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The most effective systems don’t wait for an expert to arrive — they equip the people already closest to the child with simple, culturally relevant tools and clear guidance on what to do next.  Organisations like Building Tomorrow in Uganda, Dyslexia Organisation Kenya, Learning Differently in Kenya, Africa Dyslexia Organisation in Ghana, and Beehive School in Nigeria show that community-led identification is both possible and powerful. 

This blog explores some of those practical tools and models from low- and middle-income countries, drawing on insights from our Community of Practice and scoping study. We look at what screening looks like in the hands of non-specialists — and the conditions that make it work. 

This article explores how millions of children in low- and middle-income countries (LMICs) face barriers in school due to unrecognised learning differences like dyslexia, ADHD, and dysgraphia. A scoping study by Global Schools Forum highlights the need for early identification, teacher training, inclusive practices, and stronger systems to ensure all children receive the support they need to thrive.

This case study focuses on EERUI, demonstrating how co-creation with the local community significantly improved their programme's desirability, leading to increased uptake and success. 

This case study focuses on how Labs participant Nawirika Foundation scaled their TotoCare Hub Programme by strengthening the desirability of its offerings, acknowledging the diversity of the communities they serve and engaging with them throughout design and implementation.  

This case study focuses on how Labs participant Lake Region Development Programme (LRDP) improved the feasibility of their innovation by developing strong partnerships with government stakeholders and community members. 

This case study focuses on how Labs participant Jackfruit Finance improved the viability of their innovation. They achieved this by conducting market research and leveraging AI-powered credit scoring to refine lending criteria. 

The dismantling of USAID, and prospects of massive cuts to the US aid budget, are hugely consequential for global education. 

The executive order to freeze U.S. foreign aid has significantly impacted many organisations within the GSF community. These organisations remain committed to delivering critical education programmes and services to some of the world’s most marginalised and underserved children. 

The 6th Children and Childhood's Conference at the University of Suffolk brought together educators, researchers, and practitioners to converse and conceptualise about children and childhoods around the world.  

Supporting safe environments for learners: Takeaways from GSF’s recent Community of Practice on Child Safeguarding

Global Schools Forum - alongside IDP Foundation, Jacobs Foundation and Vitol Foundation - hosted a high-level event on the sidelines of the world-renowned Education World Forum in London. 

Global Schools Forum recently participated in the East Africa Regional Early Childhood Conference held in Dar-es-Salaam, Tanzania. Discover key-takeaways from our two learning sessions in this blog.