VVOB - education for development

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VVOB - education for development

Every learner has the right to quality education, without any form of discrimination.

01/10/2026

The tables are turning in Africa’s education landscape.

Girls are increasingly completing school on time, but boys are more likely to complete eventually. In sub-Saharan Africa, girls now have an advantage in timely completion, yet a 5 percentage point gap in secondary completion reappears in favour of boys once late completers are included.

Overlapping disadvantages can also eradicate gender wins. Among the poorest households in some countries, fewer than 3 girls complete upper secondary school for every 10 boys.

A new paper by the GEM Report Unesco and FAWE Africa: 'Gender equity in access to education in Africa' examines who is being left behind, where and why it matters for policy action: https://bit.ly/2026-gender-africa

30/09/2026

Happening today: VVOB joins the fourth session of the Africa Policymaker Forum, convened by ADEA - Association for the Development of Education in Africa.

Maimbolwa Namuchana will draw on the Catch Up experience in Zambia to show what changed on the partner side to help a pilot move into national hands. Zambia's Ministry of Education will be in the conversation too, with Dr. Lackson Chibuye sharing the government side.

This session builds on in Lilongwe, where 42 African governments and the African Union agreed to keep acting on foundational learning.

Register here to join us online: https://afdb.zoom.us/webinar/register/WN_UPTX0kGVT5ilA6eXy07FHA #/registration

25/09/2026

As part of UNGA81 and Climate Week NYC, VVOB brought together people from education, employment, climate action and international cooperation in New York to discuss an urgent question: how do we build systems that support young people in acquiring the skills they need for more sustainable economies, and connect those skills to real opportunities?

The conversation reaffirmed that the green transition has to be built through systems strengthening and collaboration. Education, climate and productive sectors need to work together from the very start to build relevant skills, foster student agency, create jobs, and lead climate action. Through this collaboration, learning connects more clearly to the opportunities young people can find and create in sustainable economies.

Our Skilling For Sustainable Futures flagship helps build the breadth of skills young people need and greening sectors are looking for. It brings together schools, teacher and school leader professional development providers and businesses so those skills lead to real opportunities, connecting the dots for smoother school-to-work transitions and more opportunities for young people in green economies.

In Ecuador, this vision comes to life through our work with the Ministry of Education via CAMBIAR and ¡VAMOS!, strengthening teachers' skills, work-ready competencies for young people, and technical education that is closely connected to climate change, sustainability, local realities and productive sectors.

In Uganda, this same thinking is behind Green LEAP, which prepares secondary and vocational school teachers and school leaders to connect their schools with green agribusinesses for study and career guidance, project-based learning and work-based learning.

Thank you to everyone who joined the conversation and shared their experience, questions and ideas for future collaboration: Ministerio de Educación, Deporte y Cultura, Allan Gray Makers, Alliance for Green Skills & Opportunities, Dalberg Advisors, Flanders in the USA, Flanders Chancellery and Foreign Office, Eidos, Elimu Care, GDI Africa, International Labour Organization, International Youth Foundation, Jacob's Ladder Africa, Jasiri, LinkedIn, Office for Climate Education, Salzburg Global, Schneider Electric Foundation, and Student Energy, among others.

Photos by Jeremiah Overman

24/09/2026

On 23 September 2026, we celebrated the conclusion of our SMILE programme, 23 years of partnership and all the people who have helped strengthen education in Cambodia!

In partnership with Cambodia’s Ministry of Education, Youth and Sport, the SMILE programme has strengthened early grade mathematics in Kampot, Kep and Kampong Thom. Through teacher professional development, classroom coaching and mentoring, the programme has increased teachers’ confidence and built practical approaches to make mathematics more engaging for young learners.

At our closing celebration, His Excellency Dr Hang Chuon Naron, Deputy Prime Minister and Minister of Education, Youth and Sport, described the programme’s conclusion as “a starting point” for the Ministry to continue using and strengthening its best practices. The occasion also recognised the dedicated team behind our work. VVOB in Cambodia colleagues received medals and certificates in recognition of their contribution to education in Cambodia as did partners and the Core Expert Group supporting teacher professional development.

The event marked the conclusion of both SMILE and VVOB’s country programme in Cambodia. After 23 years of working alongside the Ministry, VVOB is leaving Cambodia. We're incredibly proud of what we've achieved together and grateful to the partners and educators who will carry this work forward.

Read more: https://lnkd.in/eCtVUSA2

23/09/2026

Are our teacher development systems evolving fast enough to prepare teachers for the classrooms of today, and tomorrow?

With this question, Mr Mathanzima Mweli, Director-General of the Department of Basic Education, opened the 2026 Teacher Development Colloquium.

Organised by the Department of Basic Education South Africa in collaboration with VVOB, the colloquium brought together government, education partners and practitioners to explore innovations in blended learning for teacher professional development.

The VVOB in South Africa team contributed to the conversation by sharing insights on how blended continuing professional development can become more accessible, meaningful and effective for teachers and school leaders across the country.

Our key takeaway from this year’s colloquium: effective professional learning needs to be flexible and responsive to teachers’ diverse contexts and needs.

Blended learning can help make that possible, because when digital tools are combined with collaboration, and hands-on practice, they create professional learning that translates directly into classrooms and supports improved learner outcomes.

SACE

22/09/2026

What does it take to make education work for everyone?

In 2025, we focused on what matters most:
- Stronger support for teachers and school leaders.
- Learning that meets learners where they are.
- Partnerships that last.

It’s all in our latest impact report. Have a read: on.vvob.org/VVOB_ImpactReport_2025

21/09/2026

Tomorrow, Education House kicks off in New York at the 81st session of the United Nations General Assembly, bringing together leaders and changemakers from across education and beyond to explore the shifts needed to help every child thrive.

As conversations begin in New York, we’re looking back at the last Education House, convened earlier this year in Oxford. Four innovators shortlisted through the Hundred and VVOB Spotlight on Education for Societal Change shared their experiences and perspectives on creating meaningful, lasting change.

Thank you Sheila Shefo Mbiru from First Lady's Mazingira Awards, Kritika Rawat from Kids Education Revolution, Armando Ali and Rajib Timalsina from PAL Network and Eashwar Ramesh from Learn To Play - Ithute Go Tshameka for bringing your perspectives to the conversation.

Read the full article: https://educationhouse.org/articles/education-from-the-ground-up-when-communities-and-learners-lead

16/09/2026

No quality education without quality leadership!

Tell us: How can school leaders have a positive impact on learning? Comment below 👇

14/09/2026

"I will always continue to play. It helps children."

That's Michael, a father in Uganda who fled conflict in South Sudan with his wife and two children. Each day, a simple game with pebbles on the ground becomes a moment of connection and learning for his family.

UNICEF's report, "The Power of Play: A Global Data Story," shows that children who play regularly with caregivers are consistently more likely to be developmentally on track in health, learning and psychosocial well-being.

For VVOB, this reinforces what we work toward every day: supporting educators and caregivers with the knowledge and tools to make playful, responsive interaction part of how children learn from the earliest years.

Full report here: https://data.unicef.org/resources/the-power-of-play/?utm_campaign=The%20Power%20of%20Play&utm_medium=email&utm_source=Mailjet

08/09/2026

Every child deserves the chance to build strong foundational skills.

That’s the idea behind Zambia’s Catch Up Programme. Over the past decade, Catch Up has grown from a pilot programme to a nationwide initiative embedded in the national education system. While challenges remain, such as low attendance, it plays a critical role in supporting learners who have fallen behind to regain foundational literacy and numeracy skills and is demonstrating long-term impact.

Children who went through Catch Up in primary school scored higher on their national Grade 7 exams — two years after the programme ended. Early learning gains do carry forward into broader academic success.

This International , we’re reminded that foundational literacy lays the groundwork for everything that follows. Learn more: https://vvob.org/stories-news/national-study-in-zambia-finds-a-focus-on-teaching-the-basics-leads-to-broad-learning-gains-over

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