21 May 2026
Learning from the Margins: Reclaiming Knowledge Justice in the Age of AI and Climate Crisis
In this blogpost which is part of NORRAG’s #TheSouthAlsoKnows blog series, David Sathuluri illustrates what is lost–in the Global North as well as South–when demands for epistemic justice are given only nominal support, drawing examples from AI and climate justice. Global education policy in the current world today faces a paradox. The louder global institutions... Read More
14 May 2026
Two Englishes: Pakistan’s Writing Crisis Is a Matter of Class, Not Pedagogy
In this blog post, which is part of NORRAG’s Decolonising Development, Education and Data blog series, Aakash Kumar highlights the reinforcement of class divisions in an education system that demands writing proficiency in English while depriving students of the opportunity to learn it . In Pakistan, writing in English is the gatekeeper to universities, the... Read More
07 May 2026
Reflections on the Session: Has “Sustainable Development” had its Day?
This blog post, cross-posted with Education for Planetary Futures, questions how the idea of “sustainable development” shapes and limits what futures we can imagine, reinforcing systems of measurement, growth, and unequal power rather than transforming them. Has “sustainable development” had its day or has it quietly shaped the limits of what we are able to... Read More
06 May 2026
Event Highlights: KIX EMAP at CIES 2026
The KIX EMAP Hub participated in the Comparative and International Education Society (CIES) Conference 2026 “Re-examining Education and Peace in a Divided World”, held in San Francisco, United States, on 28 March – 1 April 2026. Across two sessions, representatives from the Hub presented the Hub’s efforts to support knowledge exchange and systemic transformation to... Read More
30 Apr 2026
Measuring What We Value, or Valuing What We Measure? Interrogating Educational Measurement Practices in the Global South
In this blog post, Ketaki Prabha, Sreehari Ravindranath, Apoorva Bhatnagar, Joseph Thomas and Amit V. Kumar examine global education measurement systems as politically shaped frameworks that prioritize standardized, often Western and increasingly AI-driven metrics, narrowing what counts as learning and obscuring relational, contextual, and transformative dimensions. It calls for reimagining measurement as a community-led, context-sensitive practice that... Read More
27 Apr 2026
Event Highlights: Launch of the Mandarin Edition of NSI 10 - Education for Societal Transformation: Alternatives for a Just Future
On the morning of Wednesday, 15 April 2026, from 9:00 to 11:00, the launch event of NORRAG Special Issue 10, “Education for Societal Transformation: Alternatives for a Just Future”, was successfully held. The event was hosted by Associate Professor Yiyun Hu from our institute, with the participation of multiple scholars. NORRAG, founded in 1977 and headquartered in Geneva, Switzerland, is... Read More
27 Apr 2026
"Quelle éducation pour changer le monde ? Regards historiques et contemporains."
Enfants du Monde et l’Université de Genève, avec le soutien financier du Fonds national suisse (Projet DEGESUD–Décentrer les sciences de l’enfance), proposent une journée de réflexion et d’échanges sur le thème : quelle éducation pour changer le monde ? Regards historiques et contemporains. Un rendez-vous pour les acteurs et actrices de l’éducation, du secteur social, de la... Read More
23 Apr 2026
Global Actors, Local Languages: School Curriculum Reform in Côte d’Ivoire | Acteurs globaux, langues locales : la réforme des programmes scolaires en Côte d’Ivoire
In this blog post, which is part of NORRAG’s Decolonising Development, Education and Data blog series, Guessan Alain Benie Bi and Que Anh Dang discuss the gap between ambition and reality for linguistic justice in Côte d’Ivoire, and what it would take to achieve sustainable language-in-education policy. Over the past decade, education reform has accelerated... Read More
16 Apr 2026
Certified vs Non-Certified Teachers: What Early Classroom Evidence from Pakistan Tells Us?
In this blogpost, Aisha Naz Ansari reports on an exploratory study comparing observed classroom practices, teacher motivation, and professional agency between certified and non-certified teachers in Sindh province, Pakistan. Teacher certification has long been regarded as a key lever for improving teaching quality (Kamal et al., 2024; Xie & Zheng, 2026). The assumption underpinning many... Read More
13 Apr 2026
Call for inputs: International financial architecture, debt and the right to education
For her upcoming report to be presented at the 81st session of the General Assembly in 2026, the United Nations Special Rapporteur on the right to education, Ms. Farida Shaheed, will consider international financial architecture, debt and the right to education. It builds on previous thematic reports of the mandate, as well as on the work of other mandate holders.... Read More