This edition begins with an article on a fascinating collaborative research project, which examined the role and influence of parents and teachers on children's learning outcomes in primary schools in Burundi, Malawi, Senegal and Uganda. Next, Andrew Mamedu, working on a project to transform the education of girls in Nigeria and Tanzania, looks at how attempts to gather information on girls' school enrolment, retention and completion have come up against numerous obstacles, including mice, fire, floods and termites.
Other news presented in this issue includes:
- preventing violence in schools and protecting girl's rights to and in education in Ghana, Kenya and Mozambique;
- disaster risk reduction on the curriculum in Nepal;
- a new publication on the interconnected crises in education and HIV and AIDS; and
- another UNESCO literacy prize for Reflect, this time in Southern Sudan