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Strategies to promote access to schooling are necessary but not sufficient for achieving successful learning for all of the region's children and young people.

Armed conflict and natural disasters disrupt ways in which education is delivered and accessed. Disruptions may be traumatic but they provide opportunities. Adapted from the source document.

Over the past decade, schools around the world have had to develop educational strategies to respond to pressing health, environmental, social, economic, and political emergencies and situations. A critical concern for education leaders is how to develop educational strategies that are responsive to and inclusive of families and communities. This article presents a methodology for facilitating conversations between families and schools that leads to recommendations for improving family, school, and community engagement. This methodology starts with surveying teachers' and families' beliefs on teaching and learning. Survey data on beliefs in seven countries are analyzed. Beliefs are then used to launch conversations between teachers, parents/caregivers, and community representatives, using a dialogical approach. A case study of this conversation process carried out in Colombia is presented. The parent/caregiver and teacher conversations not only led to new school and regional strategies, but helped teams confront power dynamics, a vital step in transforming education systems.

Hard-headed evidence on why the returns from investing in girls are so high that no nation or family can afford not to educate their girls. Gene Sperling, author of the seminal 2004 report published by the Council on Foreign Relations, and Rebecca Winthrop, director of the Center for Universal Education, have written this definitive book on the importance of girls' education. As Malala Yousafzai expresses in her foreword, the idea that any child could be denied an education due to poverty, custom, the law, or terrorist threats is just wrong and unimaginable. More than 1,000 studies have provid