Asude Altintas Guray

VVOB has joined Education House, a dynamic new collaborative hub bringing together visionary education actors to accelerate progress toward the Sustainable Development Goals (SDGs). Education House, co-founded by HundrEDorg, Salzburg Global Seminar, and Teach For All, emerged in mid-2025 as a space for bold, collaborative dialogue, ideas, and action at the intersection of education and sustainable development. It particularly seeks to reimagine learning by centering student agency, well-being, empathy, leadership, and cross-border exchange . By joining Education House, VVOB reinforces its commitment to transformative education, partnerships, and scaling education innovations, extending our pioneering work in teacher and school leader development to a broader, global conversation on the purpose of education. We extend our heartfelt thanks to the founding partners for launching this timely and deeply relevant initiative. Together, we look forward to shaping richer, more inclusive, and future-ready education systems. Let’s redefine education. Not just as academic learning, but as a foundation for building a better future for every young person, everywhere. https://lnkd.in/dMHp4J5r

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Reimagining Global Partnerships In today’s fast-evolving geopolitical and educational landscape, the traditional models of international collaboration in higher education are being tested like never before. From shifting global alliances and rising nationalism to the acceleration of digital transformation and the urgency of climate action—higher education institutions must rethink how we collaborate, why we collaborate, and with whom. In this moment of flux, creative global partnerships must be reimagined—not just as bilateral agreements, but as dynamic, values-driven ecosystems of mutual learning, shared resources, and collective problem-solving. What might this look like? # South-South Collaborations – Elevate partnerships across the Global South to create more equitable and relevant exchanges. # Micro-collaborations – Beyond MoUs, build agile, outcome-oriented projects between small teams of students, faculty, or startups. # Plurality in Learning Models – Embed intercultural, multilingual, and indigenous knowledge systems into joint academic programs. # Shared Innovation Labs – Co-create virtual spaces where students across continents solve real-world challenges together. These are not just possibilities—they are necessities in a world that demands resilience, relevance, and responsibility from education systems. These were the conversations with Martin Drum and Abraham P. Francis , from The University of Notre Dame Australia when they visited Kumaraguru Institutions and we hope to build on these innovations Let us move from transactional to transformational partnerships. Let us shape global engagement models that are as adaptive, inclusive, and courageous as the times demand. I welcome conversations and collaborations with global universities, educators, policymakers, and innovators who are ready to co-create the next chapter of international education. Let’s build not just bridges, but intelligent pathways for global learning, equity, and impact. Satish Kumar Sagadevan Ph.D. Lijo Abraham B. Preethi Meena Kishore Rangarajan #HigherEducation #GlobalEngagement #Internationalization #AcademicPartnerships #FutureOfLearning #Geopolitics #SouthSouth #EducationLeadership #SustainableMobility #Kumaraguru #universityofnotredame #GlobalEducation

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When universities in Sub-Saharan Africa and the UK collaborate with entrepreneurial ecosystem players, the results can be transformational. In the 1st and 2nd phases of the British Council's Innovation for African Universities programme, 35 groundbreaking initiatives that demonstrate how cross-sector partnerships can create meaningful change were developed. From addressing food security in Ghana to bridging the digital divide in South Africa, the partnerships showed what is possible when we move beyond traditional academic boundaries. Swipe to learn more about some of the initiatives across Ghana, Kenya, Nigeria and South Africa. ➡️

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Three School Educators' workshops. Three ecosystem centric themes. Three different stakeholders (Urban/Rural/Tribal teachers). That , in a nutshell, is how the last year looked for ATREE's Environment Education portfolio. An output of these workshops will be the #openaccess #digital #repository of relevant Environment Education curricula material in India (Going live very very soon- so watch this space!). A big thank you to The Patrick J. McGovern Foundation for supporting this #digitalpublicgood built through a bottom-up approach.

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We have just launched the first pilot of the WhatWorked Teachers platform in Kenyan primary schools. This feasibility study will explore how micro-RCTs can be run in local contexts and how we can build a cumulative evidence base to support better decision making across the system. Thank you to Stella Chege at the EDT for helping to co-ordinate the pilot and to the schools leading the way in this important work. A recurring challenge in education research is that findings from one setting do not always translate elsewhere. Context is therefore critical. Evidence needs to be generated with teachers, in their own classrooms, to ensure it is both relevant and actionable at scale. This pilot is an important step toward strengthening the evidence infrastructure that education systems need to improve outcomes sustainably.

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