alsamaproject.com

Link to Cambridge Partnership for Education

News link for the Cambridge/Alsama partnership

Link to Alsama Project

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Globally, an estimated 139 million boys are out of school.

Addressing boys’ disengagement is critical not only for their future well-being but also for achieving gender equality and inclusive societies. Research shows that boys who complete secondary education are more likely to challenge gender-based violence, participate in caregiving, and contribute to shared domestic responsibilities. Conversely, boys who leave school early face heightened risks of unemployment, poor health, and involvement in criminal activity.

The Lifting barriers: Educating boys for gender equality project, led by UNESCO in collaboration with Equimundo and the University of East Anglia, directly addresses boys' disengagement from education. It works to promote inclusive, positive masculinities and create education systems that are safer, more equitable, and more responsive to all learners’ needs. This work was supported by the Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX), a joint endeavor with the International Development Research Centre (IDRC), Canada.

Read more here:

Lifting barriers: Educating boys for gender equality

Lifting barriers: boys’ disengagement from education, volume 2: Cambodia case study - UNESCO Digital Library

Leave no child behind: global report on boys’ disengagement from education - UNESCO Digital Library

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